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Texas Go Math Grade 5 Lesson 6.6 Answer Key Fraction and Whole-Number Division

Refer to our Texas Go Math Grade 5 Answer Key Pdf to score good marks in the exams. Test yourself by practicing the problems from Texas Go Math Grade 5 Lesson 6.6 Answer Key Fraction and Whole-Number Division.

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Three friends share a \(\frac{1}{4}\)-pound block of fudge equally. What fraction of a pound of fudge does each friend get?

Brad has 9 pounds of ground turkey to make turkey burgers for a picnic. How many \(\frac{1}{3}\)-pound turkey burgers can he make?

Math Talk Mathematical Processes

Will the number of turkey burgers be less than or greater than 9? Explain. Answer: The number of turkey burgers are greater than 9.

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Problem Solving

Question 3. 5 ÷ \(\frac{1}{3}\) Answer: 5 ÷ 1/3 = 5 x 3 = 15 Explanation: In the above division problem 5 ÷ 1/3 we can observe that the whole number is divided by a fraction. Divide 5 by 1/3 the result is 15. The result 15 is obtained by multiplying 5 with 3.

Question 4. 8 ÷ \(\frac{1}{2}\) Answer: 8 ÷ 1/2 = 8 x 2 = 16 Explanation: In the above division problem 8 ÷ 1/2 we can observe that the whole number is divided by a fraction. Divide 8 by 1/2 the result is 16. The result 16 is obtained by multiplying 8 with 2.

Question 5. \(\frac{1}{7}\) ÷ 4 Answer: 1/7 ÷ 4 = 1/7 x 1/4 = 1/28 Explanation: In the above division problem 1/7 ÷ 4 we can observe that the fraction is divided by a whole number. Divide 1/7 by 4 the result is 1/28. The result 1/28 is obtained by multiplying 1/7 with 1/4.

Question 6. \(\frac{1}{3}\) ÷ 4 Answer: 1/3 ÷ 4 = 1/3 x 1/4 = 1/12 Explanation: In the above division problem 1/3 ÷ 4 we can observe that the fraction is divided by a whole number. Divide 1/3 by 4 the result is 1/12. The result 1/12 is obtained by multiplying 1/3 with 1/4.

Lesson 6.6 Answer Key 5th Grade Go Math Question 7. \(\frac{1}{4}\) ÷ 12 Answer: 1/4 ÷ 12 = 1/4 x 1/12 = 1/48 Explanation: In the above division problem 1/4 ÷ 12 we can observe that the fraction is divided by a whole number. Divide 1/4 by 12 the result is 1/48. The result 1/48 is obtained by multiplying 1/4 with 1/12.

Question 8. 6 ÷ \(\frac{1}{5}\) Answer: 6 ÷ 1/5 = 6 x 5 = 30 Explanation: In the above division problem 6 ÷ 1/5 we can observe that the whole number is divided by a fraction. Divide 6 by 1/5 the result is 30. The result 30 is obtained by multiplying 6 with 5.

a. What do you need to find? Answer:

b. What operations will you use to solve the problem? Answer:

c. Show the steps you used to solve the problem. Answer:

d. Complete the sentences. A three-toed sloth would travel 10 feet in __________ seconds. A giant tortoise would travel 10 feet in __________ seconds. Since _______ – _________ = _________. it would take a three-toed sloth _________ seconds longer to travel 10 feet. Answer:

e. Fill in the bubble for the correct answer choice. Answer:

Go Math Lesson 6.6 Answer Key 5th Grade Question 12. Robert divides 8 cups of almonds into \(\frac{1}{8}\)-cup servings. How many servings does he have? Answer: 8 ÷ 1/8 = 8 x 8 = 64 He have 64 servings. Explanation: Robert divides 8 cups of almonds into 1/8-cup servings. In this division problem 8 ÷ 1/8 we can observe that the whole number is divided by a fraction. Divide 8 by 1/8 the result is 64. The result 64 is obtained by multiplying 8 with 8. So, Robert have 64 servings.

Daily Assessment Task

Fill In the bubble completely to show your answer.

