Prasanna

Refer to our Texas Go Math Grade 8 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 8 Lesson 10.1 Answer Key Surface Area of Prisms.

Texas Go Math Grade 8 Lesson 10.1 Answer Key Surface Area of Prisms

Your Turn

Question 1.
Sara is lining the bottom and lateral faces of a drawer with liner paper. The dimensions of the inside of the drawer are 1 yard, 20 inches, and 9 inches. What is the total area in square inches being covered?
Answer:
Given,
The dimensions of the inside of the drawer are 1 yard, 20 inches, and 9 inches.
1 yard = 36 inches
We know that,
Total surface area of the prism = 2B + PH
TSA = 2 (36 × 12) + 112 (1)
TSA = 2(720) + 112
TSA = 1552 sq. in
Thus the total surface area is 1552 sq. in

Find the lateral area and total surface area of each prism.

Lesson 10.1 Surface Area of Triangular Prism Answer Key Question 2.

Answer:
Height = 10 cm
Lateral Surface Area of the prism = Perimeter × height
Perimeter = 8 + 6 + 10 = 24 cm
LSA = 24 × 10 = 240 sq. cm
Total surface area of the prism = 2B + PH
B = area of base
A = 1/2 × b × h
A = 1/2 × 8 × 6
A = 24 sq. cm
TSA = 2 (24) + 24 (10)
TSA = 48 + 240
TSA = 288 sq. cm
Thus the Lateral Surface Area of the prism is 240 sq. cm and the Total surface area of the prism is 288 sq. cm

Question 3.

Answer:
Given,
height = 6 in.
Lateral Surface Area of the prism = Perimeter × height
Perimeter = 5 + 6.5 + 6 = 17.5
LSA = 17.5 × 6 = 105 sq. in.
The total surface area of the prism = 2B + PH
B = area of base
A = 1/2 × b × h
A = 1/2 × 5 × 6
A = 15
The total surface area of the prism = 2B + PH
TSA = 2 × 15 + 17.5 × 6
TSA = 30 + 105
TSA = 135 sq. in
Thus the Lateral Surface Area of the prism is 105 sq. in. and the Total surface area of the prism is 135 sq. in

Texas Go Math Grade 8 Lesson 10.1 Guided Practice Answer Key

Find the lateral area and total surface area of each prism. (Example 1)

Question 1.

Answer:
Given,
length = 5 in.
width = 4 in.
height = 9 in.
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 5 + 2 × 4
P = 10 + 8
P = 18 in
LSA = PH
LSA = 18 × 9
LSA = 162 sq. in
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 5 × 4
A = 20 sq. in
The total surface area of the prism = 2B + PH
TSA = 2 × 20 + 162
TSA = 40 + 162
TSA = 202 sq. in
Thus the Lateral Surface Area of the prism is 162 sq. in. and the Total surface area of the prism is 202 sq. in

Texas Go Math Grade 8 Surface Area Answer Key Question 2.

Answer:
Given,
length = 2 yd or 6 ft
width = 4 ft.
height = 5 ft.
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 6 + 2 × 4
P = 12 + 8
P = 20 ft.
LSA = 20 × 5
LSA = 100 sq. ft
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 6 × 4
A = 24 sq. ft
Total surface area of the prism = 2B + PH
TSA = 2 × 24 + 100
TSA = 48 + 100
TSA = 148 sq. ft
Thus the Lateral Surface Area of the prism is 100 sq. ft. and the Total surface area of the prism is 148 sq. ft

Question 3.
Akira plans to cover the box shown in contact paper. Find the amount of contact paper that Akira needs, not counting overlap. (Example 1)

Answer:
Given,
length = 9 in.
width = 7 in.
height = 4 in.
We know that,
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 9 + 2 × 7
P = 18 + 14
P = 32 in.
LSA = 32 × 4
LSA = 128 sq. in.
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 9 × 7
A = 63 sq. in.
Total surface area of the prism = 2B + PH
TSA = 2 × 63 + 128
TSA = 126 + 128
TSA = 254 sq. in
Thus the Lateral Surface Area of the prism is 128 sq. in. and the Total surface area of the prism is 254 sq. in.

Question 4.
A gift box is in the shape of a triangular prism. How much cardboard is needed to construct the box, not counting overlap? (Example 2)

Answer:
Area of the base = 1/2 × b × h
A = 1/2 × 6.3 × 2
A = 6.3 sq. cm
The perimeter of the base = 6.3 + 5.2 + 2.5 = 14 cm
Lateral Surface Area of the prism = Perimeter × height
LSA = 14 × 2
LSA = 28 sq. cm
Total surface area of the prism = 2B + PH
TSA = 2 × 6.3 + 28
TSA = 12.6 + 28
TSA = 40.6 sq. cm
Thus the Lateral Surface Area of the prism is 28 sq. cm. and the Total surface area of the prism is 40.6 sq. cm.

Essential Question Check-In

Question 5.
What are two ways that you can find the surface area of a prism?
Answer:
The surface area can be calculated in one of two ways.
One way involves using an equation for the lateral area.
Another way involves taking the area of all the sides and summing the areas.

Texas Go Math Grade 8 Lesson 10.1 Independent Practice Answer Key

Find the lateral and total surface area of each prism. Round to the nearest tenth if necessary.

Question 6.

Answer:
Given,
length = 4 ft.
width = 4.5 ft.
height = 2 ft.
We know that,
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 4 + 2 × 4.5
P = 8 + 9
P = 17 ft.
Lateral Surface Area of the prism = Perimeter × height
LSA = 17 × 2
LSA = 34 sq. ft
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 4 × 4.5
A = 18 sq. ft.
Total surface area of the prism = 2B + PH
TSA = 2 × 18 + 34
TSA = 36 + 34
TSA = 70 sq. ft
Thus the Lateral Surface Area of the prism is 34 sq. ft. and the Total surface area of the prism is 70 sq. ft.

Surface Area of Prisms Answer Key Lesson 10.1 Question 7.

Answer:
Given,
length = 4 in.
width = 1 ft = 12 in.
height = 18 in.
We know that,
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 4 + 2 × 12
P = 8 + 24
P = 32 in.
Lateral Surface Area of the prism = Perimeter × height
LSA = 32 × 18
LSA = 576 sq. in
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 4 × 12
A = 48 sq. in.
Total surface area of the prism = 2B + PH
TSA = 2 × 48 + 576
TSA = 96 + 576
TSA = 672 sq. in.
Thus the Lateral Surface Area of the prism is 576 sq. in. and the Total surface area of the prism is 672 sq. in.

Question 8.

Answer:
Given,
length = 6 cm
width = 80 mm = 8 cm
height = 9 cm
We know that,
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 × 6 + 2 × 8
P = 12 + 16
P = 28 cm
Lateral Surface Area of the prism = Perimeter × height
LSA = 28 × 9
LSA = 252 sq. cm
Total surface area of the prism = 2B + PH
B = area of base
Area of base = l . w
A = 6 × 8
A = 48 sq. cm.
Total surface area of the prism = 2B + PH
TSA = 2 × 48 + 252
TSA = 96 + 252
TSA = 348 sq. cm.
Thus the Lateral Surface Area of the prism is 252 sq. cm. and the Total surface area of the prism is 348 sq. cm.

Question 9.

Answer:
The surface area of the triangular prism = bh + (b1 + b2 + b3)l
h = 4 ft
b =5 ft
b1 = 5 ft
b2 = 4 ft
b3 = 3 ft
l = 6 ft
= 5(4) + (5 + 4 + 3)6
= 20 + 72
= 92 sq.ft.
The surface area of the triangular prism = 92 sq.ft.
Lateral surface area of the triangular prism = (a + b + c)h
a = 5 ft
b = 4 ft
c = 3 ft
h = 6 ft
= (5 + 4 + 3)6 = 72 sq. meter.
The lateral surface area of the triangular prism = 72 sq. meter.

Go Math Grade 8 Lesson 10.1 Lateral Surface Area of a Prism Question 10.

Answer:
The shape is in the form of triangular prism
First find the area of the triangle for 1 base = ½ x bh
Breath = b = 8 cm
Height = h = 7.5 cm
Area of the rectangle for 1 base = ½ × 8 × 7.5 = 30 sq. meter.
Area of the rectangle for 2 bases = 30 × 2 = 60 sq. meter.
Second, find the area of the rectangle for 1 side = b × h
Breath = b = 5 cm.
Height = h = 8.5 cm.
= 5 × 8.5 = 42.5 sq. meter.
For second side = 2 × 42.5 = 85 sq.meter.
For bottom = b × h = 8 × 8.5 = 68 sq.meter.
The total surface area = 60 + 85 + 68 = 213 sq. meter
Lateral surface area of the triangular prism = (a + b + c)h
a = 8 cm
b = 8.5 cm
c = 5 cm
h = 7.5
= (8 + 8.5 + 5)7.5 = 161.25 sq. meter.

Question 11.

Answer:
Formula for the surface area of a triangle = SA = ph + 2B
P = 15 + 14 + 13 = 42
H = 1 ft = 12 inches
B = ½ bh
B = ½ x 42 x 12 = 252 sq. inches.
SA = ph + 2B
SA = 42 x 12 + 2(252)
SA for triangle = 1008 sq. inches.
Surface area of the rectangle
SA = 2(h + b) = 2(12 + 14) = 52 sq. inches.
Surface area of the triangular prism = surface area of a triangle + surface area of the rectangle
= 1008 + 52 = 1060 square inches.
Lateral surface area of the triangular prism = (a + b + c)h.
a = 15 inches.
b = 14 inches.
c = 13 inches.
h = 12 inches.
= (15 + 14 + 13)12 = 504 sq. meter.

Question 12.
The bases of a prism are right triangles with side lengths 6 meters, 8 meters, and 10 meters. The height of the prism is 3 meters. What is the lateral area of the prism? What is the total surface area?
Answer:
Given,
The bases of a prism are right triangles with side lengths of 6 meters, 8 meters, and 10 meters.
The height of the prism is 3 meters.
S1 = 6 m
S2 = 8 m
S3 = 10 m
h = 3 m
Lateral Surface Area of the prism = Perimeter × height
Perimeter = 6 + 8 + 10 = 24 m
LSA = 3 × 24
LSA = 72 sq. meters
Total surface area of the prism = 2B + PH
B = area of base
B = (6m × 8m)/2 = 48/2 = 24 m²
SA = 2(24m²) + 72m²
SA = 48 m² + 72 m²
SA = 120 m²

Question 13.
A rectangular prism has a length of 8 inches and a width of 7 inches. The lateral area is 150 square inches. What is the height of the prism?
Answer:
Given,
A rectangular prism has a length of 8 inches and a width of 7 inches.
The lateral area is 150 square inches
Lateral Surface Area of the prism = Perimeter × height
Perimeter of the base = 2l + 2w
P = 2 (7 + 8)
P = 2 × 15
P = 30
Lateral Surface Area of the prism = Perimeter × height
150 = 30 × h
h = 150/30
h = 5
Thus the height of the prism is 5 in.

Question 14.
Multiple Representations Write a formula for the total surface area of a cube in terms of its edge length x. Explain your reasoning.
Answer:
the surface area of a cube
cube=6 squares
square=2 equal sides
area of square=side²
the surface area of cube=6(area of square)=6side²
side=x
SA=6x²

Question 15.
Multistep Malt bought a tent without a floor. Estimate the surface area of the tent in square feet.

Answer:
The tent is in the shape of triangular prism
First find the area of the triangle for 1 base = ½ x bh
Breath = b = 10ft = 120 inches
Height = h = 63 inches
Area of the rectangle for 1 base = ½ × 120 × 63 = 3780 sq. inches.
Area of the rectangle for 2 bases = 3780 × 2 = 7560 sq. inches
Second find the area of the rectangle for 1 side = b × h
Breath = b = 87 inches
Height = h = 4 yard = 144 inches
= 87 × 144 = 12528 sq. inches.
For second side = 2 × 12528 = 25056 sq. inches.
For bottom = b × h = 120 × 63 = 7560 sq.inches.
The total surface area = 3780 + 25056 + 7560 = 36396 sq. inches
36396 sq. inches = 252.75 sq. feet.
The total surface area of the tent = 252.75 sq. feet.

Surface Area of Prism Answer Key Grade 8 Question 16.
Multistep Keeshawn is building a box with a lid out of plywood with the dimensions shown. Plywood costs $0.50 per square foot. Find the cost of the plywood Keeshawn needs for the box.

Answer:
Area of a box = l × b × h
Length = 24 inches = 2ft
Breadth = 1 yd = 3ft
Height = 4ft
= 2 × 3 × 4
= Area of the box = 24 square ft
The cost of plywood = $0.50 per square foot
= 24 × $0.50 = $12.
The cost of plywood for the total box = $12.

Question 17.
A glass prism on a chandelier is 75 millimeters long. The base of the prism is an equilateral triangle with side lengths of 9 millimeters and a height of about 7.8 millimeters. What is the approximate surface area of the prism?
Answer:
Given,
A glass prism on a chandelier is 75 millimeters long.
The base of the prism is an equilateral triangle with side lengths of 9 millimeters and a height of about 7.8 millimeters
Area of the equilateral triangle:
1/2 × 7.8 × 9
There are two triangles – one on each end. So we multiply our previous expression by 2.
1/2 × 7.8 × 9 × 2
= 7.8 × 9
Each rectangle is 75 millimeters long and 9 millimeters wide: 75×9 sq. mm
We have 3 rectangles each the same size so we multiply 75×9 by 3.
75×9×3 = 2025
2025 + 70.2 = 2095.2 sq. mm

H.O.T. Focus on Higher Order Thinking

Question 18.
Problem Solving A cube with an edge length of 4 inches is painted on all of its sides. Then the cube is cut into 64 cubes with an edge length of 1 inch. What percent of the total surface area is painted? Explain.
Answer:
Given,
A cube with an edge length of 4 inches is painted on all of its sides.
Then the cube is cut into 64 cubes with an edge length of 1 inch.
Find the surface area of the painted cube.
6(42) = 96 in².
Find the surface area of each of the smaller cubes.
6(12) = 6 in².
Find the total surface area of the smaller cubes.
64(6) = 384 in².
Find the percent of the total surface area painted.
96
384
= 0.25, or 25%.
The total surface area painted is 25%.

