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 5.2 Answer Key Subtraction with Unequal Denominators.

## Texas Go Math Grade 5 Lesson 5.2 Answer Key Subtraction with Unequal Denominators

**Investigate**

Mario fills a hummingbird feeder with \(\frac{3}{4}\) cup of sugar water on Friday. On Monday, Mario sees that \(\frac{1}{8}\) cup of sugar water is left. How much sugar water did the hummingbirds drink?

Materials: fraction strips; MathBoard

A. Find \(\frac{3}{4}\) – \(\frac{1}{8}\). Place three \(\frac{1}{4}\) strips under the 1-whole strip on your MathBoard. Then place a \(\frac{1}{8}\) strip under the \(\frac{1}{4}\) strips.

B. Find fraction strips all with the same denominator that fit exactly under the difference \(\frac{3}{4}\) – \(\frac{1}{8}\).

C. Record the difference, \(\frac{3}{4}\) – \(\frac{1}{8}\) = ___________

So, the hummingbirds drank _________ cup of sugar water.

Answer:

C. Record the difference, \(\frac{3}{4}\) – \(\frac{1}{8}\) = \(\frac{6}{8}\) – \(\frac{1}{8}\) = \(\frac{5}{8}\)

So, the hummingbirds drank \(\frac{5}{8}\) cup of sugar water.

**Math Talk**

**Mathematical Processes**

How can you tell if the difference of the fractions is less than 1? Explain.

Answer: \(\frac{5}{8}\) is less than one

by using the fraction strip method

Explanation:

**Draw Conclusions**

Question 1.

Describe how you determined what fraction strips, all with the same denominator, would fit exactly under the difference. What are they?

Answer:

Explanations:

Fraction strips, all with the same denominator, would fit exactly under the difference.

the above figure explains

**Lesson 5.2 Answer Key 5th Grade Go Math Question 2.**

**H.O.T. Explain** whether you could have used fraction strips with any other denominator to find the difference. If so, what is the denominator?

Answer: Unequal denominator

Explanation:

used fraction strips with any other denominator to find the difference. If so, that is called unequal denominator

**Make Connections**

Sometimes you can use different sets of same-denominator fraction strips to find the difference. All of the answers will be correct.

Solve. \(\frac{2}{3}\) – \(\frac{1}{6}\)

A. Find fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\).

\(\frac{2}{3}\) – \(\frac{1}{6}\) = \(\frac{3}{6}\)

B. Find another set of fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\). Draw the fraction strips you used.

\(\frac{2}{3}\) – \(\frac{1}{6}\) = ___________

C. Find other fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\). Draw the fraction strips you used.

\(\frac{2}{3}\) – \(\frac{1}{6}\) = ____________

While each answer appears different, all of the answers can be simplified to _________.

Answer:

A. Find fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\).

\(\frac{2}{3}\) – \(\frac{1}{6}\) = \(\frac{3}{6}\)

\(\frac{7}{10}\) – \(\frac{2}{5}\) =\(\frac{7}{10}\) – \(\frac{4}{10}\) = \(\frac{3}{10}\)

B. Find another set of fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\). Draw the fraction strips you used.

\(\frac{2}{3}\) – \(\frac{1}{6}\) =\(\frac{3}{6}\)

\(\frac{2}{3}\) – \(\frac{1}{4}\) =\(\frac{8}{12}\) – \(\frac{3}{12}\) = \(\frac{5}{12}\)

C. Find other fraction strips, all with the same denominator, that fit exactly under the difference \(\frac{2}{3}\) – \(\frac{1}{6}\). Draw the fraction strips you used.

\(\frac{2}{3}\) – \(\frac{1}{6}\) =\(\frac{3}{6}\)

While each answer appears different, all of the answers can be simplified to equal denominators

**Math Talk**

**Mathematical Processes**

Which other fraction strips with the same denominator could fit exactly in the difference of \(\frac{2}{3}\) – \(\frac{1}{6}\)?

Answer: \(\frac{3}{6}\)

Explanation: fraction strips with the same denominator could fit exactly in the difference of \(\frac{2}{3}\) – \(\frac{1}{6}\) is \(\frac{3}{6}\)

**Share and Show**

**Use fraction strips to find the difference. Write your answer in the simplest form.**

Question 1.

Answer:

\(\frac{7}{10}\) – \(\frac{2}{5}\) =\(\frac{7}{10}\) – \(\frac{4}{10}\) = \(\frac{3}{10}\)

Explanation:

The fractions with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Go Math Lesson 5.2 Answer Key 5th Grade Question 2.**

Answer:

\(\frac{2}{3}\) – \(\frac{1}{4}\) =\(\frac{8}{12}\) – \(\frac{3}{12}\) = \(\frac{5}{12}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Use fraction strips to find the difference. Write your answer in simplest form.**

Question 3.

