A Story of Units®

Eureka Math™
Grade 5, Module

Student _A
Contains copy-ready classwork and homework
as well as templates (including cut outs)

Published by the non-profit Great Minds.

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10 9 8 7 6 5 4 3 2 1
 A STORY OF UNITS Lesson 1 Problem Set 5 3

Name Date

0 1 2
1. Use the folded paper strip to mark points 0 and 1 above the number line and , , and below it.
2 2 2

Draw one vertical line down the middle of each rectangle, creating two parts. Shade the left half of each.
2 3 4 5
Partition with horizontal lines to show the equivalent fractions , , , and . Use multiplication to show
4 6 8 10
the change in the units.

1 1 1 1

1 1×2 2
= =
2 2×2 4

0 1 2 3
2. Use the folded paper strip to mark points 0 and 1 above the number line and , , , and below it.
3 3 3 3
Follow the same pattern as Problem 1 but with thirds.

1 1 1 1

Lesson 1: Make equivalent fractions with the number line, the area model, 1
and numbers.

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 A STORY OF UNITS Lesson 1 Problem Set 5 3

3. Continue the pattern with 3 fourths.

1 1 1 1

4. Continue the process, and model 2 equivalent fractions for 6 fifths.

1 1 1 1

Lesson 1: Make equivalent fractions with the number line, the area model, 2
and numbers.

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 A STORY OF UNITS Lesson 1 Homework 5 3

Name Date

0 1 2 3
1. Use the folded paper strip to mark points 0 and 1 above the number line and , , , and below it.
3 3 3 3

Draw two vertical lines to break each rectangle into thirds. Shade the left third of each. Partition with
horizontal lines to show equivalent fractions. Use multiplication to show the change in the units.
1 1 1 1

1 1×2 2
= =
3 3×2 6

0 1 2 3 4
2. Use the folded paper strip to mark points 0 and 1 above the number line and , , , , and below it.
4 4 4 4 4
Follow the same pattern as Problem 1 but with fourths.

1 1 1 1

Lesson 1: Make equivalent fractions with the number line, the area model, 3
and numbers.

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 A STORY OF UNITS Lesson 1 Homework 5 3

3. Continue the pattern with 4 fifths.

1 1 1 1

4. Continue the process, and model 2 equivalent fractions for 9 eighths. Estimate to mark the points on the
number line.

1 1 1 1

Lesson 1: Make equivalent fractions with the number line, the area model, 4
and numbers.

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 A STORY OF UNITS Lesson 2 Problem Set 5 3

Name Date
1. Show each expression on a number line. Solve.
2 1 1 1 1
a. + b. + +
5 5 3 3 3

3 3 3 3 1
c. + + d. 2 × +
10 10 10 4 4

2. Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show Part (a) on a number line.
6 9
a. b.
7 2

12 27
c. d.
10 5

Lesson 2: Make equivalent fractions with sums of fractions with like 5

denominators.

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 A STORY OF UNITS Lesson 2 Problem Set 5 3

3. Express each of the following as the sum of a whole number and a fraction. Show Parts (c) and (d) on
number lines.
9 9
a. b.
7 2

32 24
c. d.
7 9

4. Marisela cut four equivalent lengths of ribbon. Each was 5 eighths of a yard long. How many yards of
ribbon did she cut? Express your answer as the sum of a whole number and the remaining fractional
units. Draw a number line to represent the problem.

Lesson 2: Make equivalent fractions with sums of fractions with like 6

denominators.

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 A STORY OF UNITS Lesson 2 Homework 5 3

Name Date

1. Show each expression on a number line. Solve.

4 1 1 1 1 1
a. + b. + + +
9 9 4 4 4 4

2 2 2 3 1
c. + + d. 2 × +
7 7 7 5 5

2. Express each fraction as the sum of two or three equal fractional parts. Rewrite each as a multiplication
equation. Show Part (a) on a number line.
6 9
a. b.
11 4

12 27
c. d.
8 10

Lesson 2: Make equivalent fractions with sums of fractions with like 7

denominators.

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 A STORY OF UNITS Lesson 2 Homework 5 3

3. Express each of the following as the sum of a whole number and a fraction. Show Parts (c) and (d) on
number lines.
9 7
a. b.
5 2

25 21
c. d.
7 9

4. Natalie sawed five boards of equal length to make a stool. Each was 9 tenths of a meter long. What is
the total length of the boards she sawed? Express your answer as the sum of a whole number and the
remaining fractional units. Draw a number line to represent the problem.

Lesson 2: Make equivalent fractions with sums of fractions with like 8

denominators.

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 A STORY OF UNITS Lesson 3 Problem Set 5 3

Name Date

1. Draw a rectangular fraction model to find the sum. Simplify your answer, if possible.

1 1 1 1
a. + = b. + =
2 3 3 5

1 1 1 1
c. + = d. + =
4 3 3 7

Lesson 3: Add fractions with unlike units using the strategy of creating 9
equivalent fractions.

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 A STORY OF UNITS Lesson 3 Problem Set 5 3

3 1 2 2
e. + = f. + =
4 5 3 7

Solve the following problems. Draw a picture and write the number sentence that proves the answer.
Simplify your answer, if possible.
1 1
2. Jamal used yard of ribbon to tie a package and yard of ribbon to tie a bow. How many yards of ribbon
3 6
did Jamal use?

