Eureka Math™

Grade 5, Module 2

Student File_A
Contains copy-ready classwork and homework
as well as templates (including cut outs)

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10 9 8 7 6 5 4 3 2 1
 A STORY OF UNITS Lesson 1 Problem Set 5 2

Name Date

1. Fill in the blanks using your knowledge of place value units and basic facts.
a. 23 × 20 b. 230 × 20

Think: 23 ones × 2 tens = __________ tens Think: 23 tens × 2 tens = __________

23 × 20 = __________ 230 × 20 = __________

c. 41 × 4 d. 410 × 400

41 ones × 4 ones = 164 __________ 41 tens × 4 hundreds = 164 __________

41 × 4 = __________ 410 × 400 = __________

e. 3,310 × 300 f. 500 × 600

______ tens × ______ hundreds = 993 ______ ______ hundreds × _____ hundreds = 30 _____

3,310 × 300 = __________ 500 × 600 = __________

2. Determine if these equations are true or false. Defend your answer using your knowledge of place value
and the commutative, associative, and/or distributive properties.
a. 6 tens = 2 tens × 3 tens

b. 44 × 20 × 10 = 440 × 2

c. 86 ones × 90 hundreds = 86 ones × 900 tens

d. 64 × 8 × 100 = 640 × 8 × 10

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 1

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 1 Problem Set 5 2

e. 57 × 2 × 10 × 10 × 10 = 570 × 2 × 10

3. Find the products. Show your thinking. The first row gives some ideas for showing your thinking.
a. 7×9 7 × 90 70 × 90 70 × 900
= 63 = 63 × 10 = (7 × 10) × (9 × 10) = (7 × 9) × (10 × 100)
= 630 = (7 × 9) × 100 = 63,000
= 6,300

b. 45 × 3 45 × 30 450 × 30 450 × 300

c. 40 × 5 40 × 50 40 × 500 400 × 5,000

d. 718 × 2 7,180 × 20 7,180 × 200 71,800 × 2,000

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 2

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 1 Problem Set 5 2

4. Ripley told his mom that multiplying whole numbers by multiples of 10 was easy because you just count
zeros in the factors and put them in the product. He used these two examples to explain his strategy.

7,000 × 600 = 4,200,000 800 × 700 = 560,000

(3 zeros) (2 zeros) (5 zeros) (2 zeros) (2 zeros) (4 zeros)

Ripley’s mom said his strategy will not always work. Why not? Give an example.

5. The Canadian side of Niagara Falls has a flow rate of 600,000 gallons per second. How many gallons of
water flow over the falls in 1 minute?

6. Tickets to a baseball game are $20 for an adult and $15 for a student. A school buys tickets for 45 adults
and 600 students. How much money will the school spend for the tickets?

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 3

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 1 Homework 5 2

Name Date

1. Fill in the blanks using your knowledge of place value units and basic facts.
a. 43 × 30
Think: 43 ones × 3 tens = __________ tens
43 × 30 = __________
b. 430 × 30
Think: 43 tens × 3 tens = __________ hundreds
430 × 30 = __________
c. 830 × 20
Think: 83 tens × 2 tens = 166 __________
830 × 20 = __________
d. 4,400 × 400
__________ hundreds × __________ hundreds = 176 __________
4,400 × 400 = __________
e. 80 × 5,000
__________ tens × __________ thousands = 40 __________
80 × 5,000 = __________

2. Determine if these equations are true or false. Defend your answer using your knowledge of place value
and the commutative, associative, and/or distributive properties.
a. 35 hundreds = 5 tens × 7 tens

b. 770 × 6 = 77 × 6 × 100

c. 50 tens × 4 hundreds = 40 tens × 5 hundreds

d. 24 × 10 × 90 = 90 × 2,400

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 4

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 1 Homework 5

3. Find the products. Show your thinking. The first row gives some ideas for showing your thinking.
a. 5×5 5 × 50 50 × 50 50 × 500
= 25 = 25 × 10 = (5 × 10) × (5 × 10) = (5 × 5) × (10 × 100)
= 250 = (5 × 5) × 100 = 25,000
= 2,500

b. 80 × 5 80 × 50 800 × 500 8,000 × 50

c. 637 × 3 6,370 × 30 6,370 × 300 63,700 × 300

4. A concrete stepping-stone measures 20 square inches. What is the area of 30 such stones?

5. A number is 42,300 when multiplied by 10. Find the product of this number and 500.

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 5

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 1 Template 5 2

Thousandths
1,000
1

Hundredths
100
1

Tenths
10
1

    



Ones
1

Tens
10

Hundreds
100

Thousands
1,000

Thousands
10,000

Ten
Thousands
Hundred
100,000
1,000,000

Millions

millions to thousandths place value chart

Lesson 1: Multiply multi-digit whole numbers and multiples of 10 using place 6

value patterns and the distributive and associative properties.

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 A STORY OF UNITS Lesson 2 Problem Set 5 2

Name Date

1. Round the factors to estimate the products.

a. 597 × 52 ≈ _________________ × _________________ = _________________

A reasonable estimate for 597 × 52 is _________________.

b. 1,103 × 59 ≈ _________________ × _________________ = _________________

A reasonable estimate for 1,103 × 59 is _________________.

c. 5,840 × 25 ≈ _________________ × _________________ = _________________

A reasonable estimate for 5,840 × 25 is _________________.

2. Complete the table using your understanding of place value and knowledge of rounding to estimate the
product.
Expressions Rounded Factors Estimate

a. 2,809 × 42 3,000 × 40 120,000

b. 28,090 × 420

c. 8,932 × 59

d. 89 tens × 63 tens

e. 398 hundreds × 52 tens

Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and 7

using place value patterns.

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 A STORY OF UNITS Lesson 2 Problem Set 5 2

3. For which of the following expressions would 200,000 be a reasonable estimate? Explain how you know.
2,146 × 12 21,467 × 121 2,146 × 121 21,477 × 1,217

4. Fill in the missing factors to find the given estimated product.

a. 571 × 43 ≈ × = 24,000

b. 726 × 674 ≈ × = 490,000

c. 8,379 × 541 ≈ × = 4,000,000

5. There are 19,763 tickets available for a New York Knicks home game. If there are 41 home games in a
season, about how many tickets are available for all the Knicks’ home games?

6. Michael saves $423 dollars a month for college.

a. About how much money will he have saved after 4 years?

b. Will your estimate be lower or higher than the actual amount Michael will save? How do you know?

Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and 8

using place value patterns.

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 A STORY OF UNITS Lesson 2 Homework 5 2

Name Date

1. Round the factors to estimate the products.

a. 697 × 82 ≈ _________________ × _________________ = _________________

A reasonable estimate for 697 × 82 is _________________.

b. 5,897 × 67 ≈ _________________ × _________________ = _________________

A reasonable estimate for 5,897 × 67 is _________________.

c. 8,840 × 45 ≈ _________________ × _________________ = _________________

A reasonable estimate for 8,840 × 45 is _________________.

2. Complete the table using your understanding of place value and knowledge of rounding to estimate the
product.
Expressions Rounded Factors Estimate

a. 3,409 × 73 3,000 × 70 210,000

b. 82,290 × 240

c. 9,832 × 39

d. 98 tens × 36 tens

e. 893 hundreds × 85 tens

3. The estimated answer to a multiplication problem is 800,000. Which of the following expressions could
result in this answer? Explain how you know.

8,146 × 12 81,467 × 121 8,146 × 121 81,477 × 1,217

Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and 9

using place value patterns.

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 A STORY OF UNITS Lesson 2 Homework 5 2

4. Fill in the blank with the missing estimate.

a. 751 × 34 ≈ × _________________ = 24,000

b. 627 × 674 ≈ × _________________ = 420,000

c. 7,939 × 541 ≈ × _________________ = 4,000,000

5. In a single season, the New York Yankees sell an average of 42,362 tickets for each of their 81 home
games. About how many tickets do they sell for an entire season of home games?

6. Raphael wants to buy a new car.

a. He needs a down payment of $3,000. If he saves $340 each month, about how many months will it
take him to save the down payment?

b. His new car payment will be $288 each month for five years. What is the total of these payments?

Lesson 2: Estimate multi-digit products by rounding factors to a basic fact and 10

using place value patterns.

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 A STORY OF UNITS Lesson 3 Problem Set 5

Name Date

1. Draw a model. Then, write the numerical expressions.

a. The sum of 8 and 7, doubled b. 4 times the sum of 14 and 26

c. 3 times the difference between 37.5 and 24.5 d. The sum of 3 sixteens and 2 nines

e. The difference between 4 twenty-fives and 3 f. Triple the sum of 33 and 27

twenty-fives

Lesson 3: Write and interpret numerical expressions, and compare expressions 11

using a visual model.

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 A STORY OF UNITS Lesson 3 Problem Set 5

2. Write the numerical expressions in words. Then, solve.

Expression Words The Value of the
Expression
a. 12 × (5 + 25)

b. (62 – 12) × 11

c. (45 + 55) × 23

d. (30 × 2) + (8 × 2)

3. Compare the two expressions using > , < , or = . In the space beneath each pair of expressions, explain
how you can compare without calculating. Draw a model if it helps you.

a. 24 × (20 + 5) (20 + 5) × 12

b. 18 × 27 20 twenty-sevens minus 1 twenty-seven

c. 19 × 9 3 nineteens, tripled

Lesson 3: Write and interpret numerical expressions, and compare expressions 12

using a visual model.

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 A STORY OF UNITS Lesson 3 Problem Set 5

4. Mr. Huynh wrote the sum of 7 fifteens and 38 fifteens on the board.
Draw a model, and write the correct expression.

5. Two students wrote the following numerical expressions.

Angeline: (7 + 15) × (38 + 15)
MeiLing: 15 × (7 + 38)
Are the students’ expressions equivalent to your answer in Problem 4? Explain your answer.

6. A box contains 24 oranges. Mr. Lee ordered 8 boxes for his store and 12 boxes for his restaurant.
a. Write an expression to show how to find the total number of oranges ordered.

b. Next week, Mr. Lee will double the number of boxes he orders. Write a new expression to represent
the number of oranges in next week’s order.

c. Evaluate your expression from Part (b) to find the total number of oranges ordered in both weeks.

Lesson 3: Write and interpret numerical expressions, and compare expressions 13

using a visual model.

