1 TG Grade 4 Unit 8 Lesson 10 Answer Key. Answer Key Lesson 10: Multiplying Fractions by a Whole

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$Answer Key Lesson 0: Multiplying Fractions by a Whole Student Guide Multiplying Fractions by a Whole Using Area Models Use fraction strips, fraction circle pieces, or number lines to solve Questions.$ Famous Trail Mix Serves cup shredded coconut cup sunflower seeds raisins cup chopped pecans cup toasted oat cereal A. How does she need to change her recipe? B.

Famous Trail Mix Serves cup shredded coconut cup sunflower seeds raisins cup chopped pecans cup toasted oat cereal A. How does she need to change her recipe? B.

1 Answer Key Lesson 0: Multiplying Fractions by a Whole Student Guide Multiplying Fractions by a Whole Using Area Models Use fraction strips, fraction circle pieces, or number lines to solve Questions. Be prepared to share your solutions.. Keenya is making her Famous Trail Mix to take on a hike with some friends. She needs to serve people, but her recipe serves people. Famous Trail Mix Serves cup shredded coconut cup sunflower seeds raisins cup chopped pecans cup toasted oat cereal A. How does she need to change her recipe? B. Change the amount of each ingredient to make a recipe that serves people.. Keenya decides to double her Famous Trail Mix Recipe. Change the amount of each ingredient to make a double recipe.. Keenya s friends Jacob and Anna decide to join her on the hike. She needs to make enough Famous Trail Mix for people. A. How does she need to change her recipe? B. Change the amount of each ingredient to make a recipe that serves people. SG Grade Unit Lesson 0 Student Guide - Page Multiplying Fractions by a Whole. Solve the following problems using either Irma s, Roberto s, Shannon s, or Jacob s strategy. Use each strategy at least once. Be prepared to share your strategy. A. B. C. D. E. F. G. H. I. J. K. 0 L. 0 Multiplication Hops. Maya shared her strategy for solving and John shared his strategy for solving. = 0 = 0 A. Do you agree with Maya s and John s solutions? B. What do you notice about their solutions? C. Is this number sentence true? Explain your reasoning. = Multiplying Fractions by a Whole Questions 7 (SG pp. ). A. Keenya needs to triple her recipe or multiply each ingredient by. B. cup shredded coconut = or shredded coconut; sunflower seeds = or sunflower seeds; raisins = raisins; chopped pecans = or cup chopped pecans; toasted oat cereal = 9 or toasted oat cereal. cup shredded coconut = cup shredded coconut; sunflower seeds x = or sunflower seeds; raisins = or raisins; chopped pecans = of a cup chopped pecans; toasted oat cereal = or or toasted oat cereal. A. Keenya needs to multiply each ingredient by. B. cup shredded coconut = or shredded coconut; sunflower seeds = or sunflower seeds; raisins = or raisins; chopped pecans = or chopped pecans; toasted oat cereal = or toasted oat cereal. A. or B. 9 or C. or D. or E. or F. or G. or H. or or I. or J. or 0 0 K. or L. or. A. Responses may vary. Possible response: es, I agree with Maya and John. B. Both Maya and John land on. C. = is a true number sentence. Possible response: When I look at John and Maya s hops, both sides of the number sentence are so they are equal to each other. 0 SG Grade Unit Lesson 0 Multiplying Fractions by a Whole Student Guide - Page 0 TG Grade Unit Lesson 0 Answer Key

Answer Key Lesson 0: Multiplying Fractions by a Whole. A. True;. Use Maya s and John s number line strategies to decide if the following number sentences are true. A. = B.

2 Answer Key Lesson 0: Multiplying Fractions by a Whole. A. True;. Use Maya s and John s number line strategies to decide if the following number sentences are true. A. = B. = 0 Use the Multiply on Number Lines pages in the Student Activity Book to practice using number lines to multiply and compare multiplication number sentences. B. True; A.* apples B.* apples. A.* The in the denominator tells us to divide the whole into equal groups. B.* The in the numerator tells us that we are interested in of the groups. C.* The number of apples in a whole box. D.* means that the whole set is divided into groups and we are interested in one of these groups. means that the whole set is one group and we are interested in of these groups which is the same as whole sets. 9. A. = apples B.* = apples C. Multiplication Fractions of Groups Johnny Appleseed Apple Company sells gift boxes. The small gift boxes have apples and the large gift boxes have apples. 7. One-fourth of the apples in each gift box are yellow. A. How many apples in the small gift box are yellow? B. How many apples in the large gift box are yellow?. A. In the fraction, what information does the denominator give you? B. What information does the numerator give you? C. What other information do you need in order to know the number of apples in of a box? D. What is the difference in meaning between and? 9. Write a number sentence for each statement. A. Four groups of three apples make apples in all. B. Four groups of six apples make apples in all. C. What operation did you use in your number sentences? Multiplying Fractions by a Whole SG Grade Unit Lesson 0 Student Guide - Page *Answers and/or discussion are included in the lesson. TG Grade Unit Lesson 0 Answer Key

Answer Key Lesson 0: Multiplying Fractions by a Whole Lin used the diagram and number sentence shown here to represent one-fourth of the apples in the large box.

