CHAPTER RESOURCES • Chapter 1

Place Value, Multiplication, & Expressions

© Houghton Mifflin Harcourt Publishing Company • Cover Image Credits: (Ring-Necked Pheasant) ©Stephen
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INCLUDES
• Prerequisite Skills Inventory
• Beginning-of-Year Test
• School-Home Letter
• Vocabulary Game Directions
• Daily Enrichment Activities
• Reteach Intervention for every lesson
• Chapter 1 Test
• Chapter 1 Performance Task
• Answer Keys and
Individual Record Forms
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 Contents
Overview & Diagnostic ..................................................................................... v

Formative and Summative Assessment .......................................................... vi

Assessment Technology ................................................................................. vii

Data-Driven Decision Making ........................................................................ viii

Performance Assessment ................................................................................ ix

Portfolio Assessment ........................................................................................ x

Common Core Assessment Formats ............................................................... xi

Test Answer Sheet .......................................................................................... xv

Prerequisite Skills Inventory ........................................................................... 1-1

Beginning-of-Year Test ................................................................................... 1-7

Chapter 1 School-Home Letter (English) ..................................................... 1-17

Chapter 1 School-Home Letter (Spanish) .................................................... 1-18

Vocabulary Game ........................................................................................ 1-19

1.1 Reteach ................................................................................................. 1-21

1.1 Enrich ..................................................................................................... 1-22

1.2 Reteach ................................................................................................. 1-23

1.2 Enrich ..................................................................................................... 1-24

1.3 Reteach ................................................................................................. 1-25

1.3 Enrich ..................................................................................................... 1-26

1.4 Reteach ................................................................................................. 1-27

1.4 Enrich ..................................................................................................... 1-28

Chapter Resources iii Table of Contents

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1.5 Reteach ................................................................................................. 1-29

1.5 Enrich ..................................................................................................... 1-30

1.6 Reteach ................................................................................................. 1-31

1.6 Enrich ..................................................................................................... 1-32

1.7 Reteach ................................................................................................. 1-33

1.7 Enrich ..................................................................................................... 1-34

1.8 Reteach ................................................................................................. 1-35

1.8 Enrich ..................................................................................................... 1-36

1.9 Reteach ................................................................................................. 1-37

1.9 Enrich ..................................................................................................... 1-38

1.10 Reteach ............................................................................................... 1-39

1.10 Enrich ................................................................................................... 1-40

1.11 Reteach ............................................................................................... 1-41

1.11 Enrich ................................................................................................... 1-42

1.12 Reteach ............................................................................................... 1-43

1.12 Enrich ................................................................................................... 1-44

Chapter 1 Test ............................................................................................. 1-45

Chapter 1 Performance Task ....................................................................... 1-51

Answer Keys ................................................................................................ 1-56

Individual Record Forms .............................................................................. 1-71

Chapter Resources iv Table of Contents

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Overview of Go Math! Assessment
How Assessment Can Help Individualize Instruction
The Chapter Resources contains several types of assessment for use throughout
the school year. Assessment pacing can also be found in the Go Math! Teacher
Edition. The following pages will explain how these assessments help teachers
evaluate students’ understanding of the Common Core standards. These
Chapter Resources also contain Individual Record Forms to help guide teachers’
instructional choices and to improve students’ performance.

Diagnostic Assessment
Prerequisite Skills Inventory in the Chapter Resources should be given at the
beginning of the school year or when a new student arrives. This short-answer
test assesses students’ understanding of prerequisite skills. Test results provide
information about the review or intervention that students may need in order to be
successful in learning the mathematics related to the standards for this grade level.
Suggestions for intervention are provided for this inventory.
Beginning-of-Year Test in the Chapter Resources contains items that are
presented in Common Core assessment format. This test should be given early
in the year to determine which on-grade level skills that students may already
understand. This benchmark test will facilitate customization of instructional content
to optimize the time spent teaching specific objectives. Suggestions for intervention
are provided for this test.
Show What You Know in the Student Edition is provided for each chapter. It
assesses prior knowledge from previous grades as well as content taught earlier
in the current grade. Teachers can customize instructional content using the
intervention options suggested. The assessment should be scheduled at the
beginning of each chapter to determine if students have the prerequisite skills for
the chapter.

Chapter Resources v Overview

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Formative Assessment
Lesson Quick Check in every lesson of the Teacher Edition monitors students’
understanding of the skills and concepts being presented.
Lesson Practice for every lesson in the Student Edition helps students achieve
fluency, speed, and confidence with grade level skills and concepts.
Mid-Chapter Checkpoint in the Student Edition provides monitoring of students’
progress to permit instructional adjustments, and when required, to facilitate
students’ mastery of the objectives.
Middle-of-Year Test in the Chapter Resources assesses the same standards as
the Beginning-of-Year Test, allowing students’ progress to be tracked and providing
opportunity for instructional adjustments, when required.
Portfolios encourage students to collect work samples throughout the chapter as a
reinforcement of their progress and achievements.

Summative Assessment
Chapter Review/Tests in the Student Edition indicate whether additional
instruction or practice is necessary for students to master the concepts and skills
taught in the chapter. These tests include items presented in a variety of Common
Core assessment formats.
Chapter Tests in the Chapter Resources evaluate students’ mastery of concepts
and skills taught in the chapter. These tests assess the mastery of the Common
Core standards taught in a chapter. Item types on these tests are similar to ones a
student would encounter on a test to assess Common Core standards.
Performance Assessment Tasks in the Chapter Resources are provided for each
Chapter and Critical Area. Each assessment contains several tasks to assess
students’ ability to use what they have learned and provides an opportunity for
students to display their thinking strategies. Each set of tasks is accompanied by
teacher support pages, a rubric for scoring, and examples of student work for the
task.
End-of-Year Tests in the Chapter Resources assess the same standards as
the Beginning- and Middle-of-Year Tests. It is the final benchmark test for the
grade level. When students’ performance on the End-of-Year Test is compared
to performance on the Beginning- and Middle-of-Year Tests, teachers are able to
document students’ growth.

Chapter Resources vi Overview

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Getting Ready Tests in the Getting Ready Lessons and Resources evaluate the
students’ understanding of concepts and skills taught as readiness for the next
grade level. These tests are available in a mixed-response format comprised of
multiple choice and short answer.

Assessment Technology
The Personal Math Trainer offers online homework, assessment, and intervention.
There are pre-built tests that lead to intervention and a personal study plan.
Algorithmically generated technology-enhanced items have wrong answer feedback
and learning aids.

Chapter Resources vii Overview

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Data-Driven Decision Making
Go Math! allows for quick and accurate data-driven decision making so you
can spend more instructional time tailoring to students’ needs. The Data-Driven
Decision Making chart with Diagnostic, Formative, and Summative Assessments
provides prescribed interventions so students have a greater opportunity for
success with the Common Core standards.

Intervention and Review Resources

For skills that students have not yet mastered, the Reteach in Chapter Resources,
Tier 1 and Tier 2 RtI Activities online, or The Personal Math Trainer provide
additional instruction and practice on concepts and skills in the chapter.

Using Individual Record Forms

The Chapter Resources includes Individual Record Forms (IRF) for all tests. On
these forms, each test item is correlated to the standard it assesses. There are
intervention resources correlated to each item as well. A common error explains why
a student may have missed the item. These forms can be used to:
• Follow progress throughout the year.
• Identify strengths, weaknesses, and provide follow-up instruction.
• Make assignments based on the intervention options provided.

Chapter Resources viii Data-Driven Decision Making

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Performance Assessment
Performance Assessment, together with other types of assessment, can supply
the missing information not provided by other testing formats. Performance
Assessments, in particular, help reveal the thinking strategies students use to work
through a problem. Performance Assessments with multiple tasks for each chapter
and Critical Area are provided in the Chapter Resources.
Performance Assessment is provided in many places in Go Math!
Each of these assessments has several tasks that target specific math concepts,
skills, and strategies. These tasks can help assess students’ ability to use what they
have learned to solve everyday problems. Each assessment focuses on a theme.
Teachers can plan for students to complete one task at a time or use an extended
amount of time to complete the entire assessment.
Teacher support pages introduce each Performance Assessment. A task-specific
rubric helps teachers evaluate students’ work. Papers to illustrate actual students’
work are also provided to aid in scoring.

Chapter Resources ix Performance Assessment

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Portfolio Assessment
A portfolio is a collection of each student’s work gathered over an extended
period of time.
A portfolio illustrates the growth, talents, achievements, and reflections of the
learner and provides a means for you and the student to assess performance
and progress.

Building a Portfolio
There are many opportunities to collect student’s work throughout the year as
you use Go Math! Give students the opportunity to select some work samples
to be included in the portfolio.
• Provide a folder for each student with the student’s name clearly marked.
• Explain to students that throughout the year they will save some of their
work in the folder. Sometimes it will be their individual work; sometimes it
will be group reports and projects or completed checklists.

Evaluating a Portfolio
The following points made with regular portfolio evaluation will encourage
growth in self-evaluation:
• Discuss the contents of the portfolio as you examine it with each student.
• Encourage and reward each student by emphasizing growth, original thinking,
and completion of tasks.
• Reinforce and adjust instruction of the broad goals you want to accomplish
as you evaluate the portfolios.
• Examine each portfolio on the basis of individual growth rather than in
comparison with other portfolios.
• Share the portfolio with family during conferences or send the portfolio,
home with the student.

Chapter Resources x Portfolio Assessment

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Common Core Assessment Formats
Common Core Assessment consortia have developed assessments that contain
item types beyond the traditional multiple-choice format. This allows for a more
robust assessment of students’ understanding of concepts. Common Core
assessments will be administered via computers; and Go Math! presents items in
formats similar to what students will see on the tests. The following information is
provided to help teachers familiarize students with these different types of items.
An example of each item type appears on the following pages. You may want to use
the examples to introduce the item types to students. The following explanations are
provided to guide students in answering the questions. These pages describe the
most common item types. You may find other types on some tests.
Example 1 Tell if a number rounds to a given number.
Yes or No
For this type of item, students respond to a single question with several
examples. There are directions similar to, “For numbers 1a–1d, choose Yes or No
to tell whether …” Tell students to be sure to answer the question for each part
given below the directions. They will fill in the bubble next to “Yes” or “No” to tell
whether the example fits the description in the question. They must fill in a bubble
for each part.
Example 2 Answer questions about a scenario.
True or False
This type of item is similar to the Yes or No type. For the True or False items,
students will see directions similar to, “For numbers 2a–2c, select True or False
for each statement.” Each part below the directions must be read as a stand-alone
sentence. After reading the sentence, students mark True or False to indicate the
answer. They need to fill in a bubble for each sentence.
Example 3 Identify examples of a property.
More Than One Correct Choice
This type of item may confuse students because it looks like a traditional multiple-
choice item. Tell students this type of item will ask them to mark all that apply.
Younger students may not understand what “mark all that apply” means. Tell them to
carefully look at each choice and mark it if it is a correct answer.

Chapter Resources xi Common Core Assessment Formats

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Example 4 Circle the word that completes the sentence.
Choose From a List
Sometimes when students take a test on a computer, they will have to select a
word, number, or symbol from a drop-down list. The Go Math! tests show a list and
ask students to choose the correct answer. Tell students to make their choice by
circling the correct answer. There will only be one choice that is correct.
Example 5 Sort numbers by categories for multiples.
Sorting
Students may be asked to sort something into categories. These items will present
numbers, words, or equations on rectangular “tiles.” The directions will ask students
to write each of the items in the box that describes it. When the sorting involves
more complex equations or drawings, each tile will have a letter next to it. Students
will be asked to write the letter for the tile in the box. Tell students that sometimes
they may write the same number or word in more than one box. For example, if they
need to sort quadrilaterals by category, a square could be in a box labeled rectangle
and another box labeled rhombus.
Example 6 Order numbers from least to greatest.
Use Given Numbers in the Answer
Students may also see numbers and symbols on tiles when they are asked to write
an equation or answer a question using only numbers. They should use the given
numbers to write the answer to the problem. Sometimes there will be extra numbers.
They may also need to use each number more than once.
Example 7 Match related facts.
Matching
Some items will ask students to match equivalent values or other related items. The
directions will specify what they should match. There will be dots to guide them in
drawing lines. The matching may be between columns or rows.

Chapter Resources xii Common Core Assessment Formats

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 Example 1 For numbers 1a–1d, choose Yes or No to tell whether
Yes or No the number is 300,000 when it is rounded to the
nearest hundred thousand.

1a. 345,235 Yes No

Fill in a bubble for 1b. 372,514 Yes No

each part. 1c. 350,921 Yes No
1d. 267,847 Yes No

Example 2 Max earned 238,450 points in a computer game.

True or False Tristen earned 216,983 points in the same game
For numbers 2a–2c, select True or False for each
statement.

2a. Max earned more points True False

Fill in a bubble for than than Tristen.
each part.
2b. The total number of True False
points Max and Tristen
have is an odd number.
2c. Tristen needs 500 more True False
points to have as many as Max.

Example 3 Select the equations that show the Commutative

More Than One Property of Multiplication. Mark all that apply.
Correct Choice
A 35 × 56 = (30 + 5) × (50 + 6)
B 47 × 68 = 68 × 47

C 32 × 54 = 54 × 32
Fill in the bubble
next to all the correct D 12 × 90 = 90 × 12
answers.
E 34 × 932 = 34 × (900 + 30 + 2)

F 45 × 167 = (40 + 5) × 167

Chapter Resources xiii Common Core Assessment Formats

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 Example 4 (25 × 17) × 20 = 25 × (17 × 20)
Choose From a List
The equation shows the order.
factors in a different
Circle the word that grouping.
completes the sentence.
operation.

Example 5 Write each number in the box below the word that
describes it.

Sorting 30 42 72 85

Multiple of 5 Multiple of 6
Copy the numbers in
the correct box.

Example 6 Write the numbers in order from least to greatest.

Use Given Numbers
in the Answer 18,345 17,467 18,714 16,235
Write the given
numbers to answer
the question.

Example 7 Match the pairs of related facts.

Matching
8 × 7 = 56 • • 8 × 9 = 72
Draw lines to match
an item in one 8 × 6 = 48 • • 7 × 8 = 56
column to the related
item in the other 72 ÷ 9 = 8 • • 9 × 7 = 63
column.
63 ÷ 7 = 9 • • 48 ÷ 6 = 8

Chapter Resources xiv Common Core Assessment Formats

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Name Date Go Math!