Question 19.
Problem Solving The base of a triangular prism is a right triangle whose legs are 7 cm and 24 cm. The height of the prism is 30 cm. What is the lateral area of the prism? Explain how you found your answer.
Answer:
Given,
The base of a triangular prism is a right triangle whose legs are 7 cm and 24 cm.
The height of the prism is 30 cm.
The formula of a lateral area of a triangular prism is 1/2 × PH
The perimeter of a triangle is the total of all sides.
base² = 7² + 24²
base² = 625
b = 25 cm
Therefore base = 25 cm
Perimeter = 7 + 24 + 25 = 56 cm
LSA = 1/2 × 56 × 30 = 840 cm²
Therefore the lateral area of the prism is 840 cm²

Question 20.
Communicate Mathematical Ideas Explain how to find the surface area of the composite figure. Then find its surface area.

Answer:
Formula for the surface area for triangle = SA = ph + 2B
P = 1.8 + 1.8 + 3 = 6.6
H = 3 inches
B = ½ bh
B = ½ x 1 x 3 = 1.5
SA = ph + 2B
SA = 6.6 x 3 + 2(1.5)
SA for triangle = 22.8 sq. inches.
For square
P = 3 + 3 + 3 + 3 = 12
H = 4
B = 3 x 4 = 12
Square = SA = 12(4) + 2(12)
SA = 48 + 24
SA = 72 sq. inches.
Surface area of composite figure = surface area of a triangle + surface area of square
= 22.8 + 72 = 94.8 square inches.

Refer to our Texas Go Math Grade 6 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 6 Lesson 8.4 Answer Key Solving Converting Measurements.

Texas Go Math Grade 6 Lesson 8.4 Answer Key Converting Measurements

Reflect

Question 1.
Communicate Mathematical Ideas How could you draw a model to show the relationship between feet and inches?
Answer:
1 feet = 12 inches

Your Turn

Lesson 8.4 Answer Key Go Math 6th Grade Question 2.
The height of a doorway is 2 yards. What is the height of the doorway in inches?
Answer:

Question 3.
An oak tree is planted when it is 250 centimeters tall. What ¡s this height in meters?
Answer:
1 gallon = 16 cups
\(\frac{\text { gallon }}{\text { cups }}=\frac{1}{16}=\frac{2}{x}\)
2 is a common numerator:
\(\frac{1}{16} \cdot \frac{2}{2}=\frac{2}{x}\)
\(\frac{2}{32}=\frac{2}{x}\)
⇒ x = 32
32 cups of punch

Texas Go Math Grade 6 Lesson 8.4 Guided Practice Answer Key

Use the model below to complete each statement.

Question 1.
\(\frac{4}{1}=\frac{12}{3}\), so 12 cups = __________ quarts
Answer:
4 cups make up 1 quart, therefore 12 cups will make \(\frac{12}{4}\) = 3 quarts.
12 cups= 3 quarts.

Go Math Lesson 8.4 6th Grade Converting Measurements Question 2.
\(\frac{4}{1}=\frac{48}{12}\), so __________ cups = 12 quarts
Answer:
4 cups make up 1 quart, therefore 12 quart will contain 12 × 4 = 48 cups.
12 quarts = 48 cups.

Use unit rates to solve.

Question 3.
Mary Catherine makes 2 gallons of punch for her party. How many cups of punch did she make?
Answer:
1 gallon is equal to 16 cups so 2 gallons will be equal to 2 × 16 = 32 cups. Therefore, Mary Catherine made 32 cups of punch for her party.

Mary Catherine made 32 cups of punch for her party.

Question 4.
An African elephant weighs 6 tons. What is the weight of the elephant in pounds?
Answer:
1 ton is equal to 2000 pounds so 6 tons will be equal to 6 × 2000 = 12000 pounds. Therefore, the weight of the elephant is 12000 pounds.

The weight of the elephant is 12000 pounds.

Question 5.
The distance from Jason’s house to school is 0.5 kilometer. What is this distance in meters?
Answer:

Go Math Practice and Homework Lesson 8.4 Answer Key Question 6.
The mass of a moon rock is 3.5 kilograms. What is the mass of the moon rock in grams?
Answer:

Use a conversion factor to solve.

Question 7.
1.75 grams ∙ \(\frac{1,000 \mathrm{mg}}{1 \mathrm{~g}}\) = _____________
Answer:
Find the conversion factor.
Write 1000 miligrams = 1 grams as a ratio: \(\frac{1000 \text { miligrams }}{1 \text { grams }}\)
Multiply the given measurement by the conversion factor
1.75 grams ∙ \(\frac{1000 \mathrm{mg}}{1 \mathrm{~g}}\) = ? mg
1.75 grams ∙ \(\frac{1000 \mathrm{mg}}{1 \mathrm{~g}}\) = 1750 mg [Cancel the common unit]
1750 = Final solution

Question 8.
27 millimeters ∙ \(\frac{1 \mathrm{~cm}}{10 \mathrm{~mm}}\) = _____________
Answer:
Find the conversion factor
Write 1 cm t o mm: \(\frac{1 \mathrm{~cm}}{10 \mathrm{~mm}}\)
Multiply the given measurement by the conversion factor
27 mm \(\frac{1 \mathrm{~cm}}{10 \mathrm{~mm}}\) = ? cm
27 mm \(\frac{1 \mathrm{~cm}}{10 \mathrm{~mm}}\) = 2.7 cm [Cancel the common unit]
2.7 = Final solution

Question 9.
A package weighs 96 ounces. What is the weight of the package in pounds?
Answer:
Find the conversion factor
Write 1 pound = 16 ounces as a ratio: \(\frac{1 \text { pound }}{16 \text { ounces }}\)
Multiply the given measurement by the conversion factor
96 ounces \(\frac{1 \text { pound }}{16 \text { ounces }}\) = ? pounds
96 ounces \(\frac{1 \text { pound }}{16 \text { ounces }}\) = 16 pounds [Cancel the common unit]
The weight of the package is 6 pounds
6 = Final, solution

Lesson 8.4 6th Grade Go Math Converting Measurements Question 10.
A jet flies at an altitude of 52,800 feet. What is the height of the jet in miles?
Answer:
Find the conversion factor
Write 1 mile 5280 feet as a ratio: \(\frac{1 \text { mile }}{5280 \text { feet }}\)
Multiply the given measurement by the conversion factor
52800 feet \(\frac{1 \text { mile }}{5280 \text { feet }}\) = ? miles
52800 feet \(\frac{1 \text { mile }}{5280 \text { feet }}\) = 10 miles [Cancel the common unit]
The height of the jet is 10 miles
10 = Final solution

Essential Question Check-In

Question 11.
How do you convert units within a measurement system?
Answer:
Units are interchangeable with each other by the constant of conversion. For example, 1 meter is equal to 100 centimeters, so here 100 is the constant of conversion. Any length in meters is converted to an equivalent length in centimeters by multiplying it by 100. Similarly, any length in centimeters is converted to an equivalent length in meters by dividing it by 100.

Question 12.
What is a conversion factor that you can use to convert gallons to pints? How did you find it?
Answer:
We know that 1 quart is equal to 2 pints and 1 gallon is equal to 4 quarts, so it can be calculated that 1 gallon is equal to 2 × 4 = 8 pints.

1 gallon is equal to 8 pints.

Question 13.
Three friends each have some ribbon. Carol has 42 inches of ribbon, Tino has 2.5 feet of ribbon, and Baxter has 1.5 yards of ribbon. Express the total length of ribbon the three friends have in inches, feet and yards. ____ inches = ____ feet = ____ yards
Answer:
Carol has 42 inches of ribbon, Tino has 25 feet of ribbon, and Baxter has 15 yards of ribbon. First convert all Lengths to inches, therefore Tino has 2.5 × 12 = 30 inches of ribbon and Baxter has 1.5 × 3 × 12 = 54 inches of ribbon. Total Length in inches is 42 + 30 + 54 = 126.

Divide this length by 12 to convert it to an equivalent length in feet, therefore 126 inches = \(\frac{126}{12}\) = 10.5 feet.

Divide this length by 3 to convert it to an equivalent length in yards, therefore 10.5 inches = \(\frac{10.5}{3}\) = 3.5 feet.

126 inches = 10.5 feet = 3.5 yards.

Question 14.
Suzanna wants to measure a board, but she doesn’t have a ruler to measure with. However, she does have several copies of a book that she knows is 17 centimeters tall.

a. Suzanna lays the books end to end and finds that the board is the same length as 21 books. How many centimeters long is the board?
Answer:
The board is the same length as 21 books and the length of the book is 17 centimeters, therefore, the board is 21 × 17 = 357 centimeters long.

b. Suzanna needs a board that is at least 3.5 meters long, Is the board long enough? Explain.
Answer:
357 centimeters can be converted to an equivalent length in meters by dividing by 100, therefore 357 centimeters is equal to \(\frac{357}{100}\) = 3.57 meters. This is greater than the minimum length of board required, so this board is long enough for her use.

Sheldon needs to buy 8 gallons of ice cream for a family reunion. The table shows the prices for different sizes of two brands of ice cream.

Practice and Homework Lesson 8.4 Answer Key 6th Grade Question 15.
Which size container of Cold Farm ice cream ¡s the better deal for Sheldon? Explain.
Answer:
2 of the 1 options shown display the die rate in dollars per quart, so convert the remaining 2 rates in dollars per quart. There are 2 pints in 1 quart, so 1 pint is equal to \(\frac{1}{2}\) = 0.5 pints. This implies that the rate of ice cream at $2.5 per pint is actually \(\frac{\$ 2.5}{0.5}\) = $5 per quart. Therefore. $4.50 for 1 quart is a better option here.

Question 16.
Multistep Which size and brand of ice cream is the best deal?
Answer:
2 of the 4 options shown display the rate in dollars per quart, so convert the remaining 2 rates in dollars per quart. There are 2 pints in 1 quart, so 1 pint is equal to \(\frac{1}{2}\) = 0.5 pints. This implies that the rate of ice cream at $ 2.5 per pint is actually \(\frac{\$ 2.5}{0.5}\) = $5 per quart.

Step 2
Also, There are i quarts in 1 gallon. This implies that the rate of ice cream at $9.5 per gallon is actually \(\frac{\$ 9.5}{4}\) = $2.375 per quart.

Step 3
The $$$9.50 for 1 gallon from Cone Dreams is the most economicaL option here and so the best deal.

Question 17.
In Beijing in 2008, the Women’s 3,000 meter Steeplechase became an Olympic event. What is this distance in kilometers? ________________

Answer:
Find the conversion factor
Write 1 km = 1000 meters as a ratio: \(\frac{1 \mathrm{~km}}{1000 \text { meters }}\)
Multiply the given measurement by the conversion factor
3000 meters ∙ \(\frac{1 \mathrm{~km}}{1000 \text { meters }}\) = ? km
3000 meters ∙ \(\frac{1 \mathrm{~km}}{1000 \text { meters }}\) = 3 km [Cancel the common unit]
This distance is 3 kilometers
3 = Final solution

Texas Go Math Grade 6 Answer Key Pdf Lesson 8.4 Question 18.
How would you convert 5 feet 6 inches to inches? _______
Answer:
Find the conversion factor
Write 12 in = 1 feet as a ratio: \(\frac{12 \mathrm{in}}{1 \mathrm{ft}}\)
Multiply the given measurement by the conversion factor
5ft \(\frac{12 \mathrm{in}}{1 \mathrm{ft}}\) = ? in
5ft \(\frac{12 \mathrm{in}}{1 \mathrm{ft}}\) = 60 in [Cancel the common unit]
60 in + 6 in = 66 in [Add the inches]
66 = Final solution

H.O.T. Focus On Higher Order Thinking

Question 19.
Analyze Relationships A Class 4 truck weighs between 14,000 and 16,000 pounds.

a. What is the weight range in tons? _________________
Answer:
There are 2000 pounds in 1 ton. Therefore, 14000 pounds is equal to \(\frac{14000}{2000}\) = 7 tons and 16000 pounds is equal to \(\frac{16000}{2000}\) = 8 tons. Weight range in tons is 7 to 8 tons.

b. If the weight of a Class 4 truck is increased by 2 tons, will it still be classified as a Class 4 truck? Explain.
Answer:
An increase by 2 tons imply an increase by 2000 pounds which will no longer leave it to be a Class 4 truck

Question 20.
Persevere in Problem Solving A football field is shown at right.

a. What are the dimensions of a football field in feet?
Answer:
There are 3 feet in 1 yard so 53\(\frac{1}{3}\) = 53.\(\overline{3}\) × 3 = 160 feet and 120 × 3 = 360 feet. The dimensions of the field are 120 by 360 feet.

b. A chalk line is placed around the perimeter of the football field. What is the length of this line in feet?
Answer:
The length of this line in feet is 120 + 360 + 120 + 360 = 960 feet

c. About how many laps around the perimeter of the field would equal 1 mile? Explain.
Answer:
There are 5280 feet in 1 mile so \(\frac{5280}{960}\) = 5.5 laps around the field will be equal to 1 mile.

