{"id":1585,"date":"2022-03-26T13:36:55","date_gmt":"2022-03-26T08:06:55","guid":{"rendered":"https:\/\/ccssmathanswers.com\/?p=1585"},"modified":"2022-04-07T12:29:52","modified_gmt":"2022-04-07T06:59:52","slug":"go-math-grade-4-answer-key-chapter-6-fraction-equivalence-and-comparison","status":"publish","type":"post","link":"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-chapter-6-fraction-equivalence-and-comparison\/","title":{"rendered":"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison"},"content":{"rendered":"<p>Gain some basic knowledge about the Fraction Equivalence and Comparison topics by accessing the free Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison. This resource of Go Math Grade 4 Answer Key aid your preparation for the standard tests. All the lessons covered in chapter 6 Fraction Equivalence and Comparison HMH Go Math Grade 4 Solution Key can be more efficient while your practice sessions. So, get the \u00a0Homework Help needed by referring to the <a href=\"https:\/\/ccssmathanswers.com\/go-math-grade-4-answer-key\/\" target=\"_blank\" rel=\"noopener noreferrer\">Go Math Grade 4 Answer Key<\/a> Chapter 6 Fraction Equivalence and Comparison.<\/p>\n<h2>Go Math Grade 4 Chapter 6 Fraction Equivalence and Comparison Answer Key<\/h2>\n<p>Download <em>Go Math Grade 4 Solution Key Chapter 6 Fraction Equivalence and Comparison<\/em> and prepare the concepts whenever you wish. Take the help from the given resource and solve the Grade 4 chapter 6 Fraction Equivalence and Comparison regularly to score high. Refer to the detailed Solutions presented here in <strong>Go Math Grade 4 Chapter 6 Fraction Equivalence and Comparison Answer Key<\/strong> and review your answers.<\/p>\n<p>Lesson 1: Investigate \u2022 Equivalent Fractions<\/p>\n<ul>\n<li><a href=\"#Equivalent_Fractions_-_Page_No._331\">Equivalent Fractions &#8211; Page No. 331<\/a><\/li>\n<li><a href=\"#Equivalent_Fractions_Lesson_Check_\u2013_Page_No._332\">Equivalent Fractions Lesson Check \u2013 Page No. 332<\/a><\/li>\n<\/ul>\n<p>Lesson 2: Generate Equivalent Fractions<\/p>\n<ul>\n<li><a href=\"#Generate_Equivalent_Fractions_-_Page_No._335\">Generate Equivalent Fractions &#8211; Page No. 335<\/a><\/li>\n<li><a href=\"#Generate_Equivalent_Fractions_Lesson_Check_-_Page_No._336\">Generate Equivalent Fractions Lesson Check &#8211; Page No. 336<\/a><\/li>\n<li><a href=\"#Generate_Equivalent_Fractions_Lesson_Check_1_-_Page_No._337\">Generate Equivalent Fractions Lesson Check 1 &#8211; Page No. 337<\/a><\/li>\n<li><a href=\"#Generate_Equivalent_Fractions_Lesson_Check_2_-_Page_No._338\">Generate Equivalent Fractions Lesson Check 2 &#8211; Page No. 338<\/a><\/li>\n<\/ul>\n<p>Lesson 3: Simplest Form<\/p>\n<ul>\n<li><a href=\"#Simplest_Form_-_Page_No._341\">Simplest Form &#8211; Page No. 341<\/a><\/li>\n<li><a href=\"#Simplest_Form_Lesson_Check_-_Page_No._342\">Simplest Form Lesson Check &#8211; Page No. 342<\/a><\/li>\n<li><a href=\"#Simplest_Form_Lesson_Check_1_\u2013_Page_No._343\">Simplest Form Lesson Check 1 \u2013 Page No. 343<\/a><\/li>\n<li><a href=\"#Simplest_Form_Lesson_Check_2_\u2013_Page_No._344\">Simplest Form Lesson Check 2 \u2013 Page No. 344<\/a><\/li>\n<\/ul>\n<p>Lesson 4: Common Denominators<\/p>\n<ul>\n<li><a href=\"#Common_Denominators_-_Page_No._347\">Common Denominators &#8211; Page No. 347<\/a><\/li>\n<li><a href=\"#Common_Denominators_Lesson_Check_-_Page_No._348\">Common Denominators Lesson Check &#8211; Page No. 348<\/a><\/li>\n<li><a href=\"#Common_Denominators_Lesson_Check_1_\u2013_Page_No._349\">Common Denominators Lesson Check 1 \u2013 Page No. 349<\/a><\/li>\n<li><a href=\"#Common_Denominators_Lesson_Check_2_\u2013_Page_No._350\">Common Denominators Lesson Check 2 \u2013 Page No. 350<\/a><\/li>\n<li><a href=\"#Common_Denominators_Lesson_Check_3_\u2013_Page_No._353\">Common Denominators Lesson Check 3 \u2013 Page No. 353<\/a><\/li>\n<li><a href=\"#Common_Denominators_Lesson_Check_4_\u2013_Page_No._354\">Common Denominators Lesson Check 4 \u2013 Page No. 354<\/a><\/li>\n<\/ul>\n<p>Lesson 5: Problem Solving \u2022 Find Equivalent Fractions<\/p>\n<ul>\n<li><a href=\"#Find_Equivalent_Fractions_\u2013_Page_No._355\">Find Equivalent Fractions \u2013 Page No. 355<\/a><\/li>\n<li><a href=\"#Find_Equivalent_Fractions_Lesson_Check_\u2013_Page_No._356\">Find Equivalent Fractions Lesson Check \u2013 Page No. 356<\/a><\/li>\n<\/ul>\n<p>Mid-Chapter Checkpoint<\/p>\n<ul>\n<li><a href=\"#Mid-Chapter_Checkpoint_-_Page_No._357\">Mid-Chapter Checkpoint &#8211; Page No. 357<\/a><\/li>\n<li><a href=\"#Mid-Chapter_Checkpoint_Lesson_Check_-_Page_No._358\">Mid-Chapter Checkpoint Lesson Check &#8211; Page No. 358<\/a><\/li>\n<\/ul>\n<p>Lesson 6: Compare Fractions Using Benchmarks<\/p>\n<ul>\n<li><a href=\"#Compare_Fractions_Using_Benchmarks_-_Page_No._361\">Compare Fractions Using Benchmarks &#8211; Page No. 361<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Using_Benchmarks_Lesson_Check_-_Page_No._362\">Compare Fractions Using Benchmarks Lesson Check &#8211; Page No. 362<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Using_Benchmarks_Lesson_Check_1_\u2013_Page_No._363\">Compare Fractions Using Benchmarks Lesson Check 1 \u2013 Page No. 363<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Using_Benchmarks_Lesson_Check_2_\u2013_Page_No._364\">Compare Fractions Using Benchmarks Lesson Check 2 \u2013 Page No. 364<\/a><\/li>\n<\/ul>\n<p>Lesson 7: Compare Fractions<\/p>\n<ul>\n<li><a href=\"#Compare_Fractions_-_Page_No._367\">Compare Fractions &#8211; Page No. 367<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Lesson_Check_-_Page_No._368\">Compare Fractions Lesson Check &#8211; Page No. 368<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Lesson_Check_1_-_Page_No._369\">Compare Fractions Lesson Check 1 &#8211; Page No. 369<\/a><\/li>\n<li><a href=\"#Compare_Fractions_Lesson_Check_2_-_Page_No._370\">Compare Fractions Lesson Check 2 &#8211; Page No. 370<\/a><\/li>\n<\/ul>\n<p>Lesson 8: Compare and Order Fractions<\/p>\n<ul>\n<li><a href=\"#Compare_and_Order_Fractions_-_Page_No._373\">Compare and Order Fractions &#8211; Page No. 373<\/a><\/li>\n<li><a href=\"#Compare_and_Order_Fractions_Lesson_Check_-_Page_No._374\">Compare and Order Fractions Lesson Check &#8211; Page No. 374<\/a><\/li>\n<li><a href=\"#Compare_and_Order_Fractions_Lesson_Check_1_-_Page_No._375\">Compare and Order Fractions Lesson Check 1 &#8211; Page No. 375<\/a><\/li>\n<li><a href=\"#Compare_and_Order_Fractions_Lesson_Check_2-_Page_No._376\">Compare and Order Fractions Lesson Check 2- Page No. 376<\/a><\/li>\n<\/ul>\n<p>Review\/Test<\/p>\n<ul>\n<li><a href=\"#Review\/Test_-_Page_No._377\">Review\/Test &#8211; Page No. 377<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._378\">Review\/Test &#8211; Page No. 378<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._379\">Review\/Test &#8211; Page No. 379<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._380\">Review\/Test &#8211; Page No. 380<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._381\">Review\/Test &#8211; Page No. 381<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._382\">Review\/Test &#8211; Page No. 382<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._387\">Review\/Test &#8211; Page No. 387<\/a><\/li>\n<li><a href=\"#Review\/Test_-_Page_No._388\">Review\/Test &#8211; Page No. 388<\/a><\/li>\n<\/ul>\n<h3><a id=\"Equivalent_Fractions_-_Page_No._331\"><\/a>Common Core &#8211; Equivalent Fractions &#8211; Page No. 331<\/h3>\n<p><strong>Equivalent Fractions<\/strong><br \/>\n<strong>Use the model to write an equivalent fraction.<\/strong><\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-1.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Equivalent Fractions img 1\" width=\"262\" height=\"51\" \/><br \/>\n\\(\\frac{4}{6}=\\frac{2}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{6}=\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\nThe first image has 4 parts shaded our of 6 parts. Divide \\(\\frac{8}{10}\\) with 2. You will get \\(\\frac{2}{3}\\). That means 2 parts are shaded out of 3 parts.<\/p>\n<p>Question 2.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-2.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Equivalent Fractions img 2\" width=\"259\" height=\"40\" \/><br \/>\n\\(\\frac{3}{4}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) = \\(\\frac{6}{8}\\)<\/p>\n<p>Explanation:<br \/>\nThe first image has 3 parts shaded our of 4 parts. Multiply \\(\\frac{8}{10}\\) with 2. You will get \\(\\frac{6}{8}\\). That means 6 parts are shaded out of 8 parts.<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260.<\/strong><\/p>\n<p>Question 3.<br \/>\n\\(\\frac{8}{10}\\) _______ \\(\\frac{4}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{10}\\) = \\(\\frac{4}{5}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 4 \/ 5 with 2<br \/>\n8 \/ 10 = (2 \/ 2 ) x (4 \/ 5 )<br \/>\n= 8 \/ 10<br \/>\nSo, 8 \/ 10 = 4 \/ 5.<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{1}{2}\\) _______ \\(\\frac{7}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) \u2260 \\(\\frac{7}{12}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 1 \/ 2 with 6<br \/>\n1 \/ 2 = (6 \/ 6) x (1 \/ 2)<br \/>\n= (6 \/ 12)<br \/>\nSo, 1\/2 \u2260 7 \/ 12<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{3}{4}\\) _______ \\(\\frac{8}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) \u2260 \\(\\frac{8}{12}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 3 \/ 4 with 3<br \/>\n3 \/ 4 = (3 \/ 3) x (3 \/ 4)<br \/>\n= (9 \/ 12)<br \/>\nSo, 3 \/ 4 \u2260 8 \/ 12<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{3}\\) _______ \\(\\frac{4}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) = \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 2 \/ 3 with 2<br \/>\n2 \/ 3 = (2 \/ 2) x ( 2 \/ 3 )<br \/>\n= 4 \/ 6<br \/>\nSo, 2 \/ 3 = 4 \/ 6.<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{5}{8}\\) _______ \\(\\frac{4}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{8}\\) \u2260 \\(\\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 5 \/ 8 with 2<br \/>\n5 \/ 8 =(2 \/ 2) x (5 \/ 8)<br \/>\n= (10 \/ 16)<br \/>\nSo, 5 \/ 8 \u2260 4 \/ 10<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{2}{6}\\) _______ \\(\\frac{4}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\) = \\(\\frac{4}{12}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 2 \/ 6 with 2<br \/>\n2 \/ 6 = (2 \/ 2) x (2 \/ 6)<br \/>\n= (4 \/ 12)<br \/>\nSo, 2 \/ 6 = 4 \/ 12.<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{20}{100}\\) _______ \\(\\frac{1}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{20}{100}\\) = \\(\\frac{1}{5}\\)<\/p>\n<p>Explanation:<br \/>\nCross Multiply the 20 \/ 100 with 20 \/ 20<br \/>\n20 \/ 100 = (20 \/ 20) x (20 \/ 100)<br \/>\n= (1 \/ 5)<br \/>\nSo, 20 \/ 100 = 1 \/ 5.<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{5}{8}\\) _______ \\(\\frac{9}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{8}\\) \u2260 \\(\\frac{9}{10}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 5 \/ 8 with 2<br \/>\n5 \/ 8 = (2 \/ 2) x (5 \/ 8)<br \/>\n= 10 \/ 16<br \/>\nSo, 5 \/ 8 \u2260 9 \/ 10<\/p>\n<p>Question 11.<br \/>\nJamal finished \\(\\frac{5}{6}\\) of his homework. Margaret finished \\(\\frac{3}{4}\\) of her homework, and Steve finished \\(\\frac{10}{12}\\) of his homework. Which two students finished the same amount of homework?<br \/>\n_______<\/p>\n<p>Answer:<br \/>\nJamal and Steve<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nJamal finished work = 5 \/6 of his homework<br \/>\nMargaret finished work = 3 \/ 4th of her homework<br \/>\nSteve finished work = 10 \/ 12 of his homework<br \/>\nMultiply the numerator and denominator of 5\/ 6 with 2<br \/>\nThen, (2 \/ 2) x (5 \/ 6) = 10 \/ 12<br \/>\nThen, Jamal and Steve finished the same amount of homework.<\/p>\n<p>Question 12.<br \/>\nSophia\u2019s vegetable garden is divided into 12 equal sections. She plants carrots in 8 of the sections. Write two fractions that are equivalent to the part of Sophia\u2019s garden that is planted with carrots.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) and \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nSophia\u2019s vegetable garden is divided into 12 equal sections<br \/>\nShe plants carrots in 8 of the sections out of 12 sections = 8 \/ 12<br \/>\nBy simplifying the 8 \/ 12, we will get 4 \/ 6<br \/>\nAgain simplify the 4 \/6 by dividing method, you will get 2 \/3<br \/>\n2 \/ 3 = (2 \/ 2) x (2 \/ 3)<br \/>\n= 4 \/ 6<br \/>\nThen, the equivalent fractions are 2 \/ 3, 4 \/6<\/p>\n<h3><a id=\"Equivalent_Fractions_Lesson_Check_\u2013_Page_No._332\"><\/a>Common Core &#8211; Equivalent Fractions &#8211; Page No. 332<\/h3>\n<p>Question 1.<br \/>\nA rectangle is divided into 8 equal parts. Two parts are shaded. Which fraction is equivalent to the shaded area of the rectangle?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{4}\\)<br \/>\nb. \\(\\frac{1}{3}\\)<br \/>\nc. \\(\\frac{2}{6}\\)<br \/>\nd. \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nA rectangle is divided into 8 equal parts<br \/>\nTwo parts are shaded<br \/>\nThen, the shaded area of rectangle = 2 \/ 8<br \/>\nBy simplifying the 2\/ 8, you will get 1\/ 4<br \/>\nSo, the shaded area of rectangle = 1 \/ 4<\/p>\n<p>Question 2.<br \/>\nJeff uses 3 fifth-size strips to model \\(\\frac{3}{5}\\). He wants to use tenth-size strips to model an equivalent fraction. How many tenth-size strips will he need?<br \/>\nOptions:<br \/>\na. 10<br \/>\nb. 6<br \/>\nc. 5<br \/>\nd. 3<\/p>\n<p>Answer:<br \/>\nb. 6<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nJeff uses 3 fifth \u2013size strips to model = 3 \/ 5 size strips<br \/>\nIf he want to use tenth \u2013 size strips to an equivalent fraction = 1 \/ 10 size strips<br \/>\nThe number of strips = x<br \/>\n(1 \/ 10) x = 3 \/ 5<br \/>\nx = 30\/5<br \/>\nthen, required number of tenth size trips = 6<\/p>\n<p>Question 3.<br \/>\nCassidy places 40 stamps on each of 8 album pages. How many stamps does she place in all?<br \/>\nOptions:<br \/>\na. 300<br \/>\nb. 320<br \/>\nc. 360<br \/>\nd. 380<\/p>\n<p>Answer:<br \/>\nb. 320<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nCassidy places 40 stamps on each of 8 album pages = 8 x 40<br \/>\n= 320<br \/>\nSo, total placed stamps on album pages by Cassidy = 320 stamps<\/p>\n<p>Question 4.<br \/>\nMaria and 3 friends have 1,200 soccer cards. If they share the soccer cards equally, how many will each person receive?<br \/>\nOptions:<br \/>\na. 30<br \/>\nb. 40<br \/>\nc. 300<br \/>\nd. 400<\/p>\n<p>Answer:<br \/>\nc. 300<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nMaria and 3 friends have 1200 soccer cards<br \/>\nIf soccer cards shared equally by four members = 1200\/4<br \/>\n= 300<br \/>\nThen, each person received soccer cards = 300<\/p>\n<p>Question 5.<br \/>\nSix groups of students sell 162 balloons at the school carnival. There are 3 students in each group. If each student sells the same number of balloons, how many balloons does each student sell?<br \/>\nOptions:<br \/>\na. 9<br \/>\nb. 18<br \/>\nc. 27<br \/>\nd. 54<\/p>\n<p>Answer:<br \/>\na. 9<\/p>\n<p>Explanation:<br \/>\nAs per the given, data,<br \/>\nSix groups of students sell 162 balloons at the school carnival<br \/>\nThere are 3 students in each group<br \/>\nThen, total number of students in 6 groups = 6 x 3 = 18<br \/>\nIf each student sells the same number of balloons = 162 \/ 18<br \/>\n= 9<br \/>\nNumber of balloons sells by each student = 9<\/p>\n<p>Question 6.<br \/>\nFour students each made a list of prime numbers.<br \/>\nEric: 5, 7, 17, 23<br \/>\nMaya: 3, 5, 13, 17<br \/>\nBella: 2, 3, 17, 19<br \/>\nJordan: 7, 11, 13, 21<br \/>\nWho made an error and included a composite number?<br \/>\nOptions:<br \/>\na. Eric<br \/>\nb. Maya<br \/>\nc. Bella<br \/>\nd. Jordan<\/p>\n<p>Answer:<br \/>\nd. Jordan<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nFour students each made a list of prime numbers.<br \/>\nEric: 5, 7, 17, 23<br \/>\nMaya: 3, 5, 13, 17<br \/>\nBella: 2, 3, 17, 19<br \/>\nJordan: 7, 11, 13, 21<br \/>\n21 is not a prime number<br \/>\nSo, An error made by Jordan<\/p>\n<h3><a id=\"Generate_Equivalent_Fractions_-_Page_No._335\"><\/a>Page No. 335<\/h3>\n<p>Question 1.<br \/>\nComplete the table below.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-3.png\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 3\" width=\"514\" height=\"316\" \/><br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-4274\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-Common-Core-Image-3.-jpg-300x153.jpg\" alt=\"chapter 6 - Common Core - Image 3. jpg\" width=\"335\" height=\"171\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-Common-Core-Image-3.-jpg-300x153.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-Common-Core-Image-3.-jpg.jpg 714w\" sizes=\"(max-width: 335px) 100vw, 335px\" \/><\/p>\n<p><strong>Write two equivalent fractions.<\/strong><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{4}{5}\\)<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac { 4\u00d7\u25a1 }{ 5\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac { 4\u00d7\u25a1 }{ 5\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac{\u25a1}{\u25a1}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac{8}{10}\\) = \\(\\frac{80}{100}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 4\/5,<br \/>\n(4\/5) x (2\/2) = 8\/10<br \/>\nAnd<br \/>\n(4\/5) x (20\/20) = 80\/100<br \/>\n8\/10 = (8\/10) (10\/10)<br \/>\n= (80\/100)<br \/>\nSo, the equivalent fractions of 4\/5 = 8\/10, 80\/100<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{2}{4}\\)<br \/>\n\\(\\frac{2}{4}\\) = \\(\\frac { 2\u00d7\u25a1 }{ 4\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{2}{4}\\) = \\(\\frac { 2\u00d7\u25a1 }{ 4\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{2}{4}\\) = \\(\\frac{\u25a1}{\u25a1}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\) = \\(\\frac{4}{8}\\) = \\(\\frac{8}{16}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 2\/4,<br \/>\n(2\/4) x (2\/2) = 4\/8<br \/>\nAnd<br \/>\n(2\/4) x (4\/4) = 8\/16<br \/>\n4\/8 = (4\/8) (2\/2)<br \/>\n= (8\/16)<br \/>\nSo, the equivalent fractions of 2\/4 = 4\/8, 8\/16<\/p>\n<p><strong>Write two equivalent fractions.<\/strong><\/p>\n<p>Question 4.<br \/>\n\\(\\frac{3}{6}\\)<br \/>\n\\(\\frac{3}{6}\\) = \\(\\frac{\u25a1}{\u25a1}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{6}\\) = \\(\\frac{6}{12}\\) = \\(\\frac{12}{24}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 3\/6,<br \/>\n(3\/ 6) x (2\/2) = 6\/12<br \/>\nAnd<br \/>\n(3\/6) x (4\/ 4) = 12\/24<br \/>\n6\/12 = (6\/12) (2\/2)<br \/>\n= (12\/24)<br \/>\nSo, the equivalent fractions of 3\/6 = 6\/12, 12\/24<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{3}{10}\\)<br \/>\n\\(\\frac{3}{10}\\) = \\(\\frac{\u25a1}{\u25a1}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{10}\\) = \\(\\frac{6}{20}\\) = \\(\\frac{12}{40}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 3\/10,<br \/>\n(3\/ 10) x (2\/2) = 6\/20<br \/>\nAnd<br \/>\n(3\/10) x (4\/ 4) = 12\/40<br \/>\n6\/20 = (6\/20) (2\/2)<br \/>\n= (12\/40)<br \/>\nSo, the equivalent fractions of 3\/10 = 6\/20, 12\/40<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{5}\\)<br \/>\n\\(\\frac{2}{5}\\) = \\(\\frac{\u25a1}{\u25a1}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) = \\(\\frac{4}{10}\\) = \\(\\frac{8}{20}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 2\/5,<br \/>\n(2\/ 5) x (2\/2) = 4\/10<br \/>\nAnd<br \/>\n(2\/5) x (4\/ 4) = 8\/20<br \/>\n4\/10 = (4\/10) (2\/2)<br \/>\n= (8\/20)<br \/>\nSo, the equivalent fractions of 2\/5 = 4\/10, 8\/20<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260.