## Eureka Math Grade 5 Answer Key | Engage NY Math 5th Grade Answer Key Solutions

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## EngageNY Math Grade 5 Answer Key | Eureka Math 5th Grade Answers Key PDF Free Download

Eureka Grade 5 Mathematics Module 1 to Module 6 Lesson-wise Answer key PDF links are provided online to access and download for free of cost. After downloading the Engage NY Math Fifth Grade Solutions Pdf , you can practice more with the help of Mid Module and End Module Assessments, Practice Tools. These resources boost up your confidence and identify your level of preparation and areas your lagging. So, download the Eureka Math Grade 5 Answer Keys for all modules and ace up your preparation.

- Eureka Math Grade 5 Module 1 Answer Key
- Eureka Math Grade 5 Module 2 Answer Key
- Eureka Math Grade 5 Module 3 Answer Key
- Eureka Math Grade 5 Module 4 Answer Key
- Eureka Math Grade 5 Module 5 Answer Key
- Eureka Math Grade 5 Module 6 Answer Key

## Key Points of Eureka Grade 5 Mathematics Solution Key PDF

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- Our subject experts have made the Engage NY Eureka Math Grade 5 Solution key as per the Latest Common Core Curriculum.

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## Common Core Grade 5 Math (Worksheets, Homework, Lesson Plans)

Looking for video lessons that will help you in your Common Core Grade 5 Math classwork or homework? Looking for Common Core Math Worksheets and Lesson Plans that will help you prepare lessons for Grade 5 students?

The following lesson plans and worksheets are from the New York State Education Department Common Core-aligned educational resources. The Lesson Plans and Worksheets are divided into six modules.

Related Pages Common Core Math Resources, Lesson Plans And Worksheets Common Core Math Video Lessons, Math Worksheets and Games for Grade 5 Common Core Math Video Lessons, Math Worksheets and Games for all grades

## Grade 5 Homework, Lesson Plans And Worksheets

Module 1 Topics and Objectives | ||
---|---|---|

Standard: 5.NBT.1, 5.NBT.2, 5.MD.1 Days: 4 : Reason concretely and pictorially using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Reason abstractly using place value understanding to relate adjacent base ten units from millions to thousandths. ( ) : Use exponents to name place value units and explain patterns in the placement of the decimal point. ( ) : Use exponents to denote powers of 10 with application to metric conversions. ( ) | ||

Standard: 5.NBT.3 Days: 2 : Name decimal fractions in expanded, unit, and word forms by applying place value reasoning. ( ) : Compare decimal fractions to the thousandths using like units and express comparisons with >, <, =. ( ) | ||

Standard: 5.NBT.4 Days: 2 , : Round a given decimal to any place using place value understanding and the vertical number line. ( ) ( ) | ||

: Topics A-C (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||

Standard: 5.NBT.2, 5.NBT.3, 5.NBT.7 Days: 2 : Add decimals using place value strategies and relate those strategies to a written method. ( ) : Subtract decimals using place value strategies and relate those strategies to a written method. ( ) | ||

Standard: 5.NBT.1, 5.NBT.3, 5.NBT.7 Days: 2 : Multiply a decimal fraction by single-digit whole numbers, relate to a written method through application of the area model and place value understanding, and explain the reasoning used. ( ) : Multiply a decimal fraction by single-digit whole numbers, including using estimation to confirm the placement of the decimal point. ( ) | ||

Standard: 5.NBT.3, 5.NBT.7 Days: 4 : Divide decimals by single-digit whole numbers involving easily identifiable multiples using place value understanding and relate to a written method. ( ) : Divide decimals with a remainder using place value understanding and relate to a written method. ( ) : Divide decimals using place value understanding including remainders in the smallest unit. ( ) : Solve word problems using decimal operations. ( ) | ||

: Topics A-F (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||

Module 2 Topics and Objectives | ||
---|---|---|

Standard: 5.NBT.1, 5.NBT.2, 5.OA.1 Days: 2 : Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. ( ) : Estimate multi-digit products by rounding factors to a basic fact and using place value patterns. ( ) | ||

