Caregiver Support | Grade 5 Unit 6

Unit 6

More Decimal
and Fraction
Operations

Essential Questions
•  ow can we represent and multiply or divide
H
with powers of 10?
•  ow can we use the relationship between
H
multiplication and division to convert
between units?
•  ow can we add and subtract fractions with
H
unlike denominators?

Unit Story: The

Monarchs
You can read the Unit
Story with your student by
visiting the Unit Story page
on the Caregiver Hub.

JHVEPhoto/[Link] © Amplify Education, Inc and its licensors. Amplify Desmos Math
is based on curricula from Illustrative Mathematics (IM).
 Unit Investigation

Lesson 1 is the Unit Investigation. Students explore and

describe the number 1 trillion to build curiosity and apply
their own knowledge in a variety of ways. Use the Caregiver
Connection to help students continue to explore the math
they will see in the unit.

Caregiver Connection

Students may enjoy exploring very large numbers in the

world around them. Encourage students to reflect or look
for places with large quantities of objects, like the number of
stars in the sky, the number of grains of sand on the beach,
or the number of liters of water in the ocean.
Summary Lesson 2

You can represent a power of 10 using exponential form. In exponential

form, the base represents the factor and the exponent indicates how
many times the base is used as a factor.

Exponential form
1011
exponent
base

Multiplication
10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10
expression

Standard form 100,000,000,000

Try This

1 Write 1,000,000 as a multiplication expression.

2 W
 rite a number that is greater than 1,000,000 in exponential form.
Summary Lesson 3

When a number is multiplied by a power of 10, each of its digits shifts to the
left. When multiplying a whole number and a power of 10, the number of
zeros in the factors equals the number of zeros in the product.
5 × 104 = 50,000

× 10 × 10 × 10 × 10

5 5

ten thousands hundreds tens ones

thousands

× 104

Try This

For Problems 1–3, write an equivalent expression with a power of 10.

Then represent the product as a number in standard form.

Equivalent
expression with Product in
Expression
a power of 10 in standard form
exponential form

1 40 × 10,000

2 30 × 10 × 10

3 850 × 10,000
Summary Lesson 4

When you multiply or divide by powers of 10, each digit shifts the number of
places that is equal to the number of zeros in the power of 10.

Multiplying by powers of 10 Dividing by powers of 10

1.2 × 102 = 1.2 × 100 1.2 ÷ 102 = 1.2 ÷ 100

= 120 = 0.012

Digits shift 2 place values to the Digits shift 2 place values to the
left because the value of the right because the value of the
1
product is 100 times as much. quotient is ​​ —
100 ​​ as much.

Try This

1 Which value makes the equation 3.62 × 105 = ? true?

A 36,200,000 B 36,200
C 362,000 D 3,620

2 Which value makes the equation 5,708 ÷ 103 = ? true?

A 57.08 B 5.708
C 570.8 D 0.5708

3 Which values make the equation 0.72 × ? = 720 true?

Select all that apply.
A 100 B 1,000
C 103 D 102
Summary Lesson 5

When you multiply or divide by powers of 10 written in exponential form,

each digit shifts the number of places that is equal to the exponent. This
helps you reason about the placement of the decimal point.

57.9 × 103 = 57,900

57.9 × 102 = 5,790
57.9 × 101 = 579
57.9 ÷ 101 = 5.79
57.9 ÷ 102 = 0.579
57.9 ÷ 103 = 0.0579

Try This

1 Diego evaluated the expression 3,005 × 103 and said, “The answer is
30,050 because 103 has 3 zeros. There are already 2 zeros in 3,005,
so I placed 1 more at the end so that there are 3 zeros in the product.”
What is Diego’s error? Explain what he should do to get the correct
answer and include the correct answer in your response.
Sub-Unit 1 | Summary

In this sub-unit . . .

 e expressed powers of 10 in different ways, including using

W
exponential form with a base and an exponent.

Exponential 1011
form exponent
base

Multiplication
10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10 × 10
expression

Standard form 100,000,000,000

We multiplied and divided by powers of 10.

16 × 102 = 1,600 16 ÷ 102 = 0.16

1.6 × 102 = 160 1.6 ÷ 102 = 0.016

When multiplying by 102, each When dividing by 102, each

digit shifts 2 places to the left digit shifts 2 places to the
because 102 = 100. right because 102 = 100.