<\/strong><\/p>\n<p>Question 7.<br \/>\n\\(\\frac{5}{6}\\) ______ \\(\\frac{10}{18}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\) \u2260 \\(\\frac{10}{18}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 5\/6 with 2<br \/>\n5\/6 =(2\/2) x (5\/6)<br \/>\n= (10\/12)<br \/>\nSo, 5\/6 \u2260 10\/ 18<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{4}{5}\\) ______ \\(\\frac{8}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac{8}{10}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 4\/5 with 2<br \/>\n4\/5 =(2\/2) x (4\/5)<br \/>\n= (8\/10)<br \/>\nSo, 4\/5 = 8\/10<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{1}{5}\\) ______ \\(\\frac{4}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\) \u2260 \\(\\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 1\/5 with 4<br \/>\n1\/5 =(4\/4) x (1\/5)<br \/>\n= (4\/20)<br \/>\nSo, 1\/5 \u2260 4\/10<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{1}{4}\\) ______ \\(\\frac{2}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\) = \\(\\frac{2}{8}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 1\/4 with 2<br \/>\n1\/4 =(2\/2) x (1\/4)<br \/>\n= (2\/8)<br \/>\nSo, 1\/4 = 2\/8<\/p>\n<h3><a id=\"Generate_Equivalent_Fractions_Lesson_Check_-_Page_No._336\"><\/a>Page No. 336<\/h3>\n<p><strong>Use the recipe for 11\u201312.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-4.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 4\" width=\"202\" height=\"191\" \/><\/p>\n<p>Question 11.<br \/>\nKim says the amount of flour in the recipe can be expressed as a fraction. Is she correct? Explain.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nAs per the given data, Kim says the amount of flour in the recipe can be expressed as a fraction. But in the recipe, 1 tablespoon flour is added. So, Kim says wrong.<\/p>\n<p>Question 12.<br \/>\nHow could you use a \\(\\frac{1}{8}\\) &#8211; cup measuring cup to measure the light corn syrup?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nBy using the 1\/8 cup measure the 9\/12 cup light corn syrup<br \/>\n(9\/12)\/(1\/8) = (9 x 8)\/12<br \/>\n= (3 x 8)\/4<br \/>\n= (3 x 2)<br \/>\n= 6<br \/>\nSo, required 6 cups of 1\/8 to measure the light corn syrup of 9\/12.<\/p>\n<p>Question 13.<br \/>\nCommunicate Explain using words how you know a fraction is equivalent to another fraction.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nIf you multiply the numerator and denominator of the first fraction by the same number and the products are the numerator and denominator of the second fraction, then the fractions are equivalent<\/p>\n<p>Question 14.<br \/>\nKyle drank \\(\\frac{2}{3}\\) cup of apple juice. Fill in each box with a number from the list to generate equivalent fractions for \\(\\frac{2}{3}\\). Not all numbers will be used.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{6}\\) and \\(\\frac{12}{18}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nKyle drank 2\/3 cup of apple juice<br \/>\n(2\/3) x (2\/2) = 4\/6<br \/>\n(4\/6) x (3\/3) = 12\/18<br \/>\nEquivalent fractions of 2\/3 are 4\/6 and 12\/18<\/p>\n<h3><a id=\"Generate_Equivalent_Fractions_Lesson_Check_1_-_Page_No._337\"><\/a>Common Core &#8211; Equivalent Fractions &#8211; Page No. 337<\/h3>\n<p><strong>Write two equivalent fractions for each.<\/strong><\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" class=\"alignnone\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-5.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Equivalent Fractions img 5\" width=\"115\" height=\"179\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\) and \\(\\frac{4}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/3<br \/>\n(1\/3) x (2\/2) = 2\/6<br \/>\n(1\/3) x (4\/4) = 4\/12<br \/>\nSo, the equivalent fractions of 1\/3 are 2\/6 and 4\/12<\/p>\n<p>Question 2.<br \/>\n\\(\\frac{2}{3}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{6}\\) and \\(\\frac{8}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/3<br \/>\n(2\/3) x (2\/2) = 4\/6<br \/>\n(2\/3) x (4\/4) = 8\/12<br \/>\nThen, the equivalent fractions of 2\/3 = 4\/6 and 8\/12<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{1}{2}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\) and \\(\\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n1\/2<br \/>\n(1\/2) x (2\/2) = 2\/4<br \/>\n(1\/2) x (4\/4) = 4\/8<br \/>\nThen, the equivalent fractions of 1\/2 = 2\/4, 4\/8<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{4}{5}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{10}\\) and \\(\\frac{80}{100}\\)<\/p>\n<p>Explanation:<br \/>\n4\/5<br \/>\n(4\/5) x (2\/2) = 8\/10<br \/>\n(4\/5) x (20\/20) = 80\/100<br \/>\nThen, the equivalent fractions of 4\/5 = 8\/10 and 80\/100<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write # or \u2260.<\/strong><\/p>\n<p>Question 5.<br \/>\n\\(\\frac{1}{4}\\) ______ \\(\\frac{3}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\) = \\(\\frac{3}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4<br \/>\nMultiply the numerator and denominator of 1\/4 with 3<br \/>\nThen, (1\/4) x (3\/3) = 3\/12<br \/>\nSo, 1\/4 = 3\/12<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{4}{5}\\) ______ \\(\\frac{5}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\) \u2260 \\(\\frac{5}{10}\\)<\/p>\n<p>Explanation:<br \/>\n4\/5<br \/>\nMultiply numerator and denominator of 4\/5 with 2<br \/>\n(4\/5) x (2\/2) = 8\/10<br \/>\nThen 4\/5 \u2260 5\/10<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{3}{8}\\) ______ \\(\\frac{2}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{8}\\) \u2260 \\(\\frac{2}{6}\\)<\/p>\n<p>Explanation:<br \/>\n3\/8 \u2260 2\/6<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{3}{4}\\) ______ \\(\\frac{6}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) = \\(\\frac{6}{8}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4<br \/>\nMultiply the numerator and denominator of 3\/4 with 2<br \/>\nThen, (3\/4) x (2\/2) = 6\/8<br \/>\nSo, 3\/4 = 6\/8<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{5}{6}\\) ______ \\(\\frac{10}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\) = \\(\\frac{10}{12}\\)<\/p>\n<p>Explanation:<br \/>\n5\/6<br \/>\nMultiply the numerator and denominator with 2<br \/>\n(5\/6) x (2\/2) = 10\/12<br \/>\nSo, 5\/6 = 10\/12<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{6}{12}\\) ______ \\(\\frac{5}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{12}\\) \u2260 \\(\\frac{5}{8}\\)<\/p>\n<p>Explanation:<br \/>\n6\/12 \u2260 5\/8<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{2}{5}\\) ______ \\(\\frac{4}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) = \\(\\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\n2\/5<br \/>\nMultiply the numerator and denominator of 2\/5 with 2<br \/>\n(2\/5) x (2\/2) = 4\/10<br \/>\nSo, 2\/5 = 4\/10<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{2}{4}\\) ______ \\(\\frac{3}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\) \u2260 \\(\\frac{3}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/4<br \/>\nMultiply the numerator and denominator of 2\/4 with 3<br \/>\n(2\/4) x (3\/3) = 6\/12<br \/>\nSo, 2\/4 \u2260 3\/ 12<\/p>\n<p>Question 13.<br \/>\nJan has a 12-ounce milkshake. Four ounces in the milkshake are vanilla, and the rest is chocolate. What are two equivalent fractions that represent the fraction of the milkshake that is vanilla?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\) and \\(\\frac{2}{6}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nJan has a 12-ounce milkshake<br \/>\nFour ounces in the milkshake are vanilla = 4\/12 = 1\/3<br \/>\nThen, 8-ounces in milkshake are chocolate = 8\/12 = 2\/3<br \/>\n4\/12 = 1\/3<br \/>\nBy multiplying 1\/3 with 2<br \/>\n(1\/3) x (2\/2) = 2\/6<br \/>\nSo, the equivalent fractions of vanilla milkshake are 1\/3 and 2\/6<\/p>\n<p>Question 14.<br \/>\nKareem lives \\(\\frac{4}{10}\\) of a mile from the mall. Write two equivalent fractions that show what fraction of a mile Kareem lives from the mall.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) and \\(\\frac{8}{20}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nKareem lives 4\/10 of a mile from the mall<br \/>\nTo find the equivalent fractions of 4\/10<br \/>\nSimplify the 4\/10 = 2\/5<br \/>\nMultiply the numerator and denominator of 2\/5 with 4<br \/>\n(2\/5) x (4\/4) = 8\/20<br \/>\nThen, the equivalent fraction of a mile Kareem lives from the mall = 2\/5 and 8\/20<\/p>\n<h3><a id=\"Generate_Equivalent_Fractions_Lesson_Check_2_-_Page_No._338\"><\/a>Common Core &#8211; Equivalent Fractions &#8211; Page No. 338<\/h3>\n<p>Question 1.<br \/>\nJessie colored a poster. She colored \\(\\frac{2}{5}\\) of the poster red. Which fraction is equivalent to \\(\\frac{2}{5}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{4}{10}\\)<br \/>\nb. \\(\\frac{7}{10}\\)<br \/>\nc. \\(\\frac{4}{5}\\)<br \/>\nd. \\(\\frac{2}{2}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nJessie colored a poster<br \/>\nShe colored 2\/5th of the poster red<br \/>\nMultiply the numerator and denominator of 2\/5 with 2<br \/>\nThen, (2\/5) x (2\/2) = 4 \/10<br \/>\nSo, the equivalent fraction of 2\/5 is 4\/10<\/p>\n<p>Question 2.<br \/>\nMarcus makes a punch that is \\(\\frac{1}{4}\\) cranberry juice. Which two fractions are equivalent to \\(\\frac{1}{4}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{2}{5}, \\frac{3}{12}\\)<br \/>\nb. \\(\\frac{2}{8}, \\frac{4}{12}\\)<br \/>\nc. \\(\\frac{3}{4}, \\frac{6}{8}\\)<br \/>\nd. \\(\\frac{2}{8}, \\frac{3}{12}\\)<\/p>\n<p>Answer:<br \/>\nd. \\(\\frac{2}{8}, \\frac{3}{12}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nMarcus makes a punch that is 1\/4th of cranberry juice<br \/>\nMultiply the numerator and denominator of 1\/4 with 2<br \/>\nThen, (1\/4) x (2\/2) = 2\/8<br \/>\nMultiply the numerator and denominator of 1\/4 with 3<br \/>\nThen, (1\/4) x (3\/3) = 3\/12<br \/>\nEquivalent fractions of 1\/4 are 2\/8 and 3\/12<\/p>\n<p>Question 3.<br \/>\nAn electronics store sells a large flat screen television for $1,699. Last month, the store sold 8 of these television sets. About how much money did the store make on the television sets?<br \/>\nOptions:<br \/>\na. $160,000<br \/>\nb. $16,000<br \/>\nc. $8,000<br \/>\nd. $1,600<\/p>\n<p>Answer:<br \/>\nb. $16,000<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAn electronics store sells a large flat-screen television for $1,699<br \/>\nLast month, the store sold 8 of these television sets = 8 x $1,699 = $13,952. The money is about to\u00a0$16,000.<\/p>\n<p>Question 4.<br \/>\nMatthew has 18 sets of baseball cards. Each set has 12 cards. About how many baseball cards does Matthew have in all?<br \/>\nOptions:<br \/>\na. 300<br \/>\nb. 200<br \/>\nc. 150<br \/>\nd. 100<\/p>\n<p>Answer:<br \/>\nb. 200<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nMatthew has 18 sets of basketball cards<br \/>\nEach set has 12 cards = 12 x 18<br \/>\n= 216<br \/>\nTotal number of basketball cards with Matthew = 216. So, it is near to 200.<\/p>\n<p>Question 5.<br \/>\nDiana had 41 stickers. She put them in 7 equal groups. She put as many as possible in each group. She gave the leftover stickers to her sister. How many stickers did Diana give to her sister?<br \/>\nOptions:<br \/>\na. 3<br \/>\nb. 4<br \/>\nc. 5<br \/>\nd. 6<\/p>\n<p>Answer:<br \/>\nd. 6<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nDiana has 41 stickers<br \/>\nShe put them in 7 equal groups = 41\/7<br \/>\n= 5 (remaining 6)<br \/>\nShe gave the leftover stickers to her sister<br \/>\nThe number of stickers Diana give to her sister = 6<\/p>\n<p>Question 6.<br \/>\nChristopher wrote the number pattern below. The first term is 8.<br \/>\n8, 6, 9, 7, 10, \u2026<br \/>\nWhich is a rule for the pattern?<br \/>\nOptions:<br \/>\na. Add 2, add 3.<br \/>\nb. Add 6, subtract 3.<br \/>\nc. Subtract 6, add 3.<br \/>\nd. Subtract 2, add 3<\/p>\n<p>Answer:<br \/>\nd. Subtract 2, add 3<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nChristopher wrote the number pattern = 8, 6, 9, 7, 10, \u2026..<br \/>\nThe first number in the pattern = 8<br \/>\n8 \u2013 2 = 6 + 3 = 9 \u2013 2 = 7 +3 = 10 \u2026.<br \/>\nSo, the rule for the above pattern is to subtract 2, add 3<\/p>\n<h3><a id=\"Simplest_Form_-_Page_No._341\"><\/a>Page No. 341<\/h3>\n<p>Question 1.<br \/>\nWrite \\(\\frac{8}{10}\\) in simplest form.<br \/>\n\\(\\frac{8}{10}\\) = \\(\\frac { 8\u00f7\u25a1 }{ 10\u00f7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\)<\/p>\n<p>Explanation:<br \/>\n8\/10 in simplest form<br \/>\nDivide the 8\/10 with 2<br \/>\n(8\/2)\/(10\/2) = 4\/5<br \/>\nSo, the simplest form of 8\/10 is 4\/5<\/p>\n<p><strong>Write the fraction in simplest form.<\/strong><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{6}{12}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n6\/12 in simplest form<br \/>\nDivide the 6\/12 with 6<br \/>\n(6\/6)\/(12\/6) = 1\/2<br \/>\nSo, the simplest form of 6\/12 is 1\/2<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{2}{10}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\)<\/p>\n<p>Explanation:<br \/>\n2\/10 in simplest form<br \/>\nDivide the 2\/10 with 2<br \/>\n(2\/2)\/(10\/2) = 1\/5<br \/>\nSo, the simplest form of 2\/10 is 1\/5<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{6}{8}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n6\/8 in simplest form<br \/>\nDivide the 6\/8 with 2<br \/>\n(6\/2)\/(8\/2) = 3\/4<br \/>\nSo, the simplest form of 6\/8 is 3\/4<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{4}{6}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\n4\/6 in simplest form<br \/>\nDivide the 4\/6 with 2<br \/>\n(4\/2)\/(6\/2) = 2\/3<br \/>\nSo, the simplest form of 4\/6 is 2\/3<\/p>\n<p><strong>Write the fraction in simplest form.<\/strong><\/p>\n<p>Question 6.<br \/>\n\\(\\frac{9}{12}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n9\/12in simplest form<br \/>\nDivide the 9\/12 with 3<br \/>\n(9\/3)\/(12\/3) = 3\/4<br \/>\nSo, the simplest form of 9\/12 is 3\/4<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{4}{8}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n4\/8in simplest form<br \/>\nDivide the 4\/8 with 4<br \/>\n(4\/4)\/(8\/4) = 1\/2<br \/>\nSo, the simplest form of 4\/8 is 1\/2<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{10}{12}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n10\/12 in simplest form<br \/>\nDivide the 10\/12 with 2<br \/>\n(10\/2)\/(12\/2) = 5\/6<br \/>\nSo, the simplest form of 10\/12 is 5\/6<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{20}{100}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\)<\/p>\n<p>Explanation:<br \/>\n20 \/100 in simplest form<br \/>\nDivide the 20\/100 with 20<br \/>\n(20\/20)\/(100\/20) = 1\/5<br \/>\nSo, the simplest form of 20\/100 is 1\/5<\/p>\n<p><strong>Tell whether the fraction is in simplest form. Write yes or no.<\/strong><\/p>\n<p>Question 10.<br \/>\n\\(\\frac{2}{8}\\)<br \/>\n______<\/p>\n<p>Answer:<br \/>\nNo<\/p>\n<p>Explanation:<br \/>\n2\/8 in simplest form<br \/>\nDivide the 2\/8 with 2<br \/>\n(2\/2)\/(8\/2) = 1\/4<br \/>\nThe simplest form of 2\/8 is 1\/4<br \/>\nSo, 2\/8 is not the simplest form<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{9}{12}\\)<br \/>\n______<\/p>\n<p>Answer:<br \/>\nNo<\/p>\n<p>Explanation:<br \/>\n9\/12 in simplest form<br \/>\nDivide the 9\/12 with 3<br \/>\n(9\/3)\/(12\/3) = 3\/4<br \/>\nThe simplest form of 9\/12 is 3\/4<br \/>\nSo, 9\/12 is not the simplest form<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{5}{6}\\)<br \/>\n______<\/p>\n<p>Answer:<br \/>\nYes<\/p>\n<p>Explanation:<br \/>\n5\/6 is not divided by any number<br \/>\nYes, 5\/6 is the simplest form<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{4}{10}\\)<br \/>\n______<\/p>\n<p>Answer:<br \/>\nNo<\/p>\n<p>Explanation:<br \/>\n4\/10 in simplest form<br \/>\nDivide the 4\/10 with 2<br \/>\n(4\/2)\/(10\/2) = 2\/5<br \/>\nSo, 4\/10 is not the simplest form<\/p>\n<p>Question 14.<br \/>\nThere are 18 students in Jacob\u2019s homeroom. Six students bring their lunch to school. The rest eat lunch in the cafeteria. In simplest form, what fraction of students eat lunch in the cafeteria?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\) of students<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) of students<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nThere are 18 students in Jacob\u2019s homeroom<br \/>\n6 students bring their lunch to school = 6\/18 = 1\/3<br \/>\nThe rest eat lunch in the cafeteria = 18 \u2013 6 = 12\/18<br \/>\nDivide the numerator and denominator of 12\/18 with 6<br \/>\n(12\/6) x (18\/6) = 2\/3<br \/>\nSo, 2\/3 of students eat lunch in the cafeteria<\/p>\n<h3><a id=\"Simplest_Form_Lesson_Check_-_Page_No._342\"><\/a>Page No. 342<\/h3>\n<p><strong>Use the map for 15\u221216.<\/strong><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-6.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 6\" width=\"356\" height=\"327\" \/><\/p>\n<p>Question 15.<br \/>\nIdentify Relationships What fraction of the states in the southwest region share a border with Mexico? Is this fraction in simplest form?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\nYes, \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nSouthwest region states = 4<br \/>\nNumber of states in the southwest region shares a border with Mexico out of total southwest region states = 3\/4<br \/>\nYes, 3\/4 is the simplest form<\/p>\n<p>Question 16.<br \/>\nWhat&#8217;s the Question? \\(\\frac{1}{3}\\) of the states in this region are on the Gulf of Mexico.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nIn the simplest form, what fraction of the states in the southeast area on the Gulf of Mexico.<\/p>\n<p>Question 17.<br \/>\nPete says that to write \\(\\frac{4}{6}\\) as \\(\\frac{2}{3}\\), you combine pieces, but to write \\(\\frac{4}{6}\\) as \\(\\frac{8}{12}\\), you break apart pieces. Does this make sense? Explain.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nYes, it makes sense,<br \/>\nTo write 4\/6 as 2\/3 combine sixth size pieces into equal groups of 2<br \/>\nThen (4\/2)\/(6\/2) = 2\/3<br \/>\nTo write 4\/6 as 8\/12, break each sixth piece into 2 pieces<br \/>\nThen, 4\/6 = (4 x 2)\/(6 x 2) = 8\/12<\/p>\n<p>Question 18.<br \/>\nIn Michelle\u2019s homeroom, \\(\\frac{9}{15}\\) of the students ride the bus to school, \\(\\frac{4}{12}\\) get a car ride, and \\(\\frac{2}{30}\\) walk to school.<br \/>\nFor numbers 18a\u201318c, select True or False for each statement.<br \/>\na. In simplest form, \\(\\frac{3}{5}\\) of the students ride the bus to school.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\ni. True<\/p>\n<p>Explanation:<br \/>\n9\/15 of the students ride the bus to school<br \/>\nBy dividing the numerator and denominator of 9\/15 with 3<br \/>\n(9\/3)\/(15\/3) =3\/5<br \/>\nSo, 3\/5 of the students ride the bus to school<br \/>\nTrue<\/p>\n<p>Question 18.<br \/>\nb. In simplest form, \\(\\frac{1}{4}\\) of the students get a car ride to school.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\nii. False<\/p>\n<p>Explanation:<br \/>\na. 4\/12 of the students get a car ride<br \/>\nThe simplest form of 4\/12 = 1\/3<br \/>\nSo, 1\/4 of the students get a car ride to school is a False statement<\/p>\n<p>Question 18.<br \/>\nc. In simplest form, \\(\\frac{1}{15}\\) of the students walk to school.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\ni. True<\/p>\n<p>Explanation:<br \/>\na. 2\/30 of the students walk to school<br \/>\nBy dividing the 2\/30 with 2<br \/>\n(2\/2)\/(30\/2) = 1\/15<br \/>\nSo, 1\/15 of the students walk to school is a true statement<\/p>\n<h3><a id=\"Simplest_Form_Lesson_Check_1_\u2013_Page_No._343\"><\/a>Common Core &#8211; Simplest Form &#8211; Page No. 343<\/h3>\n<p><strong>Write the fraction in simplest form.