Standard: 5.OA.1, 5.OA.2, 5.NBT.5 Days: 7 : Write and interpret numerical expressions and compare expressions using a visual model. ( ) : Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication. ( ) : Connect visual models and the distributive property to partial products of the standard algorithm without renaming. ( ) :Connect area diagrams and the distributive property to partial products of the standard algorithm without renaming. ( ) : Connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm and using estimation to check for reasonableness of the product. ( ) : Fluently multiply multi-digit whole numbers using the standard algorithm to solve multi-step word problems. ( ) | ||

Standard: 5.NBT.7, 5.OA.1, 5.OA.2, 5.NBT.1 Days: 3 : Multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. ( ) : Multiply decimal fractions by multi-digit whole numbers through conversion to a whole number problem and reasoning about the placement of the decimal. ( ) : Reason about the product of a whole number and a decimal with hundredths using place value understanding and estimation. ( ) | ||

Standard: 5.NBT.7, 5.NBT.7, 5.MD.1 Days: 3 : Use whole number multiplication to express equivalent measurements. ( ) : Use decimal multiplication to express equivalent measurements. ( ) : Solve two-step word problems involving measurement and multi-digit multiplication. ( ) | ||

: Topics A-D (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||

Standard: 5.NBT.1, 5.NBT.2, 5.NBT.6 Days: 3 : Use patterns for multi-digit whole number division. ( ) , : Use basic facts to approximate quotients with two-digit divisors. ( ) ( ) | ||

Standard: 5.NBT.6 Days: 5 : Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) : Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written method. ( ) , : Divide three- and four-digit dividends by two-digit divisors resulting in two- and three-digit quotients, reasoning about the decomposition of successive remainders in each place value. ( ) ( ) | ||

Standard: 5.NBT.2, 5.NBT.7 Days: 4 : Divide decimal dividends by multiples of 10, reasoning about the placement of the decimal point and making connections to a written method. ( ) : Use basic facts to approximate decimal quotients with two-digit divisors, reasoning about the placement of the decimal point. ( ) , : Divide decimal dividends by two-digit divisors, estimating quotients, reasoning about the placement of the decimal point, and making connections to a written method. ( ) ( ) | ||

Standard: 5.NBT.6, 5.NBT.7 Days: 2 , : Solve division word problems involving multi-digit division with group size unknown and the number of groups unknown. ( ) ( ) | ||

: Topics A-H (assessment ½ day, return ½ day, remediation or further application 2 days) | ||

Module 3 Topics and Objectives | ||
---|---|---|

Standard: 5.NF.1, 5.NF.3 Days: 2 : Make equivalent fractions with the number line, the area model, and numbers. ( ) : Make equivalent fractions with sums of fractions with like denominators. ( ) | ||

Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Add fractions with sums between 1 and 2. ( ) : Subtract fractions with unlike units using the strategy of creating equivalent fractions. ( ) : Subtract fractions from numbers between 1 and 2. ( ) : Solve two-step word problems. ( ) | ||

: Topics A-B (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||

Standard: 5.NF.1, 5.NF.2 Days: 5 : Add fractions to and subtract fractions from whole numbers using equivalence and the number line as strategies. ( ) : Add fractions making like units numerically. ( ) : Add fractions with sums greater than 2. ( ) : Subtract fractions making like units numerically. ( ) : Subtract fractions greater than or equal to one ( ) | ||

Standard: 5.NF.1, 5.NF.2 Days: 4 : Use fraction benchmark numbers to assess reasonableness of addition and subtraction equations. ( ) : Strategize to solve multi-term problems. ( ) : Solve multi-step word problems; assess reasonableness of solutions using benchmark numbers. ( ) : Explore part to whole relationships. ( ) | ||

: Topics C-D (assessment ½ day, return ½ day, remediation or further applications 2 day) | ||

Module 4 Topics and Objectives | ||
---|---|---|

Standard: 5.MD.2 Days: 1 : Measure and compare pencil lengths to the nearest 1/2, 1/4, and 1/8 of an inch, and analyze the data through line plots. ( ) | ||