3 Answer Key Lesson 0: Multiplying Fractions by a Whole Lin used the diagram and number sentence shown here to represent one-fourth of the apples in the large box. Both her diagram and number sentence represent one-fourth of a group of apples. We write this as: = apples. = apples 0. A. = apples 0. Draw a diagram and write a number sentence similar to Lin s for each statement. A. one-fourth of a group of apples B. two-fourths of a group of apples C. three-fourths of a group of apples D. four-fourths of a group of apples. A. What patterns do you see in the number sentences? B. What is another name for? Write another number sentence for Question 0D using this name. John used this diagram to show one-third of a small box of apples. He used this diagram to show four-thirds of a small box of apples. SG Grade Unit Lesson 0 Multiplying Fractions by a Whole Student Guide - Page Estimate Products. Copy the following chart on a sheet of paper. Complete the chart following the example in the first row. (Remember, the answer to a multiplication problem is a product. For example, is the product of.). A. Describe the patterns you see in the table. B. When is the product less than? Why? C. When is the product equal to? Why? D. When is the product greater than? Why?. For each of the following problems, decide which products will be less than, equal to, or greater than. A. B. C. D. Multiplication Number Sentences E. = apples F. = apples. Solve each problem in Question. Draw a diagram and write a number sentence for each. B. C. D.. A. All of the number sentences show the multiplication of a fraction times. The fraction increases by each time. The product increases by. ou can get the products by skip counting by. B. ; apples.* Multiplication Number Sentences = = = = = 0 = = apples = apples = apples Multiplying Fractions by a Whole SG Grade Unit Lesson 0 Student Guide - Page *Answers and/or discussion are included in the lesson. TG Grade Unit Lesson 0 Answer Key

4 Answer Key Lesson 0: Multiplying Fractions by a Whole. A.* See possible answers in lesson 0. Multiplying by a fraction less than one is the same as finding a fractional part of. So, the product will be less than. B. The product is less than when the fraction is less than. C.* The product is equal to when the fraction is. and multiplying a number by gives the same number. D. The product is greater than when the fraction is greater than. Multiplying a number by a fraction greater than one means that you have more than one group of, so the product will be greater than.. A. less than B. less than C. less than D. equal to E. greater than F. greater than. A. B. C. D. E. F. *Answers and/or discussion are included in the lesson. TG Grade Unit Lesson 0 Answer Key

Answer Key Lesson 0: Multiplying Fractions by a Whole. Mrs. Dewey asked the class to share their strategies for solving. Linda and Ming shared their strategies. Linda 9 of of 9 Ming.

$For additional practice with multiplying fractions by a whole number, complete the Patterns in Multiplying Fractions pages in the Student Activity Book.$

5 Answer Key Lesson 0: Multiplying Fractions by a Whole. Mrs. Dewey asked the class to share their strategies for solving. Linda and Ming shared their strategies. Linda 9 of of 9 Ming. Responses will vary. 7. A. B. C. D. E. F. G. H. I. J. K. Possible response for Question 7D of =, so of = Which strategy is more efficient, Linda s or Ming s? 7. Use Ming s strategy to solve the following problems. A. B. C. D. E. F. G. 0 H. 0 I. J. K. Choose two problems from Questions 7AF. Show your solution strategies. For additional practice with multiplying fractions by a whole number, complete the Patterns in Multiplying Fractions pages in the Student Activity Book. SG Grade Unit Lesson 0 Multiplying Fractions by a Whole Student Guide - Page Homework (SG pp. 7) Questions 0. A. B. Possible response: Ingredients raisins, chopped boiling water teaspoon baking soda egg cup brown sugar teaspoon salt teaspoon vanilla flour cup chopped nuts cup melted butter Amount for Loaf Amount for Loaves = = = = = = = = = = = 7 = = = = = teaspoons salt for loaves TG Grade Unit Lesson 0 Answer Key