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 A STORY OF UNITS Lesson 3 Homework 5

Name Date

1. Draw a model. Then, write the numerical expressions.

a. The sum of 21 and 4, doubled b. 5 times the sum of 7 and 23

c. 2 times the difference between 49.5 and 37.5 d. The sum of 3 fifteens and 4 twos

e. The difference between 9 thirty-sevens and f. Triple the sum of 45 and 55

8 thirty-sevens

Lesson 3: Write and interpret numerical expressions, and compare expressions 14

using a visual model.

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 A STORY OF UNITS Lesson 3 Homework 5

2. Write the numerical expressions in words. Then, solve.

Expression Words The Value of the
Expression
a. 10 × (2.5 + 13.5)

b. (98 – 78) × 11

c. (71 + 29) × 26

d. (50 × 2) + (15 × 2)

3. Compare the two expressions using > , < , or = . In the space beneath each pair of expressions, explain
how you can compare without calculating. Draw a model if it helps you.

a. 93 × (40 + 2) (40 + 2) × 39

b. 61 × 25 60 twenty-fives minus 1 twenty-five

Lesson 3: Write and interpret numerical expressions, and compare expressions 15

using a visual model.

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 A STORY OF UNITS Lesson 3 Homework 5

4. Larry claims that (14 + 12) × (8 + 12) and (14 × 12) + (8 × 12) are equivalent because they have the same
digits and the same operations.
a. Is Larry correct? Explain your thinking.

b. Which expression is greater? How much greater?

Lesson 3: Write and interpret numerical expressions, and compare expressions 16

using a visual model.

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 A STORY OF UNITS Lesson 4 Problem Set 5 2

Name Date

1. Circle each expression that is not equivalent to the expression in bold.

a. 16 × 29

29 sixteens 16 × (30 – 1) (15 – 1) × 29 (10 × 29) – (6 × 29)

b. 38 × 45

(38 + 40) × (38 + 5) (38 × 40) + (38 × 5) 45 × (40 + 2) 45 thirty-eights

c. 74 × 59

74 × (50 + 9) 74 × (60 – 1) (74 × 5) + (74 × 9) 59 seventy-fours

2. Solve using mental math. Draw a tape diagram and fill in the blanks to show your thinking. The first one
is partially done for you.

a. 19 × 25 = __________ twenty-fives b. 24 × 11 = __________ twenty-fours

25 25 25
… 25 25

1 2 3 … 19 20

Think: 20 twenty-fives – 1 twenty-five. Think: _____ twenty fours + _____ twenty four

= ( __________ × 25) – ( __________ × 25) = ( __________ × 24) + ( __________ × 24)

= __________ – __________ = __________ + __________

= __________ = __________

Lesson 4: Convert numerical expressions into unit form as a mental strategy 17

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 4 Problem Set 5 2

c. 79 × 14 = __________ fourteens d. 21 × 75 = __________ seventy-fives

Think: __________ fourteens – 1 fourteen Think: _____ seventy-fives + _____ seventy-five

= (__________ × 14) – (__________ × 14) = (__________ × 75) + (__________ × 75)

= __________ – __________ = __________ + __________

= __________ = __________

3. Define the unit in word form and complete the sequence of problems as was done in the lesson.

a. 19 × 15 = 19 __________ b. 14 × 15 = 14 __________

Think: 20 _____________ – 1 _____________ Think: 10 ____________ + 4 ____________

= (20 × __________) – (1 × __________) = (10 × __________) + (4 × __________)

= __________ – __________ = __________ + __________

= __________ = __________

Lesson 4: Convert numerical expressions into unit form as a mental strategy 18

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 4 Problem Set 5 2

c. 25 × 12 = 12 __________ d. 18 × 17 = 18 __________

Think: 10 __________ + 2 __________ Think: 20 __________ – 2 __________

= (10 × __________) + (2 × __________) = (20 × __________) – (2 × __________)

= __________ + __________ = __________ – __________

= __________ = __________

4. How can 14 × 50 help you find 14 × 49?

5. Solve mentally.
a. 101 × 15 = __________ b. 18 × 99 = __________

6. Saleem says 45 × 32 is the same as (45 × 3) + (45 × 2). Explain Saleem’s error using words, numbers,
and/or pictures.

7. Juan delivers 174 newspapers every day. Edward delivers 126 more newspapers each day than Juan.
a. Write an expression to show how many newspapers Edward will deliver in 29 days.

b. Use mental math to solve. Show your thinking.

Lesson 4: Convert numerical expressions into unit form as a mental strategy 19

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 4 Homework 5 2

Name Date

1. Circle each expression that is not equivalent to the expression in bold.

a. 37 × 19

37 nineteens (30 × 19) – (7 × 29) 37 × (20 – 1) (40 – 2) × 19

b. 26 × 35

35 twenty-sixes (26 + 30) × (26 + 5) (26 × 30) + (26 × 5) 35 × (20 + 60)

c. 34 × 89

34 × (80 + 9) (34 × 8) + (34 × 9) 34 × (90 – 1) 89 thirty-fours

2. Solve using mental math. Draw a tape diagram and fill in the blanks to show your thinking. The first one
is partially done for you.

a. 19 × 50 = __________ fifties b. 11 × 26 = __________ twenty-sixes

50 50 50 … 50 50

1 2 3 … 19 20

Think: 20 fifties – 1 fifty Think: _____ twenty-sixes + _____ twenty-six

= ( __________ × 50) – ( __________ × 50) = ( __________ × 26) + ( __________ × 26)

= __________ – __________ = __________ + __________

= __________ = __________

Lesson 4: Convert numerical expressions into unit form as a mental strategy 20

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 4 Homework 5 2

c. 49 × 12 = __________ twelves d. 12 × 25 = __________ twenty-fives

Think: _____ twelves – 1 twelve Think: _____ twenty-fives + _____ twenty-fives

= ( __________ × 12) – ( __________ × 12) = ( __________ × 25) + ( __________ × 25)

= __________ – __________ = __________ + __________

= __________ = __________

3. Define the unit in word form and complete the sequence of problems as was done in the lesson.

a. 29 × 12 = 29 __________ b. 11 × 31 = 31 __________

Think: 30 __________ – 1 __________ Think: 30 __________ + 1 __________

= (30 × __________ ) – (1 × __________ ) = (30 × __________ ) + (1 × __________ )

= __________ – __________ = __________ + __________

= __________ = __________

Lesson 4: Convert numerical expressions into unit form as a mental strategy 21

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 4 Homework 5 2

c. 19 × 11 = 19 __________ d. 50 × 13 = 13 __________

Think: 20 __________ – 1 __________ Think: 10 __________ + 3 __________

= (20 × __________ ) – (1 × __________ ) = (10 × __________ ) + (3 × __________ )

= __________ – __________ = __________ + __________

= __________ = __________

4. How can 12 × 50 help you find 12 × 49?

5. Solve mentally.
a. 16 × 99 = __________ b. 20 × 101 = __________

6. Joy is helping her father to build a rectangular deck that measures 14 ft by 19 ft. Find the area of the deck
using a mental strategy. Explain your thinking.

7. The Lason School turns 101 years old in June. In order to celebrate, they ask each of the 23 classes to
collect 101 items and make a collage. How many total items will be in the collage? Use mental math to
solve. Explain your thinking.

Lesson 4: Convert numerical expressions into unit form as a mental strategy 22

for multi-digit multiplication.

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 A STORY OF UNITS Lesson 5 Problem Set 2

Name Date

1. Draw an area model, and then solve using the standard algorithm. Use arrows to match the partial
products from the area model to the partial products of the algorithm.

a. 34 × 21 = _________
34
× 21

b. 434 × 21 = _________

434
× 21

2. Solve using the standard algorithm.

a. 431 × 12 = _________ b. 123 × 23 = _________ c. 312 × 32 = _________

Lesson 5: Connect visual models and the distributive property to partial products 23
of the standard algorithm without renaming.

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 A STORY OF UNITS Lesson 5 Problem Set 2

3. Betty saves $161 a month. She saves $141 less each month than Jack. How much will Jack save in 2
years?

4. Farmer Brown feeds 12.1 kilograms of alfalfa to each of his 2 horses daily. How many kilograms of alfalfa
will all his horses have eaten after 21 days? Draw an area model to solve.

Lesson 5: Connect visual models and the distributive property to partial products 24
of the standard algorithm without renaming.

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 A STORY OF UNITS Lesson 5 Homework 2

Name Date

1. Draw an area model, and then solve using the standard algorithm. Use arrows to match the partial
products from the area model to the partial products in the algorithm.

a. 24 × 21 = _________

24
× 21

b. 242 × 21 = _________

242
× 21

2. Solve using the standard algorithm.

a. 314 × 22 = _________ b. 413 × 22 = _________ c. 213 × 32 = _________

Lesson 5: Connect visual models and the distributive property to partial products 25
of the standard algorithm without renaming.

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 A STORY OF UNITS Lesson 5 Homework 2

3. A young snake measures 0.23 meters long. During the course of his lifetime, he will grow to be 13 times
his current length. What will his length be when he is full grown?

4. Zenin earns $142 per shift at his new job. During a pay period, he works 12 shifts. What would his pay be
for that period?

Lesson 5: Connect visual models and the distributive property to partial products 26
of the standard algorithm without renaming.

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 A STORY OF UNITS Lesson 6 Problem Set 5 2

Name Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products
from your area model to the partial products in the algorithm.
a. 48 × 35
48
× 35

b. 648 × 35
648
× 35

Lesson 6: Connect area models and the distributive property to partial products 27
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 6 Problem Set 5 2

2. Solve using the standard algorithm.

a. 758 × 92 b. 958 × 94

c. 476 × 65 d. 547 × 64

3. Carpet costs $16 a square foot. A rectangular floor is 16 feet long by 14 feet wide. How much would it
cost to carpet the floor?

Lesson 6: Connect area models and the distributive property to partial products 28
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 6 Problem Set 5 2

4. General admission to The American Museum of Natural History is $19.

a. If a group of 125 students visits the museum, how much will the group’s tickets cost?

b. If the group also purchases IMAX movie tickets for an additional $4 per student, what is the new total
cost of all the tickets? Write an expression that shows how you calculated the new price.

Lesson 6: Connect area models and the distributive property to partial products 29
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 6 Homework 5 2

Name Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products
from your area model to the partial products in the algorithm.
a. 27 × 36
27
× 36

b. 527 × 36
527
× 36

Lesson 6: Connect area models and the distributive property to partial products 30
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 6 Homework 5 2

2. Solve using the standard algorithm.

a. 649 × 53 b. 496 × 53

c. 758 × 46 d. 529 × 48

3. Each of the 25 students in Mr. McDonald’s class sold 16 raffle tickets. If each ticket costs $15, how much
money did Mr. McDonald’s students raise?