Standard: 5.NF.3 Days: 4 , : Interpret a fraction as division. ( )( ) : Use tape diagrams to model fractions as division. ( ) : Solve word problems involving the division of whole numbers with answers in the form of fractions or whole numbers. ( ) | ||

Standard: 5.NF.4a Days: 4 : Relate fractions as division to fraction of a set. ( ) : Multiply any whole number by a fraction using tape diagrams. ( ) : Relate fraction of a set to the repeated addition interpretation of fraction multiplication. ( ) : Find a fraction of a measurement, and solve word problems. ( ) | ||

Standard: 5.OA.1, 5.OA.2, 5.NF.4a, 5.NF.6 Days: 3 : Compare and evaluate expressions with parentheses. ( ) , : Solve and create fraction word problems involving addition, subtraction, and multiplication. ( ) | ||

: Topics A-D (assessment ½ day, return ½ day, remediation or further applications 1 day) | ||

Standard: 5.NBT.7, 5.NBT.4a, 5.NF.6, 5.MD.1 Days: 8 : Multiply unit fractions by unit fractions. ( : Multiply unit fractions by non-unit fractions. ( ) : Multiply non-unit fractions by non-unit fractions. ( ) : Solve word problems using tape diagrams and fraction-by-fraction multiplication. ( ) , : Relate decimal and fraction multiplication. ( ) : Convert measures involving whole numbers, and solve multi-step word problems. ( ) : Convert mixed unit measurements, and solve multi-step word problems. ( ) | ||

Standard: 5.NF.5, 5.NF.6 Days: 4 : Explain the size of the product, and relate fraction and decimal equivalence to multiplying a fraction by 1. ( ) , : Compare the size of the product to the size of the factors. ( ) : Solve word problems using fraction and decimal multiplication. ( ) | ||

Standard: 5.OA.1, 5.NBT.7, 5.NF.7 Days: 7 : Divide a whole number by a unit fraction. ( ) : Divide a unit fraction by a whole number. ( ) : Solve problems involving fraction division. ( ) : Write equations and word problems corresponding to tape and number line diagrams. ( ) : Connect division by a unit fraction to division by 1 tenth and 1 hundredth. ( ) , : Divide decimal dividends by non-unit decimal divisors. ( )( ) | ||

Standard: 5.OA.1, 5.OA.2 Days: 2 : Interpret and evaluate numerical expressions including the language of scaling and fraction division. ( ) : Create story contexts for numerical expressions and tape diagrams, and solve word problems. ( ) | ||

: Topics A-H (assessment ½ day, return ½ day, remediation or further applications 2 days) | ||

Module 5 Topics and Objectives | ||
---|---|---|

Standard: 5.MD.3, 5.MD.4 Days: 3 : Explore volume by building with and counting unit cubes. ( ) : Find the volume of a right rectangular prism by packing with cubic units and counting.( ) : Compose and decompose right rectangular prisms using layers. ( ) | ||

Standard: 5.MD.3, 5.MD.5 Days: 6 : Use multiplication to calculate volume. ( ) : Use multiplication to connect volume as with volume as . ( ) : Find the total volume of solid figures composed of two non-overlapping rectangular prisms. ( ) : Solve word problems involving the volume of rectangular prisms with whole number edge lengths. ( ) , : Apply concepts and formulas of volume to design a sculpture using rectangular prisms within given parameters. ( ) | ||

: Topics A-B (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||

Standard: 5.NF.4b, 5.NF.6 Days: 6 : Find the area of rectangles with whole-by-mixed and whole-by-fractional number side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Find the area of rectangles with mixed-by-mixed and fraction-by-fraction side lengths by tiling, record by drawing, and relate to fraction multiplication. ( ) : Measure to find the area of rectangles with fractional side lengths. ( ) : Multiply mixed number factors, and relate to the distributive property and the area model. ( ) , : Solve real world problems involving area of figures with fractional side lengths using visual models and/or equations. ( ) ( ) | ||