Test Answer Sheet

1. A B C D 26. A B C D
2. A B C D 27. A B C D
3. A B C D 28. A B C D
4. A B C D 29. A B C D
5. A B C D 30. A B C D

6. A B C D 31. A B C D
7. A B C D 32. A B C D
8. A B C D 33. A B C D
9. A B C D 34. A B C D
10. A B C D 35. A B C D

11. A B C D 36. A B C D
12. A B C D 37. A B C D
13. A B C D 38. A B C D
14. A B C D 39. A B C D
15. A B C D 40. A B C D

16. A B C D 41. A B C D
17. A B C D 42. A B C D
18. A B C D 43. A B C D
19. A B C D 44. A B C D
20. A B C D 45. A B C D

21. A B C D 46. A B C D
22. A B C D 47. A B C D
23. A B C D 48. A B C D
24. A B C D 49. A B C D
25. A B C D 50. A B C D

Chapter Resources xv Test Answer Sheet

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Name Prerequisite Skills Inventory for Grade 5
Page 1
Write the correct answer.

1. An office supply store sold 310,409 4. The area of South Dakota is

pencils last year. What is the expanded 77,353 square miles. The area of North
form of 310,409? Dakota is 70,700 square miles. How
many square miles greater is the area
of South Dakota than the area of North
Dakota?

2. The population of Yuba City, California 5. Juan wrote this pattern on his paper.
is 60,360 people. What is 60,360
3 × 6 = 18
rounded to the nearest thousand?
3 × 60 = 180
3 × 600 = 1,800
3 × 6,000 =
What is the unknown number in Juan’s
pattern?

3. Last year, the local animal shelter found 6. James uses the Distributive Property to
homes for 12,308 dogs and 7,953 cats. find how many cans of paint are in the
What is the total number of dogs and art supply closet. There are 5 boxes in
cats the animal shelter found homes for the closet. Each box holds 14 cans.
last year?
10 4

How many cans of paint are in the

closet?

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Chapter Resources 1-1 Prerequisite Skills Inventory

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Name Prerequisite Skills Inventory for Grade 5
Page 2
7. Ling’s parents buy 4 tickets for the 10. Risley’s Restaurant charges $12 for a
nature museum. Each ticket costs $13. spaghetti dinner special. During one
What is the total cost of the 4 tickets? hour 16 people ordered the spaghetti
dinner special.
$10 $2

10

What is the total amount Risley’s

Restaurant charged during that hour
for the spaghetti dinner specials?

8. The theater has 1,678 seats. A

magician performed 3 sold out shows 11. Anya used buttons to model a division
at the theater. How many people were problem.
able to see the magician’s show?

The division problem this model

9. Erin has 4 bags with 19 marbles in represents is .
each bag. She also has 7 bags with
The quotient is and the
14 marbles in each bag. She gives
23 marbles to her brother. She wrote remainder is .
this expression to find how many
12. The Distributive Property can help
marbles she has left. How many
you divide. Show how you can break
marbles does Erin have left?
apart the dividend to find the quotient
4 × 19 + 7 × 14 − 23 for 224 ÷ 7.

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Chapter Resources 1-2 Prerequisite Skills Inventory

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Name Prerequisite Skills Inventory for Grade 5
Page 3
13. On Saturday, a total of 1,292 people 17. Mrs. Dalton needs 1_2 cup mixed nuts
went to see a new movie. There were for her granola recipe. She only has
4 different showings for the new a 1_4 cup measuring cup. Write the
movie and the same number of people
attended each showing. How many equivalent fraction that shows the
people attended each showing? amount of mixed nuts she will use for
the recipe.

14. A dentist bought 9 bags of prizes for 18. Michael is practicing the piano. He
his patients. Each bag had 12 prizes. spends 1_2 hour practicing scales and
The prizes were divided equally among _ hour practicing the piece for his recital.
1
4
3 boxes. How many prizes were in
What is a common denominator for 1_2
each box?
and 1_4 ?

15. Rylee is learning about prime numbers

in math class. Her friend asked her to 19. Julia and Sam rode their bikes on the
name all the prime numbers between bike path. Julia rode her bike __
3
10 of the
10 and 20. What numbers should Rylee
path's distance. Sam rode his bike
name?
_ of the path's distance. Compare the
4
8
distances using <, >, or =.

16. Cassie wrote some numbers in a

number pattern.
14, 17, 12, 15, 10, 13, 8, 11
What should be the next number in her
pattern?

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Chapter Resources 1-3 Prerequisite Skills Inventory

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Name Prerequisite Skills Inventory for Grade 5
Page 4
20. Ali needs __4
10 yard of red ribbon and 24. Mrs. Laska buys 4 5_8 yards of blue fabric
__
5
and 2 1_8 yards of green fabric. How many
10 yard of blue ribbon to make a tail
for her kite. How much ribbon does Ali more yards of blue fabric than green
need in all? fabric does Mrs. Laska buy?

21. Bryan brought __ 8

10 gallon of water on a 25. In Crosby’s model collection, __5
16 of the
hiking trip. He drank __4
10 gallon of water. models are trains and __ 7
16 of the models
How much water is left? are cars. What part of Crosby’s model
collection is trains and cars?

22. Lily has two kittens. One kitten weighs 26. Leo walks his dog 7_8 mile. He walks his
__ pound. The other kitten weighs 12
15 __ dog 3 times a day. How far does Leo
16 16
pound. What is the difference in the walk his dog every day? Show how you
weights of the two kittens? can use repeated addition to solve.

23. Jamie put 2 __3

12 pounds of green apples
into a bag. He then added 3 __5
12 pounds
of red apples into the same bag. What
is the total weight of the apples in the
bag?

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Chapter Resources 1-4 Prerequisite Skills Inventory

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Name Prerequisite Skills Inventory for Grade 5
Page 5
27. On Tuesday, Lilly spent 1_4 hour working 31. Jill buys a tomato that weighs 0.9 pound.
on her science fair project. Ben worked Write the weight of the tomato as a
3 times as long on his science fair fraction with a denominator of 100.
project as Lilly did. How much time did
Ben spend on his science fair project?

32. Use <, >, or = to compare 0.36

28. It takes Akio’s family 2 1_2 hours to drive and 0.4.
from their home to the beach. It takes
his family 3 times as long to drive to
the mountains as it takes to drive to
the beach. How long does it take Akio’s
family to drive from their home to the 33. Henry draws an obtuse triangle. How
mountains? many obtuse angles does Henry’s
triangle have?

29. The stout infantfish is one of the

world’s smallest fish. It is only about
8 __
4
10 millimeters long. What is this length 34. What term best describes the lines
written as a decimal? shown?

Write perpendicular, parallel, or

30. The distance from Davina’s house to intersecting.
her school is 2 ___
75
100 miles. What is this
distance written as a decimal?

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Chapter Resources 1-5 Prerequisite Skills Inventory

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Name Prerequisite Skills Inventory for Grade 5
Page 6
35. Tyler uses craft sticks to make a 38. A piece of ribbon is 86 centimeters long.
quadrilateral like the one shown.
Metric Units of Length

1 centimeter (cm) = 10 millimeters (mm)

Tell whether she made a trapezoid,
1 decimeter (dm) = 10 centimeters
parallelogram, rhombus, rectangle, or
square. 1 meter (m) = 10 decimeters
1 meter (m) = 100 centimeters
1 meter (m) = 1,000 millimeters

Using the information in the chart, find

36. A puppy weighs 3 pounds. the length of the ribbon in meters.

Pounds 0 1

Ounces 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
39. Mr. Rourke is 5 feet 8 inches tall. How
What is the puppy’s weight in ounces? tall is Mr. Rourke in inches?

37. The line plot shows the lengths of some

leaves Madison collected on a hike. 40. Greta wants to put ribbon around the
perimeter of her art project. How many
7 centimeters of ribbon will she need?
7 7
7 7 7 7
7 7 7 7 7 7
7 7 7 7 7 7 10 cm

1 2 3 4 5 6 7
8 8 8 8 8 8 8 15 cm
Length of Leaves (in inches)

How many leaves were longer

than 5_8 inch?

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Chapter Resources 1-6 Prerequisite Skills Inventory

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Name Beginning of Year Test
Page 1
Choose the correct answer.

1. Judith has a necklace with a mass of 4. Rick and Chad are playing a number
65.736 grams. What is the mass of her pattern game. Rick wrote the following
necklace rounded to the nearest tenth? pattern.
A 65.7 grams 32.3, 34.5, 36.7, ____, 41.1
B 65.74 grams What is the unknown number in the
pattern Rick wrote?
C 65.8 grams
A 37.9
D 66.0 grams
B 38.8
C 38.9
D 39.9

2. The post office is 3.56 kilometers from 5. Yolanda read her book for 1 1_5 hours
Maria’s house and 1.38 kilometers from Monday evening and for 2 3_5 hours on
Simon’s house. How much farther does
Maria live from the library than Simon? Tuesday evening. Which is the best
estimate of the time Yolanda read on
A 4.94 kilometers Monday and Tuesday?
B 2.28 kilometers A about 4
__ hour
5
C 2.18 kilometers
B about 3 hours
D 1.18 kilometers
C about 31
__ hours
2

D about 4 hours
3. Crystal’s tomato plant was
32.65 centimeters tall in June. During
July, the plant grew 82.6 centimeters.
How tall was Crystal’s tomato plant at
the end of July?
A 409.1 centimeters
B 115.25 centimeters
C 49.95 centimeters
D 40.91 centimeters

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Chapter Resources 1-7 Beginning of Year Test

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Name Beginning of Year Test
Page 2
6. Francine has a piece of wood that is 9. A corn muffin recipe calls for 1_4 cup of
5
5___ feet long. She uses 31
__ feet of the cornmeal and 5_6 cup of flour. What is
12 4
wood for a science project. How much the least common denominator of the
wood does Francine have left? fractions?
A 82
__ feet A 6
3
2
B 12
B 3___ feet
12 C 18
4
C 2___ D 24
feet
12
2
D 2___ feet
12

7. Kevin has 3 bags of apples weighing 10. On a coordinate grid, Carrie’s house
a total of 22 1_2 pounds. Two of the bags is located 3 blocks to the right and
weigh 6 3_8 pounds and 3 1_4 pounds. How 4 blocks up from (0, 0). Mike’s house
is located 2 blocks to the left and
much does the third bag weigh?
2 blocks down from Carrie’s house.
A 117
__ pounds
What ordered pair describes the
8
location of Mike’s house?
B 124
__ pounds
8 y

C 127
__ pounds
5
8
4
y axis

D 135
__ pounds 3
8 2
1
8. Aisha hiked each day for a week. The x
first day she hiked 1_6 mile, the second 0 1 2 3 4 5
x axis
day she hiked 1_2 mile, and the third day
she hiked 5_6 mile. By how much did she A (1, 5)
increase the distance she hiked B (2, 1)
each day? C (1, 2)
9
A __ miles D (5, 2)
6

B 5
__ mile
6
1
C __ mile
2
1 *221
D __ mile
3
Chapter Resources 1-8 Beginning of Year Test
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Name Beginning of Year Test
Page 3
11. What is the unknown number in 13. A baker is weighing the dough that will
Sequence 2 in the chart? be used to make pastries. The line plot
shows the weight of the dough for each
Sequence Number 1 2 3 6 8 pastry.
Sequence 1 4 8 12 24 32
Sequence 2 12 24 36 72 ? ✗
✗ ✗
A 64
✗ ✗ ✗
B 80 ✗ ✗ ✗
✗ ✗ ✗
C 96
D 106 1 3 1
4 8 2
Dough ( in pounds)

How many pastries will be made from

12. The graph shows the relationship
at least 3_8 pound of dough?
between the number of weeks and
plant growth in inches. A 4

Plant Growth (inches) B 7

y C 8
6
D 9
5
Number of Inches

4
14. Marvin is buying a new computer on
3
layaway for $302. If he makes a down
2 payment of $50 and pays $28 each
week, how many weeks will it take
1 Marvin to pay for the computer?
A 8
0 1 2 3 4 5 x
Number of Weeks B 9
C 10
What rule relates the number of weeks
D 12
and plant growth in inches?
A Multiply the number of weeks by 11
__.
2

B Multiply the number of weeks by 11

__.
3

C Multiply the number of weeks by 11

__.
4
*221
D Multiply the number of weeks by 1
__.
2
Chapter Resources 1-9 Beginning of Year Test
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Name Beginning of Year Test
Page 4
15. Mary drew a picture of her flower 17. The sidewalk tiles leading to the
garden. town library are shaped like regular
hexagons. Which of the following
describes a regular hexagon?
A a figure with 6 congruent sides and
6 congruent angles
What type of quadrilateral is Mary’s B a figure with 6 sides and angles
garden? that are not congruent
A rectangle C a figure with 5 sides and 5 angles
B rhombus that are not congruent
C square D a figure with 5 congruent sides and
5 congruent angles
D trapezoid

16. Dmitri made a box with the dimensions 18. A toy box in the shape of a rectangular
shown to hold his modeling supplies. prism has a volume of 672 cubic
inches. The base area of the toy box is
28 square inches. What is the height of
2 ft
the toy box?
2 ft A 10 inches
4 ft
B 12 inches
What is the volume of the box? C 22 inches
A 8 cubic feet D 24 inches
B 14 cubic feet
C 16 cubic feet
D 18 cubic feet 19. A pizza parlor uses 42 tomatoes for
each batch of tomato sauce. About how
many batches of sauce can the pizza
parlor make from its last shipment of
1,236 tomatoes?
A 20
B 30
C 35
D 48
*221

Chapter Resources 1-10 Beginning of Year Test

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Name Beginning of Year Test
Page 5
20. The art teacher has a list of 23. Jared uses 24 tiles to cover the top of
134 students who have signed up for his desk. Of the 24 tiles, 3_8 are blue.
art classes. The art teacher can register How many of the tiles are blue?
8 students in each class. What is the
A 3
least number of classes needed for all
the students to be registered in a class? B 8
A 16 C 9
B 17 D 12
C 18
D 19

21. The number of roses Mr. Adams 24. Tony worked 4 2_3 hours on his science
ordered for his store was three times project. Sonia worked 1 1_4 times as long
as many as the number of carnations
on her science project as Tony did. For
ordered. He ordered a total of
56 flowers. How many roses did how many hours did Sonia work on her
Mr. Adams order? science project?
A 14 A 45
__ hours
6
B 28
B 5 hours
C 34
D 42 C 51
__ hours
3

D 55
__ hours
6

25. Julia had 2_3 quart of cleaning liquid.

22. The owner of a clothing store received She used 1_4 of it to clean the sink
a shipment of 1,230 pairs of socks. counter. How much cleaning liquid
The socks came in 36 boxes. The same
did Julia use?
number of pairs of socks were in
1
A __
35 of the boxes. How many pairs of quart
8
socks were in the last box?
A 2 B 1
__ quart
6
B 5 1
C __ quart
2
C 15
5 *221
D 35 D ___ quart
12
Chapter Resources 1-11 Beginning of Year Test
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Name Beginning of Year Test
Page 6
26. Carlos had 24 class play tickets to 29. The instruction booklet for a DVD
sell. He sold 3
__ of the tickets. How many player says that the player uses about
4 0.4 kilowatt of electricity per hour. If
tickets did Carlos sell?
electricity costs $0.20 per kilowatt hour,
A 16 how much does it cost to run the player
B 18 for an hour?

