Student Activity Book - Grade 4

Dr. Karen C.
Fuson
Volume 1
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VOLUME 1 CONTENTS
UNIT 1 Place Value and Multidigit Addition and Subtraction

BIG IDEA 1 Place Value to One Million
1 Place Value to Thousands

CC.4.NBT.1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
2 Place Value Patterns

CC.4.NBT.1, CC.4.NBT.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6A
3 Round Numbers
CC.4.NBT.2, CC.4.NBT.3 . ........................................................9
4 Numbers to One Million
CC.4.NBT.1, CC.4.NBT.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
5 Compare and Round Greater Numbers

CC.4.NBT.2, CC.4.NBT.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
BIG IDEA 2 Addition with Greater Numbers
6 Make New Groups for Addition

CC.4.NBT.4, CC.4.MD.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
7 Add Greater Numbers

CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
8 Estimation and Mental Math

CC.4.OA.3, CC.4.NBT.3, CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
BIG IDEA 3 Subtraction with Greater Numbers
9 Subtract from Thousands

CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
10 Subtraction Undoes Addition

CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
© Houghton Mifflin Harcourt Publishing Company
11 Subtract Greater Numbers

CC.4.OA.3, CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
12 Practice Addition and Subtraction

CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
13 Problem Solving with Greater Numbers

CC.4.NBT.4, CC.4.MD.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
14 Focus on Mathematical Practices

CC.4.NBT.3, CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
UNIT 1 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
VOLUME 1 CONTENTS iii

VOLUME 1 CONTENTS (continued)
UNIT 2 Multiplication with Whole Numbers

BIG IDEA 1 Multiplication with Tens and Hundreds
1 Arrays and Area Models

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
2 Connect Place Value and Multiplication

CC.4.NBT.1, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3 Mental Math and Multiplication

CC.4.NBT.1, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
BIG IDEA 2 Multiply by One-Digit Numbers
4 Model One-Digit by Two-Digit Multiplication

CC.4.NBT.2, CC.4.NBT.5, CC.4.MD.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
5 Estimate Products
CC.4.NBT.3, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
6 Use Place Value to Multiply

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
7 Algebraic Notation Method

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
8 Compare Methods of One-Digit by Two-Digit Multiplication

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
9 Discuss Different Methods

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
10 One-Digit by Three-Digit Multiplication

CC.4.NBT.2, CC.4.NBT.5, CC.4.MD.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
11 Multistep Word Problems

CC.4.OA.3, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
BIG IDEA 3 Multiplication with Two-Digit Numbers

12 Two-Digit by Two-Digit Multiplication

CC.4.NBT.2, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
13 Different Methods for Two-Digit Multiplication

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
14 Check Products of Two-Digit Numbers

CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
15 Practice Multiplication
CC.4.OA.3, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
iv VOLUME 1 CONTENTS
BIG IDEA 4 Multiplication with Thousands
16 Multiply One-Digit and Four-Digit Numbers

CC.4.NBT.2, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
17 Use the Shortcut Method

CC.4.NBT.3, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
18 Practice Multiplying
CC.4.OA.3, CC.4.NBT.5, CC.4.MD.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
CC.4.OA.3, CC.4.NBT.2, CC.4.NBT.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
UNIT 2 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
UNIT 3 Division with Whole Numbers

BIG IDEA 1 Dividing Whole Numbers
1 Divide with Remainders

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
2 Relate 3-Digit Multiplication to Division

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
3 Discuss 2-Digit and 4-Digit Quotients

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
4 Digit-by-Digit Method
CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
5 Relate Three Methods

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
6 Divide by Any Method

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
BIG IDEA 2 Division Issues and Word Problems
7 Just-Under Quotient Digits

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
8 Estimate to Check Quotients

CC.4.OA.3, CC.4.NBT.3, CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9 Make Sense of Remainders

CC.4.OA.3, CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
10 Mixed Problem Solving

CC.4.OA.3, CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
UNIT 3 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
VOLUME 1 CONTENTS v
VOLUME 1 CONTENTS (continued)
UNIT 4 Equations and Word Problems

BIG IDEA 1 Reasoning and Solving Problems
1 Properties and Algebraic Notation

CC.4.NBT.4, CC.4.NBT.5, CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Family Letter FAMILY LETTER . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
2 Situation and Solution Equations for Addition and Subtraction

CC.4.NBT.4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
3 Situation and Solution Equations for Multiplication and Division

CC.4.NBT.4, CC.4.NBT.5, CC.4.NBT.6, CC.4.MD.4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
BIG IDEA 2 Comparison Word Problems
4 Multiplication Comparisons
CC.4.OA.1, CC.4.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
5 Discuss Comparison Problems

CC.4.OA.1, CC.4.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
6 Graphs and Comparison Problems

CC.4.OA.1, CC.4.OA.2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
BIG IDEA 3 Problems with More Than One Step
7 Solve Two-Step Problems

CC.4.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
8 Solve Multistep Problems

CC.4.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
9 Practice with Multistep Problems

CC.4.OA.3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
BIG IDEA 4 Analyzing Patterns

10 Factors and Prime Numbers
CC.4.OA.4, CC.4.OA.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
11 Analyze Patterns
CC.4.OA.5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155

CC.4.OA.3, CC.4.OA.4, CC.4.OA.5, CC.4.NBT.5, CC.4.NBT.6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
UNIT 4 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
vi VOLUME 1 CONTENTS
STUDENT RESOURCES
Table of Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S1
Table of Units of Time and Table of Formulas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S2
Properties of Operations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S3
Problem Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S4
Vocabulary Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S9
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . S13
VOLUME 1 CONTENTS vii

Dear Family,
Family Letter
Your child is learning math in an innovative program called Math
Expressions. In Unit 1, your child will use place value drawings
and charts to understand that the value of each place is 10 times
greater than the value of the place to its right. This understanding
is essential when comparing, rounding, or adding multidigit
numbers. Math Expressions encourages children to think about
“making new groups” to help them understand place values.
We call the method below “New Groups Above”. The numbers
that represent the new groups are written above the problem.
1. Add the ones: 2. Add the tens:
5 + 7 = 12 ones 1 + 7 + 6 = 14 tens
12 = 2 ones + 10 ones, 14 = 4 tens + 10 tens,
and 10 ones = 1 new ten. and 10 tens = 1 new hundred.
1 1 1
5, 1 7 5 5, 1 7 5
+
__3, 9 6 7 +
__3, 9 6 7
2 42
3. Add the hundreds: 4. Add the thousands:

1 + 1 + 9 = 11 hundreds 1 + 5 + 3 = 9 thousands
11 = 1 hundred + 10 hundreds,
and 10 hundreds = 1 new thousand.
1 1 1 1 1 1
5, 1 7 5 5, 1 7 5
+ 3, 9 6 7
__ + 3, 9 6 7
__
142 9, 1 4 2
We call the following method “New Groups Below.” The steps
are the same, but the new groups are written below the addends.
It is easier to see the 1. 5, 1 7 5 2. 5, 1 7 5
totals for each column
+ 3, 9 6 7
__ + 3, 9 6 7
__
(12 and 14) and adding 1 1 1
is easier because you add 2 4 2
the two numbers you see
and then add the 1. 3. 5, 1 7 5 4. 5, 1 7 5
+
__3, 967 +
__3, 9 6 7
1 1 1 1 1 1
1 4 2 9, 1 4 2
It is important that your child maintains his or her home practice

with basic multiplication and division.
Sincerely,
Your child’s teacher
This unit includes the Common Core Standards for Mathematical Content for Number and Operations in Base
Ten and Measurement and Data, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.MD.2 and all Mathematical Practices.
UNIT 1 LESSON 1 Place Value to Thousands 1

Estimada familia,
Carta a la familia
Su niño está aprendiendo matemáticas mediante el programa
Math Expressions. En la Unidad 1, se usarán dibujos y tablas de TK
valor posicional para comprender que el valor de cada lugar es
10 veces mayor que el valor del lugar a su derecha. Comprender
esto es esencial para comparar, redondear o sumar números de
varios dígitos. Math Expressions enseña a pensar en “formar
grupos nuevos” para comprender los valores posicionales.
Este método se llama “Grupos nuevos arriba”. Los números que
representan los grupos nuevos se escriben arriba del problema:
1. Suma las unidades: 2. Suma las decenas:
5 + 7 = 12 unidades 1 + 7 + 6 = 14 decenas
12 = 2 unidades + 10 unidades, 14 = 4 decenas + 10 decenas,
y 10 unidades = 1 nueva decena. y 10 decenas = 1 nueva centena.
1 1 1
5, 1 7 5 5, 1 7 5
+ 3, 9 6 7
__ + 3, 9 6 7
__
2 42
3. Suma las centenas: 4. Suma los millares:
1 + 1 + 9 = 11 centenas 1 + 5 + 3 = 9 millares
11 = 1 centenas + 10 centenas,
y 10 centenas = 1 nuevo millar.
1 1 1 1 1 1
5, 1 7 5 5, 1 7 5
+ 3, 9 6 7
__ + 3, 9 6 7
__
142 9, 1 4 2
Este método se llama “Grupos nuevos abajo”. Los pasos son iguales,
pero los nuevos grupos se escriben abajo de los sumandos:
Es más fácil ver los totales 1. 2.
5, 1 7 5 5, 1 7 5
de cada columna
+
__3, 9 6 7 + 3, 9 6 7
__
(12 y 14) y es más fácil 1 1 1
sumar porque sumas los 2 4 2
dos números que ves, y
luego sumas 1. 3. 5, 1 7 5 4. 5, 1 7 5
+
__3, 9 6 7 +
__3, 9 6 7
1 1 1 1 1 1
1 4 2 9, 1 4 2
Es importante que su niño siga practicando las multiplicaciones y

divisiones básicas en casa.
Atentamente,
El maestro de su niño
Esta unidad incluye los Common Core Standards for Mathematical Content for Number and Operations in Base
Ten and Measurement and Data, 4.NBT.1, 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.MD.2 and all Mathematical Practices.
2 UNIT 1 LESSON 1 Place Value to Thousands

1-1 Name Date
Class Activity
VOCABULARY
place value drawings
dot array
► Model Hundreds
You can represent numbers by making place value drawings
on a dot array.
1. What number does this drawing show?
Explain your thinking.
► Model Thousands
Discuss this place value drawing. Write the number
of each.
2. ones:
3. quick tens:
4. hundred boxes:
5. thousand bars:
6. How many hundred boxes could we draw

inside each thousand bar? Explain.
7. What number does this drawing show?

1-1 Name Date
Class Activity
VOCABULARY
place value
► Model Greater Numbers
Place value can also be shown without
using a dot array.
8. What number does this drawing

represent?
What would the drawing represent if it had:
9. 3 more hundred boxes?
10. 0 hundred boxes?
11. 2 fewer quick tens?
12. 2 more quick tens?
13. 0 quick tens?
14. 5 fewer ones?
15. 0 ones?
16. 4 more thousand bars?
17. On your MathBoard, make a place value drawing for a

different number that has the digits 1, 2, 7, and 9.
18. Explain how your drawing is similar to and different

from the drawing for 1,279.

1-1 Name Date
Class Activity
► Practice with Place Value Drawings

Make a place value drawing for each number, using ones,
quick tens, and hundred boxes.
19. 6 20. 3
21. 603 22. 300
23. 63 24. 32
25. 325 26. 285

27. 109 28. 573

1-2 Name Date
Class Activity
► Whole Number Secret Code Cards
1, 0 0 0 1 0 0 101
1,000 100 10 1
2,0 0 0 2 0 0 202
2,000 200 20 2
3,0 0 0 3 0 0 303
3,000 300 30 3
4,0 0 0 4 0 0 404
4,000 400 40 4
5,0 0 0 5 0 0 505
5,000 500 50 5
6,0 0 0 6 0 0 606
6,000 600 60 6
7, 0 0 0 7 0 0 707
7,000 700 70 7
8,0 0 0 8 0 0 808
8,000 800 80 8
9,0 0 0 9 0 0 909
9,000 900 90 9
UNIT 1 LESSON 2 Whole Number Secret Code Cards 6A

1-2 Name Date
Class Activity
► Whole Number Secret Code Cards
one ten (teen) one one

(one ten) hundred thousand
two twenty two two

(two tens) hundred thousand
three thirty three three

(three tens) hundred thousand
four forty four four

(four tens) hundred thousand
five fifty five five

(five tens) hundred thousand
six sixty six six

(six tens) hundred thousand
seven seventy seven seven

(seven tens) hundred thousand
eight eighty eight eight

(eight tens) hundred thousand
nine ninety nine nine

(nine tens) hundred thousand
6B UNIT 1 LESSON 2 Whole Number Secret Code Cards

1-1 Name Date
Class Activity
► Practice Modeling Thousands

Make a place value drawing for each number, using ones,
quick tens, hundred boxes, and thousand bars.
29. 2,596 30. 3,045

1-2 Name Date
Class Activity
► The Place Value Chart

Discuss the patterns you see in the Place Value Poster below.
× 10 (Greater)
Thousands Hundreds Tens ONES
1,000. 100. 10. 1.
1,000 100 10 1
1 1 1 1
$1,000.00 $100.00 $10.00 $1
Use your Whole Number Secret Code Cards to make numbers on the frame.
Tens
Thousands
Hundreds
ONES
$1000 $100 $10 $1
UNIT 1 LESSON 2 Place Value Patterns 7

1-2 Name Date
Class Activity
VOCABULARY
standard form
word form
► Write Numbers Using Expanded Form expanded form
Standard form: 8,562
Word form: eight thousand, five hundred sixty-two
Expanded form: 8,000 + 500 + 60 + 2
Read and write each number in expanded form.
1. 73 2. 108
3. 5,621 4. 4,350
5. 8,083 6. 1,006
Read and write each number in standard form.
7. 40 + 3 8. 200 + 60 + 1
9. 900 + 5 10. 1,000 + 70 + 9
11. 5,000 + 30 12. 9,000 + 800 + 4
Read and write each number in word form.
13. 400 + 40 + 1
14. 1,000 + 50
Read and write each number in standard form. © Houghton Mifflin Harcourt Publishing Company
15. thirty-five 16. three hundred five
17. six thousand, eight 18. six thousand, one hundred eight
Write the value of the underlined digit.
19. 756 20. 4,851 21. 6,507
8 UNIT 1 LESSON 2 Place Value Patterns

1-3 Name Date
Class Activity
► Summarize Rounding Rules

Use these rounding frames as a visual aid when rounding
to the nearest 10, 100, 1,000.
Nearest 10 Nearest 100 Nearest 1,000
100 1,000 10,000

90 900 9,000
80 800 8,000
70 700 7,000
60 600 6,000
50 500 5,000
40 400 4,000
30 300 3,000
20 200 2,000
10 100 1,000
Round to the nearest ten.
1. 87 2. 16 3. 171
4. 2,165 5. 5,114 6. 3,098
Round to the nearest hundred.
7. 734 8. 363 9. 178

10. 6,249 11. 8,251 12. 8,992
Round to the nearest thousand.
13. 1,275 14. 8,655 15. 5,482
16. 3,804 17. 1,501 18. 9,702
UNIT 1 LESSON 3 Round Numbers 9

1-3 Name Date
Class Activity
VOCABULARY
greater than >
less than <
► Compare Numbers
Discuss the problem below.
Jim has 24 trading cards and Hattie has 42 trading cards.

Who has more trading cards? How do you know?
Draw a place value model for each problem.

Write > (greater than), < (less than), or = to make
each statement true.
19. 26 29 20. 44 34 21. 26 62
Compare using >, <, or =.
22. 74 77 23. 85 58 24. 126 162
25. 253 235 26. 620 602 27. 825 528
28. 478 488 29. 3,294 3,924 30. 8,925 9,825

31. 6,706 6,760 32. 4,106 4,016 33. 1,997 1,799
34. 9,172 9,712 35. 5,296 5,269 36. 7,684 7,684
10 UNIT 1 LESSON 3 Round Numbers

1-4 Name Date
Class Activity
► Discuss and Summarize

Patterns to Millions
Hundred Ten Hundred Ten

Millions Millions Millions Thousands Thousands Thousands Hundreds Tens Ones
100,000,000 10,000,000 1,000,000 100,000 10,000 1,000 100 10 1
millions thousands [ones]
The Patterns to Millions chart shows that each digit in the number has a
place value name. When we read a number, we do not say the place value
name. We say the group name.
We say the word million after the digits in the millions group.
We say the word thousand after the digits in the thousands group.
We do not say the word ones after the digits in the ones group.
To read greater numbers, say each group of digits as if they were in the
hundreds, tens, and ones places and then add the special name for that group.
► Read Numbers
Use your Whole Number Secret Code cards to make the groups of digits
as shown below. Put them in the spaces on the Reading Millions Frame
below to read them.
28,374 123,456 458,726 654,321 92,148 789,321
Reading Millions Frame
, ,
million thousand [ones]
UNIT 1 LESSON 4 Numbers to One Million 11

1-4 Name Date
Class Activity
► Read and Write Expanded Form

Read and write each number in expanded form.
1. 32,568
2. 820,149
3. 405,763
4. 703,070
5. 20,000 + 4,000 + 800 + 10 + 7
6. 700,000 + 50,000 + 3,000 + 200 + 90 + 6
7. 300,000 + 3,000 + 10 + 9
8. 800,000 + 40,000 + 400 + 80
Read and write each number in word form.
9. 90,000 + 7,000 + 300 + 20 + 4
10. 600,000 + 30,000 + 4,000 + 700 + 30
11. 200,000 + 3,000 + 80 + 6

12. 500,000 + 20,000 + 400 + 1
13. seventy-eight thousand, one hundred five
14. one million
15. five hundred sixty-three thousand, fifty-two
12 UNIT 1 LESSON 4 Numbers to One Million

1-5 Name Date
Class Activity
► Compare Greater Numbers

Discuss the problem below.
A stadium hosted both a concert and a sporting event.

The concert had 101,835 people in attendance. The sporting
event had 101,538 people in attendance. Which event had
more people in attendance? How do you know?
Compare. Write >, <, or = to make each statement true.
1. 12,563 11,987 2. 14,615 15,651
3. 23,487 28,734 4. 83,342 80,423
5. 79,131 79,113 6. 126,348 162,634
7. 705,126 705,126 8. 532,834 532,843
9. 647,313 647,310 10. 198,593 98,593
11. 75,621 705,126 12. 1,000,000 100,000
► Greatest Place Value

Round to the nearest ten thousand.
13. 25,987 14. 13,738 15. 48,333
16. 84,562 17. 92,132 18. 99,141

Round to the nearest hundred thousand.

19. 531,987 20. 701,828
21. 670,019 22. 249,845
23. 390,101 24. 999,999
UNIT 1 LESSON 5 Compare and Round Greater Numbers 13

1-5 Name Date
Class Activity
► Round to Any Place

Solve.
25. Write a number that changes to 310,000

when it is rounded. To what place was your
number rounded?
26. Write a number that changes to 901,400 when it is

rounded. To what place was your number rounded?


29. What is 395,101 rounded to the 30. What is 958,069 rounded to the
nearest: nearest:
a. ten? a. ten?
b. hundred? b. hundred?
c. thousand? c. thousand?
d. ten thousand? d. ten thousand?
e. hundred thousand? e. hundred thousand?
14 UNIT 1 LESSON 5 Compare and Round Greater Numbers

1-6 Name Date
Class Activity
VOCABULARY
groups
► Discuss Different Methods

Discuss how each addition method can be used to add
4-digit numbers.
5,879 + 6,754
1. New Groups Above Method

Step 1 Step 2 Step 3 Step 4
1 11 1 11 1 1 1
5,879 5,879 5,879 5,879
+ 6,754
__ + 6,754
__ + 6,754
__ + 6,754
__
3 33 633 12,633
2. New Groups Below Method

Step 1 Step 2 Step 3 Step 4
5,879 5,879 5,879 5,879
+ 6,754
__ + 6,754
__ + 6,754
__ + 6,754
__
1 11 1 11 1 11
3 33 633 12,633
3. Show Subtotals Method (Right-to-Left)

Step 1 Step 2 Step 3 Step 4 Step 5
5,879 5,879 5,879 5,879 5,879
+ 6,754
__ + 6,754
__ + 6,754
__ + 6,754
__ + 6,754
__
13 13 13 13 13
120 120 120 120
1,500 1,500 1,500

11,000 +
__11,000
12,633
► PATH to
FLUENCY Practice
4. 908 5. 692 6. 5,362 7. 3,786
+
__653 + 543
__ + 3,746
__ + 6,335
__
UNIT 1 LESSON 6 Make New Groups for Addition 15

1-6 Name Date
Class Activity
► PATH to
FLUENCY Practice (continued)
8. 2,782 9. 6,293 10. 3,729 11. 8,196
+
__5,246 + 3,862
__ + 4,541
__ + 3,865
__
12. 7,862 13. 2,764 14. 4,825 15. 5,364

+ 2,839
__ + 6,648
__ + 2,467
__ + 4,754
__
► Addition and Money

Think about how to solve this problem.
Carlos is saving money to buy a skateboard. He saved $27 one week

and $14 the next week. How much did Carlos save altogether?
Solve each problem.
16. Robyn’s grandmother gave her $38 for her birthday and her
uncle gave her $25. How much did Robyn get altogether?
17. A parent-teacher club sold baked goods to raise money for the
school. They collected $268 on Friday and $479 on Saturday.
How much did they collect altogether?
16 UNIT 1 LESSON 6 Make New Groups for Addition

New Groups Above

1-7
Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
1 1 1 1 1 1 1 1 1 1 1 1
273,608 273,608 273,608 273,608 273,608 273,608
UNIT 1 LESSON 7
+ 591,729 + 591,729 + 591,729 + 591,729 + 591,729 + 591,729
Class Activity
7 37 337 5,337 65,337 865,337

Name
New Groups Below

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6
273,608 273,608 273,608 273,608 273,608 273,608

+ 591,729 + 591,729 + 591,729 + 591,729 + 591,729 + 591,729
1 1 1 1 1 1 1 1 1 1 1 1
► Analyze Different Methods
7 37 337 5,337 65,337 865,337
Show Subtotals (Left-to-Right)

Step 1 Step 2 Step 3 Step 4 Step 5 Step 6 Step 7
273,608 273,608 273,608 273,608 273,608 273,608 273,608

+ 591,729 + 591,729 + 591,729 + 591,729 + 591,729 + 591,729 + 591,729
700,000 700,000 700,000 700,000 700,000 700,000 700,000
160,000 160,000 160,000 160,000 160,000 160,000
4,000 4,000 4,000 4,000 4,000
1,300 1,300 1,300 1,300
Date
20 20 20
17 + 17
865,337
Add Greater Numbers

17
1-7 Name Date
Class Activity
VOCABULARY
digit
► Find the Mistake
When you add, it is important that you add digits in like places.
Look at the these addition exercises.
43,629 + 5,807 1,468 + 327,509 470,952 + 4,306
43,629 1,468 470,952

+
__ 5,807 +
__327,509 +
__4,306
11 11 1 1
101,699 474,309 901,552
1. Discuss the mistake that appears in all three exercises above.
► PATH to
FLUENCY Practice Aligning Places
Copy each exercise, aligning places correctly. Then add.
2. 2,647 + 38 3. 156 + 83,291
4. 4,389 + 49,706 5. 135,826 + 2,927
6. 347,092 + 6,739 7. 15,231 + 697,084

8. Write an addition word problem that has an answer

of $43,568.
18 UNIT 1 LESSON 7 Add Greater Numbers

1-8 Name Date
Class Activity
► Use Estimation
You can use rounding to estimate a total. Then you can
adjust your estimated total to find the exact total.
The best-selling fruits at Joy’s Fruit Shack are

peaches and bananas. During one month Joy
sold 397 peaches and 412 bananas.
1. About how many peaches and bananas did she sell in all?
2. Exactly how many peaches and bananas did she sell?
Estimate. Then adjust your estimate to find the exact answer.
3. 89 + 28 4. 153 + 98
5. 1,297 + 802 6. 1,066 + 45,104

Solve. Show your work.

Tomás has $100. He wants to buy a $38 camera.
He also wants to buy a $49 CD player and 2 CDs
that are on sale 2 for $8.
7. How can Tomás figure out whether he has enough

money for all four items? Does he have enough?
UNIT 1 LESSON 8 Estimation and Mental Math 19

1-8 Name Date
Class Activity
► Use Estimation (continued)

Students at Washington Middle School collected
1,598 cans during the first month of their aluminum
drive. During the second month of the drive, they
collected 2,006 cans.
8. About how many cans did the students collect in all?
9. Exactly how many cans did the students collect in all?
► Look for “Easy” Combinations

You can sometimes find number combinations that make it
possible to add numbers mentally.
10. Add 243, 274, 252, and 231 vertically.
11. Explain how you can use number combinations to help

you add the numbers.
► Share Solutions
Find the total. Add mentally if you can.
12. 8 13. 46 14. 35 15. 348 16. 147

4 21 29 516 182
6 +
_ 64 75 +
__492 108
+
_2 +
_ 61 +
__165
20 UNIT 1 LESSON 8 Estimation and Mental Math

Dear Family,
Family Letter
Your child is now learning about subtraction. A 1,634
common subtraction mistake is subtracting in the -
__ 158
wrong direction. Children may think that they always 1,524
subtract the smaller digit from the larger digit, but
this is not true. To help children avoid this mistake, the Math
Expressions program encourages children to “fix” numbers first
and then subtract.
When one or more digits in the top number are smaller than the
corresponding digits in the bottom number, fix the numbers by
“ungrouping.” For example, 1,634 - 158 is shown below:
1. We cannot 2. We cannot 3. Now we can

subtract 8 ones subtract 5 tens subtract:
from 4 ones. We from 2 tens. We 1-0=1
get more ones by get more tens thousand
ungrouping 1 ten by ungrouping 1 5-1=4
to make 10 ones. hundred to make hundreds
10 tens. 12 - 5 = 7 tens
14 - 8 = 6 ones
We now have We now have 12
14 ones and only tens and only
2 tens. 5 hundreds.
12 12
2 14 5 2 14 5 2 14
1,6 3 4 1,6 3 4 1,6 3 4
-
__158 -
__158 -
__158
1,4 7 6
In the method above, the numbers are ungrouped from right to

left, but students can also ungroup from left to right. Children can
choose whichever way works best for them.

Your child should also continue to practice multiplication and
division skills at home.
If you have any questions or comments, please call or write me.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Number and Operations
in Base Ten and Measurement and Data 4.NBT.3, 4.NBT.4, 4.MD.2 and all Mathematical Practices.
UNIT 1 LESSON 9 Subtract From Thousands 21

Estimada familia:
Carta a la familia
Ahora su niño está aprendiendo a restar. Un error
1,634
muy común al restar, es hacerlo en la dirección
- 158
equivocada. Los niños pueden pensar que siempre se __
1,524
resta el dígito más pequeño del dígito más grande,
pero no es verdad. Para ayudar a los niños a no
cometer este error, el programa Math Expressions les propone
“arreglar” los números primero y luego restar.
Cuando uno o más dígitos del número de arriba son más
pequeños que los dígitos correspondientes del número de abajo,
se arreglan los números “desagrupándolos”. Por ejemplo,
1,634 - 158 se muestra abajo:
1. No podemos 2. No podemos 3. Ahora podemos
restar 8 unidades restar 5 decenas restar:
de 4 unidades. de 2 decenas. 1-0=1
Obtenemos Obtenemos más millar
más unidades decenas al 5-1=4
al desagrupar desagrupar 1 centenas
1 decena para centena para 12 - 5 =
formar 10 formar 10 7 decenas
unidades. decenas. 14 - 8 =
6 unidades
Ahora tenemos Ahora tenemos
14 unidades y 12 decenas y
solamente 2 solamente 5
decenas. centenas.
12 12
2 14 5 2 14 5 2 14
1,6 3 4 1,6 3 4 1,6 3 4
-
__158 -
__158 -
__158
1,4 7 6
En el método de arriba se desagrupan los números de derecha
a izquierda, pero también se pueden desagrupar de izquierda a
derecha. Los niños pueden escoger la manera que les resulte más fácil.
Su niño también debe seguir practicando las destrezas de
multiplicación y de división en casa.
Si tiene alguna pregunta, por favor comuníquese conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Number and
Operations in Base Ten and Measurement and Data 4.NBT.3, 4.NBT.4, 4.MD.2 and all Mathematical
Practices.
22 UNIT 1 LESSON 9 Subtract From Thousands

1-9 Name Date
Class Activity
► Discuss Ungrouping With Zeros

Look inside the magnifying glass and discuss each
ungrouping step.
1. Ungroup step-by-step: or 2. Ungroup all at once:
9 9
7 10 10 10 7 9 9 10
8000 8000
-
__3,4 9 2 -
__3,4 9 2
► Decide When to Ungroup

3. Ungroup left-to-right: or 4. Ungroup right-to-left:
15 11 15 11
3 16 12 15 3 5 1 15
4625 4625
-
__2,9 8 7 -
__2,9 8 7
► Other Ungrouping Situations

5. When we have zeros and other 6. When we have the same digit
digits on the top: on the top and bottom:
1 16 9 13 13 17
6 10 4 14 7 13
2703 5483
-
__1,9 6 6 -
__1,6 8 7
► PATH to
FLUENCY Practice
Subtract. Show your new groups.
7. 634 8. 800 9. 9,462

–_
256 –_
691 –__
5,678
UNIT 1 LESSON 9 Subtract From Thousands 23

1-9 Name Date
Class Activity
Subtract. Show your new groups.
10. 7,919 11. 8,502 12. 4,221

-
__3,846 -
__3,749 -
__2,805
13. 7,000 14. 4,650 15. 4,605

- 572
__ -
__2,793 -
__1,711
16. 3,120 17. 6,082 18. 2,107

-
__ 38 -
__ 95 -
__ 428
19. 1,852 20. 3,692 21. 8,715

- 964
__ -
__2,704 -
__6,742
22. 6,000 23. 7,400 24. 3,583

-
__4,351 -
__1,215 -
__1,794
Solve.
25. Jake has 647 pennies in his penny collection album.

The album has space for 1,000 pennies. How many
more pennies can Jake place in his album?
26. A ship is making an 8,509-mile voyage. So far,

it has sailed 2,957 miles. How many miles of the
voyage remain?
24 UNIT 1 LESSON 9 Subtract From Thousands

1-10 Name Date
Class Activity
VOCABULARY
inverse operations
► Relate Addition to Subtraction addend
Addition and subtraction are inverse operations.

Break-apart drawings help to show inverse relationships.
1. Write a word problem that requires adding 1,310

and 2,057.
2. Write the addends and the sum in the break-apart

drawing.
3. Complete the two addition problems represented by

the break-apart drawing.
1,310 2,057
+
__ +
__
3,367
4. Write a word problem that requires subtracting 1,310

from 3,367.
5. Write two subtraction problems represented by the

break-apart drawing.
UNIT 1 LESSON 10 Subtraction Undoes Addition 25

1-10 Name Date
Class Activity
► PATH to
FLUENCY Practice
Subtract. Then use addition to check the subtraction.
Show your work.
6. 1,900 7. 1,800
-
__ 574 -
__1,216
Check: Check:
8. 5,192 9. 6,350
-
__ 341 -
__2,460
Check: Check:
10. 7,523 11. 2,000

-
__3,424 -
__ 651
Check: Check:
Solve.
12. In April, the zookeepers fed the penguins 4,620 fish.
In May, they fed the penguins 5,068 fish. How many
fish did they feed the penguins altogether?
13. The head keeper knew how many fish the penguins
had been fed altogether, and she knew they had been
fed 4,620 fish in April. Write a subtraction problem to
show how the keeper could determine the number of
fish the penguins had been fed in May.
26 UNIT 1 LESSON 10 Subtraction Undoes Addition

1-11 Name Date
Class Activity
► Find and Correct Mistakes

Always check your work. Many mistakes can be easily
fixed.
What is the mistake in each problem? How can you fix
the mistake and find the correct answer?
1. 67,308 - 5,497 2. 134,865 - 5,294

12
6 13 10
6 7, 3 0 8 1 3 4,8 6 5
- 5,4 9 7
___ -
___ 5,2 9 4
1 2,3 3 8 1 3 1,6 3 1
► Check Subtraction by “Adding Up”

“Add up” to find any places where there is a subtraction
mistake. Discuss how each mistake might have been
made and correct the subtraction if necessary.
3. 163,406 4. 526,741 5. 1,000,000 6. 5,472,639

- 84,357
__ -
__139,268 - 300,128
___ - 2,375,841
___
79,159 413,473 600,872 3,096,798
7. Write and solve a subtraction problem with numbers in

the hundred thousands.
UNIT 1 LESSON 11 Subtract Greater Numbers 27

1-11 Name Date
Class Activity
► Estimate Differences
You can use estimation to decide if an answer is reasonable.
Dan did this subtraction: 8,196 - 5,980. His answer was

3,816. Discuss how using estimation can help you decide
if his answer is correct.
Decide whether each answer is reasonable. Show your

estimate.
8. 4,914 - 949 = 3,065 9. 52,022 - 29,571 = 22,451

10. Bob has 3,226 marbles in his collection. Mia has 1,867
marbles. Bob says he has 2,359 more than Mia. Is Bob’s
answer reasonable? Show your estimate.
11. Two towns have populations of 24,990 and 12,205.

Gretchen says the difference is 12,785. Is Gretchen’s
answer reasonable? Show your estimate.

12. Estimate to decide if the answer is 805,716
reasonable. If it is not reasonable, -
__290,905
describe the mistake and find the 614,811
correct answer.
28 UNIT 1 LESSON 11 Subtract Greater Numbers

1-12 Name Date
Class Activity
► Discuss the Steps of the Problem

Sometimes you will need to work through more than one
step to solve a problem. The steps can be shown in one or
more equations.
1. In the morning, 19 students were working on a science

project. In the afternoon, 3 students left and 7 more
students came to work on the project. How many
students were working on the project at the end of
the day?
2. Solve the problem again by finishing Anita's and

Chad's methods. Then discuss what is alike and what is
different about each method.
Anita's Method Chad's Method

Write an equation for each step. Write an equation for the whole problem.
Find the total number of students Let n = the number of students working
who worked on the project. on the project at the end of the day.
Students who left Students who arrived
19 + 7 = in the afternoon. in the afternoon.
Subtract the number of students

who left in the afternoon. 19 – + = n
26 – 3 = =n
3. Solve. Discuss the steps you used.
A team is scheduled to play 12 games. Of those games,

7 will be played at home. The other games are away
games. How many fewer away games than home games
will be played?
UNIT 1 LESSON 12 Practice Addition and Subtraction 29

1-12 Name Date
Class Activity
► Share Solutions
Solve each problem. Show your work.
4. The school library has 288 science books. Altogether
the library has 618 science and animal books. How
many fewer science books than animal books does the
library have?
5. Olivia’s stamp collection consists of 442 stamps. There

are 131 butterfly stamps and 107 dolphin stamps in
her collection. How many of Olivia’s stamps are not of
butterflies or dolphins?
► PATH to
FLUENCY Practice Multidigit Addition and Subtraction
6. 985 7. 2,931 8. 4,201
-
__792 +
__8,563 +
__9,979
9. 98,309 10. 78,196 11. 21,682

-
__48,659 -
__14,587 + 95,436
__
12. 373,095 13. 709,032 14. 540,721

+
__185,543 -
__239,125 +
__375,699
30 UNIT 1 LESSON 12 Practice Addition and Subtraction

1-13 Name Date
Class Activity
► Discuss Problem Types

Think of different types of problems for each exercise.
Write an equation for the problem then solve it.
1. a + 278 = 747 2. b - 346 = 587 3. 933 4. 747

747 b e 469
c 346
a 278 346 587
► PATH to
FLUENCY Share Solutions
Write an equation for the problem then solve it. Show your work.
Make a math drawing if you need to.
5. Of 800,000 species of insects, about 560,000 undergo

complete metamorphosis. How many species do not
undergo complete metamorphosis?
6. The Great Pyramid of Giza has about 2,000,000 stone

blocks. A replica has 1,900,000 fewer blocks. How many
blocks are in the replica?
7. Last year 439,508 people visited Fun Town. This is

46,739 fewer visitors than this year. How many people
visited Fun Town this year?
UNIT 1 LESSON 13 Problem Solving With Greater Numbers 31

1-13 Name Date
Class Activity
► PATH to
FLUENCY Share Solutions (continued)
8. At the end of a baseball game, there were 35,602
people in the stadium. There were 37,614 people in
the stadium at the beginning of the game. How many
people left before the game ended?
9. This year Pinnacle Publishing printed 64,924 more books

than Premier Publishing. If Pinnacle printed 231,069
books, how many books did Premier print?
10. Mary drove her car 2,483 miles during a road trip. Now
she has 86,445 miles on her car. How many miles did her
car have before her trip?
11. The Elbe River in Europe is 1,170 km long. The Yellow

River in China is 5,465 km long. How long are the two
rivers altogether? © Houghton Mifflin Harcourt Publishing Company
12. A bridge is 1,595 feet long. Each cable holding up the

bridge is 1,983 feet longer than the bridge itself. How
long is each cable?
32 UNIT 1 LESSON 13 Problem Solving With Greater Numbers

1-13 Name Date
Class Activity
► Subtraction and Money

Sondra had $140 to spend on new clothes for school. She
bought a shirt for $21. You can use a model to help you
find out how much money she has left.
Sondra had left.
Solve each problem. Use money if you need to. Show your work.
13. Jason had $30. He gave $18 to his brother. How
much money does Jason have left?
14. Elana’s coach had some money to spend on softball

equipment. She spent $76 on bases. She has $174 left.
How much did she have to start?
15. The school science club raised $325. After buying

equipment for an experiment they had $168 left.
How much did they spend?
16. Amy paid $575 for new furniture. Before buying it

she had $813. How much did she have afterward?
UNIT 1 LESSON 13 Problem Solving With Greater Numbers 33

1-13 Name Date
Class Activity
► Determine Reasonable Answers

Solve each problem. Check your answers using inverse
operations.
17. Mrs. Washington has $265. She wants to buy shoes

for $67 and dresses for $184. Does she have enough
money? Explain your answer.
18. Terrell wants to run a total of 105 miles during the

month. He ran a total of 87 miles during the first 3
weeks of the month. How much does he have to run
on the 4th week to make his goal?
► What’s the Error?
Dear Math Students,
My friend is taking a trip to

Antarctica. He gave me $112 to buy
him some clothes. I tried to buy a
parka and two pairs of wool socks,
but the clerk said I didn’t have
enough money. I added up the cost
like this:
$98 + $12 = $110
Can you help me figure out what I

did wrong?
Your friend,
Puzzled Penguin
19. Write a response to Puzzled Penguin.
34 UNIT 1 LESSON 13 Problem Solving With Greater Numbers

1-14 Name Date
Class Activity
► Math and Bridges

Bridges are structures that are built
to get over obstacles like water,
a valley, or roads. Bridges can be
made of concrete, steel, or even
tree roots. Engineers and designers
do a lot of math to be sure a bridge
will stand up to its use and the
forces of nature that affect it.
Lengths of Bridges
Bridge Length Over Water (ft)
Manchac Swamp Bridge, U.S.A. 121,440
Hangzhou Bay Bridge, China 117,057
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Felipe Gabaldon/Getty Images
Lake Pontchartrain Causeway, U.S.A. 125,664

Jiaozhou Bay Bridge, China 139,392
1. Use the data in the table above to make a bar graph.
UNIT 1 LESSON 14 Focus on Mathematical Practices 35

1-14 Name Date
Class Activity
► Add and Subtract Greater Numbers
Lake Pontchartrain Causeway, U.S.A
For Exercises 2–5, use the data in the table on Student Show your work.
Book page 35.
2. How much longer is the Lake Pontchartrain Causeway

than the Hangzhou Bay Bridge?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©David Frazier/Corbis

3. What is the difference in length between the longest
bridge and shortest bridge listed in the table?
4. Liang’s goal is to ride over the Hangzhou Bay Bridge

and the Jiaozhou Bay Bridge. Tanya wants to ride over
the Lake Pontchartrain Causeway and the Manchac
Swamp Bridge. Who will travel the greater distance on
the bridges? How many more feet will he or she travel?
5. The Danyang-Kunshan Grand Bridge in China is the

longest bridge over land and water in the world. It is
401,308 feet longer than the Jiaozhou Bay Bridge.
How long is the Danyan-Kunshan Grand Bridge?
36 UNIT 1 LESSON 14 Focus on Mathematical Practices

UNIT 1 Name Date
Review/Test
VOCABULARY
addends
inverse operations
► Vocabulary standard form
Choose the best term from the box.
1. Addition and subtraction are

because one operation undoes the other. (Lesson 1-10)
2. 3,957 and 4,218 are the in the

problem 3,957 + 4,218. (Lessons 1-11, 1-13)
► Concepts and Skills

3. Use expanded form to explain how the value of the digit 4 in
the number 4,444 changes for each place value. (Lesson 1-2)
4. Which is greater, the value of the digit 6 in 650 or the

value of the digit 6 in 760? Explain. (Lesson 1-2)
5. Which of these numbers has the digit 7 with a value of

700: 7,352, 720, 270, 357? Explain. (Lesson 1-2)
Read and write the number in another form. (Lesson 1-4)
6. 453,208 in word form:
7. ninety thousand, thirty-three in standard form:
8. 680,742 in expanded form
Compare using >, <, or =. (Lesson 1-3, 1-5)
9. 84,055 84,505 10. 7,862 7,826 11. 369,125 396,124
UNIT 1 TEST 37
UNIT 1 Name Date
Review/Test
Round each number to the place value of the underlined digit.

(Lesson 1-3, 1-5)
12. 33,875 13. 920,812
Add or subtract. (Lessons 1-6, 1-7, 1-9, 1-10, 1-11, 1-12)
14. 1,472 15. 58,290

+
__5,178 -
__31,602
16. 483,958 17. 795,236

+
__126,081 - 478,517
__
► Problem Solving
Solve.
18. There were 3,982 people at the soccer game on Thursday. There
were 1,886 more people at the soccer game on Saturday. How
many people in all attended both games? (Lessons 1-6, 1-12)
19. One machine makes 125,200 small paper clips in one day.
Another machine makes 83,650 large paper clips in one day.
How many fewer large paper clips than small paper clips are
made in one day? (Lessons 1-11, 1-12, 1-13)
20. Extended Response Determine whether the following statement

is true or false. Explain your thinking. (Lessons 1-6, 1-9, 1-10)
6,421 - (284 + 653) = (6,421 - 284) + 653
38 UNIT 1 TEST
Dear Family,
Family Letter
In this unit, your child will be learning about the common
multiplication method that most adults know. However, they will
also explore ways to draw multiplication. Math Expressions uses
area of rectangles to show multiplication.
30 + 7 Area Method: Shortcut

Method:
1
20 × 30 = 600 2
20 20 × 30 = 600 20 × 7 = 140 37
20 × 7 = 140
4 × 30 = 120 × 24
_
+
4 × 7 = 28
___ 148
4 4 × 30 = 120 4 × 7 = 28 _
74
Total = 888
888
Area drawings help all students see multiplication. They also help
students remember what numbers they need to multiply and
what numbers make up the total.
Your child will also learn to find products involving single-digit
numbers, tens, and hundreds by factoring the tens or hundreds.
For example,
200 × 30 = 2 × 100 × 3 × 10
= 2 × 3 × 100 × 10
= 6 × 1,000 = 6,000
By observing the zeros patterns in products like these, your child

will learn to do such multiplications mentally.
If your child is still not confident with single-digit multiplication
and division, we urge you to set aside a few minutes every night
for multiplication and division practice. In a few more weeks, the
class will be doing multidigit division, so it is very important that

your child be both fast and accurate with basic multiplication and
division.
If you need practice materials, please contact me.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Operations and Algebraic
Thinking, Number and Operations in Base Ten and Measurement and Data, 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.3,
4.NBT.5, 4.MD.2 and all Mathematical Practices.
UNIT 2 LESSON 1 Arrays and Area Models 39

Estimada familia:
Carta a la familia
En esta unidad, su niño estará aprendiendo el método de
multiplicación común que la mayoría de los adultos conoce.
Sin embargo, también explorará maneras de dibujar la
multiplicación. Para mostrar la multiplicación, Math Expressions
usa el método del área del rectángulo.
30 + 7 Método del área Método

más corto
20 × 30 = 600 1
2
20 20 × 30 = 600 20 × 7 = 140 20 × 7 = 140 37
4 × 30 = 120 × 24
_
+ 4 × 7 = 28
___ 148
4 4 × 30 = 120 4 × 7 = 28 Total = 888
_74
888
Los dibujos de área ayudan a los estudiantes a visualizar la
multiplicación. También los ayuda a recordar cuáles números
tienen que multiplicar y cuáles números forman el total.
Su niño también aprenderá a hallar productos relacionados
con números de un solo dígito, con decenas y con centenas,
factorizando las decenas o las centenas. Por ejemplo:
200 × 30 = 2 × 100 × 3 × 10
= 2 × 3 × 100 × 10
= 6 × 1,000 = 6,000
Al observar los patrones de ceros en productos como estos, su

niño aprenderá a hacer dichas multiplicaciones mentalmente.
Si su niño todavía no domina la multiplicación y la división con
números de un solo dígito, le sugerimos que dedique algunos
minutos todas las noches para practicar la multiplicación y la © Houghton Mifflin Harcourt Publishing Company
división. Dentro de pocas semanas, la clase hará divisiones con

números de varios dígitos, por eso es muy importante que su niño
haga las operaciones básicas de multiplicación y de división de
manera rápida y exacta.
Si necesita materiales para practicar, comuníquese conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Operations and Algebraic
Thinking, Number and Operations in Base Ten and Measurement and Data, 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.3,
4.NBT.5, 4.MD.2 and all Mathematical Practices.
40 UNIT 2 LESSON 1 Arrays and Area Models

2-1 Name Date
Class Activity
VOCABULARY
array
area
► Model a Product of Ones
The number of unit squares in an array of connected unit squares is the

area of the rectangle formed by the squares. We sometimes just show the
measurement of length and width.
3 columns 3 3 cm
2 rows 2 2 2 cm 2 cm
3 3 cm
You can draw a rectangle for any multiplication. In the real world, we use
multiplication for finding both sizes of arrays and areas of figures.
A 2 × 3 rectangle has 6 unit squares inside, so 2 × 3 = 6.
3 3
2 2 2 2
3 3
1. On your MathBoard, draw a 3 × 2 rectangle. How is the

3 × 2 rectangle similar to the 2 × 3 rectangle? How is it
different?
2. How do the areas of the 2 × 3 and 3 × 2 rectangles

compare?
UNIT 2 LESSON 1 Arrays and Area Models 41

2-1 Name Date
Class Activity
VOCABULARY
square units
► Factor the Tens to Multiply Ones and Tens
This 2 × 30 rectangle contains 2 groups of 30 unit squares.
30
1 1 × 30 = 30 1
+ +
1 1 × 30 = 30 1
30
This 2 × 30 rectangle contains 3 groups of 20 unit squares.