Lesson 6: Connect area models and the distributive property to partial products 31
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 6 Homework 5 2

4. Jayson buys a car and pays by installments. Each installment is $567 per month. After 48 months, Jayson
owes $1,250. What was the total price of the vehicle?

Lesson 6: Connect area models and the distributive property to partial products 32
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Problem Set 5 2

Name Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products
from the area model to the partial products in the algorithm.
a. 481 × 352

481
× 352

b. 481 × 302

481
× 302

c. Why are there three partial products in 1(a) and only two partial products in 1(b)?

Lesson 7: Connect area models and the distributive property to partial products 33
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Problem Set 5 2

2. Solve by drawing the area model and using the standard algorithm.
a. 8,401 × 305

8, 4 0 1
× 305

b. 7,481 × 350

7, 4 8 1
× 350

3. Solve using the standard algorithm.

a. 346 × 27 b. 1,346 × 297

Lesson 7: Connect area models and the distributive property to partial products 34
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Problem Set 5 2

c. 346 × 207 d. 1,346 × 207

4. A school district purchased 615 new laptops for their mobile labs. Each computer cost $409. What is the
total cost for all of the laptops?

5. A publisher prints 1,512 copies of a book in each print run. If they print 305 runs, how many books will be
printed?

6. As of the 2010 census, there were 3,669 people living in Marlboro, New York. Brooklyn, New York, has
681 times as many people. How many more people live in Brooklyn than in Marlboro?

Lesson 7: Connect area models and the distributive property to partial products 35
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Homework 5 2

Name Date

1. Draw an area model. Then, solve using the standard algorithm. Use arrows to match the partial products
from your area model to the partial products in your algorithm.

a. 273 × 346 273

× 346

b. 273 × 306 273

× 306

c. Both Parts (a) and (b) have three-digit multipliers. Why are there three partial products in Part (a)
and only two partial products in Part (b)?

Lesson 7: Connect area models and the distributive property to partial products 36
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Homework 5 2

2. Solve by drawing the area model and using the standard algorithm.
a. 7,481 × 290

b. 7,018 × 209

3. Solve using the standard algorithm.

a. 426 × 357 b. 1,426 × 357

Lesson 7: Connect area models and the distributive property to partial products 37
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 7 Homework 5 2

c. 426 × 307 d. 1,426 × 307

4. The Hudson Valley Renegades Stadium holds a maximum of 4,505 people. During the height of their
popularity, they sold out 219 consecutive games. How many tickets were sold during this time?

5. One Saturday at the farmer’s market, each of the 94 vendors made $502 in profit. How much profit did
all vendors make that Saturday?

Lesson 7: Connect area models and the distributive property to partial products 38
of the standard algorithm with renaming.

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 A STORY OF UNITS Lesson 8 Problem Set 5 2

Name Date

1. Estimate the product first. Solve by using the standard algorithm. Use your estimate to check the
reasonableness of the product.
a. 213 × 328 b. 662 × 372 c. 739 × 442

≈ 200 × 300
= 60,000

213
× 328

d. 807 × 491 e. 3,502 × 656 f. 4,390 × 741

g. 530 × 2,075 h. 4,004 × 603 i. 987 × 3,105

Lesson 8: Fluently multiply multi-digit whole numbers using the standard

algorithm and using estimation to check for reasonableness of the 39
product.

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 A STORY OF UNITS Lesson 8 Problem Set 5 2

2. Each container holds 1 L 275 mL of water. How much water is in 609 identical containers? Find the
difference between your estimated product and precise product.

3. A club had some money to purchase new chairs. After buying 355 chairs at $199 each, there was $1,068
remaining. How much money did the club have at first?

Lesson 8: Fluently multiply multi-digit whole numbers using the standard

algorithm and using estimation to check for reasonableness of the 40
product.

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 A STORY OF UNITS Lesson 8 Problem Set 5 2

4. So far, Carmella has collected 14 boxes of baseball cards. There are 315 cards in each box. Carmella
estimates that she has about 3,000 cards, so she buys 6 albums that hold 500 cards each.
a. Will the albums have enough space for all of her cards? Why or why not?

b. How many cards does Carmella have?

c. How many albums will she need for all of her baseball cards?

Lesson 8: Fluently multiply multi-digit whole numbers using the standard

algorithm and using estimation to check for reasonableness of the 41
product.

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 A STORY OF UNITS Lesson 8 Homework 5 2

Name Date

1. Estimate the product first. Solve by using the standard algorithm. Use your estimate to check the
reasonableness of the product.
a. 312 × 149 b. 743 × 295 c. 428 × 637

≈ 300 × 100
= 30,000

312
× 149

d. 691 × 305 e. 4,208 × 606 f. 3,068 × 523

g. 430 × 3,064 h. 3,007 × 502 i. 254 × 6,104

Lesson 8: Fluently multiply multi-digit whole numbers using the standard

algorithm and using estimation to check for reasonableness of the 42
product.

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 A STORY OF UNITS Lesson 8 Homework 5 2

2. When multiplying 1,729 times 308, Clayton got a product of 53,253. Without calculating, does his
product seem reasonable? Explain your thinking.

3. A publisher prints 1,912 copies of a book in each print run. If they print 305 runs, the manager wants to
know about how many books will be printed. What is a reasonable estimate?

Lesson 8: Fluently multiply multi-digit whole numbers using the standard

algorithm and using estimation to check for reasonableness of the 43
product.

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 A STORY OF UNITS Lesson 9 Problem Set 5 2

Name Date

Solve.
1. An office space in New York City measures 48 feet by 56 feet. If it sells for $565 per square foot, what is
the total cost of the office space?

2. Gemma and Leah are both jewelry makers. Gemma made 106 beaded necklaces. Leah made 39 more
necklaces than Gemma.
a. Each necklace they make has exactly 104 beads on it. How many beads did both girls use altogether
while making their necklaces?

b. At a recent craft fair, Gemma sold each of her necklaces for $14. Leah sold each of her necklaces for
$10 more. Who made more money at the craft fair? How much more?

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 44

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 9 Problem Set 5 2

3. Peng bought 26 treadmills for her new fitness center at $1,334 each. Then, she bought 19 stationary
bikes for $749 each. How much did she spend on her new equipment? Write an expression, and then
solve.

4. A Hudson Valley farmer has 26 employees. He pays each employee $410 per week. After paying his
workers for one week, the farmer has $162 left in his bank account. How much money did he have at
first?

5. Frances is sewing a border around 2 rectangular tablecloths that each measure 9 feet long by 6 feet wide.
If it takes her 3 minutes to sew on 1 inch of border, how many minutes will it take her to complete her
sewing project? Write an expression, and then solve.

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 45

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 9 Problem Set 5 2

6. Each grade level at Hooperville Schools has 298 students.

a. If there are 13 grade levels, how many students attend Hooperville Schools?

b. A nearby district, Willington, is much larger. They have 12 times as many students. How many
students attend schools in Willington?

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 46

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 9 Homework 5 2

Name Date

Solve.
1. Jeffery bought 203 sheets of stickers. Each sheet has a dozen stickers. He gave away 907 stickers to his
family and friends on Valentine’s Day. How many stickers does Jeffery have remaining?

2. During the 2011 season, a quarterback passed for 302 yards per game. He played in all 16 regular season
games that year.
a. For how many total yards did the quarterback pass?

b. If he matches this passing total for each of the next 13 seasons, how many yards will he pass for in his
career?

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 47

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 9 Homework 5 2

3. Bao saved $179 a month. He saved $145 less than Ada each month. How much would Ada save in three
and a half years?

4. Mrs. Williams is knitting a blanket for her newborn granddaughter. The blanket is 2.25 meters long and
1.8 meters wide. What is the area of the blanket? Write the answer in centimeters.

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 48

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 9 Homework 5 2

5. Use the chart to solve. Soccer Field Dimensions

FIFA Regulation New York State High Schools
(in yards) (in yards)
Minimum Length 110 100
Maximum Length 120 120
Minimum Width 70 55
Maximum Width 80 80

a. Write an expression to find the difference in the maximum area and minimum area of a NYS high
school soccer field. Then, evaluate your expression.

b. Would a field with a width of 75 yards and an area of 7,500 square yards be within FIFA regulation?
Why or why not?

c. It costs $26 to fertilize, water, mow, and maintain each square yard of a full size FIFA field (with
maximum dimensions) before each game. How much will it cost to prepare the field for next week’s
match?

Lesson 9: Fluently multiply multi-digit whole numbers using the standard 49

algorithm to solve multi step word problems.

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 A STORY OF UNITS Lesson 10 Problem Set 5 2

Name Date

1. Estimate the product. Solve using an area model and the standard algorithm. Remember to express your
products in standard form.

a. 22 × 2.4 ≈ _______ × _______ = _______

2 4 (tenths)

×22

b. 3.1 × 33 _______ × _______ = _______

3 1 (tenths)

×33

2. Estimate. Then, use the standard algorithm to solve. Express your products in standard form.

a. 3.2 × 47 ≈ _______ × _______ = _______ b. 3.2 × 94 ≈ _______ × _______ = _______

3 2 (tenths) 3 2 (tenths)

×47 ×94

Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers 50
using place value understanding to record partial products.

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 A STORY OF UNITS Lesson 10 Problem Set 5 2

c. 6.3 × 44 ≈ _______ × _______ = _______ d. 14.6 × 17 ≈ _______ × _______ = _______

e. 8.2 × 34 ≈ _______ × _______ = _______ f. 160.4 × 17 ≈ _______ × _______ = _______

3. Michelle multiplied 3.4 × 52. She incorrectly wrote 1,768 as her product. Use words, numbers, and/or
pictures to explain Michelle’s mistake.

4. A wire is bent to form a square with a perimeter of 16.4 cm. How much wire would be needed to form
25 such squares? Express your answer in meters.

Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers 51
using place value understanding to record partial products.

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 A STORY OF UNITS Lesson 10 Homework 5 2

Name Date

1. Estimate the product. Solve using an area model and the standard algorithm. Remember to express your
products in standard form.

a. 53 × 1.2 ≈ _______ × _______ = _______

1 2 (tenths)

×53

b. 2.1 × 82 ≈ _______ × _______ = _______ 2 1 (tenths)

×82

2. Estimate. Then, use the standard algorithm to solve. Express your products in standard form.

a. 4.2 × 34 ≈ _______ × _______ = _______ b. 65 × 5.8 ≈ _______ × _______ = _______

4 2 (tenths) 5 8 (tenths)

×34 ×65

Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers 52
using place value understanding to record partial products.

