my homework lesson 3 multiplication as comparison answer key

Multiplicative Comparison (Grade 4)

Related Pages More Lessons for Grade 4 Common Core for Grade 4 Common Core Worksheets for Grade 4 Common Core Worksheets for all Grades

These lessons, with videos, examples, and solutions, help Grade 4 students learn to interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

Common Core: 4.OA.1

Suggested Learning Targets

• I can explain how a multiple equation can be interpreted as a comparison such as Jason is 4 times as old as Ben.
• I can write an equation for a situation involving multiplicative comparison.

The following diagrams give examples of Multiplicative Comparison: Phrases used, Model Diagram, Multiplication Equation for a Word Problem. Scroll down the page for more examples and solutions.

Printable Worksheets involving Multiplicative Comparison Measurement Word Problems

Multiplicative Comparison using writing How to use models, illustrations and writing to solve multiplicative comparison questions? Things to remember:

• Multiplicative comparison means you are comparing two things together that need to be multiplied.
• Multiplicative comparison questions are usually written in word problems that have this format: Statement, Statement, Question.
• We use the two statements to determine the number sentence or equation.
• An equation is just like a number sentence but it includes letters.
• Darlene picked 7 apples. Juan picked 4 times as many as Darlene. How many apples did Juan pick?
• Joelle read 9 books in the fall. George read 7 times as many books. How many books did George read?
• Sarah is 12 years old. George is g years old. Sarah is 3 times as old as George. How old is George?

Writing Equations with Multiplicative Comparison Problems Things to remember:

• The letter is called a variable.
• Suzie is 4 feet tall. There is a tree in her yard that is 9 times taller than she is. How tall is the tree in Suzie’s yard?
• The tree in Suzie’s yard is 36 feet tall. The tree is 9 times as tall as Suzie. How tall is Suzie?
• Suzie is 4 feet tall. The tree in her yard is 36 feet tall. How much taller is the tree than Suzie?

Multiplicative Comparison Multiplicative comparison problems compare a characteristic of two objects using multiplication. Sometimes we know the value of the object that is bigger/older/faster, sometime we know the value of the object that is smaller/younger/slower and sometimes we know how many times bigger/older/faster one object is over the other? Use a variable for the value you don’t know and fill in the rest of the equation.

Examples: Write an equation and solve for the variable.

• Mrs. K is five times as old as her son. If she is 35, how old is her son?
• Mrs. L has two dogs. Scruffy is 12 inches high at the shoulder and Tuffy is 24 inches high at the shoulders. How much bigger than Scruffy is Tuffy?

The following activities are from Howard County Public School System

Activity 1: Write a multiplication equation to match each comparison statement.

Activity 2: Hannah was doing a report on animals’ sleep habits. She made the charts below to show the number of hours certain animals usually sleep each day.

Fill in the blanks to make the statements true.

A possum sleeps ______ times as many hours a day as a guinea pig.

A bat sleeps ______ times as many hours per day as a cow.

Write a multiplication equation to show the relationship between the length of time a gray seal sleeps and the length of time a possum sleeps. ________ x ________ = ________

When Hannah was reading about donkeys, she said, “I can’t believe that goats sleep 5 times as many hours per day as donkeys.” Find the number of hours per day a donkey sleeps. Show your thinking below using words, numbers, and/or pictures.

A donkey sleeps _______ hours per day.

Activity 3: Last weekend, Cassidy, Jefferson, and Braden played three basketball games against their cousins, Sammy, Kara, and Mitchell. The chart below shows how many baskets each were able to make during their three games.

Fill in each blank with a player’s name or a number to make each comparison statement true. Below each comparison statement, write a multiplication equation to show that the statement is true.

statement : ________________ made three times as many baskets as Sammy. multiplication equation : _______________________

statement : Cassidy made ______ times as many baskets as Mitchell. multiplication equation : _______________________

statement : Jefferson made _____ times as many baskets as _______________. multiplication equation : _______________________

statement : Sammy made double the number of baskets _____________ made. multiplication equation : _______________________

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McGraw-Hill My Math Grade 4 Volume 1

Textbook: mcgraw-hill my math grade 4 volume 1 isbn: 9780021150236.

Use the table below to find videos, mobile apps, worksheets and lessons that supplement McGraw-Hill My Math Grade 4 Volume 1 book.

Chapter 1: Place Value

Lesson 1: place value, lesson 2: read and write multi-digit numbers, lesson 3: compare numbers, lesson 4: order numbers, lesson 5: use place value to round, chapter 2: add and subtract whole numbers, lesson 1: addition properties and subtraction rules, lesson 2: addition and subtraction patterns, lesson 3: add and subtract mentally, lesson 4: estimate sums and difference, lesson 5: add whole numbers, lesson 6: subtract whole numbers, lesson 7: subtract across zeros, lesson 8: solve multi-step word problems, chapter 3: understand multiplication and division, lesson 1: relate multiplication and division, lesson 2: relate division and subtraction, lesson 3: multiplication as comparison, lesson 4: compare to solve problems, lesson 5: multiplication properties and division rules, lesson 6: the associative property of multiplication, lesson 7: factors and multiples, chapter 4: multiply with one-digit numbers, lesson 1: multiples of 10, 100, and 1,000, lesson 2: round to estimate products, lesson 3: hands on: use place value to multiply, lesson 4: hands on: use models to multiply, lesson 5: multiply by a two-digit number, lesson 6: hands on: model regrouping, lesson 7: the distributive property, lesson 8: multiply with regrouping, lesson 9: multiply by a multi-digit number, lesson 10: multiply across zeros, chapter 5: multiply with two-digit numbers, lesson 1: multiply by tens, lesson 2: estimate products, lesson 3: hands on: use the distributive property to multiply, lesson 4: multiply by a two-digit number, lesson 5: solve multi-step word problems, chapter 6: divide by a one-digit number, lesson 1: divide multiples of 10, 100, and 1,000, lesson 2: estimate quotients, lesson 3: hands on: use place value to divide, lesson 4: divide with remainders, lesson 5: interpret remainders, lesson 6: place the first digit, lesson 7: hands on: distributive property and partial quotients, lesson 8: divide greater numbers, lesson 9: quotients with zeros, lesson 10: solve multi-step word problems, chapter 7: patterns and sequences, lesson 1: nonnumeric patterns, lesson 2: numeric patterns, lesson 3: sequences, lesson 4: addition and subtraction rules, lesson 5: multiplication and division rules, lesson 6: order of operations, lesson 7: hands on: equations with two operations, lesson 8: equations with multiple operations.

