SUMMER ESSENTIALS

MATH
PRACTICE BOOK
Grade 5, Advanced Math

Name:
Welcome to your Summer Essentials Practice Book! This book is designed to support your learning
this summer during the weeks of June 29 - July 31. In this book you will have opportunities to:
• Practice and apply mathematics skills from the past school year
• Engage in open-ended creative tasks through Learning Quests

This practice book provides suggested mathematics learning activities for you to complete each
weekday over the next five weeks. Take a few moments to look at the calendar on page 3 and
explore the book with your family. An answer key is provided at the end of each week so that you can
check your answers. Learning Quests are included for you at the end of the book. You can complete
the quests and share your learning with family and friends. As you use this book, keep in mind:
• Practice books reinforce the most important skills needed for your next math course.
It is recommended that you engage in this review this summer; practice books will not be
collected or graded.
• Practice books are posted to FCPS 24/7 Learning Blackboard for families.
• You have the opportunity to attend one virtual office hour each week with a teacher from your
school. Office hours are optional and give you the chance to receive help with the content in this
practice book. Please contact your school if you have questions about office hour details.

Usen este enlace para obtener la información en español.

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Message to families: https://www.fcps.edu/node/41224 1
Advanced Mathematics, Grade 5

Learning Opportunities
Advanced Mathematics Pages

Week 1 • Identify and represent equivalent fractions, decimals, and percents 4-10

• Represent relationships between quantities using ratios and

Week 2 11-17
proportions
• Multiply fractions
Week 3 18-24
• Solve single-and multi-step problems with fractions
• Divide fractions
Week 4 25-30
• Solve single-and multi-step problems with fractions
• Represent and compare integers
Week 5 • Describe absolute value 31-36
• Solve problems with integers
Learning Quests
• Design a paper airplane that can fly as far as possible
Weeks 1-5 37-39
• Create unique characters from simple shapes
COVID-19 Education
• Identify common symptoms of COVID-19, how it is spread, and ways
Weeks 1-5 40
to help prevent infection

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Advanced Mathematics, Grade 5

Weekly Calendar
This calendar suggests practice activities for students to do each day. Every student works at a
different pace. Please customize to meet the needs of your child and consider participating in Office
Hours provided by your school as an additional support.
Monday Tuesday Wednesday Thursday Friday
Week 1: Fractions, Decimals, and Percents
June 29 June 30 July 1 July 2 July 3
Which One Doesn’t Number Line; Same or Different; Game: Reflection for
Belong?; Application and Spot the Imposter Four in a Row the Week;
Fractions, Practice Answer Key
Decimals, Percents
Pages 4-5 Pages 6-7 Page 8 Page 9 Pages 10
Week 2: Ratios and Proportions
July 6 July 7 July 8 July 9 July 10
Would You Open Middle; Same or Different; Game: Four in a Exit Ticket;
Rather?; Application and Application and Row Ratios Answer Key
Rate and Ratio Practice Practice
Tables; Practice
Pages 11-12 Pages 13-14 Pages 14-15 Pages 15-16 Pages 16-17
Week 3: Multiplying Fractions
July 13 July 14 July 15 July 16 July 17
How Many?; Can You See It?; More or Less Game: Fraction Reflection for
Multiplying Practice; than 1?; Target Game the Week;
Fractions & Mixed Magic Multiplication Practice Answer Key
Numbers; Square
Practice
Pages 18-19 Pages 20-21 Pages 21-22 Pages 23 Pages 24
Week 4: Dividing Fractions
July 20 July 21 July 22 July 23 July 24
Which One Doesn’t Splat!; How Many?; Less than, Greater Reflection for
Belong?; Practice Practice than, or Equal to 1? the Week;
Dividing Fractions Answer Key
& Mixed Numbers;
Application
Pages 25-26 Pages 27-28 Pages 28-29 Pages 29-30 Pages 30
Week 5: Integers
July 27 July 28 July 29 July 30 July 31
Notice & Wonder; Same or Different; Mystery Number Game: Reflection for
Solving problems Practice Integer Tic-Tac-Toe Fill the Board the Week;
with Integers; Answer Key
Application
Pages 31-32 Page 33 Page 34 Page 35 Page 36

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Advanced Mathematics, Grade 5 Week 1

Week 1: Fractions, Decimals, and Percents

Weekly Learning Outcome: I am learning to identify and represent equivalent fractions,
decimals, and percents.

Day 1: Which One Doesn’t Belong?

Directions: Look at the pictures. Which one doesn’t belong? How do you know? See how many you
can find.
______ does not belong because ______________________

_________________________________________________.

______ does not belong because ______________________

_________________________________________________.

Equivalent Fractions, Decimals, and Percents

Let’s take a look at the fraction, decimal, and percent models below. These values are all equivalent,
or equal, and we can use models to prove it. We will use a hundredths grid and a number line as our
models to prove that these numbers are equivalent.

Hundredths Grid Number Line

3 75
Fraction: 4 or 100
Decimal: 0.75
Percent: 75%
3 75
Fraction: 4 or 100
Decimal: 0.75
Percent: 75%

Image Sources: ORIGO Honey Pot (Fractions Grids - Thousandths), Geogebra (number line)

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Advanced Mathematics, Grade 5 Week 1

Each square represents

1
, 0.01, or The number line is partitioned, or split, into 100 segments
100 1
1% of one whole. and each segment represents , 0.01, or 1% of one
100
● 75 out of 100 squares are shaded whole.
● 3 out of 4 sections of the grid are ● It will take 75 jumps to get to the point and 100 jumps
shaded, which shows that
3
=
75 to get 1
4 100 ● It will take 3 jumps to get to the point and 4 to get to 1

Let’s look at another example.