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 A STORY OF UNITS Lesson 10 Homework 5 2

c. 3.3 × 16 ≈ _______ × _______ = _______ d. 15.6 × 17 ≈ _______ × _______ = _______

e. 73 × 2.4 ≈ _______ × _______ = _______ f. 193.5 × 57 ≈ _______ × _______ = _______

3. Mr. Jansen is building an ice rink in his backyard that will measure 8.4 meters by 22 meters. What is the
area of the rink?

4. Rachel runs 3.2 miles each weekday and 1.5 miles each day of the weekend. How many miles will she
have run in 6 weeks?

Lesson 10: Multiply decimal fractions with tenths by multi-digit whole numbers 53
using place value understanding to record partial products.

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 A STORY OF UNITS Lesson 11 Problem Set 5 2

Name Date

1. Estimate the product. Solve using the standard algorithm. Use the thought bubbles to show your
thinking. (Draw an area model on a separate sheet if it helps you.)

a. 1.38 × 32 ≈ _______ × _______ = _______ 1.38 × 32 = ______________

Think!
1.38 × 100 = 138 1.38
Think! 4,416 is 100
× 32 times too large! What
is the real product?

4,416 ÷ 100 = 44.16

b. 3.55 × 89 ≈ _______ × _______ = _______ 3.55 × 89 = ______________

3.55

× 89

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 54
placement of the decimal.

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 A STORY OF UNITS Lesson 11 Problem Set 5 2

2. Solve using the standard algorithm.

a. 5.04 × 8 b. 147.83 × 67

c. 83.41 × 504 d. 0.56 × 432

3. Use the whole number product and place value reasoning to place the decimal point in the second
product. Explain how you know.

a. If 98 × 768 = 75,264 then 98 × 7.68 = ______________

b. If 73 × 1,563 = 114,099 then 73 × 15.63 = ______________

c. If 46 × 1,239 = 56,994 then 46 × 123.9 = ______________

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 55
placement of the decimal.

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 A STORY OF UNITS Lesson 11 Problem Set 5 2

4. Jenny buys 22 pens that cost $1.15 each and 15 markers that cost $2.05 each. How much did Jenny
spend?

5. A living room measures 24 feet by 15 feet. An adjacent square dining room measures 13 feet on each
side. If carpet costs $6.98 per square foot, what is the total cost of putting carpet in both rooms?

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 56
placement of the decimal.

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 A STORY OF UNITS Lesson 11 Homework 5 2

Name Date

1. Estimate the product. Solve using the standard algorithm. Use the thought bubbles to show your
thinking. (Draw an area model on a separate sheet if it helps you.)

a. 2.42 × 12 ≈ _______ × _______ = _______ 2.42 × 12 = ______________

Think!
2.42 × 100 = 242
Think! 2,904 is 100
2. 4 2
times too large! What
×12 is the real product?

2,904 ÷ 100 = 29.04

b. 4.13 × 37 ≈ _______ × _______ = _______ 4.13 × 37 = ______________

4.13

× 37

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 57
placement of the decimal.

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 A STORY OF UNITS Lesson 11 Homework 5 2

2. Solve using the standard algorithm.

a. 2.03 × 13 b. 53.16 × 34

c. 371.23 × 53 d. 1.57 × 432

3. Use the whole number product and place value reasoning to place the decimal point in the second
product. Explain how you know.

a. If 36 × 134 = 4,824 then 36 × 1.34 = ______________

b. If 84 × 2,674 = 224,616 then 84 × 26.74 = ______________

c. 19 × 3,211 = 61,009 then 321.1 × 19 = ______________

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 58
placement of the decimal.

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 A STORY OF UNITS Lesson 11 Homework 5 2

4. A slice of pizza costs $1.57. How much will 27 slices cost?

5. A spool of ribbon holds 6.75 meters. A craft club buys 21 spools.

a. What is the total cost if the ribbon sells for $2 per meter?

b. If the club uses 76.54 meters to complete a project, how much ribbon will be left?

Lesson 11: Multiply decimal fractions by multi-digit whole numbers through

conversion to a whole number problem and reasoning about the 59
placement of the decimal.

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 A STORY OF UNITS Lesson 12 Problem Set 2

Name Date

1. Estimate. Then, solve using the standard algorithm. You may draw an area model if it helps you.

a. 1.21 × 14 ≈ __________ × __________ = __________ 1. 2 1

× 14

b. 2.45 × 305 ≈ __________ × __________ = __________ 2. 4 5

× 3 05

Lesson 12: Reason about the product of a whole number and a decimal with 60
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 12 Problem Set 2

2. Estimate. Then, solve using the standard algorithm. Use a separate sheet to draw the area model if it
helps you.
a. 1.23 × 12 ≈ _______ × _______ = _______ b. 1.3 × 26 ≈ _______ × _______ = _______

c. 0.23 × 14 ≈ _______ × _______ = _______ d. 0.45 × 26 ≈ _______ × _______ = _______

e. 7.06 × 28 ≈ _______ × _______ = _______ f. 6.32 × 223 ≈ _______ × _______ = _______

g. 7.06 × 208 ≈ _______ × _______ = _______ h. 151.46 × 555 ≈ _______ × _______ = _______

Lesson 12: Reason about the product of a whole number and a decimal with 61
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 12 Problem Set 2

3. Denise walks on the beach every afternoon. In the month of July, she walked 3.45 miles each day. How
far did Denise walk during the month of July?

4. A gallon of gas costs $4.34. Greg puts 12 gallons of gas in his car. He has a 50-dollar bill. Tell how much
money Greg will have left, or how much more money he will need. Show all your calculations.

5. Seth drinks a glass of orange juice every day that contains 0.6 grams of Vitamin C. He eats a serving of
strawberries for snack after school every day that contains 0.35 grams of Vitamin C. How many grams of
Vitamin C does Seth consume in 3 weeks?

Lesson 12: Reason about the product of a whole number and a decimal with 62
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 12 Homework 2

Name Date

1. Estimate. Then, solve using the standard algorithm. You may draw an area model if it helps you.

a. 24 × 2.31 ≈ __________ × __________ = __________ 2. 3 1

× 24

b. 5.42 × 305 ≈ __________ × __________ = __________

5. 4 2
×3 05

Lesson 12: Reason about the product of a whole number and a decimal with 63
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 12 Homework 2

2. Estimate. Then, solve using the standard algorithm. Use a separate sheet to draw the area model if it
helps you.
a. 1.23 × 21 ≈ _______ × _______ = _______ b. 3.2 × 41 ≈ _______ × _______ = _______

c. 0.32 × 41 ≈ _______ × _______ = _______ d. 0.54 × 62 ≈ _______ × _______ = _______

e. 6.09 × 28 ≈ _______ × _______ = _______ f. 6.83 × 683 ≈ _______ × _______ = _______

g. 6.09 × 208 ≈ _______ × _______ = _______ h. 171.76 × 555 ≈ _______ × _______ = _______

Lesson 12: Reason about the product of a whole number and a decimal with 64
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 12 Homework 2

3. Eric’s goal is to walk 2.75 miles to and from the park every day for an entire year. If he meets his goal,
how many miles will Eric walk?

4. Art galleries often price paintings by the square inch. If a painting measures 22.5 inches by 34 inches and
costs $4.15 per square inch, what is the selling price for the painting?

5. Gerry spends $1.25 each day on lunch at school. On Fridays, she buys an extra snack for $0.55. How
much money will she spend in two weeks?

Lesson 12: Reason about the product of a whole number and a decimal with 65
hundredths using place value understanding and estimation.

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 A STORY OF UNITS Lesson 13 Problem Set 5 2

Name Date

1. Solve. The first one is done for you.

a. Convert weeks to days. b. Convert years to days.

8 weeks = 8 × (1 week) 4 years = ___________ × ( ___________ year)

= 8 × (7 days) = ___________ × ( ___________ days)

= 56 days = ___________ days

c. Convert meters to centimeters. d. Convert yards to feet.

9.2 m = ___________ × ( ___________ m) 5.7 yards

= ___________ × ( ___________ cm)

= ___________ cm

e. Convert kilograms to grams. f. Convert pounds to ounces.

6.08 kg 12.5 pounds

Lesson 13: Use whole number multiplication to express equivalent 66

measurements.

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 A STORY OF UNITS Lesson 13 Problem Set 5 2

2. After solving, write a statement to express each conversion. The first one is done for you.

a. Convert the number of hours in a day to b. A small female gorilla weighs 68 kilograms.
minutes. How much does she weigh in grams?
24 hours = 24 × (1 hour)
= 24 × (60 minutes)
= 1,440 minutes

One day has 24 hours, which is the same as

1,440 minutes.

c. The height of a man is 1.7 meters. What is d. The capacity of a syringe is 0.08 liters. Convert
his height in centimeters? this to milliliters.

e. A coyote weighs 11.3 pounds. Convert the f. An alligator is 2.3 yards long. What is the length
coyote’s weight to ounces. of the alligator in inches?

Lesson 13: Use whole number multiplication to express equivalent 67

measurements.

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 A STORY OF UNITS Lesson 13 Homework 5 2

Name Date

1. Solve. The first one is done for you.

a. Convert weeks to days. b. Convert years to days.

6 weeks = 6 × (1 week) 7 years = ___________ × ( ___________ year)

= 6 × (7 days) = ___________ × ( ___________ days)

= 42 days = ___________ days

c. Convert meters to centimeters. d. Convert pounds to ounces.

4.5 m = ___________ × ( ___________ m) 12.6 pounds

= ___________ × ( ___________ cm)

= ___________ cm

e. Convert kilograms to grams. f. Convert yards to inches.

3.09 kg 245 yd

Lesson 13: Use whole number multiplication to express equivalent 68

measurements.

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 A STORY OF UNITS Lesson 13 Homework 5 2

2. After solving, write a statement to express each conversion. The first one is done for you.

a. Convert the number of hours in a day to b. A newborn giraffe weighs about 65 kilograms.
minutes. How much does it weigh in grams?
24 hours = 24 × (1 hour)
= 24 × (60 minutes)
= 1,440 minutes

One day has 24 hours, which is the same as

1,440 minutes.

c. The average height of a female giraffe is 4.6 d. The capacity of a beaker is 0.1 liter. Convert this
meters. What is her height in centimeters? to milliliters.

e. A pig weighs 9.8 pounds. Convert the pig’s f. A marker is 0.13 meters long. What is the length
weight to ounces. in millimeters?