Standard: 5.G.3, 5.G.4 Days: 6 : Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes. ( ) : Draw parallelograms to clarify their attributes, and define parallelograms based on those attributes. ( ) : Draw rectangles and rhombuses to clarify their attributes, and define rectangles and rhombuses based on those attributes. ( ) : Draw kites and squares to clarify their attributes, and define kites and squares based on those attributes. ( ) : Classify two-dimensional figures in a hierarchy based on properties. ( ) : Draw and identify varied two-dimensional figures from given attributes. ( ) | ||

: Topics A-D (assessment 1 day, return ½ day, remediation or further applications ½ day) | ||

Module 6 Topics and Objectives | ||
---|---|---|

Standard: 5.G.1 Days: 6 : Construct a coordinate system on a line. ( ) : Construct a coordinate system on a plane. ( ) , : Name points using coordinate pairs, and use the coordinate pairs to plot points. ( ) , : Investigate patterns in vertical and horizontal lines, and interpret points on the plane as distances from the axes. ( )( ) | ||

Standard: 5.OA.2, 5.OA.3, 5.G.1 Days: 6 : Plot points, use them to draw lines in the plane, and describe patterns within the coordinate pairs. ( ) : Generate a number pattern from a given rule, and plot the points. ( ) : Generate two number patterns from given rules, plot the points, and analyze the patterns. ( ) : Compare the lines and patterns generated by addition rules and multiplication rules. ( ) : Analyze number patterns created from mixed operations. ( ) : Create a rule to generate a number pattern, and plot the points.( ) | ||

: Topics A-B (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||

Standard: 5.G.1, 5.G.2 Days: 5 : Construct parallel line segments on a rectangular grid. ( ) : Construct parallel line segments, and analyze relationships of the coordinate pairs. ( ) : Construct perpendicular line segments on a rectangular grid. ( ) : Construct perpendicular line segments, and analyze relationships of the coordinate pairs. ( ) : Draw symmetric figures using distance and angle measure from the line of symmetry. ( ) | ||

Standard: 5.OA.3, 5.G.2 Days: 3 : Draw symmetric figures on the coordinate plane. ( ) : Plot data on line graphs and analyze trends.( ) : Use coordinate systems to solve real world problems. ( ) | ||

: Topics A-D (assessment 1 day, return 1 day, remediation or further applications 1 day) | ||

Standard: 5.NF.2, 5.NF.3, 5.NF.6, 5.NF.7c, 5.MD.1, 5.MD.5, 5.G.2 Days: 5 , , , , : Make sense of complex, multi-step problems and persevere in solving them. Share and critique peer solutions. ( ) | ||

Days: 9 , : Solidify writing and interpreting numerical expressions. ( ) : Solidify fluency with Grade 5 skills. , : Solidify the vocabulary of geometry. ( ) : Explore the Fibonacci sequence. : Explore patterns in saving money. ( ) , : Design and construct boxes to house materials for summer use. ( ) | ||

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## Eureka Math Grade 5 Module 4 Lesson 16 Answer Key

Engage ny eureka math 5th grade module 4 lesson 16 answer key, eureka math grade 5 module 4 lesson 16 problem set answer key.

Solve and show your thinking with a tape diagram.

Question 1. Mrs. Onusko made 60 cookies for a bake sale. She sold \(\frac{2}{3}\) of them and gave \(\frac{3}{4}\) of the remaining cookies to the students working at the sale. How many cookies did she have left?

Answer: The number of cookies left is 5 cookies.

Explanation: Given that Mrs. Onusko made 60 cookies for a bake sale and she sold \(\frac{2}{3}\) of them. So the number of cookies did she sold is \(\frac{2}{3}\) × 60 which is 40 cookies. So the remaining cookies are 60 – 40 which is 20 cookies. And Mrs. Onusko gave \(\frac{3}{4}\) of the remaining cookies to the students working at the sale, so \(\frac{3}{4}\) × 20 which is 15 cookies. So the number of cookies left is 20 – 15 = 5 cookies.