Lesson 3: Add fractions with unlike units using the strategy of creating 10
equivalent fractions.

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 A STORY OF UNITS Lesson 3 Problem Set 5 3

1 3
3. Over the weekend, Nolan drank quart of orange juice, and Andrea drank quart of orange juice.
6 4
How many quarts did they drink together?

1 2
4. Nadia spent of her money on a shirt and of her money on new shoes. What fraction of Nadia’s money
4 5
has been spent? What fraction of her money is left?

Lesson 3: Add fractions with unlike units using the strategy of creating 11
equivalent fractions.

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 A STORY OF UNITS Lesson 3 Homework 5 3

Name Date

1. Draw a rectangular fraction model to find the sum. Simplify your answer, if possible.

1 1 1 1
a. + = b. + =
4 3 4 5

1 1 1 1
c. + = d. + =
4 6 5 9

Lesson 3: Add fractions with unlike units using the strategy of creating 12
equivalent fractions.

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 A STORY OF UNITS Lesson 3 Homework 5 3

1 2 3 3
e. + = f. + =
4 5 5 7

Solve the following problems. Draw a picture, and write the number sentence that proves the answer.
Simplify your answer, if possible.
3 1
2. Rajesh jogged mile and then walked mile to cool down. How far did he travel?
4 6

Lesson 3: Add fractions with unlike units using the strategy of creating 13
equivalent fractions.

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 A STORY OF UNITS Lesson 3 Homework 5 3

2 1
3. Cynthia completed of the items on her to-do list in the morning and finished of the items during her
3 8
lunch break. What fraction of her to-do list is finished by the end of her lunch break?
(Extension: What fraction of her to-do list does she still have to do after lunch?)

2 1
4. Sam read of her book over the weekend and of it on Monday. What fraction of the book has she
5 6
read? What fraction of the book is left?

Lesson 3: Add fractions with unlike units using the strategy of creating 14
equivalent fractions.

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 A STORY OF UNITS Lesson 4 Problem Set 5 3

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
When possible, write your answer as a mixed number.

2 1 3 2
a. 3
+2= b. 4
+3=

1 3 5 1
c. + = d. + =
2 5 7 2

Lesson 4: Add fractions with sums between 1 and 2. 15

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 A STORY OF UNITS Lesson 4 Problem Set 5 3

3 5 2 3
e. +6= f. 3
+7=
4

Solve the following problems. Draw a picture, and write the number sentence that proves the answer.
Simplify your answer, if possible.
2 3
2. Penny used lb of flour to bake a vanilla cake. She used another lb of flour to bake a
5 4
chocolate cake. How much flour did she use altogether?

Lesson 4: Add fractions with sums between 1 and 2. 16

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 A STORY OF UNITS Lesson 4 Problem Set 5 3

3 7
3. Carlos wants to practice piano 2 hours each day. He practices piano for hour before school and hour
4 10
when he gets home. How many hours has Carlos practiced piano? How much longer does he need to
practice before going to bed in order to meet his goal?

Lesson 4: Add fractions with sums between 1 and 2. 17

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 A STORY OF UNITS Lesson 4 Homework 5 3

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
When possible, write your answer as a mixed number.

3 1 3 2
a. 4
+3= b. 4
+3=

1 3 5 1
c. + = d. + =
3 5 6 2

Lesson 4: Add fractions with sums between 1 and 2. 18

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 A STORY OF UNITS Lesson 4 Homework 5 3

2 5 4 4
e. +6= f. + =
3 3 7

Solve the following problems. Draw a picture, and write the number sentence that proves the answer.
Simplify your answer, if possible.
2 3
2. Sam made liter of punch and liter of tea to take to a party. How many liters of beverages did Sam
3 4
bring to the party?

Lesson 4: Add fractions with sums between 1 and 2. 19

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 A STORY OF UNITS Lesson 4 Homework 5 3

5
3. Mr. Sinofsky used of a tank of gas on a trip to visit relatives for the weekend and another 1 half of a tank
8
1
commuting to work the next week. He then took another weekend trip and used tank of gas.
4
How many tanks of gas did Mr. Sinofsky use altogether?

Lesson 4: Add fractions with sums between 1 and 2. 20

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 A STORY OF UNITS Lesson 5 Problem Set 5 3

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer, if possible.

1 1 2 1
a. 3 4
= b. 3 2
=

5 1 2 1
c. = d. =
6 4 3 7

Lesson 5: Subtract fractions with unlike units using the strategy of creating 21
equivalent fractions.

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 A STORY OF UNITS Lesson 5 Problem Set 5 3

3 3 3 2
e. = f. 4 7
=
4 8

2 1
2. Mr. Penman had liter of salt water. He used of a liter for an experiment. How much salt water does
3 5
Mr. Penman have left?

Lesson 5: Subtract fractions with unlike units using the strategy of creating 22
equivalent fractions.

