Mathematics Unit 1: Order of Operations and Whole Numbers In this unit, you will understand the place value system. You will be able to perform operations in the correct order by using the distributive, commutative, and associative properties. KEY TERMS Numerical expression: A set of numbers and operations, including addition, subtraction, multiplication, and division. The expression may also contain parentheses, brackets, or braces. (OA.1) Find the value of an expression by completing the operations for each number in the expression. (04.2) Order of operations: The correct order to evaluate a numerical expression. Operations in parentheses (), brackets (J, or braces {} are completed first, and then division and multiplication of digits are completed from left to right. Finally, subtraction and addition can be completed from left to right. (OA.1) Multiplier: The number that is being multiplied by. For example, in 2 x 3 = 6, the multiplier is 2. Multiplicand: The number that is getting multiplied. For example, in 2 x 3 = 6, the multiplicand is 3, Product: The answer of a multiplication problem. For example, in 2 x 3 = 6, the product is 6. idend: The number that is divided. For example, in 20 + 4 = 5, the dividend is 20. Divisor: The number that is divided by. For example, in 20 + 4 = 5, the divisor is 4. the quotient is 5. (NBT.6) Quotient: The answer to a division problem. For example, in 20 + 4 Properties of Operations: * Distributive Property: Multiply 2 factor that is outside a set of parentheses with each addend within the parentheses to solve. * Commutative Property: Move addends in addition equations or factors in multiplication equations into different pairs to solve. + Associative Property: Group together addends in the addition equations or factors in multiplication ‘equations into different pairs to solve. (NBT.6) Place value: The numerical value of a digit in a number based on the digit’s location related to the ecimal point. A digit in the tens place of a number is 10 times the value of the same digit in the ones 4 place. A digit in the tens place is the value of the same clit in the hundreds place. Exponents: Shows the number of times a number is multiplied by itself. For example, 2° = 2 x 2 x 2 x 2 Power of 10: A multiple of 10. For example, 10° is the same as multiplying by 1,000, since 10 x 10 x 10 = 1,000. (NBT.2) Important Tips Z Look at each multiplication and division equation individually to determine the best strategy to use when solving. The standard algorithm can be used. A model can also be used, including rectangular arrays, area models, lattice methods, partial products, and fair-sharing models. Multiplication and division of whole numbers can be solved using multiple strategies. One strategy for multiplication is the standard algorithm. The standard algorithm is 2 method used to solve a problem that includes a set of specific steps. Other strategies for multiplication and division include using the properties of operations or using models such as rectangular arrays, area models, and fair-sharing. Page 106 of 288 Georgia Milestones Grade 5 EG Study/Resource Guide for Students and Parents Conyrgnt © 2020 by Georgia Deparment of Education. Al vent reserved,Ps obel/a Nf, Mathematics Unit 5: Two-Dimensional Figures In this unit, you will work with two-dimensional figures. You will learn about plane figures, two-dimensional figures, and their attributes. You will learn to identify geometric shapes. KEY TERMS. ‘Two-dimensional figure: This is a plane figure thet has two dimensions, such as a rectangle that has the dimension of length and width. (6.3) Attributes of two dimensional figures include the following properties: + Angles + Acute: This is an angle that measures less than 90°, + Obtuse: This is an angle that measures greater than 90° + Right: This is an angle that measures 90°. + Parallel lines: These are two lines that are always an equal distance apart. + Perpendicular lines: These are two lines that intersect at 90° angle. ‘+ Number of sides: This is how many lines are used to create a figure. + Length of sides: This is a measurement of the length of each line used to oreate a figure. + Congruent: This is when two figures are the same size and shape. + Vertex: This is the point where two lines of a figure meet. (G.3) Category: This is a large group of two-dimensional figures that share at least one attribute. For example, all shapes with four sides belong to the category of quadrilateral. (G.3) Subcategory: This is a smaller group of items within a category. All the items in a subcategory share at least one attribute. (6.3) Geometric shapes: Two-dimensional shapes that incluce triangles, rectangles, squares, rhombuses, pentagons, hexagons, trapezoids, quadrilaterals, quarter circles, half circles, and circles. Polygon: This is a closed geometric shape with multiple straight sides. Regular polygon: This is a geometric shape with multiple sides that all have equal angles and lengths. Irregular polygon: This is a geometric shape with multiple sides where the side lengths vary. (G.4) Important Tips & Atwo-dimensional figure can belong in more than one category as well as more than one subcategory. 