Grade 5, Unit 4

_________________
Name
 Reading and Writing Lesson 4-1
Decimals (continued) DATE TIME

Write the following decimals in words. Use the place-value chart on journal SRB
page 112 to help you. 116-119

1 0.67

2 3.8

3 3.622

4 0.804

Write each decimal using numerals. Record them on the place-value chart on page 112.
Then write the value of 4 in each decimal.
5 a. four and eight tenths b. 4 is worth .

6 a. forty-eight hundredths b. 4 is worth .

7 a. forty-eight thousandths b. 4 is worth .

8 a. six and four hundred eight thousandths

b. 4 is worth .

Rewrite each decimal as a fraction.

9 0.6 10 0.03 11 0.008

Rewrite each fraction as a decimal.

12 _
2
13 _
65
14 _
402
10 1,000 1,000

15 Use the clues to write the mystery 16 Make the following changes to the
number. number 7.849:

Make the 7 worth _

1
Write 5 in the tenths place. 10
as much.
Write 6 in the ones place. Make the 8 worth 10 times as much.

Make the 4 worth _

1
Write 2 in the thousandths place. 10
as much.
Write 1 in the hundredths place. Make the 9 worth 10 times as much.

. .

113
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 336.

!"""#!""$#%&'#(#&)#*+#,!'#-!"#."#"'$!//01233444""$ 5+6!$65!"+444'7!849:

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 Lesson 4-2
Representing Decimals DATE TIME

Math Message SRB

116-118,
120

1 Write 0.43 in words.

2 Write 0.43 in the place-value chart below.

Ones . Tenths Hundredths Thousandths

.

3 The grid below represents 1. Shade the grid to show 0.43.

For Problems 4–6, use words, fractions, equivalent decimals, or other representations to write at least
three names for each decimal in the name-collection box. Then shade the grid to show the decimal.

4
0.8

114
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 343.

!""#$!""%$&'#$($')$*+$,!#$-!.$/"$"#0!1123455666""# .+7!07.!"+666#8!96:;

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 Lesson 4-2
Representing Decimals (continued) DATE TIME

SRB
5 0.620
116-118,
120

6
0.418

115
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 343.

!""#$!""%$&'#$($')$*+$,!#$-!.$/"$"#0!1123455666""+ .+7!07.!"+666#8!96:;

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 Decimal Place-Value Mat NAME DATE TIME

Thousandths
Hundredths
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Tenths

0 .

0 .
.
Ones

TA25
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 343.

!"#$%&'(%)%''%*$%+,(%-,.%/.01$234566777!"#$ /28,28/(777#9(.7:'

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 Top-It Record Sheet NAME DATE TIME

Round Player 1 >, <, = Player 2

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

1

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Top-It Record Sheet NAME DATE TIME

Round Player 1 >, <, = Player 2

G14
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 355.

!"#$%&'$%(%''%!)%*"+%,")%#+-.)/01233444!#$ "+5"/5#$44467+.48'

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 Rounding Decimals in Lesson 4-5
Real-World Contexts DATE TIME

Read about different real-world situations below and round the decimals as directed. Use a SRB
number line or grids to help you, if needed. 124-127

1 At the district track meet each running event is timed to the nearest thousandth of a second
using an electronic timer. However, the district’s track rules require times to be reported with
only 2 decimal places. Round each time to the nearest hundredth of a second.

Note: sec = second(s)

Electronic Timer Reported Time Electronic Timer Reported Time

a. 10.752 sec sec b. 55.738 sec sec

c. 16.815 sec sec d. 43.505 sec sec
e. 20.098 sec sec f. 52.996 sec sec

Explain how you rounded 20.098 to the nearest hundredth.

2 Supermarkets often show unit prices for items. This helps customers compare prices to find
the best deal. A unit price is found by dividing the price of an item (in cents or dollars and
cents) by the quantity of the item (often in ounces or pounds). When the quotient has more
decimal places than are needed, some stores round to the nearest tenth of a cent.

Example: A 16 oz container of yogurt costs $3.81.

• $3.81 ∗ 100 cents per dollar = 381¢

• 381¢ ÷ 16 oz = 23.8125¢ per ounce

• 23.8125¢ is rounded down to 23.8¢ per ounce

Round each unit price to the nearest tenth of a cent.

a. 28.374¢ ¢ b. 19.756¢ ¢

c. 16.916¢ ¢ d. 20.641¢ ¢

e. 18.459¢ ¢ f. 21.966¢ ¢

125
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 362.

!"#$%!"#&%'()%*%(+%,-%.!)%/!-%0"%")$!1123455666"#- #-7!$7#!"-666)8"#69:

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 Plotting Points on a Lesson 4-6
Coordinate Grid DATE TIME

SRB
1 Use the grid shown below as you follow directions from your teacher. 275
y

10
9
8
7
6
5
4
3
2
1
x
0 1 2 3 4 5 6 7 8 9 10

For Problems 2–6, use the coordinate grid shown below.