Math tip: When multiplying a whole number and a power of 10, the
number of zeros in the product is equal to the number of zeros in all the
factors when the factors are written in standard form.
Summary Lesson 6

You can convert a smaller unit to a larger unit using multiplication or division.

326,000 meters = 326 kilometers

1
​​ — ​​km = 1 m
1,000 m = 1 km 1,000
or
326,000 ÷ 1,000 = 326 1
326,000 × ​​ — ​​ = 326
1,000
So, 326,000 meters is equal to 326 kilometers.

Try This

1 Shawn biked 21,900 meters last week. How many kilometers did
Shawn bike?
Show your thinking.
Show your
thinking

answer:
Summary Lesson 7

You can use multiplication and division to convert different-sized metric

units of weight. Multi-step problems sometimes require an operation to
be used in addition to converting the units.

5 owls weigh a total of 25,000,000 milligrams. If each owl weighs the

same, how many kilograms does each owl weigh?

1 kg = 1,000 g 1 g = 1,000 mg 1 kg = 1,000,000 mg

25,000,000 ÷ 5 = 5,000,000, so each owl weighs 5,000,000 milligrams.

1,000,000 milligrams = 5 kilograms

Each owl weighs 5 kilograms.

Try This

1 A guinea pig and 7 kilograms equal 8,500 grams. What does the guinea
pig weigh in kilograms?
Show or explain your thinking.
Show your
thinking

answer:
Summary Lesson 8

When solving multi-step problems involving measurement conversions,

you can convert at different points in your answer and the final answer will be
the same.

5 volunteers each mixed 4.5 liters of nectar with 3,800 milliliters

of water. How many total liters of nectar mixture did they make?

Strategy A Strategy B

5 × 4.5 = 22.5, so 22.5 liters

3,800 ÷ 1,000 = 3.8, so 3.8 liters 5 × 3,800 = 19,000,
so 19,000 milliliters

4.5 + 3.8 = 8.3, so 8.3 liters 19,000 ÷ 1,000 = 19, so 19 liters

8.3 × 5 = 41.5, so 41.5 liters 22.5 + 19 = 41.5, so 41.5 liters

Try This

1 An artist has 3 colors of paint that she mixes to make a custom color.
How many total liters of paint does the artist use to make the
custom color?

Paint A Paint B Paint C

1
450 milliliters ​​ — ​​ liters 300 milliliters
4

A 1
1 liter B 1​​ — ​​ liters
2
C 10 liters D 1,000 liters
Summary Lesson 9

You can use multiplication or division to convert customary or metric units.

The only difference is that in the Customary system, the relationships
between units are not powers of 10.

1
Compare: —
​​   ​​miles and 360 yards
5
Convert Convert to a common unit

1 mile = 5,280 feet 1 mile = 5,280 feet

1
1 yard = 3 feet ​​ — ​​× 5,280 = 1,056, so 1,056 feet
5
1 mile = 1,760 yards 1 yard = 3 feet
1 1,760
—
​​   ​​ × 1,760 = ​​ —  ​​ = 352 360 × 3 = 1,080, so 1,080 feet
5 5
360 yards > 352 yards 1,080 feet > 1,056 feet

1
360 yards > —
​​   ​​ miles
5

Try This

1 A lap around a track is 400 yards. If an athlete wants to run at least

2 miles, how many full laps should the athlete run?
Show or explain your thinking.
Show your
thinking

answer:
Summary Lesson 10

When you have multiple steps in a customary measurement conversion

problem, you can start the problem using any strategy.

Jenny gave water to 6 dogs and 9 cats at an animal shelter. She gave
1 pint of water to each dog and 1 cup of water to each cat. How many
quarts of water did Jenny give?

1 pint = 2 cups, 1 quart = 4 cups

6 dogs need 12 cups and 9 cats need 9 cups.
12 + 9 = 21, so 21 cups
1 1
21 cups = 5​​ — ​​quarts because 21 ÷ 4 = 5​​ — ​​.
4 4
1
5—
​​   ​​ quarts
4

Try This

1 A machine requires a total of 96 cups, 20 pints, and 14 quarts of water

to work properly. How many gallons of water does the machine require?
Show or explain your thinking.
Show your
thinking

answer:
Summary Lesson 11

You can use the relationship between tons, pounds, and ounces to solve
multi-step problems. A ton is a unit of weight in the Customary system.
An elephant weighs 3 tons and 1,000 pounds. How much does the
elephant weigh in ounces?
16 oz = 1 lb
2,000 lb = 1 ton
32,000 oz = 1 ton

32,000 × 3 = 96,000, so 96,000 oz

1,000 × 16 = 16,000, so 16,000 oz
96,000 + 16,000 = 112,000, so 112,000 oz
The elephant weighs 112,000 ounces.

