Ultimate MATH COPY NOT - DO SAMPLE · rectangle with his centimeter ruler. The rectangle and...

UltimateMATH

grade

5

8TH EDITIONNEW!

Spanish

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© Forde-Ferrier, L.L.C. Page 1

GRADE 5

Ultimate Math 8th Edition

STUDENT EDITION

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Publisher

Jason Forde Dagan Ferrier

Content Team

Jason Forde

Dagan Ferrier Hector Rivera Randy Moen

Robert Silvy Veronica Forde

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About the Company

Jason Forde and Dagan Ferrier, two teachers in San Antonio, created Forde-Ferrier, L.L.C. in 1998 for the purpose of providing teachers, students, and parents with the most comprehensive educational materials designed to help all

students master the Texas Essential Knowledge and Skills (TEKS). Forde and Ferrier used these materials and techniques in their own classrooms and their students

consistently achieve pass rates of 100% and commended rates over 80% in ALL AREAS!!!

Using research based methods Forde and Ferrier have continued to improve their materials and instructional methods, and through Forde-Ferrier, L.L.C. these

methods have been shared with teachers throughout Texas. These products and services have already helped thousands of students achieve the highest levels of success on standardized tests. Forde-Ferrier, L.L.C. provides high quality practice

materials for all tested areas.

In addition to materials, Forde-Ferrier also provides excellent professional development and training in mathematics, reading, writing, and science. These

award winning workshops are designed to help teachers understand and effectively teach the essential skills students need to be successful. Teachers leave the training confident that they can make sure that ALL students master those skills.

Forde and Ferrier strive to build ongoing relationships with teachers, students,

schools, and districts. They truly believe in what they do and are excited when they are able to help others succeed. Schools using their materials have attained phenomenal levels of success on TAAS, TAKS, and STAAR.

Please email us at [email protected] for more information.

Find us on Facebook at facebook.com/fordeferrier

Jason Forde Dagan Ferrier

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mailto:[email protected]


Forde-Ferrier, L.L.C. 4715 Newcome, San Antonio, TX 78229

© Forde-Ferrier, L.L.C.

This publication is intended for use as a consumable student workbook.

All rights reserved. No part of this publication may be reproduced in whole or in part, stored in a retrieval system, or transmitted in any form by any means, electronic, mechanical, photocopying, or otherwise without written permission from

Forde-Ferrier, L.L.C.

Printed in the United States of America.

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How to Use This Book

The new Forde-Ferrier math workbooks are designed to provide practice items in the format and with the rigor of the STAAR math assessment for all the updated

2014 math TEKS. Practice is provided for each new math student expectation with entire sets based the Readiness Standards (Supporting Standard are grouped by Reporting Category into their own sets). The items for each set are divided into

sections as follows:

Introduction (10 Items) – These items could be used to introduce and explain each skill.

Practice (10 items) – These items could be used for guided practice or independent practice, or to continue introducing the skill.

Assessments (10 items) – These items could be used to assess mastery of each skill.

Student mastery of the assessments helps ensure mastery of the STAAR math test.

As with any workbook, these items are intended to supplement, not replace, a

thorough math program. Mastery of math items is dependent upon the classroom teacher – no math workbook can “teach” the student how to solve problems. A quality math program is essential to student success on the STAAR math

assessment.

The suggested uses of each section are just that – only suggestions. Teachers are encouraged to use the items in the best way they feel will help their students master each math skill.

Forde-Ferrier also provides math training on the new 2014 TEKS. We also provide

model lessons and intervention programs. The intervention programs we provide have produced significant increases in STAAR scores for campuses that have implemented them. Contact us at Forde-Ferrier.com for more information.