C 24 A $0.08

D 26 B $0.80
C $8.00
D $80.00

27. Noreen made 8 2_3 cups of snack mix 30. Rhianna was doing research for a
for a party. Her guests ate 3_4 of the mix. report about the highest mountains in
How much snack mix did her guests the United States. She read that the
Grand Teton in Wyoming is about
eat? 1.37 × 104 feet high. How should
A 51
__ cups Rhianna write the height of the Grand
4
Teton in standard form on her report?
B 53
__ cups
A 137 feet
4
5 B 1,370 feet
C 6___ cups
12
C 13,700 feet
1
D 6__ cups D 137,000 feet
2

28. Ganesh is stacking boxes in a storage

room. There are 12 boxes in all. If each
box weighs 9.6 pounds, how much do
the boxes weigh altogether?
A 11.25 pounds

B 21.6 pounds

C 115.2 pounds

D 1,152 pounds
*221

Chapter Resources 1-12 Beginning of Year Test

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Name Beginning of Year Test
Page 7
31. Jeremy is training for a race. When he 34. Julie has 3_4 quart of fruit juice. She
trains, he runs on a path that is pours the same amount into each of
1.25 miles long. Last week, Jeremy ran 4 glasses. Which equation represents
on the path 7 times. How many miles
did Jeremy run on the path last week? the fraction of a quart of fruit juice n
that is in each glass?
A 0.875 mile
A 3
__ ÷ 1
__ = n
B 8.75 miles 4 4

C 87.5 miles B 4÷3

__ = n
4
D 875 miles
3
C __ ÷4=n
4

D 3÷4=n

32. There is 1_3 pound of cake that will be 35. Terry evaluates 6 ÷ 1_8 by using a related
shared equally among 4 friends. What multiplication expression.
fraction of a pound of cake will each Which multiplication expression
friend get? should he use?
1
A ___ pound
12
A 6×1
__
8
1
B __ pound
6
B 1
__ × 1
__
6 8

C 1
__ pound 1
C __ ×8
2 6
3
D __ pound
4
D 6×8

33. At lunch, 5 friends share 3 pizzas

equally. What fraction of a pizza does
each friend get?
A 3
__
5

B 2
__
3

C 3
__
4

D 11
__ *221
5
Chapter Resources 1-13 Beginning of Year Test
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Name Beginning of Year Test
Page 8
36. Eli made a loaf of bread. He gave equal 38. Roger is riding in a bike-a-thon to raise
portions of 1_2 of the loaf to 3 friends. money for his favorite charity. The total
What diagram could Eli use to find the distance of the bike-a-thon is
fraction of the whole loaf of bread that 38.7 miles. So far he has completed
each friend got? __
1
10 of the bike-a-thon. How many miles
A has Roger biked?
A 387 miles

B B 38.7 miles
C 3.87 miles
C D 0.387 mile

37. Lori rode her bicycle 19.5 miles in 39. Ellen is making small bags of confetti
3 hours. Which gives the best estimate from a large bag of confetti that weighs
of how far Lori rode in 1 hour? 4.75 pounds. If she puts the same
amount of confetti in each of 5 bags,
A between 4 and 5 miles
how much should each bag weigh?
B between 5 and 6 miles
A 0.09 pound
C between 6 and 7 miles
B 0.9 pound
D between 7 and 8 miles
C 0.95 pound
D 9.1 pounds

40. Trevor bought apples that cost

$0.92 per pound. He paid $5.52 for
the apples. How many pounds of
apples did he buy?
A 60 pounds
B 6 pounds
C 0.6 pound
D 0.06 pound
*221

Chapter Resources 1-14 Beginning of Year Test

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Name Beginning of Year Test
Page 9
41. Carly spent a total of $18.20 on 44. Jamie’s dad travels 365 miles every
Saturday afternoon. She bought a movie week for business. How many miles
ticket for $8.25 and snacks for $3.85. does he travel in 4 weeks?
She spent the rest of the money on bus
A 1,260 miles
fare to get to the movie and back home.
How much was the bus fare each way if B 1,360 miles
each trip cost the same amount? C 1,450 miles
A $2.20 D 1,460 miles
B $3.05
C $6.10
D $6.20

42. A publisher reports that it sold 45. Amber and her friend Nathan are
1,516,792 travel magazines. What is the saving to buy a video game that costs
value of the digit 5 in 1,516,792 ? $65. Amber earns $12 per week for
babysitting and spends $4 of it. Nathan
A 5,000
earns $15 per week for walking dogs
B 50,000 and spends $8 of it. Which expression
C 500,000 can be used to find how many weeks it
will take to save for the video game?
D 5,000,000
A 65 ÷ [(12 − 4) + (15 − 8)]
B 65 ÷ [(12 + 4) − (15 + 8)]
C 65 ÷ [(12 − 4) + (15 + 8)]
43. Martin is buying 400 video games for
his entertainment store. Each video D 65 ÷ [(12 + 4) − (15 − 8)]
game costs $20. Which of the following
could he use to find the total amount
he will pay for the video games?
A (4 × 2) × 10 2 = 800
B (4 × 2) × 10 3 = 8,000
C (4 × 2) × 10 4 = 80,000
D (4 × 2) × 10 5 = 800,000

*221

Chapter Resources 1-15 Beginning of Year Test

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Name Beginning of Year Test
Page 10
46. Chen took 54 photos with his digital 49. The basketball game at the high school
camera. He stored an equal number started at 7:30 P.M. and ended at
of photos in each of 6 folders on 10:38 P.M. How long did the game last?
his computer. Which multiplication
A 2 hours 8 minutes
sentence could Chen use to find the
number of photos in each folder? B 2 hours 18 minutes
A 54 ÷ 6 = 9 C 3 hours 8 minutes
B 5 × 9 = 45 D 3 hours 18 minutes
C 6 × 9 = 54
D 6 × 54 = 324

47. Rachel’s home is 5 miles from her 50. Kate used 6.15 meters of ribbon to
school. How many yards are in make bows. How many centimeters of
5 miles? ribbon did she use?
A 1,760 yards A 615 centimeters
B 7,800 yards B 61.5 centimeters
C 8,800 yards C 6.15 centimeters
D 26,400 yards D 0.615 centimeter

48. Sarah bought 6 pounds of clay for

pottery class. How many ounces of clay
did Sarah buy?
A 48 ounces
B 64 ounces
C 80 ounces
D 96 ounces

6723

Chapter Resources 1-16 Beginning of Year Test

© Houghton Mifflin Harcourt Publishing Company
 School-Home
1
Chapter

Letter evaluate To find the value of a

numerical or algebraic expression

numerical expression A
mathematical phrase that has numbers
Dear Family, and operation signs but does not have
an equal sign
Throughout the next few weeks, our math class will order of operations The process for
be learning about place value, number properties, evaluating expressions

and numerical expressions. We will also learn to

multiply by 1- and 2-digit whole numbers.
You can expect to see homework that requires
students to write and evaluate numerical
expressions.
Here is a sample of how your child will be taught to
evaluate an expression.

Evaluate Expressions

This is how we will be evaluating 36 − (2 + 3) × 4.

Tips
STEP 1 Order of Operations

To evaluate an expression,
Perform the operations 36 − (2 + 3) × 4
first perform the operations
in parentheses. 36 − 5 × 4
in parentheses. Next,
STEP 2 multiply and divide from
left to right. Finally, add and
Multiply. 36 − 20 subtract from left to right.

STEP 3

Subtract. 16
36 − (2 + 3) × 4 = 16

Activity
You can write numerical expressions to describe situations around the
house. For example, “We bought a case of 24 water bottles and have
used 13 bottles. What expression shows how many are left?” can be
represented by the expression 24 − 13.

Chapter Resources 1-17

© Houghton Mifflin Harcourt Publishing Company
 Carta
1
Capítulo

para la casa
evaluar Hallar el valor de una expresión
numérica o algebraica

expresión numérica Una frase

matemática que tiene solo números y
signos de operaciones.
Querida familia,
orden de las operaciones El proceso que
Durante las próximas semanas, en la clase de se usa para evaluar expresiones

matemáticas aprenderemos sobre el valor de

posición, las propiedades de los números y las
expresiones numéricas.
Llevaré a la casa tareas con actividades para practicar
la escritura y evaluación de expresiones numéricas.
Este es un ejemplo de la manera en que evaluaremos
expresiones numéricas.

Evaluar expresiones
Pistas
Así es como evaluaremos 36 − (2 + 3) × 4.
Sandra tiene 8 manzanas. Le da algunas manzanas a Josh. Orden de las Operaciones

PASO 1 Para evaluar una expresión,

primero resuelve las operaciones
Resuelve las operaciones 36 − (2 + 3) × 4 en paréntesis. Después multiplica
en paréntesis. 36 − 5 × 4 y divide de izquierda a derecha.
Finalmente suma y resta de
PASO 2 izquierda a derecha.

Multiplica.
36 − 20
PASO 3

Resta.
16
36 − (2 + 3) × 4 = 16

Actividad
Pueden escribir expresiones numéricas para representar cosas que suceden
en la casa. Por ejemplo, “Compramos una caja de 24 botellas de agua y
usamos 13 botellas. ¿Qué expresión muestra cuántas botellas quedan?”,
se puede representar con 24 − 13.

Chapter Resources 1-18

© Houghton Mifflin Harcourt Publishing Company
 Chapter 1
Vocabulary Game

Going Places with Words Game

Game

Going to
Word Box
base
Distributive

London, Property
evaluate
an expression)

England exponent
inverse operations
numerical
expression
For 2 to 4 players
order of operations
Materials period
• 3 of 1 color per player: red, blue, green, and yellow
• 1 number cube

How to Play
1. Put your 3 connecting cubes in the START circle of the same color.
2. To get a cube out of START, you must roll a 6.
Image Credits: (bg) ©Digital Vision/Getty Images, (b) ©Corbis

• If you roll a 6, move 1 of your cubes to the same-colored circle on

the path.
• If you do not roll a 6, wait until your next turn.
3. Once you have a cube on the path, toss the number cube to take a turn.
Move the cube that many tan spaces. You must get all three of your cubes
on the path.
4. If you land on a space with a question, answer it. If you are correct, move
ahead 1 space.
5. To reach FINISH move your connecting cubes up the path that is the same
color as your cubes. The first player to get all three cubes on FINISH wins.
© Houghton Mifflin Harcourt Publishing Company

Chapter 1 4A

Chapter Resources 1-19 Game Directions

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.1
Name Reteach

Place Value and Patterns

You can use a place-value chart and patterns to write numbers

that are 10 times as much as or __ 1 of any given number.
10
1 of the value of the place to its left.
Each place to the right is __
10
1 of the
__ 1 of the
__ 1 of the
__ 1 of the
__ 1 of the
__
10 10 10 10 10
hundred ten thousands thousands hundreds tens place
thousands place place place
place

Hundred Ten
Thousands Hundreds Tens Ones
Thousands Thousands

10 times 10 times the 10 times the 10 times the 10 times the

the ten thousands hundreds tens place ones place
thousands place place
place

Each place to the left is 10 times the value of the place to its right.
1 of 600.
Find __
10
1 of 6 hundreds is 6 tens .
__
10
1 of 600 is 60 .
So, __
10
Find 10 times as much as 600.

10 times as much as 6 hundreds is 6 thousands.

So, 10 times as much as 600 is 6,000 .

Use place-value patterns to complete the table.

10 times as 1 of
__ 10 times as 1 of
__
Number Number
much as 10 much as 10
1. 200 5. 900

2. 10 6. 80,000

3. 700 7. 3,000

4. 5,000 8. 40

Chapter Resources 1-21 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.1
Name Enrich

Place-Value Mystery
Find the number that makes each statement true.

1
1. ___ of 3,000 is 10 times as much as .
10

1
2. ___ of is 10 times as much as 8.
10

1
3. ___ of 50,000 is 10 times as much as .
10

1
4. ___ of 400,000 is 10 times as much as .
10

5. 10 times as much as 1 of 900.

is ___
10

6. 10 times as much as 1 of 60,000.

is ___
10

7.
1 of
10 times as much as 70 is ___ .
10

8.
1 of
10 times as much as 2,000 is ___ .
10

9. Write Math Explain how you solved Exercise 8.

Chapter Resources 1-22 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.2
Name Reteach

Place Value of Whole Numbers

You can use a place-value chart to help you understand whole numbers
and the value of each digit. A period is a group of three digits within a
number separated by a comma.

Millions Period Thousands Period Ones Period

Hundreds Tens Ones Hundreds Tens Ones Hundreds Tens Ones
2, 3 6 7, 0 8 9
Standard form: 2,367,089

Expanded Form: Multiply each digit by its place value, and then write
an addition expression.

(2 3 1,000,000) 1 (3 3 100,000) 1 (6 3 10,000) 1 (7 3 1,000) 1 (8 3 10) 1 (9 3 1)

Word Form: Write the number in words. Notice that the millions and the
thousands periods are followed by the period name and a comma.

two million, three hundred sixty-seven thousand, eighty-nine

To find the value of an underlined digit, multiply the digit by its place value.
In 2,367,089, the value of 2 is 2 3 1,000,000, or 2,000,000.