Thousandths Grid Number Line

The number line is partitioned, or split, into 100

1
segments and each segment represents , 0.01, or
100
1% of one whole.
This time, each tiny rectangle represents 62 63
1 ● The point is between and
100 100
, 0.001, or .01% of one whole.
1000 ● It will take 5 jumps to get to the point and 8 to get to
● 625 out of 1,000 rectangles are 1.
shaded
● 5 out of 8 sections are shaded 625 5
625 5 Fraction: or
1000 8
Fraction: or
1000 8 Decimal: 0.625
Decimal: 0.625 Percent: 62.5%
Percent: 62.5%
Image Sources: ORIGO Honey Pot (Fractions Grids - Thousandths), Geogebra (number line)

Directions: Who is correct? Show your thinking on another piece of paper if you need more space.
Katie says that ⅔ and 23% are the equivalent. Juan disagrees. He thinks ⅔ is greater than 23%.
Who is correct? Explain your thinking using pictures, numbers, and/or words.

I think ____________ is correct because...

Checkpoint: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? Can you find your mistake?

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Advanced Mathematics, Grade 6 Week 1
Checkpoint: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? Can you find your mistake?
Day 2: Number Line
Directions: Look at the number line. The arrow is pointing to a number. What could the number be?
Try to find a fraction, a decimal, and a percent.

The fraction could be ______ because _________________________________________________

________________________________________________________________________________.

The decimal could be ______ because _________________________________________________

________________________________________________________________________________.

The percent could be ______ because _________________________________________________

________________________________________________________________________________.

Application and Practice

Directions: Answer the questions based on the image.

1. What fractional part of the large triangle is shaded?

_______________________________________________________.

2. Explain your reasoning: I think _____ of the triangle is shaded

because ________________________________________________

_______________________________________________________.

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Advanced Mathematics, Grade 6 Week 1

Directions: Determine if the statements below are true or false. How could you convince someone
else that each statement is true or false? Justify and defend your ideas with pictures, numbers,
and/or words.

True or False? Convince us!

Example: True.
𝟑𝟑 𝟔𝟔 𝟔𝟔𝟔𝟔
= =
3 𝟓𝟓 𝟏𝟏𝟏𝟏 𝟏𝟏𝟏𝟏𝟏𝟏
60% =
5
0.6 = 0.60 = 60%

3 3. 12.5% = 0.125
1. > 75%
4

2. 88% < 0.88 4.

5
< 83. 3%
6

Checkpoint: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

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Advanced Mathematics, Grade 6 Week 1

Day 3: Same or Different

Directions: Look at the pictures below. What is the same about them? What is different about them?
Explain how you know.
They are the same because... They are different because...

Spot the Imposter

Directions: Read the 3 statements. Two of the statements are true and one is false. Determine which
one is false (not true). Show your thinking with pictures, numbers, and/or words.

4 1 3
A. 68% < B. = 50% C. 0.75 >
5 2 4

I know that ______ is false because (use picture, number, and or words)...

1 1 C. 87.5% = 0.875
A. 15% < B. 0. 3 >
5 3

I know that ______ is false because (use picture, number, and or words)...

Checkpoint: Use page 10 to check your answers. What did you get correct? Can you work it a
different way? What was incorrect? Can you find your mistake? What can you do differently?

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Advanced Mathematics, Grade 6 Week 1

Day 4: Game - Four in a Row

Fractions, Decimals, and Percents

Directions:
1. Choose two numbers from the “Number Choices” box.
2. Then choose an operation (+ addition or - subtraction) to get one of the answers on the game
board. Solve.
3. Choose another 2 numbers to use. Continue until you get 4 in a row.

Number Choices

1 1 3
0.875 25% 40% 0.5 75% 0.8 0.375
2 3 5
2 1 1 7 5
0.75 50% 62.5% 0.9 30%
3 8 5 12 12

Game Board

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Advanced Mathematics, Grade 6 Week 1

Day 5: Reflection for the Week

Directions: Look at the numbers in each box. Write them in the table in order from least to
greatest.

I started with the smallest and largest numbers

Example: and worked my way into the middle.
1
● 0.1 = = 10% and that is the least number.
10
● 0.26 is the greatest because it’s equivalent to
26%.
● 11% is the next smallest number because it’s
1
Least to greatest: 0.1, 11%, 20%, , 0.26 just a little greater than 10%.
4 1 1
● and 20% are left. = 25% and 20% < 25%,
4 4
1
so 20% would come next, then , then 0.26.
4

Least to greatest: Least to greatest:

How do you know? Explain your thinking. How do you know? Explain your thinking.

Answer Key
Page 4: Which One Page 5: Application Page 6: Number Line Page 7: True or
Doesn’t Belong? *Answers may vary False?
Juan is correct. Katie This number could be 1. False:
*Answers may vary must think that the 3 3
greater than 4, 0.75, or = 75%
Possible responses: numbers are 4
75%. 2. False:
A: does not contain equivalent because
digits 2 or 6 they both have the 88% = 0.88
Application and 3. True:
B: only decimal digits 2 and 3.
Practice 12.5% = 0.125
number 2
= 0. 3 = 33% and
C: not in simplest form 3 4. False:
1 1 1 𝟗𝟗
D: only percentage 33% > 23%. + + = 5
= 83. 3%
4 4 16 𝟏𝟏𝟏𝟏 6

Page 7: Same or Different Page 8: Spot the Page 10: Reflection:

Same: Equivalent values
2
=
4 Imposter 2 1
, 25%, , 39%, 0.5
5 10 3 9 3
A: 0.75 = 4 9 11
Different: Pieces are different sizes, top shaded 9%, 80%, 0.85, ,
1
pieces alternate, bottom shaded pieces next to B: 0. 3 = 10 12
3
each other.