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Forde-Ferrier Grade 5 Math Book

Category 1: Numerical Representations and Relationships

Readiness Standards 5.2(B) compare and order two decimals to thousandths and

represent comparisons using the symbols <, >, or = 13

5.4(F) simplify numerical expressions that do not involve exponents, including up to two levels of grouping 29

Supporting Standards 47

5.2(A) represent the value of the digit in decimals through the thousandths using

expanded notation and numerals

5.2(C) round decimals to tenths or hundredths

5.4(A) identify prime and composite numbers

5.4(E) describe the meaning of parentheses and brackets in a numeric expression

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Category 2: Computations and Algebraic Relationships

Readiness Standards

5.3(E) solve for products of decimals to hundredths, including situations involving money, using strategies based on place-value understandings, properties of operations, and

the relationship to the multiplication of whole numbers 63

5.3(G) solve for quotients of decimals to the hundredths, up to four-digit dividends and two-digit whole number divisors, using strategies and algorithms, including the standard algorithm 75

5.3(K) add and subtract positive rational numbers fluently 87

5.3(L) divide whole numbers by unit fractions and unit fractions by whole numbers 105

5.4(B) represent and solve multi-step problems involving the four

operations with whole numbers using equations with a letter standing for the unknown quantity 123

5.4(C) generate a numerical pattern when given a rule in the form y = ax or y = x + a and graph 141

Supporting Standards 171 5.3(A) estimate to determine solutions to mathematical and real-world problems

involving addition, subtraction, multiplication, or division

5.3(B) multiply with fluency a three-digit number by a two-digit number using the standard algorithm

5.3(C) solve with proficiency for quotients of up to a four-digit dividend by a two-digit divisor using strategies and the standard algorithm

5.3(D) represent multiplication of decimals with products to the hundredths using

objects and pictorial models, including area models

5.3(F) represent quotients of decimals to hundredths, up to four-digit dividends

and two-digit whole number divisors, using objects and pictorial models, including area models

5.3(H) represent and solve addition and subtraction of fractions with unequal denominators referring to the same whole using objects and pictorial

models and properties of operations

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5.3(I) represent and solve multiplication of a whole number and a fraction that refers to the same whole using objects and pictorial models, including area

models

5.3(J) represent division of a unit fraction by a whole number and the division of a whole number by a unit fraction such as 1/3 ÷ 7 and 7 ÷ 1/3 using objects and pictorial models, including area models

5.4(D) recognize the difference between additive and multiplicative numerical

patterns given in a table or graph.

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Category 3: Geometry and Measurement

Readiness Standards

5.4(H) represent and solve problems related to perimeter and/or area and related to volume 191

5.5(A) classify two-dimensional figures in a hierarchy of sets and subsets using graphic organizers based on their attributes

and properties 209 5.8(C) graph in the first quadrant of the coordinate plane ordered

pairs of numbers arising from mathematical and real-world problems, including those generated by number patterns or

found in an input-output table 231


5.6(A) recognize a cube with side length of one unit as a unit cube having one cubic unit of volume and the volume of a three-dimensional figure as the

number of unit cubes (n cubic units) needed to fill it with no gaps or overlaps if possible

5.6(B) determine the volume of a rectangular prism with whole number side lengths in problems related to the number of layers times the number of

unit cubes in the area of the base 5.7(A) solve problems by calculating conversions within a measurement system,

customary or metric

5.8(A) describe the key attributes of the coordinate plane, including perpendicular number lines (axes) where the intersection (origin) of the two lines coincides with zero on each number line and the given point (0, 0); the x-

coordinate, the first number in an ordered pair, indicates movement parallel to the x-axis starting at the origin; and the y-coordinate, the

second number, indicates movement parallel to the y-axis starting at the origin

5.8(B) describe the process for graphing ordered pairs of numbers in the first quadrant of the coordinate plane

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Category 4: Data Analysis and Personal Financial Literacy

Readiness Standards

5.9(C) solve one and two-step problems using data from a frequency table, dot plot, bar graph, stem-and-leaf plot or scatterplot 279


5.9(A) represent categorical data with bar graphs or frequency tables and

numerical data, including data sets of measurements in fractions or

decimals, with dot plots or stem-and-leaf-plots

5.9(B) represent discrete paired data on a scatterplot 5.10(A) define income tax, payroll tax, sales tax, and property tax

5.10(B) explain the difference between gross income and net income

5.10(E) describe actions that might be taken to balance a budget when expenses

exceed income 5.10(F) balance a simple budget

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5.4(H) Represent and Solve Problems Related to Perimeter, Area, and Volume Introduction

1 Joseph drew a rectangle on his graph paper. He measured the sides of the rectangle with his centimeter ruler. The rectangle and measurements are shown below.