Question 2. Joakim is icing 30 cupcakes. He spreads mint icing on \(\frac{1}{5}\) of the cupcakes and chocolate on \(\frac{1}{2}\) of the remaining cupcakes. The rest will get vanilla icing. How many cupcakes have vanilla icing?

Answer: The remaining vanilla icing is 9 cupcakes.

Explanation: Given that Joakim is icing 30 cupcakes and he spreads mint icing on \(\frac{1}{5}\) of the cupcakes and chocolate, so the number of mint icing is 30 × \(\frac{1}{5}\) which is 6 cupcakes. And \(\frac{1}{2}\) of the remaining cupcakes have chocolate icing is 30 × \(\frac{1}{2}\) which is 15 cupcakes. And the remaining vanilla icing is 30 – (15 + 6) which is 30 – 21 = 9 cupcakes.

Question 3.

The Booster Club sells 240 cheeseburgers. \(\frac{1}{4}\) of the cheeseburgers had pickles, \(\frac{1}{2}\) of the remaining burgers had onions, and the rest had tomato. How many cheeseburgers had tomato?

Answer: 90 cheeseburgers had tomato.

Explanation: Given that the Booster Club sells 240 cheeseburgers and \(\frac{1}{4}\) of the cheeseburgers had pickles which means the number of cheese that had pickle is 240 × \(\frac{1}{4}\) which is 60 burgers. The number of remaining burgers is 240 – 60 which is 180 cheese burgers. And \(\frac{1}{2}\) of the remaining burgers had onions and rest had tomato which means \(\frac{1}{2}\) × 180 which is 90. Therefore 90 cheeseburgers had tomato.

Question 4. DeSean is sorting his rock collection. \(\frac{2}{3}\) of the rocks are metamorphic, and \(\frac{3}{4}\) of the remainder are igneous rocks. If the 3 rocks left over are sedimentary, how many rocks does DeSean have?

Answer: The number of rocks that DeSean has are 36.

Explanation: Given that DeSean is sorting his rock collection and \(\frac{2}{3}\) of the rocks are metamorphic, and \(\frac{3}{4}\) of the remainder are igneous rocks which means \(\frac{1}{3}\) are igneous rocks, and 3 rocks left over are sedimentary, so the number of rocks that DeSean has are x = \(\frac{2}{3}\)x + \(\frac{3}{4}\) × \(\frac{1}{3}\)x + 3 which is = \(\frac{8}{12}\)x + \(\frac{3}{12}\)x + 3 = \(\frac{11}{12}\)x + 3 \(\frac{1}{12}\)x = 3 x = 36. So the number of rocks that DeSean has are 36.

Question 5. Milan puts \(\frac{1}{4}\) of her lawn-mowing money in savings and uses \(\frac{1}{2}\) of the remaining money to pay back her sister. If she has $15 left, how much did she have at first?

Answer: The money Milan had at first is $40.

Explanation: Given that Milan puts \(\frac{1}{4}\) of her lawn-mowing money in savings and uses \(\frac{1}{2}\) of the remaining money to pay back her sister. Let the money that Milan’s has at first be X, the remaining money will be X – \(\frac{1}{4}\) X = \(\frac{3}{4}\) X. Now we are going to calculate the money to pay back her sister, which is \(\frac{1}{2}\) of the remaining money, which is \(\frac{1}{2}\) × \(\frac{3}{4}\) X which is \(\frac{3}{8}\)X. So the total money Milan had at first = money for saving + money for paying back + the amount of money left X = \(\frac{1}{4}\)X + \(\frac{3}{8}\) X + 15 X – \(\frac{1}{4}\)X – \(\frac{3}{8}\) X = 15 \(\frac{8X – 2X – 3X}{8}\)X = 15 On solving we will get the result as 40. So, the money Milan had at first is $40.

Question 6. Parks is wearing several rubber bracelets. \(\frac{1}{3}\) of the bracelets are tie-dye, \(\frac{1}{6}\) are blue, and \(\frac{1}{3}\) of the remainder are camouflage. If Parks wears 2 camouflage bracelets, how many bracelets does he have on?

Answer: Park has 12 bracelets.

