Student Guide. (SG pp ) Questions gree. Copyright Kendall Hunt Publishing Company. 2.* All three answers are correct because they all

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1 Answer Key Lesson 3: Student Guide 368 Hundredths on Grids In an art class, Frank used colored tiles to make a mosaic using a grid. He used a data table to keep track of the number of tiles he used for each color. 1. Make a chart to show what of the grid is colored by each color. Write a common,, and in a chart. Mr. Moreno displayed a grid that was partially shaded and asked the students to decide how much of the grid was shaded. Lee Yah s group wrote 0.84 as their answer. Michael group wrote 84. Nila s group wrote as their response, and Ming s group wrote eighty-four hundredths as their answer. 2. Mr. Moreno said that they were all correct. Explain how each answer can be correct. SG Grade 5 Unit 8 Lesson 3 Student Guide - Page 368 (SG pp ) Questions Color blue gree yellow red orange Common Fraction Decimal Fraction Number in Words thirty hundredths twelve hundredths thirty-two hundredths twenty hundredths sixty hundredths 2.* All three answers are correct because they all represent the part of the grid that is shaded. There are small boxes and 84 are shaded, so that is 84. In the notation, it shows that the whole is divided into pieces that are 1 10 the size of the whole. Nila s group saw the 8 rows that are each 1 10 of the whole and 1 4 boxes that are each of the whole. Nila s group is using. 3. A. 10 B. C. 0 Use the Decimal Grids: Hundredths pages in the Student Activity Book to practice representing s. Thousandths on Grids 3. A. Mr. Moreno divided each square in the grid into tiny rectangles. How many tiny rectangles are in each small square? B. How many tiny rectangles are there in one row of small squares? C. How many tiny rectangles are there in one whole grid? 1 Each tiny rectangle represents one-thousandths ( 0 ) of the whole. This is written as a. Grids like this can be used to model thousandths. SG Grade 5 Unit 8 Lesson Student Guide - Page 369 *Answers and/or discussion are included in the lesson. 1 TG Grade 5 Unit 8 Lesson 3 Answer Key

2 Answer Key Lesson 3: 4. A.* 3 full rows are shaded or 0.3 or three tenths of the grid is shaded. B.* 30 squares; 0.30 or thirty hundredths of the grid is shaded. C.* 300 tiny rectangles or or three hundred thousandths of the grid is shaded. D.* five squares are shaded; 0.05 or five hundredths of the grid is shaded. E.* 7 more tiny rectangles;.007 or seven thousandths of the grid is shaded. F.* = A.* Between.35 and.36 B.* Point A represents A.* or eighty-three thousandths B.* Point B represents A. Grid A: 0.642; =.642 Grid B: 0.649; =.649 B. Grid A: six hundred forty-two thousandths Grid B: six hundred forty-nine thousandths C.* Both Points A represent Both Points B represent This grid models (three-hundred fifty-seven thousandths). 4. A. How many rows are fully shaded on this grid? Write a to represent the fully shaded rows. B. How many squares are in the fully shaded rows? Write a to represent the number of squares in these rows. C. How many tiny rectangles are in the fully shaded rows? Write a to represent the number of tiny rectangles in these rows. D. Look at the row that is partially shaded. How many squares are shaded in this row? Write a to represent the number of squares that are shaded in this row. E. How many extra tiny rectangles are shaded in this row? Write a to represent the extra tiny rectangles that are shaded in this row. F. Write a number sentence in to show Jackie and Linda decided to use Grace s strategy to place on a number line. Jackie knows that is between 0.3 and 0.4 but if she uses tenths she will need to divide the number line into small parts to find the location of A. Linda suggests using hundredths to label the ends of the number line. Between which two hundredths is located? B. Which point represents the location of 0.357? SG Grade 5 Unit 8 Lesson 3 Student Guide - Page 370 B C A 6. A. What of the grid is shaded? Write a. B. Use to describe what of each is shaded. C. Which points represent the locations of the s? A B A B Between which two hundredths will these s be? B. Which point represents the location of the in Question 6A? A Decimals with Base-Ten Pieces B C A. What of each grid is shaded? Write a and a number sentence in. Grid A Grid B SG Grade 5 Unit 8 Lesson Student Guide - Page 371 Jacob put some base ten pieces on his desk. He challenged his friends to guess the number his pieces represented. It could be four hundred thirty-seven and six tenths. I think the number is 4, SG Grade 5 Unit 8 Lesson 3 Fern Student Guide - Page 372 I think this is a trick question. We don t have enough information to answer. I am pretty sure the number is *Answers and/or discussion are included in the lesson. TG Grade 5 Unit 8 Lesson 3 Answer Key 2