What is the perimeter of the rectangle? A 38 cm.

B 38.8 cm

C 39.6 cm

D 37.8 cm

2 Trina draws a rectangle with a perimeter of 42 inches and an area of 98 square

inches. What are the length and width of Trina’s rectangle?

A 49 inches × 2 inches B 15 inches × 6 inches

C 24 inches × 9 inches

D 14 inches × 7 inches

10.7 cm

8.7 cm

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3 The combined perimeter of the rectangle and the square below is 80 inches. The model shows the dimensions of the rectangle.

What is the edge length in inches of the square? A 9 inches

B 14.5 inches

C 18 inches

D 36 inches

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4 The dimensions of a rectangular prism are shown below.

What is the area of the base of the prism?

A 108 square centimeters

B 162 square centimeters

C 972 square centimeters

D 27 square centimeters

18 cm

6 cm

9 cm

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5 Find the perimeter of the square below to the nearest quarter inch.

A 7 inches

B 6.75 inches

C 6 inches D 6.5 inches

6 The area of one square face of a cube is 16 square units. What is the volume

of this cube in cubic units?

A 16 square units

B 32 square units

C 64 square units

D 8 square units

inches

0 1 2

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7 The model below shows the dimensions of Ted’s backyard. The shaded portion represents Ted’s square concrete patio. The rest of the yard is covered in

grass. What is the area of Ted’s backyard that is covered in grass?

A 480 square yards

B 128 square yards

C 496 square yards

D 464 square yards

8 Erica wraps a present in a gift box shaped like a rectangular prism. A model of

the box is shown below.

What is the volume of Erica’s gift box?

A 35.5 cubic inches

B 630 cubic inches

C 315 cubic inches D 254.5 cubic inches

15 yards

32 yards

4 yards

12 inches

21 inches

2.5 inches

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9 The area of a rectangle is 48 square units. One edge of the rectangle has a length of 6 units. What is the perimeter of the rectangle?

A 42 feet

B 32 feet

C 24 feet

D 28 feet

10 Stan buys a storage case to store his tools. The case is shaped like a

rectangular prism and is shown below.

What is the volume of the storage case?

A 20,160 cubic inches B 14,400 cubic inches

C 34,560 cubic inches

D 24,192 cubic inches

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Reporting Category 3 Geometry and Measurement 5.4(H) Represent and Solve Problems Related to Perimeter, Area, and Volume

Practice

1 Debra is using a box in the shape of a rectangular prism to send a birthday gift

to her nephew. The length of the base is 12.7 inches and the width of the base

is 8.5 inches. What is the area, in square inches, of the base of the box?

Record your answer and fill in the bubbles on the grid below. Be sure to use the correct place value.

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2 The combined perimeter of the square and the triangle is 59 inches. The model below shows an edge length of the square.

What is the perimeter of the triangle?

A 52 inches

B 64 inches

C 29 inches D 27 inches

3 A square and its side length are shown.

What is the perimeter, in centimeters, of the square? A 96 inches

B 95.6 inches

C 100.6 inches

D 92.6 inches

23.9 cm

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4 The rectangle below has a perimeter of 44 centimeters.

What is its area, in square centimeters?

A 4 cm2

B 22 cm2 C 72 cm2

D 484 cm2

5 A rectangular pane of glass is shown below.

What is the perimeter of the glass?

A 1.31 meters

B 0.387 meter

C 3.93 meters D 2.62 meters

0.86 m

0.45 m

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6 Alisa had a box in the shape of a rectangular prism.