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Texas Go Math Grade 3 Lesson 8.3 Answer Key Patterns on the Multiplication Table

Refer to our Texas Go Math Grade 3 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 3 Lesson 8.3 Answer Key Patterns on the Multiplication Table.

Essential Question How can you use properties to explain patterns on the multiplication table?

Unlock the Problem You can use a multiplication table to explore number patterns.

Write the multiplication sentences for the products on your MathBoard. ‘ What do you notice about the factors?

• Will this be true in the yellow squares? Explain using a property you know.

Write the products for the yellow squares.

• Complete the columns for 1, 5, and 6. Look across each row and compare the products. What do you notice?

What property does this show?

Math Talk Mathematical Processes Explain how you can use these patterns to find other products.

• What pattern do you notice about each shaded row?
• Shade the columns for 1, 3, 5, 7, and 9 blue.
• What do you notice about the products for each shaded column?

Remember Even numbers end in 0, 2, 4, 6, or 8. Odd numbers end in 1, 3, 5, 7, or 9.

Share and Show

Question 1. Use the table to write the products for the row for 2. __, __, __, __, ___, ___ __, __, __, __, ___, ___, ___ Describe a pattern you see. Answer: Product for row 2: 0, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. It is noticed that  all numbers of products of 2 are all even numbers.

Explanation: Product for row 2: 2 × 0 = 0. 2 × 1 = 2. 2 × 2 = 4. 2 × 3 = 6. 2 × 4 = 8. 2 × 5 = 10. 2 × 6 = 12. 2 × 7 = 14. 2 × 8 = 16. 2 × 9 = 18. 2 × 10 = 20.

Math Talk Mathematical Processes What do you notice about the product of any number and 2? Answer: It is noticed that any number odd or even multiplied with 2 number, their product is even number not odd number.

Explanation: It is noticed that any number odd or even multiplied with 2 number, their product is even number not odd number.

Is the product even or odd? Write even or odd.

Question 2. 5 × 8 ___ Answer: 5 × 8 = 40.(Even number)

Explanation: Product: 5 × 8  = 40.(ends with 0 => Even number)

Go Math 3rd Grade Lesson 8.3 Answer Key Question 3. 6 × 3 __ Answer: 6 × 3 = 18.(Even number)

Explanation: Product: 6 × 3 = 18 (ends with 8 => Even number)

Question 4. .

3 × 5 ___ Answer: 3 × 5 = 15. (Odd number)

Explanation: Product: 3 × 5 = 15. ( ends with 5 => Odd number)

Question 5. 4 × 4 ____ Answer: 4 × 4 = 16.(Even number)

Explanation: Product: 4 × 4 = 16. (ends with 6 => Even number)

Use the multiplication table. Describe a pattern you see. Question 6. in the column for 10 Answer: It is noticed that pattern in column for 10 is 0, 10, 20, 30, 40, 50, 60, 70, 80, 90, 100.

Explanation: Pattern in column for 10: 0 × 10 = 0. 1 × 10 = 10. 2 × 10 = 20. 3 × 10 = 30. 4 × 10 = 40. 5 × 10 = 50. 6 × 10 = 60. 7 × 10 = 70. 8 × 10 = 80. 9× 10 = 90. 10 × 10 = 100.

Texas Go Math 8.3 Answer Key 3rd Grade Question 7. in the column for 8 Answer: It is noticed that the pattern in a column for 8 is 0, 8, 16, 24, 32, 48, 56, 64, 72, 80.

Explanation: the pattern in a column 8: 0 × 1 = 0. 8 × 1 = 8. 8 × 2 = 16. 8 × 3 = 24. 8 × 4 = 32. 8 × 5 = 40. 8 × 6 = 48. 8 × 7 = 56. 8 × 8 = 64. 8× 9 = 72. 8 × 10 = 80.

Explanation: Products: 5 × 2 = 10. 5 × 4 = 20. 5 × 6 = 30. 5 × 8 = 40. 5 × 10 = 50. Noticed products are multiples of 10 and are even numbers.

Explanation: Products: 5 × 1= 5. 5 × 3 = 15. 5 × 5 = 25. 5 × 7 = 35. 5 × 9 = 45. Noticed products are multiples of 5 and are odd numbers.

Go Math Lesson 8.3 3rd Grade Patterns in the Multiplication Table Question 10. H.O.T. Write Math Explain how patterns of the ones digits in the products relate to the factors in Exercises 8 and 9. Answer: It is noticed that patterns of the ones digits in the products relate to the factors in Exercises 8 and 9, they are odd numbers when 5 number is multiplied with , 3, 5, 7 ,9 products are 5, 15, 25, 35, 45 and even numbers when multiplied by 0, 2, 4, 6, 8 and 10 products are 0, 10, 20, 30, 40, 50.

