bridges1.mathlearningcenter.org · GRADE 4 SUPPLEMENT Set A9 Number & Operations: Adding & Subtracting Fractions Includes H Activity 1: Last Equation Wins! A9.1 H Independent Worksheet

GRADE 4 SUPPLEMENTSet A9 Number & Operations: Adding & Subtracting Fractions

Includes H Activity 1: Last Equation Wins! A9.1

H Independent Worksheet 1: Fractions through the School Day A9.7

H Independent Worksheet 2: Fractions on the Trail A9.11

H Independent Worksheet 3: Adding & Subtracting Fractions A9.15

Skills & Concepts H Decompose a fraction into a sum of fractions with the same denominator in multiple ways

H Use fraction models to represent the addition of fractions with like denominators and

record each decomposition with an equation

H Solve problems involving the addition of fractions with like denominators

P0812

Answer Key

Includes H Independent Worksheet 1: Fractions through the School Day A9.7

H Independent Worksheet 2: Fractions on the Trail A9.11

H Independent Worksheet 3: Adding & Subtracting Fractions A9.15

© The Math Learning Center Bridges in Mathematics Grade 4 Supplement • A9.7

NAME DATE

Set A9 Number & Operations: Adding & Subtracting Fractions Blackline For use anytime after Supplement Set A6, Activity 2.

Set A9 H Independent Worksheet 1

INDEPENDENT WORKSHEET

Fractions through the School Day

Make a labeled sketch to solve each of the problems below. Use words to explain your answer, and write an equation to match. Use your fraction kit to help if you want.

Note: If the answer turns out to be an improper fraction, change it to a mixed number.

ex Sam and Ali are friends. They’re both in Mrs. Hill’s fourth grade class. When Sam gets up on school days, it takes him 2

4 of an hour to take a shower and get dressed, 1

4 to eat breakfast, and 2 4 of an hour to finish his homework.

How long does it take Sam to get ready for school?

a Labeled Sketch

14

14

14

14

24

14

shower and dress eat finish homework

24hr. hr.

b Explanation (in words)

2 fourths plus 1 fourth plus 2 more fourths is 5 fourths in all. There are 4 fourths in an hour, so it takes him 1 and 1

4 hours to get ready for school.

c Equation

24 hour 1

4 + 2

4 + 5

4 = 5

4 = 1

4

1

(continued on next page)

A9.8 • Bridges in Mathematics Grade 4 Supplement © The Math Learning Center

Set A9 Number & Operations: Adding & Subtracting Fractions Blackline

NAME DATE

1 Ali fixed eggs for her family this morning. She had 5 6 of a carton when she

started, and 2 6 of a carton left when she finished. What fraction of the carton

did Ali use?

a Labeled Sketch

b Explanation (in words) c Equation

2 Sam and Ali’s class had P.E. first thing this morning P.E. lasts 4 8 of an hour.

They spent 1 8 of an hour running laps. What fraction of an hour did they have

left after that?

a Labeled Sketch



Independent Worksheet 1 Fractions through the School Day (cont.)

Ali started with 5⁄6 of a carton of eggs. She had 2⁄6 left. 5⁄6 minus 2⁄6 leaves 3⁄6 of a carton or 1⁄2 carton.

4⁄8 minus 1⁄8 leaves 3⁄8 of an hour.

5⁄6 – 2⁄6 = 3⁄6

3⁄6 = 1⁄2 carton

4⁄8 – 1⁄8 = 3⁄8

left 36 used2

6

56

to start

16

16

16

16

16

16 or

56

total

used

leftor

56

carton

=

left 36 used2

6

36

26 1

616

16

16

16

16

12 carton3

6 =

18

18

18 1

8

18

18

18

18

1 hour =

18

18

18

18

48

18

18

18

18

18

38 hour left

hour run lapshour

P.E. =



NAME DATE

3 Ali had 5 6 of a granola bar in her lunchbox. She ate 3

6 of the bar at recess. What fraction of the bar did she have left for lunch?

a Labeled Sketch


4 Sam and Ali had a math test after recess. Mrs. Hill said, “You have 8 12 of an

hour to complete the test.” After 6 12 of an hour, Sam only had 1 page left to go.