2 Write the ordered pairs for:

a. Point A b. Point B

c. Point C d. the origin

3 Use a straightedge. Connect points A, B, and C in order.

y
4 On the same grid, plot and label the points
listed below. 15
14
D (6, 10) E (9, 10) B A
13

F (10, 9) G (10, 6) 12
11

H (9, 5) J (6, 5) 10
9
C
K (5, 6) 8
7

5 Use a straightedge. Connect the points in 6

alphabetical order beginning with point C. 5

4
3
6 What image did you create by connecting
2
the points? 1
x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

128
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 368.

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 Hidden Treasure
Gameboards
NAME DATE TIME

Each player uses Grids 1 and 2. SRB

311

Grid 1: Grid 2:

My Hidden Point and My Partner’s My Guesses for My Partner’s

Guesses Hidden Point
y y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

Use this set of grids to play another game.

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Grid 1: Grid 2:

My Hidden Point and My Partner’s My Guesses for My Partner’s

Guesses Hidden Point
y y

10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
0 1 2 3 4 5 6 7 8 9 10 0 1 2 3 4 5 6 7 8 9 10

G26
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 375.

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 Lesson 4-8
Graphing Sailboats DATE TIME

1 Find the column labeled Original Sailboat in the table below. Plot the ordered pairs SRB
275
listed in the column on the grid titled Original Sailboat on the next page. Connect
the points in the same order that you plot them. You should see the outline of a sailboat.
2 a. Fill in the missing coordinates for New Sailboat 1.

b. How do you think New Sailboat 1 will be different from the Original Sailboat? Record a
conjecture at the top of the column.

c. Plot the ordered pairs for New Sailboat 1 on the next page. Connect the points in the
same order that you plot them.

New Sailboat 1 New Sailboat 2 New Sailboat 3

Original Rule: Double each
Rule: Double the first Rule: Double the second
Sailboat number of the original number of the original
number of the original
pair. Leave the second pair. Leave the first
pair.
number the same. number the same.

Conjecture:

(8, 1) (16, 2) (16, 1) (8, 2)

(5, 1) (10, 2) (10, 1) (5, 2)

(5, 7) (10, 14) (10, 7) (5, 14)

(1, 2) ( , ) ( , ) ( , )

(5, 1) ( , ) ( , ) ( , )

(0, 1) ( , ) ( , ) ( , )

(2, 0) ( , ) ( , ) ( , )

(7, 0) ( , ) ( , ) ( , )

(8, 1) ( , ) ( , ) ( , )

d. Complete steps 2a–2c for New Sailboat 2.

e. Complete steps 2a–2c for New Sailboat 3.

Be sure to apply each rule to the coordinates from the Original Sailboat.

134
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 380.

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 Lesson 4-8
Graphing Sailboats (continued) DATE TIME

y SRB
10-11,
275
16
15
y 14
13
12 12
11 11
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1
x x
0 1 2 3 4 5 6 7 8 9 10 11 12 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

Original Sailboat New Sailboat 1

16
15

y 14
13
12 12
11 11
10 10

9 9

8 8

7 7

6 6

5 5

4 4

3 3

2 2

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

New Sailboat 2 New Sailboat 3

135
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 380.

!"#$%!"#&%'($%)%(*%+,%-!$%.!/%0"%"$#!1123455666"#, 7,8!#87!",666$9":6;<

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 Lesson 4-8
A New Sailboat Rule DATE TIME

1 Circle the rule for Sailboat 4 given to you by your teacher. SRB
10-11,
275

• Triple the first number of the ordered pair.

• Triple the second number of the ordered pair.

• Double the first number of the ordered pair; halve the second number.

• Halve the first number of the ordered pair; double the second number.

• Other:

2 Make a conjecture about what New Sailboat 4 will look like.

3 Create ordered pairs for New Sailboat 4 based on the rule. Write them in the table below.

4 Plot the new set of ordered pairs and connect the points in the order they were plotted.

5 Was your conjecture correct? Explain.

25
Original
24
New Sailboat 4
23 Sailboat
22
21
20 (8, 1) ( , )
19
18
17
(5, 1) ( , )
16
15
14
(5, 7) ( , )
13
12
11
(1, 2) ( , )
10
9 (5, 1) ( , )
8
7
6 (0, 1) ( , )
5
4
3 (2, 0) ( , )
2
1

0
x (7, 0) ( , )
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

New Sailboat 4
(8, 1) ( , )

136
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 380.