Grade 6 Answer Key Go Math Lesson 8.4 Question 21.
Look for a Pattern What is the result if you multiply the number of cups by \(\frac{8 \text { ounces }}{1 \text { cup }}\) and then multiply the result by \(\frac{1 \text { cup }}{8 \text { ounces }}\)? Give an example.
Answer:
For example, the number of cups is 8.

The result is equal to the given number of cups.

For example, the number of cups is 16.

The result is equal to the given number of cups.

Question 22.
Make a Conjecture 1 hour = 3,600 seconds and 1 mile = 5,280 feet. Make a conjecture about how you could convert a speed of 15 miles per hour to feet per second. Then convert.
Answer:
The given rate is \(\frac{15}{1}\), convert each dimension to required units, therefore: \(\frac{15}{1}=\frac{15 \times 5280}{1 \times 3600}\) = 22 feet per second.

15 miles per hour is equal to 22 feet per second.

Refer to our Texas Go Math Grade 4 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 4 Lesson 11.3 Answer Key Solve Multi-Step Problems Using Equations.

Texas Go Math Grade 4 Lesson 11.3 Answer Key Solve Multi-Step Problems Using Equations

Essential Question

How can you represent and solve multi-step problems using equations?
Answer:
Algebraic equations can be used in solving problems. unknown number or the number to be find out.
equation is written x = , x is to be find out

Unlock the Problem

Chris’s computer has 3 hard drives with 64 gigabytes of space each, and 2 hard drives with 16 gigabytes of space each. The files on her computer use 78 gigabytes of space. How much hard drive space does her computer have left?

• Underline the important information.

Answer:
146 gigabytes
Explanation:
Chris’s computer has 3 hard drives with 64 gigabytes of space each,
64 x 3 = 192
2 hard drives with 16 gigabytes of space each.
16 x 2= 32
Total gigabytes he have 192 + 32 = 224
The files on her computer use 78 gigabytes of space.
Total hard drive space does her computer have left
224 – 78 = 146 gigabytes.

One Way Use multiple single-step equations.

STEP 1 Find how much hard drive space is on 3 hard drives with 64 gigabytes of space each.

Answer: 192
Explanation:
3 x 64 = n
64+64+64 = 192

STEP 2 Find how much hard drive space is on 2 hard drives with 16 gigabytes of space.

Answer: 32
Explanation:
2 x 16 = n
16 + 16 = 32

STEP 3 Find the total hard drive space on the computer

Answer: 224
192 + 32 = a
224 = a

STEP 4 The files use 78 gigabytes of space. Find how much hard drive space the computer has left.

Answer: 146
Explanation:
224 – 78 = y
146 = y

Share and Show

Go Math Lesson 11.3 4th Grade Answer Key Question 1.
Carnie and Doug have cookies to sell at a bake sale. Carnie makes 3 batches of 17 cookies each and Doug makes 3 hatches of 20 cookies each, After ten minutes at the bake sale, they sold 32 cookies. How many cookies do Carnie and Doug have left to sell?

Answer:
79 cookies.
Explanation:
Carnie makes 3 batches of 17 cookies each
3 x 17 = p = 51
Doug makes 3 hatches of 20 cookies each,
3 x 20 = a = 60
51 + 60 = y =111
After ten minutes at the bake sale, they sold 32 cookies.
Total cookies do Carnie and Doug have left to sell
111 – 32 = n = 79

Question 2.
Tammy buys 3 bags of lollipops, with 12 lollipops in each hag. She also buys 4 bags of gum, with 11 pieces in each hag. How many lollipops and pieces of gum does Tammy have?
Answer:
80 lollipops and pieces of gum.
Explanation:
Tammy buys 3 bags of lollipops, with 12 lollipops in each hag.
12 x 3= 36 lollipops
She also buys 4 bags of gum, with 11 pieces in each hag.
11 x 4 = 44 pieces
Total lollipops and pieces of gum does Tammy have
36 + 44 = 80

Question 3.
Maddox has 4 boxes with 32 marbles in each box. He has 7 boxes with 18 shells in each box. If he gets 20 marbles from a friend, how many marbles and shells does he have?
Answer:
Maddox has 274 marbles and shells.
Explanation:
Maddox has 4 boxes with 32 marbles in each box.
32 x 4 = 128 marbles
He has 7 boxes with 18 shells in each box.
18 x 7 = 126 shells
If he gets 20 marbles from a friend,
128 + 20 = 148
Total marbles and shells he have
126 + 148 = 274

Problem Solving

Go Math Grade 4 Lesson 11.3 Answer Key Question 4.
Mario drove 60 miles to work each day for 5 days. Then he drove 54 miles on both Saturday and Sunday. How many miles did Mario drive during those seven days?
Answer:
Mario drove 408 miles.
Explanation:
Mario drove 60 miles to work each day for 5 days.
60 x 5 = 300 miles.
Then he drove 54 miles on both Saturday and Sunday.
54 x 2 = 108 miles.
Total miles Mario drive during those seven days
300 + 108 =408 miles.

Question 5.
H.O.T. Apply Maggie has 3 binders with 25 stamps in each binder. She has 5 binders with 24 baseball cards in each binder. If she gives 35 stamps to a friend, how many stamps and cards does she have left?
Answer:
Maggie has 160 stamps and cards.
Explanation:
Maggie has 3 binders with 25 stamps in each binder.
25 x 3 = 75 stamps
She has 5 binders with 24 baseball cards in each binder.
24 x 5 = 120 baseball cards
If she gives 35 stamps to a friend,
Number of stamps left with her 75 – 35 = 40
Total stamps and cards she have left 120 + 40 = 160

Math Talk

Mathematical Processes
Explain why in Problem 1 you added during step 3 instead of multiplied.
Answer:
Here in problem 1 “y” represents the number of cookies of Carine and Doug have left to sell.
So, both of the cookies are added.

H.O.T. What’s the Error?

Question 6.

Multi-Step Dominic has 5 books with 12 postcards in each book. He has 4 boxes with 20 coins in each box. If he gives 15 postcards to a friend, how many postcards and coins does he have?
Answer:
Dominic has 125 postcards and coins.
Explanation:
Dominic has 5 books with 12 postcards in each book.
12 x 5 = 60 post cards
He has 4 boxes with 20 coins in each box.
20 x 4 = 80 coins
If he gives 15 postcards to a friend,
Number of postcards left with him 60 -15 = 45
Total postcards and coins he have 45 + 80 = 125

Answer:
125 post cards and coins left
Explanation:

Daily Assessment Task

Fill in the bubble completely to show your answer.

Go Math Answer Key Grade 4 Lesson 11.3 Question 7.
Eric is getting his mountain climbing certificate. There are 63 days that Eric climbs for 2 hours, there are 97 days that he climbs for 1 hour, and there are 22 days that he climbs for 3 hours. How many more hours does Eric need to climb until he earns a certificate for climbing 500 hours?
(A) 289 hours
(B) 318 hours
(C) 321 hours
(D) 211 hours
Answer:
Option(D)
Explanation:
There are 63 days that Eric climbs for 2 hours,
63 x 2 = 126 hours
There are 97 days that he climbs for 1 hour,
There are 22 days that he climbs for 3 hours.
22 x 3 = 66 hours
Number of more hours Eric need to climb until he earns a certificate for climbing 500 hours
500 – (126 + 97 + 66) = 500 – 289 = 211

Question 8.
Teresa has 315 photos that she wants to put into albums. She buys 4 albums that hold 24 photos each. There are 3 albums that hold 72 photos each. Teresa plans to put any leftover photos into frames. How many frames will Teresa need to buy?
(A) 3 frames
(B) 13 frames
(C) 0 frames
(D) 5 frames
Answer:
Option(A)
Explanation:
Teresa has 315 photos that she wants to put into albums.
She buys 4 albums that hold 24 photos each.
24 x 4 = 96 photos
There are 3 albums that hold 72 photos each.
72 x 3 = 216
Total frames Teresa need to buy
315 – (96 + 216) = 315 – 312 = 3

Question 9.
Multi-Step The soccer team sells 54 bagels with cream cheese for $2 each and 36 muffins for $1 each during a bake sale. The coach uses the bake sale money to buy socks for the 14 players at $6 a pair. How much money does the coach have left to buy soccer balls?
(A) $138
(B) $60
(C) $0
(D) $27
Answer:
Option(B)
Explanation:
The soccer team sells 54 bagels with cream cheese for $2 each
54 x 2 = $108
36 muffins for $1 each during a bake sale.
The coach uses the bake sale money to buy socks for the 14 players at $6 a pair.
14 x 6 = $84
Total money does the coach have left to buy soccer balls
(108 + 36) – 84 = 144 – 84 = $60

TEXAS Test Prep

Question 10.
Trina has 2 bags with 14 pinecones in each bag. She has 7 boxes with 15 acorns in each box. If she trades 5 pinecones for 10 acorns, how many pinecones and acorns does she have?
(A) 28
(B) 105
(C) 133
(D) 118
Answer:
Option(D)
Explanation:
Trina has 2 bags with 14 pinecones in each bag.
14 x 2 = 28 pinecones
She has 7 boxes with 15 acorns in each box.
15 x 7 = 105 acorns
If she trades 5 pinecones for 10 acorns,
(28 – 5) + (105 – 10) = 23 + 95 = 118

Texas Go Math Grade 4 Lesson 11.3 Homework and Practice Answer Key

Problem Solving

Question 1.
Rebecca bought a flat of 144 pansies. She planted 3 rows of 16 pansies each. She planted 4 rows of 14 pansies each. How many pansies does she have left to plant?

Answer:
p = 40
Explanation:

Practice and Homework Lesson 11.3 Answers 4th Grade Question 2.
Julie packed 18 DVDs in each of 4 boxes. She packed 15 DVDs in each of 5 boxes. She has 8 DVDs left over. How many DVDs does Julie have?
Answer:
Julie have 155 DVDs.
Explanation:
Julie packed 18 DVDs in each of 4 boxes.
18 x 4 = 72
She packed 15 DVDs in each of 5 boxes.
15 x 5 = 75
She has 8 DVDs left over.
Total DVDs she packed 72 + 75 = 147
Number of DVDs does Julie have 147 + 8 = 155

Question 3.
Monty buys 2 adult dinner tickets for $22 each, 2 Senior tickets for $18 each and 3 child tickets for $12 each. How much change will he get from $120?
Answer:
Monty get $4 as change.
Explanation:
Monty buys 2 adult dinner tickets for $22 each,
22 x 2 = $44
2 Senior tickets for $18 each
18 x 2 = $36
3 child tickets for $12 each.
12 x 3 = $36
Total change he get from $120
$120 – ($36 + $36 + $44) = 120 – 116 = $4

Question 4.
John has 4 shelves with 22 dinosaur models on each shelf. He has 3 shelves with 20 dragon models on each shelf. How many more dinosaur models than dragon models does John have?
Answer:
John have 28 more dinosaur models than dragon models .
Explanation:
John has 4 shelves with 22 dinosaur models on each shelf.
22 x 4 = 88
He has 3 shelves with 20 dragon models on each shelf.
20 x 3 = 60
Number of more dinosaur models than dragon models does John have
88 – 60 = 28

Practice and Homework Lesson 11.3 Answer Key Question 5.
Alexis needs 280 screws to finish her deck. She bought 3 boxes of screws with 40 screws in a box. She had 168 screws. How many screws will she have left over when she finishes the deck?
Answer:
8 screws.
Explanation:
Alexis needs 280 screws to finish her deck.
She bought 3 boxes of screws with 40 screws in a box.
40 x 3 = 120
She had 168 screws.
Total screws left when she finishes the deck
(120 + 168) – 280 = 288 – 280 = 8

Lesson Check

Fill in the bubble completely to show your answer.

Question 6.
Multi-Step Erika baked 7 trays of 12 muffins each. Simon baked 5 trays of 18 muffins each. They agreed to make 200 muffins for the school bake sale. How many more muffins do they need to make?
(A) 26
(B) 38
(C) 36
(D) 52
Answer:
Option(A)
Explanation:
Erika baked 7 trays of 12 muffins each.
12 x 7 = 84
Simon baked 5 trays of 18 muffins each.
18 x 5 = 90
They agreed to make 200 muffins for the school bake sale.
Total muffins baked together 84 + 90 = 174
Number of more muffins do they need to make
200 – 174 = 26

Question 7.
Multi-Step Victoria is buying stickers. She bought 3 packages of stars with 24 in each package. She bought 2 packages of rainbows with 16 in each package. She bought 4 packages of hearts with 10 in each package. She used 82 of the stickers to make cards. How many stickers does Victoria have left?
(A) 72
(B) 62
(C) 144
(D) 96
Answer:
Option(B)
Explanation:
Victoria bought 3 packages of stars with 24 in each package.
24 x 3 = 72
She bought 2 packages of rainbows with 16 in each package.
16 x 2 = 32
She bought 4 packages of hearts with 10 in each package.
10 x 4 = 40
Total stickers in packages 72 + 32 + 40 = 144
She used 82 of the stickers to make cards.
Total stickers does Victoria have left
144 -82 = 62

Go Math 4th Grade Lesson 11.3 Homework Answers Question 8.
Multi-Step Willie bagged his potatoes in 18 ten-pound bags, 6 five-pound bags, and 4 twenty-five-pound bags. He has 2 pounds of potatoes left over. How many pounds of potatoes does Willie have?
(A) 358 pounds
(B) 262 pounds
(C) 352 pounds
(D) 362 pounds
Answer:
Explanation:
Willie bagged his potatoes in 18 ten-pound bags = 180
6 five-pound bags = 30
4 twenty-five pound bags = 100
He has 2 pounds of potatoes left over.
Total pounds of potatoes does Willie have
180 + 30 + 100 + 2 = 312 pounds

Question 9.
Multi-Step Man bought 6 hats for $14 each and 3 belts for $33 each. How much change did he get from $200?
(A) $7
(B) $ 17
(C) $58
(D) $27
Answer:
Option(B)
Explanation:
Man bought 6 hats for $14 each = 14 x 6 =84
3 belts for $33 each = 33 x 3 = 99
Total change did he get from $200
200 – (84 + 99) = 200 – 183 = 17

Question 10.
Multi-Step Carla bought four 64-ounce bottles of juice and three 32-ounce bottles of juice. She used 320 ounces of juice to make punch. How many ounces of juice does Carla have left?
(A) 42 ounces
(B) 52 ounces
(C) 32 ounces
(D) 22 ounces
Answer:
Option(C)
Explanation:
Carla bought four 64-ounce bottles of juice
64 x 4 = 256 ounce
three 32-ounce bottles of juice.
32 x 3 = 96 ounce
Total ounces of juice 256+96 = 352
She used 320 ounces of juice to make a punch.
Total ounces of juice Carla have left
352 – 320 = 32ounces

Go Math Grade 4 Lesson 11.3 Homework Answer Key Question 11.
Multi-Step Alden has 6 bags of balloons with 10 in each bag. 2 bags of 25m each bag 1 bag of 50 balloons, and 14 balloons that are already blown up. How many balloons does Alden have in all?
(A) 160
(B) 146
(C) 174
(D) 107
Answer:
Option(B)
Explanation:
Alden has 6 bags of balloons with 10 in each hag.
10 x 6 = 60 balloons.
2 bags with 25m each bag 1 bag of 50 balloons,
2 x 50 = 100
14 balloons that are already blown up.
Total balloons Alden has in all
(100 + 60 ) – 14 = 160 – 14 = 146

Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Unit 2 Assessment Answer Key.