30 = 10 + 10 + 10
2 2 × 10 = 20 2 × 10 = 20 2 × 10 = 20 2
10 + 10 + 10
This 2 × 30 rectangle contains 6 groups of 10 unit squares,

so its area is 60 square units.
30 = 10 + 10 + 10
1 1 × 10 = 10 1 × 10 = 10 1 × 10 = 10 1
1 1 × 10 = 10 1 × 10 = 10 1 × 10 = 10 1
10 + 10 + 10
3. How can we show this numerically? Complete the steps.
2 × 30 = (2 × 1) × ( × 10)
=( × ) × (1 × 10)
= × 10 = 60
4. On your MathBoard, draw a 30 × 2 rectangle and

find its area.
5. How is the 30 × 2 rectangle similar to the 2 × 30 rectangle?

How is it different?
42 UNIT 2 LESSON 1 Arrays and Area Models

2-2 Name Date
Class Activity
► Use Place Value to Multiply

You have learned about the Base Ten Pattern in place value. This
model shows how place value and multiplication are connected.
20
10 10
2 tens
hundreds tens ones
10 10
10 10
10 10
10 10
10 10
10 10
10 10
10 10
20 groups of 10
20 × 10 or 10 × 20 10 10
10 10
hundreds tens ones
10 × 20 = 200
10 times 2 tens
is 2 hundreds 100 100
hundreds tens ones
You can use properties to show the relationship between

place value and multiplication.
Associative Property 10 × 20 = 10 × (2 × 10)
= (10 × 2) × 10
Commutative Property = (2 × 10) × 10
Associative Property = 2 × (10 × 10)

= 2 × 100
= 200
1. Ten times any number of tens gives you that number

of hundreds. Complete the steps to show 10 times 5 tens.
10 × 50 = 10 × ( × )
= (10 × )×
=( × 10) ×
= × (10 × )
= ×
=
UNIT 2 LESSON 2 Connect Place Value and Multiplication 43

2-2 Name Date
Class Activity
► Model a Product of Tens

Olivia wants to tile the top of a table. The table
is 20 inches by 30 inches. Olivia needs to find the
area of the table in inches.
2. Find the area of this 20 × 30 rectangle by dividing

it into 10-by-10 squares of 100.
3. Each tile is a 1-inch square. How many tiles does

Olivia need to cover the tabletop?
4. Each box of tiles contains 100 tiles. How many boxes

of tiles does Olivia need to buy?
► Factor the Tens

5. Complete the steps to show your work in Exercise 2
numerically.
20 × 30 = ( × 10) × ( × 10)
=( × ) × (10 × 10)
= ×100
= 600
6. Is it true that 20 × 30 = 30 × 20? Explain how you know.
44 UNIT 2 LESSON 2 Connect Place Value and Multiplication

2-3 Name Date
Class Activity
VOCABULARY
factor
product
► Look for Patterns
Multiplying greater numbers in your head is easier when
you learn patterns of multiplication with tens.
Start with column A and look for the patterns used to

get the expressions in each column. Copy and
complete the table.
Table 1
A B C D
2×3 2×1×3×1 6×1 6
1. 2 × 30 2 × 1 × 3 × 10 6 × 10
2. 20 × 30 2 × 10 × 3 × 10
3. How are the expressions in column B different from

the expressions in column A?
4. In column C, we see that each expression can be written

as a number times a place value. Which of these factors

gives more information about the size of the product?
5. Why is 6 the first digit of the products in column D?
6. Why are there different numbers of zeros in the products

in column D?
UNIT 2 LESSON 3 Mental Math and Multiplication 45

2-3 Name Date
Class Activity
► Compare Tables
Copy and complete each table.
Table 2
A B C D
6×3 6×1×3×1 18 × 1 18
7. 6 × 30 6 × 1 × 3 × 10 18 × 10
8. 60 × 30 6 × 10 × 3 × 10
Table 3
A B C D
5×8 5×1×8×1 40 × 1 40
9. 5 × 80 5 × 1 × 8 × 10 40 × 10
10. 50 × 80
11. Why do the products in Table 2 have more digits

than the products in Table 1?
12. Why are there more zeros in the products in Table 3

than the products in Table 2?
46 UNIT 2 LESSON 3 Mental Math and Multiplication

2-4 Name Date
Class Activity
► Explore the Area Model

20 + 6
1. How many square units of area are there in the tens

part of the drawing?
2. What multiplication equation gives the area of the tens

part of the drawing? Write this equation in its rectangle.
3. How many square units of area are there in the ones

part?
4. What multiplication equation gives the area of the ones

part? Write this equation in its rectangle.
5. What is the total of the two areas?
6. How do you know that 104 is the correct product of

4 × 26?
7. Read problems A and B.

A. Al’s photo album has 26 pages. B. Nick took 4 photos. Henri took
Each page has 4 photos. How 26 photos. How many more photos
many photos are in Al’s album? did Henri take than Nick?
Which problem could you solve using the multiplication

you just did? Explain why.
UNIT 2 LESSON 4 Model One-Digit by Two-Digit Multiplication 47

2-4 Name Date
Class Activity
► Use Rectangles to Multiply

Draw a rectangle for each problem on your MathBoard.
Find the tens product, the ones product, and the total.
8. 3 × 28 9. 3 × 29 10. 5 × 30 11. 5 × 36
12. 4 × 38 13. 8 × 38 14. 4 × 28 15. 5 × 28

16. Maria’s father planted 12 rows of tomatoes in his
garden. Each row had 6 plants. How many tomato
plants were in Maria’s father’s garden?
17. A library subscribes to 67 magazines. Each month the

library receives 3 copies of each magazine. How many © Houghton Mifflin Harcourt Publishing Company
magazines does the library receive each month?
18. Complete this word problem. Then solve it.
has boxes of .
There are in each box.
How many does
have altogether?
48 UNIT 2 LESSON 4 Model One-Digit by Two-Digit Multiplication

2-4 Name Date
Class Activity
► Multiply One-Digit Dollar Amounts by

Two-Digit Numbers
You can use your skills for multiplying a one-digit number
by a two-digit number to multiply one-digit dollar amounts
by two-digit numbers.
Find the exact cost. Give your answer in dollars. Show your work.
19. A package of paper costs $2. If someone is
purchasing 24 packages, how much will it cost?
20. A box lunch can be purchased for $3. How much

will 83 lunches cost?
21. A movie ticket costs $8 per person. If 61 people go

to the five o’clock show, how much money does the
theater make for that show?
22. A round-trip train ticket costs $4 per person. If 58 fourth-

graders take a class trip to the city on the train, how
much will the train tickets cost altogether?
23. Admission to the zoo costs $5 per person. If a group

of 72 students takes a trip to the zoo, how much will
their tickets cost altogether?
24. Sara earns $9 per hour as a cashier. How much does

she earn in a 40-hour week?
UNIT 2 LESSON 4 Model One-Digit by Two-Digit Multiplication 49

2-4 Name Date
Class Activity
► Multiply Two-Digit Dollar Amounts by

One-Digit Numbers
by a two-digit number to multiply one-digit numbers by
two-digit dollar amounts.
25. A bike costs $53. If 2 bikes are purchased, how
much will be the total cost?
26. A store sells CDs for $14. If someone buys 7 of

them, how much will they cost altogether?
27. An amusement park entrance fee is $23 per person.

If 4 friends go to the amusement park, how much
will their tickets cost altogether?
28. A hotel costs $72 per night. How much will it cost
to stay 3 nights?

29. An airplane ticket costs $87. How much will
6 tickets cost?
30. Jorge earns $99 each week. He goes on vacation

in 9 weeks. How much will he earn before his
vacation?
50 UNIT 2 LESSON 4 Model One-Digit by Two-Digit Multiplication

2-5 Name Date
Class Activity
VOCABULARY
estimate
► Estimate Products rounding
It is easier to estimate the product of a two-digit number

and a one-digit number when you think about the two
multiples of ten close to the two-digit number. This is shown
in the drawings below.
70 = 60 + 10
4 × 70=280
4 4 × 68
4 × 60=240
68 = 60 + 8
70 = 60 + 10
4 × 70=280
4 4 × 63
4 × 60=240
63 = 60 +3
1. In each drawing, find the rectangles that represent 4 × 70

and 4 × 60. These rectangles “frame” the rectangles for
4 × 68 and 4 × 63. Find the values of 4 × 70 and 4 × 60.
4 × 70 = 4 × 60 =
2. Look at the rectangle that represents 4 × 68. Is 4 × 68

closer to 4 × 60 or to 4 × 70? So is 4 × 68 closer to 240
or 280?
3. Look at the rectangle that represents 4 × 63. Is 4 × 63

closer to 4 × 60 or to 4 × 70? Is 4 × 63 closer to 240
or 280?
4. Explain how to use rounding to estimate the product of

a one-digit number and a two-digit number.
UNIT 2 LESSON 5 Estimate Products 51

2-5 Name Date
Class Activity
► Practice Estimation
Discuss how rounding and estimation could help solve
these problems.
5. Keesha’s school has 185 fourth-grade students. The library has

28 tables with 6 chairs at each table. Can all of the fourth-
graders sit in the library at one time? How do you know?
6. Ameena is printing the class newsletter. There are 8 pages

in the newsletter, and she needs 74 copies. Each package
of paper contains 90 sheets. How many packages of
paper does she need to print the newsletter?
Estimate each product. Then solve to check your estimate.
7. 3 × 52 8. 7 × 48
9. 9 × 27 10. 8 × 34
11. 8 × 35 12. 5 × 22
52 UNIT 2 LESSON 5 Estimate Products

2-6 Name Date
Class Activity
VOCABULARY
Place Value Sections Method
► Use the Place Value Sections Method
You can use an area model to demonstrate the
Place Value Sections Method. This strategy is
used below for multiplying a one-digit number
by a two-digit number.
Complete the steps.
27 = 20 + 7
+
5 5 × 20 = 100 5 × 7 = 35 5
Use the Place Value Sections Method to solve the problem.

Complete the steps.
1. The fourth-grade class is participating in a walk-a-thon.

Each student will walk 8 laps around the track. There
are 92 fourth-grade students. How many laps will the
fourth-grade class walk?
92 = 90 + 2
8 8 +
× = × =
Draw an area model and use the Place Value Sections

Method to solve the problem.
2. A football coach is ordering 3 shirts for each football player.

There are 54 players in the football program. How many
shirts does the coach need to order for the entire program?
UNIT 2 LESSON 6 Use Place Value to Multiply 53

2-6 Name Date
Class Activity
VOCABULARY
Expanded Notation Method
► Use the Expanded Notation Method
You can also use an area model to show how to
use the Expanded Notation Method. Use the
Expanded Notation Method to solve 5 × 27 below.
Complete the steps.

27 = +
3. 27 = 20 + 7 ×5=
5 5 × =
× =
Use the Expanded Notation Method to solve the problem.

Complete the steps.
4. A farm stand sold 4 bushels of apples in one day.

Each bushel of apples weighs 42 pounds. How many
pounds of apples did the farm stand sell?
= +
42 = 40 + 2 =
4 4 × =
× =

Draw an area model and use the Expanded
Notation Method to solve the problem.
5. A marina needs to replace the boards on their pier.

The pier is 7 feet by 39 feet. What is the area of
the boards that need to be replaced?
54 UNIT 2 LESSON 6 Use Place Value to Multiply

2-7 Name Date
Class Activity
VOCABULARY
Distributive Property
partial products
► Model the Distributive Property
You have used area models to help you multiply. You
can use the area model to find 3 × 74 by writing 74 in
expanded form and using the Distributive Property to
find partial products. After you find all the partial
products, you can add them together to find the
actual product of 3 × 74.
Complete each exercise.
1. Write 74 in expanded form.
3 × 74 = 3 ( + )
2. Use the Distributive Property.
3 × 74 = ( × )+( × )
The area models below show the steps to find the

solution to 3 × 74.
Multiply the tens.

STEP 1 74 = 70 + 4
3 3 × 70 = 210 3 (3 × 70) =
STEP 2 74 = 70 + 4 Multiply the ones.

3 3 × 4 = 12 3 (3 × 4) =
STEP 3 74 = 70 + 4 Add the 210

partial products. +
_ 12
3 3 × 70 = 210 3 × 4 = 12 3
3. What is the actual product of 3 × 74?
UNIT 2 LESSON 7 Algebraic Notation Method 55

2-7 Name Date
Class Activity
VOCABULARY
Algebraic Notation Method
► Use the Algebraic Notation Method to Multiply

Another numerical multiplication method that can be
represented by an area model is the Algebraic Notation
Method. This method also decomposes the two-digit factor
into tens and ones and then uses the Distributive Property.
Use the Algebraic Notation Method to solve each problem.

Complete the steps.
4. 8 ⋅ 62
62 = +
8 ⋅ 62 = ⋅( + )
= 480 + 16
= 496
5. 2 ⋅ 97
97 = +
2 ⋅ 97 = ⋅( + )
= 180 + 14
= 194
Draw an area model and use the Algebraic Notation

Method to solve the problem.
6. There are 9 members on the school’s golf team. Each

golfer hit a bucket of 68 golf balls at the driving range.
How many golf balls did the entire team hit?
7. What is the first step in the Algebraic Notation Method?
56 UNIT 2 LESSON 7 Algebraic Notation Method

2-8 Name Date
Class Activity
► Numerical Multiplication Methods

You have used the area model to help you multiply. In
this lesson, you will compare the numerical multiplication
methods that are related to this area model.
37 = 30 + 7
120
4 4 × 30 = 120 4 × 7 = 28 4 + 28
148
37 = 30 + 7 37 = 30 + 7
×4= 4
4 4 × 30 = 120
4 × 7 = 28
148
37 = 30 + 7
4 × 37 = 4 × (30 + 7)
4 = 120 + 28
= 148
► Connect the Multiplication Methods

Refer to the examples above.
1. What two values are added together to give the answer

in all three methods?
2. What is different about the three methods?
UNIT 2 LESSON 8 Compare Methods of One-Digit by Two-Digit Multiplication 57

2-8 Name Date
Class Activity
► Practice Different Methods

Fill in the blanks in the following solutions.
3. 4 × 86
Expanded Notation Algebraic Notation

86 = +6 4 ⋅ 86 = ⋅ (80 + 6)
× 4= = 320 +
4 × = =
× 6 = 24
4. 4 × 68
Expanded Notation Algebraic Notation

= 60 + 8 4 ⋅ 68 = 4 ⋅ ( + )
× 4= = 240 +
4 × = =
× 8 = 32
Solve using a numerical method. Draw the related © Houghton Mifflin Harcourt Publishing Company
area model.
5. 5 × 64 = 6. 6 × 72 = 7. 7 × 92 =
8. 8 × 53 = 9. 5 × 46 = 10. 6 × 27 =
58 UNIT 2 LESSON 8 Compare Methods of One-Digit by Two-Digit Multiplication

2-9 Name Date
Class Activity
► Compare Multiplication Methods

Compare these methods for solving 9 × 28.
Method A Method B Method C Method D

28 = 20 + 8 28 = 20 + 8 28 28
× 9=
___ 9 ×9=
___ 9 × 9
__ × 9
_
9 × 20 = 180 180 180 72
9 × 8 = 72
___ ___ 72 __72 180
_
252 252 252 252
1. How are all the methods similar? List at least two similarities.
2. How are the methods different? List at least three differences.
Discuss how the recording methods below show the

partial products in different ways.
Show partial products Show new groups

28 28
× 9
__ ×
_9
72 9×8 1 7
+ 9 × 2 tens
_ 82
__180 1
252
UNIT 2 LESSON 9 Discuss Different Methods 59

2-9 Name Date
Class Activity
VOCABULARY
Shortcut Method
► Discuss the Shortcut Method

The steps for the Shortcut Method are shown below.
Shortcut Method with Shortcut Method with

New Groups Above New Groups Below
Method E: Step 1 Step 2 Method F: Step 1 Step 2

7 7
28 28 28 28
× 9
_ × 9
_ ×
_ 9 × 9
_
7 7
2 252 2 252
3. Where are the products 180 and 72 from Methods A–D?
► Practice Multiplication
Solve using any method. Sketch a rectangle if necessary.
4. 63 5. 39 6. 98 7. 86
×
_5 ×
_8 ×
_2 ×
_4
8. 25 9. 47 10. 76 11. 54
× 7
_ × 9
_ × 3
_ × 6
_
60 UNIT 2 LESSON 9 Discuss Different Methods

2-10 Name Date
Class Activity
► Use Rectangles to Multiply Hundreds

You can use a model to show multiplication with hundreds.
Study this model to see how we can multiply 7 × 300.
300 = 100 + 100 + 100
7=1 1
+1 +1
+1 +1
+1 +1
+1 +1
+1 +1
+1 +1
100 + 100 + 100
7 × 300 = 7 × (3 × 100) = (7 × 3) × 100
= 21 × 100
= 2,100
1. How many hundreds are represented in each column of

the model?
2. How does knowing that 7 × 3 = 21 help you find

7 × 300?
3. What property of multiplication is used in the equation,

7 × (3 × 100) = (7 × 3) × 100?
4. Sketch a model of 6 × 400. Be ready to explain

your model.
UNIT 2 LESSON 10 One-Digit by Three-Digit Multiplication 61

2-10 Name Date
Class Activity
► Compare the Three Methods

You can use the Place Value Sections Method to multiply a
one-digit number by a three-digit number.
237 = 200 + 30 + 7
800
× 120
4 4 × 200 = 800 4 × 30 = 120 = 7
4 4
28 + 28
__
948
5. What are the two steps used to find the product of
4 × 237 using the Place Value Sections Method.
The Expanded Notation Method uses the same steps as the

Place Value Sections Method.
237 = 200 + 30 + 7
×4=
____ 4
237 = 200 + 30 + 7
4 × 200 = 800
4 4
4 × 30 = 120
4 × 7 = 28
___
6. What is the last step in the Expanded Notation Method 948
and the Place Value Sections Method?
The Algebraic Notation Method uses expanded form

just like the other two methods. Even though the steps look
different, they are the same as in the other methods.
4 ⋅ 237 = 4 ⋅ (200 + 30 + 7)
= (4 ⋅ 200) + (4 ⋅ 30) + (4 ⋅ 7)
237 = 200 + 30 + 7
= 800 + 120 + 28
4 4
= 948
7. What is the first step in all three methods?
62 UNIT 2 LESSON 10 One-Digit by Three-Digit Multiplication

2-10 Name Date
Class Activity
Solve using any method. Show your work.
Draw an area model if necessary.
8. 7 × 321 = 9. 5 × 218 =
10. 612 × 2 = 11. 154 × 6 =
12. 236 × 4 = 13. 3 × 273 =

14. 482 × 9 = 15. 8 × 615 =
UNIT 2 LESSON 10 One-Digit by Three-Digit Multiplication 63

2-10 Name Date
Class Activity
► Multiplication With Dollar Amounts

by a three-digit number to multiply one-digit dollar amounts
by three-digit numbers and one-digit numbers by three-digit
dollar amounts.
16. A car tire costs $158. If Danica needs to buy new tires,
how much will 4 tires cost?
17. The fourth grade is going on a field trip to the

planetarium. A ticket costs $6. How much will it cost if
127 people go on the field trip?
18. A round-trip airplane ticket costs $224. If a group of

5 people buy tickets, how much will their tickets cost?
19. A book costs a bookstore $7 to order. If the store orders

325 copies of the book, how much does the store
pay for the books?
20. During the summer, Joe makes $115 each week

mowing lawns. How much will Joe make in 9 weeks?
21. A ticket to a show costs $8. There are 540 seats in the
theater. If all the seats in the theater are occupied,
how much money does the theater make for that show?
64 UNIT 2 LESSON 10 One-Digit by Three-Digit Multiplication

2-11 Name Date
Class Activity
► Discuss Problems With Too Much Information

A word problem may sometimes include more information
than you need. Read the following problem and then
answer each question.
Mrs. Sanchez is putting a border around her garden. Her

garden is a rectangle with dimensions 12 feet by 18 feet.
The border material costs $3.00 per foot. How many feet
of border material is needed?
1. Identify any extra numerical information. Why isn’t this

information needed?
2. Solve the problem.
Solve each problem. Cross out information that is Show your work.
not needed.
3. Judy bought a CD for $10. It has 13 songs. Each song

is 3 minutes long. How long will it take to listen to
the whole CD?
4. Jerry has 64 coins in his coin collection and 22 stamps

in his stamp collection. His sister has 59 stamps in her
collection. How many stamps do they have altogether?
5. Adrian has been playing the piano for 3 years. He

practices 20 minutes a day. He is preparing for a
recital that is 9 days away. How many minutes of
practice will he complete before the recital?
UNIT 2 LESSON 11 Multistep Word Problems 65

2-11 Name Date
Class Activity
► Discuss Problems With Too Little Information

When solving problems in real life, you need to determine
what information is needed to solve the problem. Read
the following problem and then answer each question.
The campers and staff of a day camp are going to an

amusement park on a bus. Each bus holds 26 people.
How many buses will be needed?
6. Do you have enough information to solve

this problem? What additional information
do you need?
Determine if the problem can be solved. If it cannot be solved,

tell what information is missing. If it can be solved, solve it.
7. Richard is saving $5 a week to buy a bike. When will he

have enough money?
8. Natalie wants to find out how much her cat weighs.

She picks him up and steps on the scale. Together, they
weigh 94 pounds. How much does the cat weigh?
9. Phyllis wants to make 8 potholders. She needs 36 loops

for each potholder. How many loops does she need?
10. For one of the problems that could not be solved, rewrite
it so it can be solved and then solve it.
66 UNIT 2 LESSON 11 Multistep Word Problems

2-11 Name Date
Class Activity
► Discuss Problems With Hidden Questions

Mrs. Norton bought 2 packages of white cheese with
8 slices in each pack. She bought 3 packages of yellow
cheese with 16 slices in each pack. How many more slices
of yellow cheese than white cheese did she buy?
11. What do you need to find?
12. What are the hidden questions?
13. Answer the hidden questions to solve the problem.
How many slices of white cheese? 2×8=
How many slices of yellow cheese? 3 × 16 =
How many more slices of yellow cheese? 48 - 16 =
Read the problem. Then answer the questions. Show your work.
Maurice has 6 boxes of markers. June has 5 boxes of
markers. Each box contains 8 markers. How many

markers do Maurice and June have altogether?
14. Write the hidden questions.
15. Solve the problem.
UNIT 2 LESSON 11 Multistep Word Problems 67

2-11 Name Date
Class Activity
► Mixed Problem Solving

Solve each problem and show your work. Show your work.
16. Mr. Collins counts 54 cartons and 5 boxes of paper clips.
Each carton contains 8 boxes. A box of paper clips
costs $2. How many boxes of paper clips does he have?
17. Ms. Washington has 5 cartons of black printer ink.

She has 4 cartons of color printer ink. Each carton
contains 48 cartridges of ink. How many ink cartridges
are there in all?
Dear Math Students,
My school is collecting cans for the annual

food drive. There are 608 students in the
2
entire school. A can of soup costs about 608
$1. Each student will bring in 3 cans for x 3
__
the food drive. I wrote this multiplication 1,864
to find the number of cans the school will
collect in all.
I am not sure if my answer is correct.
Can you help me?
Your friend,
Puzzled Penguin
68 UNIT 2 LESSON 11 Multistep Word Problems

2-12 Name Date
Class Activity
► Compare Models
A coin-collecting book holds 24 coins on a page. There are
37 pages in the book. How many coins can the book hold?
The models below all show the solution to 24 × 37.
37 = 30 + 7
24
=
10 × 1 = 10
10 × 10 = 100
20 20
+ +
1 × 10 = 10
4 4
30 + 7
Area Model Sketch Place Value Sections Method

37 = + 20 × 30 = 600
30 7
24
20 × 7 = 140
=
4 × 30 = 120
20 × 7 20 _4_× 7_ = _28
20 20 × 30 = 600
= 140
+ +
4×7
4 4 × 30 = 120 4
= 28
30 + 7
1. Describe how each model shows 6 hundreds, 14 tens,
12 tens, and 28 ones.
UNIT 2 LESSON 12 Two-Digit by Two-Digit Multiplication 69

2-12 Name Date
Class Activity
► Investigate Products in the Sketch

Complete each equation.
2. 20 × 30 = 2 × 10 × 3 × 10 3. 20 × 7 = 2 × 10 × 7 × 1
= 2 × 3 × 10 × 10 = 2 × 7 × 10 × 1
=6× = 14 ×
= =
4. 4 × 30 = 4 × 1 × 3 × 10 5. 4 × 7 = 4 × 1 × 7 × 1
= 4 × 3 × 1 × 10 =4×7×1×1
= 12 × = 28 ×
= =
6. Explain how the underlined parts in Exercises 2–5 are

shown in the dot drawing.
7. Find 24 × 37 by adding the products in Exercises 2–5. © Houghton Mifflin Harcourt Publishing Company
► Practice and Discuss Modeling

Use your MathBoard to sketch an area drawing for each
exercise. Then find the product.
8. 36 × 58 9. 28 × 42 10. 63 × 27
11. 26 × 57 12. 86 × 35 13. 38 × 65
70 UNIT 2 LESSON 12 Two-Digit by Two-Digit Multiplication

2-13 Name Date
Class Activity

Each area model is the same. Study how these three
methods of recording 43 × 67 are related to the
area models.

40 × 60 = 2,400
67 = 60 + 7 40 × 7 = 280
43
= 3 × 60 = 180
40 40 × 60 = 2,400 40 × 7 = 280 40
3 × 7 = + 21
+ +
3 3 × 60 = 180 3 × 7 = 21 3 2,881
60 + 7

67 60 + 7
× 43 = 40 + 3
____
40 × 60 = 2,400
67 = 60 + 7
43 40 × 7 = 280
=
40 40 × 60 = 2,400 40 × 7 = 280 40 3 × 60 = 180
+ + 3 × 7 = + 21
3 3 × 60 = 180 3 × 7 = 21 3
2,881
60 + 7
43 ⋅ 67 = (40 + 3) ⋅ (60 + 7)
67 = 60 + 7
43 = 2,400 + 280 + 180 + 21
=
40 40 × 60 = 2,400 40 × 7 = 280 40
+ + = 2,881
3 3 × 60 = 180 3 × 7 = 21 3
60 + 7
1. What is alike about all the three methods?
UNIT 2 LESSON 13 Different Methods for Two-Digit Multiplication 71

2-13 Name Date
Class Activity
► Other Ways to Record Multiplication

Discuss how the recording methods below show the
partial products in different ways.
Show partial products Show new groups

67 67
× 43
__ × 43
__
21 3 ×7 12
81
180 3 × 6 tens 2 2
+
__480
280 4 tens × 7 1
2,881
+ 2,400
__ 4 tens × 6 tens
1
2,881
► The Shortcut Method

The steps for the Shortcut Method are shown below.
New Groups Above

2 2 2
2 2 2 2 2
67 67 67 67 67
×
_ 43 ×
_ 43 × 43
__ × 43
__ __× 43
1 201 201 201 201
8 268 +
__ 268
2,881
New Groups Below

67 67 67 67 67
×
_ 43 ×
_ 43 × 43
__ × 43
__ __ × 43
2 2 2 2 2 2 2 2
1 201 201 201 201
8 268 + 268
__
2,881
Discuss how the area drawing below relates to the Shortcut Method.
67
40 40 × 67 = 2,680
+
3 3 × 67 = 201
72 UNIT 2 LESSON 13 Different Methods for Two-Digit Multiplication

2-14 Name Date
Class Activity
► Estimate Products
Two-digit products can be estimated by rounding each
number to the nearest ten.
Estimate and then solve.
1. 28 × 74 2. 84 × 27 3. 93 × 57
4. 87 × 54 5. 38 × 62 6. 65 × 39
7. 26 × 43 8. 59 × 96 9. 53 × 74
10. Write a multiplication word problem. Estimate the

product and then solve.
11. Would using an estimate be problematic in the situation

you wrote for Exercise 10? Explain why or why not.
UNIT 2 LESSON 14 Check Products of Two-Digit Numbers 73

2-14 Name Date
Class Activity
Dear Math Students,

My friends and I are helping build flower boxes for a
community garden. We are going to build 42 flower boxes.
The building plans say each box needs 13 nails. I rounded
to estimate how many nails we’ll need. Since 40 × 10 = 400,
I bought a box of 400 nails.
My friends say we won’t have enough nails. Did I make a

mistake? Can you help me estimate how many nails we need?
Your friend,
Puzzled Penguin
12. Write a response to Puzzle Penguin.
Estimate and then solve. Explain whether the estimate is

problematic in each situation.
13. Sally’s family is taking an 18-day vacation and needs to

have someone take care of their cat. A veterinarian
charges $14 per day to care for the cat. How much
money do they need to save to care for the cat?
14. An artist uses 47 tiles to make a mosaic. The artist needs

to make 21 mosaics for a fair. How many tiles does
the artist need to buy?
74 UNIT 2 LESSON 14 Check Products of Two-Digit Numbers

2-15 Name Date
Class Activity
► Practice Multiplication Methods

1. Multiply 38 × 59.
Shortened Expanded Notation Method Shortcut Method
38 38
×
_ 59 ×
_ 59
Solve using any method and show your work.

Check your work with estimation.
2. 43 × 22 3. 25 × 15
4. 31 × 62 5. 54 × 72
6. 81 × 33 7. 49 × 62
UNIT 2 LESSON 15 Practice Multiplication 75

2-15 Name Date
Class Activity
With practice, you will be able to solve a multiplication
problem using fewer written steps.

8. Between his ninth and tenth birthdays, Jimmy read
1 book each week. There are 52 weeks in a year. If each
book had about 95 pages, about how many pages did
he read during the year?
9. Sam’s father built a stone wall in their back yard.

The wall was 14 stones high and 79 stones long.
How many stones did he use to build the wall?
10. Balloon Bonanza sells party balloons in packages of

25 balloons. There are 48 packages in the store.
How many balloons are in 48 packages?
11. Brian is buying T-shirts for the marching band.

He knows that at parades the band forms 24 rows.
Each row has 13 students. If T-shirts come in boxes
of 100, how many boxes of T-shirts should Brian buy?
76 UNIT 2 LESSON 15 Practice Multiplication

2-16 Name Date
Class Activity
► Use Rectangles to Multiply Thousands

You can use a model to multiply greater numbers.
Notice that each of the smaller rectangles in this model
represents one thousand. Each of the columns represents
seven one-thousands or 7,000.
3,000 = 1,000 + 1,000 + 1,000

7=1 1
+1 +1
+1 +1
+1 +1
+1 +1
+1 +1
+1 +1
1,000 + 1,000 + 1,000
7 × 3,000 = 7 × (3 × 1,000) = (7 × 3) × 1,000

= 21 × 1,000
= 21,000
1. While multiplying by thousands, how many zeros can

you expect in the product?
2. How does thinking of 3,000 as 3 × 1,000 help you to

multiply 7 × 3,000?
3. Draw a model for 4 × 8,000. Then find the product.
UNIT 2 LESSON 16 Multiply One-Digit and Four-Digit Numbers 77

2-16 Name Date
Class Activity

You can use the multiplication methods you have learned to
multiply a one-digit number times a four-digit number.
Find 8 × 3,248.
3,248 = 3,000 + 200 + 40 + 8

8 8
Place Value Sections Method Expanded Notation Method

8 × 3,000 = 24,000 3,248 = 3,000 + 200 + 40 + 8
8 × 200 = 1,600 × 8=
______ 8
8 × 40 = 320 8 × 3,000 = 24,000
____8×8= 64 8 × 200 = 1,600
25,984 8 × 40 = 320
8×8=
____ 64
25,984
8 × 3,248 = 8 × (3,000 + 200 + 40 + 8)

= (8 × 3,000) + (8 × 200) + (8 × 40) + (8 × 8)
= 24,000 + 1,600 + 320 + 64
= 25,984
Make a rectangle drawing for each problem on your

MathBoard. Then solve the problem using the method of
your choice.
4. 3 × 8,153 = 5. 4 × 2,961 =
6. 6 × 5,287 = 7. 7 × 1,733 =
78 UNIT 2 LESSON 16 Multiply One-Digit and Four-Digit Numbers

2-17 Name Date
Class Activity
► Compare Methods of Multiplication

Look at the drawing and the five numerical solutions
for 4 × 2,237.
2,237 = 2,000 + 200 + 30 + 7
4 4
Method A Method B Method C Method D Method E Method F

12
2,237 = 2,000 + 200 + 30 + 7 2,237 = 2,000 + 200 + 30 + 7 2,237 2,237 2,237 2,237
____
× 4= 4 ____
× 4= 4 × 4
__ × 4
__ _
× 4 _
× 4
12
4 × 2,000 = 8,000 8,000 8,000 28 8,948 8,948
4 × 200 = 800 800 800 120
4 × 30 = 120 120 120 800
____ 4×7= 28 ____ 28 __ 28 8,000
__
8,948 8,948 8,948 8,948
1. How are the solutions similar? List at least two ways.
2. How are the solutions different? List at least three

comparisons between methods.
3. How do Methods A–D relate to the drawing? List at least

two ways.
UNIT 2 LESSON 17 Use the Shortcut Method 79

2-17 Name Date
Class Activity
► Analyze the Shortcut Method

Look at this breakdown of solution steps for Method E
and Method F.
Method E Method F
Step 1 Step 2 Step 3 Step 4 Step 1 Step 2 Step 3 Step 4
2 12 12 12
2,237 2,237 2,237 2,237 2,237 2,237 2,237 2,237
×
__4 ×
__4 ×
__4 ×
__4 ×
__ 4 ×
__ 4 ×
__ 4 ×
__ 4
2 12 1 2 1 2
8 48 948 8,948 8 48 948 8,948
4. Describe what happens in Step 1.

80 UNIT 2 LESSON 17 Use the Shortcut Method

2-17 Name Date
Class Activity
► Round and Estimate With Thousands and Hundreds

You can use what you know about rounding and multiplication
with thousands to estimate the product of 4 × 3,692.
8. Find the product if you round up: 4 × 4,000 =
9. Find the product if you round down: 4 × 3,000 =
10. Which one of the two estimates will be closer to the

actual solution? Why?
11. Calculate the actual solution.
12. Explain why neither estimate is very close to the actual solution.
13. What would be the estimate if you added 4 × 600 to

4 × 3,000; (4 × 3,000) + (4 × 600)?
14. What would be the estimate if you added 4 × 700 to

4 × 3,000; (4 × 3,000) + (4 × 700)?
15. Estimate 4 × 7,821 by rounding 7,821 to the nearest thousand.

16. Find the actual product.
17. Find a better estimate for 4 × 7,821. Show your work.
Round, estimate, and fix the estimate as needed.

18. 6 × 3,095 19. 7 × 2,784
UNIT 2 LESSON 17 Use the Shortcut Method 81

2-17 Name Date
Class Activity
► Estimate Products
You can use estimation to decide if an answer is reasonable.
Solve and then estimate to check if your answer is

reasonable. Show your estimate.
20. 5 × 3,487 = 21. 7 × 8,894 =
22. 4 × 7,812 = 23. 3 × 4,109 =
Dear Math Students,

My school collected 2,468 empty cartons of milk
during the day today. If the school collects about
the same number of cartons each day for 5 days,
I estimated that the school will collect 17,500 empty
cartons of milk. I wrote this estimate.
(5 x 3,000) + (5 x 500) = 17,500
I am not sure if this is a reasonable estimate.
Can you help me?
Your Friend,
Puzzled Penguin
82 UNIT 2 LESSON 17 Use the Shortcut Method

2-18 Name Date
Class Activity
► Practice Mixed Multiplication

Solve using any method and show your work. Check your
work with estimation.
1. 35 × 9 2. 56 × 17 3. 228 × 2
4. 23 5. 77 6. 59
× 7
_ × 9
_ × 3
_
7. 92 8. 49 9. 61
×
_ 84 ×
_ 12 ×
_ 36
10. 459 11. 588 12. 216

×
_4 ×
_6 ×
_7
13. 3,473 14. 1,156 15. 2,937

×
__5 ×
__8 ×
__3
UNIT 2 LESSON 18 Practice Multiplying 83

2-18 Name Date
Class Activity
► Practice with Word Problems

Solve using any method and show your work.
Check your work with estimation. Show your work.
16. The lines on a doubles tennis court are painted to be
78 feet long and 36 feet wide. The lines on a singles
tennis court are painted to be 78 feet long and 27 feet
wide. What is the difference between the areas of a
doubles tennis court and a singles tennis court?
17. A movie theater has 287 crates of popcorn. Each crate

holds 8 pounds of popcorn. There are 13 people who
work at the theater. How many pounds of popcorn
are there altogether?
18. Jenny goes to a 55-minute-long dance class 3 days each

week. There are 9 weeks until the class recital. How
many minutes of dance class are there until the recital?
19. Alex is shopping for school clothes. He buys 4 shirts

for $12 each. He also buys 3 pairs of shorts for $17
each. How much does Alex spend on school clothes © Houghton Mifflin Harcourt Publishing Company
in all?
20. Casey draws a rectangular array that is 1,167 units

long and 7 units wide. What is the area of
Casey’s array?
84 UNIT 2 LESSON 18 Practice Multiplying

2-19 Name Date
Class Activity
► Math and Games

This is a game called Big City Building. The goal of the
game is to design and build a successful city within a
budget. To win the game, the city must have all of the
features of a real-life city such as apartments, schools,
parks, and shops, so its residents will be happy.
1. Each city in Big City Building requires a fire station,

a police station, and a post office. These each cost
$2,657 in taxes per year to maintain. How much does it

cost to maintain the fire station, the police station, and
the post office building for one year?
2. In Big City Building, the roads are standard two-lane

roads. The total width of the road is 9 meters. If each
block is 82 meters long, what is the area of the road
of one city block in square meters?

2-19 Name Date
Class Activity
► Big City Building

The table shows the cost of different features
on the Big City Building game. Below is Scott’s
design, so far, for his city in Big City Building.
Item Cost
Tree $83 per tree
Shrub $54 per shrub
Lake $198 per square unit
Road $288 per square unit
Apartment
building $9,179 per building
Any other
building $892 per square unit
Currently, Scott has $156,324 in Big City Building money

to create his city.
3. Scott buys 42 trees to put in the park. The trees cost

$83 each. How much money does Scott pay for the trees? © Houghton Mifflin Harcourt Publishing Company
4. Each apartment building contains 59 apartment units.

Scott has 4 apartment buildings in his city. How many
apartment units does Scott’s city have?
5. If Scott’s city is 27 units long and 19 units wide, what is

the area of Scott’s city in square units?

UNIT 2 Name Date
Review/Test
VOCABULARY
Distributive Property
estimate
► Vocabulary partial products
Choose the best term from the box. rounding
1. are the products of the

ones, tens, hundreds, and so on in multidigit
multiplication. (Lessons 2-7)
2. An is a number close to an
exact amount. (Lesson 2-5)
3. The lets you find a number times a

sum by multiplying the number by each addend and
then adding the products. (Lessons 2-7)

4. Write the steps for finding 50 × 30 by factoring the tens.
(Lesson 2-2)
5. Explain how you know that 10 × 60 = 600. (Lesson 2-2)

6. Explain how the Expanded Notation Method is similar to

the Place Value Sections Method when multiplying a
one-digit number by a two-digit number. (Lesson 2-6)
7. Use mental math to find each product. (Lesson 2-3)
4×7 4 × 700
4 × 70 4 × 7,000
40 × 70
UNIT 2 TEST 87
UNIT 2 Name Date
Review/Test
Multiply using any method. Show your work.

(Lessons 2-8, 2-10, 2-14)
8. 3 × 68 9. 5 × 84
10. 3 × 506 11. 9 × 265
12. 16 × 50 13. 12 × 32
14. 6 × 4,518 15. 4 × 2,706
88 UNIT 2 TEST
UNIT 2 Name Date
Review/Test
Estimate each product. Solve to check your estimate.

(Lessons 2-5, 2-14, 2-17)
16. 7 × 82 17. 33 × 66
18. 46 × 20 19. 9 × 3,276
► Problem Solving
Find the exact cost. (Lessons 2-4, 2-10)
20. A rental car costs $63 per day. If someone rents the car
for 6 days, how much will be the total cost?
21. The Adventure Club is going skating. The price of

admission to the skating rink is $3 per person. If there
are 214 people in the club, how much will it cost the
club to skate?
22. A travel agent is booking flights for a group of

9 people. If each airplane ticket costs $184, how much
will their tickets cost altogether?
UNIT 2 TEST 89
UNIT 2 Name Date
Review/Test
Solve each problem. List any extra numerical information. show your work.
(Lesson 2-15)
23. Mariah is painting wall murals in the cafeteria. One

mural is 12 feet by 28 feet. The other mural is 12 feet
by 32 feet. What is the total area of the cafeteria that
Mariah is painting?
24. A family spent 7 hours at the zoo. They bought

2 adult tickets for $20 each and 3 child tickets for
$10 each. They bought lunch for $23. How much did
the tickets cost?
25. Extended Response Sketch an area model for the

product 6 × 3,243. Explain how the area model can be
used to find the product. (Lesson 2-16)
90 UNIT 2 TEST
Dear Family,
Family Letter
Your child is familiar with multiplication from earlier units.
Unit 3 of Math Expressions extends the concepts used in
multiplication to teach your child division. The main goals of this
unit are to:
• Learn methods for dividing whole numbers up to four digits.
• Use estimates to check the reasonableness of answers.
• Solve problems involving division and remainders.
Your child will learn and practice techniques such as the Place
Value Sections, Expanded Notation, and Digit-by-Digit methods
to gain speed and accuracy in division. At first, your child will
learn to use patterns and multiplication to divide. Later, your child
will learn to use the methods with divisors from 2 to 9. Then your
child will learn to divide when there is a zero in the quotient or
dividend and to watch out for potential problems involving these
situations.
Examples of Division Methods:
Place Value Sections Expanded Notation Digit-by-Digit
Method Method Method
Your child may use 60 + 6 = 66 6 66
whatever method 66
5 330 30 60 5qw
330
he or she chooses - 300 - 30 5qw
330 -
__30
as long as he or she 30 0 -
_ 300
_ 30
can explain it. Some 30 -
__30
children like to use - 30
_ 0
different methods. 0
Your child will also learn to interpret remainders in the context
of the problem being solved; for example, when the remainder
alone is the answer to a word problem.

Finally, your child will apply this knowledge to solve mixed
problems with one or more steps and using all four operations.
If you have questions or problems, please contact me.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Numbers and
Operations in Base Ten, 4.NBT.6 and all Mathematical Practices.
UNIT 3 LESSON 1 Divide With Remainders 91

Estimada familia:
Carta a la familia En unidades anteriores su niño se ha familiarizado con la
multiplicación. La Unidad 3 de Math Expressions amplía los
conceptos usados en la multiplicación para que su niño aprenda la
división. Los objetivos principales de esta unidad son:
• aprender métodos para dividir números enteros de hasta cuatro
dígitos.
• usar la estimación para comprobar si las respuestas son razonables.
• resolver problemas que requieran división y residuos.
Su niño aprenderá y practicará técnicas tales como las de
Secciones de valor posicional, Notación extendida y Dígito por
dígito, para adquirir rapidez y precisión en la división. Al principio,
su niño aprenderá a usar patrones y la multiplicación para dividir.
Más adelante, usará los métodos con divisores de 2 a 9. Luego,
aprenderá a dividir cuando haya un cero en el cociente o en el
dividendo, y a detectar problemas que pueden surgir en esas
situaciones.
Ejemplos de métodos de división:
Secciones de Notación extendida Dígito por dígito
valor posicional
60 + 6 = 66 6 66
66
5 330 30 60 5qw
330
- 300 - 30 5qw
330 -
__30
Su niño puede usar - 300 30
30 0 _ _
el método que elija 30 -
__30
siempre y cuando - 30
_ 0
pueda explicarlo. A 0
algunos niños les
Su niño también aprenderá a interpretar los residuos en el
gusta usar métodos
contexto del problema que se esté resolviendo; por ejemplo,
diferentes.
cuando solamente el residuo es la respuesta a un problema.
Por último, su niño aplicará este conocimiento para resolver
problemas mixtos de uno o más pasos, usando las cuatro
operaciones.
Si tiene alguna pregunta o comentario, por favor comuníquese
conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Numbers and Operations in Base
Ten, 4.NBT.6 and all Mathematical Practices.
92 UNIT 3 LESSON 1 Divide With Remainders

3-1 Name Date
Class Activity
VOCABULARY
divisor
quotient
► Division Vocabulary and Models dividend
Although multiplication and division are inverse operations,
each operation has its own language.
Multiplication Words Division Words
3 Factor 3 Divisor 3 Quotient

Factor
× 4 4 12 Product 4 12
12 - 12 - 12 Dividend
Product
0 0
The models for multiplication and division are the same models.
array rows and columns area model
ft
3 ft 12 sq ft
12 bottles on a table 12 tiles on a wall 12 square feet of carpet

12 ÷ 3 = 12 ÷ 3 = 12 ÷ 3 =
3× = 12 3× = 12 3× = 12
► Discuss Remainders VOCABULARY

remainder
Sometimes when you divide, some are left over.
The left over amount is called the remainder.
If you have 14 juice boxes arranged in groups

of 3, how many juice boxes will be left over?
4R2
3qw
14
- 12
__ 2 are left over.
2
2 is the remainder.
Compare the divisor and the Multiply to Check Division.
remainder. The remainder must be Add the remainder.
less than the divisor.
4 × 3 = 12
2 < 3, so the remainder is correct. 12 + 2 = 14

3-1 Name Date
Class Activity
► Divide with Remainders

The remainder must be less than the divisor.
If it is not, increase the quotient.
3 4 R3 8 9 R6
5qw
23 5qw
23 9qw
87 9qw
87
-15
_ - 20
_ - 72
_ -
_ 81
8 no 3 yes 15 no 6 yes
8>5 3<5 15 > 9 6<9
Divide with remainders.
1. 2qw
19 2. 7qw
50 3. 9qw
48
4. 5qw
48 5. 6qw
19 6. 3qw
25
Divide. Multiply to check the last problem in each row.

