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Common Core: 5th Grade Math : Interpret the Product (a/b) × q as a Part of a Partition of q into b Equal Parts: CCSS.Math.Content.5.NF.B.4a

Study concepts, example questions & explanations for Common Core: 5th Grade Math

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All Common Core: 5th Grade Math Resources

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Example Questions

Example Question #31 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Kara made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{3}{10}$

$\frac{5}{10}$

$\frac{4}{10}$

Correct answer:

$\frac{4}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times4$

4 10

$\frac{1}{10}\times4$ which means $\frac{1}{10}$ of each group of $4=\frac{4}{10}$

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Example Question #32 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Jessica made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{5}{10}$

$\frac{3}{10}$

$\frac{6}{10}$

Correct answer:

$\frac{5}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times5$

5 10

$\frac{1}{10}\times5$ which means $\frac{1}{10}$ of each group of $5=\frac{5}{10}$

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Example Question #2978 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

Kathy made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{7}{10}$

$\frac{6}{10}$

$\frac{5}{10}$

Correct answer:

$\frac{6}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times6$

6 10

$\frac{1}{10}\times6$ which means $\frac{1}{10}$ of each group of $6=\frac{6}{10}$

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Example Question #292 : Fractions

Jessica made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{6}{10}$

$\frac{8}{10}$

$\frac{7}{10}$

Correct answer:

$\frac{7}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times7$

7 10

$\frac{1}{10}\times7$ which means $\frac{1}{10}$ of each group of $7=\frac{7}{10}$

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Example Question #33 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Lindsey made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{7}{10}$

$\frac{9}{10}$

$\frac{8}{10}$

Correct answer:

$\frac{8}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times8$

8 10

$\frac{1}{10}\times8$ which means $\frac{1}{10}$ of each group of $8=\frac{8}{10}$

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Example Question #71 : Operations With Fractions And Whole Numbers

Linda made gallons of punch. $\frac{1}{10}$ of the punch was water. How much water did she use to make the punch?

Possible Answers:

$\frac{1}{10}$

$\frac{10}{10}$

$\frac{9}{10}$

Correct answer:

$\frac{9}{10}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{10}$ of the punch is water.

We know that we have gallons of punch so we can set up our multiplication problem.

$\frac{1}{10}\times9$

9 10

$\frac{1}{10}\times9$ which means $\frac{1}{10}$ of each group of $9=\frac{9}{10}$

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Example Question #2982 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

Malinda lives $\frac{8}{9}$ of a mile away from her friend's house. She walked $\frac{1}{3}$ of the way there and then stopped to get ice cream from an ice cream truck driving by. How far did she travel before she stopped to get ice cream?

Possible Answers:

$7\textup { miles}$

$\frac{8}{27}\textup { of a mile}$

$9\textup { miles}$

$\frac{9}{27}\textup { of a mile}$

$\frac{7}{27}\textup { of a mile}$

Correct answer:

$\frac{8}{27}\textup { of a mile}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{3}$ of the way to her friends house she stopped.

We know that her friend lives $\frac{8}{9}$ of a mile away from her so we can set up our multiplication problem.

$\frac{1}{3}\times\frac{8}{9}$

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

8 27

We make the area model by because those are the denominators of our fractions. We shade up and over , because those are the numerators of our fractions. Our answer is a fraction made up of the boxes that are shaded (the numerator) and the total tiles in the area model (the denominator).

$\frac{1}{3}\times\frac{8}{9}=\frac{8}{27}$

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Example Question #34 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Eric lives $\frac{2}{3}$ of a mile away from his friend's house. He walked $\frac{1}{4}$ of the way there and then stopped to tie his shoe. How far did Eric travel before he stopped to tie his shoe?

Possible Answers:

$\frac{2}{12}\textup { of a mile}$

$\frac{3}{12}\textup { of a mile}$

$2\textup { miles}$

$\frac{1}{12}\textup { of a mile}$

$1\textup { mile}$

Correct answer:

$\frac{2}{12}\textup { of a mile}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{1}{4}$ of the way to his friends house he stopped.

We know that his friend lives $\frac{2}{3}$ of a mile away from him so we can set up our multiplication problem.

$\frac{1}{4}\times\frac{2}{3}$

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

2 12

$\frac{1}{4}\times\frac{2}{3}=\frac{2}{12}$

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Example Question #35 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Aaron lives $\frac{2}{3}$ of a mile away from his friend's house. He walked $\frac{2}{4}$ of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?

Possible Answers:

$\frac{4}{12}\textup { of a mile}$

$3\textup { miles}$

$\frac{1}{12}\textup { of a mile}$

$4\textup { miles}$

$\frac{3}{12}\textup { of a mile}$

Correct answer:

$\frac{4}{12}\textup { of a mile}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{2}{4}$ of the way to his friends house he stopped.

We know that his friend lives $\frac{2}{3}$ of a mile away from him so we can set up our multiplication problem.

$\frac{2}{4}\times\frac{2}{3}$

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

4 12

$\frac{2}{4}\times\frac{2}{3}=\frac{4}{12}$

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Example Question #2983 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

Joe lives $\frac{2}{3}$ of a mile away from his friend's house. He walked $\frac{3}{4}$ of the way there and then stopped to tie his shoe. How far did he travel before he stopped to tie his shoe?

Possible Answers:

$5\textup { miles}$

$\frac{5}{12}\textup { of a mile}$

$\frac{6}{12}\textup { of a mile}$

$\frac{7}{12}\textup { of a mile}$

$6\textup { miles}$

Correct answer:

$\frac{6}{12}\textup { of a mile}$

Explanation:

A keyword in our question that gives us a clue that we are going to multiply to solve this problem is the word "of". $\frac{3}{4}$ of the way to his friends house he stopped.

We know that his friend lives $\frac{2}{3}$ of a mile away from him so we can set up our multiplication problem.

$\frac{3}{4}\times\frac{2}{3}$

We can set up a tiled area model to help us solve the problem.

We use the denominators for the dimensions of our area model, and we use the numerators to fill parts of the area model.

6 12

$\frac{3}{4}\times\frac{2}{3}=\frac{6}{12}$

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All Common Core: 5th Grade Math Resources

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Common Core: 5th Grade Math : Interpret the Product (a/b) × q as a Part of a Partition of q into b Equal Parts: CCSS.Math.Content.5.NF.B.4a

Study concepts, example questions & explanations for Common Core: 5th Grade Math

All Common Core: 5th Grade Math Resources

Example Questions

Example Question #31 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Example Question #32 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Example Question #2978 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

Example Question #292 : Fractions

Example Question #33 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Example Question #71 : Operations With Fractions And Whole Numbers

Example Question #2982 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

Example Question #34 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Example Question #35 : Interpret The Product (A/B) × Q As A Part Of A Partition Of Q Into B Equal Parts: Ccss.Math.Content.5.Nf.B.4a

Example Question #2983 : Isee Lower Level (Grades 5 6) Quantitative Reasoning

All Common Core: 5th Grade Math Resources

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