What fraction of an hour did he have left to finish the last page?

a Labeled Sketch




5⁄6 minus 3⁄6 leaves 2⁄6. 2⁄6 is the same as 1/3 granola bar.

8⁄12 of an hours minus 6⁄12 leaves 2⁄12. 2⁄12 is 1⁄6 of an hour or 10 minutes.

5⁄6 – 3⁄6 = 2⁄6

2⁄6 = 1⁄3 granola bar left

8⁄12 – 6⁄12 = 2⁄12 hour

2⁄12 = 1⁄6 = 10 minutes

left36 ate at 2

6

56

bar

16

16

16

16

16

16

recess

612

hour 212 hour left

812

hour



NAME DATE

5 The 4th graders at Sam and Ali’s school take turns picking up trash on the playground after lunch each day. The chart below shows how many pounds of trash each class has picked up so far this week. How many pounds have they collected in all?

Fifth Grade Class Pounds of trash

Mrs. Hill’s Class 2 1 6 pounds

Mr. Wong’s Class 1 2 6 pounds

Mrs. Tejada’s Class 1 4 6 pounds

a Labeled Sketch


6 The 4th graders are painting a mural about recycling on one of the walls by the playground. So far, they’ve used 1 2

8 gallons of red paint, 2 5 8 gallons of yel-

low paint, and 2 3 8 gallon of green paint. How many gallons of paint have they

used in all?

a Labeled Sketch



2 and 1⁄6 plus 1 and 2⁄6 plus a 1 and 4⁄6 is 5 and 1⁄6 in all.

1 and 2⁄8 plus 2 and 5⁄8 plus 2 3⁄8 adds up to 5 and 10⁄8. There are 8⁄8 in a gallon so it comes to 6 and 2⁄8.

1 2⁄8 + 1 5⁄8 + 2 3⁄8 = 5 10⁄8

5 10⁄8 = 5 = 8⁄8 + 2⁄8 = 6 2⁄8

6 2⁄8 = 6 1⁄4 gallons

2 1⁄6 + 1 2⁄6 + 1 4⁄6 = 4 7⁄6

4 7⁄6 = 5 1⁄6 pounds

1

2 16

pounds

Hill = 1 1+ Wong = 1+ Tejada =

1 111

1 26

pounds 1 46

pounds

= 1

= 5 pounds16

66

1 28

1 11 11red = + yellow = + green =

2 258

38

1 1 1 1 1

88

= 1

= 6 gallons28


NAME DATE

Set A9 Number & Operations: Adding & Subtracting Fractions Blackline For use anytime after Supplement Set A9, Independet Worksheet 1.



Fractions on the Trail

There is a 2-mile hiking trail behind Kennedy School. Make a labeled sketch to solve each of the problems below. Add more marks and fractions to the line if you need to. Use words to explain your answer, and write an equation to match.

Note: If the answer turns out to be an improper fraction change it to a mixed number.

ex Marissa and her mom ran the first 1 1 4 miles of the trail. They got tired, so

they walked the rest of the way. How far did they walk?

a Labeled Sketch

mi.14

Ran 1

12Start mile 1 mile 2 miles

12 mile1

mi.14mi.1

4

mi.14

1 mi.14

Walked mi.34

b Explanation (in words)

They walked 3 4 of a mile because 2 – 1 leaves 1 mile,

and then they ran another 1 4 of a mile. That left

3 4 of mile to go.

c Equation

mile14 = 3

4 2 - 1




NAME DATE

1 Tonio took his little brother for a walk on the trail. They walked 3 4 of a mile

Then they turned around and went back to the start. How many miles did they walk in all?

a Labeled Sketch


12 mile1


2 Troy and Eric decided to run the whole 2 miles. Eric twisted his ankle after they’d gone 1 1

8 of a mile. They decided to walk the rest of the way and call Eric’s dad to come get them. How many eighths of a mile did they have to walk to get to the end of the trail?

a Labeled Sketch


12 mile1



Independent Worksheet 2 Fractions on the Trail (cont.)

They walked out 3⁄4 mile and then walked back another 3⁄4 mile. 3⁄4 miles plus 3⁄4 miles is 6⁄4 miles which is 1 and 2⁄4 mile. 2⁄4 mile equals 1⁄2 mile.