\(\frac{3}{4}\) – \(\frac{1}{3}\) = _____________

Answer:

\(\frac{3}{4}\) – \(\frac{1}{3}\) =\(\frac{9}{12}\) – \(\frac{4}{12}\) = \(\frac{5}{12}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 4.

\(\frac{5}{6}\) – \(\frac{1}{2}\) = ______________

Answer:

\(\frac{5}{6}\) – \(\frac{1}{2}\) = \(\frac{5}{6}\) – \(\frac{3}{6}\)= \(\frac{2}{6}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 5.

\(\frac{3}{4}\) – \(\frac{7}{12}\) = ______________

Answer:

\(\frac{3}{4}\) – \(\frac{7}{12}\) = \(\frac{9}{12}\) – \(\frac{7}{12}\) =

\(\frac{2}{12}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Unlock the Problem**

Question 6.

**H.O.T. Multi-Step** The picture at the right shows how much pizza was left over from lunch. Jason eats \(\frac{1}{4}\) of the whole pizza for dinner. Which subtraction sentence represents the amount of pizza that is remaining after dinner?

a. What problem are you being asked to solve?

Answer: fractions with unequal denominators

b. How will you use the diagram to solve the problem?

Answer:

By calculating, Number of slices ate by number of slices are not eaten

c. Jason eats 1 of the whole pizza. How many slices does he eat?

Answer: \(\frac{1}{8}\)

d. Redraw the diagram of the pizza. Shade the sections of pizza that are remaining after Jason eats his dinner.

Answer:

e. Write a fraction to represent the amount of pizza that is remaining.

Answer: \(\frac{5}{8}\)

f. Fill in the bubble for the correct answer choice above.

Answer: B

**Lesson 5.2 Homework Answer Key 5th Grade Go Math Question 7.**

**H.O.T.** Explain how a model for \(\frac{3}{5}\) – \(\frac{1}{2}\) is different from a model for \(\frac{3}{5}\) – \(\frac{3}{10}\).

Answer:

\(\frac{3}{5}\) – \(\frac{1}{2}\) = \(\frac{6}{10}\) – \(\frac{5}{10}\) = \(\frac{1}{10}\)

\(\frac{3}{5}\) – \(\frac{3}{10}\) = \(\frac{6}{10}\) – \(\frac{3}{10}\) =

\(\frac{3}{10}\)

They both are same

subtraction with unequal denominator

both get the denominator same

with numerator change

**Daily Assessment Task**

**Fill in the bubble completely to show your answer.**

Question 8.

You are making cranberry lemonade for the Tastiest Beverage contest. You use \(\frac{3}{10}\) liter cranberry juice and \(\frac{1}{2}\) liter lemonade. You drink \(\frac{1}{10}\) liter, just to be sure that it tastes delicious! How much cranberry lemonade do you have left?

(A) \(\frac{7}{10}\) liter

(B) \(\frac{9}{10}\) liter

(C) \(\frac{3}{11}\) liter

(D) \(\frac{3}{10}\) liter

Answer: A

\(\frac{3}{10}\) + \(\frac{1}{2}\) = \(\frac{3}{10}\) + \(\frac{5}{10}\) = \(\frac{8}{10}\)

\(\frac{8}{10}\) – \(\frac{1}{10}\) =\(\frac{7}{10}\)

Question 9.

Use Diagrams Calvin used fraction strips correctly to model the difference of \(\frac{7}{12}\) – \(\frac{1}{3}\). Which of these describes his model?

(A) seven \(\frac{1}{12}\) strips, one \(\frac{1}{3}\) strip, two \(\frac{1}{4}\) strips

(B) seven \(\frac{1}{12}\) strips, one \(\frac{1}{3}\) strip, one \(\frac{1}{2}\) strip

(C) seven \(\frac{1}{12}\) strips, two \(\frac{1}{6}\) strips, one \(\frac{1}{8}\) strip

(D) seven \(\frac{1}{12}\) strips, one \(\frac{1}{3}\) strip, one \(\frac{1}{4}\) strip

Answer:

Question 10.

**Multi-Step** Bethany made her Apple Surprise drink by mixing \(\frac{1}{8}\) pint lemon juice, \(\frac{1}{8}\) pint grape juice, and \(\frac{4}{8}\) pint apple juice. She then drank \(\frac{1}{4}\) pint of the mixture. How much Apple Surprise was left?