6 Answer Key Lesson 0: Multiplying Fractions by a Whole C. Ingredients raisins, chopped boiling water teaspoon baking soda egg cup brown sugar teaspoon salt teaspoon vanilla flour cup chopped nuts cup melted butter Amount for Loaf D. Possible response: Amount for Loaves = 0 = = = = = = = = 0. A. es, I agree with Shannon. Her picture makes sense. cup for each loaf of bread. B. of nuts are needed to make loaves of bread = = = = = = = melted butter Multiply Ingredients Solve the following problems. Use fraction strips, fraction circle pieces, or number lines.. Linda is making her Tasty Raisin Bread. A. To make loaves, how much of each ingredient does she need? B. Show how you decided how much salt is needed to make loaves. C. To make loaves, how much of each ingredient does she need? D. Show how you decided how much melted butter is needed to make loaves.. Shannon explains how she decided that she needs half of nuts to make loaves of Tasty Raisin Bread. Tasty Raisin Bread Makes loaf raisins, chopped boiling water teaspoon baking soda egg cup brown sugar teaspoon salt teaspoon vanilla flour cup chopped nuts cup melted butter A. Do you agree with Shannon? Why or why not? B. How many whole of nuts are needed to make loaves?. Decide if these number sentences are true. Show or tell how you decided. A. = B. = C. = Multiplying Fractions by a Whole SG Grade Unit Lesson 0 Student Guide - Page. Strategies will vary. A. True; I used my fraction circle pieces and made each side of the equation. Both sides equal wholes. B. True; I used my fraction strips. I made with the yellow pieces four times. The pieces can be rearranged into wholes. I did the same with. can be rearranged into wholes as well. =. C. True; I hopped on the number line. Each of the hops was and I landed on. TG Grade Unit Lesson 0 Answer Key

Answer Key Lesson 0: Multiplying Fractions by a Whole. A. apples Groups of Apples Solve the following problems. Draw a diagram and write a number sentence for each problem. Follow the example.

7 Answer Key Lesson 0: Multiplying Fractions by a Whole. A. apples Groups of Apples Solve the following problems. Draw a diagram and write a number sentence for each problem. Follow the example. Example: Edward gave of a small box of apples to his grandmother. How many apples did he give her? = B. apples Remember, there are apples in a small box and apples in a large box.. A. One-half of the apples in the small box of apples are red. How many are red? B. One-fourth of the apples in the small box are green. How many are green?. Nila s family received a large box of apples. A. Nila ate of the apples. How many apples did Nila eat? B. Nila s father took of the apples to work to share with his co-workers. How many apples did he take to work?. For each problem, decide how many apples each person ate. A. Manny ate of a large box of apples. B. Blanca ate of the apples in a large box. C. Michael ate of the apples in a small box. D. Romesh ate of the apples in a small box.. A. apples B. 0 apples = apples SG Grade Unit Lesson 0 Multiplying Fractions by a Whole = 0 apples Student Guide - Page. A. apples B. apples C. apples D. 0 apples = apples = apples = 0 apples 7 TG Grade Unit Lesson 0 Answer Key

$As the fraction gets larger, the product gets larger. ou can find products by skip counting by because. B. The product is equal to the number of muffins in the whole package when the fraction is.$ $, and when a number is multiplied by, the product is the same number. C. The product is less than the number of muffins in the whole package when the fraction is less than.$

8 Answer Key Lesson 0: Multiplying Fractions by a Whole Muffy s Muffins are sold in packages of eight. Complete the following table: = = =. A. Answers will vary. As the fraction gets larger, the product gets larger. ou can find products by skip counting by because. B. The product is equal to the number of muffins in the whole package when the fraction is., and when a number is multiplied by, the product is the same number. C. The product is less than the number of muffins in the whole package when the fraction is less than. When the number of muffins is multiplied by a fraction less than, you are finding a part of the whole package. D. The product is more than the number of muffins in the whole package when the fraction is greater than. When the number is multiplied by a fraction greater than, the product is more than one whole package. E. ; 9. muffins 0. A. B. C. D. 0 E. F. G. H. 0. A. Describe the patterns you see in the table. B. When is the product equal to the number of muffins in the whole package? Why? C. When is the product less than the number of muffins in the whole package? Why? D. When is the product more than the number of muffins in the whole package? Why? E. What is another name for? Rewrite a number sentence from your chart using this name. 9. Lee ah s friends ate packages of Muffy s Muffins. How many muffins did they eat? 0. Solve the following problems. A. 0 0 = B. 0 = C. 0 = D. 0 = E. 0 = F. 0 = 9 G. 0 0 = H. 0 = Multiplying Fractions by a Whole SG Grade Unit Lesson 0 7 Student Guide - Page 7 TG Grade Unit Lesson 0 Answer Key

Student Guide. 1. A.* batches B.* 8 batches; Copyright Kendall Hunt Publishing Company. 2. A.* less than 1 B.* cups C.* 2 5. cups;

Student Guide. 1. A.* batches B.* 8 batches; Copyright Kendall Hunt Publishing Company. 2. A.* less than 1 B.* cups C.* 2 5. cups; Answer Key Lesson 0: Student Guide Mrs Murphy s Bakery Draw pictures and use invented strategies, repeated subtraction, rectangles, fraction circle pieces, and number lines to solve the problems Mrs Murphy