Texas Go Math Grade 5 Unit 2 Assessment Answer Key

Vocabulary

Choose the best term from the box.

Vocabulary
common denominator
common multiple

Question 1.
A ___________ is a number that is a multiple of two or more numbers. (p.213)
Answer: A common multiple is a number that is a multiple of two or more numbers.

Concepts and Skills

Use a common denominator to write an equivalent fraction for each fraction. (TEKS 5.3)

Question 2.
\(\frac{2}{5}\), \(\frac{1}{8}\) common
denominator: ______________
Answer:
Given fractions, \(\frac{2}{5}\), \(\frac{1}{8}\)
The denominators and numerators are different here.
\(\frac{2}{5}\) × \(\frac{8}{8}\) = \(\frac{16}{40}\)
\(\frac{1}{8}\) × \(\frac{5}{5}\) = \(\frac{5}{40}\)
Thus the equivalent fractions are \(\frac{16}{40}\), \(\frac{5}{40}\)

Go Math Answer Key Grade 5 Unit 2 Assessment Question 3.
\(\frac{3}{4}\), \(\frac{1}{2}\) Common
denominator: _______________
Answer:
Given fractions, \(\frac{3}{4}\), \(\frac{1}{2}\)
The denominators and numerators are different here.
\(\frac{3}{4}\) × \(\frac{2}{2}\) = \(\frac{6}{8}\)
\(\frac{1}{4}\) × \(\frac{2}{2}\) = \(\frac{2}{8}\)
Thus the equivalent fractions are \(\frac{6}{8}\) and \(\frac{2}{8}\)

Question 4.
\(\frac{2}{3}\), \(\frac{1}{6}\) common
denominator: _____________
Answer:
Given fractions, \(\frac{2}{3}\), \(\frac{1}{6}\)
The denominators and numerators are different here.
\(\frac{2}{3}\) × \(\frac{2}{2}\) = \(\frac{4}{6}\)
\(\frac{1}{6}\) × \(\frac{1}{1}\) = \(\frac{1}{6}\)
Thus the equivalent fractions are \(\frac{4}{6}\) and \(\frac{1}{6}\)

Find the sum or difference. Write your answer in simplest form. (TEKS 5.3.K)

Question 5.
\(\frac{5}{8}\) + \(\frac{5}{8}\)
Answer:
Given,
\(\frac{5}{8}\) + \(\frac{5}{8}\)
The denominators of both the fractions are same.
\(\frac{5}{8}\) + \(\frac{5}{8}\) = (5 + 5)/8 = \(\frac{10}{8}\) = \(\frac{5}{4}\) = 1 \(\frac{1}{4}\)

Question 6.
3\(\frac{2}{3}\) – 1\(\frac{2}{5}\)
Answer:
3 + \(\frac{2}{3}\) – 1 – \(\frac{2}{5}\)
3 – 1 = 2
\(\frac{2}{3}\) – \(\frac{2}{5}\)
\(\frac{2}{3}\) × \(\frac{5}{5}\) – \(\frac{2}{5}\) × \(\frac{3}{3}\)
= \(\frac{10}{15}\) – \(\frac{6}{15}\) = \(\frac{4}{15}\)
Thus, 3\(\frac{2}{3}\) – 1\(\frac{2}{5}\) = 2\(\frac{4}{15}\)

Go Math Answer Key 5th Grade Unit 2 End of Unit Assessment Question 7.
7\(\frac{3}{5}\) + 3\(\frac{9}{20}\)
Answer:
Given,
7\(\frac{3}{5}\) + 3\(\frac{9}{20}\)
7+ \(\frac{3}{5}\) + 3 + \(\frac{9}{20}\)
7 + 3 = 10
\(\frac{3}{5}\) + \(\frac{9}{20}\)
\(\frac{12}{20}\) + \(\frac{9}{20}\) = \(\frac{21}{20}\) = 1 \(\frac{1}{20}\)
10 + 1 + \(\frac{1}{20}\) = 11\(\frac{1}{20}\)

Find the product. Write the product in simplest form. Use a model. (TEKS 5.3.I)

Question 8.
\(\frac{3}{5}\) × 8 = ____________
Answer:
\(\frac{3}{5}\) × 8 = \(\frac{24}{5}\) = 4 \(\frac{4}{5}\)

Question 9.
\(\frac{1}{4}\) × 10 = ____________
Answer:
\(\frac{1}{4}\) × 10 = \(\frac{10}{4}\) = \(\frac{5}{2}\) = 1 \(\frac{1}{2}\)

Question 10.
\(\frac{5}{7}\) × 15 = ____________
Answer:
\(\frac{5}{7}\) × 15 = \(\frac{75}{7}\) = 10 \(\frac{5}{7}\)

Question 11.
\(\frac{5}{6}\) × 2 = ____________
Answer:
\(\frac{5}{6}\) × 2 = \(\frac{10}{6}\) = \(\frac{5}{3}\) = 1 \(\frac{2}{3}\)

Go Math Unit 2 Assessment Answers 5th Grade Question 12.
\(\frac{1}{5}\) × 10 = ____________
Answer:
\(\frac{1}{5}\) × 10 = \(\frac{10}{5}\) = 2

Question 13.
7 × \(\frac{1}{6}\) = ____________
Answer:
7 × \(\frac{1}{6}\) = \(\frac{7}{6}\) = 1 \(\frac{1}{6}\)

Divide. Use a model or strategy. (TEKS 5.3.J, 5.3.L)

Question 14.
2 ÷ \(\frac{1}{3}\) = ____________
Answer:
2 ÷ \(\frac{1}{3}\) = (2 × 3)/1 = 6

Question 15.
1 ÷ \(\frac{1}{5}\) = ___________
Answer:
1 ÷ \(\frac{1}{5}\) = 5

Question 16.
\(\frac{1}{4}\) ÷ 3 = _____________
Answer:
\(\frac{1}{4}\) ÷ 3 = \(\frac{1}{12}\)

Fill in the bubble completely to show your answer.

Question 17.
Natasha bought \(\frac{1}{4}\) pound of green grapes and \(\frac{2}{3}\) pound of red grapes. She ate \(\frac{1}{2}\) pound of the grapes. What is the total amount of grapes Natasha has left? (TEKS 5.3.K)
(A) 1 pound
(B) \(\frac{5}{12}\) pound
(C) \(\frac{3}{7}\) pound
(D) \(\frac{6}{12}\) pound
Answer:
Given,
Natasha bought \(\frac{1}{4}\) pound of green grapes and \(\frac{2}{3}\) pound of red grapes.
She ate \(\frac{1}{2}\) pound of the grapes.
\(\frac{1}{4}\) + \(\frac{2}{3}\) = \(\frac{11}{12}\)
\(\frac{11}{12}\) – \(\frac{1}{2}\) = \(\frac{5}{12}\) pound
Thus the correct answer is option B.

Question 18.
Ashton picked 6 pounds of pecans. He used \(\frac{1}{3}\) of the pecans in a soup recipe. Ashton puts the pecans that are left in \(\frac{1}{4}\)-pound bags. How many bags of pecans does he have? (TEKS 5.3.I, 5.3.L)
(A) 16
(B) 2
(C) 8
(D) 1
Answer:
Given,
Ashton picked 6 pounds of pecans.
He used \(\frac{1}{3}\) of the pecans in a soup recipe. Ashton puts the pecans that are left in \(\frac{1}{4}\)-pound bags.
\(\frac{2}{3}\) × 4 = 4 pounds of pecans left.
4 × 4 = 16 bags
Thus the correct answer is option A.

Texas Go Math Grade 5 End of Unit 2 Assessment Answer Key Question 19.
Isabella has 2\(\frac{1}{4}\) cups of granola and adds 1\(\frac{1}{2}\) cups of raisins. She then adds 1\(\frac{1}{4}\) cups of almonds to the mix. She divides the mix into \(\frac{1}{4}\)-cup servings. How many \(\frac{1}{4}\)-cup servings does she have? (TEKS 5.3.K, 5.3.L)
(A) 1\(\frac{1}{4}\)
(B) 16
(C) 5
(D) 20
Answer:
Isabella has 2\(\frac{1}{4}\) cups of granola and adds 1\(\frac{1}{2}\) cups of raisins.
She then adds 1\(\frac{1}{4}\) cups of almonds to the mix.
She divides the mix into \(\frac{1}{4}\)-cup servings.
2\(\frac{1}{4}\) + 1\(\frac{1}{4}\) + 1 1\(\frac{1}{2}\) = 20 servings
Thus the correct answer is option D.

Question 20.
Melvin walked \(\frac{5}{8}\) mile to the library. He then walked \(\frac{3}{10}\) mile from the library to the store. About how far did Melvin walk? (TEKS 5.3.A)
(A) about 1\(\frac{1}{2}\) miles
(B) about 1 mile
(C) about \(\frac{1}{2}\) mile
(D) about 2 miles
Answer:
Given,
Melvin walked \(\frac{5}{8}\) mile to the library.
He then walked \(\frac{3}{10}\) mile from the library to the store.
= about \(\frac{1}{2}\) mile
Thus the answer is option C.

Fill in the bubble completely to show your answer.

Question 21.
Mrs. Friedmon baked a walnut cake for her class. The models below show how much cake she brought to school and how much she had left at the end of the day.

Which fraction represents the difference between the amounts of cake Mrs. Friedmon had before school and after school? (TEKS 5.3.H, 5.3.K)
(A) \(\frac{5}{8}\)
(B) 1\(\frac{1}{2}\)
(C) 1\(\frac{5}{8}\)
(D) 2\(\frac{1}{2}\)
Answer:
Given,
Mrs. Friedmon baked a walnut cake for her class
\(\frac{3}{4}\) – \(\frac{1}{8}\) = \(\frac{5}{8}\)
Thus the correct answer is option A.

5th Grade Go Math Unit 2 Post Assessment Answer Key Question 22.
Julie spends \(\frac{3}{4}\) hour studying on Monday and \(\frac{1}{6}\) hour studying on Tuesday. Flow many hours does Julie study on those two days? (TEKS 5.3.H, 5.3.K)

Answer:
Given,
Julie spends \(\frac{3}{4}\) hour studying on Monday and \(\frac{1}{6}\) hour studying on Tuesday.
\(\frac{3}{4}\) + \(\frac{1}{6}\) = \(\frac{11}{12}\)
Thus the correct answer is option D.

Question 23.
A chef makes 4 different quiches as the special of the day. At the end of day, each dish had \(\frac{3}{8}\) of the quiche left. Flow much quiche was bought in all? (TEKS 5.3.I)
(A) \(\frac{3}{2}\)
(B) \(\frac{3}{32}\)
(C) \(\frac{5}{2}\)
(D) \(\frac{5}{8}\)
Answer:
Given,
A chef makes 4 different quiches as the special of the day.
At the end of day, each dish had \(\frac{3}{8}\) of the quiche left.
\(\frac{5}{8}\) × 4 = 20/8 =  \(\frac{5}{2}\)
Correct answer is option C.

Question 24.
Paulo had 2\(\frac{1}{4}\) feet of red twine. He had 1\(\frac{5}{12}\) feet of blue twine. He used some twine to make a craft. He has 1\(\frac{11}{12}\) feet of twine left. How much twine did Paulo use for his craft? (TEKS 5.3.K )
(A) 2\(\frac{3}{12}\) feet
(B) 1\(\frac{3}{4}\) feet
(C) 5\(\frac{7}{12}\) feet
(D) 2\(\frac{9}{12}\) feet
Answer:
Given,
Paulo had 2\(\frac{1}{4}\) feet of red twine.
He had 1\(\frac{5}{12}\) feet of blue twine.
He used some twine to make a craft. He has 1\(\frac{11}{12}\) feet of twine left.
2\(\frac{1}{4}\) + 1\(\frac{5}{12}\) = 3 \(\frac{8}{12}\)
3 \(\frac{8}{12}\) – 1 \(\frac{11}{12}\) = 1\(\frac{3}{4}\) feet
Thus the correct answer is option B.