<\/strong><\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-7.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Simplest Form img 7\" width=\"207\" height=\"116\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 6\/10 in a simplest form<br \/>\nDivide the numerator and denominator of 6\/10 with 2<br \/>\n(6 \u00f72)\/(10 \u00f72) = 3\/5<br \/>\nSo, the simplest form of 6\/10 = 3\/5<\/p>\n<p>Question 2.<br \/>\n\\(\\frac{6}{8}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 6\/8in a simplest form<br \/>\nDivide the numerator and denominator of 6\/8 with 2<br \/>\n(6 \u00f72)\/(8 \u00f72) = 3\/4<br \/>\nSo, the simplest form of 6\/8 = 3\/4<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{5}{5}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{1}\\) = 1<\/p>\n<p>Explanation:<br \/>\nTo write the 5\/5in a simplest form<br \/>\nDivide the numerator and denominator of 5\/5 with 5<br \/>\n(5 \u00f75)\/(5 \u00f75) = 1\/1<br \/>\nSo, the simplest form of 5\/5 = 1<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{8}{12}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 8\/12in a simplest form<br \/>\nDivide the numerator and denominator of 8\/12 with 4<br \/>\n(8 \u00f74)\/(12 \u00f74) = 2\/3<br \/>\nSo, the simplest form of 8\/12 = 2\/3<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{100}{100}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{1}\\) = 1<\/p>\n<p>Explanation:<br \/>\nThe simplest form of 100\/100 = 1<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{6}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 2\/6in a simplest form<br \/>\nDivide the numerator and denominator of 2\/6 with 2<br \/>\n(2 \u00f72)\/(6 \u00f72) = 1\/3<br \/>\nSo, the simplest form of 2\/6 = 1\/3<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{2}{8}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 2\/8in a simplest form<br \/>\nDivide the numerator and denominator of 2\/8 with 2<br \/>\n(2 \u00f72)\/(8 \u00f72) = 1\/4<br \/>\nSo, the simplest form of 2\/8 = 1\/4<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{4}{10}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\nTo write the 4\/10 in a simplest form<br \/>\nDivide the numerator and denominator of 4 \/10 with 2<br \/>\n(4 \u00f72)\/(10 \u00f72) = 2\/5<br \/>\nSo, the simplest form of 4\/10 = 2\/5<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260. (if you dont have \u2260on your keybord, copy and paste this one: \u2260 )<\/strong><\/p>\n<p>Question 9.<br \/>\n\\(\\frac{6}{12}\\) _______ \\(\\frac{1}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{12}\\) \u2260 \\(\\frac{1}{12}\\)<\/p>\n<p>Explanation:<br \/>\n6\/12 \u2260 1\/12<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{3}{4}\\) _______ \\(\\frac{5}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) \u2260 \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4 \u2260 5\/6<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{6}{10}\\) _______ \\(\\frac{3}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) = \\(\\frac{3}{5}\\)<\/p>\n<p>Explanation:<br \/>\n6\/10<br \/>\nDivide the numerator and denominator of 6\/10 with 2<br \/>\n(6 \u00f7 2)\/( 10 \u00f7 2) = 3\/5<br \/>\nSo, 6\/10 = 3\/5<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{3}{12}\\) _______ \\(\\frac{1}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12}\\) \u2260 \\(\\frac{1}{3}\\)<\/p>\n<p>Explanation:<br \/>\n3\/12 \u2260 1\/3<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{6}{10}\\) _______ \\(\\frac{60}{100}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) = \\(\\frac{60}{100}\\)<\/p>\n<p>Explanation:<br \/>\n6\/10<br \/>\nMultiply the numerator and denominator of 6\/10 with 10<br \/>\n(6 x 10)\/(10 x 10) = 60\/100<br \/>\nSo, 6\/10 = 60\/100<\/p>\n<p>Question 14.<br \/>\n\\(\\frac{11}{12}\\) _______ \\(\\frac{9}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{11}{12}\\) \u2260 \\(\\frac{9}{10}\\)<\/p>\n<p>Explanation:<br \/>\n11\/12 \u2260 9\/10<\/p>\n<p>Question 15.<br \/>\n\\(\\frac{2}{5}\\) _______ \\(\\frac{8}{20}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) = \\(\\frac{8}{20}\\)<\/p>\n<p>Explanation:<br \/>\n2\/5<br \/>\nMultiply the numerator and denominator of 2\/5 with 4<br \/>\n(2 x 4)\/(5 x 4) = 8\/20<br \/>\nSo, 2\/5 = 8\/20<\/p>\n<p>Question 16.<br \/>\n\\(\\frac{4}{8}\\) _______ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{8}\\) = \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n4\/8<br \/>\nDivide the numerator and denominator of 4\/8 with 4<br \/>\n(4 x 4)\/(8 x 4) = 1\/2<br \/>\nSo, 4\/8 = 1\/2<\/p>\n<p>Question 17.<br \/>\nAt Memorial Hospital, 9 of the 12 babies born on Tuesday were boys. In simplest form, what fraction of the babies born on Tuesday were boys?<br \/>\n_______<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAt memorial hospital, 9 of the 12 babies born on Tuesday were boys = 9\/12<br \/>\nDivide the numerator and denominator of 9\/12 with 3<br \/>\n(9 \u00f7 3)\/(12 \u00f7 3) = 3\/4<br \/>\nSo, in the simplest form<br \/>\n3\/4 of the babies born on Tuesday were boys<\/p>\n<p>Question 18.<br \/>\nCristina uses a ruler to measure the length of her math textbook. She says that the book is \\(\\frac{4}{10}\\) meter long. Is her measurement in simplest form? If not, what is the length of the book in simplest form?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nCristiana uses a ruler to measure the length of her math textbook<br \/>\nShe says that the book is 4\/10meter long<br \/>\nIt is not in simplest form<br \/>\nDivide the numerator and denominator of 4\/10 with 2<br \/>\n(4\u00f7 2)\/( 10 \u00f7 2) = 2\/5<br \/>\nThe length of the book in the simplest form = 2\/5<\/p>\n<h3><a id=\"Simplest_Form_Lesson_Check_2_\u2013_Page_No._344\"><\/a>Common Core &#8211; Simplest Form &#8211; Page No. 344<\/h3>\n<p>Question 1.<br \/>\nSix out of the 12 members of the school choir are boys. In simplest form, what fraction of the choir is boys?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{6}\\)<br \/>\nb. \\(\\frac{6}{12}\\)<br \/>\nc. \\(\\frac{1}{2}\\)<br \/>\nd. \\(\\frac{12}{6}\\)<\/p>\n<p>Answer:<br \/>\nc. \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nSix out of the 12 members of the school choir are boys = 6\/12<br \/>\nTo write the simplest form of 6\/12, divide the numerator and denominator with 6<br \/>\nThen, (6 \u00f7 6)\/(12 \u00f7 6) = 1\/2<br \/>\nIn simplest form, 1\/2 of the choir is boys<\/p>\n<p>Question 2.<br \/>\nWhich of the following fractions is in simplest form?<br \/>\nOptions:<br \/>\na. \\(\\frac{5}{6}\\)<br \/>\nb. \\(\\frac{6}{8}\\)<br \/>\nc. \\(\\frac{8}{10}\\)<br \/>\nd. \\(\\frac{2}{12}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n5\/6 is in the simplest form<br \/>\n6\/8 simplest form = 3\/4<br \/>\n8\/10 simplest form = 4\/5<br \/>\n2\/12 simplest form = 1\/6<\/p>\n<p>Question 3.<br \/>\nEach of the 23 students in Ms. Evans\u2019 class raised $45 for the school by selling coupon books. How much money did the class raise in all?<br \/>\nOptions:<br \/>\na. $207<br \/>\nb. $225<br \/>\nc. $1,025<br \/>\nd. $1,035<\/p>\n<p>Answer:<br \/>\nd. $1,035<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nEach of the 23 students in Ms. Evan\u2019s class raised $45 for the school by selling coupon books<br \/>\n= 23 x $45<br \/>\n= $1,035<\/p>\n<p>Question 4.<br \/>\nWhich pair of numbers below have 4 and 6 as common factors?<br \/>\nOptions:<br \/>\na. 12, 18<br \/>\nb. 20, 24<br \/>\nc. 28, 30<br \/>\nd. 36, 48<\/p>\n<p>Answer:<br \/>\nd. 36, 48<\/p>\n<p>Explanation:<br \/>\n36, 48<br \/>\nHere, 36 = 4 x 9<br \/>\n= 2 x 2 x 3 x 3<br \/>\n48 = 6 x 8<br \/>\n= 2 x 3 x 4 x 2<\/p>\n<p>Question 5.<br \/>\nBart uses \\(\\frac{3}{12}\\) cup milk to make muffins. Which fraction is equivalent to \\(\\frac{3}{12}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{4}\\)<br \/>\nb. \\(\\frac{1}{3}\\)<br \/>\nc. \\(\\frac{1}{2}\\)<br \/>\nd. \\(\\frac{2}{3}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nBart uses 3\/12 cup milk to make muffins<br \/>\nDivide the fraction with 3<br \/>\n(3 \u00f7 3)\/(12 \u00f7 3) = 1\/4<br \/>\nSo, the equivalent fraction for 3\/12 = 1\/4<\/p>\n<p>Question 6.<br \/>\nAshley bought 4 packages of juice boxes. There are 6 juice boxes in each package. She gave 2 juice boxes to each of 3 friends. How many juice boxes does Ashley have left?<br \/>\nOptions:<br \/>\na. 24<br \/>\nb. 22<br \/>\nc. 18<br \/>\nd. 12<\/p>\n<p>Answer:<br \/>\nc. 18<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAshley bought 4 packages of juice boxes<br \/>\nThere are 6 juice boxes in each package = 6 x 4 = 24<br \/>\nShe gave 2 juice boxes to each of 3 friends = 2 x 3 = 6 juice boxes<br \/>\nSo, 24 \u2013 6 = 18<br \/>\nTotal number of juice boxes left with Ashley = 18<\/p>\n<h3><a id=\"Common_Denominators_-_Page_No._347\"><\/a>Page No. 347<\/h3>\n<p>Question 1.<br \/>\nFind a common denominator for \\(\\frac{1}{3}\\) and \\(\\frac{1}{12}\\) by dividing each whole into the same number of equal parts. Use the models to help.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-8.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 8\" width=\"232\" height=\"120\" \/><br \/>\ncommon denominator:<\/p>\n<p>Answer:<br \/>\ncommon denominator: 12<\/p>\n<p>Explanation:<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, 21, \u2026.<br \/>\nList the multiples of 12 = 12, 24, 36, 48, \u2026.<br \/>\nSo, common denominators of 1\/3 and 1\/ 12 is 12<\/p>\n<p><strong>Write the pair of fractions as a pair of fractions with a common denominator.<\/strong><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{1}{2}\\) and \\(\\frac{1}{4}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{8}\\) and \\(\\frac{2}{8}\\)<\/p>\n<p>Explanation:<br \/>\nCommon denominator of 1\/2 and 1\/4<br \/>\nList the multiples of 2 = 2, 4, 6, 8, 10, \u2026<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, . . .<br \/>\nThen, the common denominator of 1\/2 and 1\/4 is 4<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (1 x 4) \u00f7( 2 x 4) and ( 1 x 4 ) \u00f7 ( 4 x 4)<br \/>\nSo, the common pair of fractions = 4\/8 and 2\/8<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{3}{4}\\) and \\(\\frac{5}{8}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{8}\\) and \\(\\frac{5}{8}\\)<\/p>\n<p>Explanation:<br \/>\nCommon denominator of 3\/4 and 5\/8<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, . . .<br \/>\nList the multiples of 8 = 8, 16, 24, 32, . . . .<br \/>\nThen, the common denominator of 3\/4 and 5\/8 is 8<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (3 x 8) \u00f7( 4 x 8) and ( 5 x 8 ) \u00f7 ( 8 x 8)<br \/>\nSo, the common pair of fractions = 6\/8 and 5\/8<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{1}{3}\\) and \\(\\frac{1}{4}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{12}\\) and \\(\\frac{3}{12}\\)<\/p>\n<p>Explanation:<br \/>\nThe common denominator of 1\/3 and 1\/4<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, \u2026.<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, . . .<br \/>\nThen, the common denominator of 1 \/3 and 1\/4 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (1 x 12) \u00f7( 3 x 12) and ( 1 x 12 ) \u00f7 ( 4 x 12)<br \/>\nSo, the common pair of fractions = 4\/12 and 3\/12<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{4}{12}\\) and \\(\\frac{5}{8}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{24}\\) and \\(\\frac{15}{24}\\)<\/p>\n<p>Explanation:<br \/>\nCommon denominator of 4\/12 and 5\/8<br \/>\nList the multiples of 12 = 12, 24, 36, 48, 60, \u2026..<br \/>\nList the multiples of 8 = 8, 16, 24, 32, 40, 48, \u2026<br \/>\nThen, the common denominator of 4\/12 and 5\/8 is 24<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (4 x 24) \u00f7( 12 x 24) and ( 5 x 24 ) \u00f7 ( 8 x 24)<br \/>\nSo, the common pair of fractions = 8\/24 and 15\/24<\/p>\n<p><strong>Write the pair of fractions as a pair of fractions with a common denominator.<\/strong><\/p>\n<p>Question 6.<br \/>\n\\(\\frac{1}{4}\\) and \\(\\frac{5}{6}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12}\\) and \\(\\frac{10}{12}\\)<\/p>\n<p>Explanation:<br \/>\nThe common denominator of 1\/4 and 5\/6<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, . . .<br \/>\nList the multiples of 6 = 6, 12, 18, 24, 30, 36, \u2026.<br \/>\nThen, the common denominator of 1\/4 and 5\/6 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (1 x 12) \u00f7( 4 x 12) and ( 5 x 12 ) \u00f7 ( 6 x 12)<br \/>\nSo, common pair of fractions = 3\/12 and 10\/12<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{3}{5}\\) and \\(\\frac{4}{10}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) and \\(\\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\nCommon denominator of 3\/5 and 4\/10<br \/>\nList the multiples of 5 = 5, 10, 15, 20, 25, 30, \u2026..<br \/>\nList the multiples of 10 = 10, 20, 30, 40, 50 \u2026.<br \/>\nThen, the common denominator of 3\/5 and 4\/10 is 10<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (3 x 10) \u00f7( 5 x 10) and ( 4 x 10 ) \u00f7 ( 10 x 10)<br \/>\nSo, the common pair of fractions = 6\/10 and 4\/10<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260.<\/strong><\/p>\n<p>Question 8.<br \/>\n\\(\\frac{3}{4}\\) ______ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) \u2260 \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4 \u2260 1\/2<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{3}{4}\\) ______ \\(\\frac{6}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) = \\(\\frac{6}{8}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4<br \/>\nMultiply the numerator and denominator of 3\/4 with 2<br \/>\n(3 x 2) \u00f7 ( 4 x 2 ) = 6\/8<br \/>\nSo, 3\/4 = 6\/8<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{1}{2}\\) ______ \\(\\frac{4}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) = \\(\\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n1\/2<br \/>\nMultiply the numerator and denominator of 1\/2 with 4<br \/>\n(1 x 4) \u00f7 ( 2 x 4 ) = 4\/8<br \/>\nSo, 1\/2 = 4\/8<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{6}{8}\\) ______ \\(\\frac{4}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{8}\\) \u2260 \\(\\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n6\/8 \u2260 4\/8<\/p>\n<p>Question 12.<br \/>\nJerry has two same-size circles divided into the same number of equal parts. One circle has \\(\\frac{3}{4}\\) of the parts shaded, and the other has \\(\\frac{2}{3}\\) of the parts shaded. His sister says the least number of pieces each circle could be divided into is 7. Is his sister correct? Explain.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nJerry has two same size circles divided into the same number of equal parts<br \/>\nOne circle has 3\/4 of the parts shaded<br \/>\nSo, non- shaded parts of one circle = 1 \u2013 3\/4 = 1\/4<br \/>\nAnother circle has 2\/3 of the parts shaded<br \/>\nNon \u2013 shaded parts = 1 \u2013 2\/3 = 1\/3<br \/>\nWe can\u2019t draw a conclusion that in how many parts or pieces a circle can be divided<br \/>\nSo, his sister is incorrect<\/p>\n<h3><a id=\"Common_Denominators_Lesson_Check_-_Page_No._348\"><\/a>Page No. 348<\/h3>\n<p>Question 13.<br \/>\nCarrie has a red streamer that is \\(\\frac{3}{4}\\) yard long and a blue streamer that is \\(\\frac{5}{6}\\) yard long. She says the streamers are the same length. Does this make sense? Explain.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-9.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 9\" width=\"205\" height=\"309\" \/><br \/>\n______<\/p>\n<p>Answer:<br \/>\nCarrie has a red streamer that is 3\/4 yard long<br \/>\nThe blue streamer that is 5\/6 yard long<br \/>\n3\/4 \u2260 5\/6<br \/>\nShe says the streamers are the same length, it doesn\u2019t make any sense.<\/p>\n<p>Question 14.<br \/>\nLeah has two same-size rectangles divided into the same number of equal parts. One rectangle has \\(\\frac{1}{3}\\) of the parts shaded, and the other has \\(\\frac{2}{5}\\) of the parts shaded. What is the least number of parts into which both rectangles could be divided?<br \/>\n______ parts<\/p>\n<p>Answer:<br \/>\n15 parts<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nLeah has two same size rectangles divided into the same number of equal parts<br \/>\nOne rectangle has 1\/3 of the parts shaded<br \/>\nOther rectangle has 2\/5 of the parts shaded<br \/>\n15 parts<\/p>\n<p>Question 15.<br \/>\nJulian says a common denominator for \\(\\frac{3}{4}\\) and \\(\\frac{2}{5}\\) is 9. What is Julian\u2019s error? Explain.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nJulian says a common denominator for 3\/4 and 2\/5 is 9<br \/>\nTo find the common denominator for 3\/4 and 2\/5<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, 28, 32, \u2026..<br \/>\nList the multiples of 5 = 5, 10, 15, 20, 25, 30, \u2026.<br \/>\nSo, the common denominator for 3\/4 and 2\/5 is 20<br \/>\nJulian says 9 in place of 20 and it is wrong.<\/p>\n<p>Question 16.<br \/>\nMiguel has two same-size rectangles divided into the same number of equal parts. One rectangle has \\(\\frac{3}{4}\\) of the parts shaded, and the other has \\(\\frac{5}{8}\\) of the parts shaded.<br \/>\nInto how many parts could each rectangle be divided? Show your work by sketching the rectangles.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-10.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 10\" width=\"178\" height=\"106\" \/><br \/>\n______ parts<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4275\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-simplest-form-image-1.-jpg.jpg\" alt=\"chapter 6 - simplest form - image 1. jpg\" width=\"191\" height=\"190\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-simplest-form-image-1.-jpg.jpg 191w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-simplest-form-image-1.-jpg-150x150.jpg 150w\" sizes=\"(max-width: 191px) 100vw, 191px\" \/><br \/>\n8 parts<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nMiguel has two same \u2013 size rectangles divided into the same number of equal parts.<br \/>\nOne rectangle has 3\/4 of the parts shaded.<br \/>\nAnother has 5\/8 of the parts shaded.<br \/>\nThe possible parts are 8.<\/p>\n<h3><a id=\"Common_Denominators_Lesson_Check_1_\u2013_Page_No._349\"><\/a>Common Core &#8211; Common Denominators &#8211; Page No. 349<\/h3>\n<p><strong>Write the pair of fractions as a pair of fractions with a common denominator.<\/strong><\/p>\n<p>Question 1.<br \/>\n\\(\\frac{2}{3} \\text { and } \\frac{3}{4}\\)<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-11.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Common Denominators img 11\" width=\"271\" height=\"150\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{12} \\text { and } \\frac{9}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/3 and 3\/4<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, 21, 24, \u2026<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, \u2026<br \/>\nCommon multiple of 3 and 4 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (2 x 12) \u00f7( 3 x 12) and ( 3 x 12 ) \u00f7 ( 4 x 12)<br \/>\nSo, common pair of fractions = 8\/12 and 9\/12<\/p>\n<p>Question 2.<br \/>\n\\(\\frac{1}{4} \\text { and } \\frac{2}{3}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12} \\text { and } \\frac{8}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4 and 2\/3<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, \u2026<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, \u2026<br \/>\nCommon multiple of 4 and 3 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (1 x 12) \u00f7( 4 x 12) and ( 2 x 12 ) \u00f7 ( 3 x 12)<br \/>\nSo, common pair of fractions = 3\/12 and 8\/12<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{3}{10} \\text { and } \\frac{1}{2}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{10} \\text { and } \\frac{5}{10}\\)<\/p>\n<p>Explanation:<br \/>\n3\/10 and 1\/2<br \/>\nList the multiples of 10 = 10, 20, 30, 40, 50, \u2026.