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Advanced Mathematics, Grade 5 Week 2

Week 2: Ratios and Proportions

Weekly Learning Outcome: I am learning to represent relationships between quantities using
ratios with appropriate notations. I am learning to represent a proportion between two quantities.

Day 1: Would You Rather?

Directions: Which choice would be the better buy? Explain your
thinking with pictures, numbers, and/or words.

Choice A Choice B

Buy 6 pencils for $1.50 Buy 8 pencils for $3.20

Choice _________ is the better buy because...

Ratios
A ratio is a comparison of two quantities, or amounts, that tells how many of one quantity there are
for a given number of the second quantity. We can represent a ratio with a colon :, as a fraction, or
with words.

Types of Ratios Examples: Set A

Part-to-Whole Circles to Total Shapes

Compares part of a set to the whole Set A - 2:6
2
2 to 6
set 6
3
Set B - 3:5 3 to 5
5

Part-to-Part Set A: Circles to Triangles

Compares part of a set to the other 2:4
2
2 to 4 Set B
part of the set 4
Set B: Circles to Triangles
3
Part of one set to part of another set 3:2 3 to 2
2
Triangles: Set A to Set B
4
4:2 4 to 2
2

Whole-to-Whole: Compares one Set A to Set B

whole set to another whole set 6:5
6
6 to 5
5

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Advanced Mathematics, Grade 5 Week 2

Rates and Ratio Tables

A rate is a ratio that compares two unlike quantities. A unit rate is a rate that compares some
quantity to one unit of another quantity. Speed limits are an example of a unit rate. The speed limit is
55 miles per hour on most highways. The rate compares distance (miles) to time (hours). The unit
rate here is 55 miles: 1 hour.

● Ratio tables are a helpful tool that mathematicians use to help them find the unit rate.
● Ratios can be equivalent.
Example: Ratio Table
It takes 6 cups of sugar to make 4 batches, or 1
Cups 6 3
groups, of cookies. How many cups of sugar will 1
2
be needed to make one batch of cookies?
Batches 4 2 1
The rate is cups of sugar to batches of cookies,
so the ratio is 6:4. 1
Unit Rate: 1 2 cups sugar : 1 batch of cookies
1
Equivalent Ratios: 6:4, 3:2, 1 2:1

Practice
Directions: Use the picture to sort the figures into three groups of equivalent ratios. Write the letter
of the equivalent ratios in the correct column.
6
A B 3:7 C moons : total
8
D 4 to 7 E 6:8 F suns : total
3
G H 3 to 7 I suns : moons
7
4
J 4:7 K 3 to 4 L
7
Group 1 Group 2 Group 3

Explain how you decided to sort the ratios.

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Advanced Mathematics, Grade 5 Week 2
Check and Reflect: Use page 17 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

Day 2: Open Middle

Directions: Write as many ratios as you can that are equivalent to 2:3. How many can you find?

Application and Practice

Directions: Use the picture to determine which 2 statements

are true.
A. The ratio of dogs to cats is equivalent to 10 to 6.

1
B. The ratio of cats to total animals is equivalent to .
4

10
C. The ratio of dogs to total animals is equivalent to .
16

D. The ratio of guinea pigs to dogs is equivalent to 10:8.

Create two other true statements about the picture using ratios. Justify, explain why you are right, and
defend your thinking behind why they are true.

1. The ratio of ___________ to ___________ is 2. The ratio of ___________ to ___________ is

equivalent to ___________. equivalent to ___________.

This is true because... This is true because...

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Advanced Mathematics, Grade 5 Week 2
Directions: Solve the problems. Use a ratio table to help organize your thinking.

1
1. A puppy eats a cup of dog food twice a day. How many cups of dog food will the puppy eat in
2
one week?

Cups of dog food

Days

2. Three packages of soda costs $9.99. How much does one package of soda cost?

Packages of soda

Price

Check and Reflect: Use page 17 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?
Day 3: Same or Different

Directions: Look at the pictures. What is the same about them?

What is different about them? Explain how you know.

They are the same because… They are different because...

Application and Practice

Directions: Solve the problems below. Show your thinking in the workspace provided.

1. Maria drives a truck two miles in four minutes. Ben drives a car four miles in six minutes.
Which vehicle is moving faster? Explain your thinking using pictures, numbers, and/or words.

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Advanced Mathematics, Grade 5 Week 2
2. The grocery store is selling two large apples for $4. How much would one large apple cost?
3 large apples? 4? 6? Use a ratio table to help you solve the problem.

Number of large apples

Price

3. 40 packs of baseball cards cost $64. How much will 10 packs of baseball cards cost?

4. Michael bought 2 t-shirts for $50. Jose bought 4 t-shirts for $90. Who got a better deal? How
do you know?

___________ got a better deal because...

5. Sonja can type 50 words per minute. How many words can she type in 30 seconds? How
many words can she type in one minute and 30 seconds? 3 minutes? 10 minutes?

Check and Reflect: Use page 17 to check your answers. What did you get correct? Can you work it
a different way? What was incorrect? Can you find your mistake? What can you do
differently?

Day 4: Four-in-a-Row Ratios

Directions:
● Use a paperclip and pencil to spin the
spinner.
● Find a ratio or proportion that is
equivalent to the ratio you spun in the
chart and mark it with an X.
● When you cover 4 in a row, you win!

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Advanced Mathematics, Grade 5 Week 2

Game Board

2 to 24 20:25

45 to 60 3:36 18 to 20 14:16

16 to 20 6:72

8 to 16 90:100

Day 5: Exit Ticket

Directions: Read the graph below and answer the questions. Use a ratio table to help you solve.
*Use another piece of paper if you need more space.