5 R4
7. 6qw
27 8. 4qw
30 9. 7qw
39 7⋅5+4=
_ -_35 35 + 4 = 39
4
10. 8qw
43 11. 5qw
26 12. 9qw
41
13. 5qw
32 14. 4qw
21 15. 3qw
22

3-1 Name Date
Class Activity
► Multiply and Divide with Zeros

When you multiply or divide with zeros, you can see a pattern.
4×1=4 4÷4=1 7 × 5 = 35 35 ÷ 7 = 5
4 × 10 = 40 40 ÷ 4 = 10 7 × 50 = 350 350 ÷ 7 = 50
4 × 100 = 400 400 ÷ 4 = 100 7 × 500 = 3,500 3,500 ÷ 7 = 500
4 × 1,000 = 4,000 4,000 ÷ 4 = 1,000 7 × 5,000 = 35,000 35,000 ÷ 7 = 5,000
16. What pattern do you notice when you multiply with zeros?
17. What pattern do you notice when you divide with zeros?
Find the unknown factor. Multiply to check the division.
18. 4qw
320 4⋅ = 320 19. 6qw
420 6⋅ = 420
7⋅ = 49 3⋅ = 1,800
20. 7qw
49 21. 3qw
1,800
22. 5qw
4,500 5⋅ = 4,500 23. 9qw
3,600 9⋅ = 3,600
24. 6qw
3,000 6⋅ = 3,000 25. 5qw
4,000 5⋅ = 4,000

3-1 Name Date
Class Activity
► Divide With Zeros and Remainders

Divide. Multiply to check your answer.
300 R6
26. 7qw
2,106 27. 8qw
643
-2,100
__
6
28. 9qw
275 29. 2qw
1,601
30. 3qw
1,802 31. 4qw
2,803
32. 5qw
4,503 33. 6qw
4,205

3-2 Name Date
Class Activity
► Multiplying and Dividing

Complete the steps.
1. Sam divides 738 by 6. He uses the Place Value

Sections Method and the Expanded Notation Method.
a. Sam thinks: I’ll draw the Place Value Sections that I know from
multiplication. To divide, I need to find how many hundreds,
tens, and ones to find the unknown factor.

hundreds + tens + ones
6qw
738
00 0
6 738
b. 6 × 100 = 600 will fit. 6 × 200 = 1,200 is too big.

00 + 0 + 6qw
738
6 738
c. I have 138 left for the other sections.

6 × 20 = 120 will fit. 6 × 30 = 180 is too big. 100
6qw
738
1 00 + 0 + - 600
__
138 138
6 738
-600
138
d. 6 × 3 = 18 20
100
1 00 + 20 + =
6qw
738
6 738 138 18 - 600
__
-600 -120 138
138 18 0 -
__120
18
UNIT 3 LESSON 2 Relate 3-Digit Multiplication to Division 97

3-2 Name Date
Class Activity
► Practice the Place Value Sections Method

Solve. Use Place Value Sections Method for division.
The sidewalk crew knows that the 2. The sidewalk at the theater will
new sidewalk at the mall will be be 2,748 square feet. It will be
3,915 square feet. It will be 9 feet 6 feet wide. How long will it be?
wide. How long will it be?
400 + 30 + 5 = 435 00 + 0 + =
9 3,915 315 45
ft -3,600 -270 -45
315 45 0
3. Pens are packaged in boxes of 8. 4. A factory has 2,160 erasers. They

The store is charged for a total of package them in groups of 5. How
4,576 pens. How many boxes of many packages of erasers does the
pens did they receive? factory have?
00 + 0 + = + + =
5. A party planner has 834 small 6. An artist has 956 tiles to use in a © Houghton Mifflin Harcourt Publishing Company
flowers to make party favors. She design. He plans to arrange the

will put 3 flowers in each party tiles in group of 4 tiles. How many
favor. How many party favors can groups of 4 tiles can he make?
she make?
+ + = + + =
98 UNIT 3 LESSON 2 Relate 3-Digit Multiplication to Division

3-2 Name Date
Class Activity
► Problem Solving with 3-Digit Quotients

Solve using the Expanded Notation Method
for division.
7. A toy company has 740 games to 8. A landscape architect designs a

donate to different schools. Each rectangular garden that is 1,232
school will receive 4 games. How square feet. It is 8 feet wide. How
many schools will receive games? long is the garden?
qw qw
9. The convention center is expecting 10. An adult lion weighs an average

1,434 people for an event. Since of 375 pounds. A lion cub weighs
each table can seat 6 people, how an average of 3 pounds at birth.
many tables will the convention How many times more does the
center need to set up? adult lion weigh than the lion cub
weighs at birth?
qw qw
UNIT 3 LESSON 2 Relate 3-Digit Multiplication to Division 99

3-2 Name Date
Class Activity
► Practice with the Expanded Notation Method

Solve using the Expanded Notation Method for division.
11. 3qw
552 12. 7qw
851 13. 2qw
978
14. 4qw
979 15. 3qw
1,098 16. 5qw
2,945
17. 7qw
1,652 18. 8qw
4,520 19. 6qw
3,938
100 UNIT 3 LESSON 2 Relate 3-Digit Multiplication to Division

3-3 Name Date
Class Activity
► 2-Digit and 4-Digit Quotients

Solve. Use the Place Value Sections and the Expanded Notation
Methods for division.
1. 20 + 8 = 28 2. 0+ =
9 252 72 9qw
252 6 162 6qw
162
- 180 - 72
72 0
3. ,000 + 00 + 0 + =
8 8,984 8qw
8,984
4. ,000 + 00 + 0 + =
3 7,722 3qw
7,722
UNIT 3 LESSON 3 Discuss 2-Digit and 4-Digit Quotients 101

3-3 Name Date
Class Activity
► Finding Group Size

5. An orchard has 516 apples ready for delivery. There
are the same number of apples in each of 4 crates.
How many apples are in each crate?
516 ÷ 4 = ?
4qw
516
4 groups
Divide 5 hundreds, 1 ten, 6 ones

equally among 4 groups.
Complete the steps.
Step 1 Step 2 Step 3

1 hundred 1 hundred + 2 tens 1 hundred + 2 tens + 9
4 groups
4 groups
4 groups
5 hundreds ÷ 4 11 tens ÷ 4 36 ones ÷ 4

Each group gets 1 hundred. Each group gets 2 tens. Each group gets 9 ones.
1 hundred is left. 3 are left. There are ones left.
1 12
4qw
516 129
4qw
516 4qw
516
-
__4 -
__ 4 -
__4
1 11
11
-
_ 8 -8
_
3 36
Regroup 1 hundred. Regroup 3 tens. - 36
_
10 tens + 1 ten = 30 ones + 6 ones = 0
11 ones There are
12 apples in each crate.

1
4qw
516 4qw
516
- -
__4
__4
11 11
-
_ 8
36
102 UNIT 3 LESSON 3 Discuss 2-Digit and 4-Digit Quotients
3-3 Name Date
Class Activity
► Practice
Divide.
6. 4qw
868 7. 6qw
5,142 8. 3qw
4,395
9. 4qw
332 10. 7qw
1,617 11. 7qw
939
12. 2qw
4,276 13. 6qw
2,576 14. 7qw
441
15. 9qw
3,735 16. 7qw
406 17. 3qw
9,954
UNIT 3 LESSON 3 Discuss 2-Digit and 4-Digit Quotients 103

3-3 Name Date
Class Activity
► Division Word Problems

18. What is the length of a rectangle with an ?
area of 756 square centimeters and 4 756
a width of 4 centimeters?
19. At a county fair, there are 7 booths that

sell raffle tickets. In one day, 4,592 tickets
were sold. Each booth sold the same number
of tickets. How many tickets did each booth sell?
20. One part of a city football stadium has

5,688 seats. The seats are arranged in 9 sections.
Each section has the same number of seats.
How many seats are in each section?
21. An art museum has a total of 475

paintings hanging in 5 different viewing
rooms. If each room has the same number
of paintings, how many paintings are in
each room? © Houghton Mifflin Harcourt Publishing Company
22. A parking garage can hold a total of 762

cars. The same number of cars can park on
each floor. There are 6 floors. How many
cars can park on each floor?
104 UNIT 3 LESSON 3 Discuss 2-Digit and 4-Digit Quotients

3-4 Name Date
Class Activity
► The Digit-by-Digit Method

1. Suppose Judith wants to divide 948 by 4. She knows
how to use the Place Value Sections Method and the
Expanded Notation Method, but she doesn’t want
to write all the zeros.

7
30 237
200 + 30 + 7 = 237 200
4 948 148 28 4 qw
948
- 800 - 120 - 28 - 800
__
148 28 0 148
-
__ 120
28
_- 28
0
Judith thinks: I’ll look at the place values in decreasing

order. I’ll imagine zeros in the other places, but I don’t
need to think about them until I’m ready to divide in
that place.
Step 1: Look at the greatest Step 2: Bring down Step 3: Bring down
place value first. Divide the the 4. Divide the tens. the 8. Divide the ones.
hundreds. Then subtract. Then subtract. Then subtract.
9 hundreds ÷ 4 = 2 hundreds 14 tens ÷ 4 = 3 tens 28 ones ÷ 4 = 7 ones
2 23 237
4qw
948 4qw
948 4qw
948
-8
__ -8
__ -8
__
1 14 14
-
__12 -
__12
2 28
_- 28
0
UNIT 3 LESSON 4 Digit-by-Digit Method 105

3-4 Name Date
Class Activity
Dear Math Students,
Here is a division problem I tried to solve.

5,796
3qw1,738
– 15
__
23
–__21
28
–__
27
18
–18
_
0
Is my answer correct? If not, please help

me understand why it is wrong.
Thank you,
Puzzled Penguin
Solve. Use the Digit-by-Digit Method.
3. 4qw
3,036 4. 7qw
5,292 5. 6qw
853
106 UNIT 3 LESSON 4 Digit-by-Digit Method

3-4 Name Date
Class Activity
► Practice
Divide.
6. 5qw
965 7. 8qw
128 8. 8qw
928
9. 3qw
716 10. 4qw
4,596 11. 4qw
982
12. 3qw
6,342 13. 8qw
578 14. 5qw
1,155
15. 6qw
3,336 16. 7qw
672 17. 3qw
4,152
UNIT 3 LESSON 4 Digit-by-Digit Method 107

3-4 Name Date
Class Activity
► Solve Division Problems

Write an equation to represent the problem. Show your work.
Then, solve.
? cm
18. What is the length of a rectangle with an
area of 528 square centimeters and a width 6 cm 528 sq cm
of 6 centimeters?
19. A cookbook features 414 recipes. There are

3 recipes on each page. How many pages are
in the cookbook?
20. A bus travels its route around a city once a

day for 5 days. At the end of the 5th day,
the bus had traveled 435 miles. How many
miles did the bus travel each day?
21. Ms. Tyler places a container of marbles at

each table of 6 students. The students are
told to share the marbles equally with the
students at their table. If there are 714
marbles in the container, how many marbles © Houghton Mifflin Harcourt Publishing Company
should each student get?
22. Sam’s Used Bookstore is organizing their

books on display shelves. They have 976
books and want 8 books displayed on each
shelf. How many shelves will the books fill?
108 UNIT 3 LESSON 4 Digit-by-Digit Method

3-5 Name Date
Class Activity
► Compare Methods
Ellie, José, and Wanda each use their favorite method to
solve 1,194 ÷ 5. Discuss the methods.
Ellie’s José’s Wanda’s

Place Value Sections Expanded Notation Digit-by-Digit
Method Method Method
8
200 + 30 + 8 = 238 R4 238 R4 238 R4
1,194 194 44 30 5qw
1,194
5
200 -
__10
-1,000 -150 - 40
5qw
1,194 19
194 44 4
- 1,000
__ - 15
_
194 44
- 150
__ _- 40
44 4
_- 40
4
Use any method to solve.
1. 3,248 ÷ 5 = 2. 5,847 ÷ 6 =
Solve. Use any method.
3. 5qw
8,435 4. 3qw
2,604 5. 4qw
6,738 6. 5qw
9,714
UNIT 3 LESSON 5 Relate Three Methods 109

3-5 Name Date
Class Activity
► Division Practice
7. 6qw
2,238 8. 5qw
2,431 9. 7qw
2,198 10. 8qw
2,512
11. 4qw
5,027 12. 5qw
5,624 13. 9qw
3,631 14. 6qw
6,305
Dear Math Students,
This is a problem from my math homework. 7,069 R2

My teacher says my answer is not correct, 5qw3,847
but I can’t figure out what I did wrong. __–35
Can you help me find and fix my mistake? 34
_– 30
47
Your Friend, © Houghton Mifflin Harcourt Publishing Company
–_45
Puzzled Penguin
2
110 UNIT 3 LESSON 5 Relate Three Methods

3-6 Name Date
Class Activity
► Practice Division
1. 8qw
960 2. 4qw
632 3. 7qw
809 4. 5qw
736
5. 4qw
3,068 6. 3qw
6,206 7. 2qw
6,476 8. 6qw
8,825
► Solve Division Word Problems

Solve.
9. A helper in the school store suggests selling

notebooks in packages of 4. How many packages
of 4 can be made from 192 notebooks?
10. Another helper suggests selling notebooks in

packages of 6. How many packages of 6 can be
made from 192 notebooks?
11. The store will sell packages of notebooks for $3.00 each.
a. Which would be a better deal for students,
packages of 4 or packages of 6?
b. Which package size would make more money for the store?
UNIT 3 LESSON 6 Divide by Any Method 111

3-6 Name Date
Class Activity
► Solve Division Word Problems (continued)

Another helper in the school store suggests making Show your work.
packages of 7 or 8 notebooks.
12. How many packages of 7 notebooks can be made

from 896 notebooks?
13. How many packages of 8 notebooks can be made

from 896 notebooks?
14. The store will sell packages of notebooks for $6.00 each.
a. Would you rather buy a package with 7 notebooks
or a package with 8 notebooks? Explain.
b. Would packages of 7 notebooks or packages of

8 notebooks make more money for the store? Explain.
15. The students at Walnut Street School collected 2,790 cans

for a recycling center. Each student brought in 5 cans.
How many students attend the school?
16. A cube can be made from 6 square cards that are

each the same size. How many cubes can be made
out of 7,254 cards?
17. There are 5,896 beads in a barrel at a factory. These

beads will be sold in packets of 4. How many full packets
can be made from the beads in the barrel?
112 UNIT 3 LESSON 6 Divide by Any Method

3-7 Name Date
Class Activity
Dear Math Students,
The Puzzled Penguin started to solve

7
this division problem and realized there 4qw
3,476
was a problem. Some friends suggested –2 8
different ways to fix it.
__
6
Your friend,
Puzzled Penguin
Jacob suggested that Puzzled Penguin Fred told Puzzled Penguin to cross
erase the 7 and write 8 in its place. out the 7 and write 8 above it.
Puzzled Penguin would also need to The next step would be to subtract
erase the calculations and do them over. one more 4. 8
7
8 3,476
4qw
3,476
4qw -2 8
-3 2
__
__ 6
2 -
__4
Amad showed Puzzled Penguin how Kris showed Puzzled Penguin how,
to use the Expanded Notation Method with the Place Value Sections Method,
and just keep going. another section can be added.
100
700 700 + 100

3,476
4qw 4 3,476 676
-2,800
__ - 2,800 - 400
676 676 276
__- 400
276
1. What was Puzzled Penguin’s problem?
2. Discuss the solutions above. Which friend was right?
UNIT 3 LESSON 7 Just-Under Quotient Digits 113

3-7 Name Date
Class Activity
► Zeros in Quotients
Solve.
3. 6qw
1,842 4. 8qw
5,125 5. 4qw
4,152 6. 5qw
9,522
7. 3qw
7,531 8. 2qw
4,018 9. 4qw
8,200 10. 7qw
9,102
11. Cameron has a collection of 436 miniature cars that Show your work.
he displays on 4 shelves in a bookcase. If the cars are
divided equally among the shelves, how many cars
are on each shelf?
12. The Tropical Tour Company has 2,380 brochures to

distribute equally among its 7 resort hotels. How
many brochures will each hotel receive?
13. A factory packs 8,440 bottles of water in boxes

each day. If each box contains 8 bottles, how many
full boxes of water can the factory pack in one day?
114 UNIT 3 LESSON 7 Just-Under Quotient Digits

3-8 Name Date
Class Activity
► Check Quotients With Rounding and Estimation

Rounding and estimating can be used to check answers.
Review your rounding skills, and then apply what you know
to division problems.
Use rounding and estimating to decide whether each

quotient makes sense.
1. 18 R2 2. 92 R3 3. 928 4. 129 R4
3qw
56 5qw
463 6qw
5,568 7qw
907
► Practice Dividing and Estimating

Solve, using any method. Then check your answer by
rounding and estimating.
5. 3qw
29 6. 6qw
34 7. 7qw
59
8. 3qw
72 9. 6qw
83 10. 7qw
88
11. 7qw
628 12. 8qw
683 13. 9qw
717
14. 7qw
805 15. 8qw
869 16. 9qw
914
17. 6qw
1,723 18. 2qw
2,986 19. 7qw
8,574
20. 6qw
4,652 21. 2qw
5,235 22. 7qw
7,310
UNIT 3 LESSON 8 Estimate to Check Quotients 115

3-8 Name Date
Class Activity
► Estimate or Exact Answer

Some problems require an exact answer. Others require
an estimate only.
Exact Answer If a problem asks for Estimate If a problem asks for a close
an exact answer, then you will have answer and uses about, approximately,
to do the calculation. almost, or nearly, then you can
estimate.
Example: The school cafeteria
prepares 3,210 lunches each week. Example: Milo has to read a 229-page
The same numbers of lunches are book. He has 8 days to finish it.
prepared 5 days each week. How About how many pages should he
many lunches are prepared each day? read each day?
Discuss why you think this problem Discuss why an estimate, and not an
requires an exact answer. exact answer, is appropriate.
Decide whether you need an exact answer or an estimate.

Then find the answer.
23. Sam bought a board that was 24. Carl's mother baked 62 mini
72 inches long to make muffins for his class. There are
bookshelves. He wants to cut the 18 people in Sam’s class, including
board into three equal pieces and the teacher. About how many mini
use each one for a shelf. How long muffins should each person get?
will each shelf be? © Houghton Mifflin Harcourt Publishing Company
25. Each 24-inch shelf can hold about 26. Malcom wants to buy 3 concert
10 books. Approximately how tickets. Each ticket costs $45.
many inches wide is each book? How much money will he need?
116 UNIT 3 LESSON 8 Estimate to Check Quotients

3-9 Name Date
Class Activity
► Different Kinds of Remainders

Remainders in division have different meanings, depending
2 R1
upon the type of problem you solve. 4qw
9
-
_ 8
The same numeric solution shown at the right works for the
1
following five problems. Discuss why the remainder means
something different in each problem.
A. The remainder is not part of the question.

Thomas has one 9-foot pine board. He
needs to make 4-foot shelves for his books.
How many shelves can he cut?
B. The remainder causes the answer to be

rounded up. Nine students are going on a
field trip. Parents have offered to drive. If
each parent can drive 4 students, how many
parents need to drive?
C. The remainder is a fractional part of the

answer. One Monday Kim brought 9 apples
to school. She shared them equally among
herself and 3 friends. How many apples did
each person get?
D. The remainder is a decimal part of the

answer. Raul bought 4 toy cars for $9.00.
Each car costs the same amount. How much
did each car cost?
E. The remainder is the only part needed to

answer the question. Nine students have
signed up to run a relay race. If each relay
team can have 4 runners, how many
students cannot run in the race?
UNIT 3 LESSON 9 Make Sense of Remainders 117

3-9 Name Date
Class Activity
► Discuss Real World Division Problems

Solve. Then discuss the meaning of the remainder.
1. Maddie tried to divide 160 stickers 2. Kendra bought a bag of 200 cheese
equally among herself and 5 friends. crackers for her class. If each student
There were some stickers left over, gets 7 crackers, how many students
so she kept them. How many stickers are there? How many crackers are
did Maddie get? left over?
3. Jerry bought shelves to hold the 4. Racheed had 87 pennies. He divided

132 DVDs in his collection. Each them equally among his 4 sisters.
shelf can fit 8 DVDs. How many full How many pennies did Racheed
shelves will Jerry have? have left after he gave his sisters
their shares?
5. Mara wants to buy some new pencil 6. Henry’s coin bank holds only nickels.
boxes for her pencil collection. She Henry takes $4.42 to the bank to
has 47 pencils. If each pencil box exchange for nickels only. How many
holds 9 pencils, how many pencil nickels will he get from the bank?
boxes does Mara need to buy?
118 UNIT 3 LESSON 9 Make Sense of Remainders

3-10 Name Date
Class Activity
► Mixed One-Step Word Problems

The fourth- and fifth-grade classes at Jackson Elementary
School held a Just-for-Fun Winter Carnival. All of the students
in the school were invited.
Discuss what operation you need to use to solve each

problem. Then solve the problem.
1. Two students from each fourth- 2. To advertise the carnival, students

and fifth-grade class were on the decorated 4 hallway bulletin boards.
planning committee. If Jackson They started with 2,025 pieces of
School has 14 fourth- and fifth- colored paper. When they finished,
grade classes in all, how many they had 9 pieces left. How many
students planned the carnival? pieces of paper did they use?
3. The parents ordered pizzas to serve 4. There were 825 students signed up
at the carnival. Each pizza was cut to run in timed races. If exactly 6
into 8 slices. How many pizzas had students ran in each race, how many
to be ordered so that 1,319 people races were there?
could each have one slice?
5. At the raffle booth, 364 fourth- 6. Altogether, 1,263 students were

graders each bought one ticket to enrolled in the first through fifth
win a new school supply set. Only grades at Jackson School. On the
8 fifth-graders each bought a ticket. day of the carnival, 9 students were
How many students bought raffle absent. How many students could
tickets altogether? have participated in the carnival
activities?
UNIT 3 LESSON 10 Mixed Problem Solving 119

3-10 Name Date
Class Activity
► Mixed Multistep Word Problems

Solve these problems about Pine Street School’s
Olympic Games.
7. At the start of the games, 193 8. Three teams stacked paper cups
fourth-graders signed up to play in into pyramids. Each team had
three events. Eighty-seven played 176 cups to use. Team 1 used exactly
in the first event. The rest of the half of their cups. Team 2 used four
students were evenly divided times as many cups as Team 3. Team
between the second and third 3 used 32 cups. Which team stacked
events. How many students played the most cups?
in the third event?
9. The Parents’ Club provided 357 10. Seventy-five first-graders and 84

celery sticks, 676 carrot sticks, and second-graders skipped around the
488 apple slices. If each student was gym. After a while, only 8 students
given 3 snack pieces, how many were still skipping. How many
students got a snack? students had stopped skipping?
11. A team from each school had 12. When the day was over, everybody © Houghton Mifflin Harcourt Publishing Company
250 foam balls and a bucket. The had earned at least 1 medal, and
Jackson team dunked 6 fewer balls 32 students each got 2 medals. In
than the Pine Street team. The Pine all, 194 each of gold, silver, and
Street team dunked all but 8 of bronze medals were given out.
their balls. How many balls did the How many students played in the
two teams dunk in all? games?
120 UNIT 3 LESSON 10 Mixed Problem Solving

3-11 Name Date
Class Activity
► Math and Amusement Parks

There are many things to do at an
Amusement Park: ride the rides, play
some games, try new foods. Many
people like to ride roller coasters while
at the Amusement Park.
The tallest roller coaster in the world is

456 feet tall and is located in Jackson,
New Jersey. In fact, the top three
tallest roller coasters in the world are
in the United States.
The fourth and fifth grade classes went

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Perry Mastrovito/Corbis
on a field trip to the Amusement Park.
1. There are 58 fourth grade students who are in line Show your work.
to ride the Loop-the-Loop roller coaster. Each roller
coaster car holds 4 people. How many roller coaster cars
are needed so they all can ride the roller coaster once?
2. There are 41 fifth grade students who are in line

to ride the Mile Long wooden roller coaster. Each
roller coaster car holds 6 people. How many students
will be in a roller coaster car that is not full?

3-11 Name Date
Class Activity
► More Amusement Park Fun

After riding the roller coasters, the fourth and fifth grade
classes spend the rest of the day getting lunch, going
shopping, and riding the rest of the rides at the Amusement Park.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Donald Nausbaum/Alamy Images
3. There are 27 students in Evan’s group. Each student
decides to get a kids meal for lunch at the food stand.
If each kids meal is $7, how much did the students
spend in lunch altogether?
4. Thirty-one students are in line to ride the Ferris wheel.

Four students are needed to fill each Ferris wheel car.
How many Ferris wheel cars will be full?
5. In the souvenir shop, a worker opens a box of posters.

The posters in the box are bundled in groups of 8.
There are a total of 2,864 posters in a box.
How many bundles of posters are in the box?

UNIT 3 Name Date
Review/Test
VOCABULARY
dividend
► Vocabulary divisor
Choose the best term from the box. remainder
quotient
1. A is an answer to a division problem.
(Lesson 3-1)
2. The number 7 is the in the division problem
548 ÷ 7. (Lesson 3-1)
3. In the division problem 548 ÷ 7, the number 548 is the .
(Lesson 3-1)

4. List the three methods suggested in this Unit for solving division
problems. Which division method would you use to solve 728 ÷ 6?
Explain why you chose that method and how you would use it to
solve the problem. (Lessons 3-2, 3-3, 3-4, 3-5)
5. Explain why you need to write a zero in the tens place of the
quotient when you divide 829 by 4. (Lesson 3-7)
6. For what types of real world division problems might you use the
quotient alone? When might you use only the remainder? (Lesson 3-9)
Use rounding and estimation to decide whether each quotient

makes sense. (Lesson 3-8)
49 R3 814 528 R5
7. 6qw
297 8. 4qw
3,256 9. 8qw
4,229
UNIT 3 TEST 123

UNIT 3 Name Date
Review/Test
Use any method to solve. (Lessons 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7)
10. 4qw
716 11. 9qw
959 12. 3qw
6,243 13. 7qw
940
14. 4qw
2,203 15. 7qw
8,659 16. 5qw
7,534 17. 6qw
9,915
► Problem Solving
Solve.
18. There are 185 students going to a museum. Each van can hold
9 students. How many vans of 9 students will there be? How many
students will ride in a van that is not full? Lesson 3-9
19. Joshua pulls 52 loads of sand on his wagon to make a play area.
He pulls 21 pounds of sand on each load. How many pounds of
sand does Joshua use to make a play area? Lesson 3-10
20. Extended Response Kayla and her father baked 256 banana
nut muffins and 298 chocolate chip muffins to sell at their
family restaurant. They plan to place the muffins in boxes that
hold 6 muffins each. What is the greatest number of boxes that
can be filled with muffins? Explain how you found your answer.
Lessons 3-9, 3-10
124 UNIT 3 TEST

Dear Family,
Family Letter
In Unit Basal
Family 4 of Math
Txt Expressions, your child will apply the skills he
or she has learned about operations with whole numbers while
Thank you.
solving real world problems involving addition, subtraction,
multiplication, and division.
Sincerely,
Your child will simplify and evaluate expressions. Parentheses will
Your
be introduced child’s
to show teacher
which operation should be done first. The
symbols “=” and “≠” will be used to show whether numbers and
expressions are equal.
Other topics of study in this unit include situation and solution
equations for addition and subtraction, as well as multiplication
and division. Your child will use situation equations to represent
real world problems and solution equations to solve the problems.
This method of representing a problem is particularly helpful
when the problems contain greater numbers and students cannot
solve mentally.
Your child will also solve multiplication and addition comparison
problems and compare these types of problems identifying what
is the same or different.
Addition Comparison Multiplication Comparison

Angela is 14 years old. She is Shawn colored 5 pages in a
4 years older than Damarcus. coloring book. Anja colored
How old is Damarcus? 4 times as many pages as
Shawn colored. How many
pages did Anja color?
Students learn that in the addition problem they are adding 4,

while in the multiplication problem, they are multiplying by 4.
Your child will apply this knowledge to solve word problems using
all four operations and involving one or more steps.
Finally, your child will find factor pairs for whole numbers and
generate and analyze numerical and geometric patterns.
If you have any questions or comments, please call or write to me.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Operations and
Algebraic Thinking 4.OA.1, 4.OA.2, 4.OA.3, 4.OA.4, 4.OA.5, Number and Operations in Base Ten
4.NBT.4, 4.NBT.5, 4.NBT.6, Measurement and Data 4.MD.2, and all Mathematical Practices.
UNIT 4 LESSON 1 Properties and Algebraic Notation 125

Estimada familia:
Carta a la familia
En la Unidad 4 de Math Expressions, su hijo aplicará las destrezas
relacionadas con operaciones de números enteros que ha
adquirido, resolviendo problemas cotidianos que involucran suma,
resta, multiplicación y división.
Su hijo simplificará y evaluará expresiones. Se introducirán los
paréntesis como una forma de mostrar cuál operación deberá
completarse primero. Los signos “=” y “≠” se usarán para mostrar
si los números o las expresiones son iguales o no.
Otros temas de estudio en esta unidad incluyen ecuaciones de
situación y de solución para la suma y resta, así como para la
multiplicación y división. Su hijo usará ecuaciones de situación
para representar problemas de la vida cotidiana y ecuaciones
de solución para resolver esos problemas. Este método para
representar problemas es particularmente útil cuando los
problemas involucran números grandes y los estudiantes no
pueden resolverlos mentalmente.
Su hijo también resolverá problemas de comparación de
multiplicación y suma, y comparará este tipo de problemas para
identificar las semejanzas y diferencias.
Comparación de suma Comparación de multiplicación
Ángela tiene 14 años. Ella es Shawn coloreó 5 páginas de un
4 años mayor que Damarcus. libro. Ana coloreó 4 veces ese
¿Cuántos años tiene Damarcus? número de páginas. ¿Cuántas
páginas coloreó Ana?
Los estudiantes aprenderán que en el problema de suma están

sumando 4, mientras que en el problema de multiplicación, están
multiplicando por 4.
Su hijo aplicará estos conocimientos para resolver problemas de
uno o más pasos usando las cuatro operaciones.
Finalmente, su hijo hallará pares de factores para números enteros
y generará y analizará patrones numéricos y geométricos.
Si tiene alguna pregunta por favor comuníquese conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Operations and
Algebraic Thinking 4.OA.1, 4.OA.2, 4.OA.3, 4.OA.4, 4.OA.5, Number and Operations in Base Ten
4.NBT.4, 4.NBT.5, 4.NBT.6, Measurement and Data 4.MD.2, and all Mathematical Practices.
126 UNIT 4 LESSON 1 Properties and Algebraic Notation

4-1 Name Date
Class Activity
VOCABULARY
expression
equation
► Properties and Algebraic Notation simplify
term
An expression is one or more An equation is a statement that two

numbers, variables, or numbers expressions are equal. It has an equal
and variables with one or more sign.
operations.
Examples: 40 + 25 = 65
Examples: 4 6x 6x – 5 7+4 (16 ÷ 4) – 3 = 1
We simplify an expression or equation by performing

operations to combine like terms.
Use the Identity Property to simplify each expression.
1. n + 5n = 2. 17t + t = 3. x + 245x =
4. 9e − e = 5. 8c + c + c = 6. (5z − z) − z =
Solve.
7. 30 ÷ (35 ÷ 7) = 8. (72 ÷ 9) ÷ 4 =
9. 80 ÷ (32 ÷ 8) = 10. 13 − (9 − 1) =
11. (600 − 400) − 10 = 12. 100 − (26 − 6) =
Use properties to find the value of or a.

13. 49 + 17 = + 49 14. (a ⋅ 2) ⋅ 3 = 4 ⋅ (2 ⋅ 3) 15. ⋅6=6⋅8

= a= =
16. 6 ⋅ (40 + a) = (6 ⋅ 40) + (6 ⋅ 5) 17. ( ⋅ 5) + ( ⋅ 9) = 7 ⋅ (5 + 9)

a= =
18. 29 + 8 = + 29 Is = 4 + 2 or 4 ⋅ 2?
19. a ⋅ 14 = 14 ⋅ 15 Is a = 5 ⋅ 3 or 5 + 3?
20. 60 + 10 = + 60 Is = 2 + 5 or 2 ⋅ 5?
UNIT 4 LESSON 1 Properties and Algebraic Notation 127

4-1 Name Date
Class Activity
VOCABULARY
evaluate
► Parentheses in Equations
Solve.
21. 9 ⋅ n = 144 22. s + 170 = 200 23. 105 ÷ h = 7
n= s= h=
24. (10 − 4) ⋅ 7 = ⋅7 25. 4 ⋅ (9 − 3) = g 26. (10 − 6) ÷ 2 = b
= g= b=
27. 9 ⋅ (6 + 2) = ⋅8 28. ⋅ 6 = 96 29. (15 ÷ 3) ⋅ (4 + 1) = v

= = v=
30. (12 − 5) − (12 ÷ 6) = 31. (23 + 4) ÷ (8 − 5) =
32. (24 ÷ 3) ⋅ (12 − 7) = 33. (22 + 8) ÷ (17 − 11) =
► Substitute a Value
To evaluate an expression or equation:
1) Substitute the value of each letter.
2) Then simplify the expression by performing the operations.
Evaluate each expression.
34. a = 4 35. a = 10 36. b = 3
19 − (a + 6) (80 ÷ a) − 5 (8 ÷ 4) ⋅ (7 − b) © Houghton Mifflin Harcourt Publishing Company
37. b = 7 38. b = 11 39. c = 8
21 ÷ (b − 4) (b + 9) ÷ (7 − 2) (20 − 10) + (7 + c)
40. x = 9 41. d = 3 42. d = 0
16 ⋅ (13 − x) (24 ÷ 3) ⋅ (d + 7) (63 ÷ 7) ⋅ d
128 UNIT 4 LESSON 1 Properties and Algebraic Notation

4-2 Name Date
Class Activity
VOCABULARY
sum
difference
► Discuss the = and ≠ Signs
An equation is made up of two equal quantities or
expressions. An equal sign (=) is used to show that the
two sides of the equation are equal.
5=3+2 3+2=5 5=5 3+2=2+3 7-2=1+1+3
The “is not equal to” sign (≠) shows that two quantities are
not equal.
4≠3+2 5≠3-1 5≠4 3-2≠1+3 3+2≠1+1+2
An equation can have one or more numbers or letters on

each side of the equal sign. A sum or difference can be
written on either side of the equal sign.
1. Use the = sign to write four equations. Vary how many

numbers you have on each side of your equations.
2. Use the ≠ sign to write four “is not equal to” statements.
Vary how many numbers you have on each side of your
statements.
Write = or ≠ to make each statement true.
3. 5 + 2 + 6 6+7 4. 80 60 - 20 5. 70 40 + 30
6. 18 – 4 + 11 3 7. 50 55 – (10 + 5) 8. 21 + 6 – 3 26 – 4 + 2
UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction 129
4-2 Name Date
Class Activity
► Discuss Inverse Operations

When you add, you put two groups together. When you
subtract, you find an unknown addend or take away
one group from another. Addition and subtraction are
inverse operations. They undo each other.
Total (Sum)
Addends are numbers that are added to make a sum.
Addend
You can find two addends for a sum by breaking apart
Addend
the number.
A break-apart drawing can help you find all eight related

addition and subtraction equations for two addends.
Total (Sum) 81 = 72 + 9 72 + 9 = 81
81
81 = 9 + 72 9 + 72 = 81
72 = 81 - 9 81 - 9 = 72
72 9
Addend Addend 9 = 81 - 72 81 - 72 = 9
9. Which equations show the 10. What is the total in each equation?
Commutative Property? Where is the total in a subtraction
equation?
Solve each equation.

11. 50 = 30 + p 12. q + 20 = 60 13. 90 - v = 50
p= q= v=
14. Write the eight related addition and subtraction

equations for the break-apart drawing.
56
48 8
130 UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction
4-2 Name Date
Class Activity
VOCABULARY
situation equation
► Write Equations to Solve Problems solution equation
A situation equation shows the structure of the information Show your work.
in a problem. A solution equation shows the operation that
can be used to solve a problem.
Write an equation to solve the problem. Draw a model if

you need to.
15. In a collection of 2,152 coins, 628 coins are pennies.

How many coins are not pennies?
16. Susanna took $3,050 out of her bank account. Now she
has $11,605 left in the account. How much money was
in Susanna’s account to start?
17. In the month of May, Movieland rented 563 action

movies and 452 comedy movies. How many action and
comedy movies in all did Movieland rent in May?
► Practice Solving Problems

Write an equation to solve the problem. Draw a model if

you need to.
18. The workers at a factory made 3,250 pink balloons in
the morning. There were 5,975 pink balloons at the
factory at the end of the day. How many pink balloons
did the factory workers make in the afternoon?
UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction 131
4-2 Name Date
Class Activity
► Practice Solving Problems (continued) Show your work.

19. Terrence is planning a 760-mile trip. He travels 323 miles
the first two days. How many miles does Terrence have
left to travel on this trip?
20. There were some people at the football stadium early

last Sunday, and then 5,427 more people arrived.
Then there were 79,852 people at the stadium.
How many people arrived early?
Dear Math Students,

The problem shown below was part of my homework
assignment.
Mrs. Nason has a collection of 1,845 stamps. She bought

some more stamps. Now she has 2,270 stamps. How many
stamps did Mrs. Nason buy?
To solve the problem, I wrote this equation:

s – 1,845 = 2,270. I solved the equation and wrote s = 4,115. © Houghton Mifflin Harcourt Publishing Company
My teacher says that my answer is not correct. Can you

help me understand what I did wrong and explain how
to find the correct answer?
Your Friend,
Puzzled Penguin
132 UNIT 4 LESSON 2 Situation and Solution Equations for Addition and Subtraction
4-3 Name Date
Class Activity
VOCABULARY
factor pair
► Discuss Inverse Operations
Multiplication and division are inverse operations. 9

They undo each other.
7 63
A factor pair for a number is a pair of whole
numbers whose product is that number. For
example, a factor pair for 15 is 3 and 5. A rectangle
model is a diagram that shows a factor pair and the
product.
1. Which numbers in the rectangle model above are
the factors? Where are the factors located?
2. Which number is the product? Where is the product

located?
A rectangle model can you help you find all eight related
multiplication and division equations for two factors. You
can write these equations for the rectangle model above.
63 = 7×9 7 × 9 = 63
63 = 9×7 9 × 7 = 63
7 = 63 ÷ 9 63 ÷ 9 = 7
9 = 63 ÷ 7 63 ÷ 7 = 9
3. Write the eight related multiplication and division

equations for the rectangle model below.
12
8 96
UNIT 4 LESSON 3 Situation and Solution Equations for Multiplication and Division 133
4-3 Name Date
Class Activity
► Write Equations to Solve Problems

Read the problem and answer the questions. n
4. Brenda planted 234 trees on her farm. The farm has 9 234
9 rows of trees. How many trees are in each row?
a. The number of trees on the farm is known.

Write the number.
b. The number of rows of trees is known.
Write the number.
c. The number of trees in each row is unknown.
Use the letter n to represent the number of
trees in each row. Write a situation equation
to solve the problem.
d. Write a solution equation.
e. Solve your equation.
Write an equation to solve the problem. Draw a Show your work.

model if you need to.
5. Evan is starting a cycling program. He will ride

315 miles each month for the next 6 months.
How many miles does he plan to ride in all?
6. Suki has 152 stickers to place in a sticker album.

How many pages will Suki fill with stickers if
each page in the album holds 8 stickers?
7. Al bought a wall pattern with 27 rows of 28 squares.

How many squares are in the wall pattern?
134 UNIT 4 LESSON 3 Situation and Solution Equations for Multiplication and Division
4-4 Name Date
Class Activity
VOCABULARY
compare
► Discuss Comparison Problems comparison bars
To prepare for a family gathering, Sara and Ryan made

soup. Sara made 2 quarts. Ryan made 6 quarts.
You can compare amounts, using multiplication and division.
Let r equal the number of quarts Ryan made.

Let s equal the number of quarts Sara made.
Ryan made 3 times as many quarts as Sara. Ryan (r) 2 2 2 6
r = 3 ⋅ s, r = 3s, or s = r ÷ 3 Sarah (s) 2 2 2

Solve.
Natasha made 12 quarts of soup. Manuel made 3 quarts.
1. Draw comparison bars to show the amount of soup each

person made.
2. made 4 times as many quarts as .

3. Write a multiplication equation that compares the

amounts.
4. Write a division equation that compares the amounts.
5. Multiplication is the putting together of equal groups.

How can this idea be used to explain why a times as
many comparing situation is multiplication?
UNIT 4 LESSON 4 Multiplication Comparisons 135

4-4 Name Date
Class Activity
► Share Solutions
Write an equation to solve each problem. Show your work.
Draw a model if you need to.
6. There are 24 students in the science club. There are

2 times as many students in the drama club. How
many students are in the drama club?
a. Draw comparison bars to compare the numbers

of students in each club.
b. Write an equation to solve the problem.
7. There are 180 pennies in Miguel’s coin collection

and that is 5 times as many as the number of
quarters in his coin collection. How many quarters
does Miguel have?
8. Fred has 72 football cards and Scott has 6 football

cards. How many times as many football cards does
Fred have as Scott has?
9. Audrey has 1,263 centimeters of fabric, and that is

3 times as much fabric as she needs to make some
curtains. How many centimeters of fabric does
Audrey need to make the curtains?
136 UNIT 4 LESSON 4 Multiplication Comparisons

4-5 Name Date
Class Activity
VOCABULARY
comparison situations
► Discuss Comparison Situations
In Lesson 4-4, you learned about multiplication and division
comparison situations. You can also compare by using
addition and subtraction. You can find how much more or
how much less one amount is than another.
The amount more or less is called the difference. In some

problems, the difference is not given. You have to find it.
In other problems, the lesser or the greater amount is
not given.
Mai has 9 apples and 12 plums.
• How many more plums than Plums 12

apples does Mai have?
• How many fewer apples Apples 9 d

than plums does Mai have?
Comparison bars can help us show which is more.

We show the difference in an oval.
Draw comparison bars for each problem. Write and solve

an equation. Discuss other equations you could use.
1. A nursery has 70 rose bushes and 2. Dan wants to plant 30 trees. He has
50 tea-tree bushes. How many dug 21 holes. How many more holes
fewer tea-tree bushes than rose does Dan need to dig?

bushes are at the nursery?
UNIT 4 LESSON 5 Discuss Comparison Problems 137

4-5 Name Date
Class Activity
► Share Solutions
Draw comparison bars for each problem. Show your models here.
Write and solve an equation.
3. Kyle and Mackenzie are playing a computer

game. Kyle scored 7,628 points. Mackenzie
scored 2,085 fewer points than Kyle. How
many points did Mackenzie score?
4. The school fair fundraiser made $632 more

from baked goods than from games. The
school fair made $935 from games. How
much money did the school fair make from
baked goods?
5. A college football stadium in Michigan seats

109,901 people. A college football stadium in
Louisiana seats 92,542 people. How many
fewer people does the stadium in Louisiana
seat than the stadium in Michigan? © Houghton Mifflin Harcourt Publishing Company
6. The soccer team drilled for 150 minutes last

week. The team drilled for 30 minutes more
than it scrimmaged. For how long did the
team scrimmage?
138 UNIT 4 LESSON 5 Discuss Comparison Problems

4-5 Name Date
Class Activity
► Solve Comparison Problems Show your models here.

For each problem, draw a model and write addition
or multiplication to identify the type of comparison.
Then write and solve an equation to solve the problem.
7. Nick and Liz both collect marbles. Liz has 4 times

as many marbles as Nick. If Nick has 240 marbles,
how many marbles does Liz have?
Type of comparison:
Equation and answer:
8. Samantha has 145 fewer songs on her portable media

player than Luke has on his portable media player.
If Samantha has 583 songs, how many songs does
Luke have?
Type of comparison:
9. A large bookstore sold 19,813 books on Saturday and

22,964 books on Sunday. How many fewer books did
the bookstore sell on Saturday than on Sunday?
Type of comparison:
10. Last weekend, Mr. Morgan rode his bike 3 miles.

This weekend, he rode his bike 21 miles. How
many times as many miles did Mr. Morgan ride
his bike this weekend as last weekend?
Type of comparison:
UNIT 4 LESSON 5 Discuss Comparison Problems 139

4-5 Name Date
Class Activity
► Practice
Write and solve an equation to solve each problem. Show your work.
Draw comparison bars when needed.
11. On the last day of school, 100 more students wore

shorts than wore jeans. If 130 students wore jeans,
how many students wore shorts?
12. Matthew completed a puzzle with 90 pieces. Wendy

completed a puzzle with 5 times as many pieces.
How many pieces are in Wendy’s puzzle?
13. There were 19,748 adults at a baseball game. There were

5,136 fewer children at the baseball game than there were
adults. How many children were at the baseball game?