Question 25.
Which property or properties does the problem below use? (TEKS 5.3.H)
(\(\frac{2}{3}\) + \(\frac{3}{5}\)) + \(\frac{1}{3}\) = \(\frac{3}{5}\) + (\(\frac{2}{3}\) + \(\frac{1}{3}\))
(A) Commutative Property and Identity Property
(B) Associative Property and Distributive Property
(C) Commutative Property and Associative Property
(D) Distributive Property
Answer: (B) Associative Property and Distributive Property

5th Grade Go Math Answer Key Unit 2 Assessment Question 26.
Li cuts \(\frac{1}{4}\) foot of ribbon into 3 equal parts. What is the length of each part? (TEKS 5.3.J, 5.3.L)

(A) 2\(\frac{1}{4}\) feet
(B) \(\frac{3}{12}\) foot
(C) \(\frac{4}{9}\) foot
(D) Not Here
Answer: Not Here

Question 27.
Draw a diagram and write a story problem to represent 6 ÷ \(\frac{1}{5}\). (TEKS5.3.J)
Answer:
6 ÷ \(\frac{1}{5}\) = 30

Refer to our Texas Go Math Grade 7 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 7 Module 4 Quiz Answer Key.

Texas Go Math Grade 7 Module 4 Quiz Answer Key

Texas Go Math Grade 7 Module 4 Ready to Go On? Answer Key

4.1 Similar Shapes and Proportions

Question 1.
Explain whether the shapes are similar.

Answer:
Yes, both the given shape (triangle) are similar.
Because all the angles of both triangles are equal and also the ratio of corresponding sides of the triangle are equal.
\(\frac{9}{6}\) = \(\frac{15}{10}\) = \(\frac{12}{8}\) = \(\frac{3}{2}\)
Hence, both shapes are similar.

4.2 Using Similar Shapes

Find the missing measure in each pair of similar shapes.

Go Math Grade 7 Module 4 Answer Key Question 2.

Answer:
These two shapes are similar, so the corresponding sides are proportional.

The missing measure is 20.

Question 3.

Answer:
\centering To find the missing measure, use a proportion.
\(\frac{30}{9}\) = \(\frac{x}{12}\)
\(\frac{30}{9} \cdot \frac{1.33}{=1.33} \frac{x}{12}\)
\(\frac{39.9}{12}\) = \(\frac{x}{12}\)
39.9 = x
The missing measure is x = 39.9.

4.3 Similar Shapes and Scale Drawings

Question 4.
What is the area of the room represented in the scale drawing?

Answer:
3cm : 6ft4 ⇔ 1 cm : 2 ft
l = 10cm
w = 6 cm
Convert length and width from cm to ft
l = 10 ∙ 2 = 20 ft
w = 6 ∙ 2 = 12 ft
Use the formula for the area of the rectangle.
A = 1 w Substitute 20 for 1 and 12 for w.
A = 20 ∙ 12
A = 240
The area of the room is 240 ft².

4.4 Ratios and Pi

Module 4 Test Answers Math Grade 7 Question 5.
Find the missing measure.

Answer:
C = 37.68 The circumference of big circle
d = 12 Diameter of big circle
C₁ = ? The circumference of similar circle
d₁ = 6 Diameter of similar circle
\centering To find the missing measure, use a proportion.

The circumference of similar circle is 18.84.

Essential Question

Question 6.
How can you use similarity and proportionality to find missing measures?
Answer:
For every similar shape, the corresponding measures are proportional so from proportion we can find the missing measures.

Texas Go Math Grade 7 Module 4 Mixed Review Texas Test Prep Answer Key

Selected Response

Module 4 Go Math Quiz for Grade 7 with Answers Pdf Question 1.
Which shows a pair of shapes that are not similar? All corresponding angles have equal measure.

Answer:
Example under (C) shows a pair of shapes that are not similar.

Explanation:
For value of side from the picture, when we write a proportion using corresponding sides, we get;
(A) \(\frac{8}{6}=\frac{8}{6}=\frac{8}{6}\)
which is correct

(B) \(\frac{20}{12}=\frac{20}{12}\)
which is correct

(C) \(\frac{4}{6}=\frac{6}{10}\)
0.66 = 0.6
which isn’t correct

(D) \(\frac{9}{12}=\frac{9}{12}=\frac{6}{8}\)
0.75 = 0.75 = 0.75
which is correct

Question 2.
A scale drawing of a rectangular deck is shown below.

What is the perimeter of the actual deck?
(A) 187.5 ft
(B) 375 ft
(C) 550 ft
(D) 750 ft
Answer:
(B) 375 ft

Explanation:
2 in : 25 ft ⇔ 1 in : 12.5 ft
Convert Length and width from in. to ft.
l = 11 ∙ 12.5 = 137.5 ft
w = 4 ∙ 12.5 = 50 ft
Use the formula for the perimeter of a rectangle.
P = 2(l + w) Substitute 137.5 for l and 50 for w.
P = 2(137.5 + 50)
P = 375
The perimeter of the actual deck is 375 ft

Module 4 Go Math Grade 7 Answer Key Question 3.
The two triangles below are similar. Find the area of the larger triangle.

(A) 8 square units
(B) 36 square units
(C) 64 square units
(D) 128 square units
Answer:
The area of the larger triangle is (C) 64 square units.

Explanation:
x₁ = 6
y₁ = 12
x = ?
y = 16
\centering To find the missing measure, use a proportion.

The area of the larger triangle is:
\(\frac{7,98 \cdot 16}{8}\) = 63.84 ≈ 64

Question 4.
Find the circumference of the smaller circle.

(A) 15.7
(B) 22.5
(C) 23.55
(D) 31.4
Answer:
(C) 23.55

Explanation:
C₁ = the circumference of the larger circle
C₂ = the circumference of the smaller circle
d₁ = the diameter of the larger circle
d₂ = the diameter of the smaller circle
The two circles are similar, so the corresponding measures are proportional.
Write the proportion

The circumference of the smaller circle is 23.55.

Gridded Response

Module 4 Test Answer Key Grade 7 Go Math Question 5.
An advertising company is creating a large wall banner and a smaller flyer that are similar figures. What percent of the area of the banner is the area of the flyer?

Answer:
x₁ = 15
y₁ = 40
x = ?
y = 24
\centering To find the missing measure, use a proportion.

Use the formula for the area of rectangLe P = x ∙ y where x represents the length of the rectangle and y represents the width of the rectangle.
The area of a large wall banner is:
P₁ = 15 ∙ 40 = 600
The area of smaller flyers is:
P = 9 ∙ 24 = 216
When we divide the area of a smaller flyer by the area of a large wall banner, we get which percent of the area of the banner is the area of a smaller flyer.
\(\frac{216}{600}\) = 0.36 = 36%

Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 6.1 Answer Key Find Part of a Group.

Texas Go Math Grade 5 Lesson 6.1 Answer Key Find Part of a Group

Unlock the Problem

Maya collects stamps. She has 20 stamps in her collection. Four-fifths of her stamps have been canceled. How many of the stamps in Maya’s collection have been canceled?

Find \(\frac{4}{5}\) of 20.

• Put 20 counters on your Math Board.
  Since you want to find \(\frac{4}{5}\) of the stamps, you should arrange the 20 counters in ________ equal groups.
• Draw the counters in equal groups below. How many counters are in each group? _________
  

Each group represents __________ of the stamps. Circle \(\frac{4}{5}\) of the counters.
How many groups did you circle? ___________
How many counters did you circle? ___________
\(\frac{4}{5}\) of 20 = __________ , or \(\frac{4}{5}\) × 20 = ______
So, _________ of the stamps have been canceled.
Answer:

Put 20 counters on above Math Board.
Since I want to find 4/5 of the stamps, I should arrange the 20 counters in 5 equal groups.
Draw the counters in equal groups above. There are 4 counters are in each group.
Each group represents 1/5 of the stamps. Draw a circle 4/5 of the counters.
I circled 4 groups.
I circled 16 counters.
4/5 of 20 =16, or 4/5 × 20 = 16.
So, 16 of the stamps have been canceled.

Example

Max’s stamp collection has stamps from different countries. He has 12 stamps from Canada. Of those twelve, \(\frac{2}{3}\) of them have pictures of Queen Elizabeth II. How many stamps have the queen on them?

Draw an array to represent the 12 stamps by drawing an ✗ for each stamp. Since you want to find \(\frac{2}{3}\) of the stamps, your array should show __________ rows of equal size.

Circle _________ of the 3 rows to show \(\frac{2}{3}\) of 12. Then count the number of ✗s in the circle.
There are _________ ✗s circled.

Complete the number sentences.
\(\frac{2}{3}\) of 12 = ______, or \(\frac{2}{3}\) × 12 = _________
So, there are __________ stamps with a picture of Queen Elizabeth II.
Answer:
Draw an array to represent the 12 stamps by drawing an ✗ for each stamp. Since we want to find 2/3 of the stamps, our array should show 3 rows of equal size.

Circle 2 of the 3 rows to show 2/3 of 12. Then count the number of ✗s in the circle.
There are 8 ✗s circled.
The number sentences.
2/3 of 12 = 8, or 2/3× 12 = 8
So, there are 8 stamps with a picture of Queen Elizabeth II.

Share and Show

Question 1.
Complete the model to solve.
\(\frac{7}{8}\) of 16, or \(\frac{7}{8}\) × 16

a. How many rows of counters are there?
Answer:
There are 8 rows of counters.

b. How many counters are in each row?
Answer:
There are 2 counters are in each row.

c. Circle rows to solve the problem.
Answer:

Circle 7 rows to solve the problem.

d. How many counters are circled?
\(\frac{7}{8}\) of 16 = _________, or \(\frac{7}{8}\) × 16 = __________
Answer:
14 counters are circled.
7/8 of 16 = 14 or (7/8) x 16 = 14

Use a model to solve.

Question 2.
\(\frac{2}{3}\) × 18 = __________
Answer:

(2/3) x 18 = 12
Explanation:
In the above image, we can observe an array to represent the 18 counters by drawing an ✗ for each counter. Since we want to find 2/3 of the counters, our array should show 3 rows of equal size. Circle 2 of the 3 rows to show 2/3 x 18. Then count the number of ✗s in the circle. There are 12 ✗s circled. The number sentence is (2/3) x 18 = 12.

Go Math 5th Grade Lesson 6.1 Answer Key Question 3.
\(\frac{2}{5}\) × 15 = __________
Answer:

(2/5) x 15 = 6
Explanation:
In the above image we can observe an array to represent the 15 counters by drawing an ✗ for each counter. Since we want to find 2/5 of the counters, our array should show 5 rows of equal size. Circle 2 of the 5 rows to show 2/5 x 15. Then count the number of ✗s in the circle. There are 6 ✗s circled. The number sentence is (2/5) x 15 = 6.

Question 4.
\(\frac{2}{3}\) × 6 = __________
Answer:

(2/3) x 6 = 4
Explanation:
In the above image we can observe an array to represent the 6 counters by drawing an ✗ for each counter. Since we want to find 2/3 of the counters, our array should show 3 rows of equal size. Circle 2 of the 3 rows to show 2/3 x 6. Then count the number of ✗s in the circle. There are 4 ✗s circled. The number sentence is (2/3) x 6 = 4.

Problem Solving

Use a model to solve.

Question 5.
\(\frac{5}{8}\) × 24 = __________
Answer:

(5/8) x 24 = 15
Explanation:
In the above image we can observe an array to represent the 24 counters by drawing an ✗ for each counter. Since we want to find 5/8 of the counters, our array should show 8 rows of equal size. Circle 5 of the 8 rows to show
5/8 x 24. Then count the number of ✗s in the circle. There are 15 ✗s circled. The number sentence is (5/8) x 24 = 15.

Question 6.
\(\frac{3}{4}\) × 24 = __________
Answer:

(3/4) x 24 = 18
Explanation:
In the above image we can observe an array to represent the 24 counters by drawing an ✗ for each counter. Since we want to find 3/4 of the counters, our array should show 4 rows of equal size. Circle 3 of the 4 rows to show
3/4 x 24. Then count the number of ✗s in the circle. There are 18 ✗s circled. The number sentence is (3/4) x 24 = 18.

Lesson 6.1 Answer Key Go Math 5th Grade Question 7.
\(\frac{4}{7}\) × 21 = __________
Answer:

(4/7) x 21 = 12
Explanation:
In the above image we can observe an array to represent the 21 counters by drawing an ✗ for each counter. Since we want to find 4/7 of the counters, our array should show 7 rows of equal size. Circle 4 of the 7 rows to show
4/7 x 21. Then count the number of ✗s in the circle. There are 12 ✗s circled. The number sentence is (4/7) x 21 = 12.

Question 8.
On your Math Board, use counters to find \(\frac{4}{6}\) of 12. Explain why the answer is the same as when you found \(\frac{2}{3}\) of 12.
Answer:

They are the same because (4/6) = (2/3).
Explanation:
On the above Math Board 12 counters in 6 rows. In each row there are 2 counters. Draw a circle for 8 counters. The number sentences for (4/6) of 12 is 8 and (2/3) of 12 is 8. So both are because (4/6) is equal to (2/3).

Problem Solving

Use the table for 9 – 10.