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Advanced Mathematics, Grade 5 Week 2

1. What is the unit rate of money Evan 2. If Evan works 8 hours every day, how
earns per hour for his summer job? much money will he earn in one day?

3. How much will he earn for 5 days? 4. Evan wants to earn $600 to buy a phone.
How many hours will he need to work to
earn $600?

Answer Key
Page 11: Would You Page 12: Application Page 13: Open Middle Page 13: Application
Rather and Practice *Answers may vary and Practice
Choice A unit rate: *Answer groups may Equivalent ratios might A and B are true
$0.50 vary include 4:6, 6:9, 1:1
1
statements.
Choice B unit rate: Group 1: A, E, I, K 2
$0.40
Group 2: B, F, G, H
*Answers may vary
Possible responses Group 3: C, D, J, L
A because 50 cents is
a friendly number.
B because 40 cents is
less than 50 cents.

Page 14: Application Page 15: Application and Practice Page 17: Exit Ticket
and Practice 1. Ben’s car is faster. 1. $12
1. 7 days 2. $3.33 2. 1 - $2.00, 3 - $6.00, 4 - $8.00, 6 - $12.00 2. $96,
3. $16 3. $480,
Same or Different 4. Jose’s t-shirts were $25.50 each. Michael’s 4. 50 hours.
cost $25 each. Jose got the better buy.
*Answers may vary
5. 25 words in 30 sec, 75 word in 90 sec,
Possible responses:
1520 words in 3 min, 500 words in 10 min
Same: equivalent
1 3
ratio/fraction, = or
4 12
1 3
=
3 9
Different: the number
of shaded to unshaded
counters is different in
each group

Week 2 Image Sources – Retrieved from Encyclopædia Britannica ImageQuest: Pencils

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Advanced Mathematics, Grade 5 Week 3

Week 3: Multiplying Fractions

Weekly Learning Outcome: I am learning to multiply fractions and solve single-and multi-step
problems with fractions.

Day 1: How Many?

Directions: Look at the image below. How many do you see? Record your thinking.

I see...

Image from The Math Learning Center (Pattern Shapes)

Multiplying Fractions and Mixed Numbers

When mathematicians solve problems, they use estimation as a tool to help them consider whether
their answers are reasonable. They also use models to represent numbers and different strategies
to help them solve problems as needed. We can use estimation, models, different strategies, and
check our work to make sense of problems. Let’s take a look at two examples.

1. Sandra has 3 bags of candy with ⅚ pound of candy in each bag. How many pounds of candy
does she have altogether?

Estimate: 3 x ⅚ Strategy 1: Models

3 bags x ⅚ lb. of candy

● ⅚ is close to 1
● 3 x 1 = about 3 lbs. of candy

Image from Brainingcamp (Fraction Tiles)

Strategy 1: Algorithm Check ☑

Sandra has 2 ½ pounds of candy altogether.

Our estimate was 3. The actual answer is 2 ½. Our thinking

makes sense.

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Advanced Mathematics, Grade 5 Week 3
2. A cookie recipe calls for ¾ of a cup of butter. Marcus wants to make ⅔ of the original recipe. How
many cups of butter will Marcus need?

Estimate: ¾ x ⅔ Strategy 1: Models

The answer should be less than
one because both factors are ¾x⅔
less than 1.
● ¾ is close to 1
● ⅔ is close to ½
● 1 x ½ = around ½ cup butter → →
Strategy 1: Algorithm Check ☑
Marcus needs ½ a pound of butter.
Our estimate was ½, so our answer of ½ makes sense.

Practice
Directions: Solve the problems. Use pictures, words, and/or equations to show your thinking. Use a
different piece of paper if you need more space.

1. My dog eats 3½ pounds of food each day. 2. During hibernation, some bears can lose 2 ¼
How many pounds of food will he eat in 3 pounds each week. How many pounds will a
days? bear lose in 10 weeks?

3. Carla had ¾ quart of paint. She used ¾ of it 4. At Hanie’s restaurant, ½ of the dishes on the
to paint a bookcase. How much paint did she menu are vegetarian. Of the vegetarian
use? dishes, ⅘ are pasta dishes. What fraction of
the menu are vegetarian pasta dishes?

Check and Reflect: Use page 24 to check your answers. What did you get correct? Can you
work it a different way? What was incorrect? Can you find your mistake? What can you do
differently?

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Advanced Mathematics, Grade 5 Week 3

Day 2: Can You See It?

Directions: Solve the problems below. Write your answers in simplest form.

1. Find ½ of the whole. What is ¼ of ½? 2. Find ⅓ of the whole. What is ½ of ⅓?

¼ of ½ = ½ of ⅓ =

3. Find ¾ of the whole. What is ⅔ of ¾? 4. Find ⅖ of the whole. What is ¾ of ⅖?

⅔ of ¾ = ¾ of ⅖ =

Practice

Directions: Solve the problems. Write your answer in simplest form.

2 3 3 9
1. ∙ = 2. ∙ =
5 8 4 8

1 5 5 2
3. 1 ∙ = 4. ∙ =
2 6 4 9

9 2 1 3
5. ∙ = 6. 3 ∙ =
10 3 4 5

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Advanced Mathematics, Grade 5 Week 3

Magic Multiplication Square

Directions: Place each number in the grid so that the product (outcome) of every row and every
column equals 1 whole: ⅓, 4, ⅜, ⅙, 2, ¾

1½

¾ ⅔

Check and Reflect: Use page 24 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

Day 3: More or Less than 1?

Directions: Without doing any calculations, write whether the product is more than or less than 1 and
explain your thinking. Use the sentence frame to help you start your response.

Sentence frame: The product will be (more than/less than) 1 because...