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 A STORY OF UNITS Lesson 5 Problem Set 5 3

4 1 3
3. Sandra says that = because all you have to do is subtract the numerators and subtract the
7 3 4
denominators. Convince Sandra that she is wrong. You may draw a rectangular fraction model to support
your thinking.

Lesson 5: Subtract fractions with unlike units using the strategy of creating 23
equivalent fractions.

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 A STORY OF UNITS Lesson 5 Homework 5 3

Name Date

3
1. The picture below shows of the rectangle shaded. Use the picture to show how to create an equivalent
4
3 1
fraction for 4, and then subtract 3.
3 1
1 =
4 3

2. Find the difference. Use a rectangular fraction model to find common denominators. Simplify your
answer, if possible.

5 1 2 1
a. = b. =
6 3 3 2

5 1 4 1
c. = d. =
6 4 5 2

Lesson 5: Subtract fractions with unlike units using the strategy of creating 24
equivalent fractions.

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 A STORY OF UNITS Lesson 5 Homework 5 3

2 2 5 2
e. = f. =
3 5 7 3

1 7
3. Robin used of a pound of butter to make a cake. Before she started, she had of a pound of butter.
4 8
How much butter did Robin have when she was done baking? Give your answer as a fraction of a pound.

Lesson 5: Subtract fractions with unlike units using the strategy of creating 25
equivalent fractions.

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 A STORY OF UNITS Lesson 5 Homework 5 3

3 3
4. Katrina needs kilogram of flour for a recipe. Her mother has kilogram of flour in her pantry. Is this
5 7
enough flour for the recipe? If not, how much more will she need?

Lesson 5: Subtract fractions with unlike units using the strategy of creating 26
equivalent fractions.

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 A STORY OF UNITS Lesson 6 Problem Set 5 3

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer, if possible.

1 1 1 1
a. 1 = b. 1 =
4 3 5 3

3 1 2 1
c. 1 8 2
= d. 1 5 2
=

Lesson 6: Subtract fractions from numbers between 1 and 2. 27

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 A STORY OF UNITS Lesson 6 Problem Set 5 3

2 1 2 3
e. 1 7 3
= f. 13 5
=

1 5
2. Jean-Luc jogged around the lake in 1 hour. William jogged the same distance in hour. How much
4 6
longer did Jean-Luc take than William in hours?

Lesson 6: Subtract fractions from numbers between 1 and 2. 28

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 A STORY OF UNITS Lesson 6 Problem Set 5 3

2 3 1 2
3. Is it true that 1 = + ? Prove your answer.
5 4 4 5

Lesson 6: Subtract fractions from numbers between 1 and 2. 29

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 A STORY OF UNITS Lesson 6 Homework 5 3

Name Date

1. For the following problems, draw a picture using the rectangular fraction model and write the answer.
Simplify your answer, if possible.
5 3 5
a. 1 = b. 2 6
=
6

4 5 1 3
c. = d. 1 =
3 7 8 5

Lesson 6: Subtract fractions from numbers between 1 and 2. 30

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A STORY OF UNITS Lesson 6 Homework 5 3

2 3 5 7
e. 1 5 4
= f. 16 =
8

9 3 3 2
g. = h. 1 =
7 4 12 3

Lesson 6: Subtract fractions from numbers between 1 and 2. 31

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 A STORY OF UNITS Lesson 6 Homework 5 3

1 5
2. Sam had 1 m of rope. He cut off m and used it for a project. How much rope does Sam have left?
2 8

3 2
3. Jackson had 1 kg of fertilizer. He used some to fertilize a flower bed, and he only had kg left.
8 3
How much fertilizer was used in the flower bed?

Lesson 6: Subtract fractions from numbers between 1 and 2. 32

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 A STORY OF UNITS Lesson 7 Problem Set 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.
1 2
1. George weeded of the garden, and Summer weeded some, too. When they were finished, of the
5 3
garden still needed to be weeded. What fraction of the garden did Summer weed?

1 1 1
2. Jing spent of her money on a pack of pens, of her money on a pack of markers, and of her money on
3 2 8
a pack of pencils. What fraction of her money is left?

Lesson 7: Solve two-step word problems. 33

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 A STORY OF UNITS Lesson 7 Problem Set 5 3

2 3
3. Shelby bought a 2-ounce tube of blue paint. She used ounce to paint the water, ounce to paint the
3 5
2
sky, and some to paint a flag. After that, she has ounce left. How much paint did Shelby use to paint
15
her flag?

3 5
4. Jim sold gallon of lemonade. Dwight sold some lemonade, too. Together, they sold 1 gallons.
4 12
Who sold more lemonade, Jim or Dwight? How much more?

Lesson 7: Solve two-step word problems. 34

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 A STORY OF UNITS Lesson 7 Problem Set 5 3

1
5. Leonard spent of his money on a sandwich. He spent 2 times as much on a gift for his brother as on
4
3
some comic books. He had of his money left. What fraction of his money did he spend on the comic
8
books?

Lesson 7: Solve two-step word problems. 35

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 A STORY OF UNITS Lesson 7 Homework 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.
1 1
1. Christine baked a pumpkin pie. She ate of the pie. Her brother ate of it and gave the leftovers to his
6 3
friends. What fraction of the pie did he give to his friends?