2 miles is the same as 1 mile plus 8⁄8 mile so subtract 1 mile and 1⁄8 from 1 mile and 8⁄8 and that leaves 7⁄8 mile to walk.

3⁄4 + 3⁄4 = 3⁄4 + 1⁄4 + 2⁄4 = 4⁄4 + 2⁄4 = 1 2⁄4

1 2⁄4 = 1 1⁄2 miles

2 – 1 1⁄8 =

1 8⁄8 – 1 1⁄8 =

7⁄8 miles

out mile34

12

back mile34

14

ran 1 mile18

18

38

58

78

18

88

twisted ankle

18

18

18

18

18

18

18

walked mile78



NAME DATE

3 Kendra and her grandma walked 1 3 8 of a mile down the trail. Then they turned

around and walked back to the start. How many miles did they walk in all?

a Labeled Sketch


12 mile1


4 Carter was walking down the trail. When he got to the 3 4 mile marker, he

realized that his glasses had slipped out of his pocket. He turned around and started to go back. He found his glasses right beside the 2

4 mile marker. Then he turned around and walked to the end of the trail to meet his friend. How many miles did he walk in all?

a Labeled Sketch


12 mile1




1 and 3⁄8 plus 1 and 3⁄8 equals 1 plus 1 plus 3⁄8 and 3⁄8 equals 2 plus 6⁄8. 6⁄8 equals 3⁄4 so they walked 2 and 3⁄4 miles.

3⁄4 out plus 1⁄4 back. 1⁄4 to 3⁄4 marker plus 1⁄4 to mile marker plus 1 mile to the end equals 2 1⁄2 miles.

1 3⁄8 + 1 3⁄8 = 1 + 1 + 3⁄8 + 3⁄8 = 2 6⁄8

2 6⁄8 = 2 3⁄4 or 2 + 2⁄8 + 1⁄8 + 1⁄8 + 3⁄8

= 2 + 2⁄8 + 4⁄8 = 2 6⁄8

3⁄4 + 1⁄4 + 1⁄4 + 1 1⁄4 = 4⁄4 + 2⁄4 + 1 =

1 + 2⁄4 + 1 = 2 2⁄4

2⁄4 = 1⁄2 so 2 1⁄2 miles

down 1 mile18

18

38

28back 1 mile1

8

back

14

down mile34

14

34

1 mile to the end12



NAME DATE

5 Everyday, Mrs. Goodman starts at the beginning of the trail and walks 1 1

4 miles. Then she turns around and walks back to the start. How many miles does she walk in 1 week (7 days)?

a Labeled Sketch


12 mile1


CHALLENGE

6 Make up your own story problem about the hiking trail. Then give it to a class-mate to solve. Be sure to check it first to make sure it works.

a My problem:

b Labeled Sketch

c Explanation (in words) d Equation


1 1⁄4 plus 1 1⁄4 equals 2 and 2⁄4 times 7 days. 2 2⁄4 plus 2 2⁄4 plus 2 2⁄4 plus 2 2⁄4 plus 2 2⁄4 plus 2 2⁄4 plus 2 2⁄4 equals 14 14⁄4.

Student work will vary.

1 1⁄4 + 1 1⁄4 = 2 2⁄4 × 7 days. 2 2⁄4 + 2 2/4 + 2 2⁄4 + 2 2⁄4 + 2 2⁄4 + 2 2⁄4 + 2 2⁄4 = 14 14⁄4 or 17 1⁄2 miles

14

out 1 mile14

34

14back 1 mile1

4


NAME DATE

Set A9 Number & Operations: Adding & Subtracting Fractions Blackline For use anytime after Supplement Set A9, Activity 1.



Adding & Subtracting Fractions

Use numbers, words, and labeled sketches to solve each of the problems below. Show all of your work. Use your fraction kit to help if you want.

Note: If the answer turns out to be an improper fraction, change it to a mixed number.

Problem Explanation

ex381

68+ 2 1

8= 41

1

1

1 8

1 8

1 8

1 8

1 8

1 8

1 8

1 8

1 8

3 8

6 8

9 8

3 + 1 = 4

+ =

1 8

18

3 8

1 + 2 = 3

makes 1 because there are in 1, and then you have left over.