Example:
1 5 The product will be less than 1 because both factors are less than 1.
∙
2 6

1 3
1) ∙
10 4

1 1
2) ∙ 58
4

2 1
3) 23 ∙ 6
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Advanced Mathematics, Grade 5 Week 3

Practice

Directions: Solve the problems below. Show your thinking using pictures, numbers, and words.

1. John is making cookies and the recipe calls for 1½ cups of flour. He wants to make ⅓ of the
original recipe. How much flour will he need?

2. Maria wants ¾ of her garden to be planted with vegetables. She would like ¼ of the vegetable
section to be tomatoes. What fraction of the whole garden will be planted with tomatoes?

3. The soccer team practices for 1½ hours before they cool down. Jonathan has to leave practice
early and only stayed for ⅔ of the practice. How many hours did Jonathan practice?

4. The trail on Spring Road is 5⅓ miles long. Kelly runs ¾ of the trail before she gets tired and
stops. How far did Kelly run?

Check and Reflect: Use page 24 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

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Advanced Mathematics, Grade 5 Week 3

Day 4: Fraction Target Game

Goal: Make a product that is as close as possible to the target number.
Directions:
● Choose a target number.
● Pick one numeral and one fraction, then multiply to find the product.
● Record the equation next to your target. Make sure to write the product.
● Figure out how close your product is to the target number. Record that amount in the “How
Close?” column.
● Keep playing until you have a number sentence for each target number.

Numerals Fractions

2 3 4

5 6 7

8 9 10

Target Number Sentence How Close?

Example:1 0

9
Game adapted from Fundamentals, Grades 5-6

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Advanced Mathematics, Grade 5 Week 3

Day 5: Reflection for the Week

1 3
1. Write a story problem and draw a picture to show how you can solve ∙ .
2 4

2. Was there a time you got stuck this week? If so, how did you get unstuck?

3. What might be something that you still have questions about?

Answer Key
Page 18: How Many? Page 19: Application Page 20: Can You Page 21: Magic
*Answers may vary; See It? Multiplication Square
Possible response: 3 ⅔ 1. 10 ½ pounds 1. ¼ of ½ = ⅛ 1½ 4
⅙
2. 22 ½ pounds 2. ½ of ⅓ = ⅙
3. ⅔ of ¾ = ½ 2 ¾ ⅔
3. 9/16 quarts of paint
4. ¾ of ⅖ = 3/10
4. 4/10 or ⅖ of the Practice ⅓ 8 ⅜
1. 3/20 2. 27/32
menu
3. 5/4 or 1¼
4. 5/18 5. ⅗
6. 1 and 19/20

Page 21: More or Less than 1? Page 22: Practice Page 24: Reflection
Less than, More than, Less than 1. ½ cup *Responses will vary
* Explanations may vary: 2. 3/16 of the garden 1. Kayla needs ½ a
Sample responses: 3. 1 hour quart of paint. She
1) Both factors are less than 1, so the product 4. 4 miles used ¾ of it to paint a
will be less than 1. bookcase. How much
2) More than 1 because ¼ of 5 is already 1¼. paint did she use?
3) Less than 1 because ⅙ of 2 is ½ and ⅙ of ⅔ 1 3
∙ =⅜
is 1/9. ½ + 1/9 will be less than 1. 2 4

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Advanced Mathematics, Grade 5 Week 4

Week: 4 Dividing Fractions

Weekly Learning Outcome: I am learning to divide fractions and solve single-and multi-step
problems with fractions.

Day 1: Which One Doesn’t Belong?

Directions: Look at the pictures. Which one doesn’t belong? How do you know? See how many you
can find.
______ does not belong because ______________

_________________________________________.

______ does not belong because ______________

_________________________________________.

______ does not belong because ______________

_________________________________________.

Dividing Fractions and Mixed Numbers

When mathematicians solve problems, they use estimation as a powerful tool to help them consider
whether their answers are reasonable. They also use models to represent numbers and different
strategies to help them solve problems as needed. We can use estimation, models, different
strategies, and check our work to make sense of problems. Let’s take a look at two examples.

1. It takes ¾ cups of bird seed to fill a bird feeder. How many bird feeders can you fill
with 6 cups of seeds?
Estimate: 6 ÷ ¾ Strategy 1: Models
The answer should be more than 6÷¾
6 because we are dividing 6 by a
number that is less than 1.
● ¾ is close to 1
● 6÷1=6
● 6 ÷ ¾ = a little more than 6

Strategy 2: Algorithm Check ☑

8 bird feeders will be needed. Our estimate was a little more
than 6, so our answer makes sense.

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25
Advanced Mathematics, Grade 5 Week 4
2. It takes Clara ½ an hour to mow ⅔ of her lawn. How long will it take her to mow the entire lawn?

Estimate: ½ ÷ ⅔ Strategy 1: Models

Clara has mowed ⅔ of the lawn in ½÷⅔
½ hour, so the answer should be
more than ½, but less than 1.

● ½ ÷ 1 = ½ because any
number divided by 1 is itself.
● ⅔ is a more than ½ , but less
than 1.
● ½ ÷ ⅔ should be between ½
and 1.

Strategy 2: Algorithm Check ☑

½ ÷ ⅔ = ¾ - It will take ¾ of an hour to mow the entire
lawn.
Our estimate was between ½ and 1, and ¾ is exactly halfway
between ½ and 1, so our answer is reasonable.

Application
Directions: Solve both problems in each box using one of the strategies above or your own strategy.
Use pictures, words, and/or equations to show your thinking. Use a different piece of paper if you
need more space.
1. 8 ÷ 4 8x¼ 2. 12 ÷ 3 12 x ⅓

3. 10 ÷ 2 10 x ½ 4. 24 ÷ 8 24 x ⅛

What do you notice about these problems? Explain.