1 4
2. Liang went to the bookstore. He spent of his money on a pen and of it on books. What fraction of his
3 7
money did he have left?

Lesson 7: Solve two-step word problems. 36

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 A STORY OF UNITS Lesson 7 Homework 5 3

2 1
3. Tiffany bought kg of cherries. Linda bought kg of cherries less than Tiffany. How many kilograms of
5 10
cherries did they buy altogether?

3 1
4. Mr. Rivas bought a can of paint. He used of it to paint a bookshelf. He used of it to paint a wagon.
8 4
1
He used some of it to paint a birdhouse and has of the paint left. How much paint did he use for the
8
birdhouse?

Lesson 7: Solve two-step word problems. 37

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 A STORY OF UNITS Lesson 7 Homework 5 3

1 2
5. Ribbon A is m long. It is m shorter than Ribbon B. What’s the total length of the two ribbons?
3 5

Lesson 7: Solve two-step word problems. 38

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 A STORY OF UNITS Lesson 8 Problem Set 5•3

Name Date

1. Add or subtract.
1 3
a. 2 + 1 = b. 2 18 =
5

2 3 2
c. 5 5 + 2 5 = d. 4 27 =

3 2
e. 9 4 + 8 = f. 17 15 3 =

2 7
g. 15 + 17 = h. 100 20 =
3 8

Lesson 8: Add fractions to and subtract fractions from whole numbers using 39
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Problem Set 5•3

1
2. Calvin had 30 minutes in time-out. For the first 23 minutes, Calvin counted spots on the ceiling. For the
3
rest of the time, he made faces at his stuffed tiger. How long did Calvin spend making faces at his tiger?

1
3. Linda planned to spend 9 hours practicing piano this week. By Tuesday, she had spent 2 hours
2
practicing. How much longer does she need to practice to reach her goal?

Lesson 8: Add fractions to and subtract fractions from whole numbers using 40
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Problem Set 5•3

1
4. Gary says that 3 1 will be more than 2, since 3 – 1 is 2. Draw a picture to prove that Gary is wrong.
3

Lesson 8: Add fractions to and subtract fractions from whole numbers using 41
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Homework 5•3

Name Date

1. Add or subtract.
1 5
a. 3 + 1 = b. 2 18 =
4

2 3 5
c. 5 5 + 2 5 = d. 4 2 =
7

4 3
e. 8 5 + 7 = f. 18 15 4 =

5 3
g. 16 + 18 6 = h. 100 50 8 =

Lesson 8: Add fractions to and subtract fractions from whole numbers using 42
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Homework 5•3

5
2. The total length of two ribbons is 13 meters. If one ribbon is 7 meters long, what is the length of the
8
other ribbon?

1
3. It took Sandy two hours to jog 13 miles. She ran 7 miles in the first hour. How far did she run during the
2
second hour?

Lesson 8: Add fractions to and subtract fractions from whole numbers using 43
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Homework 5•3

3 1 1 4 1
4. Andre says that 5 + 2 = 7 because 7 = 7 . Identify his mistake. Draw a picture to prove that he is
4 4 2 8 2
wrong.

Lesson 8: Add fractions to and subtract fractions from whole numbers using 44
equivalence and the number line as strategies.

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 A STORY OF UNITS Lesson 8 Template 5•3

empty number line

Lesson 8: Add fractions to and subtract fractions from whole numbers using 45
equivalence and the number line as strategies.

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46
 A STORY OF UNITS Lesson 9 Problem Set 5 3

Name Date __________________

1. First make like units, and then add.

3 1 1 9
a. + = b. + =
4 7 4 8

3 3 4 4
c. + = d. + =
8 7 9 7

1 2 3 5
e. + = f. + =
5 3 4 6

Lesson 9: Add fractions making like units numerically. 47

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 A STORY OF UNITS Lesson 9 Problem Set 5 3

2 1 3 1
g. + = h. +1 =
3 11 4 10

2. Whitney says that to add fractions with different denominators, you always have to multiply the
denominators to find the common unit; for example:
1 1 6 4
+ = + .
4 6 24 24

Show Whitney how she could have chosen a denominator smaller than 24, and solve the problem.

Lesson 9: Add fractions making like units numerically. 48

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 A STORY OF UNITS Lesson 9 Problem Set 5 3

3 7
3. Jackie brought of a gallon of iced tea to the party. Bill brought of a gallon of iced tea to the same
4 8
party. How much iced tea did Jackie and Bill bring to the party?

2
4. Madame Curie made some radium in her lab. She used kg of the radium in an experiment and had
5
1
1 kg left. How much radium did she have at first? (Extension: If she performed the experiment twice,
4
how much radium would she have left?)

Lesson 9: Add fractions making like units numerically. 49

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 A STORY OF UNITS Lesson 9 Homework 5 3

Name Date

1. Make like units, and then add.

3 1 3 1
a. + = b. + =
5 3 5 11

2 5 2 1 1
c. + = d. + + =
9 6 5 4 10

1 7 5 7
e. + = f. + =
3 5 8 12

Lesson 9: Add fractions making like units numerically. 50

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 A STORY OF UNITS Lesson 9 Homework 5 3

1 3 5 1
g. 1 + = h. +1 =
3 4 6 4

2 3
2. On Monday, Ka practiced guitar for of one hour. When she finished, she practiced piano for of one
3 4
hour. How much time did Ka spend practicing instruments on Monday?