Explanation: Noticed that patterns of the ones digits in the products relate to the factors in Exercises 8 and 9, they are odd numbers when 5 number is multiplied with , 3, 5, 7 ,9 products are 5, 15, 25, 35, 45 and even numbers when multiplied by 0, 2, 4, 6, 8 and 10 products are 0, 10, 20, 30, 40, 50.

H.O.T. Multi-Step Sense or Nonsense?

Explanation: Elijah says the product of an odd number and an even number is even. Chloe says the product of two even numbers is even. Both statements are true and correct.

Explanation: Product: 8 × 1 = 8. 8 × 2 = 16. 8 × 3 = 24. 8 × 4 = 32. 8 × 5 = 40. 8 × 6 = 48.

Question 13. Xavier is counting groups of students at tables in the lunchroom. Which describes Xavier’s pattern? 6, 12, 18, 24, 30, 36 (A) Multiply by 2. (B) Multiply by 3. (C) Add 6. (D) Add 12. Answer: 6, 12, 18, 24, 30, 36. It is noticed they are multiples of 6 or add of 6. (C) Add 6.

Explanation: 6 × 1 = 6. 6 × 2 = 12.(6 + 6) 6 × 3 = 18.(12 + 6) 6 × 4 = 24.(18 + 6) 6 × 5 = 30.(24 + 6) 6 × 6 = 36.(30 + 6)

Go Math Grade 3 Lesson 8.3 Answer Key Question 14. Multi-Step What are the next 2 numbers in this pattern? 7, 14, 21, 28, 35, ?, ? (A) 37, 39 (B) 42, 49 (C) 70, 80 (D) 49, 56 Answer: 7, 14, 21, 28, 35, ?, ? Missing numbers are 42 and 49. (B) 42, 49.

Explanation: 7, 14, 21, 28, 35, ?, ? => 7 + 7 = 14. 14 + 7 = 21. 21 + 7 = 28. 28 + 7 = 35. 35 + 7 = 42. 42 + 7 = 49.

Texas Test Prep Question 15. Which of the following describes this pattern? 12, 16, 20, 24, 28 (A) Multiply by 4. (B) Add 4. (C) Multiply by 5. (D) subtract 4. Answer: 12, 16, 20, 24, 28 are multiples of 4. (A) Multiply by 4. (B) Add 4.

Explanation: 12, 16, 20, 24, 28. 4 × 1 = 4.(0 + 4 = 4) 4 × 2 = 8.(4 + 4 = 8) 4 × 3 = 12.(8 + 4 = 12) 4 × 4 = 16.(12 + 4= 16) 4 × 5 = 20.(16 + 4 = 20) 4 × 6 = 24.(20 + 4 = 24) 4 × 7 = 28.(24 + 4 = 28)

Texas Go Math Grade 3 Lesson 8.3 Homework and Practice Answer Key

Use the multiplication table. Describe a pattern you see. Question 1. in the column for 4 Answer:

Explanation: Product in the column 4: 4 × 0 = 0. 4 × 1 = 4. 4 × 2 = 8. 4 × 3 = 12. 4 × 4 = 16. 4 × 5 = 20. 4× 6 = 24. 4 × 7 = 28. 4 × 8 = 32. 4 × 9 = 36. 4 × 10 = 40.

Go Math 3rd Grade Practice and Homework Lesson 8.3 Answer Key Question 2. in the column for 5 Answer: Product in the column 5: 0, 5, 10, 15, 20, 25, 30, 35, 40, 45, 50. It is noticed they are multiples of 5 and numbers 5, 15, 25, 35, 45 are odd numbers and 0, 10, 20, 30, 40, 50 are even numbers(multiples of 10).

Explanation: Product in the column 5: 5 × 0 = 0. 5 × 1 = 5. 5 × 2 = 10. 5 × 3 = 15. 5 × 4 = 20. 5 × 5 = 25. 5× 6 = 30. 5 × 7 = 35. 5 × 8 = 40. 5 × 9 = 45. 5 × 10 = 50.

Explanation: 2 × 1 = 2. 2 × 2 = 4. 2 × 3 = 6. 2 × 4 = 8. 2 × 5 = 10.

Explanation: 3 × 1 = 3. 3 × 2 = 6. 3 × 3 = 9. 3 × 4 = 12. 3 × 5 = 15. 3 × 6 = 18.

Explanation: 3 × 1 = 3. 3 × 2 = 6. 3 × 4 = 12. 3 × 6 = 18. 3 × 8 = 24. 3 × 10 = 30.

Explanation: 2 × 1 = 2. 2 × 3 = 6. 2 × 5 = 10. 2 × 7 = 14. 2 × 9 = 18.

Question 8. Matt is counting groups of squares on a quilt he is making. Which describes Matt’s pattern? 3, 6, 9, 12, 15, 18 (A) Skip count by 2. (B) Multiply by 3. (C) Add 3. (D) Add 6. Answer: 3, 6, 9, 12, 15, 18. They are the multiples of 3 and add of 3. (B) Multiply by 3. (C) Add 3.