Try This

The table shows the weights of 3 animals. Use the table for Problem 1.

Animal desert toad lion gecko

Weight 1.5 pounds 0.15 tons 2 ounces

1 How much do 48 geckos weigh in pounds?

Show or explain your thinking.
Show your
thinking

answer:
Sub-Unit 2 | Summary

In this sub-unit . . .

 e converted between metric units and between customary

W
units. We saw that we can use powers of 10 to convert between
metric units, but not between customary units.

Convert from larger to Convert from smaller to

smaller unit larger unit

90 km = 90,000,000 mm 26,400 ft = 8,800 yd

1 km = 1,000 m 3 ft = 1 yd
90 × 1,000 = 90,000 26,400 ÷ 3 = 8,800
1 m = 1,000 mm or
1 26,400
90,000 × 1,000 = 26,400 × ​​ — ​​ =​​  — ​​
3 3
90,000,000,000 = 8,800

Math tip: When converting from a smaller unit to a larger unit, you can
divide by a number greater than 1 or multiply by a number less than 1.

We solved multi-step problems involving unit conversions.

The volunteers have a cooler 1

4.8 L + 500 mL + 1​​ — ​​ L
filled with 9 liters of pre-mixed 2
nectar that they will use to 4.8 L + 0.5 L + 1.5 L =
fill Feeders A, B, and C. How 6.8 L
many milliliters of nectar will Feeders A, B, and C need
be left in the cooler after filling 6.8 L of nectar.
the feeders?
9 L − 6.8 L = 2.2 L
Feeder A Feeder B Feeder C
2.2 L = 2,200 mL
500 1
4.8 liters 1​​ — ​​ liters There are 2,200 mL left
milliliters 2
in the cooler.
Summary Lesson 12

You can add and subtract fractions with unlike denominators by using diagrams
or equations that represent the fractions using the same-sized parts.
1 3
​​  — ​​ + ​​  — ​​
5 10

1×2 2
—
​​   ​​ = —
​​   ​​
5×2 10
2 3 5
—
​​   ​​ + —​​   ​​ = — ​​   ​​
10 10 10

Try This

3 7
1 A dog eats ​​ —
4 ​​cups of dog food in the morning and ​​ 8 ​​cups in the
—
evening. How many cups of dog food does the dog eat?
Show or explain your thinking.
Show your
thinking

answer:
Summary Lesson 13

When 1 denominator is a multiple of the other, an equivalent fraction for only

one of the original fractions needs to be created. When 1 denominator is not
a multiple of the other, you can determine equivalent fractions for both.

Rename 1 fraction Rename both fractions

3 5
​​ — ​​ + ​​ — ​​
4 8
3×2 6
​​ — ​​ = ​​ — ​​ 3 5
4×2 8 ​​ — ​​ + ​​ — ​​
5 8
6 5 11
—
​​   ​​ + ​​ — ​​ = ​​ — ​​
8 8 8 3 × 8 24 5 × 5 25
​​ — ​​ = —
​​   ​​ ​​ — ​​ = —
​​   ​​
6 1 5 × 8 40 8 × 5 40
—
​​   ​​ – ​​ — ​​
9 3
25 24 49
6÷3 2 —
​​   ​​ + —
​​   ​​ = —
​​   ​​
​​ — ​​ = ​​ — ​​ 40 40 40
9÷3 3
2 1 1
​​ — ​​ – ​​ — ​​ = ​​ — ​​
3 3 3

Try This

For Problems 1 and 2, evaluate the expression.

Show or explain your thinking.
Show your
2 11 2 3
1 thinking​​ — ​​ + ​​ — ​​ 2  ​​ — ​​ – ​​ — ​​
3 12 3 6

answer: answer:
Summary Lesson 14

When adding and subtracting unlike denominators, multiples or the product

of the denominators can always be used as a common denominator.
A factor that each denominator shares can sometimes be used as a
common denominator.