Lesson 9: Add fractions making like units numerically. 51

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 A STORY OF UNITS Lesson 9 Homework 5 3

3 1
3. Ms. How bought a bag of rice for dinner. She used kg of the rice and still had 2 kg left. How heavy
5 4
was the bag of rice that Ms. How bought?

2 3
4. Joe spends of his money on a jacket and of his money on a shirt. He spends the rest on a pair of pants.
5 8
What fraction of his money does he use to buy the pants?

Lesson 9: Add fractions making like units numerically. 52

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 A STORY OF UNITS Lesson 10 Problem Set 5

Name Date

1. Add.
1 1 3 2
a. 2 + 1 = b. 2 + 1 =
4 5 4 5

1 1 2 2
c. 1 + 2 = d. 4 + 1 =
5 3 3 5

1 5 6 2
e. 3 + 4 = f. 2 +5 =
3 7 7 3

Lesson 10: Add fractions with sums greater than 2. 53

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 A STORY OF UNITS Lesson 10 Problem Set 5

1 5 5 2
g. 15 + 3 = h. 15 + 5 =
5 8 8 5

1 1 2
2. Erin jogged 2 miles on Monday. Wednesday, she jogged 3 miles, and on Friday, she jogged 2 miles.
4 3 3
How far did Erin jog altogether?

Lesson 10: Add fractions with sums greater than 2. 54

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 A STORY OF UNITS Lesson 10 Problem Set 5

1 5
3. Darren bought some paint. He used 2 gallons painting his living room. After that, he had 3 gallons left.
4 6
How much paint did he buy?

1 3
4. Clayton says that 2 + 3 will be more than 5 but less than 6 since 2 + 3 is 5. Is Clayton’s reasoning
2 5
correct? Prove him right or wrong.

Lesson 10: Add fractions with sums greater than 2. 55

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 A STORY OF UNITS Lesson 10 Homework 5

Name Date

1. Add.
1 1 1 3
a. 2 + 1 = b. 2 + 1 =
2 5 2 5

1 1 2 3
c. 1 + 3 = d. 3 + 1 =
5 3 3 5

1 4 5 2
e. 2 + 4 = f. 3 + 4 =
3 7 7 3

Lesson 10: Add fractions with sums greater than 2. 56

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 A STORY OF UNITS Lesson 10 Homework 5

1 3 3 2
g. 15 + 4 = h. 18 + 2 =
5 8 8 5

1 1 2
2. Angela practiced piano for 2 hours on Friday, 2 hours on Saturday, and 3 hours on Sunday.
2 3 3
How much time did Angela practice piano during the weekend?

Lesson 10: Add fractions with sums greater than 2. 57

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 A STORY OF UNITS Lesson 10 Homework 5

5 1
3. String A is 3 meters long. String B is 2 meters long. What’s the total length of both strings?
6 4

1
4. Matt says that 5 1 will be more than 4, since 5 – 1 is 4. Draw a picture to prove that Matt is wrong.
4

Lesson 10: Add fractions with sums greater than 2. 58

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 A STORY OF UNITS Lesson 11 Problem Set 5 3

Name Date

1. Generate equivalent fractions to get like units. Then, subtract.

1 1 7 1
a. 2 3
= b. 10 3
=

7 3 2 3
c. = d. 1 5 8
=
8 4

3 1 1 1
e. 1 = f. 23 15 =
10 6

6 2 h. Draw a number line to show that your answer

g. 5 7 23 =
to (g) is reasonable.

Lesson 11: Subtract fractions making like units numerically. 59

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 A STORY OF UNITS Lesson 11 Problem Set 5 3

2. George says that, to subtract fractions with different denominators, you always have to multiply the
denominators to find the common unit; for example:
3 1 18 8
8 6
= 48 48
.

Show George how he could have chosen a denominator smaller than 48, and solve the problem.

1 1
3. Meiling has 1 liter of orange juice. She drinks liter. How much orange juice does she have left?
4 3
(Extension: If her brother then drinks twice as much as Meiling, how much is left?)

1 3
4. Harlan used 3 kg of sand to make a large hourglass. To make a smaller hourglass, he only used 1 kg
2 7
of sand. How much more sand did it take to make the large hourglass than the smaller one?

Lesson 11: Subtract fractions making like units numerically. 60

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 A STORY OF UNITS Lesson 11 Homework 5 3

Name Date __________________

1. Generate equivalent fractions to get like units. Then, subtract.

1 1 7 1
a. = b. =
2 5 8 3

7 3 5 2
c. 10 5
= d. 1 6 =
3

1 1 6 2
e. 2 4 15 = f. 57 33 =

7 3 5 1
g. 15 5 = h. 15 3 =
8 4 8 3

Lesson 11: Subtract fractions making like units numerically. 61

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 A STORY OF UNITS Lesson 11 Homework 5 3

1 3
2. Sandy ate of a candy bar. John ate of it. How much more of the candy bar did John eat than Sandy?
6 4

1 2
3. 4 yards of cloth are needed to make a woman’s dress. 2 yards of cloth are needed to make a girl’s
2 7
dress. How much more cloth is needed to make a woman’s dress than a girl’s dress?