Explanation: Given that Parks is wearing several rubber bracelets and \(\frac{1}{3}\) of the bracelets are tie-dye, \(\frac{1}{6}\) are blue, and \(\frac{1}{3}\) of the remainder are camouflage and Park wears 2 camouflage bracelets. Let the sum of all braclets be X, and Park wears 2 camouflage bracelets, that is, \(\frac{1}{3}\) × (1 – \(\frac{1}{3}\) – \(\frac{1}{6}\)) × X = 2 \(\frac{1}{3}\) × (\(\frac{6}{6}\) – \(\frac{2}{6}\) – \(\frac{1}{6}\)) × X = 2 \(\frac{1}{3}\) × \(\frac{3}{6}\) × X = 2 \(\frac{1}{6}\) × X = 2 X = 2 ÷ \(\frac{1}{6}\) X = 2 × 6 = 12.

Question 7. Ahmed spent \(\frac{1}{3}\) of his money on a burrito and a water bottle. The burrito cost 2 times as much as the water. The burrito cost $4. How much money does Ahmed have left?

Answer: Ahmed have left $12.

Explanation: Given that Ahmed spent \(\frac{1}{3}\) of his money on a burrito and a water bottle and the burrito cost 2 times as much as the water, so the water is the burrito cost divided by 2. So water = \(\frac{4}{2}\) which is $2. And water + burrito is $2 + $4 which is $6. And this $6 is \(\frac{1}{3}\) of the money and Ahmed have left \(\frac{2}{3}\) of the money, so $6 ÷ \(\frac{1}{3}\) = X ÷ \(\frac{2}{3}\) X = 6 × (\(\frac{2}{3}\) ÷ \(\frac{1}{3}\), on solving we will get the result as $12. So the Ahmed have left $12.

## Eureka Math Grade 5 Module 4 Lesson 16 Exit Ticket Answer Key

Solve and show your thinking with a tape diagram. Three-quarters of the boats in the marina are white, \(\frac{4}{7}\) of the remaining boats are blue, and the rest are red. If there are 9 red boats, how many boats are in the marina?

Answer: The total number of boats in the marine is 84.

Explanation: Let the number of boats in the marina be X, and the number of white boats be \(\frac{3}{4}\)X. Then the remaining boats will be X – \(\frac{3}{4}\)X which is \(\frac{X}{4}\). And now, there are \(\frac{4}{7}\) of the boats are blue, thus the number of blue boats is \(\frac{4}{7}\) × \(\frac{X}{4}\) which is \(\frac{X}{7}\). And the number of red boats is \(\frac{X}{4}\) – \(\frac{X}{7}\) which is \(\frac{3X}{28}\). And if there are 9 red boats, then \(\frac{3X}{28}\) = 9 and 3X = 9 × 28 on solving X = 84. The total number of boats in the marine is 84.

## Eureka Math Grade 5 Module 4 Lesson 16 Homework Answer Key

Question 1. Anthony bought an 8-foot board. He cut off \(\frac{3}{4}\) of the board to build a shelf and gave \(\frac{1}{3}\) of the rest to his brother for an art project. How many inches long was the piece Anthony gave to his brother?

Answer: Anthony gave his brother 8 inches board.

Explanation: Given that Anthony bought an 8-foot board, as 1 foot is 12 inches and 8 feet is 8 × 12 which is 96 inches. Anthony cuts \(\frac{3}{4}\) to build a shelf, so \(\frac{3}{4}\) × 96 which is 72 inches. So the left board after cutting is 96 – 72 which is 24 inches. And Anthony gave \(\frac{1}{3}\) of the leftover of his brother which is \(\frac{1}{3}\) × 24 = 8. So Anthony gave his brother 8 inches board.

Question 2. Riverside Elementary School is holding a school-wide election to choose a school color. Five-eighths of the votes were for blue, \(\frac{5}{9}\) of the remaining votes were for green, and the remaining 48 votes were for red. a. How many votes were for blue?

Answer: The number of blue votes is 180 votes.