3 7 14 9
​​ — ​​ − ​​ — ​​ ​​ — ​​ + ​​ — ​​
4 10 8 12

3×5 15 7×2 14 14 ÷ 2 7 9÷3 3

—
​​   ​​ = ​​ — ​​ ​​ — ​​ = ​​ — ​​ ​​ — ​​ = ​​ — ​​ ​​ — ​​ = ​​ — ​​
4×5 20 10 × 2 20 8÷2 4 12 ÷ 3 4

15 14 1 7 3 10
​​ — ​​ − ​ ​— ​​ =​​ — ​​ ​​ — ​​ + ​​ — ​​ = —
​​   ​​
20 20 20 4 4 4

Try This

1 Which numbers could be used as a common denominator when adding

​​  87 ​​ and ​​ —
or subtracting — 5
6 ​​? Select all that apply.

A 3 B 12 C 14
D 16 E 24 F 48

2 Which common denominator from Problem 1 would you use to

7 5
determine the sum of or difference between ​​ —
8 ​​ and ​​  6 ​​?
—
Explain your thinking.
Summary Lesson 15

You can estimate sums of mixed numbers just like you did with fractions.
Once you have an equivalent expression with a common denominator,
you can use any strategy to add mixed numbers.
2 5
3​​ — ​​ + 4​​ — ​​
3 8

Estimate Add using any strategy

2 5 2 5
3+4+— ​​   ​​ + ​​ — ​​ = 7 + ​​ — ​​ + ​​ — ​​
3 8 3 8
The sum is between 8 and 9
2×8 16 5×3 15
because 3 + 4 = 7 and both ​​ — ​​ = — ​​   ​​ and ​​ — ​​ = ​​ — ​​
1 3×8 24 8×3 24
fractions are greater than ​​ —
2 ​​.
16 15 31 7
7+—
​​   ​​ + ​​ — ​​ = 7— ​​   ​​ or 8​​ — ​​
24 24 24 24

Try This

5 9
1 If Clare uses 2​​ —
6 ​​ounces of purple glitter and 1​​ 10 ​​ounces of red glitter on
—
a project, about many ounces of glitter does she use? Explain
your thinking.
Summary Lesson 16

Once you have an equivalent expression with a common denominator,

you can use any strategy to subtract mixed numbers.
3 5 3 10
3—
​​   ​​ − 1​​ — ​​ = 3​​ — ​​ − 1—
​​   ​​
16 8 16 16

Subtract whole numbers and fractions Add up

3 19
3​​ — ​​ = 2​​ — ​​
16 16 10 6
1—​​   ​​ + ​​ — ​​ = 2
19 10 16 16
2​​ — ​​ − 1— ​​   ​​
16 16 2+1=3
2−1=1 3 3
3 + ​​ — ​​ = 3​​ — ​​
19 10 9 16 16
​​ — ​​ − — ​​   ​​ = ​​ — ​​
16 16 16 6 3 9
—
​​   ​​ + 1 + ​​ — ​​ = 1​​ — ​​
9 9 16 16 16
—
​​   ​​ + 1 = 1​​ — ​​
16 16

Try This

7 3
1 Diego adds 2​​ —
9 ​​cups of green grapes and 1​​ 10 ​​cups of red grapes to a
—
bowl. About how many more cups of green grapes than red grapes are
there? Explain your thinking.
Summary Lesson 17

When adding and subtracting with more than 2 fractions and mixed
numbers, you can choose a common denominator for all the fractions
or for 2 at a time.
3 19 25
13​​ — ​​ + ​​ — ​​ − 4​​ — ​​
8 16 32

All fractions 2 fractions at a time

6 19 25
13​​ — ​​ + ​​ — ​​ = 13— ​​   ​​
12 38 25 25 16 16 16
13​​ — ​​ + ​​ — ​​ − 4—
​​   ​​= 9—
​​   ​​
32 32 32 32 50 25 25
13​​ — ​​ − 4— ​​  = 9— ​​   ​​
32 32 32

Try This

Evaluate the expression.

Show your thinking.

Show your 2 3 5
1 thinking7​​ — ​​ + ​​ — ​​ + 4​​ — ​​
4 2 6

answer:
Summary Lesson 18

You can represent data involving fractions and mixed numbers on a line plot
and solve real-world problems.
Bags of Fruit

0 1
Weight (pounds)

What is the total weight of all the bags of fruit?