Write the value of the underlined digit.

1. 153,732,991 2. 236,143,802

3. 264,807 4. 78,209,146

Write the number in two other forms.

5. 701,245 6. 40,023,032

Chapter Resources 1-23 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.2
Name Enrich

Place-Value Match
Match the standard form of the number given in Column A with either
the word form or the expanded form of the number in Column B.

Column A Column B

1. 900,000 thirty million

2. 8,000,000 5 3 1,000,000

3. 30,000,000 six hundred million

4. 2,000,000 eight hundred thousand

5. 100,000 9 3 100,000

6. 5,000,000 three million

7. 60,000,000 sixty million

8. 7,000,000 2 3 1,000,000

9. 800,000 5 3 10,000,000

10. 300,000 3 3 100,000

11. 1,000,000 seven million

12. 50,000,000 one hundred thousand

13. 600,000,000 one million

14. 3,000,000 eight million

15. Explain the method you used to match the standard

form of a number to either its word form or its expanded form.

Chapter Resources 1-24 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.3
Name Reteach

Algebra • Properties
Properties of operations are characteristics of the operations that are always true.

Property Examples
Commutative Property of Addition: 3 1 4 5 4 1 3
Addition or Multiplication Multiplication: 8 3 2 5 2 3 8
Associative Property of Addition: (1 1 2) 1 3 5 1 1 (2 1 3)
Addition or Multiplication Multiplication: 6 3 (7 3 2) 5 (6 3 7) 3 2
Distributive Property 8 3 (2 1 3) 5 (8 3 2) 1 (8 3 3)
Identity Property of Addition 91059 01353
Identity Property of Multiplication 54 3 1 5 54 1 3 16 5 16

Use properties to find 37 1 24 1 43.

37 1 24 1 43 5 24 1 37 1 43 Use the Commutative Property of Addition

to reorder the addends.
5 24 1 (37 1 43) Use the Associative Property of Addition
to group the addends.
5 24 1 80 Use mental math to add.

5 104
Grouping 37 and 43 makes the problem easier to solve
because their sum, 80 , is a multiple of 10.

Use properties to find the sum or product.

1. 31 1 27 1 29 2. 41 3 0 3 3 3. 4 1 (6 1 21)

Complete the equation, and tell which property you used.

4. (2 3 ) 1 (2 3 2) 5 2 3 (5 1 2) 5. 3 1 5 15

Chapter Resources 1-25 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.3
Name Enrich

Using Properties of Operations

First, use one of the properties shown below to complete each
equation. Then, match each equation to its property by writing the
equation on the line below the property.

1 3 17 5 _ ___ 3 11 5 13 3 (8 3 11)

9 3 (5 1 3) 5 __ 1 (9 3 3) _ 1 0 5 49

_ 3 29 5 29 3 3 (7 1 6) 1 _ 5 7 1 (6 1 25)

51 1 _ 5 39 1 51

Associative Property of Addition Identity Property of Multiplication

Associative Property of Multiplication Commutative Property of Addition

Commutative Property of Multiplication Distributive Property

Identity Property of Addition

1. Stretch Your Thinking Use the Distributive Property to

rewrite and find 4 3 (25 1 4).

2. Explain how the Associative Property of Addition is

similar to the Associative Property of Multiplication.

Chapter Resources 1-26 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.4
Name Reteach

Algebra • Powers of 10 and Exponents

You can represent repeated factors with a base and an exponent.

Write 10 3 10 3 10 3 10 3 10 3 10 in exponent form.

10 is the repeated factor, so 10 is the base.

The base is repeated 6 times, so 6 is the exponent. 106 exponent

10 3 10 3 10 3 10 3 10 3 10 5 106
base
A base with an exponent can be written in words.

Write 106 in words.

The exponent 6 means “the sixth power.”

106 in words is “the sixth power of ten.”

You can read 102 in two ways: “ten squared” or “the second power of ten.”

You can also read 103 in two ways: “ten cubed” or “the third power of ten.”

Write in exponent form and in word form.

1. 10 3 10 3 10 3 10 3 10 3 10 3 10

exponent form: word form:

2. 10 3 10 3 10

exponent form: word form:

3. 10 3 10 3 10 3 10 3 10

exponent form: word form:

Find the value.

4. 104 5. 2 3 103 6. 6 3 102

Chapter Resources 1-27 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.4
Name Enrich

Powers and Words

Find the value. Then write the value in word form.

1. 70 3 103 5

Word form:

2. 35 3 102 5

Word form:

3. 14 3 103 5

Word form:

4. 60 3 107 5

Word form:

5. 51 3 104 5

Word form:

6. 24 3 105 5

Word form:

7. 86 3 106 5

Word form:

8. 19 3 107 5

Word form:

9. Stretch Your Thinking What is another way to write the

number in Exercise 1 using a whole number and a power of 10?

Chapter Resources 1-28 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.5
Name Reteach

Algebra • Multiplication Patterns

You can use basic facts, patterns, and powers of 10 to help

you multiply whole numbers by multiples of 10, 100, and 1,000.

Use mental math and a pattern to find 90 3 6,000.

• 9 3 6 is a basic fact. 9 3 6 5 54

• Use basic facts, patterns, and powers of 10 to find 90 3 6,000.

9 3 60 5 (9 3 6) 3 101
5 54 3 101
5 54 3 10
5 540

9 3 600 5 (9 3 6) 3 102
5 54 3 102
5 54 3 100
5 5,400

9 3 6,000 5 (9 3 6) 3 103
5 54 3 103
5 54 3 1,000
5 54,000

90 3 6,000 5 (9 3 6) 3 (10 3 1,000)

5 54 3 104
5 54 3 10,000
5 540,000

So, 90 3 6,000 5 540,000.

Use mental math to complete the pattern.

1. 33153 2. 8 3 2 5 16

3 3 101 5 (8 3 2) 3 101 5

3 3 102 5 (8 3 2) 3 102 5

3 3 103 5 (8 3 2) 3 103 5

3. 4 3 5 5 20 4. 7365

(4 3 5) 3 5 200 (7 3 6) 3 5 420

(4 3 5) 3 5 2,000 (7 3 6) 3 5 4,200

(4 3 5) 3 5 20,000 (7 3 6) 3 5 42,000

Chapter Resources 1-29 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.5
Name Enrich

Product Pattern
Look at the pattern of the products below.

11 3 11 5 121
12 3 11 5 132
13 3 11 5 143
14 3 11 5 154

Use the pattern above to find the product.

1. 15 3 11 5 2. 16 3 11 5

3. 17 3 11 5 4. 18 3 11 5

5. 150 3 11 5 6. 120 3 11 5

7. 170 3 11 5 8. 140 3 11 5

9. Stretch Your Thinking How does the product 110 3 n

compare to the product 11 3 n? (Hint: n represents any number.)

Chapter Resources 1-30 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.6
Name Reteach

Multiply by 1-Digit Numbers

You can use place value to help you multiply by 1-digit numbers.

Estimate. Then find the product. 378 3 6

Estimate: 400 3 6 5 2,400

Step 1 Multiply the Step 2 Multiply the Step 3 Multiply the

ones. tens. hundreds.
Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones

Thousands

Hundreds

Tens

Ones
4 4 4 4 4
3 7 8 3 7 8 3 7 8

3 6 3 6 3 6

8 6 8 2, 2 6 8

So, 378 3 6 5 2,268.

Complete to find the product.

1. 7 3 472 Estimate: 7 3 5
Multiply the ones. Multiply the tens. Multiply the hundreds.
1 51
472 472 472
3 7
_ 3 7
_ 3 7
__

Estimate. Then find the product.

2. Estimate: 3. Estimate: 4. Estimate: 5. Estimate:

863 809 932 2,767

3 8 3 8 3 7 3 7

Chapter Resources 1-31 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.6
Name Enrich

Multiplication Number Puzzle

Use the clues to complete the puzzle.

3 4

7 8

10

11 12

13

Down Across

1. 856 3 9 5. 12,762 3 9

2. 847 3 6 6. 287 3 6

3. 5,082 3 3 7. 1,326 3 9

4. 7,028 3 6 9. 4,027 3 4

5. 24,162 3 8 10. 4,027 3 6

8. 2,127 3 6 11. 7,028 3 9

9. 3,289 3 5 13. 1,722 3 4

12. 601 3 6

14. Stretch Your Thinking Write a different clue that has the same
product as 1,326 3 9.

Chapter Resources 1-32 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.7
Name Reteach

Multiply by Multi-Digit Numbers

You can use place value and regrouping to multiply.

Find 29 3 63.

Step 1 Write the problem vertically.

Multiply by the ones.
2
63
3 29
_
567 63 3 9 5 ( 60 3 9) 1 ( 3 3 9)
5 540 1 27 , or 567

Step 2 Multiply by the tens.

2
63
3 29
_
567
1,260 63 3 20 5 ( 60 3 20) 1 ( 3 3 20)
5 1,200 1 60 , or 1,260
Step 3 Add the partial products.

63
3 29
_
567
1
_______
1,260
1,827
So, 63 3 29 5 1,827.

Complete to find the product.

1. 57 2. 76 3. 139
3
_ 14 3
_ 45 3
_ 12
57 3 76 3 139 3

1 57 3 1 76 3 1 139 3

4. Find 26 3 122. Estimate first. 122

3 26
_
Estimate:

Chapter Resources 1-33 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.7
Name Enrich

Unknown Digits Multiplication

Find the unknown digits.

1. 4 2. 6 5
3 8 3 7

5 5
1 2 7 2 0 1 4 5 5 0

2, 9 5 8 5, 3 5

3. 9 4. 8
3 2 4 3 6 8
3 8 4 6 6
1 1 2 0 1 2 0
2, 0 4 5, 5 7 6

5. 5 3 2 4 6
6.
3 7 3 3

3 7 7 7
1 2 1 0 1 1 9 6 0
4, 9 ,

7. Stretch Your Thinking What two-digit number multiplied

by itself has the product 2,025? Explain how you found your answer.

Chapter Resources 1-34 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.8
Name Reteach

Relate Multiplication to Division

Use the Distributive Property to find the quotient of 56 4 4.

Step 1
Write a related multiplication sentence 56 4 4 5
for the division problem.
43 5 56

Step 2
Use the Distributive Property to break apart (40 1 16) 5 56
the product into lesser numbers that are
multiples of the divisor in the division problem. (4 3 10) 1 (4 3 4) 5 56
Use a multiple of 10 for one of the multiples.
4 3 (10 1 4) 5 56

Step 3
To find the unknown factor, find the sum of the numbers 10 1 4 5 14
inside the parentheses.

Step 4 4 3 14 5 56
Write the multiplication sentence with the unknown 56 4 4 5 14
factor you found. Then, use the multiplication sentence
to complete the division sentence.

Use multiplication and the Distributive Property to find the quotient.

1. 68 4 4 5 _ 2. 75 4 3 5 _ 3. 96 4 6 5 _

4. 80 4 5 5 _ 5. 54 4 3 5 _ 6. 105 4 7 5 _

Chapter Resources 1-35 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.8
Name Enrich

Number Relationships
Find the unknown number in the group to make related multiplication
and division sentences. Write the multiplication and division sentences.

1. 4, ?, 68 2. 5, ?, 65

3. 4, ?, 52 4. 6, ?, 78

5. Describe how the number sentences in each

exercise are related.

6. Stretch Your Thinking How can you use inverse operations to

write the related multiplication and division sentences?

Chapter Resources 1-36 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.9
Name Reteach

Problem Solving • Multiplication

and Division
In Brett’s town, there are 128 baseball players on 8 different teams.
Each team has an equal number of players. How many players
are on each team?

Read the Problem Solve the Problem

What do I need to find? • First, I use the total number of players.

how many
I need to find 128 players
players are on each • To find the number of players on each

team in Brett’s town

team, I will need to solve this problem.
. 128 4 8 5 ?

• To find the quotient, I break 128 into

What information do I need to use?
two simpler numbers that are easier to
There are 8 teams with a
divide.
48
8
total of 128 players.
128 4 8 5 (80 1 )4

5 ( 80 4 8) 1 ( 48 4 8)
How will I use the information?
5 10 1
divide 6

5 16
I can the total number of
players by the number of teams. I can use a
simpler problem to divide . So, there are 16 players on each team.

1. Susan makes clay pots. She sells 2. Lou grows 112 rosemary plants. He ships
125 pots per month to 5 stores. Each an equal number of plants to customers in
store buys the same number of pots. 8 states. How many rosemary plants does
How many pots does each store buy? he ship to each customer?

125 4 5 5 (100 1 )45 112 4 8 5 (80 1 )48

5 (100 4 5) 1 ( 4 5) 5( 4 8) 1 ( 4 8)

5 1 5 5 1 4

5 5

Chapter Resources 1-37 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.9
Name Enrich

Simply Put
Solve. You may find it helpful to use the strategy solve a simpler problem.

1. Sal’s Pizza uses 720 pounds of flour in 2. In one 8-hour day, 5 barbers gave a
4 weeks. Sal’s is open 6 days a week total of 120 haircuts. The barbers gave
and uses the same amount of flour the same number of haircuts per hour.
each day. How much flour does Sal’s How many haircuts did each barber
Pizza use in 1 day? give per hour?

3. Dan runs Freddy’s Deluxe Car Wash. 4. Ali sells tomatoes to 9 restaurants.
Nine workers wash a total of 369 cars Each restaurant buys the same
in one week. Suppose the workers all amount of tomatoes each day. Suppose
wash the same number of cars. How Ali sells 162 pounds of tomatoes one
many cars does each worker wash day. How many pounds does she sell
that week? to each restaurant?

5. Dr. Barker and two other dentists work 6. Micah uses 2 bags of birdseed to fill
in the same office. In one day, the three up 4 bird feeders. How many bags
dentists saw a total of 51 patients. will he need to fill up 40 feeders?
Suppose each dentist saw the same
number of patients. How many patients
did each dentist see?

7. Stretch Your Thinking When is it helpful to use simpler

numbers to solve a problem?

Chapter Resources 1-38 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.10
Name Reteach

Algebra • Numerical Expressions

Write words to match the expression.

6 3 (12 2 4)
Think: Many word problems involve finding the cost of a store purchase.

Step 1 Examine the expression.