<br \/>\nList the multiples of 2 = 2, 4, 6, 8, 10, 12, 14, \u2026.<br \/>\nCommon multiple of 10 and 2 is 10<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (3 x 10) \u00f7( 10 x 10) and ( 1 x 10 ) \u00f7 ( 2 x 10)<br \/>\nSo, common pair of fractions = 3\/10 and 5\/10<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{3}{5} \\text { and } \\frac{3}{4}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{12}{20} \\text { and } \\frac{15}{20}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 3\/4<br \/>\nList the multiples of 5 = 5, 10, 15, 20, 25, 30, \u2026.<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, \u2026<br \/>\nCommon multiple of 5 and 4 is 20<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (3 x 20) \u00f7( 5 x 20) and ( 3 x 20 ) \u00f7 ( 4 x 20)<br \/>\nSo, common pair of fractions = 12\/20 and 15\/20<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{2}{4} \\text { and } \\frac{7}{8}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{8} \\text { and } \\frac{7}{8}\\)<\/p>\n<p>Explanation:<br \/>\n2\/4 and 7\/8<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, \u2026<br \/>\nList the multiples of 8 = 8, 16, 24, 32, 40, \u2026.<br \/>\nCommon multiple of 4 and 8 is 8<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (2 x 8) \u00f7( 4 x 8) and ( 7 x 8 ) \u00f7 ( 8 x 8)<br \/>\nSo, common pair of fractions = 4\/8 and 7\/8<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{3} \\text { and } \\frac{5}{12}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{12} \\text { and } \\frac{5}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/3 and 5\/12<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, \u2026<br \/>\nList the multiples of 12 = 12, 24, 36, 48, 60, \u2026<br \/>\nCommon multiple of 3 and 12 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (2 x 12) \u00f7( 3 x 12) and ( 5 x 12 ) \u00f7 ( 12 x 12)<br \/>\nSo, common pair of fractions = 8\/12 and 5\/12<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{1}{4} \\text { and } \\frac{1}{6}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12} \\text { and } \\frac{2}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4 and 1\/6<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, \u2026<br \/>\nList the multiples of 6 = 6, 12, 18, 24, 30, \u2026<br \/>\nCommon multiple of 4 and 6 is 12<br \/>\nFor the Common pair of fractions, multiply the common denominator with fractions<br \/>\nThat is, (1 x 12) \u00f7( 4 x 12) and ( 1 x 12 ) \u00f7 ( 6 x 12)<br \/>\nSo, common pair of fractions = 3\/12 and 2\/12<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260.<\/strong><\/p>\n<p>Question 8.<br \/>\n\\(\\frac{1}{2}\\) ______ \\(\\frac{2}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) \u2260 \\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\nMultiply the numerator and denominator of 1\/2 with 2<br \/>\n(1 x 2) \u00f7 (2 x 2) = 2\/4<br \/>\nSo, 1\/2 \u2260 2\/5<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{1}{2}\\) ______ \\(\\frac{3}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) = \\(\\frac{3}{6}\\)<\/p>\n<p>Explanation:<br \/>\n1\/2<br \/>\nMultiply the numerator and denominator of 1\/2 with 3<br \/>\n(1 x 3) \u00f7 (2 x 3) = 3\/6<br \/>\nSo, 1\/2 = 3\/6<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{3}{4}\\) ______ \\(\\frac{5}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) \u2260 \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4 \u2260 5\/6<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{6}{10}\\) ______ \\(\\frac{3}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) = \\(\\frac{3}{5}\\)<\/p>\n<p>Explanation:<br \/>\n6\/10<br \/>\nDivide the numerator and denominator of 6\/10 with 2<br \/>\n(6 \u00f7 2)\/(10 \u00f72) = 3\/5<br \/>\nSo, 6\/10 = 3\/5<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{6}{8}\\) ______ \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{8}\\) = \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n6\/8<br \/>\nDivide the numerator and denominator of 6\/8 with 2<br \/>\n(6 \u00f72)\/(8 \u00f72) = 3\/4<br \/>\nSo, 6\/8 = 3\/4<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{3}{4}\\) ______ \\(\\frac{2}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) \u2260 \\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4 \u2260 2\/3<\/p>\n<p>Question 14.<br \/>\n\\(\\frac{2}{10}\\) ______ \\(\\frac{4}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{10}\\) \u2260 \\(\\frac{4}{5}\\)<\/p>\n<p>Explanation:<br \/>\n2\/10<br \/>\nDivide the numerator and denominator of 2\/10 with 2<br \/>\n(2 \u00f7 2)\/(10 \u00f7 2) = 1\/5<br \/>\nSo, 2\/10 \u2260 1\/5<\/p>\n<p>Question 15.<br \/>\n\\(\\frac{1}{4}\\) ______ \\(\\frac{3}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\) = \\(\\frac{3}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4<br \/>\nMultiply the numerator and denominator of 1\/4 with 3<br \/>\n(1 x 3)\/(4 x 3) = 3\/12<br \/>\nSo, 1\/4 = 3\/12<\/p>\n<p>Question 16.<br \/>\nAdam drew two same size rectangles and divided them into the same number of equal parts. He shaded \\(\\frac{1}{3}\\) of one rectangle and \\(\\frac{1}{4}\\) of other rectangle. What is the least number of parts into which both rectangles could be divided?<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n12 parts<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAdam drew two same size rectangles and divided them into the same number of equal parts<br \/>\nHe shaded 1\/3 of one rectangle<br \/>\n1\/4 of another rectangle<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, \u2026<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, \u2026<br \/>\nA common multiple of 3 and 4 is 12<br \/>\nSo, the least number of parts which rectangles could be divided = 12 parts<\/p>\n<p>Question 17.<br \/>\nMera painted equal sections of her bedroom wall to make a pattern. She painted \\(\\frac{2}{5}\\) of the wall white and \\(\\frac{1}{2}\\) of the wall lavender. Write an equivalent fraction for each using a common denominator.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n1\/2 are 4\/10 and 5\/10<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nMera painted equal sections of her bedroom wall to make a pattern<br \/>\nShe painted 2\/5 of the wall white and 1\/2 of the wall lavender<br \/>\nList the multiples of 5 = 5, 10, 15, 20, 25, 30, \u2026<br \/>\nList the multiples of 2 = 2 ,4, 6, 8, 10, 12, 14, \u2026<br \/>\nThe common denominator of 2\/5 and 1\/2 = 10<br \/>\nMultiply the 2\/5 and 1\/2 with 10<br \/>\n(2 x 10)\/(5 x 10) and (1 x 10)\/(2 x 10)<br \/>\n4\/10 and 5\/10<br \/>\nSo, common fractions of 2\/5 and 1\/2 are 4\/10 and 5\/10<\/p>\n<h3><a id=\"Common_Denominators_Lesson_Check_2_\u2013_Page_No._350\"><\/a>Common Core &#8211; Common Denominators &#8211; Page No. 350<\/h3>\n<p>Question 1.<br \/>\nWhich of the following is a common denominator of \\(\\frac{1}{4}\\) and \\(\\frac{5}{6}\\)?<br \/>\nOptions:<br \/>\na. 8<br \/>\nb. 9<br \/>\nc. 12<br \/>\nd. 15<\/p>\n<p>Answer:<br \/>\nc. 12<\/p>\n<p>Explanation:<br \/>\nCommon denominator of 1\/4 and 5\/6<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, \u2026<br \/>\nList the multiples of 6 = 6, 12, 18, 24, 30, \u2026.<br \/>\nSo, the common denominator of 1\/4 and 5\/6 is 12<\/p>\n<p>Question 2.<br \/>\nTwo fractions have a common denominator of 8. Which of the following could be the two fractions?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{2} \\text { and } \\frac{2}{3}\\)<br \/>\nb. \\(\\frac{1}{4} \\text { and } \\frac{1}{2}\\)<br \/>\nc. \\(\\frac{3}{4} \\text { and } \\frac{1}{6}\\)<br \/>\nd. \\(\\frac{1}{2} \\text { and } \\frac{4}{5}\\)<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{1}{4} \\text { and } \\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nTwo fractions have a common denominator of 8<br \/>\na. 1\/2 and 2\/3<br \/>\nList the multiples of 2 = 2, 4, 6, 8,10, \u2026.<br \/>\nList the multiples of 3 = 3, 6, 9, 12, \u2026<br \/>\nThere is no common denominator of 8 for 1\/2 and 2\/3<br \/>\nb. 1\/4 and 1 \/2<br \/>\nList the multiples of 2 = 2, 4, 6, 8,10, \u2026.<br \/>\nList the multiples of 4 = 4, 8, 12, 16, \u2026<br \/>\nHere, the common denominator of 1 \/4 and 1 \/2 is 8<br \/>\nSo, the answer is 1\/4 and 1\/2<\/p>\n<p>Question 3.<br \/>\nWhich number is 100,000 more than seven hundred two thousand, eighty-three?<br \/>\nOptions:<br \/>\na. 703,083<br \/>\nb. 712,083<br \/>\nc. 730,083<br \/>\nd. 802,083<\/p>\n<p>Answer:<br \/>\nd. 802,083<\/p>\n<p>Explanation:<br \/>\n802,083<\/p>\n<p>Question 4.<br \/>\nAiden baked 8 dozen muffins. How many total muffins did he bake?<br \/>\nOptions:<br \/>\na. 64<br \/>\nb. 80<br \/>\nc. 96<br \/>\nd. 104<\/p>\n<p>Answer:<br \/>\nc. 96<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAiden baked 8 dozen muffins<br \/>\n1 dozen = 12<br \/>\nthen, 8 dozens = 12 x 8 = 96<br \/>\nSo, Aiden baked totally 96 muffins<\/p>\n<p>Question 5.<br \/>\nOn a bulletin board, the principal, Ms. Gomez, put 115 photos of the fourthgrade students in her school. She put the photos in 5 equal rows. How many photos did she put in each row?<br \/>\nOptions:<br \/>\na. 21<br \/>\nb. 23<br \/>\nc. 25<br \/>\nd. 32<\/p>\n<p>Answer:<br \/>\nb. 23<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nOn a bulletin board, the principal, Ms. Gomez, put 115 photos of the fourth-grade students in her school<br \/>\nShe put the photos in 5 equal rows<br \/>\nThen, number of photos in each row = 115\/5 = 23<br \/>\nSo, Ms. Gomez put photos in each row = 23<\/p>\n<p>Question 6.<br \/>\nJudy uses 12 tiles to make a mosaic. Eight of the tiles are blue. What fraction, in simplest form, represents the tiles that are blue?<br \/>\nOptions:<br \/>\na. \\(\\frac{2}{3}\\)<br \/>\nb. \\(\\frac{2}{5}\\)<br \/>\nc. \\(\\frac{3}{4}\\)<br \/>\nd. \\(\\frac{12}{18}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nJudy uses 12 tiles to make a mosaic<br \/>\nEight of the tiles are blue = 8\/12<br \/>\nDivide the numerator and denominator of 8\/12 with 4<br \/>\n(8 \u00f7 4)\/(12 \u00f7 4) = 2\/3<br \/>\nThe simplest form of 8\/12 is 2\/3<\/p>\n<h3><a id=\"Common_Denominators_Lesson_Check_3_\u2013_Page_No._353\"><\/a>Page No. 353<\/h3>\n<p>Question 1.<br \/>\nKeisha is helping plan a race route for a 10-kilometer charity run. The committee wants to set up the following things along the course.<br \/>\nViewing areas: At the end of each half of the course<br \/>\nWater stations: At the end of each fifth of the course<br \/>\nDistance markers: At the end of each tenth of the course<br \/>\nWhich locations have more than one thing located there?<br \/>\nFirst, make a table to organize the information.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-12.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 12\" width=\"696\" height=\"271\" \/><br \/>\nNext, identify a relationship. Use a common denominator, and find equivalent fractions.<br \/>\nFinally, identify the locations at which more than one thing will be set up. Circle the locations.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\nKeisha is helping plan a race route for a 10-kilometer charity run.<\/p>\n<p>Question 2.<br \/>\nWhat if distance markers will also be placed at the end of every fourth of the course? Will any of those markers be set up at the same location as another distance marker, a water station, or a viewing area? Explain.<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\nIt really depends on where you place the other markers.<\/p>\n<p>Question 3.<br \/>\nFifty-six students signed up to volunteer for the race. There were 4 equal groups of students, and each group had a different task.<br \/>\nHow many students were in each group?<br \/>\n_____ students<\/p>\n<p>Answer:<br \/>\n14 students<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nFifty-six students signed up to volunteer for the race<br \/>\nThere are four groups of students<br \/>\nNumber of students in each group = 56\/4 = 14<br \/>\nTotal number of students in each group = 14<\/p>\n<h3><a id=\"Common_Denominators_Lesson_Check_4_\u2013_Page_No._354\"><\/a>Page No. 354<\/h3>\n<p>Question 4.<br \/>\nA baker cut a pie in half. He cut each half into 3 equal pieces and each piece into 2 equal slices. He sold 6 slices. What fraction of the pie did the baker sell?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\nA baker cut a pie in half. He cut each half into 3 equal pieces and each piece into 2 equal slices. He sold 6 slices. So, the remaining part is 1\/2 of the pie.<\/p>\n<p>Question 5.<br \/>\nAndy cut a tuna sandwich and a chicken sandwich into a total of 15 same-size pieces. He cut the tuna sandwich into 9 more pieces than the chicken sandwich. Andy ate 8 pieces of the tuna sandwich. What fraction of the tuna sandwich did he eat?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\nLet x be the number of pieces of the chicken sandwich so that x + 9 is the number of pieces of a tuna sandwich.<br \/>\nThere is a total of 15 same-size pieces. So, we can write as<br \/>\nx + (x + 9) = 15<br \/>\n2x + 9 = 15<br \/>\n2x = 6<br \/>\nx = 3.<br \/>\nThis means that there ate 3 + 9 = 12 pieces of a tuna sandwich. Since Andy ate 8, then this corresponds to a fraction of 8\/12 = 2\/3.<\/p>\n<p>Question 6.<br \/>\nLuke threw balls into these buckets at a carnival. The number on the bucket gives the number of points for each throw. What is the least number of throws needed to score exactly 100 points? Explain.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-13.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 13\" width=\"365\" height=\"96\" \/><br \/>\n_____ throws<\/p>\n<p>Answer:<br \/>\n13 throws<\/p>\n<p>Explanation:<br \/>\nTake the maximum number to get the minimum throws = 9 X 10 = 90.<br \/>\n6 X 1 = 6; 2 X 2 = 4.<br \/>\nAdd 90 + 6 + 4 = 100;<br \/>\nSo, the least number of throws needed to score exactly 100 points = 10 + 1 + 2 = 13.<\/p>\n<p>Question 7.<br \/>\nVictoria arranges flowers in vases at her restaurant. In each arrangement, \\(\\frac{2}{3}\\) of the flowers are yellow. What other fractions can represent the part of the flowers that are yellow? Shade the models to show your work.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-14.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 14\" width=\"430\" height=\"158\" \/><br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4337\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-300x91.jpg\" alt=\"chapter 6\" width=\"300\" height=\"91\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-300x91.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-768x233.jpg 768w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6.jpg 800w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n\\(\\frac{2}{3}\\), \\(\\frac{8}{12}\\), \\(\\frac{40}{60}\\)<\/p>\n<p>Explanation:<br \/>\nBasically, any fraction obtained by multiplying both the numerator and denominator by the same value would be an equivalent fraction:<br \/>\n2\/3 = 2\/3 * 4\/4 = 8\/12<br \/>\n8\/12 = 8\/12 * 5\/5 = 40\/60<br \/>\netc.<\/p>\n<h3><a id=\"Find_Equivalent_Fractions_\u2013_Page_No._355\"><\/a>Common Core &#8211; Find Equivalent Fractions &#8211; Page No. 355<\/h3>\n<p>Question 1.<br \/>\nMiranda is braiding her hair. Then she will attach beads to the braid. She wants \\(\\frac{1}{3}\\) of the beads to be red. If the greatest number of beads that will fit on the braid is 12, what other fractions could represent the part of the beads that are red?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-15.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Find Equivalent Fractions img 15\" width=\"210\" height=\"79\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\), \\(\\frac{3}{9}\\), \\(\\frac{4}{12}\\)<\/p>\n<p>Explanation:<br \/>\nMiranda is braiding her hair. Then she will attach beads to the braid. She wants \\(\\frac{1}{3}\\) of the beads to be red. If the greatest number of beads that will fit on the braid is 12.<br \/>\n\\(\\frac{1}{3}\\) X \\(\\frac{2}{2}\\) = \\(\\frac{2}{6}\\)<br \/>\n\\(\\frac{1}{3}\\) X \\(\\frac{3}{3}\\) = \\(\\frac{3}{9}\\)<br \/>\n\\(\\frac{1}{3}\\) X \\(\\frac{4}{4}\\) = \\(\\frac{4}{12}\\)<\/p>\n<p>Question 2.<br \/>\nMs. Groves has trays of paints for students in her art class. Each tray has 5 colors. One of the colors is purple. What fraction of the colors in 20 trays is purple?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{20}{100}\\) or \\(\\frac{1}{5}\\)<\/p>\n<p>Explanation:<br \/>\nIf you have 20 trays that are 100 colors with 20 being purple. 20\/ 100 is 1\/5<\/p>\n<p>Question 3.<br \/>\nMiguel is making an obstacle course for field day. At the end of every sixth of the course, there is a tire. At the end of every third of the course, there is a cone. At the end of every half of the course, there is a hurdle. At which locations of the course will people need to go through more than one obstacle?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\), \\(\\frac{1}{2}\\), \\(\\frac{2}{3}\\) and final locations<\/p>\n<p>Explanation:<br \/>\nWe have three fractions with different denominators: sixths, thirds, and halves.<br \/>\nThe first step is to make all the denominators equal for 1\/6, 1\/3, 1\/2.<br \/>\nIn this case, we want sixths since LCM(2, 3, 6) = 6<br \/>\nsince 1\/3 = 2\/6, and 1\/2 = 3\/6. Now we can start solving.<br \/>\n1. There are six tires at the following: 1\/6, 2\/6, 3\/6, 4\/6, 5\/6, and 6\/6.<br \/>\n2. There are three cones at the following (G.C.F.): 2\/6 (or 1\/3), 4\/6 (or 2\/3), and 6\/6 (or 3\/3).<br \/>\n3. There are two hurdles at the following (G.C.F.): 3\/6 (or 1\/2) and 6\/6 (or 2\/2).<br \/>\nWe look for common numbers.<br \/>\n1. On 2\/6, there are two obstacles: a tire and a cone.<br \/>\n2. On 3\/6, there are two obstacles: a tire and a hurdle.<br \/>\n3. On 4\/6, there are two obstacles: a tire and a cone.<br \/>\n4. At 6\/6, there are three obstacles: a tire, cone, and a hurdle.<br \/>\n2\/6 = 1\/3<br \/>\n3\/6 = 1\/2<br \/>\n4\/6 = 2\/3<br \/>\n6\/6 = 1<br \/>\nThe answers are 1\/3, 1\/2, 2\/3, and 1.<\/p>\n<p>Question 4.<br \/>\nPreston works in a bakery where he puts muffins in boxes. He makes the following table to remind himself how many blueberry muffins should go in each box.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-16.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Find Equivalent Fractions img 16\" width=\"352\" height=\"68\" \/><br \/>\nHow many blueberry muffins should Preston put in a box with 36 muffins?<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n12 blueberry muffins<\/p>\n<p>Explanation:<br \/>\nPreston works in a bakery where he puts muffins in boxes. He makes the following table to remind himself how many blueberry muffins should go in each box.<br \/>\nSo, he had 2 blueberry muffins out of 6 muffins.<br \/>\n2\/6 X 2\/2 = 4\/12. 4 blueberry muffins out of 12 muffins.<br \/>\n2\/6 X 4\/4 = 8\/24. 8 blueberry muffins out of 24 muffins.<br \/>\n2\/6 X 6\/6 = 12\/36. 12 blueberry muffins out of 36 muffins.<\/p>\n<h3><a id=\"Find_Equivalent_Fractions_Lesson_Check_\u2013_Page_No._356\"><\/a>Common Core &#8211; Find Equivalent Fractions &#8211; Page No. 356<\/h3>\n<p>Question 1.<br \/>\nA used bookstore will trade 2 of its books for 3 of yours. If Val brings in 18 books to trade, how many books can she get from the store?