Dear Math Students,
I was asked to find the number of stamps that
Amanda has if her friend Jesse has 81 stamps and
that is 9 times as many stamps as Amanda has.
To solve the problem, I wrote this equation: 81 × 9 = s.
I solved the equation and wrote s = 729. My teacher
says that my answer is not correct. Can you help me
understand what I did wrong?
Your friend,
Puzzled Penguin
140 UNIT 4 LESSON 5 Discuss Comparison Problems

4-6 Name Date
Class Activity
VOCABULARY
pictograph
► Use a Pictograph
A pictograph is a graph that uses pictures or symbols to
represent data. This pictograph shows how many books
5 students checked out of a library in one year.
Books Checked Out of Library

Student
Najee
Tariq
Celine
Jamarcus
Brooke
= 5 books
Use the pictograph to solve.
1. Write an addition equation and a subtraction equation

that compare the number of books Tariq checked out (t)
to the number of books Jamarcus checked out (j).
2. Write a multiplication equation and a division equation

that compare the number of books Najee checked out (n)
to the number of books Celine checked out (c).
3. Celine checked out twice as many books as which student?
4. Which student checked out 30 fewer books than Celine?
5. The number of books Dawson checked out is not shown.

If Jamarcus checked out 10 more books than Dawson,
how many books did Dawson check out?
UNIT 4 LESSON 6 Graphs and Comparison Problems 141

4-6 Name Date
Class Activity
► Use a Bar Graph

The bar graph below shows the number of home
runs hit by five members of a baseball team.
Home Runs This Year
20
18
16
14
Number
12
10
8
6
4
2
0
Fred Greta Kim Suzy Von
Team Member
Use the bar graph to solve.
6. Write an addition equation and a subtraction equation

that compare the number of home runs Suzy hit (s)
to the number of home runs Kim hit (k).
7. Write a multiplication equation and a division equation

that compare the number of home runs Greta hit (g)
to the number of runs Fred hit (f).
8. How many more home runs did Von hit than Greta?
9. Which player hit 10 fewer home runs than Von?
10. This year, Fred hit 2 times as many home runs as he hit
last year. How many home runs did Fred hit last year?
11. Math Journal Write a sentence about the graph that

contains the words times as many.
142 UNIT 4 LESSON 6 Graphs and Comparison Problems

4-7 Name Date
Class Activity
► Discuss the Steps of the Problem

Sometimes you will need to work through more than one
step to solve a problem. The steps can be shown in one or
more equations.
Solve.
1. At Parkes Elementary School, there are 6 fourth-grade

classes with 17 students in each class. On Friday,
23 fourth-graders brought lunch from home and the rest
of the students bought lunch in the cafeteria. How many
fourth-graders bought lunch in the cafeteria on Friday?
2. Solve the problem again by finishing Tommy’s and Lucy’s

methods. Then discuss how the two methods are alike
and how they are different.
Tommy’s Method Lucy’s Method

Write an equation for each step. Write an equation for the whole problem.
Find the total number of students Let n = the number of students who
who are in fourth grade. bought lunch.
Students in Students who
6 × 17 =
each fourth brought lunch
Subtract the number of students grade class. from home.

who brought lunch from home.
6 × − =n
102 - 23 =
=n
3. Use an equation to solve. Discuss the steps you used.
Susan buys 16 packages of hot dogs for a barbecue. Each

package contains 12 hot dogs. Hot-dog buns are sold in
packages of 8. How many packages of hot-dog buns does
Susan need to buy so she has one bun for each hot dog?
UNIT 4 LESSON 7 Solve Two-Step Problems 143

4-7 Name Date
Class Activity
► Share Solutions
Use an equation to solve. Show your work.
4. Admission to the theme park is $32 for each adult.
A group of 5 adults and 1 child pays $182 to enter
the theme park. How much is a child’s ticket to the
theme park?
5. Kenny collects CDs and DVDs. He has a total of 208 CDs.

He also has 8 shelves with 24 DVDs on each shelf.
How many more CDs does Kenny have than DVDs?
6. Carla plants 14 tomato plants. Her gardening book says

that each plant should grow 12 tomatoes. She plans to
divide the tomatoes equally among herself and 7 friends.
How many tomatoes would each person get?
7. Alex and his family go on a roadtrip. On the first

day, they drive 228 miles. On the second day, they
drive 279 miles. Their destination is 1,043 miles away.
How many miles do they have left to drive to reach
their destination? © Houghton Mifflin Harcourt Publishing Company
8. A public library has more than 50,000 books. There are

249 science books and 321 technology books. Mary
sorts the science and technology books on shelves
with 6 books on each shelf. How many shelves will
Mary fill with science and technology books?
144 UNIT 4 LESSON 7 Solve Two-Step Problems

4-8 Name Date
Class Activity
► Discuss the Steps

1. Mr. Stills makes bags of school supplies for the 9 students
in his class. He has 108 pencils and 72 erasers. He puts the
same number of pencils and the same number of erasers
into each bag. How many more pencils than erasers are in
each bag of school supplies?
Solve the problem by finishing Nicole’s and David’s methods.

Discuss what is alike and what is different about the methods.
Nicole’s Method
Write an equation for each step.
Divide to find the number of pencils that Mr. Stills puts in each bag
of school supplies.
108 ÷ 9 =
Divide to find the number of erasers that Mr. Stills puts in each bag
of school supplies.
72 ÷ 9 =
Subtract the number of erasers in each bag from the number of
pencils in each bag. 12 − 8 =
There are more pencils than erasers in each bag of school supplies.
David’s Method
Write an equation for the whole problem.
Let p = how many more pencils than erasers are in each bag of
school supplies
The number of pencils in The number of erasers in each

each bag of school supplies. bag of school supplies.
÷ 9 - ÷ 9 =p
12 - 8 =p
=p
There are more pencils than erasers in each bag of school supplies.
UNIT 4 LESSON 8 Solve Multistep Problems 145

4-8 Name Date
Class Activity
► Discuss the Steps (continued)

2. John is selling bags of popcorn for a school fundraiser. So
far, John has sold 45 bags of popcorn for $5 each. His goal
is to earn $300 for the school fundraiser. How many more
bags of popcorn must John sell to reach his goal?
Solve the problem by writing an equation for each step.

Then solve the problem by writing one equation for the
whole problem.
Write an equation for each step.

Multiply to find how much money John has earned so far selling popcorn.
× $5 = $
Subtract to find how much money John has left to earn to reach his goal.
$300 − $ = $
Divide to find the number of bags of popcorn John must sell to reach
his goal.
$75 ÷ $5 =
John must sell more bags of popcorn to reach his goal.
Write an equation for the whole problem.

Let b = the number of bags of popcorn John must sell to reach his goal.
John’s fundraiser Amount of money John has
goal amount. raised so far.
( − × $5) ÷ $5 = b
($300 − $ ) ÷ $5 = b
$ ÷ $5 =b
=b
John must sell more bags of popcorn to reach his goal.
146 UNIT 4 LESSON 8 Solve Multistep Problems

4-8 Name Date
Class Activity
► Multistep Word Problems

Use an equation to solve. Show your work.
3. Sara bought some bags of beads. Each bag had
9 beads and cost $2. Sara used the beads to make
18 necklaces, each with 25 beads. How much money
did Sara pay for the beads for all of the necklaces that
she made?
4. There are 5 fourth-grade classes going on a field trip.

Two of the classes have 16 students each and 3 of the
classes have 17 students each. They are travelling in
vans that hold 9 students each. How many vans must
they have to transport all the students?
5. A movie theater has 13 screens. On weekends, each

screen shows a movie 7 times in one day. On weekdays,
each screen shows a movie 5 times in one day. How
many more showings are there on Saturdays than on
Tuesdays?
6. Justin goes to the store and buys 3 T-shirts for

$14 each. He also buys 2 pairs of jeans for $23 each.
He gives the cashier $100. How much change does
Justin receive?
7. Terrence has 24 model cars arranged in equal rows of

6 model cars. Natalie has 18 model cars arranged
in equal rows of 3 model cars. How many rows of
model cars in all do they have?
UNIT 4 LESSON 8 Solve Multistep Problems 147

4-8 Name Date
Class Activity
Dear Math Students,
My friend and I are planning a hike. We will hike

from point A to point B, which is a distance of
28 miles. Then we will hike from Point B to Point
C, which is a distance of 34 miles. We will walk
7 miles each day for 8 days. We are trying to
figure out how many miles we need to walk on
the ninth day to reach Point C.
I wrote and solved this equation.
28 + 34 – 7 × 8 = t
62 – 7 × 8 = t
55 × 8 = t
440 = t
This answer doesn’t make sense. Did I do

something wrong? What do you think?
Your friend,
Puzzled Penguin

148 UNIT 4 LESSON 8 Solve Multistep Problems

4-9 Name Date
Class Activity
► Discuss Multistep Word Problems

Use equations to solve. Show your work.
1. Eli reads 6 pages in a book each night. Shelby
reads 8 pages each night. How many pages
altogether will Eli and Shelby read in one week?
2. Min Soo is ordering 5 pizzas for a party.

Each pizza will be cut into 8 slices. Three pizzas
will have multiple toppings, and the others will
be plain cheese. How many slices of plain cheese
pizza is Min Soo ordering for the party?
3. Jasmine and Mori each received the same

number of party favor bags at a friend’s party.
Each bag contained 8 favors. If Jasmine and
Mori received a total of 48 favors, how many
party favor bags did they each receive?
4. In art class, Ernesto made some fruit bowls for his

mother and brother. Nine apples can be placed in
each bowl. Ernesto’s brother placed 18 apples in

the bowls he was given, and Ernesto’s mother
placed 36 apples in the bowls she was given.
How many fruit bowls did Ernesto make?
5. On Tuesday, a bicycle shop employee replaced all

of the tires on 6 bicycles. On Wednesday, all of the
tires on 5 tricycles were replaced. What is the total
number of tires that were replaced on those days?
UNIT 4 LESSON 9 Practice with Multistep Problems 149

4-9 Name Date
Class Activity
► Solve Multistep Word Problems

Use equations to solve. Show your work.
6. Mrs. Luong bought 9 trees for $40 each. She paid
for her purchase with four $100 bills. How much
change did she receive?
7. Chan Hee is carrying a box that weighs 37 pounds.

In the box are five containers of equal weight, and
a book that weighs 2 pounds. What is the weight
of each container?
8. A pet shop is home to 6 cats, 10 birds, 3 dogs,

and 18 tropical fish. Altogether, how many legs
do those pets have?
9. Dan has 7 fish in his aquarium. Marilyn has

4 times as many fish in her aquarium. How many
fish do Dan and Marilyn have altogether?

10. Write a problem that is solved using more than
one step. Then show how to solve the problem.
150 UNIT 4 LESSON 9 Practice with Multistep Problems

4-10 Name Date
Class Activity
► Find Factor Pairs
A factor pair for a number is two whole numbers whose

product is that number. For example, 2 and 5 is a factor
pair for 10.
1. Draw arrays to show all the factor pairs for 12 on the grid
below. The array for 1 and 12 is shown.
2. List all the factor pairs for 12.
Use the table to find all the factors pairs for each number.
3. 32 4. 44 5. 100
1 32 1 44 1 100
2
List all the factor pairs for each number.
6. 29 7. 63
UNIT 4 LESSON 10 Factors and Prime Numbers 151

4-10 Name Date
Class Activity
VOCABULARY
VOCABULARY
prime number
composite number
► Identify Prime and Composite Numbers
A number greater than 1 that has 1 and itself as its only factor pair
is a prime number. Some prime numbers are 2, 5, 11, and 23.
A number greater than 1 that has more than one factor pair is
a composite number. Some composite numbers are 4, 12, 25,
and 100.
The number 1 is neither prime nor composite.
8. Use counters to model the arrays for all factor pairs for 24.
The array for 2 and 12 is shown below.
9. Is 24 a prime number or a composite number?

Explain your answer.
Write whether each number is prime or composite.
10. 99 11. 72 12. 31
13. 45 14. 19 15. 88
16. 67 17. 100 18. 53
19. Is 2 the only even prime number? Explain.
152 UNIT 4 LESSON 10 Factors and Prime Numbers

4-10 Name Date
Class Activity
VOCABULARY
multiple
► Factors and Multiples

A multiple of a number is a product of that number and
a counting number.
20. What are the first five multiples of 4? Explain your

method.
21. Write the first ten multiples of 8.
22. Is 54 a multiple of 6? Explain how you know.
23. Is 6 a factor of 40? Explain how you know.
24. What are the first five multiples of 9? Explain your

method.
25. What are the factors of 63?
26. Is 63 a multiple of each factor that you listed for

Exercise 25? Explain how you know.
UNIT 4 LESSON 10 Factors and Prime Numbers 153

4-10 Name Date
Class Activity
► Practice With Factors and Multiples

Tell whether 7 is a factor of each number. Write yes or no.
27. 7 28. 84 29. 93 30. 49
Tell whether each number is a multiple of 9. Write yes or no.

31. 27 32. 30 33. 81 34. 99
Use a pattern to find the unknown multiples.

35. 3 × 11 = 33 36. 5 × 6 = 30
4 × 11 = 44 6×6=
5 × 11 = 7×6=
6 × 11 = 8×6=
7 × 11 = 9×6=
Use the rule to complete the pattern.

37. Rule: skip count by 6
6, , , 24, , 36, , 48, , 60
38. Rule: skip count by 5 © Houghton Mifflin Harcourt Publishing Company
5, 10, , 20, 25, , 35, 40, , , 55,
7, 14, 21, , , , , , ,
12, 24, , , , , , ,
154 UNIT 4 LESSON 10 Factors and Prime Numbers

4-11 Name Date
Class Activity
VOCABULARY
pattern
► Numerical Patterns
A pattern is a sequence that can be described by a rule.
Use the rule to find the next three terms in the pattern.
1. 22, 24, 26, 28, 30, … 2. 5, 10, 20, 40, …

Rule: add 2 Rule: multiply by 2
3. 1, 3, 9, 27, … 4. 2, 9, 16, 23, 30, …

Rule: multiply by 3 Rule: add 7
Use the rule to find the first ten terms in the pattern.
5. First term: 9 Rule: add 5
6. First term: 10 Rule: add 60
► Real World Applications

Solve.
7. Amy lives in the twentieth house

House 1st 2nd 3rd 4th 20th
on Elm Street. The first house on
Elm Street is numbered 3. The second Number 3 6 9 12

is 6. The third is 9. The fourth is 12.
If this pattern continues, what is
Amy’s house number likely to be?
8. Theo runs 5 miles every morning. He

Day 1 2 3 4 5 100
tracks his progress on a chart to log how
many miles he has run in all. How many Miles 5 10 15 20 25
miles will Theo write on the 100th day?
UNIT 4 LESSON 11 Analyze Patterns 155

4-11 Name Date
Class Activity
► Extend Patterns
9. What are the repeating terms of the pattern?
10. What will be the tenth term in the pattern?
11. What will be the fifteenth term in the pattern?
► Growing Patterns
12. How does each figure in the pattern change from one
term to the next?
13. Describe the number of squares in the next term in

the pattern?
14. How does each figure in the pattern change from one
term to the next?
15. How many equal parts will be in the seventh term?
156 UNIT 4 LESSON 11 Analyze Patterns

4-12 Name Date
Class Activity
► Math and Pottery

Pottery are objects that are first shaped of wet clay and
then hardened by baking. Four steps are needed to make
a pottery product: preparing the clay mixture, shaping the
clay, decorating and glazing the product, and baking the
product. Pottery includes products such as works of art,
dinnerware, vases, and other household items. Some of
the places you can find pottery include art studios, crafts
shows, pottery stores, and most households.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Image Source/Getty Images
Write an equation to solve. Show your work.

1. A small pottery store has 9 boxes full of pottery
items. The boxes weigh 765 pounds in all. How
much does each box weigh?
2. Julio and Myra had a pottery stand at the annual craft

fair. They sold some of their pottery at the original price
of $13 each and made $780. Later in the day, they
decreased the price of each item by $4 and sold 20 more
items. How much money did they make in all that day?

4-12 Name Date
Class Activity

3. Last month, Mr. Smith bought 65 small cans of paint
for his pottery shop. This month he bought 3 times
as many small cans of paint. How many small cans
of paint did he buy this month?
4. The employees at a pottery warehouse are packing

boxes of vases to be delivered by truck. They packed
824 small vases in boxes that each hold 8 vases. They
also packed 296 large vases in boxes that each hold
4 vases. How many boxes did the workers pack in all?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jose Luis Pelaez Inc/Blend Images/Alamy Images
5. Last year, there were 3,875 different pottery items
for sale at a large crafts show. This year, there were
1,260 fewer pottery items for sale at the crafts show.
How many pottery items were for sale at the crafts
show this year?
Solve.
6. Isabella saw a pottery design that she liked at a crafts

store. She wants to copy the design and paint it on
a pot she is making. Part of the design is shown below.
a. What shape should Isabella paint next to continue

the design’s pattern?
b. What will be the fourteenth term in Isabella’s design?

UNIT 4 Name Date
Review/Test
VOCABULARY
composite number
prime number
► Vocabulary situation equation
solution equation
1. A shows the operation that can

be used to solve a problem. (Lessons 4-2, 4-3)
2. A number greater than 1 that has 1 and itself as its only

factor pair is a (Lesson 4-10)
3. A shows the structure of the information

in a problem. (Lessons 4-2, 4-3)

4. Explain how the equation for 4 is 2 more than 2 is different
from the equation for 4 is 2 times as many as 2.
(Lessons 4-4, 4-5, 4-6)
5. Explain how you could use rectangles and circles to show

the following pattern: A B B A B B A B B. (Lesson 4-11)
6. Dori wrote this problem: Mrs. Ramos has 1,352 stamps. She
buys some more stamps. Now she has 1,943 stamps. How
many stamps did she buy? Explain why the situation equation
1,352 + s = 1,943 represents Dori’s problem. (Lesson 4-2)
UNIT 4 TEST 159

UNIT 4 Name Date
Review/Test
Solve for or n. (Lesson 4-1)

7. (18 - 9) ⋅ 3 = ⋅3 8. (35 + 50) - (25 ÷ 5) = n
= n=
List all factor pairs for each number. (Lesson 4-10)

9. 47 10. 28
Write whether each number is prime or composite. (Lesson 4-10)
11. 98 12. 61
Tell whether each number is a multiple of 7. Write yes or no. (Lesson 4-10)
13. 36 14. 84
Use the rule to find the next three terms in the pattern. (Lesson 4-11)
15. 6, 12, 24, 48, …

Rule: multiply by 2
16. 55, 95, 135, 175, …

Rule: add 40
17. 4, 12, 36, 108, ...

Rule: multiply by 3
160 UNIT 4 TEST

UNIT 4 Name Date
Review/Test
Describe the next term of each pattern. (Lesson 4-11)
18.
19.
► Problem Solving
For Problems 20–21, write an equation to solve the problem.
(Lessons 4-2, 4-3)
20. The Appalachian Trail is a hiking trail that runs from Maine
to Georgia and is approximately 2,160 miles long. Suppose
the Andersons want to hike 9 miles per day along an
864-mile section of the trail from New York to Georgia.
On how many days will the Andersons hike 9 miles?
21. The library had a large collection of books. Then the

librarian ordered 2,200 more books. Now there are
13,327 books. How many books did the library
have at the start?
UNIT 4 TEST 161

UNIT 4 Name Date
Review/Test
For Problems 22–23, use the pictograph.

Students’ Field Trip Choices
Write an equation to solve each
Zoo
comparison problem. (Lessons 4-4, 4-5, 4-6) Science Center
22. How many fewer students voted for Aquarium
Art Museum
the zoo than voted for the aquarium?
= 4 votes
23. How many times as many students voted for the

science center as voted for the art museum?
For Problems 24–25, use an equation to solve.

(Lessons 4-7, 4-8, 4-9)
24. Rita and Cody sold refreshments at the football
game. They sold 6 sandwiches, 8 bags of popcorn,
and 20 bottles of water. The sandwiches cost
$5 each. The bags of popcorn cost $2 each.
The bottles of water cost $1 each. How much
money in all did Rita and Cody make?
25. Extended Response A bakery had 2 trays with

28 muffins on each tray. The bakery had 4 trays
of cupcakes with 12 cupcakes on each tray.
On Monday, the bakery sold 12 cupcakes.
a. How many muffins and cupcakes were left in all?
Explain.
b. How can you determine if your answer is reasonable?
162 UNIT 4 TEST

DO NOT EDIT--Changes must be made through “File info”
CorrectionKey=B
Reference Tables
Table of Measures
Metric Customary
Length/Area
1,000 millimeters (mm) = 1 meter (m) 1 foot (ft) = 12 inches (in.)

100 centimeters (cm) = 1 meter 1 yard (yd) = 36 inches
10 decimeters (dm) = 1 meter 1 yard = 3 feet
1 dekameter (dam) = 10 meters 1 mile (mi) = 5,280 feet
1 hectometer (hm) = 100 meters 1 mile = 1,760 yards
1 kilometer (km) = 1,000 meters
Liquid Volume
1,000 milliliters (mL) = 1 liter (L) 6 teaspoons (tsp) = 1 fluid ounce (fl oz)
100 centiliters (cL) = 1 liter 2 tablespoons (tbsp) = 1 fluid ounce
10 deciliters (dL) = 1 liter 1 cup (c) = 8 fluid ounces
1 dekaliter (daL) = 10 liters 1 pint (pt) = 2 cups
1 hectoliter (hL) = 100 liters 1 quart (qt) = 2 pints
1 kiloliter (kL) = 1,000 liters 1 gallon (gal) = 4 quarts
Mass Weight
1,000 milligrams (mg) = 1 gram (g) 1 pound (lb) = 16 ounces

100 centigrams (cg) = 1 gram 1 ton (T) = 2,000 pounds
10 decigrams (dg) = 1 gram
1 dekagram (dag) = 10 grams
1 hectogram (hg) = 100 grams
1 kilogram (kg) = 1,000 grams
1 metric ton = 1,000 kilograms
Student Resources S1
4_MNLESE824475_EMRT.indd 1 5/4/12 2:13 PM

Reference Tables (continued)
Table of Units of Time

Time
1 minute (min) = 60 seconds (sec) 1 year = 365 days

1 hour (hr) = 60 minutes 1 leap year = 366 days
1 day = 24 hours 1 decade = 10 years
1 week (wk) = 7 days 1 century = 100 years
1 month, about 30 days 1 millennium = 1,000 years
1 year (yr) = 12 months (mo)
or about 52 weeks
Table of Formulas
Perimeter
Polygon
P = sum of the lengths of the sides
Rectangle
P = 2(l + w) or P = 2l + 2w
Square
P = 4s
Area

Rectangle
A = lw or A = bh
Square
A=s⋅ s
S2 Student Resources
4_MNLESE824475_EMRT.indd 2 06/04/12 4:19 PM

Properties of Operations
Associative Property of Addition
(a b) c a + (b + c)
+ + = (2 + 5) + 3 = 2 + (5 + 3)
Commutative Property of Addition

a+b=b+a 4+6=6+4
Addition Identity Property of 0

a+0=0+a=a 3+0=0+3=3
Associative Property of Multiplication

(a ⋅ b) ⋅ c = a ⋅ (b ⋅ c) (3 ⋅ 5) ⋅ 7 = 3 ⋅ (5 ⋅ 7)
Commutative Property of Multiplication

a⋅b=b⋅a 6⋅3=3⋅6
Multiplicative Identity Property of 1

a⋅1=1⋅a=a 8⋅1=1⋅8=8
Distributive Property of Multiplication over Addition

a ⋅ (b + c) = (a ⋅ b) + (a ⋅ c) 2 ⋅ (4 + 3) = (2 ⋅ 4) + (2 ⋅ 3)
4_MNLESE824475_EMRT.indd 3 04/04/12 5:09 AM

Problem Types
Addition and Subtraction Problem Types
Result Unknown Change Unknown Start Unknown
A glass contained A glass contained A glass contained
__
3
cup of orange juice. __
3
cup of orange juice. some orange juice.
4 4
Then __
1
cup of Then some pineapple Then __1 cup of
4 4
pineapple juice was juice was added. Now pineapple juice was
the glass contains added. Now the glass
added. How much
1 cup of juice. How contains 1 cup of juice.
juice is in the glass How much orange
much pineapple juice
Add to now? juice was in the glass
was added?
to start?
Situation and Situation equation: Situation equation
solution equation: 1
__
3 + = c + __
1 =
1
c 1 4
__
3 + __
1 = 4
c Solution equation:
4 4 Solution equation:
c = 1 - __
3 c = 1 - __
1
4 4
Micah had a ribbon Micah had a ribbon Micah had a ribbon.

__
5
yard long. He cut off __
5
yard long. He cut He cut off a piece
6 6
a piece __
1
yard long. off a piece. Now the __
1
yard long. Now the
6 6
What is the length of ribbon is __
4
yard long. ribbon is __4
yard long.
6 6
the ribbon that is left? What is the length of What was the length
the ribbon he cut off? of the ribbon he
Take from started with?
Situation and Situation equation: Situation equation:
solution equation: __
5 - = __
r 4 r - __
1 = __
4
5 - __
__ 1 = 6 6 6 6
6
r Solution equation: Solution equation:
6
r = __
5 - __
4
r = __
4 + __
1

6 6 6 6
1
A situation equation represents the structure (action) in the problem situation. A solution equation
shows the operation used to find the answer.
4_MNLESE824475_EMPT.indd 4 06/04/12 4:25 PM

DO NOT EDIT--Changes must be made through "File info"
CorrectionKey=B
Total Unknown Addend Unknown Other Addend

Unknown
A baker combines Of the 2__
1
cups of A baker uses
3
1__
2
cups of white flour flour a baker uses, 2__
1
cups of flour.
3 2 3
and __ cup of wheat 1__
2
cups are white Some is white flour
3 3
flour. How much flour flour. The rest is and __
2
cup is wheat
3
is this altogether? wheat flour. How flour. How much
much wheat flour white flour does
does the baker use? the baker use?
Math drawing:1 Math drawing: Math drawing:
Put f 21 21
Together/ 3 3
Take Apart
12 2
3 3 12 f f 2
3 3

solution equation: 2__
1 = __
12 + f 2__
1 = + __
f 2
3 3 3 3
1__
2 + __
2 =
f Solution equation: Solution equation:
3 3
f = 2__
1 - __
12 f = 2__
1 - __
2
3 3 3 3
1
These math drawings are called math mountains in Grades 1–3 and break apart drawings in Grades 4
and 5.
Problem Types continued

Problem Types (continued)
Addition and Subtraction Problem Types (continued)

Difference Unknown Greater Unknown Smaller Unknown
At a zoo, the female Leading Language Leading Language
rhino weighs 1__
3
tons. At a zoo, the female At a zoo, the male
5
The male rhino rhino weighs 1__
3
tons. rhino weighs 2__2
tons.
5 5
weighs 2__
2
tons. How The male rhino The female rhino
5
much more does the weighs __
4
ton more weighs __
4
ton less than
5 5
male rhino weigh than the female rhino. the male rhino. How
than the female How much does the much does the female
rhino? male rhino weigh? rhino weigh?
At a zoo, the female Misleading Language Misleading Language
rhino weighs 1__
3
tons. At a zoo, the female At a zoo, the male
5
The male rhino rhino weighs 1__3
tons. rhino weighs 2__
2
tons.
weighs 2__
2
tons. How The female rhino
5
The male rhino
5
5
much less does the weighs __
4
ton less than weighs __
4
ton more
female rhino weigh 5 5
Additive the male rhino. How than the female rhino.
Comparison1 than the male rhino? much does the male How much does the
rhino weigh? female rhino weigh?
Math drawing: Math drawing: Math drawing:
22 m 22
5 5
13 4 4
13 d f
5 5 5 5
Situation equation: Situation and Situation equation

1__
3 + = __
d 2 2 or solution equation: f + __
4 = __
2 2 or
5 5 5 5
1__
3 + __
4 =
m f = 2__
2 - __
4
d = 2__
2 - __
13 5 5 5 5
5 5
Solution equation: Solution equation:
f = 2__ © Houghton Mifflin Harcourt Publishing Company
2 - __
4
d = 2__
2 - __
13 5 5
5 5
1
A comparison sentence can always be said in two ways. One way uses more, and the other uses fewer or
less. Misleading language suggests the wrong operation. For example, it says the female rhino weighs
__
4
ton less than the male, but you have to add __
4
ton to the female’s weight to get the male’s weight.
5 5
4_MNLESE824475_EMPT.indd 6 04/04/12 5:09 AM

Multiplication and Division Problem Types
Number of Groups
Unknown Product Group Size Unknown Unknown
A teacher bought A teacher bought A teacher bought
10 boxes of pencils. 10 boxes of pencils. boxes of 20 pencils.
There are 20 pencils She bought 200 pencils She bought 200 pencils
in each box. How in all. How many in all. How many
many pencils did the pencils are in each boxes of pencils did
Equal teacher buy? box? she buy?
Groups
solution equation: 10 ⋅ n = 200 b ⋅ 20 = 200
p = 10 ⋅ 20
n = 200 ÷ 10 b = 200 ÷ 20
Unknown Product Unknown Factor Unknown Factor

An auditorium has An auditorium has The 1,800 seats in
60 rows with 30 seats 60 rows with the same an auditorium are
in each row. How number of seats in arranged in rows of
many seats are in the each row. There are 30. How many rows of
auditorium? 1,800 seats in all. How seats are there?
many seats are in each
row?
Arrays 1
30 n 30
60 s 60 1,800 r 1,800

solution equation: 60 ⋅ n = 1,800 r ⋅ 30 = 1,800
s = 60 ⋅ 30
n = 1,800 ÷ 60 r = 1,800 ÷ 30
1
We use rectangle models for both array and area problems in Grades 4 and 5 because the numbers in
the problems are too large to represent with arrays.

Multiplication and Division Problem Types (continued)

Sophie’s backyard is Sophie’s backyard Sophie’s backyard
80 feet long and has an area of has an area of
40 feet wide. What is 3,200 square feet. The 3,200 square feet. The
the area of Sophie’s length of the yard is width of the yard is
backyard? 80 feet. What is the 40 feet. What is the
Math drawing: width of the yard? length of the yard?
80 Math drawing: Math drawing:
80 l
Area A
40
w 3,200 40 3,200
Situation and
solution equation: Situation equation: Situation equation
A = 80 ⋅ 40 80 ⋅ w = 3,200 l ⋅ 40 = 3,200
w = 3,200 ÷ 80 l = 3,200 ÷ 40
Whole Number Whole Number Whole Number

Multiplier Multiplier Multiplier
Sam has 4 times as Sam has 4 times as Sam has 280 marbles.
many marbles as many marbles as Brady has 70 marbles.
Brady has. Brady has Brady has. Sam has The number of
70 marbles. How 280 marbles. How marbles Sam has is
many marbles does many marbles does how many times the
Sam have? Brady have? number Brady has?
Multiplicative
280 280
Comparison s 70 70 70 70
s s 70 70 70 70
b 70
b b 70

solution equation: 4 ⋅ b = 280 m ⋅ 70 = 280
s = 4 ⋅ 70
b = 280 ÷ 4 m = 280 ÷ 70

Vocabulary Activities
MathWord Power
► Word Review PA I R S
Work with a partner. Choose a word

Activities
from a current unit or a review word
► Give the meaning in words or
from a previous unit. Use the word to
gestures.
complete one of the activities listed on
the right. Then ask your partner if they ► Use the word in the sentence.
have any edits to your work or questions ► Give another word that is related to
about what you described. Repeat, the word in some way and explain
having your partner choose a word. the relationship.
► Crossword Puzzle PA I R S OR INDIVIDUALS
Create a crossword puzzle similar to the example below. Use

vocabulary words from the unit. You can add other related
words, too. Challenge your partner to solve the puzzle.
d
1 Across
2. The answer to an addition problem

i 2
s u m
4. _____ and subtraction are inverse
v u operations.
i b 3
u 5. To put amounts together
4
a d d i t i o n
6. When you trade 10 ones for 1 ten,
e r i you _____.
Down
n a t
1. The number to be divided in a
5
a d d c division problem
t 2. The operation that you can use

to find out how much more one
i number is than another.
6
g r o u p 3. A fraction with a numerator of 1 is a
n _____ fraction.
4_MNLESE824475_EMVA.indd 9 04/04/12 5:11 AM

Vocabulary Activities (continued)
► Word Wall PA I R S OR SMALL GROUPS
With your teacher’s permission, start a word wall in your

classroom. As you work through each lesson, put the math
vocabulary words on index cards and place them on the word
wall. You can work with a partner or a small group choosing a
word and giving the definition.
► Word Web INDIVIDUALS
Make a word web for a word or words you do not understand

in a unit. Fill in the web with words or phrases that are related
to the vocabulary word.
multiply or divide by the

same value
same number
Equivalent
Fractions
used to
compare fractions
► Alphabet Challenge PA I R S OR INDIVIDUALS
Take an alphabet challenge. Choose 3 letters from the

alphabet. Think of three vocabulary words for each letter.
Then write the definition or draw an example for each word. © Houghton Mifflin Harcourt Publishing Company
A E L
addition equation liter
Associative Property expanded form line
area estimate line plot
4_MNLESE824475_EMVA.indd 10 04/04/12 5:11 AM

CorrectionKey=B
► Concentration PA I R S
Write the vocabulary words and related words from a unit

on index cards. Write the definitions on a different set of
index cards. Mix up both sets of cards. Then place the cards
facedown on a table in an array, for example, 3 by 3 or 3 by
4. Take turns turning over two cards. If one card is a word
and one card is a definition that matches the word, take the
pair. Continue until each word has been matched with its
definition.
area
The number of
square units that
cover a figure.
Angle: A fig
ure formed
endpoint. by t wo rays
► Math Journal INDIVIDUALS with th e same
As you learn new words, write

them in your Math Journal.
Write the definition of the word
and include a sketch or an
example. As you learn new
information about the word,
add notes to your definition. Degree: A u
nit for measu
ring angles.
4_MNLESE824475_EMVA.indd 11 5/4/12 2:08 PM

CorrectionKey=B
► What’s the Word? PA I R S
Work together to make a poster or bulletin board display of

the words in a unit. Write definitions on a set of index cards.
Mix up the cards. Work with a partner, choosing a definition
from the index cards. Have your partner point to the word
on the poster and name the matching math vocabulary word.
Switch roles and try the activity again.
array
place value
addend
inverse operations
expanded form
word form
?
standard form
digit
ers
o r m o re numb m
wo su
one of t ether to find a
og
added t
4_MNLESE824475_EMVA.indd 12 5/4/12 2:09 PM

Glossary
analog clock A clock with a face
A
and hands.
acute angle An angle smaller than
a right angle.
11 12 1
10 2
9 3
8 4
7 6 5
acute triangle A triangle with three
acute angles.
angle A figure formed by two rays with
the same endpoint.
addend One of two or more numbers

added together to find a sum.
area The number of square units that
Example: 7 + 8 = 15 cover a figure.
5 cm
addend addend sum
adjacent (sides) Two sides that meet 3 cm

at a point.
Example: Sides a and b are adjacent.
b
array An arrangement of objects,
a c symbols, or numbers in rows and
columns.
d
Algebraic Notation Method A strategy

based on the Distributive Property in
which a 78294.glossary.49.SAB
factor is decomposed to create
simpler algebraic expressions, and the
Distributive Property is applied.
Example: 9 ⋅ 28 = 9 ⋅ (20 + 8)
Grouping the addends in different
= (9 ⋅ 20) + (9 ⋅ 8) ways does not change the sum.
= 180 + 72
Example: 3 + (5 + 7) = 15
= 252 (3 + 5) + 7 = 15
Glossary S13
4_MNLESE824475_EMGL.indd 13 17/04/12 8:39 PM

Glossary (continued)
Associative Property of Multiplication centimeter A unit of measure in the

Grouping the factors in different ways metric system that equals one
does not change the product. hundredth of a meter. 100 cm = 1 m
Example: 3 × (5 × 7) = 105 circle A plane figure that forms a closed
(3 × 5) × 7 = 105 path so that all the points on the path
are the same distance from a point
B called the center.
bar graph A graph that uses bars to
show data. The bars may be vertical or
horizontal.
Snowfall Last Winter

28
circle graph A graph that uses parts of a
24
circle to show data.
20
Example:
16
Favorite Fiction Books
Inches
12
8 Humor
4
Fantasy
0
Nov Dec Jan Feb Mar Adventure
Month
Mystery
break-apart drawing A diagram that
shows two addends and the sum.
81
column A part of a table or array that © Houghton Mifflin Harcourt Publishing Company
72 9 contains items arranged vertically.
C
center The point that is the same
distance from every point on the circle.
center
S14 Glossary

common denominator A common comparison situation A situation in
multiple of two or more denominators. which two amounts are compared
by addition or by multiplication. An
Example: A common denominator of
1
__ 1 addition comparison situation compares
and __ is 6 because 6 is a multiple
2 3 by asking or telling how much more
of 2 and 3.
(how much less) one amount is than
Commutative Property of Addition another. A multiplication comparison
Changing the order of addends does situation compares by asking or telling
not change the sum. how many times as many one amount
is as another. The multiplication
Example: 3 + 8 = 11
comparison may also be made using
8 + 3 = 11
fraction language. For example, you
Commutative Property of can say, “Sally has one fourth as much
Multiplication Changing the order of as Tom has,” instead of saying “Tom
factors does not change the product. has 4 times as much as Sally has.”
Example: 3 × 8 = 24 composite number A number greater
8 × 3 = 24 than 1 that has more than one factor
compare Describe quantities as greater pair. Examples of composite numbers
than, less than, or equal to each other. are 10 and 18. The factor pairs of 10
are 1 and 10, 2 and 5. The factor pairs
comparison bars Bars that represent of 18 are 1 and 18, 2 and 9, 3 and 6.
the larger amount and smaller amount
in a comparison situation. cup A unit of liquid volume in the
customary system that equals
For addition and subtraction: 8 fluid ounces.
smaller amount difference D

data A collection of information.
larger amount
decimal number A representation of a
number using the numerals 0 to 9, in
For multiplication and division: which each digit has a value 10 times
smaller smaller smaller larger
the digit to its right. A dot or decimal
amount amount amount amount point separates the whole-number part
of the number on the left from the
smaller fractional part on the right.
amount
Examples: 1.23 and 0.3
Glossary S15

decimal point A symbol used to Digit-by-Digit A method used to solve a

separate dollars and cents in money division problem.
amounts or to separate ones and tenths
Put in only
in decimal numbers. one digit at
a time.
Examples: 5 54 546
7 3,822 7 3,822 7 3,822
$8.59 1.2 -35 -35 -35
32 32 32
- 28 - 28
decimal point 42 42
- 42
decimeter A unit of measure in the
metric system that equals one tenth of Distributive Property You can multiply
a meter. 10 dm = 1 m a sum by a number, or multiply each
addend by the number and add the
degree (°) A unit for measuring angles.
products; the result is the same.
denominator The number below the
Example:
bar in a fraction. It shows the total
3 × (2 + 4) = (3 × 2) + (3 × 4)
number of equal parts in the fraction.
3×6 = 6 + 12
Example:
18 = 18
3
– dividend The number that is divided in
4 denominator
division.
diagonal A line segment that connects 7
Example: 9qw63 63 is the dividend.
vertices of a polygon, but is not a side
of the polygon. divisible A number is divisible by
another number if the quotient is a
whole number with a remainder of 0.
diagonal divisor The number you divide by in

division.
7
Example: 9qw63 9 is the divisor.
difference The result of a subtraction. dot array An arrangement of dots in

rows and columns.
Example: 54 - 37 = 17 difference
digit Any of the symbols 0, 1, 2, 3, 4, 5,
6, 7, 8, or 9.
digital clock A clock that shows us the
hour and minutes with numbers. E
elapsed time The time that passes
between the beginning and the end of
an activity.
S16 Glossary

endpoint The point at either end of a Expanded Notation A method used to
line segment or the beginning point of solve multiplication and division
a ray. problems.
Examples:
endpoint
endpoint endpoint
endpoint endpoint
endpoint 43 × 67
equation A statement that two 67 = 60 + 7
expressions are equal. It has an × 43 = 40 + 3
equal sign. 40 × 60 = 2400
78294.glossary.39.SAB 40 × 7 = 280
Examples: 32 + 35 = 67 3 × 60 = 180
67 = 32 + 34 + 1 3 ×7 = + 21
(7 × 8) + 1 = 57 2,881
equilateral Having all sides of equal
length. 3,822 ÷ 7
6
Example: An equilateral triangle 40 546
500
7 3,822
- 3 500
322
- 280
equivalent fractions Two or more 42
fractions that represent the same - 42
0
number.
2
Example: __ 4
and __ are equivalent expression One or more numbers,
4 8 variables, or numbers and variables
because they both represent one
with one or more operations.
half.
estimate A number close to an exact Examples: 4
amount or to find about how many or 6x
6x - 5
how much.
7+4
evaluate Substitute a value for a letter
(or symbol) and then simplify the F
expression.
factor One of two or more numbers
expanded form A way of writing a multiplied to find a product.
number that shows the value of each
Example: 4 × 5 = 20
of its digits.
Example: Expanded form of 835: factor factor product
800 + 30 + 5
8 hundreds + 3 tens + 5 ones
Glossary S17

factor pair A factor pair for a number

H
is a pair of whole numbers whose
product is that number. hundredth A unit fraction representing
one of one hundred parts, written as
Example: 5 × 7 = 35 1
0.01 or ____.
100
factor product
pair
7.634
7.634
7.634
7.634
fluid ounce A unit of liquid volume
in the customary system. hundredth
hundredth
hundredth
8 fluid ounces = 1 cup
foot A U.S. customary unit of length
1
1
equal to 12 inches. one
one hundredth =
hundredth =——= 0.01
100 = 0.01
1100
one hundredth = — = 0.01
100
formula An equation with letters or
symbols that describes a rule. I
The formula for the area of a Identity Property of Multiplication
rectangle is: The product of 1 and any number
A=l×w equals that number.
where A is the area, l is the length, Example: 10 × 1 = 10
and w is the width. inch A U.S. customary unit of length.
fraction A number that is the sum of
Example: 1 inch
unit fractions, each an equal part of a
set or part of a whole. inequality A statement that two
3 = __
1 + __
1 + __
1
Examples: __ expressions are not equal.
4 4 4 4
5 = __
__ 1 + __
1 + __
1 + __
1 + __
1 Examples: 2 < 5
4 4 4 4 4 4 4 + 5 > 12 - 8
G inverse operations Opposite or reverse

operations that undo each other.
gallon A unit of liquid volume in the Addition and subtraction are inverse
customary system that equals 4 quarts. operations. Multiplication and division
gram The basic unit of mass in the are inverse operations.
metric system. Examples: 4 + 6 = 10 so, 10 - 6 = 4
greater than (>) A symbol used to and 10 - 4 = 6.
compare two numbers. The greater 3 × 9 = 27 so, 27 ÷ 9 = 3
number is given first below. and 27 ÷ 3 = 9.
Example: 33 > 17
33 is greater than 17.
group To combine numbers to form new
tens, hundreds, thousands, and so on.
S18 Glossary

isosceles triangle A triangle with at line A straight path that goes on forever
least two sides of equal length. in opposite directions.
Example: line AB
A B
line of symmetry A line on which a

figure can be folded so that the two
halves match exactly.
K
kilogram A unit of mass in the metric
system that equals one thousand
grams. 1 kg = 1,000 g line of symmetry
kiloliter A unit of liquid volume in the
metric system that equals one thousand line plot A diagram that shows the
liters. 1 kL = 1,000 L frequency of data on a number line.
Also called a dot plot.
kilometer A unit of length in the
metric system that equals 1,000 meters.
1 km = 1,000 m
L
0 1 2 3 4 5 6
least common denominator The least Number of Siblings
common multiple of two or more
denominators.
line segment Part of a line that has two
Example: The least common endpoints.
denominator of __1 and __
1 is 6
2 3
because 6 is the smallest
multiple of 2 and 3. line symmetry A figure has line
symmetry if it can be folded along a
length The measure of a line segment or

line to create two halves that match
one side of a figure.
exactly.
length
length
length
less than (<) A symbol used to compare
liquid volume A measure of the space a
two numbers. The smaller number is
liquid occupies.
given first below.
liter The basic unit of liquid volume
Example: 54 < 78
in the metric system.
54 is less than 78.
1 liter = 1,000 milliliters
Glossary S19

numerator The number above the bar in

M
a fraction. It shows the number of
mass The measure of the amount of equal parts.
matter in an object.
Example:
meter The basic unit of length in the 3 numerator 3 = __
__ 1 + __
1 + __
1
metric system. – 4 4 4 4
4
metric system A base ten system of
measurement. O
mile A U.S. customary unit of length obtuse angle An angle greater than
equal to 5,280 feet. a right angle and less than a straight
angle.
milligram A unit of mass in the metric
system. 1,000 mg = 1g
milliliter A unit of liquid volume in the
metric system. 1,000 mL = 1 L
obtuse triangle A triangle with one
millimeter A unit of length in the metric obtuse angle.
system. 1,000 mm = 1 m
mixed number A number that can be
represented by a whole number and a
fraction.
opposite sides Sides that are across
1 = + __
Example: 4__ 4 1 from each other; they do not meet
2 2
multiple A number that is the product at a point.
of a given number and any whole Example: Sides a and c are opposite.
number.
a
Examples:
4 × 1 = 4, so 4 is a multiple of 4. d b
4 × 2 = 8, so 8 is a multiple of 4.
c © Houghton Mifflin Harcourt Publishing Company
N
Order of Operations A set of rules that
number line A line that extends,
state the order in which operations
without end, in each direction and 78294.glossary.49.SAB
should be done.
shows numbers as a series of points.
The location of each number is shown STEPS: -Compute inside parentheses first.
by its distance from 0.
-Multiply and divide from left to
right.
-Add and subtract from left to
right.
S20 Glossary

ounce A unit of weight. perpendicular Lines, line segments, or
16 ounces = 1 pound rays are perpendicular if they form
A unit of liquid volume (also called right angles.
a fluid ounce).
Example: These two line segments are
8 ounces = 1 cup
perpendicular.
P A
parallel Lines in the same plane that

never intersect are parallel. Line C D
segments and rays that are part of
parallel lines are also parallel.
B
pictograph A graph that uses pictures or

symbols to represent data.