2 Geometric shapes can be placed in a hierarchy, or a set of categories and subcategories, based on their attributes. For example, in the category of quadrilaterals, there is the subcategory of rectangles, Within the subcategory of rectangles, there is the subcategory of squares. Georgia Milestones Grade 5 E0G Study/Resource Guide for Students and Parents Page 123 of 238 Cconynant © 2020 by Georsia Deparment of Education. Al rights reser.Determine ifthe shape shown isa Quadrilateral, Kite, [rapezoid, Parallelogram, Rhombus, Rectangle or “Aue ere ‘Square (can be more than one) SS Sides ‘Amles Q. Quadra Sides ean he any ent Angles can he any degree. . Fas two pairs of aacent sides. «par oF opposite angles Eee ach pairs sides are equal length. __thatare equal in degree. Sides canbe any te Ty hepa Has only 1 pair of paral suallelowran Opposite sides are equal length ial oped ale All ids re equal length Opposite angles are the AE Rhombs: Opposite sides are parallel. same. x Opposite sis are equal en =a RaRecmnigle Opposite sides are parallel, Allaggleseie : sides are equal engi, ; s.sume Allene ol gh Al anges 9 n 4 8) ” « f Nasee! k 10) AN) 2) To 2S as eT > 1 untatoName: Determine ifthe shape shown is a Quadrilateral, ‘Square (can be more than one). e, Trapezoid, Paralielogram, Rhombus, Rectangle or aowers. Sides / Angles Angles: 1 Or Q. Quadrilateral 4/4 Sides can be any’ length Angles can be any degree. Has two pairs of adjacent sides. One pair of opposite angles OK E Kis ue equal le that are equal in dk Sides can be any length. T. Trapezoid aa Has only pair of parallel sides Angles can beany degree. (Opposite sides are equal length (Opposite angles are the ‘Opposite sides are parallel. same. P.Paralelogram 4/4 4 QP.H Al sides are egual Tength ides are parallel H, Rhombus 44 R. Rectangle All sides are equal length S. Square ae Opposite sides are parallel, 1) 8. Q 9. OPR 0, QP. 4) 5) 6) t t ‘ M or CY by 4 Qe \ 10) 11) 12) T-10 [52] 85] 75] oF] Se] SO TSS Math TY ccomnconsncncon I aDomain 4 e Lesson 25 v= Convert Customary Units & Getting the Idea When you want to know how long or tall something is, you measure its length. Units of length in the customary system include inches, feet, yards, and miles. When measuring the length of an object, more units are needed when smaller units are used. For example, a piece of paper that is 12 inches long also has a length of 1 foot. More inches than feet are used to measure the length of the paper. This is because a foot is a longer unit than an inch. You can convert units if you know their equivalent measures. For example, since there are 24 hours in a day, 48 hours is equivalent to 2 days. The table shows the conversions for length in the customary system. Customary Units of Length 1 foot (ft) = 12 inches (in.) }1 yard (yd) = 3 feet 1 mile (mi) = 1,760 yards To convert a smaller unit to a larger unit, divide. Example 1 Ms, Richards's car is 198 inches long. How many feet is that? Strategy _ Divide to convert a smaller unit to a larger unit. il) Write the relationship between feet and inches. 1 foot = 12 inches Divide the number of inches by 12 to find the number of feet. 198 + 12 = 16 R6 Interpret the remainder. The remainder means there are 6 inches left over. Solution Ms. Richards’s car is 16 feet 6 inches long. If the quotient of 198 + 12 is written with the remainder as a fraction, the quotient is 165, So the length of the car can also be written as 163 feet, because 6 inches is } foot. a2When you want to know how heavy something is, you measure its weight. Units of weight in the customary system include ounces, pounds, and tons. ‘The table shows the conversions for weight in the customary system. Customary Units of Weight 16 ounces (02) 2,000 pounds 1 pound (1b) 1 ton (T To convert a larger unit to a smaller unit, multiply. Example 2 Henry weighed 7 pounds 9 ounces when he was born. How many ounces is that? Strategy Multiply to convert a larger unit to a smaller unit. Then add. Write the relationship between ounces and pounds. 1 pound = 16 ounces Multiply the number of pounds by 16. 