1 2
4. Bill reads of a book on Monday. He reads of the book on Tuesday. If he finishes reading the book on
5 3
Wednesday, what fraction of the book did he read on Wednesday?

1
5. Tank A has a capacity of 9.5 gallons. 6 gallons of the tank’s water are poured out. How many gallons of
3
water are left in the tank?

Lesson 11: Subtract fractions making like units numerically. 62

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 A STORY OF UNITS Lesson 12 Problem Set 5 3

Name Date

1. Subtract.
1 1 2 3
a. 3 2 = b. 4 5 34 =
5 4

1 1 2 2
c. 7 5 43 = d. 7 5 53 =

2 1 2 6
e. 4 7 33 = f. 93 27 =

Lesson 12: Subtract fractions greater than or equal to 1. 63

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 A STORY OF UNITS Lesson 12 Problem Set 5 3

2 5 1 3
g. 17 3 56 = h. 18 3 38 =

2. Toby wrote the following:

1 3 2 1
7 3 =4 =4 .
4 4 4 2

Is Toby’s calculation correct? Draw a number line to support your answer.

Lesson 12: Subtract fractions greater than or equal to 1. 64

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 A STORY OF UNITS Lesson 12 Problem Set 5 3

3 3
3. Mr. Neville Iceguy mixed up 12 gallons of chili for a party. If 7 gallons of chili was mild, and the rest
5 4
was extra spicy, how much extra spicy chili did Mr. Iceguy make?

1 1
4. Jazmyne decided to spend 6 hours studying over the weekend. She spent 1 hours studying on Friday
2 4
2
evening and 2 3 hours on Saturday. How much longer does she need to spend studying on Sunday in
order to reach her goal?

Lesson 12: Subtract fractions greater than or equal to 1. 65

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 A STORY OF UNITS Lesson 12 Homework 5 3

Name Date

1. Subtract.
1 1 2 3
a. 3 2 = b. 3 2 =
4 3 3 4

1 1 3 3
c. 6 5 44 = d. 6 5 44 =

2 1 2 5
e. 5 7 43 = f. 8 3 =
3 7

Lesson 12: Subtract fractions greater than or equal to 1. 66

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 A STORY OF UNITS Lesson 12 Homework 5 3

3 7 1 5
g. 18 4 58 = h. 17 5 28 =

2. Tony wrote the following:

1 3 1 3
7 3 =4 .
4 4 4 4

Is Tony’s statement correct? Draw a number line to support your answer.

Lesson 12: Subtract fractions greater than or equal to 1. 67

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 A STORY OF UNITS Lesson 12 Homework 5 3

3 2
3. Ms. Sanger blended 8 gallons of iced tea with some lemonade for a picnic. If there were 13 gallons of
4 5
the beverage, how many gallons of lemonade did she use?

1 1 2
4. A carpenter has 10 feet of wooden plank. He cuts off 4 feet to replace the slat of a deck and 3 feet to
2 4 3
repair a bannister. He uses the rest of the plank to fix a stair. How many feet of wood does the carpenter
use to fix the stair?

Lesson 12: Subtract fractions greater than or equal to 1. 68

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 A STORY OF UNITS Lesson 12 Template 5•3

empty number line; from Lesson 8

Lesson 8: Add fractions to and subtract fractions from whole numbers using 69
equivalence and the number line as strategies.

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This page intentionally left blank

70
 A STORY OF UNITS Lesson 13 Problem Set 5

Name Date

1. Are the following expressions greater than or less than 1? Circle the correct answer.
1 2
a. + greater than 1 less than 1
2 7

5 3
b. + greater than 1 less than 1
8 5

1 1
c. 1 greater than 1 less than 1
4 3

5 5
d. 3 2 greater than 1 less than 1
8 9

1
2. Are the following expressions greater than or less than ? Circle the correct answer.
2

1 2 1 1
a. + greater than less than
4 3 2 2

3 1 1 1
b. greater than less than
7 8 2 2

1 7 1 1
c. 1 greater than less than
7 8 2 2

3 2 1 1
d. + greater than less than
7 6 2 2

3. Use > , < , or = to make the following statements true.

2 3 2 5 2 5 2
a. 5 + 3 _______ 8 b. 4 3 _______ 1 +
3 4 3 8 5 8 5

1 3 13 4 2 4 2
c. 5 + 1 _______ 6 + d. 15 11 _______ 4 +
2 7 14 7 5 7 5

Lesson 13: Use fraction benchmark numbers to assess reasonableness of addition 71

and subtraction equations.

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 A STORY OF UNITS Lesson 13 Problem Set 5 3

3 2 3 2
4. Is it true that 4 3 = 1 + + ? Prove your answer.
5 3 5 3

3
5. Jackson needs to be 1 inches taller in order to ride the roller coaster. Since he can’t wait, he puts on a
4
1 1
pair of boots that add 1 inches to his height and slips an insole inside to add another inch to his height.
6 8
Will this make Jackson appear tall enough to ride the roller coaster?