Question 9.
Representations Four-fifths of Zack’s stamps have pictures of animals. How many stamps with pictures of animals does Zack have? Use a model to solve.
Answer:

(4/5) of 30 = 24
Zack has 24 stamps with pictures of animals.
Explanation:
In the above table, we can observe that Zack collected 30 stamps. Draw an array to represent the 30 stamps by drawing an ✗ for each stamp. Four-fifths of Zack’s stamps have pictures of animals. Since we want to find 4/5 of the stamps, our array should show 5 rows of equal size. Circle 4 of the 5 rows to show 4/5 x 30. Then count the number of ✗s in the circle. There are 24 ✗s circled. The number sentence is (4/5) of 30 = 24. Zack have 24 stamps with pictures of animals.

Go Math Lesson 6.1 Answer Key 5th Grade Question 10.
H.O.T. Write Math Zack, Teri, and Paco combined the foreign stamps from their collections for a stamp show. Out of their collections, \(\frac{3}{10}\) of Zack’s stamps, \(\frac{5}{6}\) of Teri’s stamps, and \(\frac{3}{8}\) of Paco’s stamps were from foreign countries. How many stamps were in their display? Explain how you solved the problem.

Answer:

9 + 15 + 9 = 33
In the display there are 33 stamps.
Explanation:
Zack, Teri, and Paco combined the foreign stamps from their collections for a stamp show. Out of their collections, 3/10 of Zack’s stamps, 5/6 of Teri’s stamps, and 3/8 of Paco’s stamps were from foreign countries. Multiply 3/10 with 30 the product is 9. Zack’s stamps are 9. Multiply 5/6 with 18 the product is 15. Teri’s stamps are 15. Multiply 3/8 with 24 the product is 9. Paco’s stamps are 9. I found the fractional part of each persons collection. I added the amounts together. So, 9 + 15 + 9 = 33.

Question 11.
Multi-Step Paula has 24 stamps in her collection. Among her stamps, \(\frac{1}{3}\) have pictures of animals. Out of her stamps with pictures of animals, \(\frac{3}{4}\) of those stamps have pictures of birds. How many stamps have pictures of birds on them?
Answer:

6 stamps have pictures of birds on them.
Explanation:
Paula has 24 stamps in her collection. Among her stamps, 1/3 have pictures of animals. Multiply 1/3 with 24 the product is 8. 8 stamps have pictures of animals. Out of her stamps with pictures of animals,3/4 of those stamps have pictures of birds. Multiply 3/4 with 8 the product is 6. 6 stamps have pictures of birds on them.

Daily Assessment Task

Fill in the bubble completely to show your answer.

Question 12.
Apply Eduardo has 30 pairs of socks in a drawer. Of those, 6 pairs are matched and the rest are mismatched. He is packing 1/2 of his mismatched pairs in his suitcase for a trip. How many pairs is Eduardo packing for his trip?
(A) 6
(B) 4
(C) 12
(D) 18
Answer:

30 – 6 = 24
There are 24 mismatched pairs of socks in a drawer.
1/2 x 24 = 12
Eduardo packing 12 mismatched pairs of socks for his trip.
So, option C is correct.
Explanation:
Eduardo has 30 pairs of socks in a drawer. Of those, 6 pairs are matched and the rest are mismatched. Subtract 6 from 30 the difference is 24. There are 24 mismatched pairs of socks in a drawer. He is packing 1/2 of his mismatched pairs in his suitcase for a trip. Multiply 1/2 with 24 the product is 12. Eduardo packing 12 mismatched pairs of socks for his trip. So, draw a circle to option C.

Go Math Lesson 6.1 5th Grade Answer Key Question 13.
Use Diagrams Which problem does the model represent?

Answer:

(2/3) x 15 = 10
So, option A is correct.
Explanation:
In the above we can observe 15 counters. Drawn a rectangle to 2 columns. So, the problem (2/3) x 15 represents the above model diagram. So, draw a circle for option A.

Question 14.
Multi-Step Amy has 25 different hair ribbons. She bought 4 of them in a store, but she made the rest herself. Of the hair ribbons she made, \(\frac{1}{3}\) have sparkles on them. How many hair ribbons with sparkles did Amy make?
(A) 9
(B) 7
(C) 3
(D) 14
Answer:

Texas Test Prep

Question 15.
Barry bought 21 stamps from a hobby shop. He gave \(\frac{3}{7}\) of them to his sister. How many stamps did he have left?
(A) 9 stamps
(B) 6 stamps
(C) 3 stamps
(D) 12 stamps
Answer:

(3/7) x 21 = 9
He gave 9 stamps to his sister.
21 – 9 = 12 
Barry left with 12 stamps.
So, option A is correct.
Explanation:
Barry bought 21 stamps from a hobby shop. He gave 3/7 of them to his sister. Multiply 3/7 with 21 the product is 9. He gave 9 stamps to his sister. Subtract 9 from 21 the difference is 12. Barry left with 12 stamps. So, draw a circle to option A.

Texas Go Math Grade 5 Lesson 6.1 Homework and Practice Answer Key

Use a model to solve.

Question 1.
\(\frac{3}{5}\) × 10 = __________
Answer:

(3/5) x 10 = 6
Explanation:
In the above image we can observe an array to represent the 10 counters by drawing an ✗ for each counter. Since we want to find 3/5 of the counters, our array should show 5 rows of equal size. Circle 3 of the 5 rows to show
3/5 x 10. Then count the number of ✗s in the circle. There are 6 ✗s circled. The number sentence is (3/5) x 10 = 6.

Go Math Grade 5 Lesson 6.1 Answer Key Question 2.
\(\frac{2}{3}\) × 15 = __________
Answer:

(2/3) x 15 = 10
Explanation:
In the above image we can observe an array to represent the 15 counters by drawing an ✗ for each counter. Since we want to find 2/3 of the counters, our array should show 3 rows of equal size. Circle 2 of the 3 rows to show
2/3 x 15. Then count the number of ✗s in the circle. There are 10 ✗s circled. The number sentence is (2/3) x 15 = 10.

Question 3.
\(\frac{3}{8}\) × 16 = __________
Answer:

(3/8) x 16 = 6
Explanation:
In the above image we can observe an array to represent the16 counters by drawing an ✗ for each counter. Since we want to find 3/8 of the counters, our array should show 8 rows of equal size. Circle 3 of the 8 rows to show
3/8 x 16. Then count the number of ✗s in the circle. There are 6 ✗s circled. The number sentence is (3/8) x 16 = 6.

Question 4.
\(\frac{5}{6}\) × 30 = __________
Answer:

(5/6) x 30 = 25
Explanation:
In the above image we can observe an array to represent the 30 counters by drawing an ✗ for each counter. Since we want to find 5/6 of the counters, our array should show 6 rows of equal size. Circle 5 of the 6 rows to show
5/6 x 30. Then count the number of ✗s in the circle. There are 25 ✗s circled. The number sentence is (5/6) x 30 = 25.

Question 5.
\(\frac{5}{7}\) × 14 = __________
Answer:

(5/7) x 14 = 10
Explanation:
In the above image we can observe an array to represent the 14 counters by drawing an ✗ for each counter. Since we want to find 5/7 of the counters, our array should show 7 rows of equal size. Circle 5 of the 7 rows to show
5/7 x 14. Then count the number of ✗s in the circle. There are 10 ✗s circled. The number sentence is (5/7) x 14 = 10.

Question 6.
\(\frac{3}{5}\) × 25 = __________
Answer:

(3/5) x 25 = 15
Explanation:
In the above image we can observe an array to represent the 25 counters by drawing an ✗ for each counter. Since we want to find 3/5 of the counters, our array should show 5 rows of equal size. Circle 3 of the 5 rows to show
3/5 x 25. Then count the number of ✗s in the circle. There are 15 ✗s circled. The number sentence is (3/5) x 25 = 15.

Question 7.
\(\frac{3}{4}\) × 16 = __________
Answer:

(3/4) x 16 = 12
Explanation:
In the above image we can observe an array to represent the 16 counters by drawing an ✗ for each counter. Since we want to find 3/4 of the counters, our array should show 4 rows of equal size. Circle 3 of the 4 rows to show
3/4 x 16. Then count the number of ✗s in the circle. There are 12 ✗s circled. The number sentence is (3/4) x 16 = 12.

Question 8.
\(\frac{2}{5}\) × 20 = __________
Answer:

(2/5) x 20 = 8
Explanation:
In the above image, we can observe an array to represent the 20 counters by drawing an ✗ for each counter. Since we want to find 2/5 of the counters, our array should show 4 rows of equal size. Circle 2 of the 5 rows to show
2/5 x 20. Then count the number of ✗s in the circle. There are 8 ✗s circled. The number sentence is (2/5) x 20 = 8.

Lesson 6.1 Answer Key 5th Grade Go Math Question 9.
\(\frac{4}{7}\) × 35 = __________
Answer:

(4/7) x 35 = 20
Explanation:
In the above image we can observe an array to represent the 35 counters by drawing an ✗ for each counter. Since we want to find 4/7 of the counters, our array should show 7 rows of equal size. Circle 4 of the 7 rows to show
4/7 x 35. Then count the number of ✗s in the circle. There are 20 ✗s circled. The number sentence is (4/7) x 35 = 20.

Question 10.
\(\frac{2}{3}\) × 21 = __________
Answer:

(2/3) x 21 = 14
Explanation:
In the above image we can observe an array to represent the 21 counters by drawing an ✗ for each counter. Since we want to find 2/3 of the counters, our array should show 3 rows of equal size. Circle 2 of the 3 rows to show
2/3 x 21. Then count the number of ✗s in the circle. There are 14 ✗s circled. The number sentence is (2/3) x 21 = 14.

Question 11.
\(\frac{3}{4}\) × 28 = __________
Answer:

(3/4) x 28 = 21
Explanation:
In the above image we can observe an array to represent the 28 counters by drawing an ✗ for each counter. Since we want to find 3/4 of the counters, our array should show 4 rows of equal size. Circle 3 of the 4 rows to show
3/4 x 28. Then count the number of ✗s in the circle. There are 21 ✗s circled. The number sentence is (3/4) x 28 = 21.

Question 12.
\(\frac{8}{9}\) × 27 = __________
Answer:

(8/9) x 27 = 24
Explanation:
In the above image we can observe an array to represent the 27 counters by drawing an ✗ for each counter. Since we want to find 8/9 of the counters, our array should show 9 rows of equal size. Circle 8 of the 9 rows to show
8/9 x 27. Then count the number of ✗s in the circle. There are 24 ✗s circled. The number sentence is (8/9) x 27 = 24.

Question 13.
Will the product of a fraction less than one and a whole number be less than or greater than the whole number? Explain.
Answer:
It can be either.
1/2 * 4 = 2, so the answer is less.
-1/2 * 4 = -2, so the answer is less.
1/2 * -4 = -2, so the answer is greater.
-1/2 * -4 = 2, so the answer is greater.

Problem Solving

Question 14.
Lauren spent 24 hours on the computer last week. She spent \(\frac{2}{3}\) of the time doing homework. How much time did Lauren spend doing homework?
Answer:
(2/3) x 24 = 16
Lauren spend 16 hours doing homework.
Explanation:
Lauren spent 24 hours on the computer last week. She spent (2/3) of the time doing homework. Multiply (2/3) with 24 the result is 16. Lauren spend 16 hours doing homework.

Question 15.
A display at the natural science museum contains 21 plant and animal fossils. \(\frac{4}{7}\) of the fossils in the display are animal fossils. How many fossils in the display are animal fossils?
Answer:
(4/7) x 21 = 12
12 fossils in the display are animal fossils.
Explanation:
A display at the natural science museum contains 21 plant and animal fossils. (4/7) of the fossils in the display are animal fossils. Multiply 4/7 with 21 the product is 12. So,12 fossils in the display are animal fossils.

Lesson Check

Fill in the bubble completely to show your answer.

Question 16.
Today, the fifth-grade class will explore all 36 fossil displays at the museum. They explore \(\frac{4}{9}\) of the displays in the morning. How many displays are left for the class to explore in the afternoon?
(A) 20
(B) 16
(C) 18
(D) 32
Answer:

(4/9) x 36 = 16
36 – 16 = 20
20 displays are left for the class to explore in the afternoon.
So, option A is correct.
Explanation:
Today, the fifth-grade class will explore all 36 fossil displays at the museum. They explore(4/9) of the displays in the morning. Multiply 4/9 with 36 the product is 16. They explore 16 displays in the morning. Subtract 16 from 36 the difference is 20. So, 20 displays are left for the class to explore in the afternoon. Draw a circle to option A.

Question 17.
There are 32 students in Mr. Samuelson’s class. \(\frac{5}{8}\) of the students are boys. How many of the students in the class are girls?
(A) 27
(B) 3
(C) 20
(D) 12
Answer:

(5/8) x 32 = 20
32 – 20 = 12
There are 12 students in the class are girls.
So, option D is correct.
Explanation:
There are 32 students in Mr. Samuelson’s class. 5/8 of the students are boys. Multiply 5/8 with 32 the product is 20. So, 20 students in the class are boys. Subtract 20 from 32 the difference is 12. There are 12 students in the class are girls. So draw a circle for option D.

Go Math 5th Grade Lesson 6.1 Answer Key Question 18.
Miguel uses counters to solve \(\frac{5}{8}\) × 16.

How many counters will Miguel circle for the product?
(A) 10
(B) 6
(C) 5
(D) 12
Answer:

(5/8) x 16 = 10
Miguel will circle 10 counters for the product.
So, option A is correct.
Explanation:
Miguel uses above counters to solve (5/8) × 16. In the above image we can observe 2 rows with 16 counters. Multiply 5/8 with 16 the product is 10. Miguel will circle 10 counters for the product. So, option A is correct.

Question 19.
Which problem does the model represent?