Lesson 13: Use whole number multiplication to express equivalent 69

measurements.

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5•2
Lesson 13 Template

meter strip
A STORY OF UNITS

70

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 A STORY OF UNITS Lesson 14 Problem Set 5 2

Name Date

1. Solve. The first one is done for you.

a. Convert days to weeks. b. Convert quarts to gallons.

28 days = 28 × (1 day) 20 quarts = ___________ × ( 1 quart)

1 1
= 28 × � week� = ___________ × � gallon�
7 4

28 = ___________ gallons
= week
7

= 4 weeks = ___________ gallons

c. Convert centimeters to meters. d. Convert meters to kilometers.

920 cm = ___________ × ( ___________ cm) 1,578 m = ___________ × ( ___________ m)

= ___________ × ( ___________ m) = ___________ × (0.001 km)

= ___________ m = ___________ km

e. Convert grams to kilograms. f. Convert milliliters to liters.

6,080 g = 509 mL =

Lesson 14: Use fraction and decimal multiplication to express equivalent 71

measurements.

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 A STORY OF UNITS Lesson 14 Problem Set 5 2

2. After solving, write a statement to express each conversion. The first one is done for you.

a. The screen measures 24 inches. Convert 24 b. A jug of syrup holds 12 cups. Convert 12
inches to feet. cups to pints.

24 inches = 24 × (1 inch)

1
= 24 × � feet�
12

24
= feet
12

= 2 feet

The screen measures 24 inches or 2 feet.

c. The length of the diving board is 378 d. The capacity of a container is 1,478
centimeters. What is its length in meters? milliliters. Convert this to liters.

e. A truck weighs 3,900,000 grams. Convert f. The distance was 264,040 meters. Convert
the truck’s weight to kilograms. the distance to kilometers.

Lesson 14: Use fraction and decimal multiplication to express equivalent 72

measurements.

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 A STORY OF UNITS Lesson 14 Homework 5 2

Name Date

1. Solve. The first one is done for you.

a. Convert days to weeks. b. Convert quarts to gallons.

42 days = 42 × (1 day) 36 quarts = ___________ × ( 1 quart)

1 1
= 42 × � week� = ___________ × � gallon�
7 4

42 = ___________ gallons
= week
7

= 6 weeks = ___________ gallons

c. Convert centimeters to meters. d. Convert meters to kilometers.

760 cm = ___________ × ( ___________ cm) 2,485 m = ___________ × ( ___________ m)

= ___________ × ( ___________ m) = ___________ × (0.001 km)

= ___________ m = ___________ km

e. Convert grams to kilograms. f. Convert milliliters to liters.

3,090 g = 205 mL =

Lesson 14: Use fraction and decimal multiplication to express equivalent 73

measurements.

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 A STORY OF UNITS Lesson 14 Homework 5 2

2. After solving, write a statement to express each conversion. The first one is done for you.

a. The screen measures 36 inches. Convert 36 b. A jug of juice holds 8 cups. Convert 8 cups to
inches to feet. pints.

36 inches = 36 × (1 inch)

1
= 36 × � feet�
12

36
= feet
12

= 3 feet

The screen measures 36 inches or 3 feet.

c. The length of the flower garden is 529 d. The capacity of a container is 2,060
centimeters. What is its length in meters? milliliters. Convert this to liters.

e. A hippopotamus weighs 1,560,000 grams. f. The distance was 372,060 meters. Convert
Convert the hippopotamus’ weight to the distance to kilometers.
kilograms.

Lesson 14: Use fraction and decimal multiplication to express equivalent 74

measurements.

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 A STORY OF UNITS Lesson 15 Problem Set 2

Name Date

Solve.
1. Liza’s cat had six kittens! When Liza and her brother weighed all the kittens together, they weighed 4
pounds 2 ounces. Since all the kittens are about the same size, about how many ounces does each kitten
weigh?

2. A container of oregano is 17 pounds heavier than a container of peppercorns. Their total weight is 253
pounds. The peppercorns will be sold in one-ounce bags. How many bags of peppercorns can be made?

Lesson 15: Solve two-step word problems involving measurement conversions. 75

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 A STORY OF UNITS Lesson 15 Problem Set 2

3. Each costume needs 46 centimeters of red ribbon and 3 times as much yellow ribbon. What is the total
length of ribbon needed for 64 costumes? Express your answer in meters.

4. When making a batch of orange juice for her basketball team, Jackie used 5 times as much water as
concentrate. There were 32 more cups of water than concentrate.
a. How much juice did she make in all?

b. She poured the juice into quart containers. How many containers could she fill?

Lesson 15: Solve two-step word problems involving measurement conversions. 76

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 A STORY OF UNITS Lesson 15 Homework 2

Name Date

Solve.
1. Tia cut a 4-meter 8-centimeter wire into 10 equal pieces. Marta cut a 540-centimeter wire into 9 equal
pieces. How much longer is one of Marta’s wires than one of Tia’s?

2. Jay needs 19 quarts more paint for the outside of his barn than for the inside. If he uses 107 quarts in all,
how many gallons of paint will be used to paint the inside of the barn?

Lesson 15: Solve two-step word problems involving measurement conversions. 77

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 A STORY OF UNITS Lesson 15 Homework 2

3. String A is 35 centimeters long. String B is 5 times as long as String A. Both are necessary to create a
decorative bottle. Find the total length of string needed for 17 identical decorative bottles. Express your
answer in meters.

4. A pineapple is 7 times as heavy as an orange. The pineapple also weighs 870 grams more than the
orange.
a. What is the total weight in grams for the pineapple and orange?

b. Express the total weight of the pineapple and orange in kilograms.

Lesson 15: Solve two-step word problems involving measurement conversions. 78

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 A STORY OF UNITS Lesson 16 Problem Set 5 2

Name Date

1. Divide. Draw place value disks to show your thinking for (a) and (c). You may draw disks on your personal
white board to solve the others if necessary.

a. 500 ÷ 10 b. 360 ÷ 10

c. 12,000 ÷ 100 d. 450,000 ÷ 100

e. 700,000 ÷ 1,000 f. 530,000 ÷ 100

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 79

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 A STORY OF UNITS Lesson 16 Problem Set 5 2

2. Divide. The first one is done for you.

a. 12,000 ÷ 30 b. 12,000 ÷ 300 c. 12,000 ÷ 3,000

= 12,000 ÷ 10 ÷ 3

= 1,200 ÷ 3

= 400

d. 560,000 ÷ 70 e. 560,000 ÷ 700 f. 560,000 ÷ 7,000

g. 28,000 ÷ 40 h. 450,000 ÷ 500 i. 810,000 ÷ 9,000

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 80

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 A STORY OF UNITS Lesson 16 Problem Set 5 2

3. The floor of a rectangular banquet hall has an area of 3,600 m2. The length is 90 m.
a. What is the width of the banquet hall?

b. A square banquet hall has the same area. What is the length of the room?

c. A third rectangular banquet hall has a perimeter of 3,600 m. What is the width if the length is 5 times
the width?

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 81

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 A STORY OF UNITS Lesson 16 Problem Set 5 2

4. Two fifth graders solved 400,000 divided by 800. Carter said the answer is 500, while Kim said the answer
is 5,000.
a. Who has the correct answer? Explain your thinking.

b. What if the problem is 4,000,000 divided by 8,000? What is the quotient?

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 82

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 A STORY OF UNITS Lesson 16 Homework 5 2

Name Date

1. Divide. Draw place value disks to show your thinking for (a) and (c). You may draw disks on your personal
white board to solve the others if necessary.

a. 300 ÷ 10 b. 450 ÷ 10

c. 18,000 ÷ 100 d. 730,000 ÷ 100

e. 900,000 ÷ 1,000 f. 680,000 ÷ 1,000

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 83

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 A STORY OF UNITS Lesson 16 Homework 5 2

2. Divide. The first one is done for you.

a. 18,000 ÷ 20 b. 18,000 ÷ 200 c. 18,000 ÷ 2,000

= 18,000 ÷ 10 ÷ 2

= 1,800 ÷ 2

= 900

d. 420,000 ÷ 60 e. 420,000 ÷ 600 f. 420,000 ÷ 6,000

g. 24,000 ÷ 30 h. 560,000 ÷ 700 i. 450,000 ÷ 9,000

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 84

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 A STORY OF UNITS Lesson 16 Homework 5 2

3. A stadium holds 50,000 people. The stadium is divided into 250 different seating sections. How many
seats are in each section?

4. Over the course of a year, a tractor trailer commutes 160,000 miles across America.
a. Assuming a trucker changes his tires every 40,000 miles, and that he starts with a brand new set of
tires, how many sets of tires will he use in a year?

b. If the trucker changes the oil every 10,000 miles, and he starts the year with a fresh oil change, how
many times will he change the oil in a year?

Lesson 16: Use divide by 10 patterns for multi-digit whole number division. 85

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 A STORY OF UNITS Lesson 17 Problem Set 5

Name Date

1. Estimate the quotient for the following problems. Round the divisor first.

a. 609 ÷ 21 b. 913 ÷ 29 c. 826 ÷ 37

≈ 600 ÷ 20 ≈ ________ ÷ ________ ≈ ________ ÷ ________

= 30 = _________ = _________

d. 141 ÷ 73 e. 241 ÷ 58 f. 482 ÷ 62

≈ ________ ÷ ________ ≈ ________ ÷ ________ ≈ ________ ÷ ________

= _________ = _________ = _________

g. 656 ÷ 81 h. 799 ÷ 99 i. 635 ÷ 95

≈ ________ ÷ ________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

j. 311 ÷ 76 k. 648 ÷ 83 l. 143 ÷ 35

≈ ________ ÷ ________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

m. 525 ÷ 25 n. 552 ÷ 85 o. 667 ÷ 11

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

Lesson 17: Use basic facts to approximate quotients with two-digit divisors. 86

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 A STORY OF UNITS Lesson 17 Problem Set 5

2. A video game store has a budget of $825, and would like to purchase new video games. If each video
game costs $41, estimate the total number of video games the store can purchase with its budget.
Explain your thinking.

3. Jackson estimated 637 ÷ 78 as 640 ÷ 80. He reasoned that 64 tens divided by 8 tens should be 8 tens.
Is Jackson’s reasoning correct? If so, explain why. If not, explain a correct solution.

