Name _____________________________________________________________________________________________________
A Number of Opinions
E 7-1
Marsha, Jen, and Kozo are friends who have strong opinions about
everything, including numbers. Read their opinions about numbers and
then answer the questions.
REASONING
Hint: Think about the rules of divisibility as you read the numbers.
I like 56, 49, 700, 91,
and 77. I don’t like 9, 18,
81, 24, and 129.
Marsha
I like 28, 140, 35, 63,
14, and 7. I don’t like 8,
32, 64, 96, and 240.
I like 15, 27, 99, 180,
and 6. I don’t like 16,
40, 56, 320, and 72.
Jen
Kozo
1. Which two friends like the same kind of numbers? What kind of
numbers do they like?
2. Which two friends dislike the same kind of numbers? What kind of
numbers do they dislike?
3. Who likes the kind of numbers that Marsha dislikes? What kind of
numbers are these?
4. Are there any numbers that all three friends like? Give an example.
© Scott Foresman, Gr. 5
(211)
Use with Chapter 7, Lesson 1.
Name _____________________________________________________________________________________________________
Mix-Up
E 7-2
Mix-up is a game in which you try to write
as many number sentences as you can.
Use only numbers that touch each other either
vertically, horizontally, or diagonally on the
game board. For instance, if your game board
looked like this, you could write 2 ! 4 " 6
and 2 # 4 " 8, but not 6 ! 2 " 8, because
8 and 2 and 8 and 6 are not in squares that
touch each other.
NUMBER
SENSE
1
3
6
8
4
2
4
60
154
51
18
100
9
22
________________________________________
54
42
7
63
________________________________________
6
3
21
2
108
6
20
45
103
99
5
18
________________________________________
52
4
9
11
________________________________________
47
13
24
7
1. Find at least 4 multiplication sentences and
4 addition sentences on the game board to
the right. Write them below.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
2. Find at least 4 division sentences and
4 subtraction sentences on this game
board. Write them below.
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
© Scott Foresman, Gr. 5
(214)
Use with Chapter 7, Lesson 2.
Name _____________________________________________________________________________________________________
When We Meet Again
E 7-3
Five friends visit the park regularly to play ball. Today all five friends are
there, but this is usually not the case.
REASONING
Amy goes to the park every day.
Beth goes to the park every 2 days.
Carol goes to the park every 3 days.
Darla goes to the park every 4 days.
Emily goes to the park every 6 days.
Hint: Think about the common factors of 1, 2, 3, 4, and 6.
1. Who will always be at the park when Darla is there? Why?
2. Which friends will be at the park every 2 days?
3. Which friends will be at the park every 9 days?
4. When is the next time all five friends will be at the park?
How do you know?
© Scott Foresman, Gr. 5
(217)
Use with Chapter 7, Lesson 3.
Name _____________________________________________________________________________________________________
Money Matters
E 7-4
NUMBER
SENSE
1
!
2
1
!
2
in.
9 pennies
1
!
2
in.
8 quarters
7 nickels
in.
in.
10 dimes
Jackie and Gordy count their money by arranging the coins in half-inch stacks. They say
that knowing how many coins are in each stack and what the coins in each stack are
worth helps them determine how much money they have.
Use the pictures to help you answer the questions.
1. Which stack has the most coins?
2. Which stack is worth the most? Why?
1
2
1
2
3. Jackie has 1 inch of pennies, !! inch of quarters, and !! inch of dimes.
How much money does Jackie have?
1
2
1
2
4. Gordy has 1!! inches of quarters, !! inch of pennies, and 1 inch of nickels.
Who has more money? Gordy or Jackie? How much more?
5. Gordy tried an easier way to calculate how much they have as they save more coins.
Determine what he did. Then complete his work.
1
!"
2
1"
1
1!
"
2
2"
1
2!
"
2
3"
1
3!
"
2
4"
pennies $0.09 $0.18
nickels
$0.35 $0.70
dimes
$1.00 $2.00
quarters $2.00 $4.00
© Scott Foresman, Gr. 5
(220)
Use with Chapter 7, Lesson 4.
Name _____________________________________________________________________________________________________
Time Savers
E 7-5
NUMBER
SENSE
Use estimation and reasoning to solve.
Write whether each statement is true or false. Explain your answer.
1. The remainder when 657 is divided by 5 is 7.
2. 0 divided by 6 is 6.
3. 4,679.23 divided by 1 is 4,679.23.
4. 490 divided by 7 is greater than 490 divided by 5.
5. The remainder of 432 ! 4 is greater than 3.
Write ", #, or $.