Explanation: 3, 6, 9, 12, 15, 18 3 × 1 = 3.(0 + 3 = 3) 3 × 2 = 6.(3 + 3 = 6) 3 × 3 = 9.(6 + 3 = 9) 3 × 4 = 12.(9 + 3 = 12) 3 × 5 = 15.(12 + 3 = 15) 3 × 6 = 18.(15 + 3 = 18)

Question 9. Cassie is counting groups of beads on a necklace. Which describes Cassie’s pattern? 4, 9, 14, 19, 24, 29 (A) Add by 4 (B) Multiply by 4. (C) Multiply by 5. (D) Add 5. Answer: 4, 9, 14, 19, 24, 29. They are the add of 5. (D) Add 5.

Explanation: 4, 9, 14, 19, 24, 29. 4 + 5 = 9. 9 + 5 = 14. 14 + 5 = 19. 19 + 5 = 24. 24 + 5 = 29.

Go Math Grade 3 Lesson 8.3 Homework Answer Key Question 10. Multi-Step lacy makes a pattern with triangles. How many triangles does Jacy need to place in the next two parts of his pattern? 4, 10, 16, 22, 28, ?, ? (A) 29, 30 (B) 34, 40 (C) 32, 36 (D) 30, 32 Answer: 4, 10, 16, 22, 28, ?, ? 34, 40 triangles Jacy needs to place in the next two parts of his pattern. (B) 34, 40.

Explanation: 4, 10, 16, 22, 28, ?, ? 4 + 6 = 10 10 + 6 = 16. 16 + 6 = 22. 22 + 6 = 28. 28 + 6 = 34. 34 + 6 = 40.

Question 11. Multi-Step Vito makes a pattern with puzzle pieces. How many puzzle pieces does Vito have in the first part of the pattern? ?, ?, 8, 11, 14, 17, 20 (A) 2, 4 (B) 1, 3 (C) 2, 5 (D) 3, 5 Answer: ?, ?, 8, 11, 14, 17, 20 2, 5 are puzzle pieces Vito have in the first part of the pattern. (C) 2, 5.

Explanation: ?, ?, 8, 11, 14, 17, 20. 20 – 17 = 3. 17 – 3 = 14. 14 – 3 = 11. 11 – 3 = 8. 8 – 3 = 5. 5 – 3 = 2.

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Math Expressions Grade 5 Unit 3 Lesson 3 Answer Key Multiplication with Fractional Solutions

Solve the questions in Math Expressions Grade 5 Homework and Remembering Answer Key Unit 3 Lesson 3 Answer Key Multiplication with Fractional Solutions to attempt the exam with higher confidence. https://mathexpressionsanswerkey.com/math-expressions-grade-5-unit-3-lesson-3-answer-key/

Math Expressions Common Core Grade 5 Unit 3 Lesson 3 Answer Key Multiplication with Fractional Solutions

Math Expressions Grade 5 Unit 3 Lesson 3 Homework

The campers in each cabin at Bear Claw Camp held a contest to see who could walk the farthest in one day. Use the sign to answer the questions. Write your answers as fractions.

Math Expressions Grade 5 Answer Key Pdf Unit 3 Multiplication with Fractional Solutions Question 1. The campers in Cabin A walked \(\frac{1}{4}\) of the way to Otter Ridge. How many miles did they walk?

Answer: The number of miles did they walk = 3.25 miles.

Explanation: In the above-given question, given that, The campers in Cabin A walked \(\frac{1}{4}\) of the way to Otter Ridge. 1/4 x 13. 13/4 = 3.25. so the number of miles did they walk = 3.25 miles.

Unit 3 Lesson 3 Multiplication With Fractional Solutions Question 2. The campers in Cabin B walked \(\frac{2}{3}\) of the way to Silver Stream. How many miles did they walk?

Answer: The number of miles did they walk = 5.3 miles.

Explanation: In the above-given question, given that, The campers in Cabin B walked \(\frac{2}{3}\) of the way to Silver Stream. 2/3 x 8. 16/3 = 5.3. so the number of miles did they walk = 5.3 miles.

Unit 3 Lesson 3 Math Expressions  Question 3. The campers in Cabin C walked \(\frac{3}{5}\) of the way to Fossil Cave. How many miles did they walk?

Answer: The number of miles did they walk = 5.4 miles.

Explanation: In the above-given question, given that, The campers in Cabin C walked \(\frac{1}{4}\) of the way to Fossil Cave. 3/5 x 9. 27/5 = 5.4. so the number of miles did they walk = 5.4 miles.

Math Expressions Grade 5 Unit 3 Test Answer Key Question 4. The campers in Cabin D walked \(\frac{1}{6}\) of the way to Mammoth Mountain. How many miles did they walk?

Answer: The number of miles did they walk = 6.25 miles.

Explanation: In the above-given question, given that, The campers in Cabin D walked \(\frac{1}{4}\) of the way to Mammoth Mountain. 1/4 x 25. 25/4 = 6.25. so the number of miles did they walk = 6.25 miles.

Math Expressions Grade 5 Answer Key Pdf Unit 5 Question 5. Which group of campers walked the farthest that day?

Answer: The campers walked the farthest that day = camper D.

Explanation: In the above-given question, given that, camper A = 3.25. camper B = 5.3 mi. camper C = 5.4 mi. camper D = 6.25 mi. the farthest day campers walked = camper D.

Unit 3 Lesson 3 Answer Key Math Expressions Question 6. Show \(\frac{2}{3}\) of 4 on the number line.

Answer: 2/3 x 4 = 2.6.

Explanation: In the above-given question, given that, the fraction is 2/3. multiply the fractions. 2/3 x 4. 8/3 = 2.6.

Grade 5 Unit 3 Math Expressions Question 7. Write \(\frac{2}{3}\) of 4 as a fraction. _______

Unit 3 Answer Key Math Expressions Question 8. Write \(\frac{2}{3}\) of 4 as a mixed number. ______

Multiply. Write your answers as fractions.