Lesson 17: Use basic facts to approximate quotients with two-digit divisors. 87

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 A STORY OF UNITS Lesson 17 Homework 5

Name Date

1. Estimate the quotient for the following problems. The first one is done for you.

a. 821 ÷ 41 b. 617 ÷ 23 c. 821 ÷ 39

≈ 800 ÷ 40 ≈ ________ ÷ ________ ≈ ________ ÷ ________

= 20 = _________ = _________

d. 482 ÷ 52 e. 531 ÷ 48 f. 141 ÷ 73

≈ ________ ÷ ________ ≈ ________ ÷ ________ ≈ ________ ÷ ________

= _________ = _________ = _________

g. 476 ÷ 81 h. 645 ÷ 69 i. 599 ÷ 99

≈ ________ ÷ ________ ≈ ________ ÷ ________ ≈ ________ ÷ ________

= _________ = _________ = _________

j. 301 ÷ 26 k. 729 ÷ 81 l. 636 ÷ 25

≈ ________ ÷ ________ ≈ ________ ÷ ________ ≈ ________ ÷ ________

= _________ = _________
= _________

m. 835 ÷ 89 n. 345 ÷ 72 o. 559 ÷ 11

≈ ________ ÷ ________ ≈ ________ ÷ ________ ≈ ________ ÷ ________

= _________ = _________ = _________

Lesson 17: Use basic facts to approximate quotients with two-digit divisors. 88

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 A STORY OF UNITS Lesson 17 Homework 5

2. Mrs. Johnson spent $611 buying lunch for 78 students. If all the lunches cost the same, about how much
did she spend on each lunch?

3. An oil well produces 172 gallons of oil every day. A standard oil barrel holds 42 gallons of oil. About how
many barrels of oil will the well produce in one day? Explain your thinking.

Lesson 17: Use basic facts to approximate quotients with two-digit divisors. 89

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 A STORY OF UNITS Lesson 18 Problem Set 5

Name Date

1. Estimate the quotients for the following problems. The first one is done for you.

a. 5,738 ÷ 21 b. 2,659 ÷ 28 c. 9,155 ÷ 34

≈ 6,000 ÷ 20 ≈ _________ ÷ _________ ≈ _________ ÷ _________

= 300 = _________ = _________

d. 1,463 ÷ 53 e. 2,525 ÷ 64 f. 2,271 ÷ 72

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

g. 4,901 ÷ 75 h. 8,515 ÷ 81 i. 8,515 ÷ 89

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

j. 3,925 ÷ 68 k. 5,124 ÷ 81 l. 4,945 ÷ 93

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

m. 5,397 ÷ 94 n. 6,918 ÷ 86 o. 2,806 ÷ 15

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

Lesson 18: Use basic facts to approximate quotients with two-digit divisors. 90

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 A STORY OF UNITS Lesson 18 Problem Set 5

2. A swimming pool requires 672 ft2 of floor space. The length of the swimming pool is 32 ft. Estimate the
width of the swimming pool.

3. Janice bought 28 apps for her phone that, altogether, used 1,348 MB of space.

a. If each app used the same amount of space, about how many MB of memory did each app use?
Show how you estimated.

b. If half of the apps were free and the other half were $1.99 each, about how much did she spend?

4. A quart of paint covers about 85 square feet. About how many quarts would you need to cover a fence
with an area of 3,817 square feet?

5. Peggy has saved $9,215. If she is paid $45 an hour, about how many hours did she work?

Lesson 18: Use basic facts to approximate quotients with two-digit divisors. 91

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 A STORY OF UNITS Lesson 18 Homework 5

Name Date

1. Estimate the quotients for the following problems. The first one is done for you.

a. 8,328 ÷ 41 b. 2,109 ÷ 23 c. 8,215 ÷ 38

≈ 8,000 ÷ 40 ≈ _________ ÷ _________ ≈ _________ ÷ _________

= 200 = _________ = _________

d. 3,861 ÷ 59 e. 2,899 ÷ 66 f. 5,576 ÷ 92

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

g. 5,086 ÷ 73 h. 8,432 ÷ 81 i. 9,032 ÷ 89

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

j. 2,759 ÷ 48 k. 8,194 ÷ 91 l. 4,368 ÷ 63

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

m. 6,537 ÷ 74 n. 4,998 ÷ 48 o. 6,106 ÷ 25

≈ _________ ÷ _________ ≈ _________ ÷ _________ ≈ _________ ÷ _________

= _________ = _________ = _________

Lesson 18: Use basic facts to approximate quotients with two-digit divisors. 92

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 A STORY OF UNITS Lesson 18 Homework 5

2. 91 boxes of apples hold a total of 2,605 apples. Assuming each box has about the same number of
apples, estimate the number of apples in each box.

3. A wild tiger can eat up to 55 pounds of meat in a day. About how many days would it take for a tiger to
eat the following prey?

Prey Weight of Prey Number of Days

Eland Antelope 1,754 pounds

Boar 661 pounds

Chital Deer 183 pounds

Water Buffalo 2,322 pounds

Lesson 18: Use basic facts to approximate quotients with two-digit divisors. 93

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 A STORY OF UNITS Lesson 19 Problem Set 5

Name Date

1. Divide, and then check. The first problem is done for you.
a. 41 ÷ 30 Check:
1 R 11
3 0 4 1 30 × 1 = 30
- 3 0 30 + 11 = 41
1 1
b. 80 ÷ 30

c. 71 ÷ 50

d. 270 ÷ 30

e. 643 ÷ 80

f. 215 ÷ 90

Lesson 19: Divide two- and three-digit dividends by multiples of 10 with 94

single-digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 19 Problem Set 5

2. Terry says the solution to 299 ÷ 40 is 6 with a remainder of 59. His work is shown below. Explain Terry’s
error in thinking, and then find the correct quotient using the space on the right.

6
4 0 2 9 9 4 0 2 9 9
- 2 4 0
5 9

3. A number divided by 80 has a quotient of 7 with 4 as a remainder. Find the number.

4. While swimming a 2 km race, Adam changes from breaststroke to butterfly every 200 m. How many
times does he switch strokes during the first half of the race?

Lesson 19: Divide two- and three-digit dividends by multiples of 10 with 95

single-digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 19 Homework 5

Name Date

1. Divide, and then check using multiplication. The first one is done for you.
a. 71 ÷ 20 Check:
3 R 11
2 0 7 1 20 × 3 = 60
- 6 0 60 + 11 = 71
1 1

b. 90 ÷ 40

c. 95 ÷ 60

d. 280 ÷ 30

e. 437 ÷ 60

f. 346 ÷ 80

Lesson 19: Divide two- and three-digit dividends by multiples of 10 with 96

single-digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 19 Homework 5

2. A number divided by 40 has a quotient of 6 with a remainder of 16. Find the number.

3. A shipment of 288 reams of paper was delivered. Each of the 30 classrooms received an equal share of
the paper. Any extra reams of paper were stored. After the paper was distributed to the classrooms,
how many reams of paper were stored?

4. How many groups of sixty are in two hundred forty-four?

Lesson 19: Divide two- and three-digit dividends by multiples of 10 with 97

single-digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 20 Problem Set 5 2

Name Date

1. Divide. Then, check with multiplication. The first one is done for you.
a. 65 ÷ 17 b. 49 ÷ 21

3 R 14 Check:
17 6 5
− 5 1 17 × 3 = 51
1 4 51 + 14 = 65

c. 78 ÷ 39 d. 84 ÷ 32

e. 77 ÷ 25 f. 68 ÷ 17

Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single 98
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 20 Problem Set 5 2

2. When dividing 82 by 43, Linda estimated the quotient to be 2. Examine Linda’s work, and explain what
she needs to do next. On the right, show how you would solve the problem.

Linda’s Estimation: Linda’s Work: Your Work:

2 2
40 8 0 43 8 2 43 8 2
- 8 6
? ?

3. A number divided by 43 has a quotient of 3 with 28 as a remainder. Find the number. Show your work.

Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single 99
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 20 Problem Set 5 2

4. Write another division problem that has a quotient of 3 and a remainder of 28.

5. Mrs. Silverstein sold 91 cupcakes at a food fair. The cupcakes were sold in boxes of “a baker’s dozen,”
which is 13. She sold all the cupcakes at $15 per box. How much money did she receive?

Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single 100
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 20 Homework 5 2

Name Date

1. Divide. Then, check with multiplication. The first one is done for you.
a. 72 ÷ 31 b. 89 ÷ 21

Check:
2 R 10
31 7 2
31 × 2 = 62
- 6 2
1 0 62 + 10 = 72

c. 94 ÷ 33 d. 67 ÷ 19

e. 79 ÷ 25 f. 83 ÷ 21

Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single 101
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 20 Homework 5 2

2. A 91 square foot bathroom has a length of 13 feet. What is the width of the bathroom?

3. While preparing for a morning conference, Principal Corsetti is laying out 8 dozen bagels on square plates.
Each plate can hold 14 bagels.
a. How many plates of bagels will Mr. Corsetti have?

b. How many more bagels would be needed to fill the final plate with bagels?

Lesson 20: Divide two- and three-digit dividends by two-digit divisors with single 102
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Problem Set 5 2

Name Date

1. Divide. Then, check using multiplication. The first one is done for you.
a. 258 ÷ 47
Check:
5 R 23
47 2 5 8
47 × 5 = 235
− 2 3 5
2 3
235 + 23 = 258

b. 148 ÷ 67

c. 591 ÷ 73

d. 759 ÷ 94

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 103
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Problem Set 5 2

e. 653 ÷ 74

f. 257 ÷ 36

2. Generate and solve at least one more division problem with the same quotient and remainder as the one
below. Explain your thought process.

8
58 4 7 5
− 4 6 4
1 1

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 104
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Problem Set 5 2

3. Assume that Mrs. Giang’s car travels 14 miles on each gallon of gas. If she travels to visit her niece who
lives 133 miles away, how many gallons of gas will Mrs. Giang need to make the round trip?

4. Louis brings 79 pencils to school. After he gives each of his 15 classmates an equal number of pencils, he
will give any leftover pencils to his teacher.
a. How many pencils will Louis’s teacher receive?

b. If Louis decides instead to take an equal share of the pencils along with his classmates, will his teacher
receive more pencils or fewer pencils? Show your thinking.

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 105
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Homework 5 2

Name Date

1. Divide. Then, check using multiplication. The first one is done for you.
a. 129 ÷ 21 6 R3 Check:
21 1 2 9
− 1 2 6 21 × 6 = 126
3
126 + 3 = 129

b. 158 ÷ 37

c. 261 ÷ 49

d. 574 ÷ 82

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 106
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Homework 5 2

e. 464 ÷ 58

f. 640 ÷ 79

2. It takes Juwan exactly 35 minutes by car to get to his grandmother’s. The nearest parking area is a
4-minute walk from her apartment. One week, he realized that he spent 5 hours and 12 minutes
traveling to her apartment and then back home. How many round trips did he make to visit his
grandmother?