! $6.84 ! 18
8. $99.13 ! 11 ! $88.99 ! 10
10. $142 ! 50 ! $288 ! 100
12. $268.50 ! 30 ! $412.90 ! 60
14. $12.89 ! 10 ! $128.90 ! 100
16. $14.73 ! 14 ! $40.38 ! 43
18. $18.50 ! 20 ! $1.85 ! 2
20. $430.12 ! 29 ! $43.12 ! 29
6. $1.63 ! 15
© Scott Foresman, Gr. 5
(223)
! $76 ! 26
9. $16.62 ! 10 ! $32.32 ! 20
11. $456.89 ! 1,000 ! $3,678 ! 100
13. $450.07 ! 15 ! $317.25 ! 10
15. $302.12! 80 ! $4,715.14 ! 400
17. $1,410 ! 200 ! $705 ! 100
19. $55.10 ! 12 ! $71.07 ! 11
21. $1,171 ! 400 ! $598.07 ! 10
7. $38 ! 13
Use with Chapter 7, Lesson 5
Name _____________________________________________________________________________________________________
Puzzling Shapes
This puzzle contains triangular and quadrilateral regions.
A triangular region has 3 sides. A quadrilateral region has 4 sides.
(For this page no region contains any other region).
E 7-6
VISUAL
THINKING
1. Write the fraction of the regions that are triangular.
Each region may be counted only once.
2. Write the fraction of the regions that are quadrilaterals.
Each region may be counted only once.
3. Write the fraction of the regions that are quadrilaterals,
but not rectangles.
4. Write the fraction of quadrilaterals
that are rectangles.
5. Write the fraction of rectangles that are squares.
Be sure to measure.
6. Write the total of the triangular and quadrilateral regions
as a fraction of the whole.
© Scott Foresman, Gr. 5
(226)
Use with Chapter 7, Lesson 6.
Name _____________________________________________________________________________________________________
Tops and Bottoms
E 7-7
NUMBER
SENSE
Rearrange the numerators to form 3 fractions that are equivalent.
The first one is done for you.
1
6
3
4
2
2
3 2 1
!! , !! , !!
6 4 2
2
9
1. !! , !! , !!
20
8
25
32
4
3
6
6
15
4
2. !! , !! , !!
5
40
7
36
4. !! , !! , !!
14
9
12
20
3
16
3. !! , !! , !!
28
18
9
2
5. !! , !! , !!
2
5
5
9
3
18
6. !! , !! , !!
Rearrange the denominators to form 3 fractions that are equivalent.
6
3
12
8
!, !!
7. !5!, !
20 10
6
9
2
!, !!
9. !8!, !
48 24
!, !!
8. !7!, !
28 21
Rearrange the numerators to form 4 fractions that are equivalent.
36
4
9
24
18
12
3
48
10. !! , !! , !! , !!
40
35
25
28
20
14
10
56
11. !! , !! , !! , !!
Use the 4 numbers to build as many pairs of equivalent fractions as you can.
12. 1, 2, 3, 6
13. 5, 6, 10, 12
14. 5, 8, 15, 24
15. 2, 3, 8, 12
© Scott Foresman, Gr. 5
(229)
Use with Chapter 7, Lesson 7.
Name _____________________________________________________________________________________________________
Clue In on Fractions
E 7-8
NUMBER
SENSE
Use the clues to find and write each fraction.
1. Clues: My denominator is 12, which
is 4 more than my numerator. Write
me in simplest form.
12
15
3. Clues: I am equal to !!. My
denominator is 5.
to
21
!!.
45
7. Clues: My denominator is 5 more
than my numerator. I am equal to
27
!!.
72
9. Clues: My denominator is 1 more
than my numerator. I am equal to
48
!!.
56
11. Clues: In lowest terms, my numerator
is 4 less than my denominator.
Write 5 fractions I could be.
© Scott Foresman, Gr. 5
(232)
less than my denominator. Write me in
simplest form.
4. Clues: My numerator is 7. I am equal
5. Clues: My numerator is 8 less than
my denominator. I am equal to
2. Clues: My numerator is 5, which is 5
28
!!.
32
6. Clues: My numerator is equal to my
denominator. Write me in simplest form.
8. Clues: My numerator is 10 less than
my denominator. I am equal to !35!.
10. Clues: My numerator is 4 less than
my denominator. I am equal to
65
!!.
85
12. Clues: My denominator is 5 more
than my numerator in simplest form.
Write 10 fractions I could be.
Use with Chapter 7, Lesson 8.
Name _____________________________________________________________________________________________________
Small Dots, Snappy Designs
E 7-9
1. Look at each design. Then copy it on the grid below.
A
VISUAL
THINKING
B
Write a fraction for each answer. You may want to draw more lines to help you find each
fraction.
2. What part of Design A is shaded?
3. What part of Design B is shaded?
4. Draw a design of your own at the right.
On a separate sheet of paper, write questions
about it whose answers can be expressed
by fractions. Exchange papers with a
classmate and answer their questions.
© Scott Foresman, Gr. 5
(235)
Use with Chapter 7, Lesson 9.
Name _____________________________________________________________________________________________________
Figure These
E 7-10
PROBLEM
S O LV I N G
Use any strategy to solve.
Jonathan’s piggy bank contains the same number of pennies, nickels, dimes,
quarters, half dollars, and silver dollars. He decides to tip his bank upside-down
and give his brother Jeremy the first two coins that fall out.