<br \/>\nOptions:<br \/>\na. 9<br \/>\nb. 12<br \/>\nc. 18<br \/>\nd. 27<\/p>\n<p>Answer:<br \/>\nb. 12<\/p>\n<p>Explanation:<br \/>\nA used bookstore will trade 2 of its books for 3 of yours. If Val brings in 18 books to trade 2\/3 X 6\/6 = 12\/18, she get 12 books<\/p>\n<p>Question 2.<br \/>\nEvery \\(\\frac{1}{2}\\) hour Naomi stretches her neck; every \\(\\frac{1}{3}\\) hour she stretches her legs; and every \\(\\frac{1}{6}\\) hour she stretches her arms. Which parts of her body will Naomi stretch when \\(\\frac{2}{3}\\) of an hour has passed?<br \/>\nOptions:<br \/>\na. neck and legs<br \/>\nb. neck and arms<br \/>\nc. legs and arms<br \/>\nd. none<\/p>\n<p>Answer:<br \/>\nc. legs and arms<\/p>\n<p>Explanation:<br \/>\nSumming \\(\\frac{1}{2}\\)&#8216;s only gives integer values giving 1, 2, 3, 4&#8230;or<br \/>\ninteger values +\\(\\frac{1}{2}\\) and 0 + \\(\\frac{1}{2}\\) = \\(\\frac{1}{2}\\), 1 \\(\\frac{1}{2}\\), 2 \\(\\frac{1}{2}\\)&#8230;<br \/>\nSo neck is excluded<br \/>\nEvery \\(\\frac{1}{3}\\): \\(\\frac{1}{3}\\) + \\(\\frac{1}{2}\\) = \\(\\frac{2}{3}\\)<br \/>\nLegs will be stretched at \\(\\frac{2}{3}\\) hour<br \/>\nEvery \\(\\frac{1}{6}\\): \\(\\frac{1}{6}\\) + \\(\\frac{1}{6}\\) + \\(\\frac{1}{6}\\) + \\(\\frac{1}{6}\\) = \\(\\frac{4}{6}\\)<br \/>\nDivide top and bottom by 2 giving:<br \/>\n(4 \u00f7 2)\/(6 \u00f7 2) = \\(\\frac{2}{3}\\)<br \/>\nArms will be stretched at latex]\\frac{2}{3}[\/latex] hour<\/p>\n<p>Question 3.<br \/>\nAt the beginning of the year, the Wong family car had been driven 14,539 miles. At the end of the year, their car had been driven 21,844 miles. How many miles did the Wong family drive their car during that year?<br \/>\nOptions:<br \/>\na. 6,315 miles<br \/>\nb. 7,295 miles<br \/>\nc. 7,305 miles<br \/>\nd. 36,383 miles<\/p>\n<p>Answer:<br \/>\nc. 7,305 miles<\/p>\n<p>Explanation:<br \/>\nIf at the beginning of the year, the Wong family&#8217;s car had driven 14539 miles and at the end of the year, it had driven 21844 miles, then subtract 14539 from 21844 to determine the difference between the two values, which will tell you how many miles the Wong family drove their car for during the year.<br \/>\n21844 &#8211; 14539 = 7305 miles<\/p>\n<p>Question 4.<br \/>\nWidget Company made 3,600 widgets in 4 hours. They made the same number of widgets each hour. How many widgets did the company make in one hour?<br \/>\nOptions:<br \/>\na. 80<br \/>\nb. 90<br \/>\nc. 800<br \/>\nd. 900<\/p>\n<p>Answer:<br \/>\nd. 900<\/p>\n<p>Explanation:<\/p>\n<p>3,600 widgets in 4 hours therefore 3,600 \/ 4 for one hour = 900 widgets 900 widgets in one hour.<\/p>\n<p>Question 5.<br \/>\nTyler is thinking of a number that is divisible by 2 and by 3. By which of the following numbers must Tyler\u2019s number also be divisible?<br \/>\nOptions:<br \/>\na. 6<br \/>\nb. 8<br \/>\nc. 9<br \/>\nd. 12<\/p>\n<p>Answer:<br \/>\na. 6<\/p>\n<p>Explanation:<br \/>\nThe number 6 is divisible by 2 and by 3.<\/p>\n<p>Question 6.<br \/>\nJessica drew a circle divided into 8 equal parts. She shaded 6 of the parts. Which fraction is equivalent to the part of the circle that is shaded?<br \/>\nOptions:<br \/>\na. \\(\\frac{2}{3}\\)<br \/>\nb. \\(\\frac{3}{4}\\)<br \/>\nc. \\(\\frac{10}{16}\\)<br \/>\nd. \\(\\frac{12}{18}\\)<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nJessica drew a circle divided into 8 equal parts. She shaded 6 of the parts.<br \/>\n6\/8 = 3\/4<\/p>\n<h3><a id=\"Mid-Chapter_Checkpoint_-_Page_No._357\"><\/a>Page No. 357<\/h3>\n<p><strong>Choose the best term from the box.<\/strong><br \/>\n<img loading=\"lazy\" class=\"alignnone\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-17.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 17\" width=\"213\" height=\"153\" \/><\/p>\n<p>Question 1.<br \/>\n________ name the same amount.<br \/>\n________<\/p>\n<p>Answer:<br \/>\nEquivalent Fractions<\/p>\n<p>Question 2.<br \/>\nA _________ is a common multiple of two or more denominators<br \/>\n________<\/p>\n<p>Answer:<br \/>\nCommon Denominator<\/p>\n<p><strong>Write two equivalent fractions.<\/strong><\/p>\n<p>Question 3.<br \/>\n\\(\\frac{2}{5}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{10}\\) and \\(\\frac{6}{15}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 2\/5<br \/>\nMultiply the 2\/5 with 2<br \/>\n(2 x 2)\/(5 x 2) = 4\/10<br \/>\nMultiply the 2\/5 with 3<br \/>\n(2 x 3)\/(5 x 3) = 6\/15<br \/>\nSo, the equivalent fractions of 2\/5 are 4\/10 and 6\/15<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{1}{3}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\) and \\(\\frac{3}{9}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 1\/3<br \/>\nMultiply the 1\/3 with 2<br \/>\n(1 x 2)\/(3 x 2) = 2\/6<br \/>\nMultiply the 1\/3 with 3<br \/>\n(1 x 3)\/(3 x 3) = 3\/9<br \/>\nSo, the equivalent fractions of 1\/3 are 2\/6 and 3\/9<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{3}{4}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{8}\\) and \\(\\frac{9}{12}\\)<\/p>\n<p>Explanation:<br \/>\nTwo equivalent fractions of 3\/4<br \/>\nMultiply the 3\/4 with 2<br \/>\n(3 x 2)\/(4 x 2) = 6\/8<br \/>\nMultiply the 3\/4 with 3<br \/>\n(3 x 3)\/(4 x 3) = 9\/12<br \/>\nSo, the equivalent fractions of 3\/4 are 6\/8 and 9\/12<\/p>\n<p><strong>Tell whether the fractions are equivalent. Write = or \u2260.<\/strong><\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{3}\\) ______ \\(\\frac{4}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) \u2260 \\(\\frac{4}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/ 3<br \/>\nMultiply the numerator and denominator of 2\/3 with 2<br \/>\n(2 x 2)\/(3 x 2) = 4\/6<br \/>\nSo, 2\/3 \u2260 4\/12<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{5}{6}\\) ______ \\(\\frac{10}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\) =_ \\(\\frac{10}{12}\\)<\/p>\n<p>Explanation:<br \/>\n5\/6<br \/>\nMultiply the 5\/6 with 2<br \/>\n(5 x 2)\/(6 x 2) = 10\/12<br \/>\nSo, 5\/6 = 10\/12<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{1}{4}\\) ______ \\(\\frac{4}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\) \u2260 \\(\\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4<br \/>\nMultiply the numerator and denominator of 1\/4 with 4<br \/>\n(1 x 4)\/(4 x 4) = 4\/16<br \/>\nSo, 1\/4 \u2260 4\/8<\/p>\n<p><strong>Write the fraction in simplest form.<\/strong><\/p>\n<p>Question 9.<br \/>\n\\(\\frac{6}{8}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n6\/8<br \/>\nDivide the numerator and denominator of 6\/8 with 2<br \/>\n(6 \u00f7 2)\/( 8 \u00f7 2) = 3\/4<br \/>\nThe simplest form of 6\/8 is 3\/4<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{25}{100}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\n25\/100<br \/>\nDivide the numerator and denominator of 25\/100 with 25<br \/>\n(25 \u00f7 25)\/( 100 \u00f7 25) = 1\/4<br \/>\nThe simplest form of 25\/100 is 1\/4<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{8}{10}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\)<\/p>\n<p>Explanation:<br \/>\n8\/10<br \/>\nDivide the numerator and denominator of 8\/10 with 2<br \/>\n(8 \u00f7 2)\/( 10 \u00f7 2) = 4\/5<br \/>\nThe simplest form of 8\/10 is 4\/5<\/p>\n<p><strong>Write the pair of fractions as a pair of fractions with a common denominator.<\/strong><\/p>\n<p>Question 12.<br \/>\n\\(\\frac{3}{10} \\text { and } \\frac{2}{5}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{10} \\text { and } \\frac{4}{10}\\)<\/p>\n<p>Explanation:<br \/>\n3\/ 10 and 2\/5<br \/>\nList the multiples of 10 = 10, 20, 30, 40, 50, \u2026<br \/>\nList the multiples of 5 = 5, 10, 15, 20, 25, 30, \u2026<br \/>\nCommon denominator of 3\/10 and 2\/5 = 10<br \/>\nMultiply the 3\/10 and 2\/5 with 10<br \/>\n(3 x 10)\/(10 x 10) and (2 x 10)\/(5 x 10)<br \/>\n3\/ 10 and 4\/10<br \/>\nPair of fractions of 3\/10 and 2\/5 are 3\/10 and 4\/10<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{1}{3} \\text { and } \\frac{3}{4}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12} \\text { and } \\frac{9}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/3 and 3\/4<br \/>\nList the multiples of 3 = 3, 6, 9, 12, 15, 18, \u2026<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, \u2026.<br \/>\nThe common denominator of 1\/3 and 3\/4 are 12<br \/>\nMultiply the 1\/3 and 3\/4 with 12<br \/>\n(1 x 12)\/(3 x 12) and (3 x 12)\/(4 x 12)<br \/>\n3\/ 12 and 9\/12.<br \/>\nPair of fractions of 1\/3 and 3\/4 are 3\/12 and 9\/12<\/p>\n<h3><a id=\"Mid-Chapter_Checkpoint_Lesson_Check_-_Page_No._358\"><\/a>Page No. 358<\/h3>\n<p>Question 14.<br \/>\nSam needs \\(\\frac{5}{6}\\) cup mashed bananas and \\(\\frac{3}{4}\\) cup mashed strawberries for a recipe. He wants to find whether he needs more bananas or more strawberries. How can he write \\(\\frac{5}{6}\\) and \\(\\frac{3}{4}\\) as a pair of fractions with a common denominator?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{10}{12}\\) and \\(\\frac{9}{12}\\)<\/p>\n<p>Explanation:<br \/>\nSam needs 5\/6 cup mashed bananas and 3\/4 cup mashed strawberries for a recipe<br \/>\nHe wants to find whether he needs more bananas or strawberries<br \/>\nList the multiples of 6 = 6, 12, 18, 24, 30, 36, 42,\u2026..<br \/>\nList the multiples of 4 = 4, 8, 12, 16, 20, 24, \u2026.<br \/>\nThe common denominator of 6 and 4 is 12<br \/>\nMultiply the numerator and denominator of 5\/6 and 3\/4 with 12<br \/>\n(5 x 12)\/(6 x 12) and (3 x 12)\/(4 x 12)<br \/>\n10\/12 and 9\/12<br \/>\nPair of fractions with a common denominator for 5\/6 and 3\/4 are 10\/12 and 9\/12<\/p>\n<p>Question 15.<br \/>\nKaren will divide her garden into equal parts. She will plant corn in \\(\\frac{8}{12}\\) of the garden. What is the fewest number of parts she can divide her garden into?<br \/>\n______ parts<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) parts<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nKeren will divide her garden into equal parts<br \/>\nShe will plant corn in 8\/12 of the garden<br \/>\nTo get the least number of parts she can divide her garden, simplify the 8\/12<br \/>\nDivide the numerator and denominator of 8\/12 with 4<br \/>\n(8 \u00f7 4)\/(12 \u00f7 4) = 2\/3<br \/>\nSo, Karen can divide her garden into 2\/3 of parts<\/p>\n<p>Question 16.<br \/>\nOlivia is making scarves. Each scarf will have 5 rectangles, and \\(\\frac{2}{5}\\) of the rectangles will be purple. How many purple rectangles does she need for 3 scarves?<br \/>\n______ purple rectangles<\/p>\n<p>Answer:<br \/>\n6 purple rectangles<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nOlivia is making scarves<br \/>\nEach scarf will have 5 rectangles and 2\/5 of the rectangles will be purple = 5 x 2\/5 = 2<br \/>\nThat means each scarf will have 2 purple rectangles<br \/>\nFor 3 scarves = 3 x 2 = 6<br \/>\nSo, she needs 6 purple rectangles.<\/p>\n<p>Question 17.<br \/>\nPaul needs to buy \\(\\frac{5}{8}\\) pound of peanuts. The scale at the store measures parts of a pound in sixteenths. What measure is equivalent to \\(\\frac{5}{8}\\) pound?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\) pound of peanuts<\/p>\n<p>Answer:<br \/>\n\\(\\frac{10}{16}\\) pound of peanuts<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nPaul needs to buy 5\/8 pounds of peanuts<br \/>\nThe scale at the store measures parts of a pound in sixteenths = 16 x 5\/8 = 10<br \/>\nTo find Equivalent fraction of 5\/8<br \/>\nMultiply the numerator and denominator of 5\/8 with 2<br \/>\n(5 x 2)\/( 8 x 2) = 10\/16<br \/>\nSo, the equivalent fraction of 5\/8 is 10\/16<\/p>\n<h3><a id=\"Compare_Fractions_Using_Benchmarks_-_Page_No._361\"><\/a>Page No. 361<\/h3>\n<p>Question 1.<br \/>\nCompare \\(\\frac{2}{5}\\) and \\(\\frac{1}{8}\\). Write &lt; or &gt;.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-18.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 18\" width=\"686\" height=\"152\" \/><br \/>\n\\(\\frac{2}{5}\\) _____ \\(\\frac{1}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) &gt; \\(\\frac{1}{8}\\)<\/p>\n<p>Explanation:<br \/>\nLeast common denominator of 5 and 8 = 40<br \/>\nMultiply the numerator and denominator of 2\/5 and 1\/8 with 40<br \/>\n2\/ 5 = (2 x 8)\/(5 x 8) = 16\/40<br \/>\n1\/8 = (1 x 5)\/(8 x 5) = 5\/40<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n16\/40 &gt; 5\/40<br \/>\nSo, 2\/5 &gt; 1\/8<\/p>\n<p><strong>Compare. Write &lt; or &gt;.<\/strong><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{1}{2}\\) _____ \\(\\frac{4}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) &lt; \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\n1\/2 and 4\/6<br \/>\nLeast common denominator of 2 and 6 = 6<br \/>\nMultiply the numerator and denominator of 1\/2 and 4\/6 with 6<br \/>\n1\/ 2 = (1 x 6)\/(2 x 6) = 6\/12<br \/>\n4\/ 6 = (4x 2)\/(6 x 2) = 8\/12<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number.<br \/>\n6\/12 &lt; 8\/12<br \/>\nSo, 1\/2 &lt; 4\/6<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{3}{10}\\) _____ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{10}\\) &gt; \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n1 \/ 10 and 1\/2<br \/>\nLeast common denominator of 10 and 2 = 10<br \/>\nMultiply the numerator and denominator of 3\/10 and 1\/2 with 10<br \/>\n3\/ 10 = (3 x 2)\/(10 x 2) = 6\/20<br \/>\n1\/2 = (1 x 10)\/(2 x 10) = 10\/20<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number.<br \/>\n6\/20 &lt; 10\/20<br \/>\nSo, 3\/10 &gt; 1\/2<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{11}{12}\\) _____ \\(\\frac{4}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{11}{12}\\) &gt; \\(\\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n11\/12 and 4\/8<br \/>\nLeast common denominator of 12 and 8 = 24<br \/>\nMultiply the numerator and denominator of 11\/12 and 4\/8 with 24<br \/>\n11\/ 12 = (11 x 8)\/(12 x 8) = 88\/96<br \/>\n4\/8 = (4 x 12)\/(8 x 12) = 48\/96<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n88\/96 &gt; 48\/96<br \/>\nSo, 11\/12 &gt; 4\/8<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{5}{8}\\) _____ \\(\\frac{2}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{8}\\) &gt; \\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\n5\/ 8 and 2\/5<br \/>\nLeast common denominator of 5 and 8 = 40<br \/>\nMultiply the numerator and denominator of 5\/8 and 2\/8 with 40<br \/>\n5\/ 8 = (5 x 5)\/(8 x 5) = 25\/40<br \/>\n2\/5 = (2 x 8)\/(5 x 8) = 16\/40<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n25\/ 40 &gt; 16\/40<br \/>\nSo, 5\/8 &gt; 2\/5<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{8}{10}\\) _____ \\(\\frac{3}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{10}\\) &gt; \\(\\frac{3}{8}\\)<\/p>\n<p>Explanation:<br \/>\n8\/10 and 3\/8<br \/>\nLeast common denominator of 10 and 8 = 40<br \/>\nMultiply the numerator and denominator of 8\/10 and 3\/8 with 40<br \/>\n8\/ 10 = (8 x 8)\/(10 x 8) = 64\/80<br \/>\n3\/8 = (3 x 10)\/(8 x 10) = 30\/80<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n64\/80 &gt; 30\/80<br \/>\nSo, 8\/10 &gt; 3\/8<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{1}{3}\\) _____ \\(\\frac{7}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\) &lt; \\(\\frac{7}{12}\\)<\/p>\n<p>Explanation:<br \/>\n1\/3 and 7\/12<br \/>\nLeast common denominator of 3 and 12 = 12<br \/>\nMultiply the numerator and denominator of 1\/3 and 7\/12 with 40.<br \/>\n1\/ 3 = (1 x 12)\/(3 x 12) = 12\/36<br \/>\n7\/12 = (7 x 3)\/(12 x 3) = 21\/36<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n12\/36 &lt; 21\/36<br \/>\nSo, 1\/3 &lt; 7\/12<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{2}{6}\\) _____ \\(\\frac{7}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\) &lt; \\(\\frac{7}{8}\\)<\/p>\n<p>Explanation:<br \/>\n2\/6 and 7\/8<br \/>\nLeast common denominator of 6 and 8 = 24<br \/>\nMultiply the numerator and denominator of 2\/6 and 7\/8 with 40<br \/>\n2\/ 6 = (2 x 8)\/(6 x 8) = 16\/48<br \/>\n7\/8 = (7 x 6)\/(8 x 6) = 42\/48<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n16\/48&lt;42\/48<br \/>\nSo, 2\/6 &lt; 7\/8<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{4}{8}\\) _____ \\(\\frac{2}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{8}\\) &gt; \\(\\frac{2}{10}\\)<\/p>\n<p>Explanation:<br \/>\n4\/8 and 2\/10<br \/>\nLeast common denominator of 8 and 10 = 40<br \/>\nMultiply the numerator and denominator of 4\/8 and 2\/10 with 40<br \/>\n4\/ 8 = (4 x 10)\/(8 x 10) = 40\/80<br \/>\n2\/10 = (2 x 8)\/(10 x 8) = 16\/80<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n40\/80 &gt; 16\/80<br \/>\nSo, 4\/8 &gt; 2\/10<\/p>\n<p><strong>Reason Quantitatively Algebra Find a numerator that makes the statement true.<\/strong><\/p>\n<p>Question 10.<br \/>\n\\(\\frac{2}{4}&lt;\\frac { \u25a1 }{ 6 } \\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n4<\/p>\n<p>Explanation:<br \/>\n2\/4 &lt; x\/6<br \/>\nLeast common denominator of 4 and 6 = 12<br \/>\nMultiply the numerator and denominator of 2\/4 &lt; x\/6 with 40<br \/>\n2\/4 = (2 x 6)\/(4 x 6) = 12\/24<br \/>\nx\/6 = (x x 4)\/(6 x 4) = 4 x\/24<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n12\/24 &lt; 4 X 4\/24<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{8}{10}&gt;\\frac { \u25a1 }{ 8 } \\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n1<\/p>\n<p>Explanation:<br \/>\n8\/10 &lt; x\/8<br \/>\nLeast common denominator of 10 and 8 = 40<br \/>\n8\/10 = (8 x 4)\/(10 x 4) = 32\/40<br \/>\nx\/8 = (x X 5)\/(8 x 5) = 5x\/40<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n8\/10 &lt; 5x\/40. X will be 1<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{10}{12}&gt;\\frac { \u25a1 }{ 4 } \\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n1<\/p>\n<p>Explanation:<br \/>\n10\/12 &lt; x\/4<br \/>\nLeast common denominator of 12 and 4 = 12<br \/>\n10\/12 = (10 x 1)\/(12 x 1) = 10\/12<br \/>\nx\/4 = (x X 3)\/(4 x 3) = 3x\/12<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n10\/12 &lt; 3\/12. X will be 1.<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{2}{5}&lt;\\frac { \u25a1 }{ 10 } \\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n5<\/p>\n<p>Explanation:<br \/>\n2\/5 &lt; x\/10<br \/>\nLeast common denominator of 5 and 10 = 10<br \/>\n2\/5 = (2x 2)\/(5 x 2) = 4\/10<br \/>\nx\/10 = (x X 1)\/(10 x 1) = x\/10<br \/>\nThe denominators are same now<br \/>\nSo, compare the numerator to find the greater number<br \/>\n2\/5 &lt; 5\/10. X will be 5.<\/p>\n<p>Question 14.<br \/>\nWhen two fractions are between 0 and \\(\\frac{1}{2}\\), how do you know which fraction is greater? Explain.<br \/>\nType below:<br \/>\n_______<\/p>\n<p>Answer:<br \/>\nWhen two fractions are between 0 and \\(\\frac{1}{2}\\). \\(\\frac{1}{2}\\) is greater. As the tenths place of 5 is greater than 0. \\(\\frac{1}{2}\\) is greater.<\/p>\n<p>Question 15.<br \/>\nIf you know that \\(\\frac{2}{6}&lt;\\frac{1}{2}\\) and \\(\\frac{3}{4}&lt;\\frac{1}{2}\\), what do you know about \\(\\frac{2}{6} \\text { and } \\frac{3}{4}\\)?<br \/>\nType below:<br \/>\n_______<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\n2\/6 &lt; 1\/2 and 3\/4 &lt; 1\/2<br \/>\nThen, 2\/6 and 3\/4 is<br \/>\nThe least common denominator of 6 and 4 is 12<br \/>\n(2 x 4)\/(6 x 4) and (3 x 6)\/(4 x 6)<br \/>\n8\/24 and 18\/24<br \/>\nNow, the denominators are same, then compare the numerators<br \/>\n8\/24 &gt; 18\/24<br \/>\nSo, 2\/6 &gt; 3\/4<\/p>\n<p>Question 16.<br \/>\nSandra has ribbons that are \\(\\frac{3}{4}\\) yard, \\(\\frac{2}{6}\\) yard, \\(\\frac{1}{5}\\) yard, and \\(\\frac{4}{7}\\) yard long. She needs to use the ribbon longer than \\(\\frac{2}{3}\\) yard to make a bow. Which length of ribbon could she use for the bow?