• What operations are in the expression? multiplication and subtraction

Step 2 Describe what each part of the expression can represent when
finding the cost of a store purchase.

• What can multiplying by 6 represent? buying 6 of the same item

Step 3 Write the words.

• Joe buys 6 DVDs. Each DVD costs $12. If Joe receives a $4 discount
on each DVD, what is the total amount of money Joe spends?

1. What is multiplied and what is subtracted?

2. What part of the expression is the price of the item?

3. What can subtracting 4 from 12 represent?

Write words to match the expression.

4. 4 3 (10 2 2) 5. 3 3 (6 2 1)

Chapter Resources 1-39 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.10
Name Enrich

Shopping Expressions
The table shows the prices for certain items at a supermarket.
Use the information in the table to write problems that match the
expressions below.

Supermarket Prices
Item Price
Loaf of bread $3
Carton of eggs $2
Box of cereal $4
Pound of cheese $5
Gallon of milk $3
Can of tuna fish $2

Write a word problem for each expression. The first word problem has
been written for you.

1. 723 2. (5 3 2) 1 4

Jerry has $7 to spend at the

supermarket. He buys a loaf of

bread for $3. How much money

does Jerry have now?

3. 5 1 (4 2 1) 4. 20 2 (6 3 2)

Chapter Resources 1-40 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.11
Name Reteach

Algebra • Evaluate Numerical Expressions

A numerical expression is a mathematical phrase that Order of Operations

includes only numbers and operation symbols.
1. Parentheses
You evaluate the expression when you perform all 2. Multiply and Divide
the computations to find its value. 3. Add and Subtract

To evaluate an expression, use the order of operations.

Evaluate the expression (10 1 6 3 6) 2 4 3 10.

Step 1 Start with computations inside the 10 1 6 3 6

parentheses.

Step 2 Perform the order of operations inside Multiply and divide from left to right.
the parentheses.
10 1 6 3 6 5 10 1 36
Add and subtract from left to right.

10 1 36 5 46
Step 3 Rewrite the expression with the 46 2 4 3 10
parentheses evaluated.

Step 4 Multiply and divide from left to right. 46 2 4 3 10 5 46 2 40

Step 5 Add and subtract from left to right. 46 2 40 5 6
So, (10 1 6 3 6) 2 4 3 10 5 6.

Evaluate the numerical expression.

1. 8 2 (7 3 1) 2. 5 2 2 1 12 4 4 3. 8 3 (16 4 2)

4. 4 3 (28 2 20 4 2) 5. (30 2 9 4 3) 4 9 6. (6 3 6 2 9) 2 9 4 3

7. 11 4 (8 1 9 4 3) 8. 13 3 4 2 65 4 13 9. 9 1 4 3 6 2 65 4 13

Chapter Resources 1-41 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.11
Name Enrich

Order of Operations Game

Three players are playing a board game. Complete the exercises
below, and move each player’s piece the same number of spaces as
the answer for the unknown value. Circle the player who wins the game.
Each black space counts as one space.

START

FINISH

Player 1 Player 2 Player 3

1. (50 2 2) 4 4 5 5 1 10 4 5 5 108 4 (27 2 9) 5

2.
(343 2 5 ) 4 26 2 11 5 (7 3 7) 4 (3 1 4) 5 613275

(16 3 3) 4 (4 3 6) (64 4 16) 3 (11 2 6)

3. (55 2 1) 4 9 5
5 5
4. (15 2 36 4 4) 1 (9 3 2) 2 3 (3 1 51 4 17) 144 2 (10 1 4 3 5 3 5 )
5 5 5

5. (4 3 ) 2 (1 1 8 3 2)
(64 1 6) 4 ( 3 5) 5 2 81 4 ( 4 4) 5 9
53

6. Stretch Your Thinking A fourth player joins the game and is

given an expression that moves the game piece directly to the second
black space on the board. The expression has a division, a multiplication,
and a subtraction operation. Write a possible expression.

Chapter Resources 1-42 Enrich

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.12
Name Reteach

Algebra • Grouping Symbols

Parentheses ( ), brackets [ ], and braces { }, are different grouping

symbols used in expressions. To evaluate an expression with different
grouping symbols, perform the operation in the innermost set of
grouping symbols first. Then evaluate the expression from the inside out.

Evaluate the expression 2 3 [(9 3 4) 2 (17 2 6)].

Step 1 Perform the operations in the parentheses first.

2 3 [(9 3 4) 2 (17 2 6)]

23[ 36 2 11 ]

Step 2 Next perform the operations in the brackets.

2 3 [ 36 2 11 ]

23 25

Step 3 Then multiply.

2 3 25 5 50

So, 2 3 [(9 3 4) 2 (17 2 6)] 5 50

Evaluate the numerical expression.

1. 4 3 [(15 2 6) 3 (7 2 3)] 2. 40 2 [(8 3 7) 2 (5 3 6)] 3. 60 4 [(20 2 6) 1 (14 2 8)]

4 3 [9 3 ]

43[ ]

4. 5 1 [(10 2 2) 1 (4 2 1)] 5. 3 3 [(9 1 4) 2 (2 3 6)] 6. 32 4 [(7 3 2) 2 (2 3 5)]

Chapter Resources 1-43 Reteach

© Houghton Mifflin Harcourt Publishing Company
 Lesson 1.12
Name Enrich

Missing Symbols
Write 1, 2, 3, or 4 in the to make each equation true.

1. 6 3 [(7 1 3) (4 3 2)] 5 108

2. 4 3 [(5 × 3) 1 (24 4)] 5 84

3. 5 3 [(12 3) 2 (15 2 9)] 5 150

4. [(40 1 17) 1 (27 4 9)] 5 5 12

5. [(8 3 7) (4 3 9)] 1 15 5 35

6. 100 4 {[(5 3 5) 2 6] 2 (12 2)} 5 20

7. 4 3{[(8 + 5) 3 4] 2 [(18 9) 3 3]} 5 100

8. {[(21 2 9) 2] 1 [(3 3 7) 2 5 ]} 4 8 5 5

9. Stretch Your Thinking Two numbers are unknown in the

expression below. If the value of the expression is 98, what are the
unknown numbers? (Both numbers are greater than 0.)

3 {[(12 2 3) 3 3] 1 ( 3 6) 2 8}

Chapter Resources 1-44 Enrich

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 1

1. Find the property that each equation shows.

Write the equation in the correct box.

11 × (4 × 6) = (11 × 4) × 6 14 + 27 + 18 = 27 + 14 + 18

15 + (12 + 11) = (15 + 12) + 11 18 × 2 = 2 × 18

5×1=5 72 + 0 = 72

Commutative Property of Associative Property of Identity Property of

Multiplication Addition Addition

Commutative Property Associative Property Identity Property

of Addition of Multiplication of Multiplication

2. For numbers 2a–2d, select True or False for each statement.

2a. 50 is __
1
10 of 500. True False

2b. 290 is 10 times as much as 2,900. True False

2c. 6,500 is 10 times as much as 65. True False

2d. 700 is 10 times as much as 70. True False

*221

Chapter Resources 1-45 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 2

3. Select other ways to write 304,672. Mark all that apply.

A (3 × 100,000) + (4 × 1,000) + (6 × 100) + (7 × 10) + (2 × 1)

B three hundred forty thousands, six hundred seventy-two

C 300,000 + 4,000 + 600 + 70 + 2

D 30 hundred thousand + 4 thousands + 6 hundreds + 70 tens + 2 ones

4. Erica earned 30,000 bonus points on her computer assignment.

This is 10 times as many bonus points as she earned last week.
How many bonus points did Erica earn last week?

points

5. Rich earns $35 per week mowing lawns in his neighborhood. Which expression
can be used to show how much money he earns in 8 weeks?

A (8 + 30) + (8 + 5) C (8 + 30) × (8 + 5)

B (8 × 30) + (8 × 5) D (8 × 30) × (8 × 5)

6. The table shows the equations Mr. Berger discussed in math

class today.

Equations
4 × 100 = 4
4 × 101 = 40
4 × 102 = 400
4 × 103 = 4,000

Explain the pattern of zeros in the product when multiplying

by powers of 10.

*221

Chapter Resources 1-46 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 3

7. It is 1,325 feet from Kinsey’s house to her school. Kinsey walks

to school each morning and gets a ride home each afternoon.
How many feet does Kinsey walk to school in 5 days?

feet

8. Liam saves $12 of his allowance each week. Complete the table to show
the total amount Liam saves.

Liam’s Savings

Number of Weeks Total Amount

4
9
15

9. Kara followed these steps to evaluate the expression 22 + (30 − 4) ÷ 2.

30 − 4 = 26
26 + 22 = 48
48 ÷ 2 = 24
George looks at Kara’s work and says she made a mistake. He says
she should have divided by 2 before she added.
Part A

Which student is correct? Explain how you know.

Part B
Evaluate the expression.

*221

Chapter Resources 1-47 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 4

10. Fahed buys 12 stickers for $2 each. He also buys 4 sticker

albums. Each album costs twice as much as each sticker. Fahed
has a coupon that gives him $2 off the sticker albums. Which
numerical expression shows how much he spent?

A (12 × 2) + [(4 × 2) − 2] C (12 × 4) + [(4 × 4) − 2]

B (12 × 2) + [(4 × 4) − 2] D (12 × 4) + [(4 × 2) + 2]

11. Evaluate the numerical expression.

(57 + 4) × 4 − 16 =

12. Paul displays his sports trophies on shelves in his room. He has
5 trophies on each of 3 shelves and 2 trophies on another shelf.
Write an expression to represent the number of trophies Paul
displays.

13. Veronica is solving this problem in math class.

Janelle buys 4 cases of water. Each case of water contains
12 bottles. Janelle drinks 3 bottles of water.
Veronica writes a numerical expression to represent the
situation. Her expression, (12 − 3) × 4, has a mistake.
Part A

Explain Veronica’s mistake.

Part B

Write an expression to find how many bottles of water are left,

and then solve it.

*221

Chapter Resources 1-48 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 5

14. Hector has 36 action figures. He separates his action figures

into 4 equal groups to share with his friends. How many action
figures does each friend get?

Part A

Use the array to show your answer.

Part B

Use the multiplication sentence to complete the division

sentence.

4× = 36 36 ÷ 4 =

15. Marcus is making dinner for 7 people. Marcus opens 6 cans of

soup. Each can is 14 ounces. If everyone gets the same amount
of soup, how much soup will each person get? Use numbers
and words to explain your answer.

16. Megan wants to find the quotient. Use multiplication and the
Distributive Property to help Megan find the quotient.

72 ÷ 4 =

Multiplication

Distributive Property

*221

Chapter Resources 1-49 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1 Test
Page 6

17. Marlene can type 157 words per minute. If she types at the same
rate, how many words can she type in 25 minutes?

words

18. There are 7 school buses taking students on a field trip.

There are 37 students on each bus. How many students
are going on the field trip?

students

19. Select other ways to write 60,472. Mark all that apply.

A (6 × 10,000) + (4 × 100) + (7 × 10) + (2 × 1)

B 60,000 + 400 + 70 + 2
C sixty thousand, four hundred seventy-two
D six thousand, four hundred seventy-two

20. For numbers 20a–20b, select True or False.

20a. 42 − (9 + 6), value: 27 True False

20b. 18 + (22 − 4) ÷ 6, value: 6 True False

21. Peter ran 3 miles a day for 17 days. On the 18th day, Peter ran 5 miles.
Write an expression that matches the words.

22. Select other ways to express 104. Mark all that apply.

A 10 × 4 D 10,000

B 10 + 4 E 10 + 10 + 10 + 10
C 1,000 F 10 × 10 × 10 × 10
6723

Chapter Resources 1-50 Chapter 1 Test

© Houghton Mifflin Harcourt Publishing Company
Name Chapter 1

Talking About Phones

1. The Vega family has a cell phone plan that costs $75 per month
including taxes and fees. The plan lets the 5 members of the Vega
family share 1,000 minutes of talk time per month and 400 text
messages per month. Any minutes over 1,000 cost $1 per minute,
and any texts over 400 cost $2 per text.

Because of a family emergency, the family uses 1,050 minutes

and 415 texts in March. Write an expression you could use to find
the amount of the Vega’s cell phone bill for March. Evaluate the
expression. Show your work.

The Vega’s bill for March is __.

2. Tomás Vega offers to pay $59 of the March cell phone bill.
Each of the other 4 members of the family agrees to split the rest
of the bill equally among themselves. How much does each of the
4 family members owe? Show your work.

Each of the 4 family members owes __.

Chapter Resources 1-51 Chapter 1 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
 3. The Vega family has a 3-year cell phone contract. Javier Vega says
that the family gets a total of 3 3 104 minutes of talk time to share
during the 3 years.

Is Javier correct? If yes, write an expression to show how Javier

could have found his answer. If no, explain why Javier is incorrect.
Write the correct number of minutes as the product of a whole
number and a power of 10. Show your work.

4. In April, the Vega family gets 400 text messages included in their
plan. Together, Tomás and Marisol use half of the messages.
Javier and Sergio use 120 messages. Carmen uses the rest of the
messages. Write and evaluate an expression to find the number of
messages Carmen uses. Show your work.

Carmen uses messages.

Chapter Resources 1-52 Chapter 1 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
 Chapter 1
Place Value, Multiplication, and Expressions

Talking About Phones

COMMON CORE STANDARDS

[Link].A.2 Explain patterns in the number of zeros of the product when multiplying a number
by powers of 10, and explain patterns in the placement of the decimal point when a
decimal is multiplied or divided by a power of 10. Use whole-number exponents to
denote powers of 10.
[Link].A.2 Write simple expressions that record calculations with numbers, and interpret numerical
expression without evaluating them.
MP1 Make sense of problems and persevere in solving them.

Also [Link].A.1, [Link].B.5, [Link].B.6, [Link].A.1, MP3, MP6

PURPOSE
To assess the ability to use place value, multiplication, and expressions to represent and solve problems

TIME
25–30 minutes

GROUPING
Individuals

MATERIALS
• Performance Task, paper, pencil

PREPARATION HINTS
• Review multiplication with students before assigning the task.
• Review vocabulary, including evaluate, order of operation, and power.

IMPLEMENTATION NOTES
• Read the task aloud to students and make sure that all students have a clear understanding of
the task.
• Students may use manipulatives to complete the task.
• Allow students as much paper as they need to complete the task.
• Allow as much time as students need to complete the task.
• Students must complete the task individually, without collaboration.
• Collect all student work when the task is complete.