Explanation: Given that Five-eighths of the votes were for blue and \(\frac{5}{9}\) of the remaining votes were for green which means \(\frac{5}{9}\) × \(\frac{3}{8}\) which is \(\frac{5}{24}\). And the number of red is 1 – (\(\frac{5}{8}\) + \(\frac{5}{24}\) which is \(\frac{1}{6}\). So the total amount of people is 48 × 6 which is 288 people. So the number of blue votes is 288 × \(\frac{5}{8}\) which is 180 votes.

b. How many votes were for green?

Answer: The number of votes were green is 60 votes.

Explanation: As the total amount of people is 48 × 6 which is 288 people. So the number of green votes is 288 × \(\frac{5}{24}\) which is 60 votes.

c. If every student got one vote, but there were 25 students absent on the day of the vote, how many students are there at Riverside Elementary School?

Answer: The total number of students are there at Riverside Elementary School is 313 students.

Explanation: Given that, If every student got one vote, but there were 25 students absent on the day of the vote. So the total number of students are there at Riverside Elementary School is 288 + 25 which is 313 students.

d. Seven-tenths of the votes for blue were made by girls. Did girls who voted for blue make up more than or less than half of all votes? Support your reasoning with a picture.

Explanation: Less than half of all the girls who voted for blue. Because, as Seven-tenths of the votes for blue were made by girls which means \(\frac{7}{10}\) × 180 = 126 which is less than half

e. How many girls voted for blue?

Answer: The number of girls voted for blue is 126.

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Engage NY Eureka Math 5th Grade Module 5 Lesson 16 Answer Key Eureka Math Grade 5 Module 5 Lesson 16 Problem Set Answer Key. Question 1. Draw a pair of parallel lines in each box. Then, use the parallel lines to draw a trapezoid with the following: a. No right angles. b. Only 1 obtuse angle. c. 2 obtuse angles. d. At least 1 right angle. Answer ...

Engage NY // Eureka Math Grade 5 Module 5 Lesson 16 Homework. Engage NY // Eureka Math Grade 5 Module 5 Lesson 16 Homework.

Addition and Multiplication with Volume and Area. Eureka Essentials: Grade 5. An outline of learning goals, key ideas, pacing suggestions, and more! Fluency Games. Teach Eureka Lesson Breakdown. Downloadable Resources. Teacher editions, student materials, application problems, sprints, etc. Application Problems.

1. ea. Minds. eureka-math.org5•52. Build 2 different structures with the followi. volumes using your unit cubes. Then, draw one. f the figures on the dot paper. On. s. 7 cubic units8 cubic units3. Joyce says that the figure below, made of 1 cm cubes, has. a volume of 5 cubic.

Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes

GRADE 5 • MODULE 5 Module 5: Addition and Multiplication with Volume and Area Date: ... 3 tenths 16. 5 27. 45 fifths or 9 38. 72 eighths or 9 6. ... NYS COMMON CORE MATHEMATICS CURRICULUM 5•Lesson 7 Answer Key Homework 1. 216 in3; diagrams will vary. 2. Three different diagrams drawn 3.

EngageNY/Eureka Math Grade 5 Module 5 Lesson 16For more videos, please visit http://bit.ly/eurekapusdPLEASE leave a message if a video has a technical diffic...

Unit 5: Module 5: Addition and multiplication with volume and area. 0/1400 Mastery points. Topic A: Concepts of volume Topic B: Volume and the operations of multiplication and addition Topic C: Area of rectangular figures with fractional side lengths. Topic D: Drawing, analysis, and classification of two-dimensional shapes.

Eureka Grade 5 Mathematics Module 1 to Module 6 Lesson-wise Answer key PDF links are provided online to access and download for free of cost. After downloading the Engage NY Math Fifth Grade Solutions Pdf , you can practice more with the help of Mid Module and End Module Assessments, Practice Tools.

Grade 5 Homework, Lesson Plans And Worksheets. ... 5.NBT.2, 5.NBT.6 Days: 3 Topic E Overview Lesson 16: Use divide by 10 patterns for multi-digit whole number division. (Video Lesson) Lesson 17, Lesson 18: Use basic facts to approximate quotients with two-digit ... Module 5 Topics and Objectives; A. Concepts of Volume Standard: 5.MD.3, 5.MD.4 ...