(A) \(\frac{1}{2}\) pint

(B) \(\frac{1}{8}\) pint

(C) \(\frac{1}{4}\) pint

(D) \(\frac{3}{8}\) pint

Answer: A

\(\frac{1}{8}\) + \(\frac{1}{8}\) + \(\frac{4}{8}\) = \(\frac{6}{8}\)

\(\frac{6}{8}\) – \(\frac{1}{4}\) = \(\frac{6}{8}\) – \(\frac{2}{8}\) = \(\frac{1}{2}\)

**Texas Test Prep**

Question 11.

The diagram shows what Tina had left from a yard of fabric. She now uses a yard of fabric for a project. How much of the original yard of fabric

does Tina have left after the project?

(A) \(\frac{1}{2}\) yard

(B) \(\frac{2}{3}\) yard

(C) \(\frac{1}{3}\) yard

(D) \(\frac{1}{6}\) yard

Answer: D

Tina had left from a yard of fabric. She now uses a yard of fabric for a project. \(\frac{5}{6}\) yard

\(\frac{1}{6}\) yard is left

### Texas Go Math Grade 5 Lesson 5.2 Homework and Practice Answer Key

**Use fraction strips to find the difference. Write your answer in the simplest form.**

Question 1.

Answer:

\(\frac{7}{8}\) – \(\frac{1}{4}\) = \(\frac{7}{8}\) – \(\frac{2}{8}\) =

\(\frac{5}{8}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Go Math Practice and Homework Lesson 5.2 Answer Key Question 2.**

Answer:

\(\frac{11}{12}\) – \(\frac{2}{3}\) = \(\frac{11}{12}\) – \(\frac{8}{12}\) =

\(\frac{3}{12}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 3.

\(\frac{1}{2}\) – \(\frac{1}{3}\) = _____________

Answer:

\(\frac{1}{2}\) – \(\frac{1}{3}\) = \(\frac{3}{6}\) – \(\frac{2}{6}\) =

\(\frac{1}{6}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 4.

\(\frac{9}{10}\) – \(\frac{2}{5}\) = _____________

Answer:

\(\frac{9}{10}\) – \(\frac{2}{5}\) = \(\frac{9}{10}\) – \(\frac{4}{10}\) = \(\frac{5}{10}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 5.

\(\frac{11}{12}\) – \(\frac{3}{4}\) = _____________

Answer:

\(\frac{11}{12}\) – \(\frac{3}{4}\) =Â \(\frac{11}{12}\) – \(\frac{9}{12}\) =\(\frac{1}{6}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 6.

\(\frac{5}{6}\) – \(\frac{1}{3}\) = _____________

Answer:

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 7.

\(\frac{2}{3}\) – \(\frac{1}{12}\) = _____________

Answer:

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Go Math Lesson 5.2 Homework Answer Key Grade 5 Question 8.**

\(\frac{3}{4}\) – \(\frac{5}{12}\) = _____________

Answer:

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 9.

\(\frac{9}{10}\) – \(\frac{1}{2}\) = _____________

Answer:

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 10.

\(\frac{5}{8}\) – \(\frac{1}{2}\) = _____________

Answer:

\(\frac{5}{8}\) – \(\frac{1}{2}\) = \(\frac{5}{8}\) – \(\frac{4}{8}\) = \(\frac{1}{8}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 11.

\(\frac{3}{4}\) – \(\frac{2}{3}\) = _____________

Answer:

\(\frac{3}{4}\) – \(\frac{2}{3}\) = \(\frac{9}{12}\) – \(\frac{8}{12}\) = \(\frac{1}{12}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Problem Solving**

Question 12.

Annette is making a fruit drink that calls for \(\frac{3}{4}\) cup of fresh lemon juice. She has \(\frac{1}{2}\) cup of lemon juice. How much more lemon juice does Annette need?

Answer:

\(\frac{3}{4}\) – \(\frac{1}{2}\) = \(\frac{3}{4}\)–\(\frac{2}{4}\) =Â \(\frac{1}{4}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

Question 13.

Ramon needs to walk \(\frac{3}{4}\) mile to the bus stop. He has walked \(\frac{3}{8}\) mile so far. How much farther does Ramon need to walk to get to the bus stop?

Answer:

\(\frac{3}{4}\) – \(\frac{3}{8}\) = \(\frac{6}{8}\) – \(\frac{3}{8}\) =\(\frac{3}{8}\)

Explanation:

The fraction with unequal denominators are subtracted to get the sum

By doing them to equal denominators

**Lesson Check**

**Fill In the bubble completely to show your answer.**

Question 14.

Matt spent \(\frac{1}{3}\) of the money in his pocket on a movie ticket. He spent \(\frac{1}{4}\) of the money on a snack. What fraction of his money is left?