7 X 16 = 112 ounces lt +4 1 {78 Add the extra ounces to the product 112 + 9 = 121 ounces Solution Henry weighed 121 ounces. or liquid volume a container can hold. Capacity measures the amount of dry em include fluid ounces, cups, pints, Units of capacity in the customary syst quarts, and gallons. ‘The table shows the conversions for capacity in the customary system. Fluid ounces are not the same as ounces, although they are often called ounces. Customary Units of Capacity 4 cup (c) = 8 fluid ounces (fl oz) 1 pint (pt) = 2 cups 1 quart (qt) = 2 pints 1 gallon (gal) = 4 quartsExample 3 Regina made 10 quarts of fruit punch. How many gallons of fruit punch did she make? Strategy Divide to convert a smaller unit to a larger unit. * Write the relationship between gallons and quarts. 1 gallon = 4 quarts Divide the number of quarts by 4. 10+4=2R2 The remainder represents a of a gallon. Write the remainder in simplest form. { oi | a2 Solution Regina made 2} gallons of fruit punch. Example 4 At lunch, a group of students drank 5 quarts of milk in all. Each student in the group drank 1 cup of milk. How many students were in the group? Strategy Multiply to convert a larger unit to a smaller unit. feyene Write the relationship between quarts and pints. 1 quart = 2 pints Multiply the number of quarts by 2. 5X 2= 10 pints 5 quarts = 10 pints Write the relationship between pints and cups. 4 pint = 2 cups : Multiply the number of pints by 2. Fy 10 x 2 = 20 cups : 10 pints = 20 cups Solution There were 20 students in the group. | 244 © Domain 4: Measurement and DataCoached ‘Example p Luanne needs to fill a pot with 1 gallon of water. She only has a 1-pint measuring cup. How many times must Luanne fill the 1-pint measuring cup to have 1 gallon of water? Use the relationships between the different units to find how many times Luanne must fill the 1-pint measuring cup. How many pints are in 1 quart? How many quarts are in 1 gallon? Multiply to find how many pints are equal to 1 gallon x = Luanne must fill the 1-pint measuring cup of water. times to have 1 gallon 215(6) web & a 2, (1) Zen sql) o1seg 7M spunod QOOT= (d) U0} | (Z0)se0uno QJ = (q[) punod | sdno Of ‘squid Q ‘send = ([2B) uoyeb 7 sdno p ‘squid g= (4b) yenb | "20 "IJ QI ‘sdnog= (d) quid | saouno pj Q = (0) dno | fizroudoD 3024 OGG ‘spre OQLI= (tu) atu | pbs” (ul) TaqauL Sayoul Q¢ “3205 = (pfi) preA ] ‘qu oIseg SaYOUL TI = (IJ) 1005 1 _ _ APIA ge FOYT [us Alaynyy em [RUIS FHISmaller to larger divide Larger to smaller multiply To bs = = aaa To X 2,000 X16 1,000 X 1,000, X 1,000 bs —T oes fice =e Ke—>T 216 1,000 21,000 "1000 gal—rat |] gal—ep |] gal rc gt —>pt qt—>c pt—c xa x x16 2 Xa a atest |] p—reet | e—reat || oat || c—eae |f c—rot +4 . a6 2 aA 2 ine te Lm / (ie) in ) X1,000 BAR mi Nu 2 ‘ 2 ) +1,000 ( > SO Length a mi ft yd —> ft yd —> in ft —> in X 1,760 X 5,280 x3 X36 x2 aa emi hei ind ink me £5,280 3 236 22 km —em | | m—edm | | m—eem |] m—emm | [dm—eem |} dm—emm | | cm—rmm x 1,000 x10 x 100 X1,000 x10 100 xa m—+km | | dm—sm cm—em |] mm—em | [em—>dm |] mm—edm | |mm—ecm + 1,000 +10 +100 + 1,000 = 100 +10 Time oan | [nee x60 X60 min rhe | |see erin +60 +60Name Isabella Machado Wasqucn Ordered Pairs . Learning Objective You wil us i ‘ pais 1o graph and name poi Essential Question How can you identify and plot points the distance between two points on an a coordinate gid? coordinate gid. connect Locating a point on a coordinate grid is similar to describing directions using North-South and West-East. The horizontal number line on the gridis the x-axis. The vertical number line on the grid is the, y-axis. Each point on the coordinate grid can be described by an ordered pair of numbers. The x-coordinate is the first number in the ordered pair. Itis the horizontal location, or the distance the point is from 0 in the direction of the x-axis. The y-coordinate is the second number in the ordered pair. Iris the vertical location, or the distance the pointis from 0 in the direction of the y-axis, y) ‘The x-axis and the y-axis intersect at the point (0, 0), called the origin. Unlock the Problem 2 Write the ordered pairs for the locations of the arena and the aquarium. Locate the point for which you want to write an ordered pair. Look below at the x-axis to identify the point’s horizontal distance from 0, which is its x-coordinate. Look to the left at the y-axis to identify the points vertical distance from 0, which is its y-coordinate. So, the ordered pair for the arena is (3, 2) and the ordered pair for the aquarium is(tine , Lous). * Describe the path you would take to get from the origin to ep ‘Math Processes and Preaices. e aquarium, using horizontal, then vertical movements. | Use