Math Expressions Grade 5 Math Expressions Question 9. \(\frac{2}{7}\) . 4 = ____

Answer: 2/7 x 4 = 8/7.

Explanation: In the above-given question, given that, the fraction is 2/7. multiply the fractions. 2/7 x 4. 8/7.

Math Expressions Grade 3 Answer Key Math Expressions Question 10. \(\frac{2}{3}\) . 8 = ____

Answer: 2/3 x 8 = 16/3.

Explanation: In the above-given question, given that, the fraction is 2/3. multiply the fractions. 2/3 x 8. 16/3.

Math Expressions Common Core Grade 3 Answer Key Question 11. \(\frac{5}{6}\) . 4 = ____

Answer: 5/6 x 4 = 20/6.

Explanation: In the above-given question, given that, the fraction is 5/6. multiply the fractions. 5/6 x 4. 20/6.

Math Expressions Common Core Grade 5 Answer Key Pdf Question 12. \(\frac{2}{9}\) . 20 = ____

Answer: 2/9 x 20 = 40/9.

Explanation: In the above-given question, given that, the fraction is 2/9. multiply the fractions. 2/9 x 20. 40/9.

Lesson 3 Answer Key Math Expressions Question 13. \(\frac{7}{9}\) . 2 = ____

Answer: 7/9 x 2 = 14/9.

Explanation: In the above-given question, given that, the fraction is 7/9. multiply the fractions. 7/9 x 2. 14/9.

Question 14. \(\frac{3}{8}\) . 5 = ____

Answer: 3/8 x 5 = 15/8.

Explanation: In the above-given question, given that, the fraction is 3/8. multiply the fractions. 3/8 x 5. 15/8.

Question 15. \(\frac{2}{3}\) . 13 = ____

Answer: 2/3 x 13 = 26/3.

Explanation: In the above-given question, given that, the fraction is 2/3. multiply the fractions. 2/3 x 13. 26/3.

Question 16. \(\frac{5}{12}\) . 18 = ____

Answer: 5/12 x 18 = 90/12.

Explanation: In the above-given question, given that, the fraction is 5/12. multiply the fractions. 5/12 x 18. 90/12.

Question 17. \(\frac{5}{9}\) . 12 = ____

Answer: 5/9 x 12 = 60/9.

Explanation: In the above-given question, given that, the fraction is 5/9. multiply the fractions. 5/9 x 12. 60/9.

Math Expressions Grade 5 Unit 3 Lesson 3 Remembering

Answer: 5/6 > 5/7.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 5/6 and 5/7. 5/6 = 0.83. 5/7 = 0.71. 5/6 > 5/7.

Answer: 1/5 = 1/4.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 1/5 and 1/4. 1/5 = 0.2. 1/4 = 0.25. 1/5 = 1/4.

Answer: 8/10 > 6/8.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 8/10 and 6/8. 8/10 = 0.8. 6/8 = 0.75. 8/10 > 6/8.

Answer: 6/7 > 7/8.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 6/7 and 7/8. 6/7 = 0.85. 7/8 = 0.87. 6/7 = 7/8.

Answer: 2/3 > 3/4.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 2/3 and 3/4. 2/3 = 0.6. 3/4 = 0.75. 2/3 < 3/4.

Answer: 8/9 > 6/7.

Explanation: In the above-given question, given that, compare the fractions. the fractions are 8/9 and 6/7. 8/9 = 0.88. 6/7 = 0.85. 8/9 > 6/7.

Answer: 0.54 < 0.65.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.54 and 0.65. 0.54 < 0.65.

Answer: 0.207 < 0.342.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.207 and 0.342. 0.207 < 0.342.

Answer: 0.5 < 0.47.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.5 and 0.47. 0.5 < 0.47.

Answer: 0.76 > 0.67.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.76 and 0.67. 0.76 > 0.67.

Answer: 0.22 < 0.41.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.22 and 0.41. 0.22 < 0.41.

Answer: 0.6 > 0.06.

Explanation: In the above-given question, given that, compare the numbers. the numbers are 0.6 and 0.06. 0.6 < 0.06.

Question 13. \(\frac{4}{5}\) . 20 = ____

Answer: 4/5 x 20 = 16.

Explanation: In the above-given question, given that, the fraction is 4/5. multiply the fractions. 4/5 x 20. 16.

Question 14. \(\frac{2}{3}\) . 21 = ____

Answer: 2/3 x 21 = 14.

Explanation: In the above-given question, given that, the fraction is 2/3. multiply the fractions. 2/3 x 21. 14.

Question 15. \(\frac{5}{8}\) . 24 = ____

Answer: 5/8 x 24 = 15.

Explanation: In the above-given question, given that, the fraction is 5/8. multiply the fractions. 5/8 x 24. 15.

Question 16. \(\frac{1}{9}\) . 36 = ____

Answer: 1/9 x 36 = 4.

Explanation: In the above-given question, given that, the fraction is 1/9. multiply the fractions. 1/9 x 36. 4.

Question 17. \(\frac{3}{4}\) . 16 = ____

Answer: 3/4 x 16 = 12.

Explanation: In the above-given question, given that, the fraction is 3/4. multiply the fractions. 3/4 x 16. 12.

Question 18. \(\frac{2}{7}\) . 14 = ____

Answer: 2/7 x 14 = 4.

Explanation: In the above-given question, given that, the fraction is 2/7. multiply the fractions. 2/7 x 14. 4.