Student
Najee
parallelogram A quadrilateral with Tariq
both pairs of opposite sides parallel. Celine
Jamarcus
Brooke
= 5 books
partial product The product of the
ones, or tens, or hundreds, and so on in pint A customary unit of liquid volume
multidigit multiplication. that equals 16 fluid ounces.
Example: place value The value assigned to the
24 place that a digit occupies in a number.
× 9
_ Example: 235
36 partial product (9 × 4)
_180 partial product (9 × 20)
The 2 is in the hundreds place,
216
so its value is 200.
perimeter The distance around a figure.
Glossary S21
4_MNLESE824475_EMGL.indd 21 16/04/12 10:13 AM

place value drawing A drawing that prime number A number greater than
represents a number. Thousands are 1 that has 1 and itself as the only factor
represented by vertical rectangles, pair. Examples of prime numbers are
hundreds are represented by squares, 2, 7, and 13. The only factor pair of 7 is
tens are represented by vertical lines, 1 and 7.
and ones by small circles.
product The answer to a multiplication
Example: problem.
Example: 9 × 7 = 63
2,697 product
protractor A semicircular tool for

Place Value Sections A method using measuring and constructing angles.
rectangle drawings to solve
multiplication or division problems.
Q
13 × 15
quadrilateral A polygon with four sides.
10 + 5
100
10 100 50 50
30
+ 15
195 quart A customary unit of liquid volume
+ that equals 32 ounces or 4 cups.
3 30 15
quotient The answer to a division

330 ÷ 5
problem.
7
a. b. c.
60 60 + Example: 9qw63 7 is the quotient.
5 330 5 330 5 330
- 300
30
- 300
30 R
d. e. f. ray Part of a line that has one endpoint
and extends without end in one © Houghton Mifflin Harcourt Publishing Company
60 + 60 + 6 60 + 6 = 66
5 330 30 5 330 30 5 330 30
- 300 - 300 - 30 - 300 - 30 direction.
30 30 30 0
point A location in a plane. It is usually

shown by a dot.
rectangle A parallelogram with four
polygon A closed plane figure with sides right angles.
made of straight line segments.
pound A unit of weight in the U.S.
customary system.
prefix A letter or group of letters placed
before a word to make a new word.
S22 Glossary

reflex angle An angle with a measure row A part of a table or array that
that is greater than 180° and less contains items arranged horizontally.
than 360°.
remainder The number left over after
dividing two numbers that are not
evenly divisible.
8 R3 S
Example: 5qw43 The remainder is 3.
scalene A triangle with no equal sides is
rhombus A parallelogram with sides of a scalene triangle.
equal length.
right angle One of four angles made by Shortcut Method A strategy for
perpendicular lines. multiplying. It is the current common
method in the United States.
Step 1 Step 2
7 7
right 28 28
angle × 9 × 9
2 252
right triangle A triangle with one right
angle. simplest form A fraction is in simplest
form if there is no whole number
(other than 1) that divides evenly into
the numerator and denominator.
3
round To find the nearest ten, hundred, Example: __ This fraction is in simplest
4
thousand, or some other place value. form because no number divides
evenly into 3 and 4.
The usual rounding rule is to round

up if the next digit to the right is 5 or simplify an expression Combine like
more and round down if the next digit terms and perform operations until all
to the right is less than 5. terms have been combined.
Examples: 463 rounded to the nearest simplify a fraction To divide the
ten is 460. numerator and the denominator of a
463 rounded to the nearest fraction by the same number to make
hundred is 500. an equivalent fraction made from
fewer but larger unit fractions.
Example: ___ 5 ÷ 5 = __
5 = ______ 1
10 10 ÷ 5 2
Glossary S23

situation equation An equation that square kilometer A unit of area equal

shows the structure of the information to the area of a square with one-
in a problem. kilometer sides.
Example: 35 + n = 40 square meter A unit of area equal to
solution equation An equation that the area of a square with one-meter
shows the operation that can be used sides.
to solve the problem. square mile A unit of area equal to the
Example: n = 40 - 35 area of a square with one-mile sides.
square A rectangle with 4 sides of equal square millimeter A unit of area equal
length and 4 right angles. It is also a to the area of a square with one-
rhombus. millimeter sides.
square unit A unit of area equal to the
area of a square with one-unit sides.
square yard A unit of area equal to the
area of a square with one-yard sides.
standard form The form of a number
written using digits.
square array An array in which the
number of rows equals the number of Example: 2,145
columns. straight angle An angle that
measures 180°.
sum The answer when adding two or
more addends.
Example:
53 + 26 = 79
square centimeter A unit of area
equal to the area of a square with
one-centimeter sides. addend addend sum
square decimeter A unit of area

equal to the area of a square with T
one-decimeter sides. table Data arranged in rows and
square foot A unit of area equal to the columns.
area of a square with one-foot sides.
square inch A unit of area equal to the
area of a square with one-inch sides.
S24 Glossary

tenth A unit fraction representing one
U
of ten equal parts of a whole, written
1
as 0.1 or ___ . unit A standard of measurement.
10
Examples: Centimeters, pounds, inches,
and so on.
12.34
12.34
12.34
12.34 unit fraction A fraction whose
numerator is 1. It shows one equal part
tenth
tenth
tenth of a whole.
1
Example: __
4
11
one
onetenth 1—
tenth== —==0.1
0.1
10
10 0.1
one tenth = — =
10
term in an expression A number,
V
variable, product, or quotient in an variable A letter or a symbol that
expression. Each term is separated by represents a number in an algebraic
an operation sign (+, -). expression.
Example: 3n + 5 has two terms, vertex A point that is shared by two
3n and 5. sides of an angle or two sides of a
thousandth A unit fraction representing polygon.
one of one thousand equal parts of a
1
whole, written as 0.001 or _____.
1,000
ton A unit of weight that equals 2,000
pounds.
vertex vertex vertex
tonne A metric unit of mass that equals
1,000 kilograms.
W
total Sum. The result of addition.
width The measure of one side of a
Example: 53 + 26 = 79 figure.
addend addend total (sum)

width
width
trapezoid A quadrilateral with exactly
one pair of parallel sides.
word form The form of a number
written using words instead of digits.
Example: Six hundred thirty-nine
triangle A polygon with three sides. Y

yard A U.S. customary unit of length
equal to 3 feet.
Glossary S25
4_MNLESE824475_EMGL.indd 25 16/04/12 10:17 AM

Dear Family,
Family Letter
This unit is about the metric measurement system. During this
unit, students will become familiar with metric units of length,
capacity, mass, and time, as well as the size of each when
compared to each other.
One meter is about the distance an adult man can reach, or a
little longer than a yard.
One liter is about two large glasses of liquid, or a little more than
a quart.
One gram is about the mass of a paper clip or a single peanut.
One kilogram is a little more than 2 pounds.
Students will also discover that the metric system is based on
multiples of 10. Prefixes in the names of metric measurements tell
the size of a measure compared to the size of the base unit.
Units of Length
kilometer hectometer decameter meter decimeter centimeter millimeter
km hm dam m dm cm mm
10 × 10 × 10 × 10 × 10 × 10 × 1m 10 × 10 × 10 × 10 × 10 × 10 ×
larger larger larger smaller smaller smaller
1 km 1 hm 1 dam 10 dm 100 cm 1,000 mm

= 1,000 m = 100 m = 10 m =1m =1m =1m
The most commonly used length units are the kilometer, meter,
centimeter, and millimeter.
The most commonly used capacity units are the liter and milliliter.
The most commonly used units of mass are the gram, kilogram,
and milligram.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Measurement and
Data, 4.MD.1, 4.MD.2, 4.MD.3, 4.MD.4 and all Mathematical Practices.
UNIT 5 LESSON 1 Measure Length 163

Estimada familia:
Carta a la familia
Esta unidad trata del sistema métrico de medidas. Durante esta
unidad, los estudiantes se familiarizarán con unidades métricas de
longitud, capacidad y masa, así como con el tamaño de cada una
comparada con las otras.
Un metro es aproximadamente la distancia que un hombre adulto
puede alcanzar extendiendo el brazo, o un poco más de una
yarda.
Un litro es aproximadamente dos vasos grandes de líquido, o un
poco más de un cuarto de galón.
Un gramo es aproximadamente la masa de un clip o un cacahuate.
Un kilogramo es un poco más de 2 libras.
Los estudiantes también descubrirán que el sistema métrico está
basado en múltiplos de 10. Los prefijos de los nombres de las
medidas métricas indican el tamaño de la medida comparado con
el tamaño de la unidad base.
Unidades de longitud
kilómetro hectómetro decámetro metro decímetro centímetro milímetro
10 × 10 × 10 × 10 × 10 × 10 × 1m 10 × 10 × 10 × 10 × 10 × 10 ×
más grande más grande más grande más pequeño más pequeño más pequeño
1 km 1 hm 1 dam 10 dm 100 cm 1,000 mm

= 1,000 m = 100 m = 10 m =1m =1m =1m
Las unidades de longitud más comunes son kilómetro, metro, © Houghton Mifflin Harcourt Publishing Company
centímetro y milímetro.
Las unidades de capacidad más comunes son litro y mililitro.
Las unidades de masa más comunes son gramo, kilogramo y
miligramo.
Si tiene alguna pregunta o algún comentario, por favor
comuníquese conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Measurement and
Data, 4.MD.1, 4.MD.2, 4.MD.3, 4.MD.4 and all Mathematical Practices.
164 UNIT 5 LESSON 1 Measure Length

5-1 Name Date
Class Activity
VOCABULARY
millimeter
centimeter
► Parts of a Meter decimeter
meter
Find these units on your meter strip.
mm 10 20 30 40 50 60 70 80 90 100
cm 1 2 3 4 5 6 7 8 9 10
dm 1
m
1. Find one millimeter (1 mm) on your strip.

What objects are about 1 mm wide?
2. Find one centimeter (1 cm) on your strip.

How many millimeters are in 1 cm?
3. What objects are about 1 cm wide?
4. Find one decimeter (1 dm) on your strip.

How many centimeters are in 1 dm?
This is one meter (1 m) that has been folded into

decimeters to fit on the page.
5. How many decimeters are in 1 m?

5-1 Name Date
Class Activity
► Choose Appropriate Units

Record which metric unit of length is best for measuring each
object. Be prepared to justify your thinking in class.
6. 7.
New York
Chicago
8. 9.
10. 11.
12. 13.
166 UNIT 5 LESSON 1 Measure Length

5-1 Name Date
Class Activity
VOCABULARY
kilometer
prefixes
► Metric Prefixes metric system
Units of Length
kilometer hectometer decameter meter decimeter centimeter millimeter
10 × 10 × 10 × 10 × 10 × 10 × 1m 10 × 10 × 10 × 10 × 10 × 10 ×
1 km 1 hm 1 dam 10 dm 100 cm 1,000 mm

= 1,000 m = 100 m = 10 m =1m =1m =1m
14. What words do you know that can help you remember
what the prefixes mean in the metric system?
15. How do the lengths of the different units relate to

each other?
16. How many meters are in 1 kilometer?

17. How many millimeters are in 1 m?
18. How many centimeters are in 1 m?
19. What makes the metric system easy to understand?

5-1 Name Date
Class Activity
► Convert Metric Units of Measure

You can use a table to convert measurements.
20. How many decimeters are Meters Decimeters
in one meter? 2 2 × 10 = 20
21. Complete the equation. 4 × 10 =

1 meter = decimeters 6 6× =
8 =
22. Complete the table. Explain how you
found the number of decimeters in 8 meters.
You can also use a number line to convert measurements.
23. Complete the equation. 1 kilometer = meters
24. Label the double number line to show how

kilometers (km) and meters (m) are related.
kilometers 0 1 2 3 4 5
meters 0 1,000 2,000
Solve each problem. Label your answers with the correct units. © Houghton Mifflin Harcourt Publishing Company
25. Marsha drove her car 6,835 26. John’s television is 160 cm wide.
kilometers last year. How many How many millimeters wide is the
meters did Marsha drive last year? television?
Solve.
27. 5 m = cm 28. 3 hm = m 29. 7 km = m
168 UNIT 5 LESSON 1 Measure Distance

5-2 Name Date
Class Activity
VOCABULARY
liquid volume
liter
► Measure Liquid Volume milliliter
The base metric unit of liquid volume is a liter. kiloliter
Units of Liquid Volume
kiloliter hectoliter decaliter liter deciliter centiliter milliliter

kL hL daL L dL cL mL
10 × 10 × 10 × 10 × 10 × 10 × 1L 10 × 10 × 10 × 10 × 10 × 10 ×
1 kL 1 hL 1 daL 10 dL 100 cL 1,000 mL

= 1,000 L = 100 L = 10 L =1L =1L =1L
Ms. Lee’s class cut a two-liter plastic bottle in half to make a

one-liter jar. They marked the outside to show equal parts.
1. How many milliliters of water will fit in the jar?
2. How many of these jars will fill a kiloliter

container? Explain why.
You can use a table or a double number line to convert units

of liquid measure.
3. Complete the table. 4. Label the double number line to

show how liters (L) and milliliters
Liters Deciliters
(mL) are related.
3 3 × 10 = 30
liter 0 2 4 6 8 10
5 × 10 =
7 7× =
12 = milliliter 0 2,000 4,000
UNIT 5 LESSON 2 Metric Measure of Liquid Volume and Mass 169

5-2 Name Date
Class Activity
Dear Math Students,
Today I had to solve this problem.
Meredith wanted to make some punch for a party.

The recipe to make the punch called for 3 liters of
fruit juice, 2 liters of apple juice, and 1 liter of grape
juice. How many milliliters of juice is needed for the
recipe? I said that the recipe calls for 600 milliliters
of juice. Here is how I solved the problem.
3 L + 2 L + 1 L = 6 L x 100 = 600 mL
Is my answer correct? If not, please help me

understand why it is wrong.
Your friend,
Puzzled Penguin
5. Is the Puzzled Penguin correct? Explain your thinking.
6. Draw a table to show the conversion from liters to

milliliters for each type of juice needed for the recipe. © Houghton Mifflin Harcourt Publishing Company
Liters Milliliters
7. Name another way that you could show the conversion

from liters to milliliters for each type of juice.
170 UNIT 5 LESSON 2 Metric Measure of Liquid Volume and Mass

5-2 Name Date
Class Activity
VOCABULARY
mass
gram
► Measure Mass kilogram
The basic unit of mass is the gram. milligram
Units of Mass
kilogram hectogram decagram gram decigram centigram milligram

kg hg dag g dg cg mg
10 × 10 × 10 × 10 × 10 × 10 × 1g 10 × 10 × 10 × 10 × 10 × 10 ×
1 kg 1 hg 1 dag 10 dg 100 cg 1,000 mg

= 1,000 g = 100 g = 10 g =1g =1g =1g
8. How many milligrams are equal to 1 gram?
9. How many grams are equal to 1 kilogram?
If you weighed 1 mL of water, you would find that

its mass would be one gram (1 g).
10. Is the gram a small or large unit of measurement?

You can use a table or a double number line to convert

units of mass.
11. Complete the table. 12. Label the double number line
to show how kilograms (kg) and
Grams Centigrams
grams (g) are related.
4 4 × 100 = 400
kilograms 0 1 2 3 4 5
8 × 100 =
12 12 × =
15 = grams 0 1,000 2,000
UNIT 5 LESSON 2 Metric Measure of Liquid Volume and Mass 171

5-2 Name Date
Class Activity
► Practice Converting Metric Units

Solve.
13. Martin measured the mass in 14. Olivia bought four different-sized
grams of four different objects and containers and filled them each
recorded the information in the with water. She recorded the
table below. Complete the table liquid volume of each container in
to find the mass of each object in liters below. Complete the table
milligrams. to find the liquid volume of each
container in centiliters.
Grams Milligrams
4 4,000 Liters Centiliters
7 1
11 3
15 4 400
6
15. Hayden has a crayon with a mass grams 0 2 4 6 8

of 8 grams. Complete the double
number line to find the mass of
the crayon in centigrams.
centigrams 0 600
16. Jennifer buys a 2-liter bottle of 17. Elena has a cat with a mass of
apple juice and a 3-liter bottle 4 kilograms. Ginger’s cat has a mass
of orange juice at the market. that is 2 times as much as Elena’s © Houghton Mifflin Harcourt Publishing Company
How many deciliters of juice does cat. What is the mass of Ginger’s
Jennifer buy in all? cat in grams?
172 UNIT 5 LESSON 2 Metric Measure of Liquid Volume and Mass

5-3 Name Date
Class Activity
► Basic Units of Time

Complete the table.
Units of Time
1. 1 minute = seconds 5. 1 year = days
2. 1 hour = minutes 6. 1 year = weeks
3. 1 day = hours 7. 1 year = months
4. 1 week = days 8. 1 leap year = days
► Convert Units of Time

Complete the table.
9. Days Hours 10. Hours Minutes
1 24 1 60
2 3
3 5
4 7
11. Years Months 12. Hours Seconds

3 36 1 3,600
6 2
9 3
12 4
Solve.
13. 36 min = sec 14. 41 days = hours
15. 72 hours = min 16. 16 weeks = days
17. 6 years = days 18. 2 weeks = hours
UNIT 5 LESSON 3 Units of Time 173

5-3 Name Date
Class Activity
VOCABULARY
line plot
► Make a Line Plot
A line plot displays data above a number line.
Time Spent Number of
Jamal asked his classmates about the time they Reading Students
spend reading. He organized the answers in the table.
0 hour 0
19. Use the table to complete the line plot. 1
__ hour 2
4
1
__ hour 5
2
3
__ hour 4
4
1 hour 4
Time Spent Reading Each Night (in hours)
20. How many classmates did Jamal ask

about time spent reading?
21. What amount of time Time Spent on Number of

had the most responses? Computer Students
► Practice 0 hour 4
1
__ hour 4
Solve. 4
1
__ hour 7
22. Fiona asked her friends how much © Houghton Mifflin Harcourt Publishing Company
2
time they spend using a computer at 3

__ hour 3
4
home each night. Use the information
1 hour 9
in the table to make a line plot.
23. Marissa wants to know how many 0 1 2 3 4

minutes she has practiced the piano.
hours
Label the double number line to
minutes
show how hours and minutes are
related. How many minutes has she 0 180
practiced if she practiced for 4 hours?
174 UNIT 5 LESSON 3 Units of Time

5-3 Name Date
Class Activity
► Read Elapsed Time

You can imagine the hands moving to tell how much time has passed.
How many hours have passed since 12:00 on each clock?

How many minutes?
24. 25. 26.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
How many hours and how many minutes does the clock
show? Write the time that the clock shows.
27. 28. 29.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
9 3 9 3 9 3
8 4 8 4 8 4
7 6 5 7 6 5 7 6 5
hours hours hours
minutes minutes minutes
How many hours and minutes have passed between the times shown in:
30. Exercises 27 and 28 31. Exercises 28 and 29 32. Exercises 27 and 29
UNIT 5 LESSON 3 Units of Time 175

5-3 Name Date
Class Activity
► Solve Elapsed-Time Problems

33. The school store is open for 1 hour and 45 minutes

in the afternoon. The store closes at 2:55 P.M.
What time does the school store open?
34. Hannah’s practice starts are 9:45 A.M. and ends at

12:35 P.M. How long is Hannah’s practice?
35. Bella’s dance class starts at 3:05 and lasts 1 hour

35 minutes. At what time does Bella’s dance
class end?
36. Lynn goes to the mall with her mom. They get to
the mall at 6:20 and leave at 8:25. How long were
Lynn and her mom at the mall?
37. It takes Reese 32 minutes to walk to school. She

gets to school at 7:55 A.M. What time did Reese
leave her house to walk to school? © Houghton Mifflin Harcourt Publishing Company
38. Kevin is baking a cake. He starts making the cake

at 8:03 P.M. It takes him 1 hour 17 minutes to
finish making the cake. At what time was Kevin
finished making the cake?
176 UNIT 5 LESSON 3 Units of Time

5-4 Name Date
Class Activity
VOCABULARY
inch yard
foot mile
► Units of Length
1. This line segment is 1 inch long. 2. One foot is equal to 12 inches.
Name an object that is about Name an object that is about 1 foot
1 inch long. long.
3. One yard is equal to 3 feet or 4. Longer distances are measured in

36 inches. Name an object that is miles. One mile is equal to 5,280
about 1 yard long. feet or 1,760 yards. Name a distance
that is about 1 mile long.
► Convert Customary Units of Length

5. Complete the table. 6. Complete the table.
Feet Inches Yards Feet

1 12 2 6
2 4
3 6
4 8
5 10
Solve.
7. 9 yards = inches 8. 26 feet = inches
9. 4 miles = feet 10. 2 miles = inches
UNIT 5 LESSON 4 Customary Measures of Length 177

5-4 Name Date
Class Activity
► Measure Length
1
Write the measurement of each line segment to the nearest __ inch.
8
11.
0 1 2 3 4 5 6
inches
12.
0 1 2 3 4 5 6
inches
13.
0 1 2 3 4 5 6
inches
14.
0 1 2 3 4 5 6 © Houghton Mifflin Harcourt Publishing Company

inches
15.
6 7 8 9 10 11 12
inches
178 UNIT 5 LESSON 4 Customary Measures of Length

5-5 Name Date
Class Activity
VOCABULARY
pound
► Pounds and Ounces ounce
The pound is the primary unit of weight in our

customary system. One pound is equal to 16 ounces.
Butter and margarine are sold in 1-pound packages

that contain four separately wrapped sticks.
? ?
1 box = = =
1 pound
? ?
1. What is the weight in ounces of one box?
2. What is the weight in ounces of one stick?
3. Kimba buys a bag of flour that weighs 5 pounds. Complete

the table. How many ounces are equal to 5 pounds?
Pounds Ounces
1 16
2
3
4
5
4. Describe how to convert pounds to ounces without using a table.
5. When Martin weighed his dog in April, the dog weighed

384 ounces. When he weighed the dog in August, the
dog weighed 432 ounces. How many ounces did Martin’s
dog gain between April and August?
UNIT 5 LESSON 5 Customary Measures of Weight and Liquid Volume 179

5-5 Name Date
Class Activity
VOCABULARY
ton
► Tons
The weight of heavy items such as cars, trucks, boats,
elephants, and whales is measured in tons. One ton is
equal to 2,000 pounds.
6. A ship weighs 12,450 tons. In pounds, the ship weighs

24,900,000 pounds. Which measure would you use
to describe the weight of the ship? Why?
7. A trailer can carry 2 tons of cargo. How many pounds

of cargo can the trailer carry?
8. One cargo container weighs 4 ounces. A shipment of

cargo containers weighs a total of 1 ton. How many
cargo containers are in the shipment? Show your work.
► Practice
Solve. © Houghton Mifflin Harcourt Publishing Company
9. 3 tons = pounds
10. 7 pounds = ounces
11. 5 tons = pounds
13. 9 tons = pounds
180 UNIT 5 LESSON 5 Customary Measures of Weight and Liquid Volume

5-5 Name Date
Class Activity
VOCABULARY
cup pint
fluid ounce gallon
► Liquid Volume quart
In the customary system, the primary unit of
liquid volume is a cup.
1 cup 1 cup
3/4
1/2
1/4
= 8 fluid ounces 4 cups 1 cup
3/4
1/2
1/4
1 cup
3/4
1/2
1/4
1 cup
3/4
1/2
1/4
1 cup
3/4
1/2
1/4
= 1 quart
2 cups 1 cup
3/4
1/2
1/4
1 cup
3/4
1/2
1/4
= 1 pint 4 quarts = 1 gallon
15. Complete the table.
Quarts Fluid Ounces

1 32
2
3
4
5
6
16. Label the double number line to show how gallons (gal)
and cups (c) are related.
gallons 0 1 2 3 4
cups 0
Solve.
17. 3 qt = c 18. 10 c = fl oz 19. 2 gal = pt
UNIT 5 LESSON 5 Customary Measures of Weight and Liquid Volume 181

5-5 Name Date
Class Activity
► Solve Real World Problems Show your work.

Solve.
20. A race is 5 miles long. Complete the table.

How many feet are equal to 5 miles?
Miles Feet
1 5,280
2
3
4
5
21. DeShawn has a watermelon that weighs 64 ounces.

He cuts the watermelon into 8 pieces that each have
the same weight. How many ounces does each piece
of watermelon weigh?
22. A container has 4 quarts of water left in it. Complete

the double number line to show the relationship
between quarts and cups. How many cups of
water are left in the container?
quarts 0 1 2 3 4 © Houghton Mifflin Harcourt Publishing Company
cups 0
23. Melinda has 2 yards of fabric to make a banner.

How many feet of fabric does she have? How
many inches of fabric does she have?
182 UNIT 5 LESSON 5 Customary Measures of Weight and Liquid Volume

5-6 Name Date
Class Activity
VOCABULARY
perimeter
length
► Units of Perimeter width
The prefix peri- means “around.” The suffix -meter means formula
“measure.” Perimeter is the measurement of the distance
around the outside of a figure.
X Y Key:
= 1 cm
Length = l
Z Width = w
Perimeter = P
1. The measurement unit for these rectangles is
1 centimeter (1 cm). How can you find the total number
of centimeters around the outside of each rectangle?
2. What is the perimeter of rectangle X? of rectangle Y?

of rectangle Z?
3. How did you find the perimeter of each rectangle?
4. Look at the key: length is the distance across a

rectangle and width is the distance up-and-down.
Perimeter is the total distance around the outside.
Use the letters l, w, and P to write a formula for
the perimeter of rectangles.
UNIT 5 LESSON 6 Perimeter and Area of Rectangles 183

5-6 Name Date
Class Activity
VOCABULARY
area
square units
► Units of Area
Area is the total number of square units that cover a figure.
Each square unit inside these rectangles is 1 cm long
and 1 cm wide, so it is 1 square centimeter (1 sq cm).
Key:
X Y
= 1 sq cm
Length = l
Width = w
Z
Area = A
5. How can you find the total number of square

centimeters inside each rectangle?
6. What is the area of rectangle X? of rectangle Y?

of rectangle Z?

7. Using l to stand for length, w to stand for width, and
A to stand for area, what formula can you write for
finding the area of any rectangle?
8. Why does the same formula work for all rectangles?
184 UNIT 5 LESSON 6 Perimeter and Area of Rectangles

5-6 Name Date
Class Activity
► Review Perimeter and Area
Perimeter and Area
Perimeter and area are measured with different kinds of units: units of
distance or length for perimeter and square units for area.
Perimeter is the total distance around the outside of a figure.

3
This rectangle has 4 units along its length and 3 units
along its width. To find the perimeter, you add the 4
distances of all of the sides:
l+w+l+w=P
Area is the total number of square units that cover a figure.
For rectangles, area can be seen as an array of squares.

This rectangle is an array of 4 squares across (length) and 3
3 squares down (width). To find its area, you can 4

multiply length times width:
l×w=A
► Practice with Perimeter and Area

Find the perimeter of rectangle A. Find the area of rectangle B.
1 unit = 1 inch
9.
A B
10.
A B
UNIT 5 LESSON 6 Perimeter and Area of Rectangles 185

5-6 Name Date
Class Activity
► Calculate Perimeter and Area

Find the perimeter and area of each rectangle.
11. 9 mi 12. 4m
2 mi
4m
13. 5 ft 14. 8 cm
3 ft 4 cm
Solve.
15. The area of the rectangle is 16. The perimeter of the rectangle
60 square meters. One side of the is 32 inches. One side of the
rectangle has a length of 10 meters. rectangle has a length of 11 inches.
What is the unknown side length? What is the unknown side length?
10 m 11 in.
17. The perimeter of a rectangle is 18. The area of a rectangle is 81 sq

56 mm. Three of the sides have a inches. One side of the rectangle
length of 15 mm, 13 mm, and 15 has a length of 9 in. What is the
mm. What is the unknown side unknown side length?
length?
186 UNIT 5 LESSON 6 Perimeter and Area of Rectangles

5-7 Name Date
Class Activity
► Solve Real World Measurement Problems

1. Ethan has 6 meters of string. He cuts the string into Show your work.
3 pieces of equal length. How many centimeters long
is each piece of string?
2. Jamal put a cantaloupe with a mass of 450 grams in

a bag. He adds another cantaloupe that had a mass
of 485 grams. How many grams of cantaloupe are
in the bag?
3. Tanisha has 35 milliliters of apple juice. She divides

the juice evenly into 5 different glasses. How much
juice does she pour into each glass?
4. Katherine had a box of rocks that weighed 4 pounds.

She put the rocks into 2 bags, each with the same
weight. What is the weight of each bag, in ounces?
5. Grace buys a 2 foot piece of yellow ribbon and an 8 foot

piece of pink ribbon at the craft store. How many times
as long is the pink ribbon as the yellow ribbon? How many
inches of ribbon does Grace have in all?
6. Adriana has one gallon of juice. She pours the juice into
containers that each holds one pint of juice. She gives
two pints to her friends. How many pints of juice are left?
7. Jamison ran 1,780 feet yesterday. Today he ran 2,165 feet.

How many yards did Jamison run the past two days?
UNIT 5 LESSON 7 Solve Measurement Problems 187

5-7 Name Date
Class Activity
► Solve Real World Measurement Problems (continued)

8. A supermarket sells 89 gallons of milk in January and Show your work.
82 gallons of milk in February. Altogether, how many
gallons of milk did the supermarket sell in January
and February?
9. Felix has a dog that weighs 38 pounds. Felix's dog weighs

twice as much as Marcell's dog does. In ounces, how
much more does Felix's dog weigh than Marcell's dog?
10. Grant ran 500 meters around a track. Harry ran 724
meters around the same track. How many more meters
did Harry run than Grant?
► Perimeter and Area Word Problems

11. The area of the rectangular sandbox is 32 square feet.
The short side of the sandbox measures 4 feet. How
long is the long side of the sandbox?
12. One wall in Dennis's square bedroom is 13 feet long.

What is the perimeter of Dennis's bedroom? © Houghton Mifflin Harcourt Publishing Company
13. A square playground has an area of 900 square feet.

What is the length of each side of the playground?
14. A rectangular rug has a perimeter of 20 feet. The length

of the rug is 6 feet. What is the width of the rug in inches?
188 UNIT 5 LESSON 7 Solve Measurement Problems

5-8 Name Date
Class Activity
► Math and Gardens

Gardens come in all shapes and sizes and
can include flowers, vegetables, and many
other plants. A Dutch garden is a type of
garden that is often a rectangle made up
of smaller rectangles and squares, called
flowerbeds. A hedge or wall is often placed
around the perimeter of the garden. Dutch
gardens are known for having very colorful,
tightly packed flowers. The Sunken Garden
is a famous Dutch garden at Kensington
Palace in London, England.
Jared looked up some information about taking care Gardening Information

of a garden. He discovered that you need to water and
Fertilizer 4 ounces per
fertilize a garden regularly to help the plants grow. The 100 sq feet
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Peter Scholey/Alamy Images
information he found is shown in the table at the right. Water 30 gallons

every 3 days
Use the diagram below to answer the questions. It
shows a planned flowerbed for a Dutch garden. The
perimeter of the flowerbed is 200 feet.
?
10 ft
1. What is the length of the unknown side? Show your work.
2. What is the area of the garden?
3. How many ounces of fertilizer should be used on

the flowerbed?
4. How many cups of water are used every 9 days?

5-8 Name Date
Class Activity
► Rectangles in Gardens
Padma wants to create a rectangular
shaped garden in her backyard.
She wants to have a total of three
flowerbeds, two of which will be the
same size. She drew a diagram of how
she wants the garden to look. Use the
diagram to answer the questions below.
14 meters 7 meters
4 meters
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Richard van Kesteren/Alamy Images
4 meters
5. What is the perimeter of the entire blue section Show your work.
of flowerbeds?
6. Which section of the garden has a greater perimeter, the

green section or the entire blue section? How much greater?
7. What is the area of the whole garden?
8. Padma decides to plant tulips in one of the blue flowerbeds

and roses in the green flowerbed. Compare the area of the
tulip flowerbed and the rose flowerbed using >, <, or =.

UNIT 5 Name Date
Review/Test
VOCABULARY
area
metric system
► Vocabulary perimeter
Choose the best term from the box. pound
1. The is the measurement of the

distance around the outside of a figure. (Lesson 5-6)
2. One is equal to 16 ounces. (Lesson 5-5)
3. The is the total number of square

units that cover a figure. (Lesson 5-6)

4. Explain how to find how many cups are in 8 quarts. (Lesson 5-5)
5. Explain why the formula for the perimeter of a

rectangle and the formula for the perimeter of a
square are different. (Lesson 5-6)
Convert. (Lessons 5-1, 5-2, 5-3, 5-4, 5-5)
6. 40 m = cm 7. 65 L = cL 8. 3 kg = g
9. 6 yd = ft 10. 3 lb = oz 11. 9 gal = pt
12. 7 hours = min 13. 8 years = months 14. 21 min = sec
UNIT 5 TEST 191

UNIT 5 Name Date
Review/Test
Find the area and perimeter of each rectangle. (Lessons 5-6)
15. 16.
6 cm
12 in.
11 cm
19 in.
P= P=
A= A=
► Problem Solving
17. A movie starts at 12:45 P.M. and is exactly 1 hour and
35 minutes long. What time does the movie end?
(Lessons 5-3, 5-7)
18. A rectangular kitchen has an area of 126 square feet. The

length is 14 feet. What is the width? (Lesson 5-6, 5-7)
19. Angie buys 6 feet of red ribbon and 8 feet of blue ribbon for
a project. How many inches of ribbon did Angie buy in all?
(Lessons 5-2, 5-7) © Houghton Mifflin Harcourt Publishing Company
20. Extended Response Jack buys some rocks. Each rock has a
mass of 4 kilograms. He buys 19 rocks. How many grams
of rock did Jack buy? Explain how you solve this problem.
(Lessons 5-2, 5-7)
192 UNIT 5 TEST

Dear Family,
Family Letter
Your child has experience with fractions through measurements
and in previous grades. Unit 6 of Math Expressions builds on this
experience. The main goals of this unit are to:
• understand the meaning of fractions.
• compare unit fractions.
• add and subtract fractions and mixed numbers with like
denominators.
• multiply a fraction by a whole number.
Your child will use fraction bars and fraction strips to gain a visual
and conceptual understanding of fractions as parts of a whole.
Later, your child will use these models to add and subtract
fractions and to convert between improper fractions and mixed
numbers.
Examples of Fraction Bar Modeling:
Fraction Comparisons Fraction Subtraction
1 1 5 2 3
– < – – - – = –
3 2 5 5 5
In later lessons of this unit, your child will be introduced to the

number line model for fractions. Students name fractions
corresponding to given lengths on the number line and identify
lengths corresponding to given fractions. They also see that there
are many equivalent fraction names for any given length.
Your child will apply this knowledge about fractions and fraction
operations to solve real world problems.

Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Numbers and Operations-Fractions,
4.NF.3, 4.NF.3a, 4.NF.3b, 4.NF.3c, 4.NF.3d, 4.NF.4a, 4.NF.4b, 4.NF.4c, and all Mathematical Practices.
UNIT 6 LESSON 1 Understand Fractions 193

Estimada familia:
Carta a la familia
Su niño ha usado fracciones al hacer mediciones y en los grados
previos. La Unidad 6 de Math Expressions amplía esta experiencia.
Los objetivos principales de la unidad son:
• comprender el significado de las fracciones.
• comparar fracciones unitarias.
• sumar y restar fracciones y números mixtos con
denominadores iguales.
• multiplicar una fracción por un número entero.
Su niño usará barras y tiras de fracciones para comprender y
visualizar el concepto de las fracciones como partes de un entero.
Luego, usará estos modelos para sumar y restar fracciones y para
convertir fracciones impropias y números mixtos.
Ejemplos de modelos con barras de fracciones:
Comparaciones de fracciones Resta de fracciones
1 1 5 2 3
– < – – - – = –
3 2 5 5 5
Más adelante en esta unidad, su niño verá el modelo de la recta

numérica para las fracciones. Los estudiantes nombrarán las
fracciones que correspondan a determinadas longitudes en la
recta numérica e identificarán longitudes que corresponden a
fracciones dadas. También observarán que hay muchos nombres
de fracciones equivalentes para una longitud determinada.
Su niño aplicará este conocimiento de las fracciones y operaciones
con fracciones para resolver problemas cotidianos. © Houghton Mifflin Harcourt Publishing Company
Si tiene alguna duda o algún comentario, por favor comuníquese

conmigo.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Numbers and Operations-
Fractions, 4.NF.3, 4.NF.3a, 4.NF.3b, 4.NF.3c, 4.NF.3d, 4.NF.4a, 4.NF.4b, 4.NF.4c, and all Mathematical Practices.
194 UNIT 6 LESSON 1 Understand Fractions

6-1 Name Date
Class Activity
VOCABULARY
unit fraction
► Sums of Fractions fraction
numerator
A unit fraction represents one equal part of denominator
a whole. A unit fraction has a numerator of 1.
1
The unit fraction __ is one of d equal parts.
d
The fraction bar below is divided into six equal parts,
1
or sixths. Each part is 1 of 6 equal parts, or __ .
6
1 1 1 1 1 1
6 6 6 6 6 6
A fraction is the sum of unit fractions.

n 1
The fraction __ is the sum of n copies of __.
d d
numerator n = number of unit fractions in the fraction

__ ________________________________
d number of equal parts in the whole
denominator
5
The fraction __ is the sum of five sixths.
6
5 = __
1 + __
1 + __
1 + __
1 + __
1 = × __
__ 5 1
6 6 6 6 6 6 6
1 + 1 + 1 + 1 + 1 = 5
6 6 6 6 6 6
1 1 1 1 1 1
6 6 6 6 6 6
Fold your fraction strips to show each sum of unit

fractions. Write the fraction each sum represents.
1 + __
1 = 1 + __
1 + __
1 + __
1 + __
1 =
1. __ 2. __
3 3 8 8 8 8 8
1 + __
1 = 1 + __
1 + __
1 + __
1 =
3. __ 4. __
4 4 6 6 6 6
1 + ___
1 + ___
1 + ___
1 + ___
1 + ___
1 =
5. ___
12 12 12 12 12 12
1 + ___
1 + ___
1 + ___
1 + ___
1 + ___
1 + ___
1 + ___
1 =
6. ___
12 12 12 12 12 12 12 12
1 + __
1 + __
1 + __
1 + __
1 + __
1 + __
1 =
7. __
8 8 8 8 8 8 8

6-1 Name Date
Class Activity
► Patterns in Fraction Bars

8. Describe at least three patterns you see in the fraction
bars below.
1 1
1 1 2
2 2 2
1 1 1 3
3 3 3 3
1 1 1 1 4
4 4 4 4 4
1 1 1 1 1 5
5 5 5 5 5 5
1 1 1 1 1 1 6
6 6 6 6 6 6 6
1 1 1 1 1 1 1 7
7 7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 8
8 8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 9
9 9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1 10
10 10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1 11
11 11 11 11 11 11 11 11 11 11 11 11
1 1 1 1 1 1 1 1 1 1 1 1 12
12 12 12 12 12 12 12 12 12 12 12 12 12

6-1 Name Date
Class Activity
► Sums of Unit Fractions

Shade the fraction bar to show each fraction. Then write the
fraction as a sum of unit fractions and as a product of a whole
number and a unit fraction. The first one is done for you.
1 + __
3 = __ 1 + __
1 1
9. __ = 3 × __
4 4 4 4 4
1 1 1 1
4 4 4 4
3 =
10. __ =
8
1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8
5 =
11. __ =
5
1 1 1 1 1
5 5 5 5 5
2 =
12. ___ =
12
1 1 1 1 1 1 1 1 1 1 1 1
12 12 12 12 12 12 12 12 12 12 12 12
4 =
13. __ =
7
1 1 1 1 1 1 1
7 7 7 7 7 7 7
7 =
14. __ =
9
1 1 1 1 1 1 1 1 1
9 9 9 9 9 9 9 9 9

6-1 Name Date
Class Activity
► Fractions as Parts of a Whole

Jon made a large sandwich for the 6 people in his family. He
asked his father to help him cut it into 6 equal pieces. To do
this, they made a paper cutting guide that is as long as the
sandwich. Jon folded the paper into 6 equal parts, and his
father used it to cut the sandwich into equal pieces.

15. If each person ate 1 piece of the sandwich, what
fraction of the sandwich did each person eat?
Fold your 6-part fraction strip to show the fraction
of the whole sandwich that each person ate.
16. How many pieces of the whole sandwich did Jon’s

mother and father eat altogether? Fold your fraction
strip to show the fraction of the whole sandwich Jon’s
mother and father ate in all.
17. After Jon’s mother and father got their pieces, what
fraction of the sandwich was left?
18. Jon and each of his sisters were each able to have one
piece of the remaining sandwiches. How many sisters
does Jon have?
19. What ideas about fractions did we use to answer the

questions about Jon’s sandwich?

6-2 Name Date
Class Activity
► Fifths that Add to One

Every afternoon, student volunteers help the school librarian
put returned books back on the shelves. The librarian puts the
books in equal piles on a cart.
One day, Jean and Maria found 5 equal piles on the return
cart. They knew there were different ways they could share
the job of reshelving the books. They drew fraction bars to
help them find all the possibilities.
1. On each fifths bar, circle two groups of fifths to show one

way Jean and Maria could share the work. (Each bar should
show a different possibility.) Then complete the equation
next to each bar to show their shares.
1 whole Jean‘s Maria‘s

1 whole = all of the books
share share
1 1 1 1 1 5
– – – – – – = – + –
5 5 5 5 5 5 5 5
1 1 1 1 1 5
– – – – – – = – + –
5 5 5 5 5 5 5 5
1 1 1 1 1 5
– – – – – – = – + –
5 5 5 5 5 5 5 5
1 1 1 1 1 5
– – – – – – = – + –
5 5 5 5 5 5 5 5
UNIT 6 LESSON 2 Fractions that Add to One 199

6-2 Name Date
Class Activity
► Sixths that Add to One

The librarian put 6 equal piles of returned books on the cart
for Liu and Henry to reshelve. They also drew fraction bars.
2. On each sixths bar, circle two groups of sixths to show one

way that Liu and Henry could share the work. (Each bar
should show a different possibility.) Then complete the
equation next to each bar to show their shares.
1 whole Liu‘s Henry‘s
1 whole = all of the books
share share
1 1 1 1 1 1 6
– – – – – – – = – + –
6 6 6 6 6 6 6 6 6
1 1 1 1 1 1 6
– – – – – – – = – + –
6 6 6 6 6 6 6 6 6
1 1 1 1 1 1 6
– – – – – – – = – + –
6 6 6 6 6 6 6 6 6
1 1 1 1 1 1 6
– – – – – – – = – + –
6 6 6 6 6 6 6 6 6
1 1 1 1 1 1 6
– – – – – – – = – + –
6 6 6 6 6 6 6 6 6
► Find the Unknown Addend

Write the fraction that will complete each equation.
7 = __
1 + 3 +
4 = __
3. 1 = __ 4. 1 = __
7 7 4 4
8 = __
3 + 5 = __
2 +
5. 1 = __ 6. 1 = __
8 8 5 5
3 = __
2 + 10 = ___
6 +
7. 1 = __ 8. 1 = ___
3 3 10 10
6 = __
2 + 8 = __
5 +
9. 1 = __ 10. 1 = __
6 6 8 8
200 UNIT 6 LESSON 2 Fractions that Add to One
6-2 Name Date
Class Activity
► Discuss and Compare Unit Fractions

Use these fraction bars to help you compare the unit
fractions. Write > or <.
1
1 1
1 1 2
2 2 2
1 1 1 3
3 3 3 3
1 1 1 1 4
4 4 4 4 4
1 1 1 1 1 5
5 5 5 5 5 5
1 1 1 1 1 1 6
6 6 6 6 6 6 6
1 1 1 1 1 1 1 7
7 7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 8
8 8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 9
9 9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1 10
10 10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1 11
11 11 11 11 11 11 11 11 11 11 11 11
1 1 1 1 1 1 1 1 1 1 1 1 12
12 12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1
11. __ __ 12. __ __ 13. ___ ___
6 8 5 3 10 12
1 1 1 1 1 1
14. __ __ 15. __ ___ 16. __ ___
7 4 9 12 9 11
17. Complete this statement:
When comparing two unit fractions, the fraction

with the smaller denominator is .
UNIT 6 LESSON 2 Fractions that Add to One 201

6-2 Name Date
Class Activity
► Compare and Order Unit Fractions

Write the unit fractions in order from least to greatest.
1 __
18. __ , 1 , __
1 1 __
19. ___ , 1 , __
1
6 8 5 11 4 8
1 ___
20. __ , 1 , __
1 1 __
21. __ , 1 , __
1
3 10 7 4 7 9
Solve
1
22. Andi and Paolo both ordered small pizzas. Andi ate __ of
4
1
__
her pizza. Paolo ate of his pizza. Who ate more pizza?
6
23. Elena ordered a small pizza. Max ordered a large pizza.