3 Answer Key Lesson 3: 8. Use base ten pieces or base ten shorthand to show each number. A B C A. D E F. Explain how the value of the digit 4 changes in the numbers in Questions A E. Ana put some base ten pieces on her desk. B.. She read her number as eight and five hundred and nineteen thousandths. C.. Irma used base ten shorthand and a place value chart to show the value of Ana s pieces. Ones Tenths Hundredths Thousandths Luis showed Ana s number using D A. How is Irma s place value chart similar to Luis s? How are they different? B. Write the value of Ana s base ten pieces in standard form. 10. Write each number using. A B C D E F. six and one hundred sixty-four thousandths G. Write the number in Question 10C using. SG Grade 5 Unit 8 Lesson Student Guide - Page 373 E.. F.* If you line the numbers up on the place value chart from largest to smallest, you can see that each time the 4 moves a place to the right it is 1 10 the value it was in the place to the left. If you move from the smallest number to the largest number, each time you move the 4 a place to the left it gets 10 times larger. 9. A. Possible response: Both the place value chart and break the number apart using the place value of each number. Irma uses models to show the value of each digit and Luis uses symbols. Irma arranged the base-ten shorthand on a chart and Luis put the digits into a number sentence. B A = B = C = D = E = F G. three and six hundred sixty four thousandths 3 TG Grade 5 Unit 8 Lesson 3 Answer Key

4 Answer Key Lesson 3: 11. A B C D E F. five hundred and forty-three thousandths Write each number in standard form. A B C D E. Two hundred forty-nine and six hundred thirteen thousandths F. Write the number in Question 11D using. Check-In: Question Mr. Moreno used base ten pieces to display a number. Complete the place value chart using base ten shorthand. Write the number for each representation or represent the number with base-ten shorthand. A. B. C. D. Thousands Hundreds Tens Ones Tenths Hundredths Thousandths Numbers 6, A. B. C. D. Ones Thousands Hundredths Thousandths Hundreds Tens Tenths Numbers? 6.183? F. Explain how the value of the digit 6 changes in the numbers represented in Questions 12C and 12D.? E. Possible response: In the number the six is worth 6 or 600. In the number the six is worth 6 10 or 60. That means that when the six moved one place to the right from the hundreds place to the tens place it is worth 1 10 as much. Complete the Show Decimals pages in the Student Activity Book for more practice representing s in many ways. 374 SG Grade 5 Unit 8 Lesson 3 Student Guide - Page 374 TG Grade 5 Unit 8 Lesson 3 Answer Key 4

5 Answer Key Lesson 3: Decimal Grids: Hundredths 1. A. Shade twenty-three hundredths of the grid. B. Write twenty-three hundredths as a. Student Activity Book Decimal Grids: Hundredths (SAB pp ) Questions A. Grace shows the 0.23 on a number line. Since she knows that 0.23 is between two tenths and three tenths she uses these s to label the ends of her number line Grace used a dot to show the location of twenty-three hundredths. 2. A. Shade 47 of the grid. B. Write 47 as a. B A. 299 Student Activity Book - Page 299 B C. C. Use Grace s strategy to locate 47 on the number line. First decide between which tenths the is located. Label the end points of the number line with these tenths. Then place a dot on the number line to show the location of the. D. the of the grid that is not shaded. Write a. 3. A. Shade sixty-eight hundredths of the grid. B. Write sixty-eight hundredths as a. D. Locate sixty-eight hundredths on the number line. C. Use to represent sixty-eight hundredths. E. the of the grid that is not shaded. Write a and a number sentence in D A. B C =.68 D E =.32 Student Activity Book - Page TG Grade 5 Unit 8 Lesson 3 Answer Key

6 Answer Key Lesson 3: Show Decimals (SAB pp ) Questions Show Decimals Complete the missing information to show the in each box in many ways. The first one is done as an example. Use the Writing Numbers in Words page in the Student Guide Reference section. fourty-seven thousandths = Student Activity Book - Page = sixty-five hundredths = sevety-two hundredths Student Activity Book - Page 302 TG Grade 5 Unit 8 Lesson 3 Answer Key 6

7 Answer Key Lesson 3: seventy-five hundredths = =.18 eighteen hundredths Student Activity Book - Page ninety-four thousandths = six hundred fifty-two thousandths = Student Activity Book - Page TG Grade 5 Unit 8 Lesson 3 Answer Key

8 Answer Key Lesson 3: Represent Decimals (SAB pp ) Homework Questions 1 7 Represent Decimals two hunredths sixty-three thousands =.263 Fill in the missing information. The first one is done as an example. Example: 0.53 fifty-three hundredths Student Activity Book - Page five hundred seventy-three thousandths = eight hundred seven thousandths Student Activity Book - Page TG Grade 5 Unit 8 Lesson 3 Answer Key 8

9 Answer Key Lesson 3: ninety-three hundredths = seven hundred twenty-four thousandths seven hundred twenty-four thousandths = Student Activity Book - Page six hundredths = sixty-five thousandths = Student Activity Book - Page TG Grade 5 Unit 8 Lesson 3 Answer Key