TASK SUMMARY
Students write and evaluate expressions with grouping symbols to determine the cost of a family’s cell
phone bill and the amounts owed by family members. They critique a mathematical statement and use a
multiplication expression using powers of 10 to justify their critique.

Chapter Resources 1-53 Chapter 1 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
REPRESENTATION
In this task, teachers can…
• Use both verbal and visual representations of the order of operations to introduce the task.

ACTION and EXPRESSION

In this task, teachers can…
• Provide access to online interactive tools to support multiplication skills before assigning
the task.
• Support students in setting explicit goals for completion of the task.

ENGAGEMENT
In this task, teachers can…
• Vary the level of social interaction required to discuss the task before it is completed.
• Reduce stress by scheduling a regular time to work on the task.

EXPECTED STUDENT OUTCOMES

• Complete the task within the time allowed
• Reflect engagement in a productive struggle
• Write and evaluate expressions with grouping symbols
• Critique a mathematical statement using powers of 10

SCORING
Use the associated Rubric to evaluate each student’s work.

Chapter Resources 1-54 Chapter 1 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
 Performance Task Rubric
TALKING ABOUT PHONES
A level 3 response • Indicates that the student has made sense of the task and persevered

• Demonstrates the ability to write and evaluate expressions with

grouping symbols to solve word problems

• Demonstrates the ability to write multiples of 10 as products of

a whole number and a power of 10

A level 2 response • Indicates that the student has made sense of the task and persevered

• Demonstrates the ability to write and evaluate expressions with

grouping symbols to solve word problems

• Demonstrates the ability to write a multiple of 10 as the product of

a whole number and a power of 10

• Addresses most or all aspects of the task, using mathematically sound

procedures

• May contain an incorrect answer derived from a correct procedure

A level 1 response • Shows that the student has made sense of at least some components
of the task

• Shows evidence of uneven ability to write and evaluate expressions

with grouping symbols to solve word problems

• May show difficulty with writing a multiple of 10 as the product of a

whole number and a power of 10

A level 0 response • Shows little evidence that the student has made sense of the task

• Shows little evidence of ability to write and evaluate expressions with

grouping symbols to solve word problems

• Shows an inability to write a multiple of 10 as the product of a whole

number and a power of 10

• Shows little evidence of adequately addressing the components of

the task

• Shows little evidence of applying mathematics correctly or

appropriately to the situation

Chapter Resources 1-55 Chapter 1 • Performance Task

© Houghton Mifflin Harcourt Publishing Company
 Name Prerequisite Skills Inventory for Grade 5 Name Prerequisite Skills Inventory for Grade 5
Page 1 Page 2
Write the correct answer. 7. Ling’s parents buy 4 tickets for the 10. Risley’s Restaurant charges $12 for a
nature museum. Each ticket costs $13. spaghetti dinner special. During one
An office supply store sold 310,409 The area of South Dakota is

Chapter Resources
1. 4. What is the total cost of the 4 tickets? hour 16 people ordered the spaghetti
pencils last year. What is the expanded 77,353 square miles. The area of North dinner special.
form of 310,409? Dakota is 70,700 square miles. How $52 $10 $2
many square miles greater is the area
300,000 + 10,000 + 400 + 9 of South Dakota than the area of North
Dakota? 10

© Houghton Mifflin Harcourt Publishing Company

6,653 square miles

2. The population of Yuba City, California 5. Juan wrote this pattern on his paper. 6
is 60,360 people. What is 60,360
3 × 6 = 18
rounded to the nearest thousand?
3 × 60 = 180 What is the total amount Risley’s
60,000 3 × 600 = 1,800 Restaurant charged during that hour
for the spaghetti dinner specials?
3 × 6,000 =
What is the unknown number in Juan’s $192
pattern? 8. The theater has 1,678 seats. A
magician performed 3 sold out shows 11. Anya used buttons to model a division
18,000 at the theater. How many people were problem.
able to see the magician’s show?

1-56
3. Last year, the local animal shelter found 6. James uses the Distributive Property to
5,034 people
homes for 12,308 dogs and 7,953 cats. find how many cans of paint are in the
What is the total number of dogs and art supply closet. There are 5 boxes in
cats the animal shelter found homes for the closet. Each box holds 14 cans.
last year?
10 4

20,261 dogs and cats

The division problem this model
5 9. Erin has 4 bags with 19 marbles in represents is 15 ÷ 2 .
each bag. She also has 7 bags with 7
The quotient is and the
14 marbles in each bag. She gives
remainder is 1 .
23 marbles to her brother. She wrote
How many cans of paint are in the
this expression to find how many
closet? 12. The Distributive Property can help
marbles she has left. How many
you divide. Show how you can break
marbles does Erin have left?
70 paint cans apart the dividend to find the quotient
4 × 19 + 7 × 14 − 23 for 224 ÷ 7.

151 marbles Possible answer:

(210 ÷ 7) + (14 ÷ 7) = 30 + 2 = 32
*221 *221

Chapter Resources 1-1 Prerequisite Skills Inventory Chapter Resources 1-2 Prerequisite Skills Inventory
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Prerequisite Skills Inventory for Grade 5 Name Prerequisite Skills Inventory for Grade 5
Page 3 Page 4
4
13. On Saturday, a total of 1,292 people 17. Mrs. Dalton needs 1_2 cup mixed nuts 20. Ali needs __
10 yard of red ribbon and 24. Mrs. Laska buys 4 5_8 yards of blue fabric
went to see a new movie. There were 5
__
for her granola recipe. She only has 10 yard of blue ribbon to make a tail and 2 1_8 yards of green fabric. How many

Chapter Resources
4 different showings for the new a 1_4 cup measuring cup. Write the for her kite. How much ribbon does Ali more yards of blue fabric than green
movie and the same number of people
attended each showing. How many equivalent fraction that shows the need in all? fabric does Mrs. Laska buy?
people attended each showing? amount of mixed nuts she will use for _9 yard
10
_ yards
Possible answer: 24
the recipe. 8
323 people _
2 cup
4 8 5
Bryan brought __ In Crosby’s model collection, __

© Houghton Mifflin Harcourt Publishing Company

21. 10 gallon of water on a 25. 16 of the
4 7
hiking trip. He drank __
10 gallon of water. models are trains and __16 of the models
14. A dentist bought 9 bags of prizes for 18. Michael is practicing the piano. He How much water is left? are cars. What part of Crosby’s model
his patients. Each bag had 12 prizes. spends 1_2 hour practicing scales and collection is trains and cars?
__
4 gallon or 2
_ gallon
The prizes were divided equally among 1
_ hour practicing the piece for his recital. 10 5
4
3 boxes. How many prizes were in Possible answer: 12
__ of the collection
What is a common denominator for 1_2 16
each box? is trains and cars
and 1_4 ?
36 prizes
Possible answer: 4
22. Lily has two kittens. One kitten weighs 26. Leo walks his dog 7_8 mile. He walks his
15 __
15. Rylee is learning about prime numbers __ pound. The other kitten weighs 12
16 16 dog 3 times a day. How far does Leo
in math class. Her friend asked her to 19. Julia and Sam rode their bikes on the pound. What is the difference in the walk his dog every day? Show how you
name all the prime numbers between 3
bike path. Julia rode her bike __
10 of the weights of the two kittens? can use repeated addition to solve.
10 and 20. What numbers should Rylee

1-57
path's distance. Sam rode his bike __
3 pound _
name? 4 16
7 +7
_+7 _ = 21
__ miles,
_ of the path's distance. Compare the 8 8 8 8
8
5
or 2_ miles
11, 13, 17, 19 distances using <, >, or =. 8
3
4
3 < _ or _ > __ 4 3 23. Jamie put 2 __
12 pounds of green apples
Possible answers: __ 8 8 10 5
10 into a bag. He then added 3 __
16. Cassie wrote some numbers in a 12 pounds
number pattern. of red apples into the same bag. What
14, 17, 12, 15, 10, 13, 8, 11 is the total weight of the apples in the
bag?
What should be the next number in her
8
Possible answer: 5 _
12
pounds
pattern?

*221 *221

Chapter Resources 1-3 Prerequisite Skills Inventory Chapter Resources 1-4 Prerequisite Skills Inventory
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Prerequisite Skills Inventory for Grade 5 Name Prerequisite Skills Inventory for Grade 5
Page 5 Page 6
27. On Tuesday, Lilly spent 1_4 hour working 31. Jill buys a tomato that weighs 0.9 pound. 35. Tyler uses craft sticks to make a 38. A piece of ribbon is 86 centimeters long.
on her science fair project. Ben worked Write the weight of the tomato as a quadrilateral like the one shown.

Chapter Resources
3 times as long on his science fair fraction with a denominator of 100. Metric Units of Length
___
project as Lilly did. How much time did
90 pound
100 1 centimeter (cm) = 10 millimeters (mm)
Ben spend on his science fair project? Tell whether she made a trapezoid,
1 decimeter (dm) = 10 centimeters
_
3 hour parallelogram, rhombus, rectangle, or
4 square. 1 meter (m) = 10 decimeters
32.

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Use <, >, or = to compare 0.36 trapezoid 1 meter (m) = 100 centimeters
28. It takes Akio’s family 2 1_2 hours to drive and 0.4.
1 meter (m) = 1,000 millimeters
from their home to the beach. It takes
Possible answers: 0.36 < 0.4 or
his family 3 times as long to drive to 0.4 > 0.36 Using the information in the chart, find
the mountains as it takes to drive to 36. A puppy weighs 3 pounds. the length of the ribbon in meters.
the beach. How long does it take Akio’s 86
Possible answers: ___
100
meter or
family to drive from their home to the 33. Henry draws an obtuse triangle. How Pounds 0 1
0.86 meter
mountains? many obtuse angles does Henry’s
triangle have? Ounces 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
71
_ hours
39. Mr. Rourke is 5 feet 8 inches tall. How
2
1 obtuse angle What is the puppy’s weight in ounces? tall is Mr. Rourke in inches?

29. The stout infantfish is one of the 48 ounces 68 inches

1-58
world’s smallest fish. It is only about
4
8 __
10 millimeters long. What is this length 34. What term best describes the lines
written as a decimal? shown?
37. The line plot shows the lengths of some
8.4 millimeters leaves Madison collected on a hike. 40. Greta wants to put ribbon around the
perimeter of her art project. How many
Write perpendicular, parallel, or 7 centimeters of ribbon will she need?
30. The distance from Davina’s house to intersecting. 7 7
75 7 7 7 7
her school is 2 ___
100 miles. What is this
parallel 7 7 7 7 7 7
distance written as a decimal? 7 7 7 7 7 7 10 cm
2.75 miles
1 2 3 4 5 6 7
8 8 8 8 8 8 8 15 cm
Length of Leaves (in inches)

50 centimeters
How many leaves were longer
than 5_8 inch?

7 leaves
*221 6723

Chapter Resources 1-5 Prerequisite Skills Inventory Chapter Resources 1-6 Prerequisite Skills Inventory
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Beginning of Year Test Name Beginning of Year Test
Page 1 Page 2
Choose the correct answer. 6. Francine has a piece of wood that is 9. A corn muffin recipe calls for 1_4 cup of
5
5___ feet long. She uses 31
__ feet of the cornmeal and 5_6 cup of flour. What is
1. Judith has a necklace with a mass of Rick and Chad are playing a number 12 4

Chapter Resources
4.
wood for a science project. How much the least common denominator of the
65.736 grams. What is the mass of her pattern game. Rick wrote the following
necklace rounded to the nearest tenth? pattern. wood does Francine have left? fractions?
__ feet
A 82 A 6
A 65.7 grams 32.3, 34.5, 36.7, ____, 41.1 3
B 65.74 grams What is the unknown number in the 2
B 12
B 3___ feet
pattern Rick wrote? 12 C 18
C 65.8 grams

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A 37.9 4
D 66.0 grams C 2___ feet D 24
12
B 38.8
2
D 2___ feet
C 38.9 12

D 39.9

7. Kevin has 3 bags of apples weighing 10. On a coordinate grid, Carrie’s house
a total of 22 1_2 pounds. Two of the bags is located 3 blocks to the right and
2. The post office is 3.56 kilometers from 5. Yolanda read her book for 1 1_5 hours weigh 6 3_8 pounds and 3 1_4 pounds. How 4 blocks up from (0, 0). Mike’s house
Maria’s house and 1.38 kilometers from is located 2 blocks to the left and
Monday evening and for 2 3_5 hours on much does the third bag weigh?
Simon’s house. How much farther does 2 blocks down from Carrie’s house.
Maria live from the library than Simon? Tuesday evening. Which is the best __ pounds
A 117 What ordered pair describes the
8
estimate of the time Yolanda read on location of Mike’s house?