1. How many possible combinations of coins could Jeremy receive? Describe them.
A penny and a dime is the same as a dime and a penny.
2. What is the least amount of money Jeremy could receive?
3. What is the greatest amount of money Jeremy could receive?
4. How many different amounts of money could Jeremy receive? List them.
(Hint: A penny and a dime is the same as a dime and a penny.)
5. Suppose Jonathan has 3 of each coin in his bank. How much money does
he have in all?
6. Jonathan arranged some coins in the order shown. List the next four coins in the pattern.
quarter, penny, quarter, nickel, quarter, dime, quarter, penny,
7. Jonathan has $5.73. He wants to buy Jeremy some books for his birthday. Can he buy
2 big books at $2.87 each or 3 small books at $1.90 each?
© Scott Foresman, Gr. 5
(238)
Use with Chapter 7, Lesson 10.
Name _____________________________________________________________________________________________________
At the Track Meet
E 7-11
1. What happened at the track meet? Read each clue. Fill in the chart to
REASONING
show what you learned. Write a number in the “Place” column. Write
yes or no in the name columns to show winners. In the end, you will
match each runner to a school and show results of the race.
School
Name
Place
Armand
Billy
Charlie
Davon
Richmond
Lincoln
Whittier
Stratfield
Clues
• The runner from Richmond School came in last in the 50-yard dash.
• The runner from Lincoln came in ahead of the runner from Whittier School.
• The runner from Stratfield beat the runner from Lincoln School.
• Armand, who does not go to the Stratfield School, beat both Billy and Charlie.
• If Charlie had not stumbled, he would have outrun Billy.
Complete.
2.
from
School was
.
3.
from
School was
.
4.
from
School was
.
5.
from
School was
.
© Scott Foresman, Gr. 5
(241)
Use with Chapter 7, Lesson 11.
Name _____________________________________________________________________________________________________
Look Closely
E 7-12
PAT T E R N S
Find each smaller pattern in the large square. Outline each pattern, using
a different-colored pencil for each. One pattern is done for you.
Hint: Some patterns overlap.
1.
2.
•• ••
•• ••
••
••
••
••
•
•
•
•
•
•
•
•
•
•
•
•
••
••
O ! O ! O O
O !!
!
O O
!
!
! O !
O !
O
! O O O
! O
O
O O !!!
O
O
!
! O !
•
•
•
•
••
••
••
••
••
••
••
••
••
••
•
•
•
•
••
••
a.
••
••
•
•
•
•
b.
••
••
••
••
c.
••
••
••
••
3.
••
••
b. X X
X
X
O
X O X
O
O
O
c.
1
2 1
3
3 1
3
3
1 3
3
2 1
a. 2 1
X O X
X
c.
O
! O
! O
O
O !
!
!O!
O
4.
X O X
X X O
X O O
X
O X O X
O
O
X
X X O
X
O X
O
O
O
X O X O
X
X
O
X X
O
O X
O ! b. O
O
!O
••
••
X
a. X
a.
!
3 2
3 1 3
2 3 1
2
2
1
1 3 3
2 1
3 2 1
2 1 2
1 2 1
b. 1
1
3
2
2
3
2
2
3
2
1
2
2
3 3
2
3
1
3
2 1
1
2
3
1
3
c. 3 3 2 1 2
1 3 1
2
5. Use a separate sheet of paper to create a puzzle similar to those on this page. Give
your puzzle to a classmate to solve.
© Scott Foresman, Gr. 5
(244)
Use with Chapter 7, Lesson 12.
Name _____________________________________________________________________________________________________
Dividing in Bunches
E 7-13
1. A florist has 8,004 flowers to make identical arrangements in 200 vases.
PROBLEM
S O LV I N G
How many flowers are in each vase?
2. A florist has 400 flowers that must all be put into vases for display. Each vase
can hold no more than 15 flowers. How many vases does the florist need?
3. A dozen roses costs $33. How much does 1 rose cost?
7
8
4. The florist has a set of wind chimes in the store window. The second one is ! the
size of the first one. The third one is !34! that size, and the fourth one is
size. By what fractions will the length of the chimes decrease for the
next three chimes?
5
!
8
that
5. The florist is making an arrangement with 3 flowers. He can use roses, daisies, and
carnations in any combination. He can even use three of the same kind of flower in an
arrangement. How many different arrangements can he make? List them. (Hint: A rose,
a daisy, and a carnation make up the same arrangement as a daisy, a rose, and a
carnation.)
6. The florist has 2,010 long-stemmed roses. How many people can each buy 1 dozen
roses? Will any roses be left?
7. The florist makes a pictograph to record sales of roses for one week. Each rose
symbol on the graph will stand for 2 dozen roses. On Wednesday 228 roses were
sold. How many symbols should be shown in the row for Wednesday on the graph?
© Scott Foresman, Gr. 5
(247)
Use with Chapter 7, Lesson 13.