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\) yard<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<h3><a id=\"Compare_Fractions_Using_Benchmarks_Lesson_Check_-_Page_No._362\"><\/a>Page No. 362<\/h3>\n<p>Question 17.<br \/>\nSaundra ran \\(\\frac{7}{12}\\) of a mile. Lamar ran \\(\\frac{3}{4}\\) of a mile. Who ran farther? Explain.<br \/>\n_______<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nSaundra ran 7\/12 of a mile<br \/>\nLamar ran 3\/4 of a mile<br \/>\nThe least common denominator of 7\/12 and 3\/4 is 12<br \/>\n(7x 1)\/( 12 x 1) and ( 3 x 3 )\/( 4 x 3)<br \/>\n7\/12 and 9\/12<br \/>\nSo, 7\/12 &lt; 9\/12<br \/>\nSo, 7\/12 &lt; 3\/4<br \/>\nLamar ran greater distance than Saundra<\/p>\n<p>Question 18.<br \/>\nWhat\u2019s the Question? Selena ran farther than Manny.<br \/>\nType below:<br \/>\n_______<\/p>\n<p>Answer:<br \/>\nWho ran farther? Selena or Manny<\/p>\n<p>Question 19.<br \/>\nChloe made a small pan of ziti and a small pan of lasagna. She cut the ziti into 8 equal parts and the lasagna into 9 equal parts. Her family ate \\(\\frac{2}{3}\\) of the lasagna. If her family ate more lasagna than ziti, what fraction of the ziti could have been eaten?<br \/>\nType below:<br \/>\n_______<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nChloe made a small pan of ziti and a small pan of lasagna<br \/>\nShe cut the ziti into 8 equal parts and the lasagna into 9 equal parts<br \/>\nHer family ate 2\/3 of the lasagna = (2\/3) x 9 = 6 parts<br \/>\nIf her family ate more lasagna than ziti, then that is less than 6 parts<br \/>\nSo, 1\/4 of the ziti = (1\/4) x 8 = 2 parts<br \/>\nSo, 1\/4 of ziti eaten by Chloe family<\/p>\n<p>Question 20.<br \/>\nJames, Ella, and Ryan biked around Eagle Lake. James biked \\(\\frac{2}{10}\\) of the distance in an hour. Ella biked \\(\\frac{4}{8}\\) of the distance in an hour. Ryan biked \\(\\frac{2}{5}\\) of the distance in an hour. Compare the distances biked by each person by matching the statements to the correct symbol. Each symbol may be used more than once or not at all.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-19.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 19\" width=\"204\" height=\"148\" \/><br \/>\nType below:<br \/>\n_______<\/p>\n<p>Answer:<br \/>\n2\/10 &lt; 4\/8<br \/>\n1 \/ 8 &gt; 2\/5<br \/>\n2\/10 &lt; 2\/5<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nJames, Ella, and Ryan biked around eagle lake<br \/>\nJames biked 2\/10 of the distance in an hour<br \/>\nElla biked 4\/8 of the distance in an hour<br \/>\nRyan biked 2\/5 of the distance in an hour<br \/>\nLeast common denominator of 2 \/10, 4\/8, and 2\/5 is 40<br \/>\n(2x 4)\/(10 x 4), (4 x 5)\/(8 x 5), and (2 x 8)\/(5 x 8)<br \/>\n8\/40, 20\/ 40, and 16\/ 40<br \/>\n8\/40 &lt; 16\/40 &lt; 20\/40<br \/>\n2\/10 &lt; 2\/5 &lt; 4\/8<br \/>\nSo, 2\/10 &lt; 4\/8<br \/>\n1 \/ 8 &gt; 2\/5<br \/>\n2\/10 &lt; 2\/5<\/p>\n<h3><a id=\"Compare_Fractions_Using_Benchmarks_Lesson_Check_1_\u2013_Page_No._363\"><\/a>Common Core &#8211; Compare Fractions Using Benchmarks &#8211; Page No. 363<\/h3>\n<p><strong>Compare. Write &lt; or &gt; .<\/strong><\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-20.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare Fractions Using Benchmarks img 20\" width=\"196\" height=\"123\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}\\) &lt; \\(\\frac{6}{10}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-20.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare Fractions Using Benchmarks img 20\" width=\"196\" height=\"123\" \/><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{4}{12}\\) _______ \\(\\frac{4}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{12}\\) &lt; \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\n4\/12 and 4\/6<br \/>\n4\/12 is less than 1\/2<br \/>\n4\/6 is greater than 1\/2<br \/>\nSo, 4\/12 &lt; 4\/6<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{2}{8}\\) _______ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{8}\\) &lt; \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n2\/8 and 1\/2<br \/>\n2\/8 is less than 1\/2<br \/>\n1\/2 is equal to 1\/2<br \/>\nSo, 2\/8 &lt; 1\/2<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{3}{5}\\) _______ \\(\\frac{3}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) &lt; \\(\\frac{3}{3}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 3\/3<br \/>\n3\/5 is greater than 1\/2<br \/>\n3\/3 is equal to 1<br \/>\nSo, 3\/5 &lt; 3\/3<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{7}{8}\\) _______ \\(\\frac{5}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{7}{8}\\) &gt; \\(\\frac{5}{10}\\)<\/p>\n<p>Explanation:<br \/>\n7\/8 and 5\/10<br \/>\n7\/8 is greater than 1\/2<br \/>\n5\/10 is equal to 1\/2<br \/>\nSo, 5\/10 &lt; 7\/8<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{9}{12}\\) _______ \\(\\frac{1}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{9}{12}\\) &gt; \\(\\frac{1}{3}\\)<\/p>\n<p>Explanation:<br \/>\n9\/12 and 1\/3<br \/>\n9\/ 12 is greater than 1\/2<br \/>\n1\/3 is less than 1\/2<br \/>\n1\/3 &lt; 9\/12<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{4}{6}\\) _______ \\(\\frac{7}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{6}\\) &lt; \\(\\frac{7}{8}\\)<\/p>\n<p>Explanation:<br \/>\n4\/6 and 7\/8<br \/>\n4\/6 is greater than 1\/2<br \/>\n7\/8 is closer to 1<br \/>\nSo, 4\/6 &lt; 7\/8<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{2}{4}\\) _______ \\(\\frac{2}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\) &lt; \\(\\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\n2\/4 and 2\/3<br \/>\n2\/4 is equal to 1\/2<br \/>\n2\/3 is greater than 1\/2<br \/>\nSo, 2\/4 &lt; 2\/3<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{3}{5}\\) _______ \\(\\frac{1}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) &gt; \\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 1\/4<br \/>\n3\/5 is greater than 1\/2<br \/>\n1\/4 is less than 1\/2<br \/>\nSo, 1\/4 &lt; 3\/5<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{6}{10}\\) _______ \\(\\frac{2}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) &gt; \\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\n6\/10 and 2\/5<br \/>\n6\/10 is greater than 1\/2<br \/>\n2\/5 is less than 1\/2<br \/>\nSo, 2\/5 &lt; 6\/10<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{1}{8}\\) _______ \\(\\frac{2}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}\\) &lt; \\(\\frac{2}{10}\\)<\/p>\n<p>Explanation:<br \/>\n1\/8 and 2\/10<br \/>\n1\/8 is less than 1\/2<br \/>\n2\/10 is less than 1\/2 but greater than 1\/8<br \/>\nSo, 1\/8 &lt; 2\/10<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{2}{3}\\) _______ \\(\\frac{5}{12}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) &gt; \\(\\frac{5}{12}\\)<\/p>\n<p>Explanation:<br \/>\n2\/3 and 5\/12<br \/>\n2\/3 is greater than 1\/2<br \/>\n5\/12 is less than 1\/2<br \/>\nSo, 5\/12 &lt; 2\/3<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{4}{5}\\) _______ \\(\\frac{5}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\)&lt; \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n4\/5 and 5\/6<br \/>\n4\/5 is greater than 1\/2<br \/>\n5\/6 is greater than 1\/2<br \/>\nCommon denominator is 30<br \/>\n(4&#215;6)\/(5&#215;6) and (5&#215;5)\/(6&#215;5)<br \/>\n24\/30 and 25\/30<br \/>\n24\/30 &lt; 25\/30<br \/>\nSo, 4\/5 &lt; 5\/6<\/p>\n<p>Question 14.<br \/>\n\\(\\frac{3}{5}\\) _______ \\(\\frac{5}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) &lt; \\(\\frac{5}{8}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 5\/8<br \/>\n3\/5 is greater than 1\/2<br \/>\n5\/8 is greater than 1\/2<br \/>\nCommon denominator is 40<br \/>\n(3&#215;8)\/(5&#215;8) and (5&#215;5)\/(8&#215;5)<br \/>\n24\/40 and 25\/ 40<br \/>\n24\/40 &lt; 25\/40<br \/>\n3\/5 &lt; 5\/8<\/p>\n<p>Question 15.<br \/>\n\\(\\frac{8}{8}\\) _______ \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{8}\\) &gt; \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n8\/8 and 3\/4<br \/>\n8\/8 is equal to 1<br \/>\n3\/4 is less than 1<br \/>\n3\/4 &lt; 8\/8<\/p>\n<p>Question 16.<br \/>\nErika ran \\(\\frac{3}{8}\\) mile. Maria ran \\(\\frac{3}{4}\\) mile. Who ran farther?<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nMaria<\/p>\n<p>Explanation:<br \/>\nAs per the data,<br \/>\nErika ran 3\/8 mile<br \/>\nMaria ran 3\/4 mile<br \/>\nMultiply the numerator and denominator of 3\/4 with 2<br \/>\n(3&#215;2)\/(4&#215;2) = 6\/8<br \/>\n3\/8 &lt; 6\/8<br \/>\nSo, 3\/8 &lt; 3\/4<br \/>\nSo, Maria ran faster than Erika<\/p>\n<p>Question 17.<br \/>\nCarlos finished \\(\\frac{1}{3}\\) of his art project on Monday. Tyler finished \\(\\frac{1}{2}\\) of his art project on Monday. Who finished more of his art project on Monday?<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nTyler<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nCarlos finished 1\/3 of his art project on Monday<br \/>\nTyler finished \u00bd of his art project on Monday<br \/>\n1\/3 is less than 1\/2<br \/>\n1\/2 is equal to 1\/2<br \/>\nSo, 1\/3 &lt; 1\/2<br \/>\nThen, Tyler finished more of his work on Monday<\/p>\n<h3><a id=\"Compare_Fractions_Using_Benchmarks_Lesson_Check_2_\u2013_Page_No._364\"><\/a>Common Core &#8211; Compare Fractions Using Benchmarks &#8211; Page No. 364<\/h3>\n<p>Question 1.<br \/>\nWhich symbol makes the statement true?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-21.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare Fractions Using Benchmarks img 21\" width=\"65\" height=\"51\" \/><br \/>\nOptions:<br \/>\na. &gt;<br \/>\nb.&lt;<br \/>\nc. =<br \/>\nd. none<\/p>\n<p>Answer:<br \/>\na. &gt;<\/p>\n<p>Explanation:<br \/>\n4\/6 ? 3\/8<br \/>\nBy comparing 4\/6 with 1\/2, 4\/6 &gt; 1\/2<br \/>\nBy comparing 3\/8 with 1\/2, 3\/8 &lt; 1\/2<br \/>\nSo, 4\/6 &gt; 3\/8<\/p>\n<p>Question 2.<br \/>\nWhich of the following fractions is greater than \\(\\frac{3}{4}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{4}\\)<br \/>\nb. \\(\\frac{5}{6}\\)<br \/>\nc. \\(\\frac{3}{8}\\)<br \/>\nd. \\(\\frac{2}{3}\\)<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nBy comparing the 3\/4 with 1\/2, 3\/4 &gt; 1\/2<br \/>\nSame as above, compare the options with \u00bd<br \/>\na. 1\/4 &lt; 1\/2<br \/>\nb. 5\/6 &gt; 1\/2<br \/>\nc. 3\/8 &lt; 1\/2<br \/>\nd. 2\/3 &gt; 1\/2<br \/>\n5\/6 and 2\/3 are greater than the 1\/2<br \/>\nSo, compare the 5\/6 with 2\/3<br \/>\nThen, 5\/6 &gt; 2\/3<br \/>\nSo, 5\/6 &gt; 3\/4<\/p>\n<p>Question 3.<br \/>\nAbigail is putting tiles on a table top. She needs 48 tiles for each of 8 rows. Each row will have 6 white tiles. The rest of the tiles will be purple. How many purple tiles will she need?<br \/>\nOptions:<br \/>\na. 432<br \/>\nb. 384<br \/>\nc. 336<br \/>\nd. 48<\/p>\n<p>Answer:<br \/>\nc. 336<\/p>\n<p>Explanation:<br \/>\nAs per the given data<br \/>\nAbigail is putting tiles on a table top<br \/>\nNumber of rows = 8<br \/>\nShe needs 48 tiles for each of row = 48&#215;8 = 384<br \/>\nNumber of white tiles per row = 6&#215;8 = 48<br \/>\nRest of the tiles will be purple = 384 \u2013 48 =336<br \/>\nSo, the total number of purple color tiles = 336<\/p>\n<p>Question 4.<br \/>\nEach school bus going on the field trip holds 36 students and 4 adults. There are 6 filled buses on the field trip. How many people are going on the field trip?<br \/>\nOptions:<br \/>\na. 216<br \/>\nb. 240<br \/>\nc. 256<br \/>\nd. 360<\/p>\n<p>Answer:<br \/>\nb. 240<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nEach school bus going on the field trip holds 36 students and 4 adults<br \/>\nThere are 6 filled buses on the field trip<br \/>\n6 x (36 + 4) = 6 x 40 = 240<br \/>\nSo, the total number of people on the field trip = 240<\/p>\n<p>Question 5.<br \/>\nNoah wants to display his 72 collector\u2019s flags. He is going to put 6 flags in each row. How many rows of flags will he have in his display?<br \/>\nOptions:<br \/>\na. 12<br \/>\nb. 15<br \/>\nc. 18<br \/>\nd. 21<\/p>\n<p>Answer:<br \/>\na. 12<\/p>\n<p>Explanation:<br \/>\nAs mentioned in the data,<br \/>\nNoah wants to display his 72 collector\u2019s flag<br \/>\nHe is going to put 6 flags in each row = 6x = 72<br \/>\nX = 12<br \/>\nSo, total 12 number of rows of flags will have in his display<\/p>\n<p>Question 6.<br \/>\nJulian wrote this number pattern on the board:<br \/>\n3, 10, 17, 24, 31, 38.<br \/>\nWhich of the numbers in Julian\u2019s pattern are composite numbers?<br \/>\nOptions:<br \/>\na. 3, 17, 31<br \/>\nb. 10, 24, 38<br \/>\nc. 10, 17, 38<br \/>\nd. 17, 24, 38<\/p>\n<p>Answer:<br \/>\nb. 10, 24, 38<\/p>\n<p>Explanation:<br \/>\nAs per the given information<br \/>\nJulian wrote his number pattern on the board =3, 10, 17, 24, 31, 38<br \/>\nFactors of 3 = 1,3<br \/>\nFactors of 10 = 1,2,5,10<br \/>\nFactors of 17 = 1, 17<br \/>\nFactors of 24 = 1, 2, 3, 4, 6<br \/>\nFactors of 31 = 1, 31<br \/>\nFactors of 38 = 1, 2, 19, 38<br \/>\nSo, the composite number is 10, 24, and 38, which numbers have more than 2 factors<\/p>\n<h3><a id=\"Compare_Fractions_-_Page_No._367\"><\/a>Page No. 367<\/h3>\n<p>Question 1.<br \/>\nCompare \\(\\frac{2}{5}\\) and \\(\\frac{1}{10}\\).<br \/>\nThink: Use ______ as a common denominator.<br \/>\n\\(\\frac{2}{5}=\\frac { \u25a1\u00d7\u25a1 }{ \u25a1\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\n\\(\\frac{1}{10}\\)<br \/>\nThink: 4 tenth-size parts <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-22.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 22\" width=\"39\" height=\"36\" \/> 1 tenth-size part.<br \/>\n\\(\\frac{2}{5}\\) _____ \\(\\frac{1}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) &gt; \\(\\frac{1}{10}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 2\/5 and 1\/10<br \/>\nThink: 10 as common denominator<br \/>\nMultiply the numerator and denominator of 2\/5 with 2<br \/>\nThen, (2\u00d72) \u00f7 (5&#215;2) = 4\/10<br \/>\nNow, compare the 4\/10 with 1\/10<br \/>\n4\/10 &gt; 1\/10<br \/>\nSo, 2\/5 &gt; 1\/10<\/p>\n<p>Question 2.<br \/>\nCompare \\(\\frac{6}{10}\\) and \\(\\frac{3}{4}\\).<br \/>\nThink: Use ______ as a common denominator.<br \/>\n\\(\\frac{6}{10}\\)<br \/>\n\\(\\frac{3}{4}=\\frac { \u25a1\u00d7\u25a1 }{ \u25a1\u00d7\u25a1 } \\) = \\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nThink: A tenth-size part <img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-23.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 23\" width=\"39\" height=\"36\" \/> an eighth-size part.<br \/>\n\\(\\frac{6}{10}\\) _____ \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) &lt; \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 6\/10 and 3\/4<br \/>\nThink: Use 40 as a common denominator<br \/>\nSo, multiply the denominator and numerator of 3\/4 with 10<br \/>\nThat is, (3&#215;10) \u00f7 (4&#215;10) = 30\/40<br \/>\nMultiply the numerator and denominator of 6\/10 with 4<br \/>\nThat is, (6&#215;4) \u00f7 (10&#215;4) = 24\/40<br \/>\nDenominators are same, compare the numerator values of 24\/40 and 30\/40<br \/>\nSo, 24\/40 &lt; 30\/40<br \/>\nThen, 6\/10 &lt; 3\/4<\/p>\n<p><strong>Compare. Write &lt;, &gt;, or =.<\/strong><\/p>\n<p>Question 3.<br \/>\n\\(\\frac{7}{8}\\) _____ \\(\\frac{2}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{7}{8}\\) &gt; \\(\\frac{2}{8}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 7\/8 and 2\/8<br \/>\nDenominator values are same but numerator values are different<br \/>\nNow, compare the numerator values of 7\/8 and 2\/8<br \/>\nThen, 7\/8 &gt; 2\/8<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{5}{12}\\) _____ \\(\\frac{3}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{12}\\) &lt; \\(\\frac{3}{6}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 5\/12 and 3\/6<br \/>\nMultiply the numerator and denominator of 3\/6 with 2<br \/>\n(3&#215;2) \u00f7 (6&#215;2) = 6\/12<br \/>\nSo, 5\/12 &lt; 6\/12<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{4}{10}\\) _____ \\(\\frac{4}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{10}\\) &lt; \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 4\/10 and 4\/6<br \/>\nMultiply the numerator and denominator of 4\/6 with 10<br \/>\n(4&#215;10) \u00f7 (6&#215;10) = 40\/60<br \/>\nMultiply the numerator and denominator of 4\/10 with 6<br \/>\n(4&#215;6) \u00f7 (10&#215;6) = 24\/60<br \/>\nSo, 24\/60 &lt; 40\/60<br \/>\nThen, 4\/10 &lt; 4\/6<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{6}{12}\\) _____ \\(\\frac{2}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{12}\\) = \\(\\frac{2}{4}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 6\/12 and 2\/4<br \/>\nMultiply the numerator and denominator of 2\/4 with 3<br \/>\n(2&#215;3) \u00f7 (4&#215;3) = 6\/12<br \/>\nSo, 6\/12 = 6\/12<br \/>\nThen, 6\/12 = 2\/4<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{1}{3}\\) _____ \\(\\frac{1}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\) &lt; \\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 1\/3 and 1\/4<br \/>\nMultiply the numerator and denominator of 1\/3 with 4<br \/>\n(1&#215;4) \u00f7 (3&#215;4) = 4\/12<br \/>\nMultiply the numerator and denominator of 1\/4 with 3<br \/>\n(1&#215;3) \u00f7 (4&#215;3) = 3\/12<br \/>\nSo, 4\/12 &lt; 3\/12<br \/>\nThen, 1\/3 &lt; 1\/4<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{4}{5}\\) _____ \\(\\frac{8}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\) = \\(\\frac{8}{10}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 4\/5 and 8\/10<br \/>\nMultiply the numerator and denominator of 4\/5 with 2<br \/>\n(4&#215;2) \u00f7 (5&#215;2) = 8\/10<br \/>\nSo, 8\/10 = 8\/10<br \/>\nThen, 4\/5 = 8\/10<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{3}{4}\\) _____ \\(\\frac{2}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{4}\\) &lt; \\(\\frac{2}{6}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 3\/4 and 2\/6<br \/>\nMultiply the numerator and denominator of 3\/4 with 6<br \/>\n(3&#215;6) \u00f7 (4&#215;6) = 18\/24<br \/>\nMultiply the numerator and denominator of 2\/6 with 4<br \/>\n(2&#215;4) \u00f7 (6&#215;4) = 8\/24<br \/>\nSo, 18\/24 &lt; 8\/24<br \/>\nThen, 3\/4 &lt; 2\/6<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{1}{2}\\) _____ \\(\\frac{5}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) &lt; \\(\\frac{5}{8}\\)<\/p>\n<p>Explanation:<br \/>\nCompare 1\/2 and 5\/8<br \/>\nMultiply the numerator and denominator of 1\/2 with 4<br \/>\n(1&#215;4) \u00f7 (2&#215;4) = 4\/8<br \/>\nSo, 4\/8 &lt; 5\/8<br \/>\nThen, 1\/2 &lt; 5\/8<\/p>\n<p><strong>Reason Quantitatively Algebra Find a number that makes the statement true.<\/strong><\/p>\n<p>Question 11.<br \/>\n\\(\\frac{1}{2}&gt;\\frac { \u25a1 }{ 3 } \\)<br \/>\n\u25a1 = ______<\/p>\n<p>Answer:<br \/>\n1<\/p>\n<p>Explanation:<br \/>\n1\/2 &gt; x\/3<br \/>\nMultiply the numerator and denominator of 1\/2 with 3<br \/>\n(1&#215;3) \u00f7 (2&#215;3) = 3\/6<br \/>\nMultiply the numerator and denominator of x\/3 with 2<br \/>\n(Xx2) \u00f7 (3&#215;2) = 2x\/6<br \/>\n3\/6 &gt; 2x\/6<br \/>\nSo, x= 1<br \/>\nThen, 3\/6 &gt; 2\/6<br \/>\n1\/2 &gt; 1\/3<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{3}{10}&gt;\\frac { \u25a1 }{ 5 } \\)<br \/>\n\u25a1 = ______<\/p>\n<p>Answer:<br \/>\n1<\/p>\n<p>Explanation:<br \/>\n3\/10 &gt; x\/5<br \/>\nMultiply the numerator and denominator of x\/5 with 2<br \/>\n(Xx2) \u00f7 (5&#215;2) =2x\/10<br \/>\n3\/10 &gt; 2x\/10<br \/>\nSo, x=1<br \/>\n3\/10 &gt; 2\/10<br \/>\n3\/10 &gt; 1\/5<\/p>\n<p>Question 13.<br \/>\n\\(\\frac{5}{12}&gt;\\frac { \u25a1 }{ 3 } \\)<br \/>\n\u25a1 = ______<\/p>\n<p>Answer:<br \/>\n1<\/p>\n<p>Explanation:<br \/>\n5\/12 &gt; x\/3<br \/>\nMultiply numerator and denominator of x\/3 with 4<br \/>\n(Xx4) \u00f7(3&#215;4) = 4x\/12<br \/>\n5\/12 &gt; 4x\/12<br \/>\nSo, x = 1<br \/>\nThen, 5\/12 &gt; 4\/12<br \/>\n5\/12 &gt; 1\/3<\/p>\n<p>Question 14.