Question 19. \(\frac{3}{12}\) . 24 = ____

Answer: 3/12 x 24 = 6.

Explanation: In the above-given question, given that, the fraction is 3/12. multiply the fractions. 3/12 x 24. 6.

Question 20. \(\frac{8}{10}\) . 80 = ____

Answer: 8/10 x 80 = 64.

Explanation: In the above-given question, given that, the fraction is 8/10. multiply the fractions. 8/10 x 80. 64.

Question 21. \(\frac{3}{9}\) . 45 = ____

Answer: 3/9 x 45 = 15.

Explanation: In the above-given question, given that, the fraction is 3/9. multiply the fractions. 3/9 x 45. 15.

Question 22. Stretch Your Thinking Write a multiplication equation using one whole number and one fraction that have a product of \(\frac{18}{8}\).

Answer: 18/8 = 9/4.

Explanation: In the above-given question, given that, the fraction is 18/8. multiply the fractions. 2 x 9 = 18. 2 x 4 = 8. 18/8 = 9/4.

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McGraw Hill My Math Grade 4 Chapter 8 Lesson 3 Answer Key Model Equivalent Fractions

All the solutions provided in  McGraw Hill My Math Grade 4 Answer Key PDF Chapter 8 Lesson 3 Model Equivalent Fractions will give you a clear idea of the concepts.

McGraw-Hill My Math Grade 4 Answer Key Chapter 8 Lesson 3 Model Equivalent Fractions

The top number on a fraction is the numerator, The bottom number on a fraction is the denominator. Fractions that represent the same part of a number are equivalent fractions.

2. Find a fraction equivalent to \(\frac{1}{3}\). Place \(\frac{1}{6}\) – tiles below the \(\frac{1}{3}\) – tile to equal the length of the \(\frac{1}{3}\) – tile. How many \(\frac{1}{6}\) – tiles did you place? So, \(\frac{1}{3}\) and \(\frac{2}{6}\) are equivalent fractions.

Explanation: Fraction given: \(\frac{1}{3}\) \(\frac{1}{3}\) = \(\frac{1}{3}\) × \(\frac{4}{4}\) = \(\frac{4}{12}\). \(\frac{1}{3}\) = \(\frac{1}{3}\) × \(\frac{2}{2}\) = \(\frac{2}{6}\)

Try It Generate two fractions that are equivalent to \(\frac{1}{4}\). 1. The first number line is divided into fourths. Plot \(\frac{1}{4}\) on the number line.

Question 2. Mathematical PRACTICE Draw a Conclusion, determine whether \(\frac{1}{2}\) and \(\frac{3}{6}\) are equivalent fractions. Explain. Answer: Both fractions \(\frac{1}{2}\) and \(\frac{3}{6}\) are equivalent fractions.

Explanation: \(\frac{1}{2}\) = \(\frac{1}{2}\) \(\frac{3}{6}\) = \(\frac{3}{6}\) ÷ \(\frac{3}{3}\) = \(\frac{1}{2}\)

Practice It Recognize whether the fractions are equivalent. Write yes or no. Question 3. \(\frac{2}{4}\) and \(\frac{6}{12}\) Answer: Yes, \(\frac{2}{4}\) and \(\frac{6}{12}\) both are equivalent fractions.

Explanation: \(\frac{2}{4}\) = \(\frac{2}{4}\) ÷ \(\frac{2}{2}\) = \(\frac{1}{2}\) \(\frac{6}{12}\) = \(\frac{6{12}\) ÷ \(\frac{6}{6}\) = \(\frac{1}{2}\)

Question 4. \(\frac{6}{8}\) and \(\frac{5}{10}\) Answer: No, \(\frac{6}{8}\) and \(\frac{5}{10}\) both are not equivalent fractions.

Explanation: \(\frac{6}{8}\) = \(\frac{6}{8}\) ÷ \(\frac{2}{2}\) = \(\frac{3}{4}\) \(\frac{5}{10}\) = \(\frac{5}{10}\) ÷ \(\frac{5}{5}\) = \(\frac{1}{2}\)

Question 5. \(\frac{2}{3}\) and \(\frac{3}{5}\) Answer: No, \(\frac{2}{3}\) and \(\frac{3}{5}\) both are not equivalent fractions.

Explanation: \(\frac{2}{3}\) = \(\frac{2}{3}\) \(\frac{3}{5}\) = \(\frac{2}{3}\)

Question 6. \(\frac{9}{12}\) and \(\frac{3}{4}\) Answer: Yes, \(\frac{9}{12}\) and \(\frac{3}{4}\) both are equivalent fractions.

Explanation: \(\frac{9}{12}\) = \(\frac{9}{12}\) ÷ \(\frac{3}{3}\) = \(\frac{3}{4}\) \(\frac{3}{4}\) = \(\frac{3}{4}\)

Question 7. \(\frac{4}{6}\) and \(\frac{8}{12}\) Answer: Yes, \(\frac{4}{6}\) and \(\frac{8}{12}\) both are equivalent fractions.

Explanation: \(\frac{4}{6}\) = \(\frac{4}{6}\) ÷ \(\frac{2}{2}\)  = \(\frac{2}{3}\) \(\frac{8}{12}\) = \(\frac{8}{12}\) ÷ \(\frac{4}{4}\)  = \(\frac{2}{3}\)

Question 8. \(\frac{2}{3}\) and \(\frac{6}{10}\) Answer: No, \(\frac{2}{3}\) and \(\frac{6}{10}\) both are equivalent fractions.