1-59
A 4.94 kilometers Monday and Tuesday? __ pounds
B 124
8 y
B 2.28 kilometers __ hour
A about 4
5 __ pounds
C 127 5
C 2.18 kilometers 8
B about 3 hours 4
D 1.18 kilometers __ pounds
D 135 3
y axis

8 2
__ hours
C about 31
2 1
8. Aisha hiked each day for a week. The x
first day she hiked 1_6 mile, the second 0 1 2 3 4 5
D about 4 hours x axis
3. Crystal’s tomato plant was day she hiked 1_2 mile, and the third day
32.65 centimeters tall in June. During A (1, 5)
July, the plant grew 82.6 centimeters. she hiked 5_6 mile. By how much did she
How tall was Crystal’s tomato plant at increase the distance she hiked B (2, 1)
the end of July? each day? C (1, 2)
9
A 409.1 centimeters A __ miles
6 D (5, 2)
B 115.25 centimeters
__ mile
B 5
C 49.95 centimeters 6

D 40.91 centimeters __ mile

C 1
2
*221 __ mile *221
D 1
3
Chapter Resources 1-7 Beginning of Year Test Chapter Resources 1-8 Beginning of Year Test
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Beginning of Year Test Name Beginning of Year Test
Page 3 Page 4
11. What is the unknown number in 13. A baker is weighing the dough that will 15. Mary drew a picture of her flower 17. The sidewalk tiles leading to the
Sequence 2 in the chart? be used to make pastries. The line plot garden. town library are shaped like regular

Chapter Resources
shows the weight of the dough for each hexagons. Which of the following
Sequence Number 1 2 3 6 8 pastry. describes a regular hexagon?
Sequence 1 4 8 12 24 32
A a figure with 6 congruent sides and
Sequence 2 12 24 36 72 ? ✗ 6 congruent angles
✗ ✗
A 64 What type of quadrilateral is Mary’s B a figure with 6 sides and angles
✗ ✗ ✗
garden? that are not congruent
B 80 ✗ ✗ ✗

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✗ ✗ ✗ A rectangle C a figure with 5 sides and 5 angles
C 96
B rhombus that are not congruent
D 106 1 3 1
4 8 2
C square D a figure with 5 congruent sides and
Dough ( in pounds)
5 congruent angles
D trapezoid
How many pastries will be made from
12. The graph shows the relationship
at least 3_8 pound of dough?
between the number of weeks and
plant growth in inches. A 4
B 7 16. Dmitri made a box with the dimensions 18. A toy box in the shape of a rectangular
Plant Growth (inches) shown to hold his modeling supplies. prism has a volume of 672 cubic
y C 8 inches. The base area of the toy box is
6 28 square inches. What is the height of
D 9 2 ft
the toy box?
5

1-60
2 ft A 10 inches
4 4 ft
B 12 inches
3
14. Marvin is buying a new computer on What is the volume of the box?
layaway for $302. If he makes a down C 22 inches
2 payment of $50 and pays $28 each A 8 cubic feet D 24 inches

Number of Inches
week, how many weeks will it take B 14 cubic feet
1 Marvin to pay for the computer?
C 16 cubic feet
A 8
0 1 2 3 4 5 x D 18 cubic feet 19. A pizza parlor uses 42 tomatoes for
Number of Weeks B 9
each batch of tomato sauce. About how
C 10 many batches of sauce can the pizza
What rule relates the number of weeks parlor make from its last shipment of
D 12
and plant growth in inches? 1,236 tomatoes?
1
A Multiply the number of weeks by 1__ . A 20
2
__. B 30
B Multiply the number of weeks by 11
3
C 35
__.
C Multiply the number of weeks by 11
4 D 48

__. *221 *221

D Multiply the number of weeks by 1
2
Chapter Resources 1-9 Beginning of Year Test Chapter Resources 1-10 Beginning of Year Test
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Answer Key
 Name Beginning of Year Test Name Beginning of Year Test
Page 5 Page 6
20. The art teacher has a list of 23. Jared uses 24 tiles to cover the top of 26. Carlos had 24 class play tickets to 29. The instruction booklet for a DVD
134 students who have signed up for his desk. Of the 24 tiles, 3_8 are blue. sell. He sold 3
__ of the tickets. How many player says that the player uses about
4

Chapter Resources
art classes. The art teacher can register How many of the tiles are blue? tickets did Carlos sell? 0.4 kilowatt of electricity per hour. If
8 students in each class. What is the electricity costs $0.20 per kilowatt hour,
least number of classes needed for all
A 3 A 16 how much does it cost to run the player
the students to be registered in a class? B 8 B 18 for an hour?
A 16 C 9 C 24 A $0.08
B 17 D 12 D 26 B $0.80

© Houghton Mifflin Harcourt Publishing Company

C 18 C $8.00
D 19 D $80.00

21. The number of roses Mr. Adams 24. Tony worked 4 2_3 hours on his science 27. Noreen made 8 2_3 cups of snack mix 30. Rhianna was doing research for a
ordered for his store was three times project. Sonia worked 1 1_4 times as long report about the highest mountains in
as many as the number of carnations for a party. Her guests ate 3_4 of the mix.
on her science project as Tony did. For How much snack mix did her guests the United States. She read that the
ordered. He ordered a total of Grand Teton in Wyoming is about
56 flowers. How many roses did how many hours did Sonia work on her eat? 1.37 × 104 feet high. How should
Mr. Adams order? science project? __ cups
A 51 Rhianna write the height of the Grand
4
A 14 A 45
__ hours
Teton in standard form on her report?
6
__ cups
B 53

1-61
B 28 4 A 137 feet
B 5 hours
C 34 5 B 1,370 feet
C 6___ cups
D 42 C 51
__ hours 12
3 C 13,700 feet
__ cups
D 61
2 D 137,000 feet
D 55
__ hours
6

28. Ganesh is stacking boxes in a storage

25. Julia had 2_3 quart of cleaning liquid. room. There are 12 boxes in all. If each
22. The owner of a clothing store received She used 1_4 of it to clean the sink box weighs 9.6 pounds, how much do
a shipment of 1,230 pairs of socks. counter. How much cleaning liquid the boxes weigh altogether?
The socks came in 36 boxes. The same
did Julia use? A 11.25 pounds
number of pairs of socks were in
1
35 of the boxes. How many pairs of A __ quart
8
socks were in the last box? B 21.6 pounds
__ quart
B 1
A 2 6
C 115.2 pounds
B 5 __ quart
C 1
2
C 15 D 1,152 pounds
5 *221 *221
D 35 D ___ quart
12
Chapter Resources 1-11 Beginning of Year Test Chapter Resources 1-12 Beginning of Year Test
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Answer Key
 Name Beginning of Year Test Name Beginning of Year Test
Page 7 Page 8
31. Jeremy is training for a race. When he 34. Julie has 3_4 quart of fruit juice. She 36. Eli made a loaf of bread. He gave equal 38. Roger is riding in a bike-a-thon to raise
trains, he runs on a path that is pours the same amount into each of portions of 1_2 of the loaf to 3 friends. money for his favorite charity. The total

Chapter Resources
1.25 miles long. Last week, Jeremy ran 4 glasses. Which equation represents What diagram could Eli use to find the distance of the bike-a-thon is
on the path 7 times. How many miles
did Jeremy run on the path last week? the fraction of a quart of fruit juice n fraction of the whole loaf of bread that 38.7 miles. So far he has completed
1
__
that is in each glass? each friend got? 10 of the bike-a-thon. How many miles
A 0.875 mile
3
A __ A has Roger biked?
÷1
__ = n
B 8.75 miles 4 4
A 387 miles
87.5 miles

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C B 4÷3
__ = n
4 B B 38.7 miles
D 875 miles
3
C __ C 3.87 miles
÷4=n
4
C D 0.387 mile
D 3÷4=n

32. There is 1_3 pound of cake that will be 35. Terry evaluates 6 ÷ 1_8 by using a related
shared equally among 4 friends. What multiplication expression.
37. Lori rode her bicycle 19.5 miles in 39. Ellen is making small bags of confetti
fraction of a pound of cake will each Which multiplication expression 3 hours. Which gives the best estimate from a large bag of confetti that weighs
friend get? should he use? of how far Lori rode in 1 hour? 4.75 pounds. If she puts the same
1 __ amount of confetti in each of 5 bags,
pound

1-62
A ___ A 6×1 A between 4 and 5 miles
12 8 how much should each bag weigh?
1 1 __ B between 5 and 6 miles
B __ pound B __ ×1 A 0.09 pound
6 6 8
C between 6 and 7 miles
1 1
B 0.9 pound
C __ pound C __ ×8 D between 7 and 8 miles
2 6 C 0.95 pound
3
D __ pound D 6×8 D 9.1 pounds
4

33. At lunch, 5 friends share 3 pizzas 40. Trevor bought apples that cost
equally. What fraction of a pizza does $0.92 per pound. He paid $5.52 for
each friend get? the apples. How many pounds of
A 3
__ apples did he buy?
5
A 60 pounds
B 2
__
3 B 6 pounds

C 3
__ C 0.6 pound
4
D 0.06 pound
__ *221 *221
D 11
5
Chapter Resources 1-13 Beginning of Year Test Chapter Resources 1-14 Beginning of Year Test
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Answer Key
 Name Beginning of Year Test Name Beginning of Year Test
Page 9 Page 10
41. Carly spent a total of $18.20 on 44. Jamie’s dad travels 365 miles every 46. Chen took 54 photos with his digital 49. The basketball game at the high school
Saturday afternoon. She bought a movie week for business. How many miles camera. He stored an equal number started at 7:30 P.M. and ended at

Chapter Resources
ticket for $8.25 and snacks for $3.85. does he travel in 4 weeks? of photos in each of 6 folders on 10:38 P.M. How long did the game last?
She spent the rest of the money on bus his computer. Which multiplication
A 1,260 miles A 2 hours 8 minutes
fare to get to the movie and back home. sentence could Chen use to find the
How much was the bus fare each way if B 1,360 miles number of photos in each folder? B 2 hours 18 minutes
each trip cost the same amount? C 1,450 miles C 3 hours 8 minutes
A 54 ÷ 6 = 9
A $2.20 D 1,460 miles B D 3 hours 18 minutes
5 × 9 = 45

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B $3.05 C 6 × 9 = 54
C $6.10 D 6 × 54 = 324
D $6.20

47. Rachel’s home is 5 miles from her 50. Kate used 6.15 meters of ribbon to
42. A publisher reports that it sold 45. Amber and her friend Nathan are school. How many yards are in make bows. How many centimeters of
1,516,792 travel magazines. What is the saving to buy a video game that costs 5 miles? ribbon did she use?
value of the digit 5 in 1,516,792 ? $65. Amber earns $12 per week for A 1,760 yards A 615 centimeters
babysitting and spends $4 of it. Nathan
A 5,000 B 7,800 yards
earns $15 per week for walking dogs B 61.5 centimeters
B 50,000 and spends $8 of it. Which expression 8,800 yards
C C 6.15 centimeters
can be used to find how many weeks it

1-63
C 500,000
will take to save for the video game? D 26,400 yards D 0.615 centimeter
D 5,000,000
A 65 ÷ [(12 − 4) + (15 − 8)]
B 65 ÷ [(12 + 4) − (15 + 8)]
C 65 ÷ [(12 − 4) + (15 + 8)] 48. Sarah bought 6 pounds of clay for
43. Martin is buying 400 video games for pottery class. How many ounces of clay
his entertainment store. Each video D 65 ÷ [(12 + 4) − (15 − 8)] did Sarah buy?
game costs $20. Which of the following A 48 ounces
could he use to find the total amount
he will pay for the video games? B 64 ounces
2 C 80 ounces
A (4 × 2) × 10 = 800
B (4 × 2) × 10 3 = 8,000 D 96 ounces

C (4 × 2) × 10 4 = 80,000
D (4 × 2) × 10 5 = 800,000

*221 6723

Chapter Resources 1-15 Beginning of Year Test Chapter Resources 1-16 Beginning of Year Test
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Chapter 1 Test Name Chapter 1 Test
Page 1 Page 2

1. Find the property that each equation shows. 3. Select other ways to write 304,672. Mark all that apply.

Chapter Resources
Write the equation in the correct box. A (3 × 100,000) + (4 × 1,000) + (6 × 100) + (7 × 10) + (2 × 1)

B three hundred forty thousands, six hundred seventy-two

11 × (4 × 6) = (11 × 4) × 6 14 + 27 + 18 = 27 + 14 + 18
C 300,000 + 4,000 + 600 + 70 + 2

D 30 hundred thousand + 4 thousands + 6 hundreds + 70 tens + 2 ones

15 + (12 + 11) = (15 + 12) + 11 18 × 2 = 2 × 18

© Houghton Mifflin Harcourt Publishing Company

4. Erica earned 30,000 bonus points on her computer assignment.
This is 10 times as many bonus points as she earned last week.
5×1=5 72 + 0 = 72 How many bonus points did Erica earn last week?

Commutative Property of Associative Property of Identity Property of 3,000 points

Multiplication Addition Addition

5. Rich earns $35 per week mowing lawns in his neighborhood. Which expression
15 + (12 + 11) =
18 × 2 = 2 × 18 72 + 0 = 72 can be used to show how much money he earns in 8 weeks?
(15 + 12) + 11
A (8 + 30) + (8 + 5) C (8 + 30) × (8 + 5)

Commutative Property Associative Property Identity Property B (8 × 30) + (8 × 5) D (8 × 30) × (8 × 5)

1-64
of Addition of Multiplication of Multiplication
6. The table shows the equations Mr. Berger discussed in math
14 + 27 + 18 = 11 × (4 × 6) =
5×1=5 class today.
27 + 14 + 18 (11 × 4) × 6
Equations
4 × 100 = 4
2. For numbers 2a–2d, select True or False for each statement.
4 × 101 = 40
1
2a. 50 is __
10 of 500. True False 4 × 102 = 400
2b. 290 is 10 times as much as 2,900. True False 4 × 103 = 4,000

2c. 6,500 is 10 times as much as 65. True False

Explain the pattern of zeros in the product when multiplying
2d. 700 is 10 times as much as 70. True False by powers of 10.

Possible explanation: For each power of ten, the number

of zeros written after the base is the same as the
number in the exponent.

*221 *221

Chapter Resources 1-45 Chapter 1 Test Chapter Resources 1-46 Chapter 1 Test
© Houghton Mifflin Harcourt Publishing Company © Houghton Mifflin Harcourt Publishing Company

Answer Key
 Name Chapter 1 Test Name Chapter 1 Test
Page 3 Page 4

7. It is 1,325 feet from Kinsey’s house to her school. Kinsey walks 10. Fahed buys 12 stickers for $2 each. He also buys 4 sticker
to school each morning and gets a ride home each afternoon. albums. Each album costs twice as much as each sticker. Fahed

Chapter Resources
How many feet does Kinsey walk to school in 5 days? has a coupon that gives him $2 off the sticker albums. Which
numerical expression shows how much he spent?

6,625 feet A (12 × 2) + [(4 × 2) − 2] C (12 × 4) + [(4 × 4) − 2]

B (12 × 2) + [(4 × 4) − 2] D (12 × 4) + [(4 × 2) + 2]
8. Liam saves $12 of his allowance each week. Complete the table to show

© Houghton Mifflin Harcourt Publishing Company

the total amount Liam saves. 11. Evaluate the numerical expression.

Liam’s Savings
(57 + 4) × 4 − 16 = 228
Number of Weeks Total Amount

4 $48 12. Paul displays his sports trophies on shelves in his room. He has
5 trophies on each of 3 shelves and 2 trophies on another shelf.
9 $108 Write an expression to represent the number of trophies Paul
displays.
15 $180

(5 × 3) + 2

9. Kara followed these steps to evaluate the expression 22 + (30 − 4) ÷ 2.

13. Veronica is solving this problem in math class.

1-65
30 − 4 = 26 Janelle buys 4 cases of water. Each case of water contains
26 + 22 = 48 12 bottles. Janelle drinks 3 bottles of water.