Graphs Use the x and 12345678910 l wid ge ue four lines +. avebsey ycoordinates to describe the r ” - distance of the point (3, 2) Ss a i = | eeall nots from the x- and yraxes Chapter 9 539D Example 1 use ne srapn A point on a coordinate grid can be labeled with an ordered patra letter, or both. © Plot the point (5, 7) and label it J. From the origin, move right § units and then up 7 units. Plot and label the point. @ Plot the point (8, 0) and label it 5. From the origin, move right 9 units and then up Zero units : Plot and label the point. BD Example 2 tins the sistance between two points. You can find the distance between two points when. A the points are along the same horizontal or vertical line, 10 }---~ * Draw line segment to connect point A and point B. © Count vertical units between the two points. yeas There are S| x_ units between points A and 8. 1. Points 4 and B form a vertical line segment and have the same x-coordinates. How can you use subtraction to find the distance between the points? To act the Answer fo Sif ble tle iit qual te Six ou have 0 2. Graph the points (2, 2) and (5, 2). Explain how you can use subtraction to find the horizontal distance between these two points, 540Strategies for Multiplying Decimals by Whole Numbers 0.21x3=063 Modeling with Hundreds Blocks 0.21 0.21 0.21 1. Take your decimal number (your first factor) and shade in that many squares of your hundreds block 2. Do this ads many times as the second factor (your whole number) 3. Count up your boxes and that’s how many hundredths you have ‘4. write in proper decimal form. Standard Multiplication Algorithm Step 1: Multiply 4s you would with whole numbers Step 2. Count how many digits you have after EVERY decimal point in the problem Step 5: Move the decimal point to the LEFT as many places as there are digits behind the decimal Step 1 Step 2 Step 3 241 21€2 places 21 x 3 xo x 5 65 65 3 Repeated addition O21 O21 +021 0635 Final AnswerStrategies for Multiplying Decimals by Decimals O4tx 6=O024 06 elt Standard Multiplication Algorithm. Step 1: Multiply as you would with whole numbers Step 2: Count how many digits you have after EVERY decimal point in the problem Step 3: Move the decimal point to the LEFT as many places as there are digits behind the decimal Modeling with Hundreds Blocks: <— } Take your first decimal number (your first factor) and shade in that many squares of your hundreds block vertically (up and down) 2. Take your second decimal number (your second factor) and shade in that many squares of your hundreds block in the opposite direction (side to side) 3. Count up the boxes that are overlapped by both shadings ‘Write in proper decimal form Step 1 Step 2 4 4b € 1 place x 6 x 6 € 1place 24 24 2 places total Step 3 Final Answer a 4 x 6 x 6 Mi 24Be {/ Multiplication Strategies FF Partial Products 453 x 48 _ 24 400 3,200 120 2,000 16,000 21,744Kirsten brought in 4 loaves of sliced bread to make” sandwiches for the class picnic. Her classmates used § of the bread, How many loaves of bread were used? mopet RECORD + Shade the model to show 3 of 4. ‘* Write an expression to represent the problem. 2 2x4 3 Multiply 4 by the number of third-size pieces in each whole, Then, write the answer as the total number of third- size pieces 2%4 + Rearrange the shaded pieces to fill we as many wholes as possible. \ + Write the answer as a mixed number. + CRESD Would we have the same amount of bread ifwehad 4 groups of § ofa loaf? Explain. Try This! Find the product; Write the product in pipet frm. . 1 S Osx O jx “2 aename Lsubella /Viachado Vo Fraction and Whole Number Learning Objective You will use model teat . einen the phot whale ne Multiplication ixfacabniand facion bya whee career, Essential Question How can you find the product ofa frection and 8 whole number without using a model? L n E Ci ST SR oa Charlene has five L-pound bags of sand, each a different color. For an art project, she will use 2 pound of each bag of sand to create 2 colorful One sand-art jar. How much sand will be in Charlene’s ee ‘© How much sand is in each bag? ‘© will Charlene use all of the sand in each bag? sand-art jar? * eplain 7 DD wuttiy a traction by a whole number. mopet RECORD the problem 5x2 Think: ine Bo + Multiply the number of eighth-size pieces in each whole by 5. Then write the answer as the total number of eighth-size pieces 1 In 5x , wl * Shade the model to show 5 groups of 3 | * Write an expression to represent + Rearrange the shaded pieces to fill as. many wholes as possible */Write the answer as.a mi simplest form. |. Pree & Communicate Explain how you can find how much sand Charlene has left. Chapter 7 433