Explanation: \(\frac{2}{3}\) = \(\frac{2}{3}\) \(\frac{6}{10}\) = \(\frac{6}{10}\)  ÷ \(\frac{2}{2}\)  = \(\frac{3}{5}\)

Generate two equivalent fractions for each fraction. Question 9. \(\frac{2}{4}\) Answer: Two equivalent fractions of \(\frac{2}{4}\) are \(\frac{4}{8}\) and \(\frac{12}{24}\)

Explanation: \(\frac{2}{4}\) = \(\frac{2}{4}\) × \(\frac{2}{2}\) = \(\frac{4}{8}\) \(\frac{2}{4}\) = \(\frac{2}{4}\) × \(\frac{6}{6}\) = \(\frac{12}{24}\)

Question 10. \(\frac{2}{6}\) Answer: Two equivalent fractions of \(\frac{2}{6}\) are \(\frac{4}{12}\) and \(\frac{12}{36}\)

Explanation: \(\frac{2}{6}\) = \(\frac{2}{6}\)× \(\frac{2}{2}\) = \(\frac{4}{12}\) \(\frac{2}{6}\) = \(\frac{2}{6}\) × \(\frac{6}{6}\) = \(\frac{12}{36}\)

Question 11. \(\frac{4}{8}\) Answer: Two equivalent fractions of \(\frac{4}{8}\) are \(\frac{16}{32}\) and \(\frac{32}{64}\)

Explanation: \(\frac{4}{8}\) = \(\frac{4}{8}\) × \(\frac{4}{4}\) = \(\frac{16}{32}\) \(\frac{4}{8}\) = \(\frac{4}{8}\)× \(\frac{8}{8}\) = \(\frac{32}{64}\)

Question 12. \(\frac{5}{10}\) Answer: Two equivalent fractions of \(\frac{5}{10}\) are \(\frac{10}{20}\) and \(\frac{55}{110}\)

Explanation: \(\frac{5}{10}\) = \(\frac{5}{10}\) × \(\frac{2}{2}\) = \(\frac{10}{20}\) \(\frac{5}{10}\) = \(\frac{5}{10}\) × \(\frac{11}{11}\) = \(\frac{55}{110}\)

Question 13. \(\frac{1}{3}\) Answer: Two equivalent fractions of \(\frac{1}{3}\) are \(\frac{5}{15}\) and \(\frac{3}{9}\)

Explanation: \(\frac{1}{3}\) = \(\frac{1}{3}\)× \(\frac{5}{5}\) = \(\frac{5}{15}\) \(\frac{1}{3}\) = \(\frac{1}{3}\)× \(\frac{3}{3}\) = \(\frac{3}{9}\)

Question 14. \(\frac{2}{3}\) Answer: Two equivalent fractions of \(\frac{2}{3}\) are \(\frac{14}{21}\) and \(\frac{12}{18}\)

Explanation: \(\frac{2}{3}\) = \(\frac{2}{3}\) × \(\frac{7}{7}\) = \(\frac{14}{21}\) \(\frac{2}{3}\) = \(\frac{2}{3}\) × \(\frac{6}{6}\) = \(\frac{12}{18}\)

Apply It Question 15. Mathematical PRACTICE Model Math There were 10 baked goods in a basket. Four of them were sold. Write a fraction to show the part of the baked goods that were not sold. Then write an equivalent fraction to this number. Answer: Fraction to show the part of the baked goods that were not sold = \(\frac{2}{5}\)

Explanation: Number of baked goods in a basket = 10. Number of baked goods in a basket sold = 4. Fraction to show the part of the baked goods that were not sold = Number of baked goods in a basket sold ÷ Number of baked goods in a basket = 4 ÷ 10 = 2 ÷ 5 or \(\frac{2}{5}\)

Question 16. Two-thirds of a jar of peanut butter has been used. Write an equivalent fraction. Answer: Equivalent fraction of \(\frac{2}{3}\) = \(\frac{10}{15}\)

Explanation: Two-thirds of a jar of peanut butter has been used. => \(\frac{2}{3}\) = \(\frac{2}{3}\) × \(\frac{5}{5}\) = \(\frac{10}{15}\)

Explanation: Fraction of the marbles are red = \(\frac{3}{10}\) Fraction of the marbles are blue = \(\frac{5}{10}\) Fraction of the marbles are green = \(\frac{2}{10}\) Simplest form: \(\frac{3}{10}\) = \(\frac{3}{10}\) \(\frac{5}{10}\) = \(\frac{5}{10}\) ÷ \(\frac{5}{5}\) = \(\frac{1}{2}\) \(\frac{2}{10}\) = \(\frac{2}{10}\) ÷ \(\frac{2}{2}\) = \(\frac{1}{5}\) \(\frac{4}{8}\) = \(\frac{4}{8}\) ÷ \(\frac{4}{4}\)  = \(\frac{1}{2}\)

Question 18. Mathematical PRACTICE Use Number Sense Daria used fraction tiles to show that \(\frac{3}{5}\) is equivalent to \(\frac{6}{10}\). Compare the number and size of fraction tiles needed to model each fraction. Answer: \(\frac{3}{5}\) is equivalent to \(\frac{6}{10}\) both are size are same.

Explanation: Given: \(\frac{3}{5}\) is equivalent to \(\frac{6}{10}\). \(\frac{3}{5}\) \(\frac{6}{10}\) = \(\frac{6}{10}\) ÷ \(\frac{2}{2}\) = \(\frac{3}{5}\)

Explanation: Equation: \(\frac{2}{??}\) × \(\frac{3}{3}\) = \(\frac{??}{6}\) => 6 × 2 = 12. \(\frac{2}{12}\) = \(\frac{1}{6}\)

Write About It Question 20. Write a real-world example of equivalent fractions. Answer: A real-world example of equivalent fractions is a piece of cake.