3
​​ — ​​ + —
8
4
(
​​   ​​ + ​​ 3 × —
8
5
) (
​   ​  ​​ + ​​ 3 × —
8
6
) 40
​   ​  ​​ = ​​ —
8 8
 ​​ or 5
The total weight is 5 pounds.

Try This

Several students were surveyed about how many hours they read in a
week. The results are shown in the table.
1 3 2 1 2 4
3​​ — ​​ 2​​ — ​​ 3​​ — ​​ 2​​ — ​​ 3 2​​ — ​​ 3​​ — ​​
4 4 4 2 8 8
1 2 3 1 4 1
2​​ — ​​ 2 2​​ — ​​ 3​​ — ​​ 2​​ — ​​ 2​​ — ​​ 2​​ — ​​
2 8 4 2 8 4
1 3 4 1 1 1
1​​ — ​​ 2​​ — ​​ 3 2​​ — ​​ 3​​ — ​​ 3​​ — ​​ 1​​ — ​​
4 4 8 2 4 4

1  se the data points in the table to create a line plot to represent the
U
number of hours read in a week. Be sure to include a title and label.
Show your thinking.
Show your
thinking
Summary Lesson 19

You can use different strategies to solve problems with line plot data
involving mixed numbers and whole numbers that may require using 1 or
more operations. Some problems may have 1 answer, and others may have
multiple answers.

How many total liters of nectar do the 2 containers with the least
volume hold?

Containers of Homemade Nectar

7 1 8
​​ — ​​ + 1​​ — ​​ = 1​​ — ​​ or 2
8 8 8

0 1 2 3
Volume of containers (L)

Try This

1 Han is making a line plot representing the height of the seedlings his
class grew. Use the information to complete the line plot.

• There are 15 seedlings altogether.

1
• The tallest seedling is 2​​ —
8 ​​inches taller than the shortest seedling.

• There are 3 seedlings of the shortest height.

Growing Plants

0 1 2 3
Seedling height (inches)
Sub-Unit 3 | Summary

In this sub-unit . . .

 e created common denominators to add and subtract fractions

W
and mixed numbers.

Rename 1 fraction

4— 3 ​​ − 3—
​​  4 11  ​​
​​  12 4— 9  ​​ = 3—
​​  12 ​​  21
12 ​​

​​  3
— × 3 ​​ = —
4×3 ​​  9  ​​
12 ​​  21
3— 12  ​​ − 3—​​  11  ​​ = —
12 ​​  10 ​​
12

Rename both fractions

3 5
​​ —
5 ​​ + ​​ —
8 ​​ ​​  43 ​​
— − ​​ —7
10 ​​
14
​​ — 9
8 ​​ + ​​  12 ​​
—

​​  35 ×× 88 ​​
— 24
= ​​ —
40 ​​ ​​  34 ×× 55 ​​
— 15
= ​​ —
20 ​​
14 ÷ 2
​​ — 7
8 ÷ 2 ​​ = ​​  4 ​​
—

5×4 20 7×2 14 9÷3 3

​​ —
8 × 4 ​​ = ​​ —
40 ​​ ​​ —
10 × 2 ​​ = ​​ —
20 ​​ ​​  12
—
÷ 3 ​​ =​​ —
4 ​​
20 24 — 44 15 14 1
​​ —
40 ​​ + ​​  40 ​​=​​  40 ​​
— ​​ —
20 ​​ − ​​  20 ​​ = ​​  20 ​​
— — ​​  47 ​​
— 3
+ ​​ — 10
4 ​​= ​​  4 ​​
—

Math tip: When 1 denominator is a multiple of the other, you can

rename the other fraction using that denominator.

We solved problems using data from a line plot.

Containers for Homemade Nectar Quique will use all of the nectar
to equally fill 12 butterfly
feeders. How much nectar can
0 1 2 3 Quique put in each feeder?
Volume of containers (L)
5 6 4
(5 × 1​​ —
8 ​​) + (3 × 1​​  8 ​​) + (2 × 1​​  8 ​​) +
— —

1 7 2 7 3
(2 × 1​​ —
8 ​​) + ​​  8 ​​ + 1​​  8 ​​ + 1​​  8 ​​ + 2​​  8 ​​ = 25
— — — —

1
25 ÷ 12 = 2​​ —
12 ​​
1
Quique can put 2​​ —
12 ​​ liters in
each feeder.
Try This | Answer Key

Lesson 2
Sample responses:
1 10 × 10 × 10 × 10 × 10 × 10 2 107

Lesson 3
Sample expressions:
Equivalent
expression with Product in
a power of 10 in standard form
exponential form

1 40 × 104 400,000

2 30 × 102 3,000

3 850 × 104 8,500,000

Lesson 4
1 C 2 B 3 B, C

Lesson 5
1 Sample response:
Diego’s product is only 10 times as much as 3,005, and it
should be 1,000 times as much. The product should be
3,005,000.

