5th Grade Unit 4 Investigation 4 CFA
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1 5th Grade Unit 4 Investigation 4 CFA Multiple Choice Identify the choice that best completes the statement or answers the question. 1. Mr. Pendergraf has 6 students in his chess clu Two-thirds of those students are also in the choir. How many students are in the choir? Use a model to find the answer boxes of 6 s is 5 6 = 30 s box of 6 s is 6 = 3 s If a small box only contains, how much is of a small box? 3. Kristy read 40 pages of a book on Saturday. She read 3 as many pages on Sunday. Which 4 equation could be used to calculate the number of pages Kristy read on Sunday? = x = x = x = x 4. Bridget is making baby blankets. She needs 1 yards of fleece for each blanket. Which equation could be used to calculate the amount of fleece Bridget needs for 8 blankets? 5. J.D. threw a 12-pound shot put 56 feet. Marty threw the same shot put as far. How far did Marty throw the shot put? 8 feet 24 feet 32 feet 84 feet
2 6. A recipe calls for pound of spaghetti per serving. To make 8 servings, how many pounds of spaghetti are needed? 3 7. Maya needs to practice piano for of a. Maya has completed of her piano practice. What part of an has Maya been practicing? 8. What product does the diagram show? = = = 9. What is the denominator of the product of?
3 10. Consider the expression. Which statement about finding the product of the two fractions is true? Multiply the numerator of the first second Then add the denominator of the first fraction by Multiply the denominator of the first second Then multiply the numerator of the first fraction by Add the numerator of the first second Then add the denominator of the first fraction by Multiply the numerator of the first second Then multiply the denominator of the first fraction by 11. What product does the array show? =
4 12. Which of the following is equal to 25? 13. A student takes 1 to paint a picture frame. How many picture frames can the student paint 4 in 5 s? 25 frames 20 frames 15 frames 5 4 frames 14. Which of the following is equal to 15. Solve. 5 45
5 5th Grade Unit 4 Investigation 4 CFA Answer Section MULTIPLE CHOICE 1. ANS: B PTS: 1 OBJ: Focus Point 4.CC.5 Using a representation to multiply a fraction and a whole number 2. ANS: B PTS: 1 OBJ: Focus Point 4.CC.6 Extending understanding of the operation of multiplication to include fractions 3. ANS: D PTS: 1 OBJ: Focus Point 4.CC.7 Writing multiplication equations for multiplying a fraction and a whole number 4. ANS: B PTS: 1 OBJ: Focus Point 4.CC.8 Writing and interpreting multiplication equations involving a fraction and a whole number 5. ANS: C PTS: 1 OBJ: Focus Point 4.CC.9 Using a representation and reasoning to multiply a whole number by a fraction or mixed number NAT: 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 6. ANS: A PTS: 1 OBJ: Focus Point 4.CC.10 Multiplying a fraction or mixed number and a whole number NAT: 5.NF.6 Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem. 7. ANS: A PTS: 1 OBJ: Focus Point 4.CC.11 Multiplying a fraction by a fraction
6 8. ANS: B PTS: 1 OBJ: Focus Point 4.CC.12 Representing a fractional part of a fractional quantity 9. ANS: C PTS: 1 OBJ: Focus Point 4.CC.13 Understanding the relationship between the denominators of the factors and the denominator of the product 10. ANS: D PTS: 1 OBJ: Focus Point 4.CC.14 Developing an algorithm for multiplying fractions 11. ANS: B PTS: 1 OBJ: Focus Point 4.CC.15 Using arrays to represent multiplication of fractions 12. ANS: A PTS: 1 OBJ: Focus Point 4.CC.16 Using representations to solve problems involving dividing a whole number by a unit fraction NAT: 5.NF.7.b Apply and extend previous understandings of division to divide unit fractions by whole whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 x (1/5) = ANS: B PTS: 1 OBJ: Focus Point 4.CC.17 Using reasoning, and the relationship between division and multiplication, to divide a whole number by a unit fraction NAT: 5.NF.7.b Apply and extend previous understandings of division to divide unit fractions by whole whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 (1/5) = 20 because 20 x (1/5) = ANS: B PTS: 1
7 OBJ: Focus Point 4.CC.18 Using representations to solve problems involving dividing a unit fraction by a whole number NAT: 5.NF.7.a Apply and extend previous understandings of division to divide unit fractions by whole unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) x 4 = 1/ ANS: A PTS: 1 OBJ: Focus Point 4.CC.19 Using reasoning, and the relationship between division and multiplication, to divide a unit fraction by a whole number NAT: 5.NF.7.a Apply and extend previous understandings of division to divide unit fractions by whole unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) 4 = 1/12 because (1/12) x 4 = 1/3. KEY: Dividing Fractions
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