9 8

1 8

1 8

8 8

6 8

1

2

1 56

36

+ =


+

16

16

16

16

16

16

16

16

16

16

56

36 = 8

6

13

13

13

86 makes 1 because there are in 12

666

26with left over, = therefore 1 = 12

613

26

13



NAME DATE

Problem Explanation

2 7 8

4 8

+ =

3 342

34+ 3 =

4

781

58– =


Independent Worksheet 3 Adding & Subtracting Fractions (cont.)

18

18

18

18

18 = 1 3

8

78

48

18

18

18

18

18

18

88

= 144

14

14

14

1

1

1

1

1

14

14

143

2

2 + 3 = 5

34

34

24

44

24

= 12

121

5 + 1 = 612

12

14

14

14

14

14

12

12

18

18

18

18

18

= 1 28

78

58

18

18

18

18

18

18

1

18

28

1 78 – 5

8 1 28

= 1 14

18

18

14

14

14

14



NAME DATE

Problem Explanation

5 56336+ 2

6 48328– 2

CHALLENGE

7 26456– 2

Independent Worksheet 3 Adding & Subtracting Fractions (cont.)

+

16

16

16

16

16

16

16

16

= 86

1

1

1

1

1

3

2

2 + 3 = 5

56

66

26

86

makes 1 because there are in 166

26

with left = 1 = 126

36

26

13

16

16

13

13

13

5 + 1 = 6 13

13

18

18

18

18

1 28

48

18

18

28

28

= 14

18

18

14

14

14

14

1

1

1

1

1

28

3 – 2 = 1 = 1 14

16

16

16

16

16

16

16

36

1

1

1

1

1

4

2

4 – 2 = 2

56

26

16

16

12

12

1

16

2 = 236

12

GRADE 4 SUPPLEMENTSet A10 Number & Operations: Multiplying Whole Numbers by Fractions

Includes H Activity 1: Multiplying Fractions on the Geoboard A10.1

H Activity 2: Quick Sketches & Fraction Arrays A10.9

H Activity 3: Fraction Word Problems & Arrays A10.13

H Independent Worksheet 1: Pizza Party Planning A10.17

H Independent Worksheet 2: Brownie Dessert A10.19

H Independent Worksheet 3: Multiplying Fractions with Arrays A10.21

H Independent Worksheet 4: Company’s Coming! A10.23

Skills & Concepts H Add fractions with like denominators

H Write an equation showing a fraction a⁄b as the sum of a number of the unit fraction 1⁄b

H Write an equation to show a fraction as the sum of other fractions with the same denominator

H Demonstrate an understanding that a fraction a⁄b is a multiple of the unit fraction 1⁄b

H Write an equation showing that a fraction a⁄b is the product of a × 1⁄b

H Multiply a fraction by a whole number

H Solve word problems in which fractions are multiplied by a whole number

H Use a visual area model to multiply a whole number by a fraction

P0213

Answer Key

Includes H Activity 1 Blackline: Fractions on the Geoboard: Multiplying Fractions A10.5

H Independent Worksheet 1: Pizza Party Planning A10.17

H Independent Worksheet 2: Brownie Dessert A10.19

H Independent Worksheet 3: Multiplying Fractions with Arrays A10.21

H Independent Worksheet 4: Company’s Coming! A10.23

There are 2 C’s in Part B. 2 × 1⁄8 = 1⁄4

There are 8 D’s in Part A 8 × 1⁄16 = 8⁄16

8⁄16 = 1⁄2

There are 4 C’s in Part A 4 × 1⁄8 = 4⁄8

4⁄8 = 1⁄2


NAME DATE

Set A10 Number & Operations: Multiplying Whole Numbers by Fractions Blackline Run a class set.

Fractions on a Geoboard Multiplying FractionsIn the illustration below, the whole geoboard has an area of 1.

A

B

C D E

1 Look at the visual models below and think about what you notice about the relationships between the regions on the geoboard. How could you express your observations using multiplication? Explain your thinking in words and record your observations in a multiplication equation.

Visual Model Explanation Multiplication Equation

a

B

C C

b

D D D D

D D D D

A

c

C C

C C

A


The whole geoboard can be split into 32 E’s. Part C can be split into 4 E’s.