<br \/>\n\\(\\frac{2}{3}&gt;\\frac { 4 }{ \u25a1 } \\)<br \/>\n\u25a1 = ______<\/p>\n<p>Answer:<\/p>\n<p>Explanation:<\/p>\n<p>Question 15.<br \/>\nStudents cut a pepperoni pizza into 12 equal slices and ate 5 slices. They cut a veggie pizza into 6 equal slices and ate 4 slices. Use fractions to compare the amounts of each pizza that were eaten.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{12}\\) &lt; \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nStudents cut a pepperoni pizza into 12 equal slices and ate 5 slices<br \/>\n=5\/12<br \/>\nThey cut veggie pizza into 6 equal slices and ate 4 slices = 4\/6<br \/>\nCompare 5\/12 and 4\/6<br \/>\nMultiply the numerator and denominator of 4\/6 with 2<br \/>\n(4&#215;2) \u00f7 (6&#215;2) = 8\/12<br \/>\nSo, 5\/12 &lt; 8\/12<br \/>\nThen, 5\/12 &lt; 4\/6<\/p>\n<h3><a id=\"Compare_Fractions_Lesson_Check_-_Page_No._368\"><\/a>Page No. 368<\/h3>\n<p>Question 16.<br \/>\nJerry is making a strawberry smoothie. Which measure is greatest, the amount of milk, cottage cheese, or strawberries?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-24.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 24\" width=\"303\" height=\"295\" \/><br \/>\na. What do you need to find?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nI need to find the greatest measure from milk, cottage cheese, or strawberries<\/p>\n<p>Question 16.<br \/>\nb. How will you find the answer?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nEqual the denominators of 3\/4, 2\/6, and 8\/12<br \/>\nMultiply the numerator and denominator of 3\/4 with 3<br \/>\n(3&#215;3) \u00f7 (4&#215;3) = 9\/12<br \/>\nMultiply the numerator and denominator of 2\/6 with 2<br \/>\n(2&#215;2) \u00f7 (6&#215;2) = 4\/12<br \/>\nCompare 4\/12 &lt; 8\/12 &lt; 9\/12<br \/>\nSo, 2\/6 &lt; 8\/12 &lt;3\/4<\/p>\n<p>Question 16.<br \/>\nc. Show your work.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n2\/6 &lt; 8\/12 &lt; 3\/4<\/p>\n<p>Question 16.<br \/>\nd. Jerry needs more ________ than the other two ingredients.<br \/>\n________<\/p>\n<p>Answer:<br \/>\nJerry needs more strawberries than the other two ingredients<\/p>\n<p>Question 17.<br \/>\nAngie, Blake, Carlos, and Daisy went running. Angie ran \\(\\frac{1}{3}\\) mile, Blake ran \\(\\frac{3}{5}\\) mile, Carlos ran \\(\\frac{7}{10}\\) mile, and Daisy ran \\(\\frac{1}{2}\\) mile. Which runner ran the shortest distance? Who ran the greatest distance?<br \/>\nThe shortest distance: ________<br \/>\nThe greatest distance: ________<\/p>\n<p>Answer:<br \/>\nThe shortest distance: \\(\\frac{1}{3}\\)<br \/>\nThe greatest distance: \\(\\frac{7}{10}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nAngie, Blake, Carlos, and Daisy went running<br \/>\nAngie ran 1\/3 mile, Blake ran 3\/5 mile, Carlos ran 7\/10 mile, and Daisy ran 1\/2 mile<br \/>\nLeast common denominator of 1\/3, 3\/5, 7\/10, and 1\/2 =30<br \/>\n(1x 10)\/(3&#215;10), (3&#215;6)\/(5&#215;6), (7&#215;3)\/(10&#215;3), (1&#215;15)\/(2&#215;15)<br \/>\n10\/30, 18\/30, 21\/30, 15\/30<br \/>\n10\/30 &lt; 15\/30 &lt; 18\/30 &lt; 21\/30<br \/>\n1\/3 &lt; 1\/2 &lt; 3\/5 &lt; 7\/10<br \/>\nThe shortest distance ran by Angie and that is 1\/ 3<br \/>\nThe greatest distance ran by Carlos and that is 7\/10<\/p>\n<p>Question 18.<br \/>\nElaine bought \\(\\frac{5}{8}\\) pound of potato salad and \\(\\frac{4}{6}\\) pound of macaroni salad for a picnic. Use the numbers to compare the amounts of potato salad and macaroni salad Elaine bought.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-25.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 25\" width=\"252\" height=\"181\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nElaine bought 5\/8 pound of potato salad and 4\/6 pound of macaroni salad for a picnic<br \/>\nMultiply the numerator and denominator of 5\/8 with 6<br \/>\n(5&#215;6) \/ (8&#215;6) = 30\/48<br \/>\nMultiply the numerator and denominator of 4\/6 with 8<br \/>\n(4&#215;8) \/ (6&#215;8) = 32\/48<br \/>\n30\/48 &lt; 32\/48<br \/>\nSo, 5\/8 &lt; 4\/6<br \/>\nElaine bought more macaroni salad than potato salad<\/p>\n<h3><a id=\"Compare_Fractions_Lesson_Check_1_-_Page_No._369\"><\/a>Common Core &#8211; Compare Fractions &#8211; Page No. 369<\/h3>\n<p><strong>Compare. Write &lt;, &gt;, or =<\/strong><\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-26.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare Fractions img 26\" width=\"235\" height=\"313\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\) &lt; \\(\\frac{2}{10}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-26.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare Fractions img 26\" width=\"235\" height=\"313\" \/><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{1}{5}\\) _____ \\(\\frac{2}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\) = \\(\\frac{2}{10}\\)<\/p>\n<p>Explanation:<br \/>\n1\/5 and 2\/10<br \/>\nThink: 10 is a common denominator<br \/>\n1\/5 = (1&#215;2) \/ (5&#215;2) = 2\/10<br \/>\n2\/10 = 2\/10<br \/>\nSo, 1\/5 = 2\/10<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{2}{4}\\) _____ \\(\\frac{2}{5}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\) &gt; \\(\\frac{2}{5}\\)<\/p>\n<p>Explanation:<br \/>\n2\/4 and 2\/5<br \/>\n20 is a common denominator<br \/>\n2\/4 = (2&#215;5)\/(4&#215;5) = 10\/20<br \/>\n2\/5 = (2&#215;4)\/(5&#215;4) = 8\/20<br \/>\n10\/20 &gt; 8\/20<br \/>\nSo, 2\/4 &gt; 2\/5<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{3}{5}\\) _____ \\(\\frac{7}{10}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) &lt; \\(\\frac{7}{10}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 7\/10<br \/>\n10 is a common denominator<br \/>\n3\/5 = (3&#215;2)\/(5&#215;2) = 6\/10<br \/>\n7\/10<br \/>\n6\/10 &lt; 7\/10<br \/>\nSo, 3\/5 &lt; 7\/10<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{4}{12}\\) _____ \\(\\frac{1}{6}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{12}\\) &gt; \\(\\frac{1}{6}\\)<\/p>\n<p>Explanation:<br \/>\n4\/12 and 1\/6<br \/>\n12 is a common denominator<br \/>\n4\/12<br \/>\n1\/6 = (1&#215;2)\/(6&#215;2) = 2\/12<br \/>\n4\/12 &gt; 2\/12<br \/>\nSo, 4\/12 &gt; 1\/6<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{2}{6}\\) _____ \\(\\frac{1}{3}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{6}\\) = \\(\\frac{1}{3}\\)<\/p>\n<p>Explanation:<br \/>\n2\/6 and 1\/3<br \/>\n6 is a common denominator<br \/>\n2\/6<br \/>\n1\/3 = (1&#215;2)\/(3&#215;2) = 2\/6<br \/>\nSo, 2\/6 =2\/6<br \/>\nSo, 2\/6 = 1\/3<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{1}{3}\\) _____ \\(\\frac{2}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\) &lt; \\(\\frac{2}{4}\\)<\/p>\n<p>Explanation:<br \/>\n1\/3 and 2\/4<br \/>\n12 is a common denominator<br \/>\n1\/3 = (1&#215;4)\/(3&#215;4) = 4\/12<br \/>\n2\/4 = (2&#215;3)\/(4&#215;3) = 6\/12<br \/>\n4\/12 &lt; 6\/12<br \/>\nSo, 1\/3 &lt; 2\/4<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{2}{5}\\) _____ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}\\) &lt; \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\n2\/5 and 1\/2<br \/>\n10 is a common denominator<br \/>\n2\/5 = (2&#215;2)\/(5&#215;2) = 4\/10<br \/>\n1\/2 = (1&#215;5)\/(2&#215;5) = 5\/10<br \/>\n4\/10 &lt; 5\/10<br \/>\nSo, 2\/5 &lt; 1\/2<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{4}{8}\\) _____ \\(\\frac{2}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{8}\\) = \\(\\frac{2}{4}\\)<\/p>\n<p>Explanation:<br \/>\n4\/8 and 2\/4<br \/>\n8 is a common denominator<br \/>\n4\/8<br \/>\n2\/4 = (2&#215;2)\/(4&#215;2) = 4\/8<br \/>\n2\/4 = 4\/8<br \/>\nSo, 4\/8 = 2\/4<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{7}{12}\\) _____ \\(\\frac{2}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{7}{12}\\) &lt; \\(\\frac{2}{4}\\)<\/p>\n<p>Explanation:<br \/>\n7\/12 and 2\/4<br \/>\n12 is a common denominator<br \/>\n7\/12<br \/>\n2\/4 = (2&#215;3)\/(4&#215;3) = 6\/12<br \/>\n7\/12 &lt; 6\/12<br \/>\nSo, 7\/12 &lt; 2\/4<\/p>\n<p>Question 11.<br \/>\n\\(\\frac{1}{8}\\) _____ \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}\\) &lt;\u00a0 \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n1\/8 and 3\/4<br \/>\n8 is a common denominator<br \/>\n1\/8<br \/>\n3\/4 = (3&#215;2)\/(4&#215;2) = 6\/8<br \/>\n1\/8 &lt; 6\/8<br \/>\nSo, 1\/8 &lt; 3\/4<\/p>\n<p>Question 12.<br \/>\nA recipe uses \\(\\frac{2}{3}\\) of flour and \\(\\frac{5}{8}\\) cup of blueberries. Is there more flour or more blueberries in the recipe?<br \/>\nmore _____<\/p>\n<p>Answer:<br \/>\nflour<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nA recipe uses 2\/3 of flour and 5\/8 cup of blueberries<br \/>\nCommon denominator is 24<br \/>\n2\/3 = (2&#215;8)\/(3&#215;8) = 16\/24<br \/>\n5\/8 = (5&#215;3)\/(8&#215;3) = 15\/24<br \/>\n16\/24 &gt; 15\/24<br \/>\nSo, 2\/3 &gt; 5\/8<br \/>\nSo, flour is more in the recipe<\/p>\n<p>Question 13.<br \/>\nPeggy completed \\(\\frac{5}{6}\\) of the math homework and Al completed \\(\\frac{4}{5}\\) of the math homework. Did Peggy or Al complete more of the math homework?<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nPeggy completed more work than Al<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nPeggy completed 5\/6 of the math homework<br \/>\nA1 completed 4\/5 of the math homework<br \/>\n30 is a common denominator<br \/>\n5\/6 = (5&#215;5)\/(6&#215;5) = 25\/30<br \/>\n4\/5 = (4&#215;6)\/(5&#215;6) =24\/30<br \/>\n25\/30 &gt; 24\/30<br \/>\nSo, 5\/6 &gt; 4\/5<br \/>\nSo, Peggy completed more work than Al<\/p>\n<h3><a id=\"Compare_Fractions_Lesson_Check_2_-_Page_No._370\"><\/a>Common Core &#8211; Compare Fractions &#8211; Page No. 370<\/h3>\n<p>Question 1.<br \/>\nPedro fills a glass \\(\\frac{2}{4}\\) full with orange juice. Which of the following fractions is greater than \\(\\frac{2}{4}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{3}{8}\\)<br \/>\nb. \\(\\frac{4}{6}\\)<br \/>\nc. \\(\\frac{5}{12}\\)<br \/>\nd. \\(\\frac{1}{3}\\)<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\n\\(\\frac{4}{6}\\) &gt; \\(\\frac{2}{4}\\)<\/p>\n<p>Question 2.<br \/>\nToday Ian wants to run less than \\(\\frac{7}{12}\\) mile. Which of the following distances is less than \\(\\frac{7}{12}\\) mile?<br \/>\nOptions:<br \/>\na. \\(\\frac{3}{4}\\) mile<br \/>\nb. \\(\\frac{2}{3}\\) mile<br \/>\nc. \\(\\frac{5}{6}\\) mile<br \/>\nd. \\(\\frac{2}{4}\\) mile<\/p>\n<p>Answer:<br \/>\nd. \\(\\frac{2}{4}\\) mile<\/p>\n<p>Explanation:<br \/>\n\\(\\frac{2}{4}\\) is less than \\(\\frac{7}{12}\\)<\/p>\n<p>Question 3.<br \/>\nMs. Davis traveled 372,645 miles last year on business. What is the value of 6 in 372,645?<br \/>\nOptions:<br \/>\na. 6<br \/>\nb. 60<br \/>\nc. 600<br \/>\nd. 6,000<\/p>\n<p>Answer:<br \/>\nc. 600<\/p>\n<p>Explanation:<br \/>\nMs. Davis traveled 372, 645 miles last year on business<br \/>\nThe value of 6 in 372,645 is 600<\/p>\n<p>Question 4.<br \/>\nOne section of an auditorium has 12 rows of seats. Each row has 13 seats. What is the total number of seats in that section?<br \/>\nOptions:<br \/>\na. 25<br \/>\nb. 144<br \/>\nc. 156<br \/>\nd. 169<\/p>\n<p>Answer:<br \/>\nc. 156<\/p>\n<p>Explanation:<br \/>\nFrom the given information<br \/>\nOne section of an auditorium has 12 rows of seats<br \/>\nEach row has 13 seats = 13&#215;12 = 156 seats<br \/>\nSo, the total number of seats in the auditorium = 156 seats<\/p>\n<p>Question 5.<br \/>\nSam has 12 black-and-white photos and 18 color photos. He wants to put the photos in equal rows so each row has either black-and-white photos only or color photos only. In how many rows can Sam arrange the photos?<br \/>\nOptions:<br \/>\na. 1, 2, 3, or 6 rows<br \/>\nb. 1, 3, 6, or 9 rows<br \/>\nc. 1, 2, or 4 rows<br \/>\nd. 1, 2, 3, 4, 6, or 9 rows<\/p>\n<p>Answer:<br \/>\na. 1, 2, 3, or 6 rows<\/p>\n<p>Explanation:<br \/>\nAs per the given information<br \/>\nSam has 12 black and white photos 18 color photos<br \/>\nHe wants to put the photos in equal rows<br \/>\nSo each row has either black and white photos only or color photos only<br \/>\nH.C.F of 12 and 18 is 6<br \/>\nRows of 6.<br \/>\n2 rows of black equal 12.<br \/>\n3 rows of white equals 18.<\/p>\n<p>Question 6.<br \/>\nThe teacher writes \\(\\frac{10}{12}\\) on the board. He asks students to write the fraction in simplest form. Who writes the correct answer?<br \/>\nOptions:<br \/>\na. JoAnn writes \\(\\frac{10}{12}\\)<br \/>\nb. Karen writes \\(\\frac{5}{12}\\)<br \/>\nc. Lynn writes \\(\\frac{6}{5}\\)<br \/>\nd. Mark writes \\(\\frac{5}{6}\\)<\/p>\n<p>Answer:<br \/>\nd. Mark writes \\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nThe teacher writes 10\/12 on the board<br \/>\nHe asks students to write the fraction in simplest form<br \/>\nFor the simplest form of 10\/12, divide the 10\/12 with 2<br \/>\n(10\u00f72)\/(12\u00f72) = 5\/6<br \/>\n5\/6 is the simplest form of 10\/12<br \/>\nSo, Mark writes the correct answer<\/p>\n<h3><a id=\"Compare_and_Order_Fractions_-_Page_No._373\"><\/a>Page No. 373<\/h3>\n<p>Question 1.<br \/>\nLocate and label points on the number line to help you write \\(\\frac{3}{10}, \\frac{11}{12}, \\text { and } \\frac{5}{8}\\) in order from least to greatest.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-27.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 27\" width=\"206\" height=\"61\" \/><br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4315\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image1.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image1\" width=\"236\" height=\"92\" \/><\/p>\n<p>Explanation:<br \/>\n3\/10, 11\/12, 5\/8<br \/>\n3\/10 is closer to 0<br \/>\n11\/12 is closer to 1<br \/>\n5\/8 is closer to 1\/2<br \/>\nSo, 3\/10 &lt; 5\/8 &lt; 11\/12<\/p>\n<p><strong>Write the fraction with the greatest value.<\/strong><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{7}{10}, \\frac{1}{5}, \\frac{9}{10}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{9}{10}\\)<\/p>\n<p>Explanation:<br \/>\n7\/10, 1\/5, and 9\/10<br \/>\n7\/10 is closer to 1\/2<br \/>\n1\/5 is closer to 0<br \/>\n9\/10 is closer to 1<br \/>\nSo, 9\/10 &gt; 7\/10 &gt; 1\/5<br \/>\nGreatest value is 9\/10<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{5}{6}, \\frac{7}{12}, \\frac{7}{10}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n7\/12 is less than 1\/2<br \/>\n7\/10 and 5\/6 are greater than 1\/2<br \/>\nCompare 5\/6 and 7\/12<br \/>\nMultiply the numerator and denominator of 5\/6 with 2<br \/>\n(5&#215;2)\/(6&#215;2) = 10\/12 &gt; 7\/12<br \/>\nSo, 5\/6 &gt; 7\/12<br \/>\nCompare 5\/6 and 7\/10<br \/>\nMultiply the 5\/6 with 10<br \/>\n(5&#215;10)\/(6&#215;10) = 50\/60<br \/>\nMultiply the 7\/10 with 6<br \/>\n(7&#215;6)\/(10&#215;6) = 42\/60<br \/>\nSo, 5\/6&gt; 7\/10<br \/>\nSo, 7\/12 &lt;7\/10&lt;5\/6<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{2}{8}, \\frac{1}{8}, \\frac{2}{4}, \\frac{2}{6}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\)<\/p>\n<p>Explanation:<br \/>\n2\/8, 1\/8, 2\/4, 2\/6<br \/>\nCommon denominator of 4,6,8 = 24<br \/>\n(2&#215;3)\/(8&#215;3), (1&#215;3)\/(8&#215;3), (2&#215;6)\/(4&#215;6), (2&#215;4)\/(6&#215;4)<br \/>\n6\/24, 3\/24, 12\/24, 8\/24<br \/>\nCompare the numerator values<br \/>\n12\/24 &gt; 8\/24 &gt; 6\/24 &gt; 3\/24<br \/>\nSo, 2\/4 &gt; 2\/6 &gt; 2\/8 &gt;1\/8<\/p>\n<p><strong>Write the fractions in order from least to greatest.<\/strong><\/p>\n<p>Question 5.<br \/>\n\\(\\frac{1}{4}, \\frac{3}{6}, \\frac{1}{8}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}, \\frac{3}{6}, \\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\n1\/4, 3\/6, 1\/8<br \/>\n1\/ 4 is closer to 1\/2<br \/>\n3\/6 is equal to 1\/2<br \/>\n1\/8 is closer to 0<br \/>\nSo, 1\/8 &lt; 3\/6 &lt; 1\/4<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{3}{5}, \\frac{2}{3}, \\frac{3}{10}, \\frac{4}{5}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}, \\frac{3}{10}, \\frac{3}{5}, \\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5, 2\/3, 3\/10, 4\/5<br \/>\n3\/5 is closer to 1\/2<br \/>\n2\/3 is greater than 1\/2<br \/>\n3\/10 is less than 1\/2<br \/>\n4\/5 is closer to 0<br \/>\nSo, 4\/5 &lt; 3\/10 &lt; 3\/5 &lt; 2\/3<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{3}{4}, \\frac{7}{12}, \\frac{5}{12}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{12}, \\frac{7}{12}, \\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\n3\/4, 7\/12, 5\/12<br \/>\n3\/ 4 is closer to 1<br \/>\n7\/12 is greater than 1\/2<br \/>\n5\/ 12 is closer to 1\/2<br \/>\nSo, 5\/12 &lt; 7\/12 &lt; 3\/4<\/p>\n<p><strong>Write the fractions in order from least to greatest.<\/strong><\/p>\n<p>Question 8.<br \/>\n\\(\\frac{2}{5}, \\frac{1}{3}, \\frac{5}{6}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}, \\frac{2}{5}, \\frac{5}{6}\\)<\/p>\n<p>Explanation:<br \/>\n2\/5, 1\/3, 5\/6<br \/>\n2\/5 is closer to 1\/2<br \/>\n1\/3 is closer to 0<br \/>\n5\/6 is closer to 1<br \/>\nSo, 1\/3 &lt; 2\/5 &lt; 5\/6<\/p>\n<p>Question 9.<br \/>\n\\(\\frac{4}{8}, \\frac{5}{12}, \\frac{1}{6}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{6}, \\frac{5}{12}, \\frac{4}{8}\\)<\/p>\n<p>Explanation:<br \/>\n4\/8, 5\/12, 1\/6<br \/>\n4\/8 is equal to1\/2<br \/>\n5\/12 is closer to 1\/2<br \/>\n1\/6 is closer to 0<br \/>\nSo, 1\/6 &lt; 5\/12 &lt; 4\/ 8<\/p>\n<p>Question 10.<br \/>\n\\(\\frac{7}{100}, \\frac{9}{10}, \\frac{4}{5}\\)<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<br \/>\nType below:<br \/>\n________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{7}{100}, \\frac{4}{5}, \\frac{9}{10}\\)<\/p>\n<p>Explanation:<br \/>\n7\/100, 9\/10, 4\/5<br \/>\n7\/100 is closer to 0<br \/>\n9\/10 is closer to 1<br \/>\n4\/5 is greater than 1\/2<br \/>\nSo, 7\/100 &lt; 4\/5 &lt; 9\/10<\/p>\n<p><strong>Reason Quantitatively Algebra Write a numerator that makes the statement true.<\/strong><\/p>\n<p>Question 11.<br \/>\n\\(\\frac{1}{2}&lt;\\frac { \u25a1 }{ 10 } &lt;\\frac{4}{5}\\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n6 or 7<\/p>\n<p>Explanation:<br \/>\n1\/2 &lt; x\/10 &lt; 4\/5<br \/>\nCommon denominator is 10<br \/>\n(1&#215;5)\/(2&#215;5) &lt; x\/10 &lt; (4&#215;2)\/(5&#215;2)<br \/>\n5\/10 &lt; x\/10 &lt; 8\/10<br \/>\nThen, x = 6 or 7<\/p>\n<p>Question 12.<br \/>\n\\(\\frac{1}{4}&lt;\\frac{5}{12}&lt;\\frac { \u25a1 }{ 6 } \\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n6<\/p>\n<p>Explanation:<br \/>\n1\/4 &lt; 5\/12 &lt; x\/6<br \/>\nCommon denominator is 24<br \/>\n(1&#215;6)\/(4&#215;6) &lt; (5&#215;2)\/(12&#215;2) &lt; 4x\/(6&#215;4)<br \/>\n6\/24 &lt; 10\/24 &lt; 4x\/24<br \/>\nIf x = 6, then 4x = 24<br \/>\nSo, 6\/24 &lt; 10\/24 &lt; 24\/24<\/p>\n<p>Question 13.<br \/>\n\\(\\frac { \u25a1 }{ 8 } &lt;\\frac{3}{4}&lt;\\frac{7}{8}\\)<br \/>\n\u25a1 = _____<\/p>\n<p>Answer:<br \/>\n1,2,3,4,5<\/p>\n<p>Explanation:<br \/>\nx\/8 &lt; 3\/4 &lt; 7\/8<br \/>\nCommon denominator is 8<br \/>\nx\/8 &lt; (3&#215;2)\/(4&#215;2) &lt; 7\/8<br \/>\nx\/8 &lt; 6\/8 &lt; 7\/8<br \/>\nso x = 1,2,3,4,5<\/p>\n<h3><a id=\"Compare_and_Order_Fractions_Lesson_Check_-_Page_No._374\"><\/a>Page No. 374<\/h3>\n<p>Question 14.<br \/>\nNancy, Lionel, and Mavis ran in a 5-kilometer race. The table shows their finish times. In what order did Nancy, Lionel, and Mavis finish the race?<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-28.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 28\" width=\"227\" height=\"183\" \/><br \/>\na. What do you need to find?<\/p>\n<p>Answer:<br \/>\nIn which Nancy, Lionel, and Mavis finished the race?<\/p>\n<p>Question 14.<br \/>\nb. What information do you need to solve the problem?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nthe amount of time it took each runner to finish the race<\/p>\n<p>Question 14.<br \/>\nc. What information is not necessary?