!"#$%!"#&%'($%)%(*%+,%-!$%.!/%0"%"$#!1123455666"#7 8,9!#98!",666$:"76;<

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 Forming and Graphing Lesson 4-9
Ordered Pairs DATE TIME

For each data set, fill in the missing values and write the data as ordered pairs. SRB
55-56,
Plot the points on the grid and connect them using a straightedge. Use the graph 275

to answer the questions. y

1 Dean is raising money for charity. He earns 15

14
$2 for each lap he runs around the gym. 13
12
Laps Run $ Earned Ordered pairs:
11

(x) (y) 10

$ Earned
9
1 2 ( , ) 8
7
2 ( , ) 6

6 ( , )
5
4
4 3
( , )
2

a. If Dean has earned $14, how many laps 1

x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
has he run? laps
Laps Run
b. Put an X on the point on the grid that
shows your answer to Part a.

c. What are the coordinates for this point? ( , )

y
2 Sally uses 2 paintbrushes for each paint jar.
15
14
Brushes Paint Jars 13
(x) (y) Ordered pairs: 12
11
2 1 ( , ) 10
Paint Jars

9
4 ( , ) 8

3 ( , )
7
6
8 5
( , )
4
3
a. If Sally uses 6 jars of paint, how many
2

brushes does she need? brushes 1

x
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
b. Put an X on the point on the grid that Brushes
shows your answer to Part a.

c. What are the coordinates for the point you marked with an X? ( , )

139
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 386.

!"#$%!"&!%'(&%)%(*%+,%-!&%.!/%0"%"&#!//12344555"#/ 6,7!#76!",555&86,59:

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 Decimal Addition and Lesson 4-11
Subtraction with Grids DATE TIME

For Problems 1 and 2: SRB

129

• Shade the grid in one color to show the first addend.

• Shade more of the grid in a second color to show the second addend.

• Write the sum to complete the number sentence.

1 2

0.6 + 0.22 = 0.18 + 0.35 =

For Problems 3 and 4:

• Shade the grid to show the starting number.

• Cross out or shade darker to show what is being taken away.

• Write the difference to complete the number sentence.

3 4

0.47 - 0.20 = 0.74 - 0.36 =

5 Choose one of the problems above. Clearly explain how you solved it.

144
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 404.

!"##$!"#%$&'#$($')$*%$+!#$,""$-"$"#.!//01233444"## 5%6!.65!"%444#7.!489

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 Using Algorithms Lesson 4-12
to Add Decimals DATE TIME

For Problems 1–6, make an estimate. Write a number sentence to show how you estimated. SRB
Then solve using partial-sums addition, column addition, or U.S. traditional addition. Show 128, 130

your work. Use your estimates to check that your answers make sense.

1 2.3 + 7.6 = ? 2 6.4 + 8.7 = ? 3 7.06 + 14.93 = ?

(estimate) (estimate) (estimate)

2.3 + 7.6 = 6.4 + 8.7 = 7.06 + 14.93 =

4 21.47 + 9.68 = ? 5 3.514 + 5.282 = ? 6 19.046 + 71.24 = ?

(estimate) (estimate) (estimate)

21.47 + 9.68 = 3.514 + 5.282 = 19.046 + 71.24 =

7 Choose one problem. Answer the questions below.

a. How did you make your estimate?

b. How did you use your estimate to check that your answer made sense?

146
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 410.

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 Using Algorithms Lesson 4-13
to Subtract Decimals DATE TIME

For Problems 1–6, make an estimate. Write a number sentence to show how you estimated. SRB
128,
Then solve using trade-first subtraction, counting-up subtraction, or U.S. traditional 131-132

subtraction. Show your work. Use your estimates to check that your answers make sense.

1 4.6 - 3.2 = ? 2 13.1 - 8.7 = ? 3 6.87 - 2.52 = ?

(estimate) (estimate) (estimate)

4.6 - 3.2 = 13.1 - 8.7 = 6.87 - 2.52 =

4 24.07 - 12.68 = ? 5 62.432 - 19.712 = ? 6 17.41 - 6.274 = ?

(estimate) (estimate) (estimate)

24.07 - 12.68 = 62.432 - 19.712 = 17.41 - 6.274 =

7 Choose one problem. Think about the algorithm you used. Answer the questions below.

a. How did your choice of algorithm help you get an accurate answer?

b. Was your choice of algorithm the most efficient choice? Why or why not?

148
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 417.

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 Spend and Save
Record Sheet
NAME DATE TIME

SRB
323
Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

Start Change Balance

Round
Amount Spend or save? How much? (and next Start Amount)
Example $100.00 spend $2.68 $97.32
1 $100.00
2
3
4
5
6
7
8

Spend and Save

Copyright © McGraw-Hill Education. Permission is granted to reproduce for classroom use.

NAME DATE TIME

Record Sheet
SRB
323

Start Change Balance

Round
Amount Spend or save? How much? (and next Start Amount)
Example $100.00 spend $2.68 $97.32
1 $100.00
2
3
4
5
6
7
8

G27
TEACHERS: The expectation statement for this ACI can be found in your Teacher’s Lesson Guide, page 423.

!"#$%&'$($&&$!)$*+'$,-'$-.#/)012344555!"# +.6+.6-)555#7'0589

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