Check and Reflect: Use page 30 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

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26
Advanced Mathematics, Grade 5 Week 4

Day 2: Splat!
Directions: There are 7 whole circles, but some are hidden under the splat. How much is under the
splat? How do you know? Write your thinking below.

___________ is under the splat. I know this because __________________________________.

Practice
Directions: Solve the problems.

1. How many ½ s are in 4? 2. How many ⅕ s are in 2?

4 ÷ ½ = ____ 2 ÷ ⅕ = ____

3. How many ⅓ s are in 5? 4. How many ¼ s are in 1 ½?

5 ÷ ⅓ = ____ 1½ ÷ ¼ = ____

5. How many ⅛ s are in 3 ¼ ? 6. How many ⅔ s are in 2 ⅔ ?

3¼ ÷ ⅛ = ____ 2⅔ ÷ ⅔ = ____

Directions: Solve the problems in each box. Use pictures, words, and/or equations to show your
thinking. Use a different piece of paper if you need more space.

1. ¾ ÷ 3 2. 6 ÷ ⅓

3. 9 ÷ 1½ 4. 7½ ÷ ½

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Advanced Mathematics, Grade 5 Week 4

5. 3½ ÷ ¼ 6. ¾ ÷ ½

7. ½ ÷ ¼ 8. 2⅕ ÷ ⅖

Check and Reflect: Use page 30 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

Day 3: How Many?

Directions: Look at the image below. How many do you see? Record your thinking.

I see...

Practice
Directions: Solve the problems. Use pictures, words, and/or equations to show your thinking. Use a
different piece of paper if you need more space.
1. Kendra has 8 pints of ice cream for her party. 2. Beth has 17¼ inches of string to make 3
She plans to serve each guest ⅔ of a pint. bracelets. If she wants the bracelets to be the
How many servings does she have? same length, how much string should she
use for each one?

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Advanced Mathematics, Grade 5 Week 4

3. Ryan has 6 cups of dog food in the bag. A 4. Mike has 3 ½ pizzas to share with 4 friends.
scoop holds ¾ of a cup. How many scoops of What fraction of pizza will each friend get?
dog food are in the bag?

5. Fred ran 5/12 of a mile. He is finished with ⅓ 6. Lynne used ¾ cans of paint to paint ⅕ of the
of the race. How long is the whole race? porch floor. How much paint will she need to
paint the entire floor?

Check and Reflect: Use page 30 to check your answers. What did you get correct? Can
you work it a different way? What was incorrect? Can you find your mistake? What can you
do differently?

Day 4: Less than, Greater than, or Equal to 1?

Directions:
1. Choose two numbers from the “Number Choices” chart.
2. Multiply or divide the numbers to get an answer that is greater than >, less than <, or equal =
to 1.
3. Cross out the numbers that you used.
4. Choose two different numbers to create another equation.
5. Try to fill the entire recording sheet.

Example: ⅛ ÷ ¼ = ½. I would cross off ⅛ and ¼ and record my equation in the Less than 1
column. This one has been completed for you in the recording sheet.
Number Choices

2 3 4 6 8 9 10 12 15 16

½ ½ ½ ⅓ ⅓ ¼ ¼ ⅕ ⅙ ⅛

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Advanced Mathematics, Grade 5 Week 4

Recording Sheet
Less than 1 Equal to 1 Greater than 1

___ ∙ ___ = ___ ___ ∙ ___ = 1 ___ ∙ ___ = ___

___ ∙ ___ = ___ ___ ∙ ___ = 1 ___ ∙ ___ = ___

1/8 ÷ 1/4 = 1/2 ___ ÷ ___ = 1 ___ ÷ ___ = ___

___ ÷ ___ = ___ ___ ÷ ___ = 1 ___ ÷ ___ = ___

Day 5: Reflection for the Week

Write a story problem and draw a picture to show how you can solve 4 ÷ ⅔.

Answer Key
Page 25: Page 26: Application Page 27: Splat! Page 28: How Many?
*Answers may vary; 1. 8 ÷ 4 = 2; 8 x ¼ = 2 1¾ is under each of *Answers may vary
Possible response: 3⅔ 2. 12÷3=4; 12 x ⅓ = 4 the splats. Possible responses:
3. 10÷2=5; 10 x ⅕ = 5 Practice 7 and 7/9
4. 24÷8=3; 24 x ⅛ = 3 1. 8 2. 10 70/9
3. 15 4. 6 Practice
5. 2 6. 4 1. ¼ 2. 18
3. 6 4. 15
5. 14 6. 1½
7. 2 8. 6½

Page 29: Practice Page 30: Reflection

1. 12 servings 2. 5 ¾ inches *Responses and
3. 8 scoops 4. ⅞ of a pizza models will vary
5. 1¼ miles 6. 3¾ cans of paint 4÷⅔=6

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Advanced Mathematics, Grade 5 Week 5

Week 5: Integers
Weekly Learning Outcome: I am learning to represent and compare integers, describe absolute
value, and solve problems with integers.

Day 1: Notice and Wonder

Directions: Look at the image below. What do you notice? What do you wonder? Record your
thinking.
I notice___________________________________

_________________________________________.

I wonder__________________________________

_________________________________________.

Representing and Solving Problems with Integers

Integers are positive or negative numbers that are not fractions or decimals. Positive integers are
greater than 0 and negative integers are less than 0. Zero is neither positive nor negative.

Representing Integers Absolute Value

We can model integers with counters, number ● An integer and its opposite are the same
lines, objects, and pictures. Both models below distance from 0 on a number line. For
show the integers 4 and -2. example, the opposite of 3 is -3 and the
opposite of -10 is 10.
Counters ● The absolute value of a number is its
distance from 0 on a number line.
● | | is the symbol mathematicians use to
represent absolute value.