Question 13. Your friend asks you to watch his iguana. He gives you 1/3 pound of food for 4 days. He tells you if you feed the iguana the same amount each day, you will have no food left over. How much food should you feed the iguana each day? (A) \(\frac{1}{7}\) pound (B) 7 pounds (C) 12 pounds (D) \(\frac{1}{12}\) pound Answer:

Texas Test Prep

Texas Go Math Grade 5 Lesson 6.6 Homework and Practice Answer Key

Question 1. 6 ÷ \(\frac{1}{3}\) Answer: 6 ÷ 1/3 = 6 x 3 = 18 Explanation: In the above division problem 6 ÷ 1/3 we can observe that the whole number is divided by a fraction. Divide 6 by 1/3 the result is 18. The result 18 is obtained by multiplying 6 with 3.

Question 2. 4 ÷ \(\frac{1}{8}\) Answer: 4 ÷ 1/8 = 4 x 8 = 32 Explanation: In the above division problem 4 ÷ 1/8 we can observe that the whole number is divided by a fraction. Divide 4 by 1/8 the result is 32. The result 32 is obtained by multiplying 4 with 8.

Question 3. \(\frac{1}{3}\) ÷ 9 Answer: 1/3 ÷ 9 = 1/3 x 1/9 = 1/27 Explanation: In the above division problem 1/3 ÷ 9 we can observe that the fraction is divided by a whole number. Divide 1/3 by 9 the result is 1/27. The result 1/27 is obtained by multiplying 1/3 with 1/9.

Go Math 5th Grade Practice and Homework Lesson 6.6 Answer Key Question 4. 7 ÷ \(\frac{1}{2}\) Answer: 7 ÷ 1/2 = 7 x 2 = 14 Explanation: In the above division problem 7 ÷ 1/2 we can observe that the whole number is divided by a fraction. Divide 7 by 1/2 the result is 14. The result 14 is obtained by multiplying 7 with 2.

Question 5. 8 ÷ \(\frac{1}{3}\) Answer: 8 ÷ 1/3 = 8 x 3 = 24 Explanation: In the above division problem 8 ÷ 1/3 we can observe that the whole number is divided by a fraction. Divide 8 by 1/3 the result is 24. The result 24 is obtained by multiplying 8 with 3.

Question 6. \(\frac{1}{4}\) ÷ 4 Answer: 1/4 ÷ 4 = 1/4 x 1/4 = 1/16 Explanation: In the above division problem 1/4 ÷ 4 we can observe that the fraction is divided by a whole number. Divide 1/4 by 4 the result is 1/16. The result 1/16 is obtained by multiplying 1/4 with 1/4.

Question 7. 9 ÷ \(\frac{1}{4}\) Answer: 9 ÷ 1/4 = 9 x 4 = 36 Explanation: In the above division problem 9 ÷ 1/4 we can observe that the whole number is divided by a fraction. Divide 9 by 1/4 the result is 36. The result 36 is obtained by multiplying 9 with 4.

Question 8. \(\frac{1}{7}\) ÷ 2 Answer: 1/7 ÷ 2 = 1/7 x 1/2 = 1/14 Explanation: In the above division problem 1/7 ÷ 2 we can observe that the fraction is divided by a whole number. Divide 1/7 by 2 the result is 1/14. The result 1/14 is obtained by multiplying 1/7 with 1/2.

Go Math Lesson 6.6 Answer Key Homework 5th Grade Question 9. 10 ÷ \(\frac{1}{5}\) Answer: 10 ÷ 1/5 = 10 x 5 = 50 Explanation: In the above division problem 10 ÷ 1/5 we can observe that the whole number is divided by a fraction. Divide 10 by 1/5 the result is 50. The result 50 is obtained by multiplying 10 with 5.

Question 10. 5 ÷ \(\frac{1}{5}\) Answer: 5 ÷ 1/5 = 5 x 5 = 25 Explanation: In the above division problem 5 ÷ 1/5 we can observe that the whole number is divided by a fraction. Divide 5 by 1/5 the result is 25. The result 25 is obtained by multiplying 5 with 5.

Question 11. \(\frac{1}{5}\) ÷ 12 Answer: 1/5 ÷ 12 = 1/5 x 1/12 = 1/60 Explanation: In the above division problem 1/5 ÷ 12 we can observe that the fraction is divided by a whole number. Divide 1/5 by 12 the result is 1/60 The result 1/60 is obtained by multiplying 1/5 with 1/12.