48 ÷ 2 = 24 Veronica writes a numerical expression to represent the

situation. Her expression, (12 − 3) × 4, has a mistake.
George looks at Kara’s work and says she made a mistake. He says
she should have divided by 2 before she added. Part A

Part A Explain Veronica’s mistake.

Which student is correct? Explain how you know. Possible explanation: Veronica subtracted 3 from 12
when she should have multiplied 12 × 4 and then
George; Possible answer: According to the order subtracted 3 from this amount.
of operations, you should perform division before
addition.
Part B

Part B Write an expression to find how many bottles of water are left,
and then solve it.
Evaluate the expression.
(12 × 4) − 3 = 45
30 2 4 5 26 26 4 2 5 13 22 1 13 5 35 *221 *221

Chapter Resources 1-47 Chapter 1 Test Chapter Resources 1-48 Chapter 1 Test
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Answer Key
 Name Chapter 1 Test Name Chapter 1 Test
Page 5 Page 6
14. Hector has 36 action figures. He separates his action figures 17. Marlene can type 157 words per minute. If she types at the same
into 4 equal groups to share with his friends. How many action rate, how many words can she type in 25 minutes?

Chapter Resources
figures does each friend get?
3,925 words
Part A

Use the array to show your answer.

18. There are 7 school buses taking students on a field trip.
There are 37 students on each bus. How many students

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are going on the field trip?

259 students
Part B
19. Select other ways to write 60,472. Mark all that apply.
Use the multiplication sentence to complete the division
sentence. A (6 × 10,000) + (4 × 100) + (7 × 10) + (2 × 1)

4× 9 = 36 36 ÷ 4 = 9 B 60,000 + 400 + 70 + 2
C sixty thousand, four hundred seventy-two

15. Marcus is making dinner for 7 people. Marcus opens 6 cans of D six thousand, four hundred seventy-two
soup. Each can is 14 ounces. If everyone gets the same amount

1-66
of soup, how much soup will each person get? Use numbers
and words to explain your answer. 20. For numbers 20a–20b, select True or False.

20a. 42 − (9 + 6), value: 27 True False

12 ounces; Possible explanation: First, I multiply
6 3 14 5 84 to find the total number of ounces of 20b. 18 + (22 − 4) ÷ 6, value: 6 True False
soup. Then, I divide 84 4 7 5 12. So, each person
gets 12 ounces of soup.
21. Peter ran 3 miles a day for 17 days. On the 18th day, Peter ran 5 miles.
Write an expression that matches the words.
16. Megan wants to find the quotient. Use multiplication and the
(3 × 17) + 5
Distributive Property to help Megan find the quotient.

72 ÷ 4 = 18 22. Select other ways to express 104. Mark all that apply.

Multiplication 4 × 18 5 72 A 10 × 4 D 10,000

B 10 + 4 E 10 + 10 + 10 + 10
Distributive Property (4 × 10) + (4 × 8)
C 1,000 F 10 × 10 × 10 × 10
*221 6723

Chapter Resources 1-49 Chapter 1 Test Chapter Resources 1-50 Chapter 1 Test
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Answer Key
Sample Level 3 Response

Chapter Resources 1-67 Chapter 1 • Performance Task

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Sample Level 2 Response

Chapter Resources 1-68 Chapter 1 • Performance Task

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Sample Level 1 Response

Chapter Resources 1-69 Chapter 1 • Performance Task

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Sample Level 0 Response

Chapter Resources 1-70 Chapter 1 • Performance Task

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Student’s Name Date

Prerequisite Skills Inventory

Personal
Item Standard Content Focus
Math Trainer
1 [Link].A.2 Write a multi-digit whole number using expanded form. [Link].2
2 [Link].A.3 Round a whole number to a given place value. [Link].3
3 [Link].B.4 Add multi-digit whole numbers. [Link].4
4 [Link].B.4 Subtract multi-digit whole numbers. [Link].4
5 [Link].B.5 Use a pattern and a basic fact to find a product. [Link].5
6 [Link].B.5 Use a model to find a product. [Link].5
7 [Link].B.5 Multiply a two-digit whole number by a one-digit whole number. [Link].5
8 [Link].B.5 Multiply a four-digit whole number by a one-digit whole number. [Link].5
9 [Link].A.3 Use the order of operations to find the value of an expression. [Link].3
10 [Link].B.5 Use an area model to find a product. [Link].5
11 [Link].B.6 Interpret a model of division with a remainder. [Link].6
12 [Link].B.6 Apply the Distributive Property to division. [Link].6
13 [Link].B.6 Divide a four-digit whole number by a one-digit whole number. [Link].6
14 [Link].B.6 Solve a multi-step word problem. [Link].6
15 [Link].B.4 Identify prime numbers. [Link].4
16 [Link].C.5 Interpret patterns with a two-operation rule. [Link].5
17 [Link].A.1 Find an equivalent fraction. [Link].1
18 [Link].A.1 Find a common denominator of two fractions. [Link].1
19 [Link].A.2 Compare fractions using benchmarks. [Link].2
20 [Link].B.3d Add fractions with like denominators. [Link].3d
21 [Link].B.3d Subtract fractions with like denominators. [Link].3d
22 [Link].B.3d Subtract fractions with like denominators. [Link].3d
23 [Link].B.3c Add two mixed numbers with like denominators. [Link].3c
24 [Link].B.3c Subtract two mixed numbers with like denominators. [Link].3c
25 [Link].B.3d Add fractions with like denominators. [Link].3d
26 [Link].B.4c Add three fractions with like denominators. [Link].4c
27 [Link].B.4c Multiply a fraction by a whole number. [Link].4c
28 [Link].B.4c Solve comparison problems involving multiplication with fractions. [Link].4c
29 [Link].C.6 Write a mixed number as a decimal. [Link].6

Chapter Resources 1-71 Individual Record Form

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Prerequisite Skills Inventory

Personal
Item Standard Content Focus
Math Trainer
30 [Link].C.6 Write a mixed number as a decimal. [Link].6
31 [Link].C.5 Write a decimal as a fraction with a denominator of 100. [Link].5
32 [Link].C.7 Compare decimal values. [Link].7
33 4.G.A.2 Identify the properties of triangles. 4.G.2
34 4.G.A.1 Identify perpendicular, parallel, and intersecting lines. 4.G.1
35 4.G.A.2 Identify a quadrilateral given a figure. 4.G.2
36 [Link].A.1 Use a model to convert between customary units of weight. [Link].1
37 [Link].B.4 Interpret a line plot. [Link].4
38 [Link].A.1 Covert metric units of length. [Link].1
39 [Link].A.2 Convert a measurement given in mixed units. [Link].2
40 [Link].A.3 Use a formula to find the perimeter of a rectangle. [Link].3

Chapter Resources 1-72 Individual Record Form

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Student’s Name Date

Beginning of Year/Middle of Year/End of Year Test

Personal
Item Lesson Standard Content Focus Intervene with
Math Trainer

1 3.4 [Link].A.4 Round a decimal to a given place. R—3.4 [Link].4

2 3.9 [Link].B.7 Subtract decimals to hundredths. R—3.9 [Link].7

3 3.8 [Link].B.7 Add decimals to hundredths. R—3.8 [Link].7

Find an unknown number in a decimal

4 3.10 [Link].B.7 R—3.10 [Link].7
number pattern.

5 6.3 [Link].A.2 Estimate a sum by rounding fractions. R—6.3 [Link].2

6 6.7 [Link].A.1 Subtract mixed numbers. R—6.7 [Link].1

Solve multi-step word problems involving

7 6.9 [Link].A.2 R—6.9 [Link].2
mixed numbers.
Subtract fractions with different
8 6.8 [Link].A.1 R—6.8 [Link].1
denominators.
Find the least common denominator of two
9 6.4 [Link].A.1 R—6.4 [Link].1
fractions.

10 9.2 5.G.A.1 Find an ordered pair on a coordinate grid. R—9.2 5.G.1

11 9.5 [Link].B.3 Identify a rule for a number sequence. R—9.5 [Link].3

12 9.7 [Link].B.3 Identify a rule using a graph. R—9.7 [Link].3

13 9.1 [Link].B.2 Interpret data on a line plot. R—9.1 [Link].2

Identify and use a rule to solve a word

14 9.6 [Link].B.3 R—9.6 [Link].3
problem.

5.G.B.3, 5.G.3,
15 11.3 Identify a quadrilateral given a figure. R—11.3
5.G.B.4 5.G.4

[Link].C.5a, [Link].5a,
16 11.9 Find the volume of a rectangular prism. R—11.9
[Link].C.5b [Link].5b

17 11.1 5.G.B.3 Describe a regular polygon. R—11.1 5.G.3

Key: R—Reteach

Chapter Resources 1-73 Individual Record Form

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Student’s Name Date

Beginning of Year/Middle of Year/End of Year Test

Personal
Item Lesson Standard Content Focus Intervene with
Math Trainer

[Link].C.5a, Find a missing dimension given the volume [Link].5a,

18 11.8 R—11.8
[Link].C.5b of a rectangular prism. [Link].5b

19 2.5 [Link].B.6 Estimate a quotient. R—2.5 [Link].6

Divide whole numbers and interpret the

20 2.7 [Link].B.3 R—2.7 [Link].3
remainder.

21 2.9 [Link].B.6 Solve a word problem using division. R—2.9 [Link].6

Divide whole numbers and interpret the

22 2.6 [Link].B.6 R—2.6 [Link].6
remainder.

Find part of a group by multiplying a fraction

23 7.1 [Link].B.4a R—7.1 [Link].4a
and a whole number.

24 7.9 [Link].B.6 Multiply two mixed numbers. R—7.9 [Link].6

[Link].B.4a, [Link].4a,
25 7.6 Multiply two fractions. R—7.6
[Link].B.5b [Link].5b

26 7.3 [Link].B.4a Multiply a fraction and a whole number. R—7.3 [Link].4a

27 7.9 [Link].B.6 Multiply a mixed number and a fraction. R—7.9 [Link].6

28 4.4 [Link].B.7 Multiply a whole number and a decimal. R—4.4 [Link].7

29 4.8 [Link].B.7 Multiply decimals to hundredths. R—4.8 [Link].7

Write the standard form of a number written

30 4.1 [Link].A.2 R—4.1 [Link].2
as a decimal multiplied by a power of 10.

31 4.3 [Link].B.7 Multiply a whole number and a decimal. R—4.3 [Link].7

32 8.4 [Link].B.7c Divide a fraction by a whole number. R—8.4 [Link].7c

Interpret a fraction as division of the

33 8.3 [Link].B.3 R—8.3 [Link].3
numerator by the denominator.

[Link].B.7a, [Link].7a,
34 8.5 Write an equation for a story problem. R—8.5
[Link].B.7b [Link].7b

Key: R—Reteach

Chapter Resources 1-74 Individual Record Form

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Student’s Name Date

Beginning of Year/Middle of Year/End of Year Test

Personal
Item Lesson Standard Content Focus Intervene with
Math Trainer
Use a related multiplication expression to
35 8.4 [Link].B.7c R—8.4 [Link].7c
divide fractions.
Use the strategy make a diagram to solve
36 8.2 [Link].B.7b problems involving division of a unit fraction R—8.2 [Link].7b
by a whole number.

37 5.3 [Link].B.7 Estimate a quotient. R—5.3 [Link].7

Use a pattern to place a decimal point in a

38 5.1 [Link].A.2 R—5.1 [Link].2
quotient.

39 5.4 [Link].B.7 Divide a decimal by a whole number. R—5.4 [Link].7

40 5.6 [Link].B.7 Divide a decimal by a decimal. R—5.6 [Link].7

Use operations to solve problems involving

41 5.8 [Link].B.7 R—5.8 [Link].7
decimals.

Identify the value of a digit in a whole

42 1.2 [Link].A.1 R—1.2 [Link].1
number.

Use a basic fact and a power of 10 to find a

43 1.5 [Link].A.2 R—1.5 [Link].2
product.

Multiply a multi-digit whole number by a

44 1.6 [Link].B.5 R—1.6 [Link].5
one-digit whole number.

Write a numerical expression with brackets

45 1.12 [Link].A.1 R—1.12 [Link].1
and parentheses.

Write a related multiplication sentence for a

46 1.8 [Link].B.6 R—1.8 [Link].6
division problem.

47 10.1 [Link].A.1 Convert customary units of length. R—10.1 [Link].1

48 10.3 [Link].A.1 Convert customary units of weight. R—10.3 [Link].1

Find elapsed time given a start time and end

49 10.7 [Link].A.1 R—10.7 [Link].1
time.

50 10.5 [Link].A.1 Convert metric units of length. R—10.5 [Link].1

Key: R—Reteach

Chapter Resources 1-75 Individual Record Form

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Student’s Name Date

Chapter 1 Test

Intervene Personal
Item Lesson Standard Content Focus
With Math Trainer

1, 5 1.3 [Link].A.1 Use properties of operations. R—1.3 [Link].1

2, 4 1.1 [Link].A.1 Describe place-value positions. R—1.1 [Link].1

3, 19 1.2 [Link].A.1 Read, write, and represent whole numbers. R—1.2 [Link].1

6 1.5 [Link].A.2 Recognize multiplication patterns. R—1.5 [Link].2

7, 18 1.6 [Link].B.5 Multiply by 1-digit numbers. R—1.6 [Link].5

8, 17 1.7 [Link].B.5 Multiply by 2-digit numbers. R—1.7 [Link].5

9, 11,
1.11 [Link].A.1 Evaluate numerical expressions. R—1.11 [Link].1
13, 20

10 1.12 [Link].A.1 Evaluate with grouping symbols. R—1.12 [Link].1

12, 21 1.10 [Link].A.2 Write numerical expressions. R—1.10 [Link].2

14, 16 1.8 [Link].B.6 Relate multiplication to division. R—1.8 [Link].6

15 1.9 [Link].B.6 Solve multiplication and division problems. R—1.9 [Link].6

22 1.4 [Link].A.2 Use exponents to show powers of 10. R—1.4 [Link].2

Key: R—Reteach

Chapter Resources 1-76 Individual Record Form

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