1 1
Elena ate __ of her pizza. Max ate __ of his pizza. Elena said
3 4
1 > __
__ 1
she ate more pizza because . Do you agree? Explain.
3 4
Dear Math Students,

1 1
I had to compare _ and _ on my math homework.
14 2 1
I reasoned that _ is greater than _ because 4 is
4 2
greater than 2. My friend told me this isn’t right. Can
you help me understand why my reasoning is wrong?
Your friend,
Puzzled Penguin
202 UNIT 6 LESSON 2 Fractions that Add to One

6-3 Name Date
Class Activity
► Add Fractions
The circled parts of this fraction bar show an addition
problem.
1
– 1
– 1
– 1
– 1
– 1
– 1
–
7 7 7 7 7 7 7
1. Write the numerators that will complete the addition

equation.
+
__ + __ = _____ = __
7 7 7 7
Solve each problem. Write the correct numerator to

complete each equation.
3 + __ + +
3 = _____ +
5 = _____
2. __ 4 = _____ = __ 1 + __
3. __ = __ 2 + __
4. __ = __
9 9 9 9 5 5 5 5 8 8 8 8
5. What happens to the numerators in each problem?
6. What happens to the denominators in each problem?
► Subtract Fractions
The circled and crossed-out parts of this fraction bar show

a subtraction problem.
1
– 1
– 1
– 1
– 1
– 1
– 1
–
7 7 7 7 7 7 7
7. Write the numerators that will complete the subtraction

equation.
-
__ - __ = _____ = __
7 7 7 7
UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators 203
6-3 Name Date
Class Activity
► Fractions Bars
1
one whole –
1
1 1 2
– – –
2 2 2
1 1 1 3
– – – –
3 3 3 3
1 1 1 1 4
– – – – –
4 4 4 4 4
1 1 1 1 1 5
– – – – – –
5 5 5 5 5 5
1 1 1 1 1 1 6
– – – – – – –
6 6 6 6 6 6 6
1 1 1 1 1 1 1 7
– – – – – – – –
7 7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 8
– – – – – – – – –
8 8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 9
– – – – – – – – – –
9 9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1 10
— — — — — — — — — — —
10 10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1 1 12
— — — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12 12
UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators 204A
204B UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators
6-3 Name Date
Class Activity
► Subtract Fractions (continued)

Solve each problem. Write the correct numerators to complete each sentence.
5 - __ - 9 - ___ -
5 = _____ -
9 = _____
8. __ 4 = _____ = __ 9. ___ = __ 14 - ___
10. ___ = __
6 6 6 6 10 10 10 16 16 16
11. What happens to the numerators in each problem?
12. How is subtracting fractions with like denominators

similar to adding fractions with like denominators?
► Mixed Practice with Addition and Subtraction

Solve each problem. Include the “circled” step in Exercises 16–21.
1 + __ +
2 = ______ 3 + __ +
5 = _____ 6 2 -
13. __ = 14. __ = 15. __ - __ = _____ =
4 4 4 9 9 9 6 6 6
5 =
4 + ___ 2 + __
4 = 3
8 - ___
16. ___ 17. __ 18. ___ 12
=
10 10 5 5 12
5 + __
2 = 7 - ___
4 = 5
8 - __
19. __ 20. ___ 21. __ 8
=
7 7 11 11 8

Solve.
7
__ 4
__ 1
__
22. 23. 24.
9 5 3
5 3 2
- __ - __ + __
_9 _5 _3
2
___ 5
__ 1
__
25. 26. 27.
11 6 8
7
+ ___ 1
- __ 1
+ __
_ 11 _6 _8
204 UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators
6-3 Name Date
Class Activity
Dear Math Students,
My friend said, “If you catch 3 fish and then

2 more fish, how many fish will you have?”
Of course, I know I will have 5 fish! She
said, “This is the same problem, but you
have fifths instead of fish!” 3 + __
__ 5
2 = ___
5 5 10
Can you help me understand what my friend
meant and help me find the right answer?
Your friend,
Puzzled Penguin
Dear Math Students,
My friend said my answer for this

problem is wrong too.
She said “Think about fish again.

If you have 4 fish and then eat 3, how __ 3 = __

4 - __ 1
5 5 0
many will you have?” What does she
mean? What should the answer be?
Your friend,
Puzzled Penguin
UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators 205
6-3 Name Date
Class Activity
► Real World Problems

Draw a model. Then solve.
7 3
30. Wayne had __ cup of trail mix. He ate __ cup
8 8
as he was hiking. How many cups does he
have now?
2
31. Reese had __ cup of orange juice. She added
4 3
pineapple juice to make a total of __ cup of
4
juice. How much pineapple juice did she add?
Write an equation. Then solve. Show your work.

4 2
32. Nasira walks __ mile to school each day. This is __ mile
5 5
farther than Kat walks. How far does Kat walk
to school?
8
33. A puppy is now 5 weeks old. It has gained ___ pound
11 16
since it was born. The puppy weighs ___ pound now.
16
How much did the puppy weigh when it was born?
7
34. The water in a tub was ___ foot deep. Then Dom
124
added water until it was ___ foot deeper. How deep
12
is the water now?
3
35. Jesse had some flour. She used __ cup in a recipe
4
1
__
and had cup of flour left. How much flour did
4
she have to start with?
206 UNIT 6 LESSON 3 Add and Subtract Fractions with Like Denominators
6-4 Name Date
Class Activity
VOCABULARY
mixed number
► Mixed Numbers in the Real World
A mixed number is a number that consists of a whole 4

1__ 4
3__
number and a fraction. 6 5
A fraction greater than 1 has a numerator greater than 10

___ 19
___
its denominator. 6 5
Mellie’s Deli makes sandwiches. This is the price list.
Regular (serves 2) $3.00

Friendship (serves 4) $5.00
Super (serves 10) $12.00
Magna (serves 18) $20.00
Nineteen friends decide to camp in the park. They order

two Super sandwiches. Each camper eats 1 serving.
Solve.
1. How many campers does one Super 2. What fraction of the second
sandwich serve? sandwich is needed to serve the rest
of the campers?
3. What fraction of the second 4. What number tells how many Super
sandwich is left over? sandwiches the campers ate in all?
UNIT 6 LESSON 4 Mixed Numbers and Fractions Greater Than 1 207

6-4 Name Date
Class Activity
► Understand Fractions Greater Than 1

and Mixed Numbers
1 whole
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1
– – – – – – – –
8 8 8 8 8 8 8 8
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
1 1 1 1 1
– – – – –
5 5 5 5 5
UNIT 6 LESSON 4 Mixed Numbers and Fractions Greater Than 1 208A

6-4 Name Date
Class Activity
► Understand Fractions Greater Than 1

and Mixed Numbers (continued)
1 whole
1 whole
1 whole
1 whole
1 whole
1 whole
1 whole
1 whole
1 whole © Houghton Mifflin Harcourt Publishing Company
1 whole
1 whole
1 whole
1 whole
1 whole
1 whole
208B UNIT 6 LESSON 4 Mixed Numbers and Fractions Greater Than 1

6-4 Name Date
Class Activity
► Convert Between Mixed Numbers and

Fractions Greater Than 1
Change each mixed number to a fraction and each
fraction to a mixed number.
2 = 3 =
5. 5__ 6. 3__
3 7
6 = 1 =
7. 6___ 8. 9__
10 4
7 = 5 =
9. 2__ 10. 4__
8 9
3 = 4 =
11. 8__ 12. 7__
5 6
40 = 11 =
13. ___ 14. ___
6 2
23 = 28 =
15. ___ 16. ___
7 3
22 = 25 =
17. ___ 18. ___
4 8
29 = 4 =
19. ___ 20. 6__
7 8
6 = 16 =
21. 4__ 22. ___
9 3
208 UNIT 6 LESSON 4 Mixed Numbers and Fractions Greater Than 1

6-5 Name Date
Class Activity
► Practice Addition and Subtraction with

Fractions Greater Than 1
Add or subtract.
8 + __
3 = 6 + ___
12 = 10 - __
3 =
1. __ 2. __ 3. ___
5 5 9 9 7 7
10 + __
7 = 9 - __
4 = 19 - ___
7 =
4. ___ 5. __ 6. ___
8 8 6 6 10 10
► Add Mixed Numbers with Like Denominators

Add.
7. 3 8. 2 9. 5 10. 2
2__ 1__ 3__ 5__
5 5 8 3
1
+ 1__ 4
+ 3__ 3
+ 1__ 2
+ 2__
_5 _5 _8 _3
► Subtract Mixed Numbers with Like Denominators

Subtract.
11. 6 12. 2 13. 1 14. 1

5__ 6__ 4__ 5__
8 8 5 6
3 5
- 4__ 3
- 1__ 4
- 3__
- 3__
_8 _8 _5 _6
Explain each solution.

7+2=9 6+2=8 11 + 2 = 13
5 5 5
15. 6__ 59
2 = __ 16. 6__ 58
2 = __ 17. 5 13
2 = ___
6___
7 7 6 6 11 11
5 = __
- 1__ 15 5 = __
- 1__ 15 5 = ___
- 1___ 15
__77 __66 ___11 11
4 3 8
4__ 4__ 4___
7 6 11
UNIT 6 LESSON 5 Add and Subtract Mixed Numbers with Like Denominators 209
6-5 Name Date
Class Activity
Dear Math Students,
Here is a subtraction problem that I tried 3

to solve. 7__
8
5
- 1__
Is my answer correct? If not, please help _8
me understand why it is wrong. 2
6__
8
Your friend,
Puzzled Penguin
► Compare and Subtract

Compare each pair of mixed numbers using > or <. Then subtract
the lesser mixed number from the greater mixed number.
2 __ 8 __
19. 3__ ; 14 20. __ ; 22
5 5 9 9
1 __
;16
14 ___
21. ___ 22. 4__ ; 27
11 11 8 8
1 __
24. 10__ ; 72
23. 3__ ; 43
2 __ 3 3
6 6
210 UNIT 6 LESSON 5 Add and Subtract Mixed Numbers with Like Denominators
6-6 Name Date
Class Activity
► Practice with Fractions and Mixed Numbers

Write the fraction that will complete each equation.
4 = __
1 + 10 = ___
9 + 8 = __
4 +
1. 1 = __ 2. 1 = ___ 3. 1 = __
4 4 10 10 8 8
Write each fraction as a sum of fractions in two different ways.
5 8
4. __ 5. ___
6 10
6 10
6. __ 7. ___
8 6
Write each fraction as a mixed number.
11 = 15 = 32 =
8. ___ 9. ___ 10. ___
8 6 5
Write each mixed number as a fraction.
2 = 1 = 11 =
11. 3__ 12. 1__ 13. 2___
5 4 12
Add or subtract.
2 + __
1 = 3 + __
6 = 3 =
4 - __
14. __ 15. __ 16. __
5 5 9 9 6 6
5 - __
2 = 7 + ___
1 = 10 - ___
4 =
17. __ 18. ___ 19. ___
7 7 12 12 10 10
9 + __
5 = 23 - ___
12 = 5 + __
3 =
20. __ 21. ___ 22. __
4 4 8 8 2 2
UNIT 6 LESSON 6 Practice with Fractions and Mixed Numbers 211

6-6 Name Date
Class Activity
► Practice with Fractions and Mixed Numbers (continued)

Add or subtract.
1 6 3
23. 3__ 24. 4__ 25. 1__
4 8 5
2
+ 5__ 3
- 3__ 2
+ 1__
_4 _8 _5
1 5 5
26. 4__ 27. 2___ 28. 10__
3 10 8
2
- 1__ 9
+ 4___ 7
- 3__
_3 __ 10 _8
Dear Math Students,

9
4__
This is a problem from my math homework. 8
My friend says my answer is not correct, 1
4__
but I can’t figure out what I did wrong. 8
5
− 1__
Can you help me find and fix my mistake?
_8
Your friend, 4
3__
8
Puzzled Penguin
212 UNIT 6 LESSON 6 Practice with Fractions and Mixed Numbers

6-6 Name Date
Class Activity

1
30. Daniel spent 1__ hours playing soccer on Saturday
3 4
__
and hour playing soccer on Sunday. How much
4
time did he spend playing soccer over the weekend?
3
31. A pitcher contains 4__ cups of juice. Antonio pours
5 8
__ cup into a glass. How much juice is left in the pitcher?
8
32. Shayna walked from school to the library. Then she

3
walked 1___ miles from the library to her apartment.
10 1
If she walked 2___ miles in all, how far did she walk
10
from school to the library?
1
33. The vet said Lucy’s cat Mittens weighs 7__ pounds.
4
2
__
This is 1 pounds more than Mittens weighed last year.
4
How much did Mittens weigh last year?
5
34. The width of a rectangle is 3__ inches. The length of the
6
4
__
rectangle is 1 inches longer than the width. What is the
6
length of the rectangle?
35. Choose one of the problems on this page. Draw a

model to show that your answer is correct.
UNIT 6 LESSON 6 Practice with Fractions and Mixed Numbers 213

6-6 Name Date
Class Activity

36. Make a mark anywhere on this line segment.
37. Measure the distance from the left end of the segment
to your mark to the nearest quarter inch.
38. Collect measurements from your classmates and record

them in the line plot below.
0 1 1 3 1 11 11 13 2 21 21 23 3 31 31 33 4
4 2 4 4 2 4 4 2 4 4 2 4
Distance (inches)
39. The range is the difference between the greatest value

and the least value. What is the range of the data?
40. Which distance value was most common?
41. Describe any interesting patterns in the data values.

For example, are there any large gaps? Are there
clusters of values?
214 UNIT 6 LESSON 6 Practice with Fractions and Mixed Numbers

6-7 Name Date
Class Activity
► A Whole Number Multiplied by a

Unit Fraction
The lunchroom at Mandy’s school serves pizza every
1
Friday. Each slice is __ of a pizza. Mandy eats one slice
4
every week.
To find the fraction of a pizza she eats in three weeks,

you can add or multiply.
1 + __
1 + __ 3
1 = __ 3
1 = __
__ or 3 ⋅ __
4 4 4 4 4 4
Solve each problem, first by adding and then by multiplying.

Show your work.
1. What fraction of a pizza does she 2. What fraction of a pizza does she
eat in five weeks? eat in eleven weeks?
Draw a model for each problem. Then solve.
1 = 1 = 1 =
3. 2 ⋅ __ 4. 6 ⋅ __ 5. 10 ⋅ __
3 5 8
Draw a model for each fraction. Then write each fraction

as the product of a whole number and a unit fraction.
3 = 8 =
6. __
5
⋅ __15 7. __
3
⋅ 12 =
8. ___
7
⋅
UNIT 6 LESSON 7 Multiply a Fraction by a Whole Number 215

6-7 Name Date
Class Activity
► A Whole Number Multiplied by a

Non-Unit Fraction
The lunchroom at Joe’s school serves sub
1
sandwiches every Thursday. Each slice is __ 1 + __
__ 1 = __
2
or 1 = __
2 ⋅ __ 2
2 6
of a sub. Joe eats two pieces, or __ of a 6 6 6 6 6
6
sandwich, every week.
Solve each problem, first by adding and then by

multiplying. Write your answer as a fraction.
Show your work.
9. What fraction of a sandwich does 10. What fraction of a sandwich does

Joe eat in three weeks? Joe eat in five weeks?
Week 1 Week 2 Week 3 Week 1 Week 2 Week 3
Week 4 Week 5
3 = 4 = 2 =
11. 4 ⋅ __ 12. 2 ⋅ __ 13. 5 ⋅ __
8 5 3
Solve. Write your answer as a fraction.
3 = 2 = 5 =
14. 8 ⋅ __ 15. 18 ⋅ __ 16. 10 ⋅ __
4 3 6
5 = 3 = 8 =
17. 4 ⋅ __ 18. 15 ⋅ ___ 19. 7 ⋅ __
7 10 9
216 UNIT 6 LESSON 7 Multiply a Fraction by a Whole Number

6-7 Name Date
Class Activity

20. The five members of the Sanchez family each drank

3
__ cup orange juice for breakfast. How much juice
4
did the family drink for breakfast altogether?
1
21. Stella ran __ mile. Brian ran 7 times as far as Stella.
2
How far did Brian run?

2
22. A banner has a length of 3 yards and a width of __ yard.
3
What is the area of the banner?
23. The 12 members of a volleyball team had a pizza party.

Each pizza was divided into 8 equal slices and each player
ate 3 slices. What fraction of a pizza did the team
eat altogether?
1
24. It took Eli’s mother __ hour to drive him to school. It
6
took Alex 4 times as long as this to walk to school.
How long did it take Alex to walk to school?
UNIT 6 LESSON 7 Multiply a Fraction by a Whole Number 217

6-7 Name Date
Class Activity
► Real World Problems (continued)

5
25. Ami has building bricks that are __ inch thick. She
8
makes a stack of 15 bricks. How tall is the stack?
3
26. A crepe recipe calls for __ cups of flour. A bread
4
recipe calls for four times this much flour. How
much flour is in the bread recipe?
7
27. The path around a park is ___ mile long. Nicolas ran
12
around the park 6 times along the path. How far did he run?
Dear Math Students,

I have so much homework! I have assignments in
math, science, and reading. I think each subject will
1
take _ hour. I tried to multiply to find the total time.
2
1 3
3•_=_
2 6
3 1
That can’t be right! I know _ is the same as _, so © Houghton Mifflin Harcourt Publishing Company
1 6 2
that is only _ hour.
2
What did I do wrong? How long will my homework
really take?
Your friend,
Puzzled Penguin
218 UNIT 6 LESSON 7 Multiply a Fraction by a Whole Number

6-8 Name Date
Class Activity
► Multiplication Practice
Write each fraction as a sum of unit fractions and as the
product of a whole number and a unit fraction.
4 = 5 =
1. __ 2. __
7 2
4 =
__ 5 =
__
7 2
2 = 6 =
3. __ 4. __
3 4
2 =
__ 6 =
__
3 4
1 = 2 =
5. 6 ⋅ __ 6. 6 ⋅ __
4 3
2 = 4 =
7. 3 ⋅ __ 8. 4 ⋅ __
9 5
Multiply. Write your answer as a mixed number or

a whole number, when possible.
3 = 5 =
9. 20 ⋅ ___ 10. 36 ⋅ __
10 9
2 = 1 =
11. 2 ⋅ ___ 12. 21 ⋅ __
12 3
3 = 7 =
13. 16 ⋅ __ 14. 11 ⋅ ___
8 10
UNIT 6 LESSON 8 Practice Multiplying a Fraction by a Whole Number 219

6-8 Name Date
Class Activity
► Real Word Problems Show your work.

Draw a model for each problem. Then solve. Write your answer
as a mixed number or a whole number, when possible.
5
15. Michelle has three textbooks. Each weighs __ pound.
8
What is the total weight of her textbooks?
2
16. Mark lived in a house in the suburbs with __ acre of land.
3
Then he moved to a farm in the country that had 6 times
this much land. How much land is on Mark’s farm?
Write an equation. Then solve. Write your answer as

a mixed number or a whole number, when possible.
17. A restaurant served quiche for lunch today. Each quiche

was cut into six pieces. The restaurant sold 59 pieces.
How many quiches is this?
7
18. Zahra’s dog Brutus weighed __ pound when he was
8
born. Now he weighs 60 times this much. How much
does Brutus weigh now?
19. Calvin made posters to advertise the school play.

11
The posters are 2 feet long and ___ foot wide.
12
What is the area of each poster?
220 UNIT 6 LESSON 8 Practice Multiplying a Fraction by a Whole Number

6-9 Name Date
Class Activity
► Practice Fraction Operations

Write each fraction as a sum of fractions in two
different ways.
3 = 7 =
1. ___ 2. __
10 7
4 = 5 =
3. __ 4. ___
5 12
Add or subtract.
5 + __
3 = 2 + ___
1 = 3 =
7 - __
5. __ 6. ___ 7. __
8 8 10 10 9 9
8. 7 9. 2 10. 1
6___ 5__ 7__
10 3 6
4
- 1___ 1
+ 4 __ 2
- 3__
__ 10 _3 _6
11. 4 12. 4 13. 7

12__ 1__
9 5 1
5 3
- 1__
+ 10__ + 1__ _4
__9 _5
Multiply. Write your answer as a mixed number

or a whole number, when possible.
1 = 2 = 3 =
14. 7 ⋅ ___ 15. 4 ⋅ __ 16. 5 ⋅ __
10 9 5
3 = 5 = 5 =
17. 12 ⋅ __ 18. 7 ⋅ __ 19. 10 ⋅ __
4 8 6
UNIT 6 LESSON 9 Mixed Practice 221

6-9 Name Date
Class Activity

4
20. Dimitri rode his bike 32 miles yesterday. He rode 12__ miles
5
before lunch and the rest of the distance after lunch.
How far did he ride after lunch?
21. Ms. Washington is taking an accounting class. Each class

3
is __ hour long. If there are 22 classes in all, how many
4
hours will Ms. Washington spend in class?
22. Elin bought a large watermelon at the farmer’s market.

5
She cut off a 5__ -pound piece and gave it to her
8 5
neighbor. She has 11__ pounds of watermelon left.
8
How much did the whole watermelon weigh?
3 2
23. A recipe calls for __ cup of whole wheat flour, 1__ cups of white
3 4 4
__
flour, and cup of rye flour. How much flour is this in all?
4
2
24. Henri spent a total of 3__ hours working on his science
5 6
__ © Houghton Mifflin Harcourt Publishing Company
project. Kali spent 1 hours working on her science
6
project. How much longer did Henri work on his project?
5
25. Mr. Friedman’s baby daughter is __ yard long. Mr. Friedman’s
9
height is 4 times this much. How tall is Mr. Friedman?
1
26. A track is __ mile long. Kenny ran around the track 21 times.
4
How far did Kenny run in all?
222 UNIT 6 LESSON 9 Mixed Practice

6-10 Name Date
Class Activity
► Math and Vegetarian Pizza Farms

A pizza farm is a circular region of land divided into
eight pie-shaped wedges or slices, such as those you
would see in a pizza. There are hundreds of such farms
across the United States. At a vegetarian pizza farm, each
wedge or slice grows a different vegetarian ingredient
used to make a pizza. Some things you might find on
a vegetarian pizza farm include wheat, fruit, vegetables
vegetables, Italian herbs, and dairy cows. wheat
Italian
vegetables herbs
vegetables fruit
dairy fruit
cows
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Digital Vision/Getty Images

A farmer created a vegetarian pizza farm with these wedges
3 1 2
or slices: __ for vegetables, __ for wheat, __ for fruit,
1 8 1 8 8
__ __
for dairy cows, and for Italian herbs.
8 8
1. What fraction of the farm is made up of fruit
or vegetables?
2. What fraction of the farm is not made up of wheat?
3. Which wedge of the farm is bigger, the wedge for

fruit or the wedge for Italian herbs? Explain.

6-10 Name Date
Class Activity

4. On Monday, two of the workers at the pizza farm
each filled a basket with ripe tomatoes. Miles
1
picked 15__ pounds of tomatoes, and Anna picked
5 6
__
13 pounds of tomatoes. How many more pounds
6
of tomatoes did Miles pick than Anna?
For Problems 5–6, use the line plot to solve.

After a field trip to a vegetarian pizza farm,
Mrs. Cannon asked each of her students to use
some of their study time to research different
vegetarian ingredients for pizzas. The line plot
below shows the amount of time each student
spent researching during study time.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © PhotoDisc/Getty Images

1 2 3 4 5
5 5 5 5 5
Time Spent Researching

During Study Time (in hours)
3
5. How many students spent at least __ hour
5
researching? Explain how you know.
6. How many hours in all did the students who

2
researched for __ hour spend researching?
5
Write a multiplication equation to solve.

UNIT 6 Name Date
Review/Test
VOCABULARY
numerator
mixed number
► Vocabulary unit fraction
1. A fraction that represents one equal part of a whole

is a(n) . (Lessons 6-1)
2. A number that consists of a whole number and

a fraction is a(n) . (Lesson 6-4)

3. Explain how to change ___
11
4
to a mixed number. (Lesson 6-4)
4. Elias says the problem below is an addition problem.

Vladmir says it is a multiplication problem. Explain why
both boys are correct. (Lessons 6-3, 6-7)
Milo practices piano __

2
hour every day. How many
3
hours does he practice in 3 days?
Complete. (Lessons 6-1, 6-2, 6-3)

3 = __ 3 = __ 6 = __
5. __
5
1 + __
5
1 +
5
6. __ 2 +
7. __ 4 +
3 3 8 8
Write each fraction as a product of a whole number and a

unit fraction. (Lessons 6-7, 6-8, 6-9)
3 = 5 =
8. __ 9. __
8 6
Multiply. (Lesson 6-7, 6-8, 6-9)
10. 6 ⋅ __
1 =
5
11. 9 ⋅ __
1 =
3
3 =
12. 12 ⋅ __
4
13. 5 ⋅ __
2 =
3
UNIT 6 TEST 225

UNIT 6 Name Date
Review/Test
Solve. (Lessons 6-3, 6-4, 6-5, 6-6)

5 =
14. __
2 + __
5
1 =
5
15. __
7 - __
2 =
16. ___
12 + __
8 8 3 3
5 - __
17. __ 4 =
18. 6___ 53 =
4 - ___ 3 + __
19. 4__
4
3 14 =
6 6 10 10
20. 6__
4 21. 5
5__ 22. 3
8 8
6
+ 2__ - 1__
7 - 1__
2
_8 _8 _5
► Problem Solving
Draw a model. Then solve.
23. There is _34_ gallon of punch in a bowl. Katie added some

punch. Now there is 2_14_ gallons in the bowl. How much
did Katie add? (Lessons 6-5, 6-6, 6-9)
24. Raul ran _45_ mile on Tuesday. He ran 4 times this far
on Saturday. How far did Raul run on Saturday?
(Lessons 6-7, 6-8, 6-9)
25. The line plot shows the lengths of the

beads Rachel bought at the bead store t © Houghton Mifflin Harcourt Publishing Company
t t
today. What is the difference in length t t t
t t t t
between the shortest bead and the t t t t t t
longest bead? (Lessons 6-6) 0 1 1 3 1 1
1 1
1
3
1
4 2 4 4 2 4
Bead Lengths (inches)
226 UNIT 6 TEST

Dear Family,
Family Letter
In Lessons 1 through 7 of Unit 7 of Math Expressions, your child
will build on previous experience with fractions. Your child will
use both physical models and numerical methods to recognize and
to find fractions equivalent to a given fraction. Your child will also
compare fractions and mixed numbers, including those with like
and unlike numerators and denominators.
By using fraction strips students determine how to model and
compare fractions, and to find equivalent fractions. Your child
will also learn how to use multiplication and division to find
equivalent fractions.
Examples of Fraction Bar Modeling:
Fraction Comparisons Equivalent Fractions
1 1 2 1
– < – – = –
3 2 8 4
Your child will be introduced to the number-line model for

fractions. Students name fractions corresponding to given lengths
on the number line and identify lengths corresponding to given
fractions. They also see that there are many equivalent fraction
names for any given length.
Your child will apply this knowledge of fractions to word
problems and in data displays.
Thank you.
Sincerely,
Lessons 1–7 of this unit include the Common Core Standards for Mathematical Content for Number
and Operations—Fractions, 4.NF.1, 4.NF.2, 4.NF.5, 4.MD.4, and all Mathematical Practices.
UNIT 7 LESSON 1 Compare Fractions 227

Name Date
1 1
1 1
1 1 2
2 2 2
1 1 1 3
3 3 3 3
1 1 1 1 4
4 4 4 4 4
1 1 1 1 1 5
5 5 5 5 5 5
1 1 1 1 1 1 6
6 6 6 6 6 6 6
1 1 1 1 1 1 1 7
7 7 7 7 7 7 7 7
1 1 1 1 1 1 1 1 8
8 8 8 8 8 8 8 8 8
1 1 1 1 1 1 1 1 1 9
9 9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1 10
10 10 10 10 10 10 10 10 10 10 10
1 1 1 1 1 1 1 1 1 1 1 11
11 11 11 11 11 11 11 11 11 11 11 11
1 1 1 1 1 1 1 1 1 1 1 1 12
12 12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1 1 1 1 1 1 1 1 13
13 13 13 13 13 13 13 13 13 13 13 13 13 13
1 1 1 1 1 1 1 1 1 1 1 1 1 1 14
14 14 14 14 14 14 14 14 14 14 14 14 14 14 14
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 15
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 16
16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 17
17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17 17
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 18
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 19
19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19 19
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20
20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20 20
UNIT 7 LESSON 1 Compare Fractions 228A

Compare Fractions
UNIT 7 LESSON 1
228B
Estimada familia:
Carta a la familia
En las lecciones 1 a 7 de la Unidad 7 de Math Expressions, el niño
ampliará sus conocimientos previos acerca de las fracciones. Su
niño usará modelos físicos y métodos numéricos para reconocer
y hallar fracciones equivalentes para una fracción dada. También
comparará fracciones y números mixtos, incluyendo aquellos que
tengan numeradores y denominadores iguales o diferentes.
Usando tiras de fracciones, los estudiantes determinarán cómo
hacer modelos y comparar fracciones y cómo hallar fracciones
equivalentes. Además, aprenderán cómo usar la multiplicación y
división para hallar fracciones equivalentes.
Ejemplos de modelos con barras de fracciones:
Comparar fracciones Fracciones equivalentes
1 1 2 1
– < – – = –
3 2 8 4
Su niño estudiará por primera vez el modelo de recta numérica

para las fracciones. Los estudiantes nombrarán las fracciones que
correspondan a determinadas longitudes en la recta numérica e
identificarán longitudes que correspondan a fracciones dadas.
También observarán que hay muchos nombres de fracciones
equivalentes para una longitud determinada.
Su niño aplicará este conocimiento de las fracciones en problemas
y en presentaciones de datos.
conmigo.

Atentamente,
Las lecciones 1 a 7 de esta unidad incluyen los Common Core Standards for Mathematical Content
for Number and Operations—Fractions, 4.NF.1, 4.NF.2, 4.NF.5, 4.MD.4 and all Mathematical Practices.
228 UNIT 7 LESSON 1 Compare Fractions

7-1 Name Date
Class Activity
► Practice Comparing Fractions

Circle the greater fraction. Use fraction strips if you need to.
1
___ 1
__ 3
__ 1
__
1. or 2. or
12 2 8 8
3. 2
__ 2
or __ 4. 1
__ 1
or __
5 6 3 5
4
___ 5 7 5
5. or ___ 6. ___ or ___
12 12 10 10
1
__ 2 3 3
7. or __ 8. __ or __
3 3 6 8
Write > or < to make each statement true.
3 3
__ 3 3
__
9. ___ 10. __
10 8 6 5
8 8
___ 2 3
__
11. ___ 12. __
10 12 6 6
7 7
__ 5 4
____
13. ___ 14. ____
10 8 100 100
Dear Math Students,

2
Yesterday, my family caught a large fish. We ate _
6
2
of the fish. Today, we ate _ of the fish. I told my
4
mother that we ate more fish yesterday than today
2 2
because 6 is greater than 4, so _ is greater than _ .
6 4
My mother told me I made a mistake.
Can you help me to figure out what my mistake was?
Your friend,
Puzzled Penguin
UNIT 7 LESSON 1 Compare Fractions 229

7-1 Name Date
Class Activity
► Make Sense of Problems

16. Explain how to compare fractions with the same
denominator but different numerators.
17. Explain how to compare fractions with the same

numerator but different denominators.
Solve.
18. Bao kept a list of the birds that visited his bird feeder
2 2
in one day. He noticed that __ were finches and __ were
5 6
wrens. Did more finches or more wrens visit the bird
feeder? Tell how you know.
3
19. Mariel had a box of baseball cards. She kept __
5 8
of the cards and gave __ of the cards to Javier.
8
Who had more of the cards? Explain.
10 ___
20. Write the fractions ___ , 5 , and ___
7
in order from
12 12 12
least to greatest.
230 UNIT 7 LESSON 1 Compare Fractions

7-2 Name Date
Class Activity
► Discuss Number Lines

The number line below shows the fourths between 0 and 1.
Discuss how the number line is like and unlike the fraction
bar above it.
1
– 1
– 1
– 1
–
4 4 4 4
0
– 1
– 2
– 3
– 4
–
4 4 4 4 4
These number lines are divided to show different fractions.

0 1 2 3 4 5 6 7 8 10
– – – – – – – – – –
2 2 2 2 2 2 2 2 2 2
1 1 1 1 a
0 –
2 1 1–2 2 2 –2 3 3 –2 4 5
0 1 2 3 4 6 7 8 9 10 12 13 14 15 16 18 19 20
– – – – – – – – – – – – – – – – – –
4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4
1 2 3 b 2 3 1 2 c 1 2 3 d 2 3
0 –
4
–
4
–
4 1 1–4 1–4 2 2 –4 2 –4 3 3 –4 3 –4 3 –4 4 4 –4 4 –4 5
0 4 8 12 16 20 24 28 32 36 40
– – – – – – – – – – –
8 8 8 8 8 8 8 8 8 8 8
e 4 f 4 4 g 4 h 4
0 –
8 1 1–8 2 2 –8 3 3 –8 4 4 –8 5
3 5 15 20 10 24 4 3
1. __ __ 2. ___ ___ 3. ___ ___ 4. 2 __ 1 __
4 2 4 8 4 8 8 4
► Identify Points
5. Write the fraction or mixed number for each lettered
point above.
a. b. c. d.
e. f. g. h.
UNIT 7 LESSON 2 Fractions on the Number Line 231

7-2 Name Date
Class Activity
► Number Lines for Thirds and Sixths

Tell how many equal parts are between zero and 1.
Then write fraction labels above the equal parts.
6.
a b c
0 1 2 3 4 5
7.
d e f
0 1 2 3 4 5
8.
0 g 1 h 2 3 i 4 5

4 7 8 18 5 2
9. __ __ 10. __ ___ 11. 3__ 3__
3 6 3 6 6 3
► Identify Points
12. Write the fraction or mixed number for each lettered
point above. Describe any patterns you see with the class.
a. b. c.
d. e. f.
g. h. i.
Mark and label the letter of each fraction or
mixed number on the number line.
13.
0 1 2 3 4 5 6
1 7 2 1
a. __ b. ___ c. 1 __ d. 2 __
5 10 5 2
3 2 9 1
e. 3 ___ f. 4 __ g. 4 ___ h. 5__
10 5 10 2
232 UNIT 7 LESSON 2 Fractions on the Number Line

7-2 Name Date
Class Activity
► Fractions and Benchmarks

Decide if each fraction is closer to 0 or closer to 1.
Write closer to 0 or closer to 1.
0 1 1
2
1 3 7
14. __ 15. __ 16. __
4 4 8
5 11 7 1 3 1
17. __ ___ 18. ___ __ 19. __ __
8 12 12 8 8 6
Dear Math Students,

5
I am baking cookies. My recipe calls for _
1 8
pound of walnuts. Walnuts come in _-pound
2
bags and 1-pound bags. My friend says
5 1
that _ is closer to _ than it is to 1, so I
8 1 2
should buy a _-pound bag. I think my
2
friend is wrong.
Do you agree with me or with my friend?

Can you help me decide what size bag of
walnuts I should buy?
Your friend,
Puzzled Penguin
UNIT 7 LESSON 2 Fractions on the Number Line 233

7-2 Name Date
Class Activity
► Use Benchmarks
The list below shows a variety of cooking ingredients

and amounts.
Ingredients and Amounts (c = cup)

5 5
wheat flour –1 __ c white flour– 1__ c
8 6
1 3
sugar –1 __ c cornstarch– __ c
8 8
4 2
oat bran –1__ c water– __ c
5 6
1 1
Decide if each amount is closer to __ cup, 1 __ cups, or 2 cups.
1 1 2 2
__ __
Write closer to c, closer to 1 c, or closer to 2 c.
2 2
21. wheat flour 22. white flour
23. sugar 24. cornstarch
25. oat bran 26. water
Decide which ingredient represents a greater amount.
27. sugar or water
28. sugar or wheat flour

29. cornstarch or sugar
30. wheat flour or white flour
31. sugar or oat bran
32. oat bran or white flour
234 UNIT 7 LESSON 2 Fractions on the Number Line

7-3 Name Date
Class Activity
► Compare Fractions of Different-Size Wholes

Jon and his five friends want sandwiches. They make two
sandwiches: one on a short loaf of bread and one on a
longer loaf. Jon cuts each sandwich into 6 pieces. His friends
think the pieces are not the same size.
1. Are Jon’s friends correct? Explain. 2. What can Jon do to make sure
everyone gets the same
amount of food?
Hattie’s dad orders one small, one medium, and one large
pizza. He divides each pizza into 8 equal pieces. Hattie takes
1
__ 1
of the small pizza and her friend takes __ of the large pizza.
8 8
3. Hattie says she has less pizza than her friend. Is she
correct? Explain.
4. What do these problems tell us about fractions?
UNIT 7 LESSON 3 Fractions of Different-Size Wholes 235

7-3 Name Date
Class Activity
► Fraction Word Problems

5. A shelter had 4 spaniel puppies and 6 beagle
1
puppies. Jack adopted __ of the spaniel puppies, and
1 2
__
Carmen adopted of the beagle puppies. Who
2
adopted more puppies? How do you know?
6. Julio planted 16 daisies and 10 sunflowers. His

neighbor’s goat ate 5 daisies and 5 sunflowers. Did
the goat eat a greater fractional part of the daisies or
the sunflowers? Explain.
7. A fruit market sells two different packages of

oranges. Bags contain 12 oranges, and boxes contain
15 oranges. Both packages cost $3.00. Which package
is a better buy? Why?
8. The fourth grade has three running teams. Each

1 1
team has 12 runners. In a race, __ of Team A, __ of
4 3
1
__
Team B, and of Team C passed the first water stop
6
at the same time. Which team had the most runners
at the first water stop at that time? Explain.
236 UNIT 7 LESSON 3 Fractions of Different-Size Wholes

7- 4 Name Date
Class Activity
VOCABULARY Y
equivalent fractions
► Equivalent Fractions
Read and discuss the problem situation.
Luis works summers at Maria’s Fruit Farm. One day, Maria

2
agreed to give Luis extra pay if he could sell __ of her supply
3
of peaches. They started with 12 bags of peaches, and Luis
sold 8 of them.
8
1. Luis said to Maria, “Eight bags is ___ of the 12 bags you
2 12 8
wanted to sell. I think is the same as ___
__ . I can show
3 12
you why.” Luis made this drawing. Did Luis earn his pay?
1 1 1
– – –
3 3 3
1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12
2 8
– = —
3 12
Two fractions that represent the same part of a whole are

2 8
equivalent fractions. The fractions __ and ___ are equivalent.
3 12
2. Maria said, “You are just fracturing each third into
4 twelfths. You can show what you did using numbers.”

Here’s what Maria wrote:
2 = 2
__ ×4
_____ 8
= ___
3 3×4 12
Discuss what Maria did. How does multiplying the numerator
and denominator by 4 affect the fraction?
UNIT 7 LESSON 4 Equivalent Fractions Using Multiplication 237

7- 4 Name Date
Class Activity
► Use Fraction Bars to Find Equivalent Fractions

3. How do these fraction bars show equivalent fractions
1
for __ ?
3
1 1 1
– – –
3 3 3
1 1 1 1 1 1
– – – – – –
6 6 6 6 6 6
1 1 1 1 1 1 1 1 1
– – – – – – – – –
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — — — — —
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — — — — — — — —
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
1
4. You can show how to find fractions equivalent to __
3
numerically. Fill in the blanks and finish the equations.
Then explain how these fraction equations show
2 equal parts 3 equal parts 4 equal parts equal parts equal parts
×2 ×3 × × ×
1 ×2
_____ 2 ×
1_____ ×
1_____ ×
1_____ ×
1_____
= __ = __ = ___ = ___ = ___
×
3 2 6 3× 9 3× 12 3× 15 3× 18
5. Tell whether the fractions are equivalent.

1 2 3 5 6 8
a. __ and ___ b. __ and __ c. ___ and ___
6 12 6 9 12 15
238 UNIT 7 LESSON 4 Equivalent Fractions Using Multiplication

7- 4 Name Date
Class Activity
► Use a Multiplication Table to Find Equivalent Fractions

The table on the right shows part of the multiplication
1
table at the left. You can find fractions equivalent to __
3
by using the products in the rows for the factors 1 and 3.
×6
× 1 2 3 4 5 6 7 8 9 10 × 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10 1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30 3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50 1 × 6 = ___
_____ 6
3×6 18
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70 6 ÷ 6 = __
______ 1
18 ÷ 6 3
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
1 1 1
– – –
3 3 3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — — — — — — — —
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
Complete each fraction equation. Look in the top row of the table above
to find the multiplier.

× = ___ × = ___ × = __
6. 1_____ 4
7. 1_____ 9
8. 1_____ 2
3× 12 3× 27 3× 6
1× 3 3× 30 ×
9. _______
×
= ___ 10. _______
×
= ____ 11. 5_____
×
30
= ___
4 12 10 100 8 48
12. Tell whether the fractions are equivalent.

3 12 1 5 9 90
a. __ and ___ b. __ and ___ c. ___ and ____
4 16 2 12 10 100
UNIT 7 LESSON 4 Equivalent Fractions Using Multiplication 239

7- 4 Name Date
Class Activity
Dear Students,
2
I tried to find a fraction equivalent to _ .
3
Here’s what I wrote.
2 _
_ =5
3 6
Is my answer correct? If not, please help
me understand why it is wrong.
Thank you.
Puzzled Penguin
► Practice
Find a fraction equivalent to the given fraction.
1 1 ×2 2 3 3 ×3 9
14. __ _____
×
= ___ 15. __ _____
×
= ___
4 4 2 8 8 3

3 3
16. ___ 17. __
10 4
4 7
18. __ 19. ___
5 12
5 7
20. __ 21. __
6 8
22. Write two fractions with the denominator 100:

1 7
one equivalent to __ and one equivalent to ___ .
4 10
240 UNIT 7 LESSON 4 Equivalent Fractions Using Multiplication

7-5 Name Date
Class Activity
VOCABULARY
simplify
► Simplify Fractions
Simplifying a fraction means finding an equivalent
fraction with a lesser numerator and denominator.
Simplifying a fraction results in an equivalent fraction
with fewer but greater unit fractions.
1. Maria had 12 boxes of apricots. 2. Group the twelfths to form an

She sold 10 of the boxes. Write equivalent fraction with a lesser
the fraction of the boxes sold, and denominator. Show the new fraction
lightly shade the twelfths fraction by dividing, labeling, and lightly
bar to show this fraction. shading the blank fraction bar.
Fraction sold: Fraction sold:
1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12
3. In Problem 2, you formed groups 4. Show how you can find the
of twelfths to get a greater unit equivalent fraction by dividing
fraction. How many twelfths are in the numerator and denominator
each group? In other words, what is by the group size.
the group size?
10 ÷
10 = _______ = ____
___
12 12 ÷
Use what you know to find these equivalent fractions.

You may want to sketch a thirds fraction bar below the
two fraction bars above.
8 = ____ = ____ 4 = ____ = ____ 20 = ____ = ____ =

5. ___ 6. ___ 7. ___ ____
12 6 3 12 6 3 12 6 3 3
UNIT 7 LESSON 5 Equivalent Fractions Using Division 241

7-5 Name Date
Class Activity
► Use Fraction Bars to Find Equivalent Fractions

8. Look at the thirds bar. Circle enough unit fractions
1
on each of the other bars to equal __ .
3
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — — — — — — — —
18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18 18
1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — — — — —
15 15 15 15 15 15 15 15 15 15 15 15 15 15 15
1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12
1 1 1 1 1 1 1 1 1
– – – – – – – – –
9 9 9 9 9 9 9 9 9
1 1 1 1 1 1
– – – – – –
6 6 6 6 6 6
1 1 1
– – –
3 3 3
9. Discuss how the parts of the fraction bars you circled

show this chain of equivalent fractions. Explain how
1
each different group of unit fractions is equal to __.
3
6
___ = 5
___ = 4
___ = 3
__ = 2
__ = 1
__
18 15 12 9 6 3
10. Write the group size for each fraction in the chain of
equivalent fractions. The first one is done for you.
11. Complete each equation by showing how you use group

size to simplify. The first one is done for you.
6 ÷ 6 = __
1 5 ÷1 4÷ 1
______ ________ = __ ________ = __
18 ÷ 6 3 15 ÷ 3 12 ÷ 3
3÷ 1 2 ÷ 1
_______ = __ _______ = __
9÷ 3 6÷ 3
242 UNIT 7 LESSON 5 Equivalent Fractions Using Division

7-5 Name Date
Class Activity
► Use a Multiplication Table to Find Equivalent Fractions

Multiplication table rows show relationships among
12. What happens to the fractions as you move from right to

left? How does the size of the unit fraction change? How
does the number of unit fractions change?
× 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
Simplify fractions.
3 3 6 9 12 15 18 21 24 27 30 ___ 5÷5
5 = ______ 1
= __
15 15 ÷ 5 3
13. What happens to the fractions as you move from left to

right? How does the size of the unit fraction change?
How does the number of unit fractions change?
× 1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
Unsimplify fractions.
3 3 6 9 12 15 18 21 24 27 30 1 = 1
__ ×5
_____ 5
= ___
3 3×5 15
UNIT 7 LESSON 5 Equivalent Fractions Using Division 243

7-5 Name Date
Class Activity
► Use a Multiplication Table to Find Equivalent

Fractions (continued)
Here are two more rows from the multiplication table moved
together. These rows can be used to generate a chain of
4
fractions equivalent to __ .
8
Complete each equation.
× 1 2 3 4 5 6 7 8 9 10
4× 4×
14. ______
×
= 15. ______
×
=
8 8
4 4 8 12 16 20 24 28 32 36 40
20 ÷ 36 ÷
16. ______
÷
= 17. ______
÷
=
40 72
8 8 16 24 32 40 48 56 64 72 80
12 ÷ 24 ÷
18. ______
÷
= 19. ______
÷
=
24 48
Complete each chain of equivalent fractions.

1 = __ = __
20. __ 21. __ = ___ = ___
2 4 8 5 10 20
22. __ = __ = ___ 23. __ = __ = __

3 6 12 2 4 8
► Practice Simplifying Fractions

Simplify each fraction.
8 ÷ = ÷
24. ______
÷
25. 6_____
÷
=
10 8
÷ ÷
26. 15
______
÷
= 27. 10
______
÷
=
40 12
8÷ = ÷
28. ______
÷
29. 20
______
÷
=
12 30
40 ÷ 75 ÷ =
30. ________
÷
= 31. _______
÷
100 100
Complete each chain of equivalent fractions.

16 = __ = __
32. ___ 33. ___ = ___ = __
8 4 2 20 10 5
34. ___ = __ = __ 35. __ = __ = __
12 6 3 8 4 2
244 UNIT 7 LESSON 5 Equivalent Fractions Using Division

7-6 Name Date
Class Activity
► Compare Fractions Using Fraction Strips and

Number Lines
1. Use the number lines to compare the fractions
4
__ 7
and ___ .
5 10
0 1 2 3 4 1
5 5 5 5
0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
2. Use the fraction strips to compare the fractions

3
__ 5
and __ .
4 6
1 1 1 1
4 4 4 4
1 1 1 1 1 1
6 6 6 6 6 6
1 1 1 1 1 1 1 1 1 1 1 1
— — — — — — — — — — — —
12 12 12 12 12 12 12 12 12 12 12 12
Compare. Write >, <, or =.