Question 12. \(\frac{1}{9}\) ÷ 5 Answer: 1/9 ÷ 5 = 1/9 x 1/5 = 1/45 Explanation: In the above division problem 1/9 ÷ 5 we can observe that the fraction is divided by a whole number. Divide 1/9 by 5 the result is 1/45. The result 1/45 is obtained by multiplying 1/9 with 1/5.

Question 13. Cooks at a food booth at the state fair made an extra-large 8-foot long burrito. If they cut the burrito into \(\frac{1}{4}\)-foot servings, how many people will the extra-large burrito serve? Answer: 8 ÷ 1/4 = 8 x 4 = 32 The extra-large burrito is served by 32 people. Explanation: Cooks at a food booth at the state fair made an extra-large 8-foot long burrito. They cut the burrito into 1/4-foot servings. Divide 8 by 1/4 the result is 32. So, the extra-large burrito is served by 32 people.

Go Math 5th Grade Lesson 6.6 Homework Answer Key Question 14. A serving of the burrito contains \(\frac{1}{4}\) pound of meat. Franklin and two friends share his serving equally. How much meat does each friend get? Answer: 1/4 ÷ 3 = 1/12 Each friend get 1/12 meat. Explanation; A serving of the burrito contains 1/4 pound of meat. Franklin and two friends share his serving equally. Divide 1/4 by 3 the result is 1/12.

Lesson Check

Fill in the bubble completely to show your answer.

The number sentence is 2 ÷ 1/6 = 2 x 6 = 12 So, Option C is correct. Explanation: Divide 2 ÷ 1/6. Draw 2 rectangles and divide each rectangle into sixths. When we divide the 2 rectangles into sixths, we are finding the number of sixths in 2 rectangles or finding 2 groups of 6. There are 12 sixths. The problem 2 ÷ 1/6 represents the above model. So, draw a circle for option C.

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English Language Arts and Reading.5.6.E

make connections to personal experiences, ideas in other texts, and society;

A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”

Knowledge and Skills Statement

A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.

While reading aloud, prompt students to share the connections they make with the text. Connections should include text to self, text to text, and text to world.

Sentence starters for students:

• My connection is . . .
• This story reminds me of . . .because . . .
• I had the same feelings as . . .
• This story is similar to . . .

Further Explanation

This SE focuses on making connections between text and relevant personal experiences, other texts, or things from the real world to build a framework for understanding the text. Students demonstrate comprehension of a text when they recognize connections and can draw comparisons between them.

Glossary Support for ELA.5.6.E

1. Liang, L. A., & Galda, L. (2009). Responding and comprehending: Reading with delight and understanding. The Reading Teacher , 63(4), 330–333. doi:10.1598/RT.63.4.9

Summary: Using DeCamillo's Because of Winn-Dixie as their focal text, the authors describe the use of predicting and visualization exercises in the classroom. Students are asked to reflect on a personal situation in which they were been new and consider how that felt and what happened. This reflection serves as a springboard for students to make predictions about what will happen in the story's narrative structure. The visualization exercise focuses on getting children to visualize images from poetry and then illustrate those images. Although the article is targeted for primary grades, it can be scaffolded for older students. For example, students could illustrate a poem through digital art or photography.

2. Barbe-Clevett, T., Hanley, N., & Sullivan, P. (2002). Improving reading comprehension through metacognitive reflection . (Master theses, Saint Xavier University).  Retrieved from \\ https://eric.ed.gov/?id=ED471067

Summary: This research reveals a plan for increasing 6th grade students' reflection and comprehension skills. The reflective process is developed through four interrelated activities taught in a specific, scaffolded sequence. Post-intervention data shows an increase in reading skills along with an increased emotional involvement in reading.

3. Barth, A. E., & Elleman, A. (2017). Evaluating the impact of a multistrategy inference intervention for middle-grade struggling readers. Language, Speech, & Hearing Services in Schools , 48(1), 31+. Retrieved from https://www.gale.com/

Summary: This study examines the effectiveness of multiple inference intervention strategies that were designed to increase inference-making and reading comprehension for struggling readers. The study focused on using text clues, activating and integrating prior knowledge, understanding character and author's purpose, and responding to inference questions. Details and lesson examples are included.

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6th grade (Illustrative Mathematics)

Unit 1: area and surface area, unit 2: introducing ratios, unit 3: unit rates and percentages, unit 4: dividing fractions, unit 5: arithmetic in base ten, unit 6: expressions and equations, unit 7: rational numbers, unit 8: data sets and distribution.