Explanation: I have a cake, cut it into two equal pieces, and eat one of them, you will have eaten half the cake. If I cut a cake into eight equal pieces and eat four of them, I will still have eaten half the cake. These are equivalent fractions.

McGraw Hill My Math Grade 4 Chapter 8 Lesson 3 My Homework Answer Key

Practice Recognize whether the fractions are equivalent. Write yes or no. Question 1. \(\frac{3}{5}\) and \(\frac{6}{8}\) Answer: Yes, \(\frac{3}{5}\) and \(\frac{6}{8}\) both are equivalent fractions.

Explanation: \(\frac{3}{5}\) = \(\frac{3}{5}\) \(\frac{6}{8}\) = \(\frac{6}{8}\)  ÷ \(\frac{2}{2}\)  = \(\frac{3}{5}\)

Question 2. \(\frac{4}{5}\) and \(\frac{5}{6}\) Answer: No \(\frac{4}{5}\) and \(\frac{5}{6}\) both are not equivalent fractions.

Explanation: \(\frac{4}{5}\) = \(\frac{4}{5}\) \(\frac{5}{6}\) = \(\frac{5}{6}\)

Question 3. \(\frac{2}{4}\) and \(\frac{6}{12}\) Answer: Yes \(\frac{2}{4}\) and \(\frac{6}{12}\) both are equivalent fractions.

Explanation: \(\frac{2}{4}\) = \(\frac{2}{4}\) ÷ \(\frac{2}{2}\)  = \(\frac{1}{2}\) \(\frac{6}{12}\) = \(\frac{6}{12}\) ÷ \(\frac{6}{6}\)  = \(\frac{1}{2}\)

Question 4. \(\frac{2}{3}\) and \(\frac{4}{6}\) Answer: Yes \(\frac{2}{3}\) and \(\frac{4}{6}\) both are equivalent fractions.

Explanation: \(\frac{2}{3}\) = \(\frac{2}{3}\) \(\frac{4}{6}\) = \(\frac{4}{6}\) ÷ \(\frac{2}{2}\)  = \(\frac{2}{3}\)

Question 5. \(\frac{8}{12}\) and \(\frac{4}{6}\) Answer: Yes \(\frac{8}{12}\) and \(\frac{4}{6}\) both are equivalent fractions.

Explanation: \(\frac{8}{12}\) = \(\frac{8}{12}\) ÷ \(\frac{4}{4}\)  = \(\frac{2}{3}\) \(\frac{4}{6}\) = \(\frac{4}{6}\) ÷ \(\frac{2}{2}\)  = \(\frac{2}{3}\)

Question 6. \(\frac{5}{6}\) and \(\frac{9}{10}\) Answer: No \(\frac{5}{6}\) and \(\frac{9}{10}\) both are not equivalent fractions.

Explanation: \(\frac{5}{6}\) = \(\frac{5}{6}\) \(\frac{9}{10}\) = \(\frac{9}{10}\)

Generate two equivalent fractions for each fraction. Question 7. \(\frac{1}{3}\) Answer: Two equivalent fractions of \(\frac{1}{3}\) are \(\frac{7}{21}\) and \(\frac{3}{9}\)

Explanation: \(\frac{1}{3}\) = \(\frac{1}{3}\) × \(\frac{7}{7}\) = \(\frac{7}{21}\) \(\frac{1}{3}\) = \(\frac{1}{3}\) × \(\frac{3}{3}\) = \(\frac{3}{9}\)

Question 8. \(\frac{8}{12}\) Answer: Two equivalent fractions of \(\frac{8}{12}\) are \(\frac{16}{24}\) and \(\frac{24}{36}\)

Explanation: \(\frac{8}{12}\) = \(\frac{8}{12}\) × \(\frac{2}{2}\) = \(\frac{16}{24}\) \(\frac{8}{12}\) = \(\frac{8}{12}\) × \(\frac{3}{3}\) = \(\frac{24}{36}\)

Question 9. \(\frac{3}{4}\) Answer: Two equivalent fractions of \(\frac{3}{4}\) are \(\frac{15}{20}\) and \(\frac{6}{8}\)

Explanation: \(\frac{3}{4}\) = \(\frac{3}{4}\) × \(\frac{5}{5}\) = \(\frac{15}{20}\) \(\frac{3}{4}\) = \(\frac{3}{4}\) × \(\frac{2}{2}\) = \(\frac{6}{8}\)

Problem Solving Question 10. Mathematical PRACTICE Justify Conclusions Francie lives \(\frac{1}{5}\) mile from the school. Jake lives \(\frac{2}{10}\) mile from the school. Do they live the same distance from the school? Explain. Answer: Yes, they live the same distance from the school because \(\frac{1}{5}\)  is the simplest form of \(\frac{2}{10}\).

Explanation: Number of miles Francie lives from the school = \(\frac{1}{5}\) Number of miles Jake lives from the school = \(\frac{2}{10}\) Simplest  form: \(\frac{1}{5}\)  = \(\frac{1}{5}\) \(\frac{2}{10}\)  = \(\frac{2}{10}\) ÷ \(\frac{2}{2}\)  = \(\frac{1}{5}\)

Explanation: Numerator = the number above the line in a fraction showing how many of the parts indicated by the denominator are taken. The denominator = The numeric value below the line of a fraction is called the denominator. Equivalent fractions = They are fractions that represent the same value, even though they look different.

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