3 7 3 7 3 6
3. __ ___ 4. __ ___ 5. __ ___
4 12 5 12 5 10
2 3 4 1 2 3
6. __ __ 7. ___ __ 8. ___ __
5 6 10 5 10 8
UNIT 7 LESSON 6 Compare Fractions with Unlike Denominators 245

7-6 Name Date
Class Activity
VOCABULARY
common denominator
► Compare Fractions Using

Common Denominators
You can compare two fractions with different
denominators by writing equivalent fractions that
use the same unit fraction. The fractions will have a
common denominator. You can use different strategies
to do this. The ones shown below depend on how the
denominators of the two fractions are related.
3 5
Case 1: One denominator is a factor of the Example Compare __ and ___.
5 10
other.
Use 10 as the common denominator.
Possible Strategy: Use the greater 3×2
_____ 6
= ___
5×2 10
denominator as the common denominator.
6
___ 5 3 5
> ___, so __ > ___.
10 10 5 10
5 4
Case 2: The only number that is a factor of Example Compare __ and __ .
8 5
both denominators is 1.
Use 5 × 8, or 40, as the common
Possible Strategy: Use the product of the denominator.
denominators as the common denominator. 5×5
_____ 25 4×8 32
= ___ _____ = ___
8×5 40 5×8 40
25
___ 32 5 4
< ___, so __ < __.
40 40 8 5
5 7
Case 3: There is a number besides 1 that is a Example Compare __ and ___.
8 12
factor of both denominators. © Houghton Mifflin Harcourt Publishing Company
24 is a common multiple of 8 and 12. Use 24
Possible Strategy: Use a common as the common denominator.
denominator that is less than the product of 5×3
_____ 15 7×2 14
= ___ ______ = ___
8×3 24 12 × 2 24
the denominators.
15
___ 14 5 7
> ___, so __ > ___.
24 24 8 12
Compare. Write >, <, or =.

3 2 10 5 3 8
9. __ __ 10. ___ __ 11. __ ___
5 3 12 6 4 10
4 75 5 3 2 7
12. __ ____ 13. __ __ 14. __ ___
5 100 8 5 3 10
246 UNIT 7 LESSON 6 Compare Fractions with Unlike Denominators

7-6 Name Date
Class Activity
Dear Math Students,
My brother had a bowl of cherries to share.

3 2
My brother ate _ of the cherries. I ate _ of the
8 5
cherries. I wrote two fractions with a common
denominator and compared them.
3 = ___
_____ 3 and _____
2 = ___
2
8 × 5 40 5× 8 40
3 > ___
___ 3 > __
2 , so __ 2.
40 40 8 5
I don’t think my brother was fair. He had more than

I did! Do you agree?
Your friend,
Puzzled Penguin

► Practice
Compare.
3 5 10 7 2 1
16. __ ___ 17. ___ __ 18. __ __
6 10 12 8 6 5
3 1 3 25 6 2
19. __ __ 20. ___ ____ 21. ___ __
8 4 10 100 12 3
2 35 5 9 45 5
22. __ ____ 23. ___ ___ 24. ____ ___
5 100 12 10 100 10
4 11 3 6 11 9
25. __ ___ 26. ___ __ 27. ___ ___
5 12 12 8 12 10
UNIT 7 LESSON 6 Compare Fractions with Unlike Denominators 247

7-6 Name Date
Class Activity
► Practice (continued)
28. Alexi and Kirsti are painting a fence around their
3
garden. Alexi has painted __ of the fence. Kirsti has
5 8
painted ___ of the fence. Who has painted more of
12
the fence?
29. Esther and Lavinia have the same math homework.

7
Esther has finished __ of the homework. Lavinia has
3 8
__
finished of the homework. Who has finished more
5
of the homework?
30. Avram and Anton live on the same street. Avram’s

3
house is __ mile from the school. Anton’s house is
4
7
___ mile from the school. Which boy’s house is a
10
greater distance from the school?
25
31. Leola is reading a book. On Friday, she read ____ of
3 100
the book. On Saturday, she read __ of the book.
8
On which day did she read more of the book?
► Adding Fractions
Add.
2 3 17 7 9 33
32. ___ + ____ = 33. ____ + ___ = 34. ___ + ____ =
10 100 100 10 10 100
248 UNIT 7 LESSON 6 Compare Fractions with Unlike Denominators

7-7 Name Date
Class Activity
► Use Line Plots to Solve Problems

A line plot is a graph that shows data using a number line.
Mateo wants to bake raisin bread. He has several recipes
that each make one loaf of bread. The line plot shows the
numbers of cups of sugar in the recipes.
t t
t t t
t t t
t t t t
1 3 1 5 3
0 1
4 8 2 8 4
Cups of Sugar
1. How many recipes for raisin bread does Mateo have?
1
2. How many of the recipes have more than __ cup of sugar?
2
3. What is the least amount of sugar in any recipe?
4. How much less sugar is in a recipe with the least sugar

than in a recipe with the most sugar?
5
5. Mateo wants to try all the recipes with exactly __ cup of
8
sugar. How much sugar does he need?
6. How much sugar would you expect any recipe for raisin
bread to need? Explain your thinking.
UNIT 7 LESSON 7 Fractions and Line Plots 249

7-7 Name Date
Class Activity

Mai cut up strips of color paper to make a collage. The Length Number
lengths of the unused pieces are shown in the table. (in inches) of Pieces
1
__
7. Make a line plot to display the data. 4
2
5
__ 2
8
3
__ 2
4
7
__ 3
8
0 1 5 3 7 1 1 1 1
2 8 4 8
1
8
1
4 1__ 2
4
Paper Lengths (in inches)
8. Mai placed the shortest pieces in a row end to end.

How long was the row?
A group of students measured the widths of their Width Number of

hands. The measurements are shown in the table. (in inches) Students
9. Make a line plot to display the data. 2_1_ 1

4
3
2__ 2
8
1
2__ 2
2
5
2__ 4
8
3
1 3 1 5 3 7 2__ 2
0 2 2 2 2 2 2 4
4 8 2 8 4 8
7
Hand Width (in inches) 2__ 1
8
10. What is the difference between the width of the

widest hand and the most common hand width?
11. Write a problem you could solve by using the line plot.
250 UNIT 7 LESSON 7 Fractions and Line Plots

Dear Family,
Family Letter
In this unit, your child will be introduced to decimal numbers.
Students will begin by using what they already know about
pennies, dimes, and dollars to see connections between
fractions and decimals.
Students will explore decimal numbers by using bars divided into
tenths and hundredths. They will relate decimals to fractions,
which are also used to represent parts of a whole.
1 1 1 1 1
— + 0.1 + — + 0.1 + — + 0.1 + — + 0.1 + — + 0.1
10 10 10 10 10
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
10 20 30 40 50 60 70 80 90 100
— — — — — — — — — —
100 100 100 100 100 100 100 100 100 100
0 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00
Students will read, write, and model decimal numbers. They

will also learn to combine whole numbers with decimals. They
will work with numbers such as 1.72 and 12.9. Students will also
compare decimal numbers with other decimal numbers.
Students will apply their understanding of decimal concepts when
they compare decimals.
Comparing Decimals Adding a zero

makes the
6.8 3.42 6.80 > 3.42 numbers easier
to compare.
Please call if you have any questions or comments.

Thank you.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Number and Operations–Fractions,
and Measurement and Data, 4.NF.1, 4.NF.2, 4.NF.6, 4.NF.7, 4.MD.2, 4.MD.4, and all Mathematical Practices.
UNIT 7 LESSON 8 Relate Fractions and Decimals 251

Estimada familia:
Carta a la familia
En esta unidad, se presentarán los números decimales. Para
comenzar, los estudiantes usarán lo que ya saben acerca de las
monedas de un centavo, de las monedas de diez y de los dólares,
para ver cómo se relacionan las fracciones y los decimales.
Los estudiantes estudiarán los números decimales usando barras
divididas en décimos y centésimos. Relacionarán los decimales con
las fracciones que también se usan para representar partes del
entero.
1 1 1 1 1
— + 0.1 + — + 0.1 + — + 0.1 + — + 0.1 + — + 0.1
10 10 10 10 10
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
10 20 30 40 50 60 70 80 90 100
— — — — — — — — — —
100 100 100 100 100 100 100 100 100 100
0 0.10 0.20 0.30 0.40 0.50 0.60 0.70 0.80 0.90 1.00
Los estudiantes leerán, escribirán y representarán números

decimales. También aprenderán a combinar números enteros
con decimales. Trabajarán con números tales como 1.72 y 12.9.
Compararán números decimales con otros números decimales.
Al comparar decimales, los estudiantes aplicarán los conceptos
decimales que ya conozcan.
Comparar decimales Añadir un cero © Houghton Mifflin Harcourt Publishing Company
facilita la
6.8 3.42 6.80 > 3.42 comparación de
números.
conmigo.
Gracias.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Number and Operations–
Fractions, and Measurement and Data, 4.NF.1, 4.NF.2, 4.NF.6, 4.NF.7, 4.MD.2, 4.MD.4, and all Mathematical
Practices.
252 UNIT 7 LESSON 8 Relate Fractions and Decimals

7-8 Name Date
Class Activity
► Tenths and Hundredths

Pennies and dimes can help you understand
tenths and hundredths. Discuss what you see.
100 pennies = 10 dimes = 1 dollar
100 pennies = 1 dollar 10 dimes = 1 dollar

1 1
1 penny is ____ of a dollar 1 dime is ___ of a dollar
100 10
1. 1 penny =
1
= 0.01 2. 1 dime =
1
= 0.1
100 10
10 10 + 10 = 20
10 of 100 equal parts
100 100 100 100
1 1 + 1 = 2
1 of 10 equal parts
10 10 10 10
0.1 0.1 + 0.1 = 0.2

0.10 0.10 + 0.10 = 0.20
3. 10 + 10 + 5 = 25 4. 25 + 25 + 25 = 75
100 100 100 100 100 100 100 100
1 + 1 + 5 = 25
10 10 100 100
0.25 + 0.25 + 0.25 = 0.75
0.1 + 0.1 + 0.05 = 0.25

0.10 + 0.10 + 0.05 = 0.25
5. 1 + 1 + 1 + 1 + 1 = 5 = 1
10 10 10 10 10 10 2
0.1 + 0.1 + 0.1 + 0.1 + 0.1 = 0.5

0.10 + 0.10 + 0.10 + 0.10 + 0.10 = 0.50

7-8 Name Date
Class Activity
► Halves and Fourths

Equal shares of 1 whole can be written as a
fraction or as a decimal. Each whole dollar
below is equal to 100 pennies. Discuss the
patterns you see.
6. 1
1 of 7. 1 + 1 = 2
2 of
1
2 equal 2 equal =
2 2 2 whole
2 parts parts
2
equal
parts
0.5 = 5 0.5 + 0.5 = 1.00 = 5 + 5 = 10

10 10 10 10
50
0.50 =
0.50 + 0.50 = 1.00 = 50 + 50 = 100
100 100 100 100
8. 1 of 9. 2 of
1 4 equal 1 + 1 = 2 4 equal
4 parts 4 4 4 parts
4
equal
parts
0.25 + 0.25 = 0.50

0.25
25 25 + 25 = 50
100 100 100 100
10. 3 of 11. 4 of
1
1 + 1 + 1 = 3 4 equal 1 + 1 + 1 + 1 = 4 4 equal =
whole
4 4 4 4 parts 4 4 4 4 4 parts
0.25 + 0.25 + 0.25 = 0.75 0.25 + 0.25 + 0.25 + 0.25 = 1.00

25 + 25 + 25 = 75
25 + 25 + 25 + 25 = 100
100 100 100 100
100 100 100 100 100

7-8 Name Date
Class Activity
► Numbers Greater Than 1

Numbers greater than 1 can be written as
fractions, decimals, or mixed numbers.
A mixed number is a number that is represented
by a whole number and a fraction.
Discuss the patterns you see in the equivalent

fractions, decimals, and mixed numbers shown below.
12. 1 + 1 + 1 + 1 + 1
=
5 5 of
1
4 4 4 4 4 4 4 equal parts = 1
4
4 + 1
4 4
0.25 + 0.25 + 0.25 + 0.25 + 0.25 = 1.25
25 25 25 25 25 125 25
+ + + + = =1
100 100 100 100 100 100 100
13. 1 + 1 + 1 + 1 + 1 + 1 6 6 of 2
4 4 4 4 4 4
=
4 4 equal parts =1 4
4 + 2
4 4
0.25 + 0.25 + 0.25 + 0.25 + 0.25 + 0.25 = 1.50

25 + 25 + 25 + 25 + 25 + 25 = 150 = 100 + 50 =1 + 50 = 50
1
100 100 100 100 100 100 100 100 100 100 100
14. 1 + 1 + 1 + 1 + 1 + 1 + 1 = 7 7 of =1 3
4 4 4 4 4 4 4 4 4 equal parts 4
4 + 3
4 4
0.25 + 0.25 + 0.25 + 0.25 + 0.25 + 0.25 + 0.25 = 1.75

25 + 25 + 25 + 25 + 25 + 25 + 25 = 175 = 100 + 75 = + 75 = 75
1 1 100
100 100 100 100 100 100 100 100 100 100 100

7-8 Name Date
Class Activity
► Model Equivalent Fractions and Decimals

Write a fraction and a decimal to represent the shaded part of each whole.
15. 16.
Divide each whole and use shading to show the given

fraction or decimal.
17. 0.75 18. 9
___
10
3 = __
Shade these grids to show that __ 11. © Houghton Mifflin Harcourt Publishing Company
2 2
19.

7-9 Name Date
Class Activity
VOCABULARY
tenths
hundredths
► Understand Tenths and Hundredths decimal number
Answer the questions about the bars and number
lines below.
1 1
— + 0.1 + — + 0.1 +
10 10
0 0.1 0.2 0.3 0.4 1.0
10 20 30 40 100
100 100 100 100 100
0 0.10 0.20 0.30 0.40 1.00
1. The bars show tenths and hundredths. Finish labeling

the bars and number lines using fractions and
decimal numbers.
2. Use what you know about fractions and about money

(a dime = one tenth of a dollar and a penny = one
hundredth of a dollar) to explain why 3 tenths is the
same as 30 hundredths.
3. Tenths are greater than hundredths even though 10 is

less than 100. Explain why this is true.
UNIT 7 LESSON 9 Explore Decimal Numbers 257

7-9 Name Date
Class Activity
► Decimal Secret Code Cards
0 .1 0 .0 1
0 .1 0 .01
0 .2 0 .0 2
0 .2 0 .02
0 .3 0 .0 3
0 .3 0 .03
0 .4 0 .0 4
0 .4 0 .04
0 .5 0 .0 5 00
0 .5 0 .05
0 .6 0 .0 6 .0 0
0 .6 0 .06
0 .7 0 .0 7 .0 0
0 .7 0 .07
0 .8 0 .0 8 .0 0
0 .8 0 .08
0 .9 0 .0 9
0 .9 0 .09
UNIT 7 LESSON 9 Decimal Secret Code Cards 258A

7-9 Name Date
Class Activity
258B UNIT 7 LESSON 9 Decimal Secret Code Cards

7-9 Name Date
Class Activity
► Practice Writing Decimal Numbers

Write these numbers in decimal form.
4. 8 tenths 5. 6 hundredths 6. 35 hundredths

92 2 9
7. ____ 8. ___ 9. ____
100 10 100
Answer the questions below.
In the little town of Silver there There are 10 children playing

are 100 people. Four are left- volleyball, and 6 of them are boys.
handed.
10. What decimal number shows 12. What decimal number shows
the fraction of the people who the fraction of the players that
are left-handed? are boys?
11. What decimal number shows 13. What decimal number shows
the fraction of the people who the fraction of the players that
are right-handed? are girls?
Complete the table.

Name of Coin Fraction of a Dollar Decimal Part of a Dollar
____
14. Penny 100
15. Nickel ____ =

100
16. Dime
____ =
100
17. Quarter ____ =

100
258 UNIT 7 LESSON 9 Explore Decimal Numbers

7-10 Name Date
Class Activity
► Write Decimal Numbers

In the situations below, each person is traveling the same
distance. Write a decimal number to represent the distance
each person has traveled.
1. Aki has traveled 3 tenths of the distance, and Steven has

traveled 5 tenths of the distance.
Aki Steven
2. Jose has traveled 25 hundredths of the distance, and

Lakisha has traveled 18 hundredths of the distance.
Jose Lakisha
3. Yasir has traveled 7 tenths of the distance, and Danielle

has traveled 59 hundredths of the distance.
Yasir Danielle
4. Lea has traveled 8 hundredths of the distance, and

Kwang-Sun has traveled 6 tenths of the distance.
Lea Kwang-Sun
► Practice Comparing
Write >, <, or = to compare these numbers.
5. 0.4 0.04 6. 0.30 0.3 7. 0.7 0.24 8. 0.1 0.8
9. 0.61 0.8 10. 0.54 0.2 11. 0.11 0.15 12. 0.02 0.2
13. 0.5 0.50 14. 0.77 0.3 15. 0.06 0.6 16. 0.9 0.35
17. 0.4 0.7 18. 0.1 0.10 19. 0.5 0.81 20. 0.41 0.39
21. 0.9 0.09 22. 0.48 0.6 23. 0.53 0.4 24. 0.70 0.7
UNIT 7 LESSON 10 Compare Decimals to Hundredths 259

7-10 Name Date
Class Activity
► Word Problems With Decimal Numbers

Solve.
The Cruz family is enjoying a 10-day vacation. So far, they have been
vacationing for one week.
25. What decimal number represents the part of their

vacation that is past?
26. What decimal number represents the part of their

vacation that remains?
Jeremy spent 3 quarters and 1 nickel at the school bookstore.
27. What decimal part of a dollar did he spend?
28. What decimal part of a dollar did he not spend?
Dana is planning to run 1 tenth of a mile every day for 8 days.
29. What is the total distance she will run in 8 days?
30. If Dana runs 1 tenth of a mile each day for two more
days, what will be the total distance she runs over
the 10 days?
► Practice Writing Decimal Numbers
Write the word name of each number.
31. 0.1 32. 0.73
33. 0.09 34. 0.5
Write a decimal number for each word name.
35. fourteen hundredths 36. two tenths
37. eight tenths 38. six hundredths

260 UNIT 7 LESSON 10 Compare Decimals to Hundredths
7-11 Name Date
Class Activity
► Discuss Symmetry Around the Ones

× 10 (Greater) ÷ 10 (Lesser)
1 10 1 10 1 10 1 10
100. 10. 1. 0.1 0.01
100 10 1 1 1
1 1 1 10 100
$100.00 $10.00 $1.00 $0.10 $0.01
1. Discuss symmetries and relationships you see in the place

value chart.
2. Is it easier to see place value patterns in a or b? Discuss why.
a. 500 50 5 .5 .05
b. 500 50 5 0.5 0.05
► Show and Read Decimal Numbers

Use your Decimal Secret Code Cards to make numbers on
the frame.
Hundreds
Tens
Tenths
Hundredths
Place value ONES
Make
numbers
and
tenths
Read numbers
hundredths
UNIT 7 LESSON 11 Decimals Greater Than 1 261

7-11 Name Date
Class Activity
100101
100 10 1
200202
200 20 2
300303
300 30 3
400404
400 40 4
500505
500 50 5
600606
600 60 6
700707
700 70 7
800808
800 80 8
900909
900 90 9
UNIT 7 LESSON 11 Decimal Secret Code Cards 262A

7-11 Name Date
Class Activity

$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $1 $10 $10 $100 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100

$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $10 $100
$1 $10 $100
$1 $10 $100
$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $10 $100
$1 $10 $100
$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $1 $10 $10 $100 $100
$1 $10 $100
262B UNIT 7 LESSON 11 Decimal Secret Code Cards

7-11 Name Date
Class Activity
► Write Numbers in Decimal Form

Read and write each mixed number as a decimal.
1 7
3. 3___ 4. 5____
10 100
46 9
5. 2____ 6. 28___
100 10
Read and write each decimal as a mixed number.
7. 12.8 8. 3.05
9. 4.85 10. 49.7
Read each word name. Then write a decimal

for each word name.
11. sixty-one hundredths 12. six and fourteen hundredths
13. seventy and eight tenths 14. fifty-five and six hundredths
► Expanded Form
Write each decimal in expanded form.
15. 8.2 16. 17.45
17. 106.24 18. 50.77
20. 693.24 © Houghton Mifflin Harcourt Publishing Company

19. 312.09
Solve.
21. There are 100 centimeters in 22. There are 100 pennies in 1 dollar.
1 meter. A snake crawls 3 meters A jar contains 20 dollars. You add
and 12 more centimeters. What 8 pennies to the jar. What decimal
decimal represents the number of represents the number of dollars in
meters the snake crawls? the jar?
262 UNIT 7 LESSON 11 Decimals Greater Than 1

7-12 Name Date
Class Activity
► Zeros in Greater Decimal Numbers

Use the tables to answer Problems 1–4.
1. What happens if we insert a zero Insert Zeros to the Right

to the right of a whole number? Whole Numbers Decimal Numbers
3 30 0.3 0.30
67 670 6.7 6.70
2. What happens if we insert a zero
to the right of a decimal number?
Insert Zeros to the Left
Whole Numbers Decimal Numbers
3 03 0.3 0.03
67 067 6.7 6.07
3. What happens if we insert a zero
to the left of a whole number?
4. What happens if we insert a zero to

the left of a decimal number just
after the decimal point?
5. Are whole numbers and decimal numbers alike

or different when it comes to putting in extra

zeros? Explain your answer.
6. Do the pairs of numbers below have the same value?

Why or why not?
0.6 and .6 .25 and 0.25 0.9 and 0.90
UNIT 7 LESSON 12 Compare Decimals Greater Than 1 263

7-12 Name Date
Class Activity
► Compare Decimals
You can use your understanding of place value
and the placement of zeros in decimal numbers
to compare decimal numbers.
Problem: Solution:
Which of these numbers is the 2.35 With the places aligned and
greatest: 2.35, 2.3, or 2.4 2.30 the extra zeros added, we
2.40 can see which is greatest.
Write >, <, or = to compare these numbers.
7. 27.5 8.37 8. 6.04 5.98 9. 7.36 7.38 10. 36.9 37.8
11. 0.5 0.26 12. 0.09 0.9 13. 0.8 0.80 14. 0.42 0.6
Use the table to answer Problems 15 and 16.

15. Francis measured some common insects. Lengths of Insects
The table shows the lengths in centimeters. Name Length
List the insects from longest to shortest. Ladybug 0.64 cm
Moth 0.3 cm
Longest
Mosquito 0.32 cm
Cricket 1.8 cm
Bumblebee 2 cm
Shortest
16. Maya read about a stick insect that is 1.16 centimeters long.
She compared the length with the lengths in the table.
Maya says the mosquito is longer than the stick insect because
0.32 > 0.16. Is Maya’s reasoning correct? Explain.
264 UNIT 7 LESSON 12 Compare Decimals Greater Than 1

7-13 Name Date
Class Activity
► Math and Autumn Leaves

The weather in different parts of the United States has a
noticeable effect on plants and trees. In warm parts of the
country, trees can keep their leaves all year long. In the northern
states, fall weather causes leaves to change color. People from
around the country plan trips to see and photograph the red,
yellow, orange, and brown leaves. A fall leaf-viewing trip could
involve driving through a national forest, biking along a rail trail,
or hiking into the mountains.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © Brand X Pictures/Getty Images

1. One popular park to photograph leaves in autumn
is Macedonia Brook State Park in Kent, Connecticut.
The Yellow Trail is the shortest hiking trail and is
51
____ mile long. What is this fraction written as a decimal?
100
2. The Rogers family is visiting Massachusetts to see

the leaves change color. The Old Eastern Marsh Trail is
2 3
1__ miles long. The Bradford Rail Trail is 1___ miles long.
5 10
The Rogers family wants to take the longer trail.
Which trail should they take?

7-13 Name Date
Class Activity
► Clarkston Park
Joshua and Lily are going north to participate
in a walking tour in Clarkston Park to
photograph the leaves. Here is the trail
map of the different walking trails.
3. Write the length of the West Trail as a

fraction.
4. Which trail is shorter: the West Trail or the

North Trail? Write the comparison using >, <, or =.
5. Write the length of the Lower Trail as a fraction.
6. Which trail is longer: the Lower Trail or the South Trail?

Write the comparison using >, <, or =.
7. Write a fraction that is equivalent to the length of

the North Trail.

8. Use the number line below and the benchmark fractions
to name which trail is represented by each point.
A BC D E F G
1 11 2 21 3
2 2
A: E:
B: F:
C: G:
D:

UNIT 7 Name Date
Review/Test
VOCABULARY
common denominator
► Vocabulary decimal number
equivalent fractions
Choose the best term from the box. line plot
1. are two or more fractions

that represent the same part of a whole. (Lesson 7-4)
2. A graph that shows data on a number line is a

. (Lesson 7-7)
3. A is separated by a decimal point

and shows the whole-number part on the left and the
fraction part on the right. (Lesson 7-9)

4. Leonard bought a large water bottle and Natasha bought
a small water bottle. They each drank __
1
of their bottles.
2
Did they drink the same amount? Explain. (Lesson 7-3)
3 3
5. Explain how to compare __
4
and __
5
. (Lesson 7-1)
3
6. Is __
1
4
equivalent to __ ? Explain. (Lesson 7-4)
8
UNIT 7 TEST 267

UNIT 7 Name Date
Review/Test
Simplify each fraction. (Lesson 7-5)

9 = 15 =
7. ___ 8. ___
12 40
9. Write 5 fractions that are equivalent to __

1
5
. (Lesson 7-4)
10. Label the point for each fraction or mixed number

with the corresponding letter. (Lesson 7-2)
0 1 2 3 4 5 6
5
a. 1__
2
b. 5__
1
c. __
1
d. 3__ e. 4__
1
3 6 2 6 3
Which fraction is closest to 4?
Write each number in decimal form. (Lessons 7-9, 7-11)
3
11. seventy-four hundredths 12. 8___
10
13. 12____
4
14. twenty-one and thirty-five
100
hundredths
268 UNIT 7 TEST

UNIT 7 Name Date
Review/Test
Write >, <, or = to make each statement true. (Lessons 7-6, 7-10, 7-12)
3 8 8
15. __
4
___ 16. __
2 ___
12 3 12
17. 0.7 0.75 18. 0.4 0.25
19. 8.04 8.40 20. 50.07 5.70
► Problem Solving
Solve.
21. A farm stand sells cartons of blueberries by weight.

The stand weighs each carton to determine its price.
The data show the weights of the cartons of blueberries
that the stand is selling. (Lesson 7-7)
a. Make a line plot to display the data. Weight Number of

(in pounds) Cartons
__
1
2
4
__
1
3
2
3
__
4
5
1 3
1__
1
4
1
b. What general statement can you make about

the weights of the blueberry cartons?
UNIT 7 TEST 269

UNIT 7 Name Date
Review/Test
22. The shaded part of the model represents the number of Show your work.
pennies Nate has in his jar. Write the number of pennies
Nate has in his jar as a fraction and as a decimal. (Lesson 7-8)
23. A pad of paper has 100 sheets. Helena has 4 full pads
and 53 loose sheets of paper. What decimal number
represents the number of sheets of paper Helena has?
(Lesson 7-11)
24. Vaughn bought 10 tomato seedlings. He has 7 seedlings

that are cherry tomatoes and the rest are plum tomatoes.
What decimal number shows the fraction of tomatoes
that are plum tomatoes? (Lesson 7-9)
25. Extended Response Four track team members run in

the 200-meter relay race. Kaya ran 200-meters in
31.09 seconds. Both Sara and Min ran 200-meters in © Houghton Mifflin Harcourt Publishing Company
31.9 seconds. Lana ran the race in 31.90 seconds.

Did all of the team members run the race in the
same amount of time? Explain. (Lesson 7-12)
270 UNIT 7 TEST

Dear Family,
Family Letter
In the first half of Unit 8, your child will be learning to recognize
and describe geometric figures. One type of figure is an angle.
Your child will use a protractor to find the measures of angles.
80 100
70 90 110
100 80 12
60 110 70 0
0 60 13
50 12 0
0 50
13
14
40
0
0
40
14
15
30
0
0
30
15
160
20
160
20
170
170
10
10
MM
CM 1 2 3 4 5 6 7 8 9 10
180
180
1 2 4 5
0
Other figures, such as triangles, may be named based on their
angles and sides.
Right Acute Obtuse

triangle triangle triangle
One right All angles One angle

angle (90°) less than 90° greater than 90°
Equilateral Isosceles Scalene

triangle triangle triangle
all three sides two sides three sides

of equal length of equal length of different lengths
Be sure that your child continues to review and practice the basics
of multiplication and division. A good understanding of the basics
will be very important in later math courses when students learn
more difficult concepts in multiplication and division.
Thank you.
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Measurement and Data, 4.MD.5,
4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7; Geometry, 4.G.1, 4.G.2; and all the Mathematical Practices.
UNIT 8 LESSON 1 Points, Rays, and Angles 271

Estimada familia:
Carta a la familia
En la primera parte de la Unidad 8, su niño aprenderá a reconocer
y a describir figuras geométricas. Un ángulo es un tipo de figura.
Su niño usará un transportador para hallar las medidas de los
ángulos.
80 100
70 90 110
100 80 12
60 110 70 0
0 60 13
50 12 0
0 50
13
14
40
0
0
40
14
15
30
0
0
30
15
160
20
160
20
170
170
10
10
MM
CM 1 2 3 4 5 6 7 8 9 10
180
180
1 2 4 5
0
Otras figuras, tales como los triángulos, se nombran según sus
ángulos y lados.
Triángulo Triángulo Triángulo

rectángulo acutángulo obtusángulo
Tiene un ángulo Todos los ángulos Tiene un ángulo

recto (90°) son menores que 90° mayor que 90°
Triángulo Triángulo Triángulo

equilátero isósceles escaleno
los tres lados dos lados los tres lados

tienen la misma tienen la misma tienen diferente
longitud longitud longitud

Asegúrese de que su niño siga repasando y practicando las
multiplicaciones y divisiones básicas. Es importante que domine
las operaciones básicas para que, en los cursos de matemáticas
de más adelante, pueda aprender conceptos de multiplicación y
división más difíciles.
Gracias.
Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Measurement and Data, 4.MD.5,
4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7; Geometry, 4.G.1, 4.G.2; and all the Mathematical Practices.
272 UNIT 8 LESSON 1 Points, Rays, and Angles

8-1 Name Date
Class Activity
VOCABULARY
point
line
► Points, Lines, and Line Segments line segment
endpoint
A point is shown by a dot. It is named by a capital letter

X
A line is a straight path that goes on forever in both

directions. When you draw a line, you put arrows on the
ends to show that it goes on and on. Lines can be named
‹___› ‹___› ‹___›
by any two points on the line. Here are AB, GK, and PN.
P
B
G K
A
N
A line segment is part of a line. It has two ends, which are

called endpoints. Segments are named by their endpoints.
___ ____ ___
Here are RS, WT, and DJ.
W
endpoint
D endpoint
R S
T J
1. You can measure to find the length of a line segment,

but you cannot measure to find the length of a line.
Explain why.

8-1 Name Date
Class Activity
VOCABULARY
angle
ray
► Drawing Points, Rays, and Angles vertex
An angle is formed by two rays with the same
endpoint, called the vertex. B
You can label figures with A

___letters
›
to name them.
___
›
This is ∠ABC. Its rays are BA and BC.
C
Draw and label each figure. B
A
2. Draw and label a point. Write the name of your C
point.
3. Draw a ray. Label the endpoint. Write the name of

your ray.
4. Draw an angle. Label the vertex and the two rays.

Write the name of your angle.

8-1 Name Date
Class Activity
VOCABULARY
acute angle
right angle
► Discuss Angles obtuse angle
Angles can be many different sizes.
Discuss the groups of angles.
5. How are all of these acute angles alike?
6. How is an acute angle different from a right angle?
7. How are all of these obtuse angles alike?

8. How is an obtuse angle different from a right angle?
9. How is an obtuse angle different from an acute angle?

8-1 Name Date
Class Activity
► Sort Angles
Cut along the dashed lines.
B C
D F
K L M
Q
P R S
W
X Y
Z
UNIT 8 LESSON 1 Points, Rays, and Angles 276A

Points, Rays, and Angles

UNIT 8 LESSON 1
276B
8-1 Name Date
Class Activity
► Classify Angles
Use the letters to name each angle. Then write acute,
right, or obtuse to describe each angle.
10. 11. 12.

X
F L
Y M
G H Z N
13. Use the letters to name two acute and two obtuse angles in
this figure. Write acute or obtuse to describe each angle.
D
E
C
B
14. Draw and label a right angle, an acute angle, and

an obtuse angle.

8-2 Name Date
Class Activity
VOCABULARY
degree
right angle
► Introduce Degrees straight angle
Angles are measured in units called degrees. One degree
is the measure of one very small turn from one ray to
the other.
This angle has a measure of 1 degree.
The measure of an angle is the total number of

1-degree angles that fit inside it.
This angle measures 5 degrees.
The symbol for degrees is a small raised circle (°). You can
write the measure of the angle above as 5°. 5 × 1° = 5°
A right angle has a measure of 90°.

A 90° turn traces one quarter
of a circle. 90˚
A straight angle measures 180°. The angle below measures 360°.

A 180° turn traces one half of a circle. A 360° turn traces a complete circle.
180˚ 360˚
UNIT 8 LESSON 2 Measuring Angles 277

8-2 Name Date
Class Activity
VOCABULARY
protractor
► Use a Protractor
A protractor is a tool that is used to measure angles in
degrees. This protractor shows that ∠ABC measures 90°.
B
A
Measure each angle with your protractor. Write the measure.
1. 2.
K
S
L M R T

∠KLM = ∠STR =
3. Y 4.
V
Q G
X Z
∠XYZ = ∠QGV =
278 UNIT 8 LESSON 2 Measuring Angles

8-2 Name Date
Class Activity
► Sketch Angles
Sketch each angle, or draw it using a protractor.
5. 90° 6. 45°
7. 180° 8. 360°
► Use Reasoning
Use the figures at the right to answer the following questions.
9. Name one right angle in each figure.

M
10. Name one straight angle in each figure.

B R K
11. How much greater is the measure of

∠KRB than the measure of ∠IAO?
U A I
12. Which angle appears to be a 45° angle? E
13. The measure of ∠IAE is 135°.

What is the measure of ∠OAE?
What is the measure of ∠UAE?
UNIT 8 LESSON 2 Measuring Angles 279
8-2 Name Date
Class Activity
► Angles in the Real World

Here is a map of Jon’s neighborhood. The east and west
streets are named for presidents of the United States.
The north and south streets are numbered. The avenues
have letters. Jon’s house is on the corner of Lincoln and First.
Jon’s
house
N
C
e
Lincoln
nu
B
e
W E
Av
ue n
Av
Ave
S en
Washington ue
A
Cora’s
house
Jefferson
Second
Fourth
Third
Sixth
Fifth
First
14. What do the arrows to the left of the map tell you?
15. Jon leaves his house and rides his bike south on First.
What kind of angle does he make for each turn in this
route? What is the measure of each angle?
• Jon turns southeast onto Avenue A. © Houghton Mifflin Harcourt Publishing Company
• When he reaches Washington, he turns west.
• When he gets back to First, he turns south.
16. Jon's cousin Cora leaves Jon's house and rides east on
Lincoln to Avenue B. Draw the angle Cora makes if she
turns southeast. What is the measure of the angle?
280 UNIT 8 LESSON 2 Measuring Angles

8-3 Name Date
Class Activity
VOCABULARY
circle
reflex angle
► Measure Angles in a Circle
You can show all the different types of angles in a circle.
Acute angle Right angle
greater than 0˚ and less than 90° 90°
Obtuse angle Straight angle
greater than 90° and less than 180° 180°

Reflex angle Circle
greater than 180˚ and less than 360° 360°
UNIT 8 LESSON 3 Circles and Angles 281

8-3 Name Date
Class Activity
► Draw Angles in a Circle

Use a straightedge and a protractor to draw and shade
an angle of each type. Measure and label each angle.
1. obtuse angle 2. straight angle
3. acute angle 4. three angles with a sum of 360°
5. Write out the sum of your angle measures in Exercise 4

to show that it equals 360°
282 UNIT 8 LESSON 3 Circles and Angles

8-4 Name Date
Class Activity
VOCABULARY
right triangle
obtuse triangle
► Discuss Angles of a Triangle acute triangle
The prefix tri- means “three,” so it is easy to remember
that a triangle has 3 angles. Triangles can take their
names from the kind of angles they have.
• A right triangle has one right angle, which we show

by drawing a small square at the right angle.
• An obtuse triangle has one obtuse angle.
• An acute triangle has three acute angles.
1. You can also use letters to write and talk about

triangles. This triangle is △QRS. Name its three
angles and their type.
Q
S R
2. What kind of triangle is △QRS? How do you know?

3. Draw and label a right triangle, an acute triangle, and

an obtuse triangle.
UNIT 8 LESSON 4 Name Triangles 283

8-4 Name Date
Class Activity
► Identify Angles of a Triangle

Name each triangle by its angles. Explain your thinking.
4. 5. 6.
7. 8. 9.
10. 11. 12.
13. 14. 15.

16. Describe how angles make triangles different from

one another.
284 UNIT 8 LESSON 4 Name Triangles

8-4 Name Date
Class Activity
VOCABULARY
equilateral
isosceles
► Discuss Sides of a Triangle scalene
Triangles can be named by their sides. Small "tick marks"
on the sides of triangles tell us when sides are equal.
• The prefix equi- means “equal.” Triangles that have three

equal sides are called equilateral.
• Triangles that have two equal sides are called

isosceles. The word isosceles comes from very old
words that mean “equal legs.”
• Triangles with no equal sides are called scalene. All

triangles that are not equilateral or isosceles are scalene.
Use these triangles to answer the questions.
D P
A
Q
E F
B C J R
G L S
H I T
K
U
17. Write the letter names of the scalene triangles.
18. Write the letter names of the equilateral triangles.
19. Write the letter names of the isosceles triangles.

8-4 Name Date
Class Activity
► Identify Sides of a Triangle

Name each triangle by its sides. Explain your thinking.
20. 21. 22.
23. 24. 25.
26. 27. 28.
29. 30. 31.

32. Explain how sides make triangles different from

each other.

8-4 Name Date
Class Activity
► Sort Triangles in Different Ways

33. Write a capital letter and a lowercase letter inside each
acute = a
triangle below, using the keys at the right.
obtuse = o
Cut out the triangles and use the diagram below to sort right = r
them in different ways.
Isosceles = I
Scalene = S
Equilateral = E
Triangles

8-4 Name Date
Class Activity
► Possible Ways to Name Triangles

Draw each triangle. If you can’t, explain why.
34. Draw a right scalene triangle. 35. Draw an obtuse scalene triangle.
36. Draw a right equilateral triangle. 37. Draw an acute isosceles triangle.
38. Draw an obtuse equilateral triangle. 39. Draw a right isosceles triangle.
Fill in the missing words in the sentences about triangles.

40. If a triangle has an obtuse angle, then it cannot be
an triangle.
41. If a triangle has a right angle, then it cannot have

an angle.
42. Every triangle has at least acute angles.

8-5 Name Date
Class Activity
► Add Angle Measures

Two angles can be put together to form
another angle. The measure of the whole 75˚
30˚
angle is the sum of the measures of the
smaller angles. The measure of the 75˚ + 30˚ = 105˚
whole angle shown is 105°.
What kind of angle is formed when the two angles are

put together? What is its measure?
1. 2.
A E
H
D
30˚
45˚
45˚ 60˚
B C F G
3. 4. R
M
130˚ 50˚
90˚ 90˚ N P Q
J K L
5. An angle is made from two angles with measures 80° Show your work.
and 70°. Write and solve an equation to find the
measure of the whole angle.
UNIT 8 LESSON 5 Compose and Decompose Angles 289

8-5 Name Date
Class Activity
► Put Angles Together

Use the angles shown to make other angles.
A D J
35˚ 40˚
50˚
B C F E
G H
K
N
95˚ 140˚
L M Q P
6. Which two angles would you put together to make

a 75° angle?

a 145° angle?

a straight angle?

a right angle?
10. If you put all five angles together, what would be

the measure of the whole angle? What kind of
figure would you form?
11. Use a protractor and straightedge to draw the angle

formed by putting ∠ABC and ∠KLM together. Show
its measure.
290 UNIT 8 LESSON 5 Compose and Decompose Angles

8-5 Name Date
Class Activity
► Subtract Angle Measures

Write an equation to find the unknown angle measure.
12. R 13. Q
V
M
75˚ 40˚
? ?
S T P
N
The measure of ∠RST is 120°. The measure of ∠MNP is 130°. What
What is the measure of ∠VST? is the measure of ∠QNP?
14. D 15. W
Z
?
72˚ ?
X 10˚ Y
A B C
The measure of ∠ABC is 180°. The measure of ∠XYW is 60°.

What is the measure of ∠DBC? What is the measure of ∠ZYW?
16. Draw your own angle problem and share it with a partner.
17. When a right angle is made from two smaller

angles, what must be true about the smaller angles?
18. When a straight angle is made from two smaller

angles, what must be true about the smaller angles?
UNIT 8 LESSON 5 Compose and Decompose Angles 291

8-5 Name Date
Class Activity
Dear Math Students,
I want to find the measure of ∠DBE in the

following diagram.
D E
?
60˚ 60˚
A B C
I wrote and solved this equation.
180°– (60°+ 60°) = x

180°– 60°+ 60°= x
120°+ 60°= x
180°= x
This answer doesn’t make sense. Did I do

something wrong?
Your friend,
Puzzled Penguin
292 UNIT 8 LESSON 5 Compose and Decompose Angles

8-6 Name Date
Class Activity
► Add Angle Measures

Use an equation to solve.
1. The ski jumper shown makes angles with her

skis as shown. What is the sum of the angles?
2. In the roof framework shown, ∠ABD and

∠DBC have the same measure. What is the
measure of ∠DBA? What is the measure
of ∠ABC?
3. In the simple bridge structure shown, the

measure of ∠RSV is 30˚ and ∠VST is a right
angle. What is the measure of ∠RST?
The circle at the right represents all of the students

in a class. Each section represents the students
in the class who chose a certain type of animal
as their favorite type of pet. The angle
measures for some sections are given.

Fish
Cat
4. What is the sum of the angle measures for
85º
Cat, Dog, and Horse? Horse 60º
150º
Dog
5. What is the total angle measure for the

circle? What is the angle measure for Fish?
UNIT 8 LESSON 6 Real World Problems 293

8-6 Name Date
Class Activity
► Subtract Angle Measures

Use an equation to solve.
6. In the roof framework shown, 7. The railing on a stairway makes

the measure of one angle is 80˚. a 50˚ angle with the upright
What is the unknown angle post. What is the unknown angle
measure? measure in the diagram?
8. When different items are poured, they form

a pile in the shape of a cone. The diagram
shows a pile of sand. What is the angle the
sand makes with the ground?
9. In a miniature golf game, a player hits a ball

against a wall at an angle with measure 35˚
and it bounces off at an angle of 20˚. What is
the unknown angle measure in the diagram?
10. In a reclining chair, you can push back from

an upright position to sit at an angle. In the
chair shown, the whole angle between the
back of the chair and the seat of the chair
is 130˚. Find the unknown angle measure
to find by how much the chair is reclined
from upright.
294 UNIT 8 LESSON 6 Real World Problems

Dear Family,
Family Letter
Your child has been learning about geometry throughout this
unit. In this second half of the unit, your child will be learning
how to recognize and describe a group of geometric figures
called quadrilaterals, which get their name because they have
four (quad-) sides (-lateral ). Five different kinds of quadrilaterals
are shown here.
Square Rectangle
4 equal sides 2 pairs of parallel sides
opposite sides parallel 4 right angles
4 right angles
Rhombus Parallelogram
4 equal sides 2 pairs of parallel sides
opposite sides parallel
Trapezoid
exactly 1 pair of opposite sides parallel
Sincerely,
This unit includes the Common Core Standards for Mathematical Content for Operations and
Algebraic Thinking, 4.OA.5; Geometry, 4.G.1, 4.G.2, 4.G.3; and all the Mathematical Practices.
UNIT 8 LESSON 7 Parallel and Perpendicular Lines and Line Segments 295
Estimada familia:
Carta a la familia
Durante esta unidad, su niño ha estado aprendiendo acerca
de geometría. En esta parte de la unidad, su niño aprenderá
cómo reconocer y describir un grupo de figuras geométricas
llamadas cuadriláteros, que reciben ese nombre porque tienen
cuatro (quadri-) lados (-lateris). Aquí se muestran cinco tipos de
cuadriláteros:
Cuadrado Rectángulo
4 lados iguales 2 pares de lados paralelos
lados opuestos paralelos 4 ángulos rectos
4 ángulos rectos
Rombo Paralelogramo
4 lados iguales 2 pares de lados paralelos
lados opuestos paralelos
Trapecio
exactamente 1 par de lados paralelos opuestos © Houghton Mifflin Harcourt Publishing Company

Atentamente,
Esta unidad incluye los Common Core Standards for Mathematical Content for Operations and
Algebraic Thinking, 4.OA.5; Geometry, 4.G.1, 4.G.2, 4.G.3; and all the Mathematical Practices.
296 UNIT 8 LESSON 7 Parallel and Perpendicular Lines and Line Segments
8-7 Name Date
Class Activity
VOCABULARY
parallel
► Define Parallel Lines

The lines or line segments in these The lines or line segments in these
pairs are parallel. pairs are not parallel.
1. What do you think it means for two lines to be parallel?
► Draw Parallel Lines

2. Draw and label a pair of parallel 3. Draw and label a figure with one
lines. pair of parallel line segments.
8-7 Name Date
Class Activity
VOCABULARY
perpendicular
► Define Perpendicular Lines

The lines or line segments in these The lines or line segments in these
pairs are perpendicular. pairs are not perpendicular.
4. What do you think it means for two lines to be perpendicular?
► Draw Perpendicular Lines

5. Draw and label a pair of 6. Draw and label a figure with
perpendicular lines. one pair of perpendicular line
segments.
8-7 Name Date
Class Activity
► Identify Types of Lines

Tell whether each pair of lines is parallel, perpendicular,
or neither.
7. 8.
9. 10.
11. Draw a pair of parallel line segments.