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 107
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 21 Homework 5 2

3. How many eighty-fours are in 672?

Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single 108
digit quotients, and make connections to a written method.

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 A STORY OF UNITS Lesson 22 Problem Set 5 2

Name Date

1. Divide. Then, check using multiplication. The first one is done for you.
a. 580 ÷ 17
3 4 R2 Check:
17 5 8 0
− 5 1 34 × 17 = 578
7 0
− 6 8 578 + 2 = 580

2
b. 730 ÷ 32

c. 940 ÷ 28

d. 553 ÷ 23

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 109
successive remainders in each place value.

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 A STORY OF UNITS Lesson 22 Problem Set 5 2

e. 704 ÷ 46

f. 614 ÷ 15

2. Halle solved 664 ÷ 48 below. She got a quotient of 13 with a remainder of 40. How could she use her
work below to solve 659 ÷ 48 without redoing the work? Explain your thinking.
1 3
48 6 6 4
− 4 8
1 8 4
− 1 4 4
4 0

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 110
successive remainders in each place value.

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 A STORY OF UNITS Lesson 22 Problem Set 5 2

3. 27 students are learning to make balloon animals. There are 172 balloons to be shared equally among
the students.
a. How many balloons are left over after sharing them equally?

b. If each student needs 7 balloons, how many more balloons are needed? Explain how you know.

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 111
successive remainders in each place value.

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 A STORY OF UNITS Lesson 22 Homework 5 2

Name Date

1. Divide. Then, check using multiplication. The first one is done for you.
a. 487 ÷ 21 2 3 R4 Check:
21 4 8 7
− 4 2 21 × 23 = 483
6 7
− 6 3 483 + 4 = 487
4
b. 485 ÷ 15

c. 700 ÷ 21

d. 399 ÷ 31

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 112
successive remainders in each place value.

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 A STORY OF UNITS Lesson 22 Homework 5 2

e. 820 ÷ 42

f. 908 ÷ 56

2. When dividing 878 by 31, a student finds a quotient of 28 with a remainder of 11. Check the student’s
work, and use the check to find the error in the solution.

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 113
successive remainders in each place value.

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 A STORY OF UNITS Lesson 22 Homework 5 2

3. A baker was going to arrange 432 desserts into rows of 28. The baker divides 432 by 28 and gets a
quotient of 15 with remainder 12. Explain what the quotient and remainder represent.

Lesson 22: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 114
successive remainders in each place value.

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 A STORY OF UNITS Lesson 23 Problem Set 5 2

Name Date

1. Divide. Then, check using multiplication.

a. 4,859 ÷ 23 b. 4,368 ÷ 52

c. 7,242 ÷ 34 d. 3,164 ÷ 45

e. 9,152 ÷ 29 f. 4,424 ÷ 63

Lesson 23: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 115
successive remainders in each place value.

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 A STORY OF UNITS Lesson 23 Problem Set 5 2

2. Mr. Riley baked 1,692 chocolate cookies. He sold them in boxes of 36 cookies each. How much money
did he collect if he sold them all at $8 per box?

3. 1,092 flowers are arranged into 26 vases, with the same number of flowers in each vase. How many
flowers would be needed to fill 130 such vases?

4. The elephant’s water tank holds 2,560 gallons of water. After two weeks, the zookeeper measures and
finds that the tank has 1,944 gallons of water left. If the elephant drinks the same amount of water each
day, how many days will a full tank of water last?

Lesson 23: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 116
successive remainders in each place value.

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 A STORY OF UNITS Lesson 23 Homework 5 2

Name Date

1. Divide. Then, check using multiplication.

a. 9,962 ÷ 41 b. 1,495 ÷ 45

c. 6,691 ÷ 28 d. 2,625 ÷ 32

e. 2,409 ÷ 19 f. 5,821 ÷ 62

Lesson 23: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 117
successive remainders in each place value.

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 A STORY OF UNITS Lesson 23 Homework 5 2

2. A political gathering in South America was attended by 7,910 people. Each of South America’s
14 countries was equally represented. How many representatives attended from each country?

3. A candy company packages caramel into containers that hold 32 fluid ounces. In the last batch,
1,848 fluid ounces of caramel were made. How many containers were needed for this batch?

Lesson 23: Divide three- and four-digit dividends by two-digit divisors resulting in
two- and three-digit quotients, reasoning about the decomposition of 118
successive remainders in each place value.

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 A STORY OF UNITS Lesson 24 Problem Set 5 2

Name Date

1. Divide. Show the division in the right-hand column in two steps. The first two have been done for you.

a. 1.2 ÷ 6 = 0.2 b. 1.2 ÷ 60 = (1.2 ÷ 6) ÷ 10 = 0.2 ÷ 10 = 0.02

c. 2.4 ÷ 4 = _________________________ d. 2.4 ÷ 40 = _________________________

e. 14.7 ÷ 7 = ________________________ f. 14.7 ÷ 70 = ________________________

g. 0.34 ÷ 2 = _________________________ h. 3.4 ÷ 20 = _________________________

i. 0.45 ÷ 9 = _________________________ j. 0.45 ÷ 90 = ________________________

k. 3.45 ÷ 3 = _________________________ l. 34.5 ÷ 300 = _______________________

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 119
method.

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 A STORY OF UNITS Lesson 24 Problem Set 5 2

2. Use place value reasoning and the first quotient to compute the second quotient. Explain your thinking.

a. 46.5 ÷ 5 = 9.3

46.5 ÷ 50 = ___________

b. 0.51 ÷ 3 = 0.17

0.51 ÷ 30 = ___________

c. 29.4 ÷ 70 = 0.42

29.4 ÷ 7 = ___________

d. 13.6 ÷ 40 = 0.34

13.6 ÷ 4 = ___________

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 120
method.

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 A STORY OF UNITS Lesson 24 Problem Set 5 2

3. Twenty polar bears live at the zoo. In four weeks, they eat 9,732.8 pounds of food altogether. Assuming
each bear is fed the same amount of food, how much food is used to feed one bear for a week? Round
your answer to the nearest pound.

4. The total weight of 30 bags of flour and 4 bags of sugar is 42.6 kg. If each bag of sugar weighs 0.75 kg,
what is the weight of each bag of flour?

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 121
method.

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 A STORY OF UNITS Lesson 24 Homework 5 2

Name Date

1. Divide. Show every other division sentence in two steps. The first two have been done for you.

a. 1.8 ÷ 6 = 0.3 b. 1.8 ÷ 60 = (1.8 ÷ 6) ÷ 10 = 0.3 ÷ 10 = 0.03

c. 2.4 ÷ 8 = _________________________ d. 2.4 ÷ 80 = __________________________

e. 14.6 ÷ 2 = _________________________ f. 14.6 ÷ 20 = _________________________

g. 0.8 ÷ 4 = __________________________ h. 80 ÷ 400 = _________________________

i. 0.56 ÷ 7 = _________________________ j. 0.56 ÷ 70 = _________________________

k. 9.45 ÷ 9 = _________________________ l. 9.45 ÷ 900 = ______________________

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 122
method.

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 A STORY OF UNITS Lesson 24 Homework 5 2

2. Use place value reasoning and the first quotient to compute the second quotient. Use place value to
explain how you placed the decimal point.

a. 65.6 ÷ 80 = 0.82

65.6 ÷ 8 = __________

b. 2.5 ÷ 50 = 0.05

2.5 ÷ 5 = __________

c. 19.2 ÷ 40 = 0.48

19.2 ÷ 4 = __________

d. 39.6 ÷ 6 = 6.6

39.6 ÷ 60 = __________

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 123
method.

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 A STORY OF UNITS Lesson 24 Homework 5 2

3. Chris rode his bike along the same route every day for 60 days. He logged that he had gone exactly
127.8 miles.

a. How many miles did he bike each day? Show your work to explain how you know.

b. How many miles did he bike over the course of two weeks?

4. 2.1 liters of coffee were equally distributed to 30 cups. How many milliliters of coffee were in each cup?

Lesson 24: Divide decimal dividends by multiples of 10, reasoning about the
placement of the decimal point and making connections to a written 124
method.

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 A STORY OF UNITS Lesson 25 Problem Set 5 2

Name Date

1. Estimate the quotients.

a. 3.24 ÷ 82 ≈

b. 361.2 ÷ 61 ≈

c. 7.15 ÷ 31 ≈

d. 85.2 ÷ 31 ≈

e. 27.97 ÷ 28 ≈

2. Estimate the quotient in (a). Use your estimated quotient to estimate (b) and (c).

a. 7.16 ÷ 36 ≈

b. 716 ÷ 36 ≈

c. 71.6 ÷ 36 ≈

Lesson 25: Use basic facts to approximate decimal quotients with two-digit 125
divisors, reasoning about the placement of the decimal point.

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 A STORY OF UNITS Lesson 25 Problem Set 5 2

3. Edward bikes the same route to and from school each day. After 28 school days, he bikes a total distance
of 389.2 miles.

a. Estimate how many miles he bikes in one day.

b. If Edward continues his routine of biking to school, about how many days altogether will it take him
to reach a total distance of 500 miles?

4. Xavier goes to the store with $40. He spends $38.60 on 13 bags of popcorn.

a. About how much does one bag of popcorn cost?

b. Does he have enough money for another bag? Use your estimate to explain your answer.

Lesson 25: Use basic facts to approximate decimal quotients with two-digit 126
divisors, reasoning about the placement of the decimal point.

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 A STORY OF UNITS Lesson 25 Homework 5 2

Name Date

1. Estimate the quotients.

a. 3.53 ÷ 51 ≈

b. 24.2 ÷ 42 ≈

c. 9.13 ÷ 23 ≈

d. 79.2 ÷ 39 ≈

e. 7.19 ÷ 58 ≈

2. Estimate the quotient in (a). Use your estimated quotient to estimate (b) and (c).

a. 9.13 ÷ 42 ≈

b. 913 ÷ 42 ≈

c. 91.3 ÷ 42 ≈

Lesson 25: Use basic facts to approximate decimal quotients with two-digit 127
divisors, reasoning about the placement of the decimal point.

