Lesson 5: Comparing Decimals
Activity 3: Problem Solving
Use what you know about comparing decimals to complete the "Comparing Decimals: Problem Solving" sheet. Use the laminated decimal grid or laminated decimal place value chart as needed.
Student Activity Page
During this activity, your child will use what he knows about comparing decimals to solve real-world problems.
- Mrs. Cooke bought 0.65 pounds of catfish, 0.78 pounds of ground beef, and 0.70 pounds of chicken. Did she buy more chicken or more beef? (beef)
- Frankie, Laurie, Marty, and Sloan ran in a 5K race. Here are their times [chart is on the student activity page]:
Who finished the race first? (Marty)
Who finished after Frankie? (Laurie)
Who finished the race last? (Laurie)
- The Boomers little league players have the following batting averages [chart is on the student activity page]:
Who has the highest batting average on the team? (Franklin)
Whose batting average is closest to Franklin's? (Nico)
Of Cedric, José, Dixon, and Mark, who has the lowest batting average? (Mark)
Whose batting average is between Manny and Craig's averages? (Cedric)
Put the following players' averages in order from least to greatest: Craig, Jake, William, Nico, and José. (William 0.251, Craig 0.260, Jake 0.267, José 0.273, Nico 0.276)
Activity 4: Basic Skills Review #1
You will complete the "Basic Skills Review #1" sheet. This review includes skills that you've already practiced in previous levels of math. Use scratch paper as needed. Be sure to label units. For example, if a problem is about time, your answer should include a unit of time such as "seconds" or "minutes."
Student Activity Page
Over the course of this year, your child will complete many "Basic Skills Review" pages. The number of these reviews will vary per unit based on the length of each unit. The purpose of these reviews is to keep fundamental math skills that your child should have already mastered (such as basic computation, telling time, and counting money) "fresh" in his mind so that he doesn't lose them over time. As your child learns new skills this year, these skills will also be incorporated into the reviews. If your child struggles with specific items on the reviews, you may want to look back to previous units and lessons and provide time for him to revisit activities. He can also refer to his Interactive Notebook for review of previous material, but encourage him to complete the review sheets from memory by using what he knows as he's able.
- 364 × 51 = (18,564)
- Is this angle acute or obtuse? (obtuse)
- The Smiths recycled 15,392 cans last year. The Jacksons recycled 15,938 cans. How many more cans did the Jacksons recycle? (15,938 − 15,392 = 546 cans)
- Carly started practicing guitar at 3:12. She stopped at 3:40. Then she started again at 4:07 and stopped at 4:45. How long, in hours and minutes, did she practice in all? (3:12 to 3:40 is 28 minutes; 4:07 to 4:45 is 38 minutes; 28 + 38 = 66 minutes, or 1 hour and 6 minutes)
- 27 feet = _____ yards (27 feet ÷ 3 feet in a yard = 9 yards)
- Mr. Walker bought a can of paint that will cover 400 square feet. He's painting his living room, which is 16 feet by 20 feet. Will he have enough paint left over to also paint his 8 foot by 10 foot bathroom? (yes, 16 × 20 = 320 square feet, 8 × 10 = 80 square feet, 320 + 80 = 400 square feet)
- 6,452 ÷ 6. What's the remainder? (The quotient is 1,075 r. 2; the remainder is 2)
- Molly bought 6 notebooks. One notebook costs $1.25. She paid $10.00. How much change did she get back? ($1.25 × 6 = $7.50, $10.00 - $7.50 = $2.50)
- Callie made a snack mix using 1 2/3 cups of peanuts, 1 1/3 cups of cereal, 1 1/3 cups of pretzels, and 1/3 cups of M&Ms. How much snack mix did Callie make? (1 2/3 + 1 1/3 + 1 1/3 + 1/3 = 3 5/3, or 4 2/3 cups)
- Marco poured 3,600 ml of water in a bucket. Then he added 2 more liters of water. How many milliliters of water are now in the bucket? (5,600 ml, 2 l = 2,000 ml, so 3,600 + 2,000 = 5,600)