1
6. A baker needs 5 lb of butter for a recipe. She found 2 portions that each weigh 1 lb and a portion that
6
2
weighs 2 lb. Does she have enough butter for her recipe?
7

Lesson 13: Use fraction benchmark numbers to assess reasonableness of addition 72

and subtraction equations.

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 A STORY OF UNITS Lesson 13 Homework 5

Name Date

1. Are the following expressions greater than or less than 1? Circle the correct answer.
1 4
a. + greater than 1 less than 1
2 9

5 3
b. + greater than 1 less than 1
8 5

1 1
c. 1 greater than 1 less than 1
5 3

3 3
d. 4 3 greater than 1 less than 1
5 4

1
2. Are the following expressions greater than or less than ? Circle the correct answer.
2

1 1 1 1
a. + greater than less than
5 4 2 2

6 1 1 1
b. greater than less than
7 6 2 2

1 5 1 1
c. 1 greater than less than
7 6 2 2

4 1 1 1
d. + greater than less than
7 8 2 2

3. Use > , < , or = to make the following statements true.

4 2 3 4 3 4 3
a. 5 + 2 _______ 8 b. 3 2 _______ 1 +
5 3 4 7 5 7 5

1 4 13 3 3 3 3
c. 4 + 1 _______ 5 + d. 10 7 _______ 3 +
2 9 18 8 5 8 5

Lesson 13: Use fraction benchmark numbers to assess reasonableness of addition 73

and subtraction equations.

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 A STORY OF UNITS Lesson 13 Homework 5 3

2 3 2 3
4. Is it true that 5 3 = 1 + + ? Prove your answer.
3 4 3 4

1
5. A tree limb hangs 5 feet from a telephone wire. The city trims back the branch before it grows within
4
1 3
2 feet of the wire. Will the city allow the tree to grow 2 more feet?
2 4

1
6. Mr. Kreider wants to paint two doors and several shutters. It takes 2 gallons of paint to coat each door
8
3
and 1 gallons of paint to coat all of his shutters. If Mr. Kreider buys three 2-gallon cans of paint, does he
5
have enough to complete the job?

Lesson 13: Use fraction benchmark numbers to assess reasonableness of addition 74

and subtraction equations.

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 A STORY OF UNITS Lesson 14 Problem Set 5 3

Name Date

1. Rearrange the terms so that you can add or subtract mentally. Then, solve.
1 2 7 1 3 3 2
a. +2 + + b. 2 +
4 3 4 3 5 4 5

3 3 1 3 5 1 4 1
c. 4 2 d. + +
7 4 4 7 6 3 3 6

2. Fill in the blank to make the statement true.

2 2 11 7 1
a. 11 3 = ________ b. 11 + 3 ________ = 15
5 3 3 8 5

Lesson 14: Strategize to solve multi-term problems. 75

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 A STORY OF UNITS Lesson 14 Problem Set 5 3

5 5 2 1 2
c. ________ + = d. ________ 30 7 = 21
12 4 3 4 3

24 8 1 99
e. + ________ + =9 f. 11.1 + 3 ________ =
5 7 10 10

3. DeAngelo needs 100 lb of garden soil to landscape a building. In the company’s storage area, he finds
3 3
2 cases holding 24 lb of garden soil each, and a third case holding 19 lb. How much gardening soil
4 8
does DeAngelo still need in order to do the job?

Lesson 14: Strategize to solve multi-term problems. 76

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 A STORY OF UNITS Lesson 14 Problem Set 5 3

1 1
4. Volunteers helped clean up 8.2 kg of trash in one neighborhood and 11 kg in another. They sent 1 kg
2 4
to be recycled and threw the rest away. How many kilograms of trash did they throw away?

Lesson 14: Strategize to solve multi-term problems. 77

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 A STORY OF UNITS Lesson 14 Homework 5 3

Name Date

1. Rearrange the terms so that you can add or subtract mentally. Then, solve.
3 1 1 1 1 3 5
a. 1 + + + b. 3 +
4 2 4 2 6 4 6

5 6 2 5 7 1 3 2
c. 5 2 d. + +
8 7 7 8 9 2 2 9

2. Fill in the blank to make the statement true.

3 2 3 5 1
a. 7 1 = ________ b. 9 + 1 + ________ = 14
4 7 2 6 4

Lesson 14: Strategize to solve multi-term problems. 78

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 A STORY OF UNITS Lesson 14 Homework 5 3

7 3 6 1 5
c. ________ + = d. ________ 20 3 = 14
10 2 5 4 8

17 5 4 7 66
e. + ________ + = 10 f. 23.1 + 1 ________ =
3 2 5 10 10

3 2 1
3. Laura bought 8 yd of ribbon. She used 1 yd to tie a package and 2 yd to make a bow. Joe later
10 5 3
3
gave her 4 yd. How much ribbon does she now have?
5

Lesson 14: Strategize to solve multi-term problems. 79

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 A STORY OF UNITS Lesson 14 Homework 5 3

1 3
4. Mia bought 10 lb of flour. She used 2 lb of flour to bake banana cakes and some to bake chocolate
9 4
5
cakes. After baking all the cakes, she had 3 lb of flour left. How much flour did she use to bake the
6
chocolate cakes?