(A) \(\frac{7}{12}\)

(B) \(\frac{5}{12}\)

(C) \(\frac{1}{12}\)

(D) \(\frac{1}{6}\)

Answer: B

Explanation:

\(\frac{1}{3}\) + \(\frac{1}{4}\) = \(\frac{4}{12}\) + \(\frac{3}{12}\) = \(\frac{7}{12}\)

1 – \(\frac{7}{12}\) = \(\frac{5}{12}\)

Matt spent \(\frac{1}{3}\) of the money in his pocket on a movie ticket.

He spent \(\frac{1}{4}\) of the money on a snack.

\(\frac{5}{12}\) fraction of his money is left.

**Go Math Grade 5 Lesson 5.2 Homework Answer Key Question 15.**

Jabar used fraction strips to model the difference of \(\frac{7}{12}\) –\(\frac{1}{6}\) Which represents the difference?

(A) seven \(\frac{1}{12}\) strips

(B) one \(\frac{1}{12}\) strip

(C) two \(\frac{1}{12}\) strips

(D) five \(\frac{1}{12}\) strips

Answer:Â D

\(\frac{7}{12}\) – \(\frac{1}{6}\) = \(\frac{7}{12}\) – \(\frac{2}{12}\) = \(\frac{5}{12}\)

Explanation:

Jabar used fraction strips to model the difference of \(\frac{7}{12}\) –\(\frac{1}{6}\)Â represents the difference is five \(\frac{1}{12}\) strips

Question 16.

Which fraction correctly completes the equation?

\(\frac{3}{4}\) – _________ = \(\frac{1}{8}\)

(A) \(\frac{7}{8}\)

(B) \(\frac{1}{2}\)

(C) \(\frac{5}{8}\)

(D) \(\frac{1}{4}\)

Answer: C

Explanation:

\(\frac{3}{4}\) – \(\frac{5}{8}\) = \(\frac{1}{8}\)

Question 17.

Three friends share a pizza divided into eighths. If each person eats one slice, how many more slices must be eaten so that \(\frac{1}{2}\) of the pizza remains?

(A) 1

(B) 2

(C) 3

(D) 4

Answer: A

Explanation:

Three friends share a pizza divided into eighths.\(\frac{3}{8}\)

half of the pizza means 4 pieces

If each person eats one slice, 1 more slices must be eaten so that \(\frac{1}{2}\) of the pizza remains

Question 18.

**Multi-Step** Sara and Jon each ordered a medium pizza. Sara ate \(\frac{3}{8}\) of her pizza for lunch and \(\frac{1}{4}\) for a snack. Jon ate \(\frac{1}{2}\) of his pizza for lunch and \(\frac{1}{4}\) for a snack. How much more pizza did Jon eat?

(A) \(\frac{1}{8}\)

(B) \(\frac{1}{4}\)

(C) \(\frac{1}{2}\)

(D) \(\frac{1}{3}\)

Answer: A

Explanation:

Sara and Jon each ordered a medium pizza.

Sara ate \(\frac{3}{8}\) of her pizza for lunch and \(\frac{1}{4}\) for a snack.

\(\frac{3}{8}\) + \(\frac{1}{4}\) = \(\frac{5}{8}\)

Jon ate \(\frac{1}{2}\) of his pizza for lunch and \(\frac{1}{4}\) for a snack.

\(\frac{1}{2}\) + \(\frac{1}{4}\) = \(\frac{3}{4}\)

\(\frac{5}{8}\) – \(\frac{3}{4}\) = \(\frac{1}{8}\)

Jon eat \(\frac{1}{8}\)

Question 19.

**Multi-Step** On field day, \(\frac{1}{10}\) of the students in Mrs. Brownâ€™s class competed in jumping events, \(\frac{3}{5}\) of the students competed in running events, and \(\frac{1}{10}\) competed in throwing events. What part of Mrs. Brownâ€™s class did not compete in jumping, running, or throwing events?

(A) \(\frac{1}{5}\)

(B) \(\frac{7}{10}\)

(C) \(\frac{2}{5}\)

(D) \(\frac{4}{5}\)

Answer: A

Explanation:

On field day, \(\frac{1}{10}\) of the students in Mrs. Brownâ€™s class competed in jumping events,

\(\frac{3}{5}\) of the students competed in running events,

and \(\frac{1}{10}\) competed in throwing events.

\(\frac{1}{10}\) + \(\frac{3}{5}\) + \(\frac{1}{10}\) = \(\frac{1}{10}\) + \(\frac{6}{10}\) + \(\frac{1}{10}\) = \(\frac{8}{10}\) – 1= \(\frac{1}{5}\)