Bundle options are available for all of our materials (print, digital, PD, etc.). Prices vary by grade and size of class set. Certain grade-levels do not include all packets due to the nature of the grade-level content. Student workbooks are available in class sets of 20, 25, and 30. Prices vary by size of class set.

Problem Solving with the Coordinate Plane. Eureka Essentials: Grade 5. An outline of learning goals, key ideas, pacing suggestions, and more! Fluency Games. Downloadable Resources. Teacher editions, student materials, application problems, sprints, etc. Application Problems.

GRADE 5 • MODULE 6 Module 6: 1Problem Solving with the Coordinate Plane Table of Contents ... Lesson 1 Homework 5 ... 16 G5-M6-SE-1.3.1-11.2015. Lesson Lesson 4: Name points using coordinate pairs, and use the coordinate pairs to plot points. 4 Homework 5 ...

Eureka Math Grade 5 Module 3 Lesson 16 Homework Answer Key. Draw the following roads. a. 1 road. The piece shown below is only 37 of the whole. Complete the drawing to show the whole road. b. 1 road. The piece shown below is 16 of the whole. Complete the drawing to show the whole road.

Draw trapezoids to clarify their attributes, and define trapezoids based on those attributes

Eureka Math Grade 5 Module 2 Lesson 16 Homework Answer Key. Question 1. Divide. Draw place value disks to show your thinking for (a) and (c). You may draw disks on your personal white board to solve the others if necessary. a. 300 ÷ 10. Answer: 300/10 = 30. Explanation: In the above-given question, given that, divide by multiples of 10. 300/10 ...

Grade 5. Gr5General. Gr5Mod1. Grade 5 Module 1. Topic A: Multiplicative Patterns on the Place Valu... Lesson 1. Lesson 2. Lesson 3. Lesson 4. Topic B: Decimal Fractions and Place Value Patterns. Lesson 5. Lesson 6. Topic C: Place Value and Rounding Decimal Fractions. Lesson 7. Lesson 8. Mid-Module Review. Topic D: Adding and Subtracting ...

Eureka Math™Homework Helper 2015-2016 Grade 5 Module 2. Lessons 1-29. 2015-16. 5•2A Story of Units. Lesson 1 : Multiply multi-digit whole numbers and multiples of 10 using place value patterns and the distributive and associative properties. G5-M2-Lesson 1. 1. Fill in the blanks using your knowledge of place value units and basic facts. a.

Engage NY Eureka Math 5th Grade Module 6 Lesson 16 Answer Key Eureka Math Grade 5 Module 6 Lesson 16 Problem Set Answer Key. Question 1. Use the coordinate plane below to complete the following tasks. a. Draw \(\overline{A B}\). b. Plot point C (0, 8). c. Draw \(\overline{A C}\). d. Explain how you know ∠CAB is a right angle without measuring ...

Module 3: Addition and Subtraction of Fractions GRADE 5 Mathematics Curriculum GRADE 5 • MODULE 3 Table of Contents GRADE 5 • MODULE 3 Addition and Subtraction of ...

EngageNY/Eureka Math Grade 3 Module 5 Lesson 16For more videos, answer keys, and other resources, please visit http://EMBARC.onlinePLEASE leave a message if ...

5 GRADE Mathematics Curriculum GRADE 5 • MODULE 4 Module 4: Multiplication and Division of Fractions and Decimal Fractions Table of Contents GRADE 5 • MODULE 4 Multiplication and Division of Fractions and Decimal Fractions

Engage NY Eureka Math 5th Grade Module 4 Lesson 16 Answer Key Eureka Math Grade 5 Module 4 Lesson 16 Problem Set Answer Key. Solve and show your thinking with a tape diagram. Question 1. Mrs. Onusko made 60 cookies for a bake sale. She sold \(\frac{2}{3}\) of them and gave \(\frac{3}{4}\) of the remaining cookies to the students working at the ...