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 A STORY OF UNITS Lesson 25 Homework 5 2

3. Mrs. Huynh bought a bag of 3 dozen toy animals as party favors for her son’s birthday party. The bag of
toy animals cost $28.97. Estimate the price of each toy animal.

4. Carter drank 15.75 gallons of water in 4 weeks. He drank the same amount of water each day.

a. Estimate how many gallons he drank in one day.

b. Estimate how many gallons he drank in one week.

c. About how many days altogether will it take him to drink 20 gallons?

Lesson 25: Use basic facts to approximate decimal quotients with two-digit 128
divisors, reasoning about the placement of the decimal point.

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 A STORY OF UNITS Lesson 26 Problem Set 5 2

Name Date

1. 156 ÷ 24 and 102 ÷ 15 both have a quotient of 6 and a remainder of 12.

a. Are the division expressions equivalent to each other? Use your knowledge of decimal division to
justify your answer.

b. Construct your own division problem with a two-digit divisor that has a quotient of 6 and a remainder
of 12 but is not equivalent to the problems in 1(a).

2. Divide. Then, check your work with multiplication.

a. 36.14 ÷ 13 b. 62.79 ÷ 23

c. 12.21 ÷ 11 d. 6.89 ÷ 13

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 129
connections to a written method.

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 A STORY OF UNITS Lesson 26 Problem Set 5 2

e. 249.6 ÷ 52 f. 24.96 ÷ 52

g. 300.9 ÷ 59 h. 30.09 ÷ 59

3. The weight of 72 identical marbles is 183.6 grams. What is the weight of each marble? Explain how you
know the decimal point of your quotient is placed reasonably.

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 130
connections to a written method.

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 A STORY OF UNITS Lesson 26 Problem Set 5 2

4. Cameron wants to measure the length of his classroom using his foot as a length unit. His teacher tells
him the length of the classroom is 23 meters. Cameron steps across the classroom heel to toe and finds
that it takes him 92 steps. How long is Cameron’s foot in meters?

5. A blue rope is three times as long as a red rope. A green rope is 5 times as long as the blue rope. If the
total length of the three ropes is 508.25 meters, what is the length of the blue rope?

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 131
connections to a written method.

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 A STORY OF UNITS Lesson 26 Homework 5 2

Name Date

1. Create two whole number division problems that have a quotient of 9 and a remainder of 5. Justify which
is greater using decimal division.

2. Divide. Then, check your work with multiplication.

a. 75.9 ÷ 22 b. 97.28 ÷ 19

c. 77.14 ÷ 38 d. 12.18 ÷ 29

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 132
connections to a written method.

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 A STORY OF UNITS Lesson 26 Homework 5 2

3. Divide.
a. 97.58 ÷ 34 b. 55.35 ÷ 45

4. Use the equations on the left to solve the problems on the right. Explain how you decided where to place
the decimal in the quotient.
a. 520.3 ÷ 43 = 12.1 52.03 ÷ 43 = ____________________

b. 19.08 ÷ 36 = 0.53 190.8 ÷ 36 = ____________________

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 133
connections to a written method.

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 A STORY OF UNITS Lesson 26 Homework 5 2

5. You can look up information on the world’s tallest buildings at

http://www.infoplease.com/ipa/A0001338.html.
a. The Aon Centre in Chicago, Illinois, is one of the world’s tallest buildings. Built in 1973, it is 1,136 feet
high and has 80 stories. If each story is of equal height, how tall is each story?

b. Burj al Arab Hotel, another one of the world’s tallest buildings, was finished in 1999. Located in
Dubai, it is 1,053 feet high with 60 stories. If each floor is the same height, how much taller or shorter
is each floor than the height of the floors in the Aon Center?

Lesson 26: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 134
connections to a written method.

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 A STORY OF UNITS Lesson 27 Problem Set 5 2

Name Date

1. Divide. Check your work with multiplication.

a. 5.6 ÷ 16 b. 21 ÷ 14 c. 24 ÷ 48

d. 36 ÷ 24 e. 81 ÷ 54 f. 15.6 ÷ 15

g. 5.4 ÷ 15 h. 16.12 ÷ 52 i. 2.8 ÷ 16

Lesson 27: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 135
connections to a written method.

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 A STORY OF UNITS Lesson 27 Problem Set 5 2

2. 30.48 kg of beef was placed into 24 packages of equal weight. What is the weight of one package
of beef?

3. What is the length of a rectangle whose width is 17 inches and whose area is 582.25 in2?

Lesson 27: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 136
connections to a written method.

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 A STORY OF UNITS Lesson 27 Problem Set 5 2

4. A soccer coach spent $162 dollars on 24 pairs of socks for his players. How much did five pairs of socks
cost?

5. A craft club makes 95 identical paperweights to sell. They collect $230.85 from selling all the
paperweights. If the profit the club collects on each paperweight is two times as much as the cost to
make each one, what does it cost the club to make each paperweight?

Lesson 27: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 137
connections to a written method.

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 A STORY OF UNITS Lesson 27 Homework 5 2

Name Date

1. Divide. Check your work with multiplication.

a. 7 ÷ 28 b. 51 ÷ 25 c. 6.5 ÷ 13

d. 132.16 ÷ 16 e. 561.68 ÷ 28 f. 604.8 ÷ 36

2. In a science class, students water a plant with the same amount of water each day for 28 consecutive
days. If the students use a total of 23.8 liters of water over the 28 days, how many liters of water did they
use each day? How many milliliters did they use each day?

Lesson 27: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 138
connections to a written method.

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 A STORY OF UNITS Lesson 27 Homework 5 2

3. A seamstress has a piece of cloth that is 3 yards long. She cuts it into shorter lengths of 16 inches each.
How many of the shorter pieces can she cut?

4. Jenny filled 12 pitchers with an equal amount of lemonade in each. The total amount of lemonade in the
12 pitchers was 41.4 liters. How many liters of lemonade would be in 7 pitchers?

Lesson 27: Divide decimal dividends by two-digit divisors, estimating quotients,

reasoning about the placement of the decimal point, and making 139
connections to a written method.

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 A STORY OF UNITS Lesson 28 Problem Set 5 2

Name Date

1. Ava is saving for a new computer that costs $1,218. She has already saved half of the money. Ava earns
$14.00 per hour. How many hours must Ava work in order to save the rest of the money?

2. Michael has a collection of 1,404 sports cards. He hopes to sell the collection in packs of 36 cards and
make $633.75 when all the packs are sold. If each pack is priced the same, how much should Michael
charge per pack?

Lesson 28: Solve division word problems involving multi-digit division with group 140
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 28 Problem Set 5 2

3. Jim Nasium is building a tree house for his two daughters. He cuts 12 pieces of wood from a board that is
128 inches long. He cuts 5 pieces that measure 15.75 inches each and 7 pieces evenly cut from what is
left. Jim calculates that, due to the width of his cutting blade, he will lose a total of 2 inches of wood after
making all of the cuts. What is the length of each of the seven pieces?

4. A load of bricks is twice as heavy as a load of sticks. The total weight of 4 loads of bricks and 4 loads of
sticks is 771 kilograms. What is the total weight of 1 load of bricks and 3 loads of sticks?

Lesson 28: Solve division word problems involving multi-digit division with group 141
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 28 Homework 5 2

Name Date

1. Mr. Rice needs to replace the 166.25 ft of edging on the flower beds in his backyard. The edging is sold in
lengths of 19 ft each. How many lengths of edging will Mr. Rice need to purchase?

2. Olivia is making granola bars. She will use 17.9 ounces of pistachios, 12.6 ounces of almonds, 12.5 ounces
of walnuts, and 12.5 ounces of cashews. This amount makes 25 bars. How many ounces of nuts are in
each granola bar?

Lesson 28: Solve division word problems involving multi-digit division with group 142
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 28 Homework 5 2

3. Adam has 16.45 kg of flour, and he uses 6.4 kg to make hot cross buns. The remaining flour is exactly
enough to make 15 batches of scones. How much flour, in kg, will be in each batch of scones?

4. There are 90 fifth-grade students going on a field trip. Each student gives the teacher $9.25 to cover
admission to the theater and for lunch. Admission for all of the students will cost $315, and each student
will get an equal amount to spend on lunch. How much will each fifth grader get to spend on lunch?

Lesson 28: Solve division word problems involving multi-digit division with group 143
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 28 Homework 5 2

5. Ben is making math manipulatives to sell. He wants to make at least $450. Each manipulative costs $18
to make. He is selling them for $30 each. What is the minimum number he can sell to reach his goal?

Lesson 28: Solve division word problems involving multi-digit division with group 144
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 29 Problem Set 5 2

Name Date

Solve.
1. Lamar has 1,354.5 kilograms of potatoes to deliver equally to 18 stores. 12 of the stores are in the Bronx.
How many kilograms of potatoes will be delivered to stores in the Bronx?

2. Valerie uses 12 fluid oz of detergent each week for her laundry. If there are 75 fluid oz of detergent in the
bottle, in how many weeks will she need to buy a new bottle of detergent? Explain how you know.

Lesson 29: Solve division word problems involving multi-digit division with group 145
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 29 Problem Set 5 2

3. The area of a rectangle is 56.96 m2. If the length is 16 m, what is its perimeter?

4. A city block is 3 times as long as it is wide. If the distance around the block is 0.48 kilometers, what is the
area of the block in square meters?

Lesson 29: Solve division word problems involving multi-digit division with group 146
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 29 Homework 5 2

Name Date

Solve.
1. Michelle wants to save $150 for a trip to the Six Flags amusement park. If she saves $12 each week, how
many weeks will it take her to save enough money for the trip?

2. Karen works for 85 hours throughout a two-week period. She earns $1,891.25 throughout this period.
How much does Karen earn for 8 hours of work?

Lesson 29: Solve division word problems involving multi-digit division with group 147
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 29 Homework 5 2

3. The area of a rectangle is 256.5 m2. If the length is 18 m, what is the perimeter of the rectangle?

4. Tyler baked 702 cookies. He sold them in boxes of 18. After selling all of the boxes of cookies for the
same amount each, he earned $136.50. What was the cost of one box of cookies?

Lesson 29: Solve division word problems involving multi-digit division with group 148
size unknown and the number of groups unknown.

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 A STORY OF UNITS Lesson 29 Homework 5 2

5. A park is 4 times as long as it is wide. If the distance around the park is 12.5 kilometers, what is the area
of the park?

Lesson 29: Solve division word problems involving multi-digit division with group 149
size unknown and the number of groups unknown.

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Cut Out Packet
 A STORY OF UNITS Lesson 13 Template 5•2

182
meter strip