Lesson 6
1 Sample work:
1 kilometer = 1,000 meters
21,900 ÷ 1,000 = 21.9
or
1 21,900
21,900 × ​​ — ​​ = ​​  — ​​ = 21.9
1,000 1,000
answer: 21.9 kilometers
Try This | Answer Key

Lesson 7
1 Sample work:
7 × 1,000 = 7,000
7,000 + 1,500 = 8,500
1,500 ÷ 1,000 = 1.5
answer: 1.5 kilograms

Lesson 8
1 A

Lesson 9
1 Sample work:
There are 5,280 feet in a mile, so that’s 5,280 ÷ 3, or 1,760
yards. 2 miles is 2 × 1,760, or 3,250 yards. 9 laps × 400
yards equals 3,600 yards, so the athlete should run 9 laps.
answer: 9 laps

Lesson 10
1 Sample work: 1 1
96 ÷ 16 = 6 20 ÷ 8 = 2​​ — ​​ 14 ÷ 4 = 3​​ — ​​
2 2
1 1
96 cups = 6 gallons 20 pints = 2​​ — ​​ gallons 14 quarts = 3​​ — ​​ gallons
2 2
1 1
6 + 2​​ — ​​ + 3​​ — ​​ = 12
2 2
answer: 12 gallons

Lesson 11
1 Sample work:
16 ounces = 1 pound, so 8 geckos weigh 1 pound.
48 ÷ 8 = 6, so 48 geckos weigh 6 pounds.
answer: 6 pounds
Try This | Answer Key

Lesson 12
1 Sample work:

6 7 13
​​  — ​​ + ​​  — ​​ = ​​  — ​​
8 8 8
or
3 6
​​  — ​​ = ​​  — ​​
4 8
6 7 5
​​  — ​​ + ​​  — ​​ = 1​​  — ​​
8 8 8
5
1​​  — ​​
answer: 8 cups or equivalent

Lesson 13
Sample work:
1  2 
2×4 8 2×2 4
— ​​ = ​​  — ​​ — ​​ = ​​  — ​​
3×4 12 3×2 6

8 11 19 4 3 1
​​  — ​​ + —
​​   ​​ = ​​  — ​​ ​​  — ​​ − ​​  — ​​ = ​​ — ​​
12 12 12 6 6 6
7 1
1​​  — ​​​ ​​  — ​​​​
answer: 12 cups or equivalent answer: 6 cups or equivalent

Lesson 14
1 E, F 2 Sample response:
24. I would use 24 as the common denominator
because 24 is a multiple of both 6 and 8.

Lesson 15
1 Sample response:
5 9
About 5 ounces because 2​​  6 ​​ is close to 3, 1​​  10 ​​ is close 2, and 3 + 2 = 5.
— —
Try This | Answer Key

Lesson 16
1 Sample response:
7 3
A little less than 2 cups because 2​​  9 ​​ is close to 3, 1​​  10 ​​ is close 1,
— —

and 3 − 1 = 2.
Lesson 17
1 Sample work:
2×3 6 3×6 18 5×2 10
— ​​ = ​​  — ​​ ​​  — ​​ = ​​  — ​​ ​​ — ​​ = ​​  — ​​
4×3 12 2×6 12 6×2 12
6 18 10
7​​  — ​​ + ​​  — ​​ + 4​​  — ​​
12 12 12
7 + 4 = 11
6 18 10 34 10
— ​​ + ​​  — ​​ + ​​  — ​​ = ​​  — ​​ = 2​​  — ​​
12 12 12 12 12
10 10
11 + 2​​  — ​​ = 13​​  — ​​
12 12
10
13​​  — ​​
answer: 12 or equivalent
Lesson 18
1 Sample response:
Hours Read

0 1 2 3 4
Time (hours)

Lesson 19
1 Growing Plants

0 1 2 3
Seedling height (inches)