Look at the number line to the left.

● It takes four jumps to get from 0 to 4, so the
Number Line absolute value of 4 is 4.
|4| = 4
● It takes two jumps to get from 0 to -2, so the
absolute value of -2 is 2.
|−2| − 2

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Advanced Mathematics, Grade 5 Week 5

Comparing and Ordering Integers

Number lines are a model that help mathematicians compare and order integers.
• Number lines represent smaller numbers on the left and larger numbers on the right.
• Numbers increase as you move right and decrease as you move left.

-4 is further left than the other integers on the number line, so it is the
least. 4 is further right than the other integers, so 4 is the greatest.

Solving Problems with Integers

Mathematicians also use models to solve problems with integers. We will use the integers -4 and 2
to model the operations (× ÷ + −). Zero pairs are created when we combine one negative integer
and one positive integer. 1 + (-1) = 0 -1 + 1 = 0 -1 - (-1) = 0

Addition -4 + 2 = -2 Subtraction -4 - 2 = -6

The lines in the model above represent zero We start at -4 and jump back to the left to show
pairs. 2 negative counters are left. subtraction.

Multiplication -4 ⋅ 2 = -8 Division -4 ÷ 2 = -2

The number line shows two groups of -4, or two We started with 4 negative values. When we
jumps of -4, which lands on -8. divide them into two equal groups, there are -2
in each group.

Application:
Directions: Use the number line to figure out
whether each expression is positive (+) or
negative (-).

1. The absolute value of C is 2. The sum of C + D is 3. The product of C x D is

_________ because… _________ because… _________ because...

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Advanced Mathematics, Grade 5 Week 5
Check and Reflect: Use page 36 to check your answers. What did you get correct? Can you
work it a different way? What was incorrect? Can you find your mistake? What can you do
differently?

Day 2: Same or Different

Directions: Look at the expressions. What is the same about them? What is different about them?
Explain how you know.

They are the same because ________________________________________________________.

They are different because _________________________________________________________.

Practice
Directions: For each problem, find the solution, or answer, and write an equation with integers.
Use a different piece of paper if you need more space.
1. Heather is SCUBA diving in 2. Mark owes $50 to his credit
the ocean and descends, card company. He makes a
or goes down, 30 feet each $32 payment. How much
minute. What is her depth money does he owe now?
after 5 minutes?

3. The football team lost 24 4. The temperature at the South

total yards in three plays. Pole is 18 degrees below zero at
How many yards did they 5 a.m. The temperature rises 6
lose per play? degrees before 7 a.m. and
another 12 degrees by noon.
What is the temperature at noon?

Week 4 Image Sources – Pixabay: SCUBA diver, credit card, football game, thermometer

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Advanced Mathematics, Grade 5 Week 5
Check and Reflect: Use page 36 to check your answers. What did you get correct? Can you work it
a different way? What was incorrect? Can you find your mistake? What can you do
differently?

Day 3: Mystery Number

Directions: Each problem has 3 clues that describe an integer. Use the clues to help you figure out
the mystery numbers. Record your thinking.

Clue Set 1 Clue Set 2

Clue A: Clue B: Clue C: Clue A: Clue B: Clue C:

? + 2 = -4 -1 ≥ ? |?|=6 ? ≤5 |-8| > ? ? ⦁ (-3) = -12

I know that the mystery number is ______ I know that the mystery number is ______

because _______________________________ because _______________________________

______________________________________. ______________________________________.

Integer Tic-Tac-Toe

Directions: Solve each of the problems. Which row has three of the answers in a row (tic-tac-toe)?

Tic-Tac-Toe A Tic-Tac-Toe B

-12 - 3 = _____ -20 ÷ 5 = _____

9 -16 5 -5 - (-4) = _____

12 4 -15 -2 ∙ (-9) = _____

-6 + 11 = _____ -3 ∙5 = _____
-1 14 -7 18 -6 24
8 - (-6) = _____ -16 ÷ (-4) = _____

-7 + (-9) = _____ 18 ÷ (-3) = _____

-2 8 -15 9 -40 -4 8 ∙(-5) = _____

10 + (-12) = _____

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Advanced Mathematics, Grade 5 Week 5
Check and Reflect: Use page 36 to check your answers. What did you get correct? Can you work it
a different way? What was incorrect? Can you find your mistake? What can you do
differently?

Day 4: Game
Fill the Board!
Directions:
1. Choose two or more integers from the “Integer Choices” chart.
2. Use two or more operations and follow order of operations to get one of the answers on the
game board.
3. Solve the problem, then cross out the box with the answer on the game board.
4. Choose another set of integers and operations to get a different answer on the gameboard.
5. Try to find as many answers as possible to see if you can fill every square on the gameboard.
Example: (-2 + 8) ÷ 3 = 2. I would cross out the box with 2 on the gameboard.

Integer Choices

-9 -8 -7 -6 -5 -4 -3 -2 -1 0

1 2 3 4 5 6 7 8 9 10

Game Board

-12 -11 -10 -9 -8

-7 -6 -5 -4 -3

-2 -1 0 1 2

3 4 5 6 7

8 9 10 11 12

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Advanced Mathematics, Grade 5 Week 5

Day 5: Weekly Reflection

Directions: Use the numbers to complete the sentences below. Then place the numbers on the
number line.
● The two closest numbers are _____ and _____. They are _____ apart.

● The two furthest numbers are _____ and _____. They are _____ apart.

● _____ is in between _____ and _____.

● _____ is the number closest to zero.

● A number that is less than, < all three numbers is _____.

● A number that is greater than, > all three numbers is _____.

Place the three numbers on the number line below. Include a

number that is greater than all three numbers and a number that is
less than all three numbers.