4 × 1⁄32 = 4⁄32

4⁄32 = 1⁄8

The whole geoboard can be split into 4 B’s. Two shaded parts is 2⁄4 or 1⁄2.

2 × 1⁄4 = 2⁄4

2⁄4 = 1⁄2

The whole geoboard can be split into 8 C’s. 6 of the 8 parts are shaded.

6 × 1⁄8 = 6⁄8

6⁄8 = 3⁄4

The whole geoboard can be split into 16 D’s. 4 of the 16 are shaded.

4 × 1⁄16 = 4⁄16

4⁄16 = 1⁄4


NAME DATE


Visual Model Explanation Multiplication Equation

d

CEE

EE

e

B

B

f

C C

C

C

C

C

g

D D

D D


Fractions on a Geoboard Multiplying Fractions cont.

1⁄4

1⁄16

1⁄8

1⁄8

1⁄41⁄41⁄4

1⁄161⁄16

1⁄16 1⁄16

1⁄16

1⁄8 1⁄81⁄8 1⁄81⁄8 1⁄81⁄8

1⁄8 1⁄8


NAME DATE


CHALLENGE

2 Create a sketch that could be used to solve the following unknowns:

Problem Labeled Sketch Answer

a 3 × _______ = 3 4

b 5 × ______ = 5 16

c 7 × ______ = 7 8

d 2 × ______ = 1 4

Fractions on a Geoboard Multiplying Fractions cont.

Ans

wer

s w

ill v

ary.

Ans

wer

s w

ill v

ary.

Ans

wer

s w

ill v

ary.

Ans

wer

s w

ill v

ary.

2 ×

1 ⁄4 =

2⁄4

or

1 ⁄2 o

f 1

bag

21 ⁄4

61 ⁄8

21 ⁄3

61 ⁄46

× 1 ⁄8

= 6

⁄8 o

f 1

bag

2 ×

1 ⁄3 =

2⁄3

cup

sug

ar

6 ×

1 ⁄4 =

6⁄4

or

1 1 ⁄2 lb

s ha

mb

urge

r


NA

ME

DA

TE

Set A10 Number & Operations: Multiplying Whole Numbers by Fractions Blackline Run a class set, plus 1 for display.

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need

?

She ate 2⁄12 of the pizza.

Agree. 2⁄12 and 1/6 are equivalent

4 × 2⁄12 = 8⁄12 or 2⁄3

1121

121

121

12 112

112

112

112

112

112

112

112


NAME DATE

Set A10 Number & Operations: Multiplying Whole Numbers by Fractions Blackline For use anytime after Supplement Set A10, Activity 1.



Pizza Party Planning

A fourth grade class won a pizza party for contributing the most paper in the recycling contest at school. Medium pizzas were cut into 8 slices and large pizzas were cut into 12 slices.

1 Mariah ate 2 slices of a large pizza. What fraction of the pizza did she eat? Draw a sketch to show your thinking.

2 Carlos said that Mariah ate 1 6 of a pizza. Explain why you agree or disagree.

3 Mariah’s table group seats four students. Each student ate 2 slices of a large pizza. Write a multiplication equation that shows what fraction of a pizza was eaten.


Conner ate 4⁄8 or 1⁄2 the pizza

3⁄8 + 4⁄8 = 7⁄8

1 1⁄2 × 100

1 1⁄2 liters = 1,500 mililiters


Set A10 Number & Operations: Multiplying Whole Numbers by Fractions Blackline

NAME DATE

4 Tony ate 3 slices of a medium pizza and his friend Conner ate 4 slices of the same pizza.

a Write two equivalent fractions to tell how much pizza Conner ate.

b Write an equation to show what fraction of the pizza they ate together.

5 Lionel’s table group drank 1 1 2 liters of juice with their pizza. How many milliliters

did they drink?

Independent Worksheet 1 Pizza Party Planning (cont.)

2⁄9

3⁄9 or 1⁄3

5 × 2⁄16 = 10⁄16

10⁄16 = 5⁄8

4⁄16 or 1⁄4


NAME DATE




Brownie Dessert

A fourth grade class earned a brownie dessert party for the highest attendance in one grading period. Smaller pans of brownies were cut into 9 pieces and large pans were cut into 16 pieces.