12. First, draw a line segment 3 cm long.

Then, draw a line segment 6 cm long
that looks perpendicular to your
first line segment.
8-7 Name Date
Class Activity
► Lines on a Map
Use the map.
Del’s
house
N
Lincoln
W E
S
Washington
Gigi’s
house
Jefferson
Second
Fourth
Third
Sixth
Fifth
First
13. On Wednesday, Del leaves his house and walks West

along Lincoln Street. Gigi leaves her house and walks
East along Jefferson Street. What kind of lines are
Lincoln Street and Jefferson Street?
14. Will Del and Gigi ever meet? If so, where?
15. On Friday, Del leaves his house and walks South along
Fifth Street. Gigi leaves her house and walks East along
Jefferson Street. What kind of lines are Fifth Street and
Jefferson Street?
16. Will Del and Gigi ever meet? If so, where?
8-8 Name Date
Class Activity
VOCABULARY
quadrilateral
adjacent
► Identify Sides of Quadrilaterals opposite
Look at these quadrilaterals.
a
c
b
d
b
d
c
b
a d
a
a c
c
d b
In all of the quadrilaterals, the sides labeled a and b
are adjacent to each other. The sides labeled b and c
are also adjacent to each other.
1. What do you think it means for two sides to be adjacent?
2. Which other sides are adjacent to each other?

In all of the quadrilaterals, the sides labeled a and c

are opposite each other.
3. What do you think it means for two sides to be

opposite each other?
4. Which other sides are opposite each other?
UNIT 8 LESSON 8 Classify Quadrilaterals 301

8-8 Name Date
Class Activity
VOCABULARY
trapezoid
parallelogram
► Identify Types of Quadrilaterals rhombus
Some quadrilaterals are special because they have
parallel sides or right angles. You already know about
rectangles and squares. Other types of quadrilaterals
are the trapezoid, parallelogram, and rhombus.
You can list each type and describe its sides and angles.
Quadrilateral: 4 sides (and 4 angles)
Parallelogram: 4 sides Trapezoid: 4 sides

2 pairs of opposite sides parallel exactly 1 pair of opposite
sides parallel
Rhombus: 4 sides Rectangle: 4 sides

2 pairs of opposite sides 2 pairs of opposite sides
parallel parallel
4 equal sides 4 right angles
Square: 4 sides
2 pairs of opposite sides parallel
4 right angles
4 equal sides
302 UNIT 8 LESSON 8 Classify Quadrilaterals

8-8 Name Date
Class Activity
► Draw Special Quadrilaterals

5. Draw a quadrilateral that has exactly one pair of
opposite sides parallel. What type of quadrilateral
is it?
6. Draw a quadrilateral that has two pairs of opposite

sides parallel. What type of quadrilateral is it?
Is there more than one answer?
7. Draw a quadrilateral that has two pairs of opposite

sides parallel, 4 equal sides, and no right angles.
What type of quadrilateral is it?
UNIT 8 LESSON 8 Classify Quadrilaterals 303

8-8 Name Date
Class Activity
► Sort and Classify Quadrilaterals

Cut along the dashed lines.
A B C D
E F G H
I J K L
M N O P
UNIT 8 LESSON 8 Classify Quadrilaterals 304A

Classify Quadrilaterals
UNIT 8 LESSON 8
304B
8-8 Name Date
Class Activity
► Identify Relationships
Why is each statement below true?
8. A rhombus is always a parallelogram, but a parallelogram

isn’t always a rhombus.
9. A rectangle is a parallelogram, but a parallelogram is not

necessarily a rectangle.
10. A square is a rectangle, but a rectangle does not have

to be a square.
11. Complete the category diagram by placing each word

in the best location.
Quadrilateral
Trapezoid
Parallelogram
Rectangle
Rhombus
Square
304 UNIT 8 LESSON 8 Classify Quadrilaterals

8-9 Name Date
Class Activity
VOCABULARY
diagonal
► Use Diagonals to Make Triangles

A diagonal connects opposite angles of a quadrilateral.
You can make triangles by drawing a diagonal on a
quadrilateral.
List all names for each quadrilateral in Exercises 1–3.

Then use letters to name the triangles you can make with
the diagonals and tell what kind of triangles they are.
1. A B A B A B
D C D C D C
2. E F E F E F
H G H G H G
3. J K J K J K
M L M L M L
UNIT 8 LESSON 9 Decompose Quadrilaterals and Triangles 305

8-9 Name Date
Class Activity
► Use Diagonals to Make Triangles (continued)

List all names for each quadrilateral in Exercises 4–6.
Then use letters to name the triangles you can make with
the diagonals and tell what kind of triangles they are.
4. N O N O N O
Q P Q P Q P
5. R S R S R S
U T U T U T
6. V W V W V W
Y X Y X Y X
306 UNIT 8 LESSON 9 Decompose Quadrilaterals and Triangles

8-9 Name Date
Class Activity
► Build Quadrilaterals With Triangles

You can make a quadrilateral by joining the equal sides
of two triangles that are the same size and shape.
Cut out the triangles below. For each exercise, glue two
of the triangles on this paper so that the stated sides
are joined. Then write the name of the quadrilateral.
___ ___ ___ ___ ___ ___
7. AB is joined to AB 8. AC is joined to AC 9. BC is joined to BC
A A A A A A
B C B C B C B C B C B C

8-9 Name Date
Class Activity
► Match Quadrilaterals with Triangles
V W X Y Z
Name the triangle that is used twice to form each of the

following quadrilaterals. What kind of triangle is it?
Then list all names for the quadrilateral.
10. 11. 12.

FPO
13. 14. 15.

FPO

8-9 Name Date
Class Activity
VOCABULARY
vertex
► Draw Perpendicular Lines in Triangles
A vertex is a point shared by two sides of a polygon.
Draw a scalene triangle ABC.
16. What is true about the sides of your triangle?
17. Draw a segment from one vertex so that it is

perpendicular to the opposite side. Label the
segment and mark the right angles.
18. Name the triangles formed. What kind of triangles

are they?
19. Are the triangles you formed the same size and
shape?
Draw an isosceles triangle JKL for Exercises 20–23.
20. What is true about the sides of your triangle?

21. Draw a segment from the vertex between the

equal sides of the triangle so that it is perpendicular
to the opposite side. Label the segment and mark
the right angles.

8-9 Name Date
Class Activity
► Draw Perpendicular Lines in Triangles (continued)

Use your isosceles triangle JKL to answer the questions.
22. Name the segments formed by the perpendicular

segment in △JKL. What is true about the lengths of
the segments?
23. Name the triangles formed. Are they the same size
and shape?
Dear Math Students,

Q
I tried to do Exercises 20–23 again using
an
__ equilateral
__ triangle PQR. I found that
PS and RS that I formed
__ are not each half
the length of side PR and the new triangles
are not the same size and shape.
Did I do something wrong? © Houghton Mifflin Harcourt Publishing Company
Your friend, P S R
Puzzled Penguin

8-10 Name Date
Class Activity
VOCABULARY
polygon
► Sort Polygons by Angles
Triangles and quadrilaterals are examples of polygons.
Use these polygons for Exercises 1–5.
A B
C
D
F
G H
1. Which figures have one or more acute angles?
2. Which figures have one or more right angles?
3. Which figures have one or more obtuse angles?

4. Which figures have both acute angles and right

angles?
5. Which figures have both acute angles and obtuse

angles?
UNIT 8 LESSON 10 Classify Polygons 311

8-10 Name Date
Class Activity
► Sort Polygons Cards
A B C
D E F
G H I
J K L
M N O
UNIT 8 LESSON 10 Classify Polygons 312A

Classify Polygons
UNIT 8 LESSON 10
312B
8-10 Name Date
Class Activity
► Sort Polygons by Sides

Use these polygons for Exercises 6–10.
A B
C
D
F
G H
6. Which figures have perpendicular sides?
7. Which figures have exactly one pair of opposite sides

parallel?
8. Which figures have two pairs of opposite sides parallel?

9. Which figures have both parallel and perpendicular sides?
10. Which figures have no parallel or perpendicular sides?
312 UNIT 8 LESSON 10 Classify Polygons

8-11 Name Date
Class Activity
VOCABULARY
line symmetry
► Identify Line Symmetry in Figures line of symmetry
A plane figure has line symmetry if it can be folded

along a line so the two halves match exactly. The fold
is called a line of symmetry.
Does the figure have line symmetry? Write yes or no.
1. 2.
3. 4.
5. 6.
UNIT 8 LESSON 11 Line Symmetry 313

8-11 Name Date
Class Activity
► Draw Lines of Symmetry

A line of symmetry divides a figure or design into
two matching parts.
Draw the line of symmetry in the figure or design.
7. 8.
9. Which figures in Exercises 1–6 have more than one

line of symmetry?
10. Choose one of the figures from your

answer to Exercise 9. Draw the figure
and draw all of its lines of symmetry.
314 UNIT 8 LESSON 11 Line Symmetry

8-11 Name Date
Class Activity
Dear Math Students:
I drew the diagonal of this rectangle as a

line of symmetry.
My friend told me I made a mistake. Can you

help me figure out what my mistake was?
Your friend,
Puzzled Penguin

UNIT 8 LESSON 11 Line Symmetry 315

8-11 Name Date
Class Activity
► Draw the Other Half

Draw the other half of each figure to make a
whole figure or design with line symmetry.
12. 13.
14. 15.
16. Check Your Work Copy one of your answers

to Exercises 12–15 onto another piece of paper.
Cut out the design and then fold it along the line
of symmetry. Check that the two halves of the
design match exactly.
316 UNIT 8 LESSON 11 Line Symmetry

8-12 Name Date
Class Activity
► Math and Flags of the World
Czechia Switzerland South Africa Denmark Kuwait
Sudan Guyana Paraguay Japan India
Bangladesh Jamaica Trinidad and United States Laos

Tobago of America
Flags are used in many different ways. Some sports teams use
flags to generate team spirit, a flag might be used to start a
race, or a homeowner might use a flag for decoration. States
and countries also use flags as a representation of their
communities. Each flag is different, both in color and design.
Use the designs on the flags to answer the questions.

1. What types of quadrilaterals are used in the Kuwait flag?
2. How many designs have no parallel lines? Name the flags.
3. How many designs have perpendicular lines? Name the flags.
4. Which designs have at least two lines of symmetry?

8-12 Name Date
Class Activity
► Designer Flags
Design your own flag in the space below. Your flag design
should include each of the following: one triangle, one pair
of parallel lines, and one 30° angle.
5. What type of triangle did you draw in your flag design?

Explain how the sides of the triangle helped you
classify the triangle.
6. Compare the flag design you made to the flag design

that a classmate made. How are the two designs the
same? How are they different? What shapes did you
use that your classmate did not use?

UNIT 8 Name Date
Review/Test
VOCABULARY
acute angle
► Vocabulary degree
parallel
Choose the best term from the box. perpendicular
1. A is ____
1
th of a circle. (Lesson 8-2)
360
2. Two lines are if they form a right angle.
(Lesson 8-7)
3. An has a measure less than 90°.

(Lesson 8-1)

4. Explain how you would use a protractor to measure the
angle at the right. What is the angle measure? (Lesson 8-2)
5. Look at the figures below. Circle the figures that have

parallel lines. (Lesson 8-10)
6. Look at the figures below. Circle the figures that have acute
angles. (Lesson 8-10)
Draw each figure. (Lesson 8-1)

7. Line AB 8. Line segment FG
UNIT 8 UNIT TEST 319

UNIT 8 Name Date
Review/Test
Tell whether each pair of lines is parallel or perpendicular. (Lesson 8-7)

9. 10.
W S U
R T
Z X
Measure the angle. Tell if it is an acute, obtuse, or right angle. (Lesson 8-2)
11. 12.
E M
N O
F G
Name each triangle by its sides. (Lesson 8-4)

13. Q 14.
A
R B
S C
List all names for the quadrilateral. Then use letters to

name the triangles you can make with the diagonals
and write the type of triangles. (Lessons 8-8, 8-9)
15. L M L M L M
O N O N O N
320 UNIT 8 UNIT TEST

UNIT 8 Name Date
Review/Test
Draw all of the lines of symmetry for each figure. (Lesson 8-11)
16. 17.
► Problem Solving
Use the map to solve each problem. (Lessons 8-4, 8-6, 8-7)
18. Suli and Ty are walking along parallel streets. Which

two streets in the map appear to be parallel?
19. Cross Street, West Street, and Carmichael Street form

a triangle around a park. Classify the triangle formed
by these streets by its sides and its angles.
20. What is the measure of the obtuse angle formed by

Pleasant Street and Carmichael Street?
21. Which two streets are perpendicular?
UNIT 8 UNIT TEST 321

UNIT 8 Name Date
Review/Test

22. Lucy is designing a block for
a quilt. She measured one
of the angles. What is the
unknown angle measure?
(Lessons 8-5, 8-6)
23. A tile has two pairs of parallel sides and two pairs of
equal sides. What shape is the tile? (Lesson 8-8)
24. A gear in a watch turns in one-degree sections.

The gear has turned a total of 300°. How many
one-degree turns did the gear make? (Lesson 8-3)
25. Extended Response A Ferris wheel

turns 35° before it pauses. It then turns
another 85° before stopping again.
What is the total measure of the angle
that the Ferris wheel turned? How
many more times will it need to repeat
the pattern to turn 360°? Explain your
thinking. (Lessons 8-2, 8-3, 8-5, 8-6)
322 UNIT 8 UNIT TEST

Reference Tables
Table of Measures
Metric Customary
Length/Area
1,000 millimeters (mm) = 1 meter (m) 1 foot (ft) = 12 inches (in.)

100 centimeters (cm) = 1 meter 1 yard (yd) = 36 inches
10 decimeters (dm) = 1 meter 1 yard = 3 feet
1 dekameter (dam) = 10 meters 1 mile (mi) = 5,280 feet
1 hectometer (hm) = 100 meters 1 mile = 1,760 yards
1 kilometer (km) = 1,000 meters
Liquid Volume
1,000 milliliters (mL) = 1 liter (L) 6 teaspoons (tsp) = 1 fluid ounce (fl oz)
100 centiliters (cL) = 1 liter 2 tablespoons (tbsp) = 1 fluid ounce
10 deciliters (dL) = 1 liter 1 cup (c) = 8 fluid ounces
1 dekaliter (daL) = 10 liters 1 pint (pt) = 2 cups
1 hectoliter (hL) = 100 liters 1 quart (qt) = 2 pints
1 kiloliter (kL) = 1,000 liters 1 gallon (gal) = 4 quarts
Mass Weight
1,000 milligrams (mg) = 1 gram (g) 1 pound (lb) = 16 ounces

100 centigrams (cg) = 1 gram 1 ton (T) = 2,000 pounds
10 decigrams (dg) = 1 gram
1 dekagram (dag) = 10 grams
1 hectogram (hg) = 100 grams
1 kilogram (kg) = 1,000 grams
1 metric ton = 1,000 kilograms
Reference Tables (continued)
Table of Units of Time

Time
1 minute (min) = 60 seconds (sec) 1 year = 365 days

1 hour (hr) = 60 minutes 1 leap year = 366 days
1 day = 24 hours 1 decade = 10 years
1 week (wk) = 7 days 1 century = 100 years
1 month, about 30 days 1 millennium = 1,000 years
1 year (yr) = 12 months (mo)
or about 52 weeks
Table of Formulas
Perimeter
Polygon
P = sum of the lengths of the sides
Rectangle
P = 2(l + w) or P = 2l + 2w
Square
P = 4s
Area

Rectangle
A = lw or A = bh
Square
A=s⋅ s
Properties of Operations
(a + b) + c = a + (b + c) (2 + 5) + 3 = 2 + (5 + 3)
Commutative Property of Addition

a+b=b+a 4+6=6+4
Addition Identity Property of 0

a+0=0+a=a 3+0=0+3=3
Associative Property of Multiplication

(a ⋅ b) ⋅ c = a ⋅ (b ⋅ c) (3 ⋅ 5) ⋅ 7 = 3 ⋅ (5 ⋅ 7)
Commutative Property of Multiplication

a⋅b=b⋅a 6⋅3=3⋅6
Multiplicative Identity Property of 1

a⋅1=1⋅a=a 8⋅1=1⋅8=8
Distributive Property of Multiplication over Addition

a ⋅ (b + c) = (a ⋅ b) + (a ⋅ c) 2 ⋅ (4 + 3) = (2 ⋅ 4) + (2 ⋅ 3)
Problem Types
Addition and Subtraction Problem Types
Result Unknown Change Unknown Start Unknown
A glass contained A glass contained A glass contained
3
__ 3
__ some orange juice.
cup of orange juice. cup of orange juice.
4 4
Then __
1
cup of Then some pineapple Then __1 cup of
4 4
pineapple juice was juice was added. Now pineapple juice was
the glass contains added. Now the glass
added. How much
1 cup of juice. How contains 1 cup of juice.
juice is in the glass How much orange
much pineapple juice
Add to now? juice was in the glass
was added?
to start?
solution equation: 1
3 + =
__ c + __
1 =
1
c 1 4
3 + __
__ 1 = 4
c Solution equation:
4 4 Solution equation:
3
c = 1 - __ c = 1 - __
1
4 4
Micah had a ribbon Micah had a ribbon Micah had a ribbon.

5
__ 5
__
yard long. He cut off yard long. He cut He cut off a piece
6 6
a piece __
1
yard long. off a piece. Now the __
1
yard long. Now the
6 6
What is the length of ribbon is __
4
yard long. ribbon is __4
yard long.
6 6
the ribbon that is left? What is the length of What was the length
the ribbon he cut off? of the ribbon he
Take from started with?
Situation and Situation equation: Situation equation:
solution equation: 5 - = __
__ r 4 r - __
1 = __
4
5 - __
__ 1 = 6 6 6 6
6
r Solution equation: Solution equation:
6
5 - __
r = __ 4
r = __
4 + __
1

6 6 6 6
1
A situation equation represents the structure (action) in the problem situation. A solution equation
shows the operation used to find the answer.
Total Unknown Addend Unknown Other Addend
Unknown
A baker combines Of the 2__
1
cups of A baker uses
3
1__
2
cups of white flour flour a baker uses, 2__
1
cups of flour.
3 2 3
and __ cup of wheat 1__
2
cups are white Some is white flour
3 3
flour. How much flour flour. The rest is and __
2
cup is wheat
3
is this altogether? wheat flour. How flour. How much
much wheat flour white flour does
does the baker use? the baker use?
Math drawing:1 Math drawing: Math drawing:
Put f 21 21
Together/ 3 3
Take Apart
12 2
3 3 12 f f 2
3 3

solution equation: 2__
1 = __
12 + f 2__
1 = + __
f 2
3 3 3 3
1__
2 + __
2 =
f Solution equation: Solution equation:
3 3
f = 2__
1 - __
12 f = 2__
1 - __
2
3 3 3 3
1
These math drawings are called math mountains in Grades 1–3 and break apart drawings in Grades 4
and 5.
Problem Types continued
Addition and Subtraction Problem Types (continued)

Difference Unknown Greater Unknown Smaller Unknown
At a zoo, the female Leading Language Leading Language
3
rhino weighs 1__ tons. At a zoo, the female At a zoo, the male
5
3
The male rhino rhino weighs 1__ tons. rhino weighs 2__2
tons.
5 5
weighs 2__
2
tons. How The male rhino The female rhino
5
much more does the weighs __
4
ton more weighs __
4
ton less than
5 5
male rhino weigh than the female rhino. the male rhino. How
than the female How much does the much does the female
rhino? male rhino weigh? rhino weigh?
At a zoo, the female Misleading Language Misleading Language
3
rhino weighs 1__ tons. At a zoo, the female At a zoo, the male
5
The male rhino rhino weighs 1__3
tons. rhino weighs 2__
2
tons.
weighs 2__
2
tons. How The female rhino
5
The male rhino
5
5
much less does the weighs __
4
ton less than weighs __
4
ton more
female rhino weigh 5 5
Additive the male rhino. How than the female rhino.
Comparison1 than the male rhino? much does the male How much does the
rhino weigh? female rhino weigh?
22 m 22
5 5
13 4 4
13 d f
5 5 5 5
Situation equation: Situation and Situation equation

3 + = __
1__ d 2 2 or solution equation: f + __
4 = __
2 2 or
5 5 5 5
3 + __
1__ 4 =
m f = 2__
2 - __
4
d = 2__ 13
2 - __
5 5 5 5
5 5
f = 2__ © Houghton Mifflin Harcourt Publishing Company
2 - __
4
d = 2__ 13
2 - __
5 5
5 5
1
A comparison sentence can always be said in two ways. One way uses more, and the other uses fewer or
less. Misleading language suggests the wrong operation. For example, it says the female rhino weighs
__
4
ton less than the male, but you have to add __
4
ton to the female’s weight to get the male’s weight.
5 5
Multiplication and Division Problem Types
Number of Groups
Unknown Product Group Size Unknown Unknown
A teacher bought A teacher bought A teacher bought
10 boxes of pencils. 10 boxes of pencils. boxes of 20 pencils.
There are 20 pencils She bought 200 pencils She bought 200 pencils
in each box. How in all. How many in all. How many
many pencils did the pencils are in each boxes of pencils did
Equal teacher buy? box? she buy?
Groups
solution equation: 10 ⋅ n = 200 b ⋅ 20 = 200
p = 10 ⋅ 20
n = 200 ÷ 10 b = 200 ÷ 20

An auditorium has An auditorium has The 1,800 seats in
60 rows with 30 seats 60 rows with the same an auditorium are
in each row. How number of seats in arranged in rows of
many seats are in the each row. There are 30. How many rows of
auditorium? 1,800 seats in all. How seats are there?
many seats are in each
row?
Arrays 1
30 n 30
60 s 60 1,800 r 1,800

solution equation: 60 ⋅ n = 1,800 r ⋅ 30 = 1,800
s = 60 ⋅ 30
n = 1,800 ÷ 60 r = 1,800 ÷ 30
1
We use rectangle models for both array and area problems in Grades 4 and 5 because the numbers in
the problems are too large to represent with arrays.
Multiplication and Division Problem Types (continued)

Sophie’s backyard is Sophie’s backyard Sophie’s backyard
80 feet long and has an area of has an area of
40 feet wide. What is 3,200 square feet. The 3,200 square feet. The
the area of Sophie’s length of the yard is width of the yard is
backyard? 80 feet. What is the 40 feet. What is the
Math drawing: width of the yard? length of the yard?
80 Math drawing: Math drawing:
80 l
Area A
40
w 3,200 40 3,200
Situation and
solution equation: Situation equation: Situation equation
A = 80 ⋅ 40 80 ⋅ w = 3,200 l ⋅ 40 = 3,200
w = 3,200 ÷ 80 l = 3,200 ÷ 40
Whole Number Whole Number Whole Number

Multiplier Multiplier Multiplier
Sam has 4 times as Sam has 4 times as Sam has 280 marbles.
many marbles as many marbles as Brady has 70 marbles.
Brady has. Brady has Brady has. Sam has The number of
70 marbles. How 280 marbles. How marbles Sam has is
many marbles does many marbles does how many times the
Sam have? Brady have? number Brady has?
Multiplicative
280 280
Comparison s 70 70 70 70
s s 70 70 70 70
b 70
b b 70

solution equation: 4 ⋅ b = 280 m ⋅ 70 = 280
s = 4 ⋅ 70
b = 280 ÷ 4 m = 280 ÷ 70
Vocabulary Activities
MathWord Power
► Word Review PA I R S
Work with a partner. Choose a word

Activities
from a current unit or a review word
► Give the meaning in words or
from a previous unit. Use the word to
gestures.
complete one of the activities listed on
the right. Then ask your partner if they ► Use the word in the sentence.
have any edits to your work or questions ► Give another word that is related to
about what you described. Repeat, the word in some way and explain
having your partner choose a word. the relationship.
► Crossword Puzzle PA I R S OR INDIVIDUALS
Create a crossword puzzle similar to the example below. Use

vocabulary words from the unit. You can add other related
words, too. Challenge your partner to solve the puzzle.
Across
d
1
2. The answer to an addition problem

i 2
s u m
4. _____ and subtraction are inverse
v u operations.
3
i b u 5. To put amounts together
4
a d d i t i o n 6. When you trade 10 ones for 1 ten,
you _____.
e r i
Down
n a t
5 1. The number to be divided in a
a d d c division problem
t 2. The operation that you can use

to find out how much more one
i number is than another.
6
g r o u p 3. A fraction with a numerator of 1 is a
n _____ fraction.
► Word Wall PA I R S OR SMALL GROUPS
With your teacher’s permission, start a word wall in your

classroom. As you work through each lesson, put the math
vocabulary words on index cards and place them on the word
wall. You can work with a partner or a small group choosing a
word and giving the definition.
► Word Web INDIVIDUALS
Make a word web for a word or words you do not understand

in a unit. Fill in the web with words or phrases that are related
to the vocabulary word.
multiply or divide by the

same value
same number
Equivalent
Fractions
used to
compare fractions
► Alphabet Challenge PA I R S OR INDIVIDUALS
Take an alphabet challenge. Choose 3 letters from the

alphabet. Think of three vocabulary words for each letter.
Then write the definition or draw an example for each word. © Houghton Mifflin Harcourt Publishing Company
A E L
addition equation liter
Associative Property expanded form line
area estimate line plot

► Concentration PA I R S
Write the vocabulary words and related words from a unit

on index cards. Write the definitions on a different set of
index cards. Mix up both sets of cards. Then place the cards
facedown on a table in an array, for example, 3 by 3 or 3 by
4. Take turns turning over two cards. If one card is a word
and one card is a definition that matches the word, take the
pair. Continue until each word has been matched with its
definition.
area
The number of
square units that
cover a figure.
Angle: A fig
ure formed
endpoint. by t wo rays
► Math Journal INDIVIDUALS with th e same
As you learn new words, write

them in your Math Journal.
Write the definition of the word
and include a sketch or an
example. As you learn new
information about the word,
add notes to your definition. Degree: A u
nit for measu
ring angles.

► What’s the Word? PA I R S
Work together to make a poster or bulletin board display of

the words in a unit. Write definitions on a set of index cards.
Mix up the cards. Work with a partner, choosing a definition
from the index cards. Have your partner point to the word
on the poster and name the matching math vocabulary word.
Switch roles and try the activity again.
array
place value
addend
inverse operations
expanded form
word form
?
standard form
digit
s
m o r e number
wo or sum
one of t ether to find a
og
added t

Glossary
analog clock A clock with a face
A
and hands.
acute angle An angle smaller than
a right angle.
11 12 1
10 2
9 3
8 4
7 6 5
acute triangle A triangle with three
acute angles.
angle A figure formed by two rays with
the same endpoint.
addend One of two or more numbers

added together to find a sum.
area The number of square units that
Example: 7 + 8 = 15 cover a figure.
5 cm
addend addend sum
adjacent (sides) Two sides that meet 3 cm

at a point.
Example: Sides a and b are adjacent.
b
array An arrangement of objects,
a c symbols, or numbers in rows and
columns.
d
Algebraic Notation Method A strategy

based on the Distributive Property in
which a factor is decomposed to create
simpler algebraic expressions, and the
Distributive Property is applied.
Example: 9 ⋅ 28 = 9 ⋅ (20 + 8)
Grouping the addends in different
= (9 ⋅ 20) + (9 ⋅ 8) ways does not change the sum.
= 180 + 72
Example: 3 + (5 + 7) = 15
= 252 (3 + 5) + 7 = 15
Glossary S13
Associative Property of Multiplication centimeter A unit of measure in the

Grouping the factors in different ways metric system that equals one
does not change the product. hundredth of a meter. 100 cm = 1 m
Example: 3 × (5 × 7) = 105 circle A plane figure that forms a closed
(3 × 5) × 7 = 105 path so that all the points on the path
are the same distance from a point
B called the center.
bar graph A graph that uses bars to
show data. The bars may be vertical or
horizontal.
Snowfall Last Winter

28
circle graph A graph that uses parts of a
24
circle to show data.
20
Example:
16
Inches
Favorite Fiction Books

12
8 Humor
4
Fantasy
0
Nov Dec Jan Feb Mar Adventure
Month
Mystery
break-apart drawing A diagram that
shows two addends and the sum.
81
column A part of a table or array that © Houghton Mifflin Harcourt Publishing Company
72 9 contains items arranged vertically.
C
center The point that is the same
distance from every point on the circle.
center
S14 Glossary
common denominator A common comparison situation A situation in
multiple of two or more denominators. which two amounts are compared
by addition or by multiplication. An
Example: A common denominator of
1
__ 1 addition comparison situation compares
and __ is 6 because 6 is a multiple
2 3 by asking or telling how much more
of 2 and 3.
(how much less) one amount is than
Commutative Property of Addition another. A multiplication comparison
Changing the order of addends does situation compares by asking or telling
not change the sum. how many times as many one amount
is as another. The multiplication
Example: 3 + 8 = 11
comparison may also be made using
8 + 3 = 11
fraction language. For example, you
Commutative Property of can say, “Sally has one fourth as much
Multiplication Changing the order of as Tom has,” instead of saying “Tom
factors does not change the product. has 4 times as much as Sally has.”
Example: 3 × 8 = 24 composite number A number greater
8 × 3 = 24 than 1 that has more than one factor
compare Describe quantities as greater pair. Examples of composite numbers
than, less than, or equal to each other. are 10 and 18. The factor pairs of 10
are 1 and 10, 2 and 5. The factor pairs
comparison bars Bars that represent of 18 are 1 and 18, 2 and 9, 3 and 6.
the larger amount and smaller amount
in a comparison situation. cup A unit of liquid volume in the
customary system that equals
For addition and subtraction: 8 fluid ounces.
smaller amount difference D

data A collection of information.
larger amount
decimal number A representation of a
number using the numerals 0 to 9, in
For multiplication and division: which each digit has a value 10 times
smaller smaller smaller larger
the digit to its right. A dot or decimal
amount amount amount amount point separates the whole-number part
of the number on the left from the
smaller fractional part on the right.
amount
Examples: 1.23 and 0.3
Glossary S15
decimal point A symbol used to Digit-by-Digit A method used to solve a

separate dollars and cents in money division problem.
amounts or to separate ones and tenths
Put in only
in decimal numbers. one digit at
a time.
Examples: 5 54 546
7 3,822 7 3,822 7 3,822
$8.59 1.2 -35 -35 -35
32 32 32
- 28 - 28
decimal point 42 42
- 42
decimeter A unit of measure in the
metric system that equals one tenth of Distributive Property You can multiply
a meter. 10 dm = 1 m a sum by a number, or multiply each
addend by the number and add the
degree (°) A unit for measuring angles.
products; the result is the same.
denominator The number below the
Example:
bar in a fraction. It shows the total
3 × (2 + 4) = (3 × 2) + (3 × 4)
number of equal parts in the fraction.
3×6 = 6 + 12
Example:
18 = 18
3
– dividend The number that is divided in
4 denominator
division.
diagonal A line segment that connects 7
Example: 9qw63 63 is the dividend.
vertices of a polygon, but is not a side
of the polygon. divisible A number is divisible by
another number if the quotient is a
whole number with a remainder of 0.
diagonal divisor The number you divide by in

division.
7
Example: 9qw63 9 is the divisor.
difference The result of a subtraction. dot array An arrangement of dots in

rows and columns.
Example: 54 - 37 = 17 difference
digit Any of the symbols 0, 1, 2, 3, 4, 5,
6, 7, 8, or 9.
digital clock A clock that shows us the
hour and minutes with numbers. E
elapsed time The time that passes
between the beginning and the end of
an activity.
S16 Glossary
endpoint The point at either end of a Expanded Notation A method used to
line segment or the beginning point of solve multiplication and division
a ray. problems.
Examples:
endpoint endpoint endpoint 43 × 67

equation A statement that two 67 = 60 + 7
expressions are equal. It has an × 43 = 40 + 3
equal sign. 40 × 60 = 2400
40 × 7 = 280
Examples: 32 + 35 = 67 3 × 60 = 180
67 = 32 + 34 + 1 3 ×7 = + 21
(7 × 8) + 1 = 57 2,881
equilateral Having all sides of equal
length. 3,822 ÷ 7
6
Example: An equilateral triangle 40 546
500
7 3,822
- 3 500
322
- 280
equivalent fractions Two or more 42
fractions that represent the same - 42
0
number.
2
Example: __ 4
and __ are equivalent expression One or more numbers,
4 8 variables, or numbers and variables
because they both represent one
with one or more operations.
half.
estimate A number close to an exact Examples: 4
amount or to find about how many or 6x
6x - 5
how much.
7+4
evaluate Substitute a value for a letter
(or symbol) and then simplify the F
expression.
factor One of two or more numbers
expanded form A way of writing a multiplied to find a product.
number that shows the value of each
Example: 4 × 5 = 20
of its digits.
Example: Expanded form of 835: factor factor product
800 + 30 + 5
8 hundreds + 3 tens + 5 ones
Glossary S17
factor pair A factor pair for a number

H
is a pair of whole numbers whose
product is that number. hundredth A unit fraction representing
one of one hundred parts, written as
Example: 5 × 7 = 35 1
0.01 or ____ .
100
factor product
pair
7.634
fluid ounce A unit of liquid volume
in the customary system. hundredth
8 fluid ounces = 1 cup
foot A U.S. customary unit of length
1
equal to 12 inches. one hundredth = — = 0.01
100
formula An equation with letters or

symbols that describes a rule. I
The formula for the area of a Identity Property of Multiplication
rectangle is: The product of 1 and any number
A=l×w equals that number.
where A is the area, l is the length, Example: 10 × 1 = 10
and w is the width. inch A U.S. customary unit of length.
fraction A number that is the sum of
Example: 1 inch
unit fractions, each an equal part of a
set or part of a whole. inequality A statement that two
3 = __
1 + __
1 + __
1
Examples: __ expressions are not equal.
4 4 4 4
5 1 1 1 + __
__ = __ + __ + __ 1 + __
1 Examples: 2 < 5
4 4 4 4 4 4 4 + 5 > 12 - 8
G inverse operations Opposite or reverse

operations that undo each other.
gallon A unit of liquid volume in the Addition and subtraction are inverse
customary system that equals 4 quarts. operations. Multiplication and division
gram The basic unit of mass in the are inverse operations.
metric system. Examples: 4 + 6 = 10 so, 10 - 6 = 4
greater than (>) A symbol used to and 10 - 4 = 6.
compare two numbers. The greater 3 × 9 = 27 so, 27 ÷ 9 = 3
number is given first below. and 27 ÷ 3 = 9.
Example: 33 > 17
33 is greater than 17.
group To combine numbers to form new
tens, hundreds, thousands, and so on.
S18 Glossary
isosceles triangle A triangle with at line A straight path that goes on forever
least two sides of equal length. in opposite directions.
Example: line AB
A B
line of symmetry A line on which a

figure can be folded so that the two
halves match exactly.
K
kilogram A unit of mass in the metric
system that equals one thousand
grams. 1 kg = 1,000 g line of symmetry
kiloliter A unit of liquid volume in the
metric system that equals one thousand line plot A diagram that shows the
liters. 1 kL = 1,000 L frequency of data on a number line.
Also called a dot plot.
kilometer A unit of length in the
metric system that equals 1,000 meters.
1 km = 1,000 m
L
0 1 2 3 4 5 6
least common denominator The least Number of Siblings
common multiple of two or more
denominators.
line segment Part of a line that has two
Example: The least common endpoints.
denominator of __1 and __
1 is 6
2 3
because 6 is the smallest
multiple of 2 and 3. line symmetry A figure has line
symmetry if it can be folded along a
length The measure of a line segment or

line to create two halves that match
one side of a figure.
exactly.
length
less than (<) A symbol used to compare

liquid volume A measure of the space a
two numbers. The smaller number is
liquid occupies.
given first below.
liter The basic unit of liquid volume
Example: 54 < 78
in the metric system.
54 is less than 78.
1 liter = 1,000 milliliters
Glossary S19
numerator The number above the bar in

M
a fraction. It shows the number of
mass The measure of the amount of equal parts.
matter in an object.
Example:
meter The basic unit of length in the 3 numerator 3 = __
__ 1 + __
1 + __
1
metric system. – 4 4 4 4
4
metric system A base ten system of
measurement. O
mile A U.S. customary unit of length obtuse angle An angle greater than
equal to 5,280 feet. a right angle and less than a straight
angle.
milligram A unit of mass in the metric
system. 1,000 mg = 1g
milliliter A unit of liquid volume in the
metric system. 1,000 mL = 1 L
obtuse triangle A triangle with one
millimeter A unit of length in the metric obtuse angle.
system. 1,000 mm = 1 m
mixed number A number that can be
represented by a whole number and a
fraction.
opposite sides Sides that are across
1 = + __
Example: 4__ 4 1 from each other; they do not meet
2 2
multiple A number that is the product at a point.
of a given number and any whole Example: Sides a and c are opposite.
number.
a
Examples:
4 × 1 = 4, so 4 is a multiple of 4. d b
4 × 2 = 8, so 8 is a multiple of 4.
c © Houghton Mifflin Harcourt Publishing Company
N
Order of Operations A set of rules that
number line A line that extends,
state the order in which operations
without end, in each direction and
should be done.
shows numbers as a series of points.
The location of each number is shown STEPS: -Compute inside parentheses first.
by its distance from 0.
-Multiply and divide from left to
right.
-Add and subtract from left to
right.
S20 Glossary
ounce A unit of weight. perpendicular Lines, line segments, or
16 ounces = 1 pound rays are perpendicular if they form
A unit of liquid volume (also called right angles.
a fluid ounce).
Example: These two lines are
8 ounces = 1 cup
perpendicular.
P A
parallel Lines in the same plane that

never intersect are parallel. Line C D
segments and rays that are part of
parallel lines are also parallel.
B
pictograph A graph that uses pictures or

symbols to represent data.

Student
Najee
parallelogram A quadrilateral with Tariq
both pairs of opposite sides parallel. Celine
Jamarcus
Brooke
= 5 books
partial product The product of the
ones, or tens, or hundreds, and so on in pint A customary unit of liquid volume
multidigit multiplication. that equals 16 fluid ounces.
Example: place value The value assigned to the
24 place that a digit occupies in a number.
× 9
_ Example: 235
36 partial product (9 × 4)
_180 partial product (9 × 20)
The 2 is in the hundreds place,
216
so its value is 200.
perimeter The distance around a figure.
Glossary S21
place value drawing A drawing that prime number A number greater than
represents a number. Thousands are 1 that has 1 and itself as the only factor
represented by vertical rectangles, pair. Examples of prime numbers are
hundreds are represented by squares, 2, 7, and 13. The only factor pair of 7 is
tens are represented by vertical lines, 1 and 7.
and ones by small circles.
product The answer to a multiplication
Example: problem.
Example: 9 × 7 = 63
2,697 product
protractor A semicircular tool for

Place Value Sections A method using measuring and constructing angles.
rectangle drawings to solve
multiplication or division problems.
Q
13 × 15
quadrilateral A polygon with four sides.
10 + 5
100
10 100 50 50
30
+ 15
195 quart A customary unit of liquid volume
+ that equals 32 ounces or 4 cups.
3 30 15
quotient The answer to a division

330 ÷ 5
problem.
7
a. b. c.
60 60 + Example: 9qw63 7 is the quotient.
5 330 5 330 5 330
- 300 - 300
30 30 R
ray Part of a line that has one endpoint
d. e. f.
60 + 60 + 6 60 + 6 = 66 and extends without end in one
5 330 30 5 330 30 5 330 30
- 300 - 300 - 30 - 300 - 30 direction.
30 30 30 0
point A location in a plane. It is usually

shown by a dot.
rectangle A parallelogram with four
polygon A closed plane figure with sides right angles.
made of straight line segments.
pound A unit of weight in the U.S.
customary system.
prefix A letter or group of letters placed
before a word to make a new word.
S22 Glossary
reflex angle An angle with a measure row A part of a table or array that
that is greater than 180° and less contains items arranged horizontally.
than 360°.
remainder The number left over after
dividing two numbers that are not
evenly divisible.
8 R3 S
Example: 5qw43 The remainder is 3.
scalene A triangle with no equal sides is
rhombus A parallelogram with sides of a scalene triangle.
equal length.
right angle One of four angles made by Shortcut Method A strategy for
perpendicular line segments. multiplying. It is the current common
method in the United States.
Step 1 Step 2
7 7
right 28 28
angle × 9 × 9
2 252
right triangle A triangle with one right
angle. simplest form A fraction is in simplest
form if there is no whole number
(other than 1) that divides evenly into
the numerator and denominator.
3
round To find the nearest ten, hundred, Example: __ This fraction is in simplest
4
thousand, or some other place value. form because no number divides
evenly into 3 and 4.
The usual rounding rule is to round

up if the next digit to the right is 5 or simplify an expression Combine like
more and round down if the next digit terms and perform operations until all
to the right is less than 5. terms have been combined.
Examples: 463 rounded to the nearest simplify a fraction To divide the
ten is 460. numerator and the denominator of a
463 rounded to the nearest fraction by the same number to make
hundred is 500. an equivalent fraction made from
fewer but larger unit fractions.
Example: ___ 5 ÷ 5 = __
5 = ______ 1
10 10 ÷ 5 2
Glossary S23
situation equation An equation that square kilometer A unit of area equal

shows the structure of the information to the area of a square with one-
in a problem. kilometer sides.
Example: 35 + n = 40 square meter A unit of area equal to
solution equation An equation that the area of a square with one-meter
shows the operation that can be used sides.
to solve the problem. square mile A unit of area equal to the
Example: n = 40 - 35 area of a square with one-mile sides.
square A rectangle with 4 sides of equal square millimeter A unit of area equal
length and 4 right angles. It is also a to the area of a square with one-
rhombus. millimeter sides.
square unit A unit of area equal to the
area of a square with one-unit sides.
square yard A unit of area equal to the
area of a square with one-yard sides.
standard form The form of a number
written using digits.
square array An array in which the
number of rows equals the number of Example: 2,145
columns. straight angle An angle that
measures 180°.
sum The answer when adding two or
more addends.
Example:
53 + 26 = 79
square centimeter A unit of area
equal to the area of a square with
one-centimeter sides. addend addend sum
square decimeter A unit of area

equal to the area of a square with T
one-decimeter sides. table Data arranged in rows and
square foot A unit of area equal to the columns.
area of a square with one-foot sides.
square inch A unit of area equal to the
area of a square with one-inch sides.
S24 Glossary
tenth A unit fraction representing one
U
of ten equal parts of a whole, written
1
as 0.1 or ___ . unit A standard of measurement.
10
Examples: Centimeters, pounds, inches,
and so on.
12.34
unit fraction A fraction whose
numerator is 1. It shows one equal part
tenth of a whole.
1
Example: __
4
1
one tenth = — = 0.1
10
term in an expression A number,

V
variable, product, or quotient in an variable A letter or a symbol that
expression. Each term is separated by represents a number in an algebraic
an operation sign (+, -). expression.
Example: 3n + 5 has two terms, vertex A point that is shared by two
3n and 5. sides of an angle or two sides of a
thousandth A unit fraction representing polygon.
one of one thousand equal parts of a
1
whole, written as 0.001 or _____ .
1,000
ton A unit of weight that equals 2,000
pounds.
vertex vertex
tonne A metric unit of mass that equals
1,000 kilograms.
W
total Sum. The result of addition.
width The measure of one side of a
Example: 53 + 26 = 79 figure.
addend addend total (sum)

width
trapezoid A quadrilateral with exactly
one pair of parallel sides.
word form The form of a number
written using words instead of digits.
Example: Six hundred thirty-nine
triangle A polygon with three sides. Y

yard A U.S. customary unit of length
equal to 3 feet.
Glossary S25

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Student Activity Book - Grade 4

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Dr. Karen C.

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Any opinions, ﬁndings, and conclusions, or recommendations expressed in this material

Copyright © 2013 by Houghton Mifflin Harcourt Publishing Company

Printed in the U.S.A.

UNIT 1 Place Value and Multidigit Addition and Subtraction

1 Place Value to Thousands

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2 Place Value Patterns

5 Compare and Round Greater Numbers

BIG IDEA 2 Addition with Greater Numbers

6 Make New Groups for Addition

7 Add Greater Numbers

8 Estimation and Mental Math

BIG IDEA 3 Subtraction with Greater Numbers

9 Subtract from Thousands

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10 Subtraction Undoes Addition

11 Subtract Greater Numbers

12 Practice Addition and Subtraction

13 Problem Solving with Greater Numbers

14 Focus on Mathematical Practices

VOLUME 1 CONTENTS iii

UNIT 2 Multiplication with Whole Numbers

1 Arrays and Area Models

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2 Connect Place Value and Multiplication

3 Mental Math and Multiplication

BIG IDEA 2 Multiply by One-Digit Numbers

4 Model One-Digit by Two-Digit Multiplication

6 Use Place Value to Multiply

7 Algebraic Notation Method

8 Compare Methods of One-Digit by Two-Digit Multiplication

9 Discuss Different Methods

10 One-Digit by Three-Digit Multiplication

11 Multistep Word Problems

BIG IDEA 3 Multiplication with Two-Digit Numbers

12 Two-Digit by Two-Digit Multiplication

13 Different Methods for Two-Digit Multiplication

14 Check Products of Two-Digit Numbers

16 Multiply One-Digit and Four-Digit Numbers

17 Use the Shortcut Method

UNIT 3 Division with Whole Numbers

1 Divide with Remainders

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2 Relate 3-Digit Multiplication to Division

3 Discuss 2-Digit and 4-Digit Quotients

5 Relate Three Methods

6 Divide by Any Method

BIG IDEA 2 Division Issues and Word Problems

7 Just-Under Quotient Digits

8 Estimate to Check Quotients

9 Make Sense of Remainders

10 Mixed Problem Solving

11 Focus on Mathematical Practices

UNIT 3 Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

UNIT 4 Equations and Word Problems

1 Properties and Algebraic Notation

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2 Situation and Solution Equations for Addition and Subtraction

3 Situation and Solution Equations for Multiplication and Division

BIG IDEA 2 Comparison Word Problems