Answer Key
Page 31: Notice and Wonder Page 32: Page 33: Same or Different
*Answers may vary. Application: *Answers will vary. Responses might include
Possibilities: they are the same because they are equal to 7.
Notice: There is a key with an
Answers will They are different because one expression
unshaded square with +1 and a
shaded square with -1. There vary. includes a negative number.
are 4 unshaded squares and 4 Page 33: Application and Practice
shaded squares. 3. (-24) ÷ 3 = -8
1. (-30) ⦁ 5 = -150
Wonder: Are these positive and
2. (-50) + 32 = -18 4. (-18) + 6 + 12 = 0
negative numbers? If we
combine them, will we get 0?
Page 34: Application and Practice Page 36: Weekly Reflection
Tic-Tac-Toe A Tic-Tac-Toe B • The two closest numbers are -3
-12 - 3 = -15 -20 ÷ 5 = -4 and -1. They are 2 apart.
-5 - (-4) = -1 -2 ∙(-9) = 18 • The two furthest numbers are -3
-6 + 11 = 5 -3 ∙5 = -15 and 7. They are 10 apart.
8 - (-6) = 14 -16 ÷ (-4) = 4 • -1 is in between -3 and 7.
-7 + (-9) = -16 18 ÷ (-3) = -6 • -1 is the number closest to zero.
10 + (-12) = -2 8 ∙(-5) = -40 • Answers will vary.
• Answers will vary.

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Learning Quest, Grades 3-6

SUMMER LEARNING QUEST:

Paper Airplane Challenge
Have you ever made a paper airplane? A piece of paper can be
turned into lots of different things. You can make them fly —
all depending on how you design and fold the material.

How can you design a paper airplane that can fly as far as possible?
Task Guidelines:·
• Use one piece of paper per design.
• Try at least two designs.
• Consider using the steps below for your first design, then experiment on your second design idea.

DESIGN #1: Remember our directions from the Language Arts packet? Follow the same
steps to make a paper airplane. Take your time and make nice folds like you are in art class!

1. 2. 3. 4. 5.

6. 7. 8. Finished!

DESIGN #2: Plan for your own design: Make a detailed drawing of your unique airplane design.
Consider the steps and folds you want to take to create the best airplane. Use the space below.
Then create your unique airplane.

Go to the next page to test and revise your airplane design!

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Learning Quest, Grades 3-6

Test: Find a place to test your airplane. For example, a sidewalk with adult permission.
• Measure the distance in steps or count sidewalk boxes.
• Adjust how hard or soft you throw the plane
• Try your test several more times. Did you get the same results? Which design worked best?

How far did it go?

Test 1 Test 2 Test 3
On the first try, it went: One the second try, it went: On the third try, it went:

Improve: Use this chart to think about your ideas

What worked well? What didn’t work?

My ideas to improve my design

• What ideas do you have to make your plan fly farther?
• Did your plane fly straight down the sidewalk? What changes can you make for it to fly more
straight?

Share your work with someone: Think about your work:

• Ask about any designs they may know of. What did you like best?
• What makes them think of that idea? What could you make better?
• What tips do they have that could help?
What is unique about your design?

• How many sidewalk blocks did your plane fly? How many inches did your boat sail with one puff?
Questions and ideas to take this project further:
• Whenyour
Test yourevised
changeplane.
your design,
How farhow
did many
it fly? more blocks
Estimate andorthen
inches do you
measure think
the it will fly or sail?
distance.
• Did your plane fly straight? How do you know?
• If you could fly 3 more blocks, how many would that be?
• Try new variations of paper airplane designs. Look here for ideas
• https://howthingsfly.si.edu/activities/paper-airplane
• Learn about flight https://howthingsfly.si.edu or see examples of flight in nature
https://bit.ly/CCSSKZV.
•
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Learning Quest, Grades 3-6

SUMMER LEARNING QUEST:

CARTOONING WITH SIMPLE SHAPES
Critical and creative thinkers can create unique ideas.

Take a look around! What shapes do you see?

Most things are made up of simple shapes– from tables,
to televisions, to plants, and even our phones.
Today we’re going to use the simple shapes to build
creativity and have fun!

How can you, as a cartoonist, create unique characters from simple shapes?

Your task: Use the shapes below to create characters. Be creative and use a light touch as you
draw so you can revise!

To go even deeper into cartooning with shapes, visit: https://bit.ly/shapecartooning

Reflect: Which of your designs is best? Why? What could you do to make it even better?
Ideas to take it further:
• Give your favorite design a name
• Now that you know your design is made from a basic shape,
consider making the same character again. This time, add
emotion by changing the eyebrows, eyes and mouth!
(Try happy, angry, surprise, sadness, disgust and scared)
• Remember– you can do this anytime! Just draw shapes and
start creating!
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 SUMMER LEARNING QUEST:
WHAT SHOULD YOU KNOW ABOUT COVID-19?
Wear a mask or Wash your hands
face covering with warm soap
when in crowded and water for 20
places. seconds.

Avoid touching Practice social distancing by

your face.
What can staying at least six feet away from
people who do not live with you.
I do to
prevent
spreading
COVID-19?

It’s OK to play outside if you stay

at least 6 feet away (about 3 BIG
steps) from other people that you
do not live with.

Keep yourself healthy by Stay home if you are sick, ask

exercising, eating fruits and others to do the same.
vegetables, and getting If someone who lives with you is
enough sleep. sick, try to stay away from them.

Look at the back cover of the Language Arts

practice book to learn more about COVID-19!
Information Sources: Centers for Disease Control and Prevention, Mayo Clinic, Nemours Children’s Hospital
© 2020, Fairfax County School Board, Summer Practice Book 40