Lesson 14: Strategize to solve multi-term problems. 80

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 A STORY OF UNITS Lesson 15 Problem Set 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.
1
1. In a race, the-second place finisher crossed the finish line 1 minutes after the winner. The third-place
3
3 2
finisher was 1 4 minutes behind the second-place finisher. The third-place finisher took 34 3 minutes.
How long did the winner take?

3 4
2. John used 1 kg of salt to melt the ice on his sidewalk. He then used another 3 kg on the driveway.
4 5
If he originally bought 10 kg of salt, how much does he have left?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 81

using benchmark numbers.

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 A STORY OF UNITS Lesson 15 Problem Set 5 3

3 3
3. Sinister Stan stole 3 oz of slime from Messy Molly, but his evil plans require 6 oz of slime. He stole
4 8
3
another 2 oz of slime from Rude Ralph. How much more slime does Sinister Stan need for his evil plan?
5

3 4
4. Gavin had 20 minutes to do a three-problem quiz. He spent 9 minutes on Problem 1 and 3 minutes on
4 5
Problem 2. How much time did he have left for Problem 3? Write the answer in minutes and seconds.

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 82

using benchmark numbers.

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 A STORY OF UNITS Lesson 15 Problem Set 5 3

1
5. Matt wants to shave 2 minutes off his 5K race time. After a month of hard training, he managed to
2
1 1
lower his overall time from 21 minutes to 19 minutes. By how many more minutes does Matt need to
5 4
lower his race time?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 83

using benchmark numbers.

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 A STORY OF UNITS Lesson 15 Homework 5 3

Name Date

Solve the word problems using the RDW strategy. Show all of your work.
2 3
1. A baker buys a 5 lb bag of sugar. She uses 1 lb to make some muffins and 2 lb to make a cake.
3 4
How much sugar does she have left?

1
2. A boxer needs to lose 3 kg in a month to be able to compete as a flyweight. In three weeks, he lowers
2
his weight from 55.5 kg to 53.8 kg. How many kilograms must the boxer lose in the final week to be able
to compete as a flyweight?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 84

using benchmark numbers.

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 A STORY OF UNITS Lesson 15 Homework 5 3

1
3. A construction company builds a new rail line from Town A to Town B. They complete 1 miles in their
4
2 3
first week of work and 1 miles in the second week. If they still have 25 miles left to build, what is the
3 4
distance from Town A to Town B?

2
4. A catering company needs 8.75 lb of shrimp for a small party. They buy 3 lb of jumbo shrimp,
3
5
2 lb of medium-sized shrimp, and some mini-shrimp. How many pounds of mini-shrimp do they buy?
8

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 85

using benchmark numbers.

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 A STORY OF UNITS Lesson 15 Homework 5 3

1
5. Mark breaks up a 9-hour drive into 3 segments. He drives 2 hours before stopping for lunch. After
2
2
driving some more, he stops for gas. If the second segment of his drive was 1 hours longer than the first
3
segment, how long did he drive after stopping for gas?

Lesson 15: Solve multi-step word problems; assess reasonableness of solutions 86

using benchmark numbers.

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 A STORY OF UNITS Lesson 16 Problem Set 5 3

Names and Date

1. Draw the following ribbons. When finished, compare your work to your partner’s.
1
a. 1 ribbon. The piece shown below is only of the whole. Complete the drawing to show the whole
3
ribbon.

4
b. 1 ribbon. The piece shown below is of the whole. Complete the drawing to show the whole
5
ribbon.

c. 2 ribbons, A and B. One third of A is equal to all of B. Draw a picture of the ribbons.

d. 3 ribbons, C, D, and E. C is half the length of D. E is twice as long as D. Draw a picture of the
ribbons.

Lesson 16: Explore part-to-whole relationships. 87

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 A STORY OF UNITS Lesson 16 Problem Set 5 3

2
2. Half of Robert’s piece of wire is equal to of Maria’s wire. The total length of their wires is 10 feet.
3
How much longer is Robert’s wire than Maria’s?

2
3. Half of Sarah’s wire is equal to of Daniel’s. Chris has 3 times as much as Sarah. In all, their wire
5
measures 6 ft. How long is Sarah’s wire in feet?

Lesson 16: Explore part-to-whole relationships. 88

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 A STORY OF UNITS Lesson 16 Homework 5 3

Name Date

Draw the following roads.

3
a. 1 road. The piece shown below is only of the whole. Complete the drawing to show the whole
7
road.

1
b. 1 road. The piece shown below is of the whole. Complete the drawing to show the whole road.
6

c. 3 roads, A, B, and C. B is three times longer than A. C is twice as long as B. Draw the roads. What
fraction of the total length of the roads is the length of A? If Road B is 7 miles longer than Road A,
what is the length of Road C?

d. Write your own road problem with 2 or 3 lengths.

Lesson 16: Explore part-to-whole relationships. 89

This work is derived from Eureka Math ™ and licensed by Great Minds. ©2015 Great Minds. [Link]
G5-M3-SE-1.3.0-05.2015
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