She lined the bottom surface of the box with aluminum foil. What area of aluminum foil did she need to line the bottom surface of the box?

A 1,653.75 square inches

B 128 square inches

C 315 square inches

D 192 square inches

7 Ken is filling 2 shipping boxes shaped like rectangular prisms. The first box

measures 5 feet long, 1.5 feet deep, and 4.5 feet wide. The second box measures 2.5 feet long, 1.75 feet deep, and 4 feet wide. What is the volume of both boxes combined?

A 47.25 cubic feet

B 51.25 cubic feet

C 48.75 cubic feet

D 36.5 cubic feet

18 inches

17.5 inches

5.25 inches

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8 A shed has the shape of a rectangular prism, as shown below.

Its owner is planning to repaint the shaded face. A pint of paint will cover 15 square feet. What is the fewest number of pints of paint needed to cover the

entire shaded face of the shed?

A 5 B 8

C 7

D 6

9 A cube has a volume of 729 cubic cm. What is the area of each face?

A 81 square cm

B 9 square cm

C 162 square cm

D 27 square cm

12.5 feet

6 feet

7 feet

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10 Look at the rectangular prism below.

The prism has a volume of 141.75 cubic inches. Which answer lists possible dimensions of the prism?

A Length 13 inches, width 4 inches, height 2.75 inches

B Length 12.75 inches, width 3.5 inches, height 4 inches

C Length 13.5 inches, width 3.5 inches, height 3 inches

D Length 14 inches, width 4.5 inches, height 2.5 inches

Length

Width

Height

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Reporting Category 3 Geometry and Measurement 5.4(H) Represent and Solve Problems Related to Perimeter, Area, and Volume

Assessment

1 Chelsea’s square shaped bedroom has a perimeter of 49.2 feet. Her walls are

9 feet tall. What is the volume of her bedroom?

A 442.8 cubic feet

B 1,361.61 cubic feet

C 5,446.44 cubic feet

D 1,860.87 square feet

2 Haley has a cube shaped game piece with a volume of 2,197 cubic mm. What

is the area of one face of the game piece? A 26 square mm

B 13 square mm

C 6.5 square mm

D 169 square mm

3 Bernard is painting 3 walls in his office. The first wall measures 18 feet by 9

feet, the second wall measures 15.5 feet by 9 feet, and the third wall measures 17.25 feet by 9 feet. A gallon of paint will cover 275 square feet. What is the

fewest number of gallons of paint Bernard needs to cover each wall with two coats of paint?

A 2

B 6 C 3

D 4

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4 The volume of the rectangular prism below is 182.25 cubic inches. The base of the prism is a square, and the height of the prism is 9 inches. What is the

length of each side of the square base?

A 2.5 inches

B 7 inches

C 4.5 inches

D 2.75 inches

5 Mary buys a new rectangular rug with an area of 30 square feet. The length of

her rug is 8 feet. How many inches wide is Mary’s new rug?

Record your answer and fill in the bubbles on the grid below. Be sure to use

the correct place value.

9 inches

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6 Kathy drew the rectangle below. The length of the rectangle is three times its width.

What is the perimeter of the rectangle?

A 85.6 inches

B 154.08 inches

C 136.96 inches D 68.48 inches

7 A cube has a volume of 4,913 cubic centimeters. What is the length of each

edge of the cube?

A 9 centimeters

B 23 centimeters

C 13 centimeters D 17 centimeters

Length = 51.36 inches

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8 The area of the mirror shown below is 161

4 square feet. The width of the mirror

is 21

2 feet.

What is the length of the mirror? A 4 ft.

B 63

4 ft.

C 5 ft.

D 61

2 ft.

21

2 ft.

length

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9 Look at the equation below.

Volume of rectangular prism = 14 x 12 x n = 1,386

Which value makes the equation true? A 8.5

B 13

C 8.25

D 9.5

10 A cube has a side length of 1

4 foot. What is the volume of the cube?

A 1

64 square foot

B 1

8 square foot

C 1

16 square foot

D 64 square foot

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