1 Tori ate 2 pieces of brownie from the smaller pan. What fraction of the brownie did she eat? Draw a sketch to show your thinking.

2 Jorge ate one piece more than Tori. Write two equivalent fractions to show how much Jorge ate.

3 Ford’s table group seats five students. Each student ate 2 pieces from the large brownie pan. Write an equation that shows what fraction of the large brownie pan was eaten.

4 April ate 1 piece from the large pan and her friend Karissa ate 4 slices from the same pan.

a Write two fractions to tell how much of the large brownie pan Karissa ate.


1⁄16 + 4⁄16 = 5⁄16

Agree. He ate 2⁄16 which is equivalent to 1⁄8



NAME DATE

b What fraction of the large brownie pan did they eat together?

5 Frederick had 2 of the brownies from the large pan. His brother said that he ate 1

8 of the pan of brownies. Explain why you agree or disagree.

CHALLENGE

6 In a 12-egg carton, 1 6 equals 2 eggs. Use the grids below to help you imagine

Independent Worksheet 2 Brownie Dessert (cont.)

and draw cartons where:

a 1 6 is 3 eggs b 5

6 is 25 eggs

c How did you decide on the sizes of the cartons for a and b?

Answers will vary.

3⁄8 × 3 = 9⁄8 or 1 1⁄8

2⁄6 × 2 = 4⁄6

4⁄6 = 2⁄3

1⁄7 × 5 = 5⁄7

1⁄5 × 10 = 10⁄5 or 2

Answers will vary.

31⁄8

21⁄6

51⁄7

101⁄5


NAME DATE




Multiplying Fractions with Arrays

1 Sketch each array below. Then write a multiplication equation to show how you found the product.

Sketch This Array Equation

a 3 8 × 3

b 2 6 × 2

c 1 7 × 5

d 1 5 × 10

2 Write a story problem to match one of the combinations above.

• 2 × 12 = 24 ounces of cranberries or 2 (12 oz bags)

• 2 × 3⁄4 = 6⁄4 = 1 2⁄4 = 1 1⁄2 c. orange juice

• 2 × 2⁄3 = 4⁄3 = 1 1⁄3 c. brown sugar

• 2 × 1⁄4 = 2⁄4 = 1⁄2 c. white sugar

• 3 × 12 = 36 ounces of cranberries or 3 (12 oz bags)

• 3 × 3⁄4 = 9⁄4 = 2 1⁄4 c. orange juice

• 3 × 2⁄3 = 6⁄3 = 2 c. brown sugar

• 3 × 1⁄4 = 3⁄4 c. white sugar


NAME DATE



Company’s Coming!

1 Jamie has three people in her family. For three people, they make a recipe for Cranberry Sauce that calls for the following ingredients:• 1(12ounce)bagoffreshcranberries• 3

4 cup orange juice• 2

3 cup. brown sugar• 1

4 cup white sugar

a Jamie’s grandparents are joining them for dinner. Double Jamie’s recipe for Cranberry Sauce. Show your work and the new ingredient list below.

b Jamie’s aunt, uncle and cousin are now coming for dinner as well. Triple the original recipe. Show your work and the new ingredient list below.



8 × 1⁄2 = 8⁄2

8⁄2 = 4 cups

8 × 3 = 24 ounces

8 × 1⁄4 = 8⁄4

8⁄4 = 2 cups

8 × 1⁄2 = 8⁄2

8⁄2 = 4 cups

8 × 1⁄3 = 8⁄3

8⁄3 = 2 2⁄3 cups

8 × 3⁄4 = 24⁄4

24⁄4 = 6 cups

8 × 1⁄4 = 8⁄4

8⁄4 = 2 cups

8 × 1⁄8 = 8⁄8

8⁄8 = 1 whole pie



NAME DATE

Independent Worksheet 4 Company’s Coming! (cont.)

2 Jamie also needs to plan for the meal. The following portions are for one person. To serve 8, how much of each food is needed? Write an equation to show your thinking.

Note: remember to label the units in your equation.