Answer:

(2/7) x 28 = 8
So, option D is correct.
Explanation:
In the image we can observe 28 counters with 4 rows. Multiply 2/7 with 28 the product is 8. So, option D (2/7) x 28 represents the above problem.

Question 20.
Multi-Step The members of the parents’ association are making 6 batches of brownies and 12 batches of fruit bars for the bake sale. They need \(\frac{1}{2}\) cup of sugar for each batch. How much sugar do they need?
(A) 9 cups
(B) 36 cups
(C) 3 cups
(D) 6 cups
Answer:

1/2 x (6 + 12)
1/2 x 18
9
They need 9 cups of sugar.
So, option A is correct.
Explanation:
The members of the parents’ association are making 6 batches of brownies and 12 batches of fruit bars for the bake sale. They need 1/2 cup of sugar for each batch. Multiply 1/2 with 6 and 12 the product is 9. They need 9 cups of sugar. So, draw a circle to option A.

Question 21.
Multi-Step Natalie had 64 beads. She used 24 beads to make a bracelet. She used \(\frac{7}{8}\) of the remaining beads to make a necklace. How many beads does Natalie have left?
(A) 40
(B) 21
(C) 5
(D) 35
Answer:

64 – 24 = 40
(7/8) x 40 = 35
40 – 35 = 5
Natalie have left 5 beads.
So, option C is correct.
Explanation:
Natalie had 64 beads. She used 24 beads to make a bracelet. Subtract 24 beads from 64 beads the difference is 40 beads. She used 7/8 of the remaining beads to make a necklace. Multiply 7/8 with 40 the product is 35. Natalie used 35 beads to make necklace. Subtract 35 from 40 the difference is 5. Natalie have left 5 beads. So, draw a circle to option C.

Refer to our Texas Go Math Grade 4 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 4 Lesson 17.5 Answer Key Stem-and-Leaf Plots.

Texas Go Math Grade 4 Lesson 17.5 Answer Key Stem-and-Leaf Plots

Essential Question

How do you make stem-and-leaf plots with whole numbers?
Answer:
A stem-and-leaf plot is a way of organizing data into a form to easily look at the frequency of different types of values.
Constructing a Stemplot: In a stemplot, each score is broken into two pieces: the stem and leaf. In this example, the tens digits are stems, and the one digits form the leaves. The resulting stemplot produces a distribution of the data similar to a histogram, but all of the data values are retained in a compact form. You can easily see features of the student’s performance from the shape of the stem-and-leaf plot.
Stem and Leaf Plot Example: Suppose that your class had the following test scores: 84, 65, 78, 75, 89, 90, 88, 83, 72, 91, and 90 and you wanted to see at a glance what features were present in the data. You would rewrite the list of scores in order and then use a stem-and-leaf plot. The stems are 6, 7, 8, and 9, corresponding to the tens place of the data. This is listed in a vertical column. The one’s digit of each score is written in a horizontal row to the right of each stem, as follows:
9| 0 0 1
8| 3 4 8 9
7| 2 5 8
6| 2
You can easily read the data from this stemplot. For example, the top row contains the values of 90, 90, and 91. It shows that only three students earned a score in the 90th percentile with scores of 90, 90, and 91. By contrast, four students earned scores in the 80th percentile, with marks of 83, 84, 88, and 89.

Unlock the Problem

Henry kept track of the points of each of his words when he played a word game with his friend.

Then he used a stem-and-leaf plot to show the data.

A stem-and-leaf plot shows groups of data arranged by place value.

Make a stem and leaf plot.

Step 1: Group the data by the tens of digits.

Answer:

STEP 2
Order the tens digits from least to greatest. Draw a line.

Answer:
1|
2|
3|
STEP 3

Answer:

STEP 4
Include a title, lables, and a key.

Answer:

1| 5 represents 15 points
1| 9 represents 19 points
2| 2 represents 22 points
2| 2 represents 22 points
2| 7 represents 27 points
3| 1 represents 31 points
3| 3 represents 33 points

Math Talk

Mathematical Processes
Explain how a stem-and-leaf, plot uses place value.
Answer:
A Stem and Leaf plot shows a large amount of data in a clear way by listing it in order of place value. It is generally used when data has multi-digit numbers.

Share and Show

Question 1.
Use the data in the table to make a stem-and-leaf plot.


Order the data in the table from ____________ to ____________.
The numbers ____________, ____________, ____________ are stems.
The leaves for stem 2 are ____________, ____________, ____________, ____________, ____________.
Complete the stem -and – leaf plot.
Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 2, 3, 4 are the stems.
The leaves for stem 2 are 6, 7, 7, 8, 9.
The leaves for stem 3 are 0, 0, 1, 2, 3, 3, 4, 7, 8, 8, 8, 9.
The leaves for stem 4 are 0, 3, 3, 3, 5, 5, 8
2. Draw the vertical line:
2|
3|
4|
3. Fill in the leaves:

2| 7 represents 27 floors
2| 7 represents 27 floors
2| 8 represents 28 floors
2| 9 represents 29 floors
3| 0 represents 30 floors and so on… Likewise need to write all the keys.

Go Math Answer Key Grade 4 Stem Plot Key Question 2.
Use the data in the Number of Jumps table to make a stern-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3 are the stems.
The leaves for stem 1 are 0, 1, 2.
The leaves for stem 2 are 0, 2, 5, 6.
The leaves for stem 3 are 1.
2. Draw the vertical line:
1|
2|
3|
3. Fill in the leaves:

1| 0 represents 10 jumps
1| 1 represents 11 jumps
1| 2 represents 12 jumps
2| 0 represents 20 jumps
2|2 represents 22 jumps
2| 5 represents 25 jumps
2| 6 represents 26 jumps
3| 1 represents 31 jumps.

Question 3.
Use the data in the Number of Different Beads table to make a stem-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3 are the stems.
The leaves for stem 1 are 0, 2, 4.
The leaves for stem 2 are 4, 6.
The leaves for stem 3 are 1, 3, 7.
2. Draw the vertical line:
1|
2|
3|
3. Fill in the leaves:

1| 1 represents 10 beads
1| 2 represents 12 beads
1| 4 represents 14 beads
2| 4 represents 24 beads
2| 6 represents 26 beads
3| 1 represents 31 beads
3| 3 represents 33 beads
3| 7 represents 37 beads.

Problem Solving

Question 4.

H.O.T. Mike records his bowling scores and puts them in a table. He wants to easily see how many times he bowled in the 90s. Make a stem-and-leaf plot from the data in the table. Explain how Mike used the stein-and-leaf plot to determine how many times he bowled in the 90s.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 6, 7, 8, 9 are the stems. But in the question only asked about the ’90s.
The leaves for stem 6 are 1, 7, 9.
The leaves for stem 7 are 3, 3, 4, 5, 6, 6, 9.
The leaves for stem 8 are 0, 1, 2, 5, 5, 6, 6, 6, 9.
The leaves for stem 9 are 2, 2, 3, 4, 8
2. Draw the vertical line:
6|
7|
8|
9|
3. Fill in the leaves:

Now I am writing only 90’s:
9| 2 represents 92 bowling.
9| 2 represents 92 bowling.
9| 3 represents 93 bowling.
9| 4 represents 94 bowling.
9| 8 represents 98 bowling.

Texas Go Math Grade 4 Stem and Leaf Plot Answer Key Question 5.
Use Graphs Multi-Step Naomi conducted a science experiment where she recorded the high temperature each day for 24 days. She chose a stem-and-leaf plot to display her data. Make Naomi’s stem-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 6, 7, 8 are the stems.
The leaves for stem 6 are 2, 5, 7, 7, 8.
The leaves for stem 7 are 2, 2, 2, 3, 5, 5, 6, 9, 9.
The leaves for stem 8 are 3, 4, 5, 6, 6, 6, 7, 7, 8, 9.
2. Draw the vertical line:
6|
7|
8|
3. Fill in the leaves:

6| 2 represents 62 temperature.
6| 5 represents 65 temperature.
6| 7 represents 67 temperature.
6| 7 represents 67 temperature.
6| 8 represents 68 temperature.
7| 2 represents 72 temperature.
7| 2 represents 72 temperature.
7| 2 represents 72 temperature.
7| 3 represents 73 temperatures.
7| 5 represents 75 temperature.
7| 5 represents 75 temperature.  And so on… continue up to 8| 9.

Question 6.
H.O.T. Use Graphs Multi-Step Jenny was asked to make teams based on the height of the students in her class. She recorded the student’s height, in inches, in a table. To more clearly see the different heights, she made a stem-and-leaf plot. Make Jenny’s stein-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 4, 5, 6 are the stems.
The leaves for stem 4 are 8, 9.
The leaves for stem 5 are 0, 2, 4, 4, 5, 5, 6, 7, 8, 9.
The leaves for stem 6 are 0, 0, 0, 1, 2, 3.
2. Draw the vertical line:
4|
5|
6|
3. Fill in the leaves:

4| 8 represents 48 height.
4| 9 represents 49 height.
5| 0 represents 50 height.
5| 2 represents 52 height.
5| 4 represents 54 height and so on… write all the keys up to 6| 3.

Stem and Leaf Plot 4th Grade Go Math Answer Key Question 7.
H.O.T. Use Math Language Explain the steps you would use to make the stem-and-leaf plot from the data in the table. Then make the stem-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 2, 3, 4, 5 are the stems.
The leaves for stem 2 are 2, 4, 4, 6, 9, 9.
The leaves for stem 3 are  0, 0, 2, 5, 6, 7.
The leaves for stem 4 are 1, 1, 4, 7.
The leaves for stem 5 are 5, 5.
2. Draw the vertical line:
2|
3|
4|
5|
3. Fill in the leaves:

2| 2 represents 22 minutes.
2| 4 represents 24 minutes.
2| 4 represents 24 minutes.
2| 6 represents 26 minutes.
2| 9 represents 29 minutes.
2| 9 represents 29 minutes and so on… write the keys up to 5| 5.

Daily Assessment Task

Fill in the bubble completely to show your answer.

Use the table for 8-11.

The data shows the number of jumping jacks completed by 15 students in one minute. Robert is making a stem-and-leaf plot to display the information.

Question 8.
What are the stems for the stem-and-leaf plot?
(A) 3, 5, 6
(B) 0, 3, 4, 5, 9
(C) 3, 4, 5
(D) 0, 1, 2, 3, 5, 8, 9
Answer: Option C is correct.

Explanation:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 3, 4, 5 are the stems.
2. Draw the vertical line:
3|
4|
5|
Question 9.
How many leaves are in the stem-and-leaf plot?
(A) 12
(B) 10
(C) 15
(D) 3
Answer: Option C is correct.

Explanation:
Count all the leaves. There are 15 leaves.
Question 10.
Which could be a key for the stem-and-leaf plot?
(A) 4 | 8 represents 84 jumping jacks.
(B) 3 | 8 represents 38 jumping jacks.
(C) 5 | 0 represents 5 jumping jacks.
(D) 4 | 4 represents 4 jumping jacks.
Answer: Option B is correct.

Explanation:
Option B represents the correct.

TEX Test Prep

Texas Go Math Grade 4 Answer Key Stem and Leaf Plot Question 11.
In the stem-and-leaf plot that Robert is making, which stem would have the most leaves?
(A) 3
(B) 4
(C) 5
(D) 0
Answer: Option C is correct.

Explanation: count all the 50’s: 50, 50, 51, 51, 52, 53, 55, 55.
The numbers 3, 4, 5 are the stems.
3|
4|
5|
For stem 3 the leaves are 8, 9.
For stem 4 the leaves are 2, 4, 4, 5, 8
For stem 5 the leaves are:0, 0, 1, 1, 2, 3, 5, 5.

Texas Go Math Grade 4 Lesson 17.5 Homework and Practice Answer Key

Question 1.
Use the data in the Daily Temperatures table to make a stein-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 7, 8, 9 are the stems.
The leaves for stem 7 are 9.
The leaves for stem 8 are 4, 8.
The leaves for stem 9 are 1, 2, 5, 5, 6.
2. Draw the vertical line:
7|
8|
9|
3. Fill in the leaves:

7| 9 represents 79 temperature.
8| 4 represents 84 temperature.
8| 8 represents 88 temperature.
9| 1 represents 91 temperatures.
9| 2 represents 92 temperatures.
9| 5 represents 95 temperatures.
9| 5 represents 95 temperatures.
9| 6 represents 96 temperatures.

Question 2.
Use the data in the Minutes Spent Doing Homework table to make a stem-and-leaf plot.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3 are the stems.
The leaves for stem 1 are 3, 4.
The leaves for stem 2 are 5, 8.
The leaves for stem 3 are 0, 4, 9.
2. Draw the vertical line:
1|
2|
3|
3. Fill in the leaves:

1| 3 represents 13 minutes.
1| 4 represents 14 minutes.
2| 5 represents 25 minutes.
2| 8 represents 28 minutes.
3| 0 represents 30 minutes.
3| 4 represents 34 minutes.
3| 9 represents 39 minutes.

Problem Solving

Question 3.
Cade recorded the number of points his team scored in ten basketball games and put them in a table. Make a stem-and-leaf plot from the data.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 2, 3 are the stems.
The leaves for stem 2 are 4, 5, 5, 6, 8, 8.
The leaves for stem 3 are 0, 2, 2, 4.
2. Draw the vertical line:
2|
3|
3. Fill in the leaves:

2| 4 represents 24 points.
2| 5 represents 25 points.
2| 5 represents 25 points.
2| 6 represents 26 points.
2| 8 represents 28 points.
2| 8 represents 28 points.
3| 0 represents 30 points.
3| 2 represents 32 points.
3| 2 represents 32 points.
3| 4 represents 34 points.