Food 1 Serving Show Your Work and Write an Equation for 8 Servings

a Vegetables 1 2 cup

b Turkey 3 ounces

c Gravy 1 4 cup

d Potatoes 1 2 cup

e Stuffing 1 3 cup

f Green Salad 3 4 cup

g Cranberry Sauce

1 4 cup

h Apple Pie 1 8 pie

GRADE 4 SUPPLEMENTSet B2 Multiplication Comparisons & Equations

Includes H Activity 1: Farmer Worth’s Crops Extension B2.1

H Independent Worksheet 1: Multiplication Comparisons & Equations B2.3

H Independent Worksheet 2: Multiplicative Comparisons with Coins B2.5

Skills & Concepts H Interpret a multiplication equation as a comparison

H Represent verbal statements of multiplicative comparisons as multiplication equations.

P0812

Answer Key

Includes H Independent Worksheet 1: Multiplication Comparisons & Equations B2.3

H Independent Worksheet 2: Multiplicative Comparisons with Coins B2.5

© The Math Learning Center Bridges in Mathematics Grade 4 Supplement • B2.3

NAME DATE

Set B2 Multiplication Comparisons & Equations Blackline Use anytime after Unit 2, Session 13.

Set B2 H Independent Worksheet 1


Multiplication Comparisons & Equations

Choose at least 3 of the problems below to solve in your journal. Record each problem number then write an equation to show your work.

1 Ben is three years old. His brother is four times older. How old is his brother?

2 Anna’s dad is 40. He is eight times her age. How old is Anna?

3 Jose’s puppy joined the family 3 months ago. His older dog has been with the family five times that long. How long has the older dog been with the family?

4 Our class has recess for 15 minutes each day. The first graders have recess four times longer. How long do they have recess?

5 Sally washes her hands for 10 seconds before lunch-time. I wash my hands 5 times longer. How long do I wash my hands?

6 Rene has six times more baseball cards than Joey. If Joey has 4 cards, how many does Rene have?

7 I collected 5 times as many pieces of candy from the piñata as Jolie. If she collected 7, how many did I get?

8 Caleb takes six times longer to clean his room than it takes his friend, John. If it takes John ten minutes, how long does it take Caleb?

3 × 4 = or 3 × 4 = 12 12 years old

8 × = 40 or 8 × 5 = 40 5 years old

3 × 5 = or 3 × 5 = 15 months or 1 year 3 months

15 × 4 = or 15 × 4 = 60 minutes or 1 hour

10 × 5 = or 10 × 5= 50 seconds

6 × 4 = or 6 × 4 = 24 baseball cards

5 × 7 = or 5 × 7 = 35 pieces of candy

6 × 10 = or 6 × 10 = 60 minutes or 1 hour

© The Math Learning Center Bridges in Mathematics Grade 4 Supplement • B2.5

NAME DATE

Set B2 Multiplication Comparisons & Equations Blackline Use anytime after Unit 2, Session 13.

Set B2 H Independent Worksheet 2


Multiplication Comparisons with Coins

1 Write a multiplication equation for each problem. Then write a multiplicative comparison to show how much each group of coins is worth.

Group of Coins Multiplication Equation Multiplicative Comparison

ex 5 nickels 5 x 5¢ = 25¢ 25¢ is 5 times as much as a nickel

a 15 nickels

b 20 dimes

c 30 dimes

d 8 quarters

e 12 quarters

f 17 quarters

CHALLENGE

2 Write your own problem. Tell what coin is used and how many coins are in the group. Write a multiplication equation and multiplicative comparison.

Answers will vary.

15 × 5¢ = 75¢

20 × 10¢ = $2.00

30 × 10¢ = $3.00

8 × 25¢ = $2.00

12 × 25¢ = $3.00

17 × 25¢ = $4.25

75¢ is 15 times as much as a nickel.

$2.00 is 20 times as much as a dime

$3.00 is 30 times as much as a dime

$2.00 is 8 times as much as a quarter.

$3.00 is 12 times as much as a quarter.

$4.25 is 17 times as much as a quarter

Documents

bridges1.mathlearningcenter.org · GRADE 4 SUPPLEMENT Set A9 Number & Operations: Adding & Subtracting Fractions Includes H Activity 1: Last Equation Wins! A9.1 H Independent Worksheet