Stem and Leaf Plot Worksheet with Answers Pdf Question 4.
The school librarian recorded the total number of books checked out from the library each day for two weeks. She put the data in a table. Make a stern-and-leaf plot from the data.

Answer:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 7, 8, 9 are the stems.
The leaves for stem 7 are 2, 4, 5.
The leaves for stem 8 are 3, 5, 7, 8.
The leaves for stem 9 are 0, 4, 4.
2. Draw the vertical line:
7|
8|
9|
3. Fill in the leaves:

7| 2 represents 72 books.
7| 4 represents 74 books.
7| 5 represents 75 books.
8| 3 represents 83 books.
8| 5 represents 85 books.
8| 7 represents 87 books.
8| 8 represents 88 books.
9| 0 represents 90 books.
9| 4 represents 94 books.
9| 4 represents 94 books.

Lesson Check

Fill in the bubble completely to show your answer.

Use the table at right for 5-7.

The data show the number of hours 16 students exercise in one month. Jen is making a stem-and-leaf plot to display the information.

Question 5.
What are the stems for the stem-and-leaf plot?
(A) 0, 1, 2, 4, 5, 6, 7, 8, 9,
(B) 0, 1, 2, 3, 4
(C) 1, 2, 3, 4
(D) 2, 3, 4
Answer: Option C is correct.

Explanation:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3, 4 are the stems.
Question 6.
Which stem has the most leaves?
(A) 1
(B) 2
(C) 3
(D) 4
Answer: Option B is correct.

Explanation:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3, 4 are the stems.
The leaves for stem 1 are 8, 9, 9.
The leaves for stem 2 are 0, 2, 5, 5, 6, 7, 8, 8.
The leaves for stem 3 are 0, 4, 8.
The leaves for stem 4 are 1, 2.

Go Math Answer Key 4th Grade Stem and Leaf Plot Practice Question 7.
Multi-Step How many more leaves are there for 2 than there are for 3 and 4 combined?
(A) 5
(B) 2
(C) 3
(D) 1
Answer: Option C is correct.

Explanation:
1. Determine the largest and smallest number:
Order the data in the table from lowest to greatest.
The numbers 1, 2, 3, 4 are the stems.
The leaves for stem 1 are 8, 9, 9.
The leaves for stem 2 are 0, 2, 5, 5, 6, 7, 8, 8.
The leaves for stem 3 are 0, 4, 8.
The leaves for stem 4 are 1, 2.
The number of more leaves are there for 2 than there are for 3 and 4 combined: 8-5=3.

Use the table at right for 8-10

The data show the height of plants grown for Javier’s science experiment. Javier is making a stem-and-leaf plot to display the information.

Question 8.
How many leaves are in the stem-and-leaf plot?
(A) 2
(B) 12
(C) 9
(D) 10
Answer: Option B is correct.

Explanation:
count all the leaves present in the table.

Question 9.
Which could be a key for the stem-and-leaf plot?
(A) 2|2 represents 22 inches.
(B) 3|2 represents 23 inches.
(C) 2|1 represents 12 inches.
(D) 2|0 represents 2 inches.
Answer: Option A is correct.

Question 10.
Multi-Step How many leaves are in the plot for 12 and 14?
(A) 3
(B) 1
(C) 2
(D) 5
Answer: Option C is correct.

Explanation:
The leaves are on the right side. Now count the leaves.
1| 2
1| 4

Refer to our Texas Go Math Grade 1 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 1 Lesson 12.1 Answer Key Add in Any Order.

Texas Go Math Grade 1 Lesson 12.1 Answer Key Add in Any Order

Explore

Use and . Color to model the problem. Write the addition sentence.

Answer:
Addition means summing up two or more numbers or values to get another number. For example, if we add 8 and 7, we get 15 as the result.
8+7=15
Now, let us understand the sum of 8 and 7 practically. Suppose, we have 8 apples in a basket and 7 more apples are added in the same basket, so how many apples are there altogether?
8: 1+1+1+1+1+1+1+1
7: 1+1+1+1+1+1+1
8+7=1+1+1+1+1+1+1+1+1+1+1+1+1+1+1.
Now if we count each apple, then it is equal to 5. The property of addition is to increase the value by adding another value to it.

Use and . Color to change the order. Write the addition sentence.

Answer: By adding eight with seven we get fifteen,
By switching the numbers and adding seven with eight we get fifteen.

FOR THE TEACHER • Read the problem. George sees 7 blue birds and 8 red birds. How many birds does he see? Help children work through changing the order of the addends.
Answer: 15
Explanation:
Given,
George sees seven blue birds and eight red birds,
By adding seven with eight we get fifteen,
By changing the order of addends,
We can switch numbers and by adding eight with seven we get fifteen,
So the answer is Fifteen.

Math Talk
Mathematical Processes

Explain how knowing the fact 7 + 8 helps you find 8 + 7.
Answer:
By adding seven with eight we get fifteen,
By changing the order of the addends, the sum will not change it remains the same,
In the same way we can add eight with seven to get fifteen.

Model and Draw

Answer: 11
Given,
By adding five with six we get eleven,
In the same way by changing the order of addends,
We can add six with five to get eleven,
Sum of the addends will not change even though the order of addends changes.

Share and Show

Add. Change the order of the addends. Add again.

Question 1.

Answer: 17
Given,
By adding eight with nine we get seventeen,
In the same way, we can change the order of addends, the sum remains the same,
By adding nine with eight we get seventeen,
So the answer is seventeen.

Question 2.

Answer: 13
Given,
By adding six with seven we get thirteen,
By changing the order of the addends, the sum will always be same,
By adding seven with six we get thirteen.
So the answer is thirteen.

Question 3.

Answer: 12
Given,
By adding seven with five we get twelve,
In the same way, by changing the order of the addends we get the same sum,
By adding five with seven we get twelve,
So the answer is twelve.

Question 4.

Answer: 10
Given,
By adding two with eight we get ten,
By changing the order of the addends, sum remains the same
By adding eight with two we get ten,
So the answer is ten.

Question 5.

Answer: 11
Given,
By adding nine with two we get eleven,
In the same way, by changing the order of the addends we get the same sum,
By adding two with nine we get eleven,
So the answer is eleven.

Question 6.

Answer: 12
Given,
By adding eight with four we get twelve,
By changing the order of addends, the sum remains the same,
By adding four with eight we get twelve,
So the answer is twelve.

Problem Solving

Add. Change the order of the addends. Add again.

Question 7.

Answer: 15
Given,
By adding nine with six we get fifteen,
In the same way, by changing the order of the addends, the sum remains the same,
By adding six with nine we get fifteen,
So the answer is fifteen.

Question 8.

Answer: 16
Given,
By adding seven with nine we get sixteen,
In the same way, we can change the order of the addends but the sum remains the same,
By adding nine with seven we get sixteen,
So the answer is sixteen.

Question 9.

Answer: 11
Given,
By adding eight with three we get eleven,
In the same way, by changing the order of the addends we get the same sum
By adding three with eight we get eleven,
The answer is Eleven.

Question 10.

Answer: 14
Given,
By adding five with nine we get fourteen,
By changing the order of the addends we get the same sum
By adding nine with five we get fourteen,
The answer is fourteen.

Question 11.

Answer: 9
Given,
By adding four with five we get nine,
In the same way by changing the order of the addends we get the same sum,
By adding five with four we get nine,
So the answer is nine.

Question 12.

Answer: 13
Given,
By adding eight with five we get thirteen,
In the same way we can change the order of the addends, but the sum remains the same,
By adding five with eight we get thirteen
The answer is thirteen.

Question 13.
H.O.T. Anna has two groups of pennies. She has 10 pennies in ail. When she changes the order of the addends, the addition sentence is the same. What sentence can Anna write?

_________ = _________ + __________
Answer: 10 = 5 + 5
Given,
Anna has two groups of pennies has total of ten number of pennies,
By adding five with five we get ten,
In the same way, we can change the order of the pennies, the sum remains the same.

Question 14.
H.O.T. Multi-Step If Adam knows 4 + 7 = 11, what other addition fact does he know? Write the new fact in the box. Tell how Adam knows the new fact.
Answer:
Given,
The addition of four with seven gets eleven,
In the same way, we can change the order of the addends but the sum remains the same,
By adding seven with four we get eleven,
We can change the order of the addends in any way, but the sum doesn’t change.
7 + 4 = 11

Daily Assessment Task

Choose the correct answer.

Question 15.
The number sentence 4 + 5 = 9 tells about q snails racing up trees. Which number sentence shows the addends in a different order?

(A) 3 + 6 = 9
(B) 2 + 3 = 5
(C) 5 + 4 = 9
Answer:
Given,
The number sentence as by adding four with five gives nine,
By changing the addends, we can get the same sum
So the order of the addends can be changed and the correct number sentence,
We get it by adding five with four we get nine.

Question 16.
Analyze Joey uses the number sentence 3 + 7 = 10 to tell about his toy trucks. What other number sentence tells about his trucks?

(A) 6 + 4 = 10
(B) 7 + 3 = 10
(C) 4 + 3 = 7
Answer:
Given,
The number sentence is three with seven we get ten,
In the same way, we can change the order of the addends and the sum remains same,
So by adding seven with three we get ten.

Question 17.
John wrote the number sentence 5 + 3 = 8. Which shows the same addends in a different order?
(A) 3 + 5 = 8
(B) 5 + 5 = 10
(C) 5 + 8 = 13
Answer:
Given,
The number sentence is adding five with three to get eight,
By changing the order of the addends we can get the same sum,
So by adding three with five we get eight.

Question 18.
Texas Test Prep Which shows the same addends in a different order?
9 + 3 = 12
(A) 6 + 3 = 9
(B) 3 + 9 = 12
(C) 4 + 8 = 12
Answer:
Given,
By adding nine with three we get twelve,
In the same way, by changing the order of the addends we get the same sum,
So by adding three with nine we get twelve.

TAKE HOME ACTIVITY • Ask your child to explain what happens to the sum when you change the order of the addends.
Answer:
Example:
Explanation:
Here, by adding two with three we get the sum as five,
In the same way, we can add three with two while the sum remains the same.
We can take any kind of two different or the same addends and by adding them we get the sum,
In the same way we can change the order of the addends and still we get the same sum.

Texas Go Math Grade 1 Lesson 12.1 Homework and Practice Answer Key

Add. Change the order of the addends. Add again.

Question 1.

Answer: 13
Given,
By adding five with eight we get thirteen,
If we change the order of the addends we can see the sum remaining the same,
By changing the order of the addends and adding eight with five we get the sum as thirteen.

Question 2.

Answer: 9
Given,
By adding seven with two we get nine,
Even though by changing the order of the addends we can get the same sum,
By adding two with nine we get the sum as nine.

Question 3.

Answer: 10
Given,
By adding six with four we get the sum as ten,
In the same way, we change the order of the addends still we get the same sum,
So by changing and adding four with six we get the sum as ten.

Question 4.

Answer: 12
Given,
By adding nine with three we get twelve,
We can change the order of the addends, and get the same sum,
By adding three with nine we can get twelve as the sum.

Question 5.

Answer: 15
Given,
By adding seven with eight we get fifteen,
We can change the order of the addends, but we can get the same sum,
By adding eight with seven we get fifteen,
So the answer remains the same.

Question 6.

Answer: 14
Given,
By adding eight with six we get fourteen,
If we change the order of the addends, we can get the same sum,
By changing and adding six with eight we get the sum as fourteen.

Problem Solving

Question 7.
If Lorena knows that 6 + 9 = 15, what other addition fact does she know? Write the new fact in the box. Tell how Lorena knows the new fact.
Answer: 9 + 6 = 15
Explanation:
Given,
Lorena knows adding six with nine we get fifteen,
She can change the order of the addends to get the same sum and can make another addition fact
By changing the addends, we can add nine with six to get fifteen as the sum.

Lesson Check

Choose the correct answer.

Question 8.
Alice uses the number sentence 5 + 9 = 14 to tell about the number of laps she ran. Which number sentence shows the addends in a different order?

(A) 5 + 8 = 14
(B) 9 + 5 = 14
(C) 4 + 5 = 9
Answer: The correct answer is option – B
Explanation:
Given,
Number sentence is adding of five with nine to get fourteen,
Even if we change the order of addends, we can get the same sum,
By adding nine with five we get fourteen without any change in the sum we can change the order of the addends to get a different addition fact.

Question 9.
The number sentence 3 + 6 = 9 tells about 9 pieces of fruit. What other number sentence tells about the same pieces of fruit?
(A) 3 + 2 = 5
(B) 4 + 4 = 8
(C) 6 + 3 = 9
Answer: The correct sentence is option – C
Explanation:
Given,
Number sentence is adding three with six to get nine as the sum,
In the same way, by changing the order of the addends we can get the same sum without any change it,
By adding six with nine we can get the sum which remains same with no changes even though there is a change in order of addends.

Question 10.
Multi-Step Jake writes an addition sentence. When he changes the order of the addends, the addition sentence is the same. Which addition sentence can Jake write?
(A) 3 + 5 = 8
(B) 8 + 8 = 16
(C) 5 + 6 = 11
Answer: All the above are correct.
Explanation:
Given,
As the given sentences all belongs to addition facts,
Even though changing the order of the addends the sum remains same,
So all the above number sentences can change the order of the addends but still the sum remains the same.

Question 11.
Which shows the same addends in a different order?
4 + 9 = 13
(A) 9 + 4 = 13
(B) 13 – 4 = 9
(C) 7 + 6 = 13
Answer: The correct answer is option – A
Explanation:
Given,
Number sentence is the addition of four with nine to get thirteen,
In the same way we can change the order of the addends while on changing the addends we still get the sum as same.
So by adding nine with four we get thirteen.