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nthe distance of the race<\/p>\n<p>Question 14.<br \/>\nd. How will you solve the problem?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nBy using the running race time of Nancy, Lionel, and Mavis<\/p>\n<p>Question 14.<br \/>\ne. Show the steps to solve the problem.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nCommon denominator of 2\/3, 7\/12, 3\/4 is 12<br \/>\n(2&#215;4)\/(3&#215;4), (7\/12), (3&#215;3)\/(4&#215;3)<br \/>\n8\/12, 7\/12, 9\/12<br \/>\n7\/12 &lt; 8\/12 &lt; 9\/12<br \/>\n7\/12 &lt; 2\/3 &lt; 3\/4<br \/>\nLionel &lt; Nancy &lt; Mavis<\/p>\n<p>Question 14.<br \/>\nf. Complete the sentences.<br \/>\nThe runner who finished first is _______.<br \/>\nThe runner who finished second is _______.<br \/>\nThe runner who finished third is _______.<br \/>\nThe first: _______<br \/>\nThe second: _______<br \/>\nThe third: _______<\/p>\n<p>Answer:<br \/>\nLionel finished the race first<br \/>\nNancy finished the race second<br \/>\nMavis finished the race third<br \/>\nLionel<br \/>\nNancy<br \/>\nMavis<\/p>\n<h3><a id=\"Compare_and_Order_Fractions_Lesson_Check_1_-_Page_No._375\"><\/a>Common Core &#8211; Compare and Order Fractions &#8211; Page No. 375<\/h3>\n<p><strong>Write the fractions in order from least to greatest.<\/strong><\/p>\n<p>Question 1.<br \/>\n\\(\\frac{5}{8}, \\frac{2}{12}, \\frac{8}{10}\\)<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-29.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare and Order Fractions img 29\" width=\"369\" height=\"234\" \/><\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{12}, \\frac{5}{8}, \\frac{8}{10}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-29.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison Common Core Compare and Order Fractions img 29\" width=\"369\" height=\"234\" \/><\/p>\n<p>Question 2.<br \/>\n\\(\\frac{1}{5}, \\frac{2}{3}, \\frac{5}{8}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}, \\frac{5}{8}, \\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4306\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image4.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image4\" width=\"247\" height=\"61\" \/><br \/>\n1\/5, 2\/3, 5\/8<br \/>\n1\/5 is closer to 0<br \/>\n2\/3 is greater than 1\/2<br \/>\n5\/8 greater than 1\/2<br \/>\n1\/5 &lt; 5\/8 &lt; 2\/3<\/p>\n<p>Question 3.<br \/>\n\\(\\frac{1}{2}, \\frac{2}{5}, \\frac{6}{10}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{5}, \\frac{1}{2}, \\frac{6}{10}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4307\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image5.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image5\" width=\"273\" height=\"86\" \/><br \/>\n1\/2, 2\/5, 6\/10<br \/>\n1\/2 is equal to 1\/2<br \/>\n2\/5 is less than 1\/2<br \/>\n6\/10 is greater than 1\/2<\/p>\n<p>Question 4.<br \/>\n\\(\\frac{4}{6}, \\frac{7}{12}, \\frac{5}{10}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{10}\\) &lt; \\(\\frac{7}{12}\\) &lt; \\(\\frac{4}{6}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4308\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image6-300x89.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image6\" width=\"300\" height=\"89\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image6-300x89.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image6.jpg 309w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n4\/6, 7\/12, 5\/10<br \/>\n4\/6 is closer to 1<br \/>\n7\/12 is greater than 1\/2<br \/>\n5\/10 is equal to 1\/2<\/p>\n<p>Question 5.<br \/>\n\\(\\frac{1}{4}, \\frac{3}{6}, \\frac{1}{8}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}\\) &lt; \\(\\frac{1}{4}\\) &lt; \\(\\frac{3}{6}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4309\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image7.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image7\" width=\"279\" height=\"102\" \/><br \/>\n1\/4, 3\/6, 1\/8<br \/>\n1\/4 is less than 1\/2<br \/>\n3\/6 is equal to 1\/2<br \/>\n1\/8 is closer to 0<\/p>\n<p>Question 6.<br \/>\n\\(\\frac{1}{8}, \\frac{3}{6}, \\frac{7}{12}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{8}\\) &lt; \\(\\frac{7}{12}\\) &lt; \\(\\frac{3}{6}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4310\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image8.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image8\" width=\"285\" height=\"93\" \/><br \/>\n1\/8, 3\/6, 7\/12<br \/>\n1\/8 is closer to 0<br \/>\n3\/6 is equal to 1\/2<br \/>\n7\/12 is greater than 1\/2<\/p>\n<p>Question 7.<br \/>\n\\(\\frac{8}{100}, \\frac{3}{5}, \\frac{7}{10}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{8}{100}\\) &lt; \\(\\frac{3}{5}\\) &lt; \\(\\frac{7}{10}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4311\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image9.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image9\" width=\"289\" height=\"101\" \/><br \/>\n8\/100, 3\/5, 7\/10<br \/>\n8\/100 is closer to 0<br \/>\n3\/5 is greater than 1\/2<br \/>\n7\/10 is closer to 1<\/p>\n<p>Question 8.<br \/>\n\\(\\frac{3}{4}, \\frac{7}{8}, \\frac{1}{5}\\)<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{5}\\) &lt; \\(\\frac{3}{4}\\) &lt; \\(\\frac{7}{8}\\)<\/p>\n<p>Explanation:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-full wp-image-4312\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image10.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image10\" width=\"297\" height=\"94\" \/><br \/>\n3\/4, 7\/8, 1\/5<br \/>\n3\/4 is greater than 1\/2<br \/>\n7\/8 is closer to 1<br \/>\n1\/5 is closer to 0<\/p>\n<p>Question 9.<br \/>\nAmy\u2019s math notebook weighs \\(\\frac{1}{2}\\) pound, her science notebook weighs \\(\\frac{7}{8}\\) pound, and her history notebook weighs \\(\\frac{3}{4}\\) pound. What are the weights in order from lightest to heaviest?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{2}\\) pound, \\(\\frac{3}{4}\\) pound, \\(\\frac{7}{8}\\) pound<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nAmy\u2019s math notebook weighs 1\/2 pound<br \/>\nScience notebook weighs 7\/8 pound<br \/>\nHistory notebook weighs 3\/4 pound<br \/>\n7\/8 is closer to 1<br \/>\n3\/4 is greater than 1\/2<br \/>\n1\/2 &lt; 3\/4 &lt; 7\/8<br \/>\nSo, Amy\u2019s math notebook weight &lt; history notebook weight &lt; science notebook<\/p>\n<p>Question 10.<br \/>\nCarl has three picture frames. The thicknesses of the frames are \\(\\frac{4}{5}\\) inch, \\(\\frac{3}{12}\\) inch, and \\(\\frac{5}{6}\\) inch. What are the thicknesses in order from least to greatest?<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{12}\\) inch, \\(\\frac{4}{5}\\) inch, \\(\\frac{5}{6}\\) inch<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nCarl has three picture frames<br \/>\nThe thickness of the frames are 4\/5 inch, 3\/12 inch, 5\/6 inch<br \/>\n4\/5 is greater than 1\/2<br \/>\n3\/12 is less than 1\/2<br \/>\n5\/6 is closer to 1<br \/>\n3\/12 &lt; 4\/5 &lt; 5\/6<\/p>\n<h3><a id=\"Compare_and_Order_Fractions_Lesson_Check_2-_Page_No._376\"><\/a>Common Core &#8211; Compare and Order Fractions &#8211; Page No. 376<\/h3>\n<p>Question 1.<br \/>\nJuan\u2019s three math quizzes this week took him \\(\\frac{1}{3}\\) hour, \\(\\frac{4}{6}\\) hour, and \\(\\frac{1}{5}\\) hour to complete. Which list shows the lengths of time in order from least to greatest?<br \/>\nOptions:<br \/>\na. \\(\\frac{1}{3}\\) hour, \\(\\frac{4}{6}\\) hour, \\(\\frac{1}{5}\\) hour<br \/>\nb. \\(\\frac{1}{5}\\) hour, \\(\\frac{1}{3}\\) hour, \\(\\frac{4}{6}\\) hour<br \/>\nc. \\(\\frac{1}{3}\\) hour, \\(\\frac{1}{5}\\) hour, \\(\\frac{4}{6}\\) hour<br \/>\nd. \\(\\frac{4}{6}\\) hour, \\(\\frac{1}{3}\\) hour, \\(\\frac{1}{5}\\) hour<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{1}{5}\\) hour, \\(\\frac{1}{3}\\) hour, \\(\\frac{4}{6}\\) hour<\/p>\n<p>Explanation:<br \/>\nFrom the given information<br \/>\nJuan\u2019s three math quizzes this week took him 1\/3 hour, 4\/6 hour, and 1\/5 hour<br \/>\nCompare 1\/3 and 1\/2<br \/>\n1\/3 is less than 1\/2<br \/>\n4\/6 is greater than 1\/2<br \/>\n1\/5 is closer to 0<br \/>\n1\/5 &lt; 1\/3 &lt; 4\/6<br \/>\nSo, Juan\u2019s math quizzes times from least to greatest is 1\/5, 1\/3, 4\/6<\/p>\n<p>Question 2.<br \/>\nOn three days last week, Maria ran \\(\\frac{3}{4}\\) mile, \\(\\frac{7}{8}\\) mile, and \\(\\frac{3}{5}\\) mile. What are the distances in order from least to greatest?<br \/>\nOptions:<br \/>\na. \\(\\frac{3}{4}\\) mile, \\(\\frac{7}{8}\\) mile, \\(\\frac{3}{5}\\) mile<br \/>\nb. \\(\\frac{3}{5}\\) mile, \\(\\frac{3}{4}\\) mile, \\(\\frac{7}{8}\\) mile<br \/>\nc. \\(\\frac{7}{8}\\) mile, \\(\\frac{3}{4}\\) mile, \\(\\frac{3}{5}\\) mile<br \/>\nd. \\(\\frac{7}{8}\\) mile, \\(\\frac{3}{5}\\) mile, \\(\\frac{3}{4}\\) mile<\/p>\n<p>Answer:<br \/>\nb. \\(\\frac{3}{5}\\) mile, \\(\\frac{3}{4}\\) mile, \\(\\frac{7}{8}\\) mile<\/p>\n<p>Explanation:<br \/>\nAs per the information<br \/>\nOn three days last week, Maria ran 3\/4 mile, 7\/8 mile, and 3\/5 mile<br \/>\n3\/4 is greater than 1\/2<br \/>\n7\/8 is closer to 1<br \/>\n3\/5 is greater than 1\/2<br \/>\nCompare 3\/5 and 3\/4<br \/>\n3\/4 is greater than 3\/5<br \/>\nSo, 3\/5 &lt; 3\/4 &lt; 7\/8<br \/>\nDistance from least to greatest is 3\/5, 3\/4 , 7\/8<\/p>\n<p>Question 3.<br \/>\nSantiago collects 435 cents in nickels. How many nickels does he collect?<br \/>\nOptions:<br \/>\na. 58<br \/>\nb. 78<br \/>\nc. 85<br \/>\nd. 87<\/p>\n<p>Answer:<br \/>\nd. 87<\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nSantiago collects 435 cents in nickels<br \/>\n1 nickel worth is 5 cents<br \/>\nThen, nickels per 435 cents = 435\/5 = 87<br \/>\nSo, Santiago collects 87 nickels<\/p>\n<p>Question 4.<br \/>\nLisa has three classes that each last 50 minutes. What is the total number of minutes the three classes last?<br \/>\nOptions:<br \/>\na. 15 minutes<br \/>\nb. 150 minutes<br \/>\nc. 153 minutes<br \/>\nd. 156 minutes<\/p>\n<p>Answer:<br \/>\nb. 150 minutes<\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nLisa has three classes that each last 50 minutes<br \/>\nThe total number of minutes the three classes last = 3&#215;50 =150 minutes<\/p>\n<p>Question 5.<br \/>\nSome students were asked to write a composite number. Which student did NOT write a composite number?<br \/>\nOptions:<br \/>\na. Alicia wrote 2.<br \/>\nb. Bob wrote 9.<br \/>\nc. Arianna wrote 15.<br \/>\nd. Daniel wrote 21.<\/p>\n<p>Answer:<br \/>\na. Alicia wrote 2.<\/p>\n<p>Explanation:<br \/>\nAs per the information<br \/>\nSome students were asked to write a composite number<br \/>\na. Alicia wrote 2<br \/>\nFactors of 2 is 1 and 2<br \/>\nb. Bob wrote 9<br \/>\nFactors of 9 is 1, 3, 9<br \/>\nc. Arianna wrote 15<br \/>\nFactors of 15 is 1, 3, 5, 15<br \/>\nd. Daniel wrote 21<br \/>\nFactors of 21 is 1,3,7,21<br \/>\nSo, Alicia did not write a composite number<\/p>\n<p>Question 6.<br \/>\nMrs. Carmel serves \\(\\frac{6}{8}\\) of a loaf of bread with dinner. Which fraction is equivalent to \\(\\frac{6}{8}\\)?<br \/>\nOptions:<br \/>\na. \\(\\frac{2}{4}\\)<br \/>\nb. \\(\\frac{9}{16}\\)<br \/>\nc. \\(\\frac{2}{3}\\)<br \/>\nd. \\(\\frac{3}{4}\\)<\/p>\n<p>Answer:<br \/>\nd. \\(\\frac{3}{4}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given information<br \/>\nMrs. Carmel serves 6\/8 of a loaf of bread with dinner<br \/>\nTo find the equivalent fraction of 6\/8, simplify the 6\/8 by dividing with the 2<br \/>\n(6\u00f72)\/(8\u00f72) = \u00be<br \/>\nSo, the equivalent fraction of 6\/8 is 3\/4<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._377\"><\/a>Page No. 377<\/h3>\n<p>Question 1.<br \/>\nFor numbers 1a\u20131d, tell whether the fractions are equivalent by selecting the correct symbol.<br \/>\na. \\(\\frac{4}{16}\\) _____ \\(\\frac{1}{4}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{16}\\) = \\(\\frac{1}{4}\\)<\/p>\n<p>Explanation:<br \/>\n4\/16 and 1\/4<br \/>\nDivide the numerator and denominator of 4\/16 with 4<br \/>\n(4\u00f74)\/(16\u00f74) = 1\/4<br \/>\nSo, 4\/16 = 1\/4<\/p>\n<p>Question 1.<br \/>\nb. \\(\\frac{3}{5}\\) _____ \\(\\frac{12}{15}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) \u2260 \\(\\frac{12}{15}\\)<\/p>\n<p>Explanation:<br \/>\n3\/5 and 12\/15<br \/>\nMultiply the numerator and denominator of 3\/5 with 3<br \/>\n(3&#215;3)\/(5&#215;3) = 9\/15<br \/>\nSo, 3\/5 \u2260 12\/15<\/p>\n<p>Question 1.<br \/>\nc. \\(\\frac{5}{6}\\) _____ \\(\\frac{25}{30}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{5}{6}\\) = \\(\\frac{25}{30}\\)<\/p>\n<p>Explanation:<br \/>\nc. 5\/6 and 25\/30<br \/>\nMultiply the numerator and denominator of 5\/6 with 5<br \/>\n(5&#215;5)\/(6&#215;5) = 25\/30<br \/>\nSo, 5\/6 = 25\/30<\/p>\n<p>Question 1.<br \/>\nd. \\(\\frac{6}{10}\\) _____ \\(\\frac{5}{8}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{10}\\) \u2260 \\(\\frac{5}{8}\\)<\/p>\n<p>Explanation:<br \/>\n6\/10 and 5\/8<br \/>\nDivide the numerator and denominator of 6\/10 with 2<br \/>\n(6\u00f72)\/(10\u00f72) = 3\/5<br \/>\n6\/10 \u22605\/8<\/p>\n<p>Question 2.<br \/>\nJuan\u2019s mother gave him a recipe for trail mix.<br \/>\n\\(\\frac{3}{4}\\) cup cereal \\(\\frac{2}{3}\\) cup almonds<br \/>\n\\(\\frac{1}{4}\\) cup peanuts \\(\\frac{1}{2}\\) cup raisins<br \/>\nOrder the ingredients used in the recipe from least to greatest.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nAs per the given data,<br \/>\nJuan&#8217;s mother gave him a recipe for trail mix<br \/>\n3\/4 cup cereal and 2\/3 cup almonds<br \/>\n1\/4 cup peanuts and 1\/2 cup raisins<br \/>\n3\/4 is closer to 1<br \/>\n2\/3 is greater than 1\/2<br \/>\n1\/4 is less than 1\/2<br \/>\n1\/2 is equal to 1\/2<br \/>\nSo, 1\/4 &lt; 1\/2 &lt;2\/3 &lt; 3\/4<br \/>\nSo, Jaun\u2019s mother gave him a recipe for trail mix in order<br \/>\n1\/4 cup of peanuts &lt; 1\/2 cup of raisins &lt; 2\/3 cup almonds &lt; 3\/4 cup of cereals<\/p>\n<p>Question 3.<br \/>\nTaylor cuts \\(\\frac{1}{5}\\) sheet of construction paper for an arts and crafts project. Write \\(\\frac{1}{5}\\) as an equivalent fraction with the denominators shown.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-30.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 30\" width=\"428\" height=\"93\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nFrom the given data,<br \/>\nTaylor cuts 1\/5 sheet of construction paper for an arts and crafts project<br \/>\nSo, the equivalent fractions of 1\/5<br \/>\nMultiply the numerator and denominator of 1\/5 with 2<br \/>\n(1&#215;2)\/(5&#215;2) = 2\/10<br \/>\nMultiply the numerator and denominator of 1\/5 with 3<br \/>\n(1&#215;3)\/(5&#215;3) = 3\/15<br \/>\nMultiply the numerator and denominator of 1\/5 with 5<br \/>\n(1&#215;5)\/(5&#215;5) = 5\/25<br \/>\nMultiply the numerator and denominator of 1\/5 with 8<br \/>\n(1&#215;8)\/(5&#215;8) = 8\/40<br \/>\nSo, the equivalent fractions of 1\/5 are 2\/10, 3\/15, 5\/25, 8\/40<\/p>\n<p>Question 4.<br \/>\nA mechanic has sockets with the sizes shown below. Write each fraction in the correct box.<br \/>\n\\(\\frac{7}{8} in. \\frac{3}{16} in. \\frac{1}{4} in. \\frac{3}{8} in. \\frac{4}{8} in. \\frac{11}{16} in.\\)<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-31.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 31\" width=\"527\" height=\"225\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4316\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image11-300x114.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image11\" width=\"300\" height=\"114\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image11-300x114.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image11.jpg 515w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Explanation:<br \/>\nAs per the given data,<br \/>\nA mechanic has sockets with the sizes 7\/8 inch, 3\/16 inch, 1\/4 inch, 3\/8 inch, 4\/8 inch, 11\/16 inch<br \/>\n7\/8 is greater than 1\/2<br \/>\n3\/16 is less than 1\/2<br \/>\n1\/4 is less than 1\/2<br \/>\n3\/8 is less than 1\/2<br \/>\n4\/8 is equal to 1\/2<br \/>\n11\/16 is greater than 1\/2<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._378\"><\/a>Page No. 378<\/h3>\n<p>Question 5.<br \/>\nDarcy bought \\(\\frac{1}{2}\\) pound of cheese and \\(\\frac{3}{4}\\) pound of hamburger for a barbecue. Use the numbers to compare the amounts of cheese and hamburger Darcy bought.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-32.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 32\" width=\"395\" height=\"158\" \/><\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4330\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3-1-300x109.jpg\" alt=\"grade 4 chapter 6 image 3\" width=\"300\" height=\"109\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3-1-300x109.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3-1.jpg 737w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Explanation:<br \/>\nFrom the given data,<br \/>\nDarcy bought 1\/2 pound of cheese and 3\/4 pound of hamburger for a barbecue<br \/>\n3\/4 is greater than 1\/2<\/p>\n<p>Question 6.<br \/>\nBrad is practicing the piano. He spends \\(\\frac{1}{4}\\) hour practicing scales and \\(\\frac{1}{3}\\) hour practicing the song for his recital. For numbers 6a\u20136c, select Yes or No to tell whether each of the following is a true statement.<br \/>\na. 12 is a common denominator of \\(\\frac{1}{4}\\) and \\(\\frac{1}{3}\\).<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<br \/>\ni. yes<\/p>\n<p>Explanation:<br \/>\n12 is a common denominator of 1\/3 and 1\/4<\/p>\n<p>Question 6.<br \/>\nb. The amount of time spent practicing scales can be rewritten as \\(\\frac{3}{12}\\).<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<br \/>\ni. yes<\/p>\n<p>Explanation:<br \/>\nb. The amount of time spent practicing scales can be rewritten as 3\/12<br \/>\nMultiply the numerator and denominator of 1\/4 with 3<br \/>\n(1&#215;3)\/(4&#215;3) = 3\/12<br \/>\nYes, amount of time spent practicing scales can be rewritten as 3\/12<\/p>\n<p>Question 6.<br \/>\nc. The amount of time spent practicing the song for the recital can be rewritten as \\(\\frac{6}{12}\\).<br \/>\ni. yes<br \/>\nii. no<\/p>\n<p>Answer:<br \/>\nii. no<\/p>\n<p>Explanation:<br \/>\nc. The amount of time spent practicing the song for the recital can be rewritten as 6\/12<br \/>\nThe amount of time spent practicing for the song for his recital = 1\/3<br \/>\nMultiply the numerator and denominator of 1\/3 with 4<br \/>\n(1&#215;4)\/(3&#215;4) = 4\/12<br \/>\nNo, time spent practicing the song for the recital can not be written as 6\/12<\/p>\n<p>Question 7.<br \/>\nIn the school chorus, \\(\\frac{4}{24}\\) of the students are fourth graders. In simplest form, what fraction of the students in the school chorus are fourth graders?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{6}\\)<\/p>\n<p>Explanation:<br \/>\nAs per the given information,<br \/>\nIn the school chorus,<br \/>\n4\/24 of the students are fourth graders<br \/>\nFor the simplest form of 4\/24<br \/>\nDivide the numerator and denominator of 4\/24 with 4<br \/>\n(4\u00f74)\/(24\u00f74) =1\/6<br \/>\nThe simplest form of 4\/24 is 1\/6<\/p>\n<p>Question 8.<br \/>\nWhich pairs of fractions are equivalent? Mark all that apply.<br \/>\na. \\(\\frac{8}{12} \\text { and } \\frac{2}{3}\\)<br \/>\nb. \\(\\frac{3}{4} \\text { and } \\frac{20}{24}\\)<br \/>\nc. \\(\\frac{4}{5} \\text { and } \\frac{12}{16}\\)<br \/>\nd. \\(\\frac{7}{10} \\text { and } \\frac{21}{30}\\)<\/p>\n<p>Answer:<br \/>\na. \\(\\frac{8}{12} \\text { and } \\frac{2}{3}\\)<\/p>\n<p>Explanation:<br \/>\na. 8\/12 and 2\/3<br \/>\nMultiply the numerator and denominator of 2\/3 with 4<br \/>\n(2&#215;4)\/(3&#215;4) = 8\/12<br \/>\nSo, 8\/12 = 2\/3<br \/>\nb. 3\/4 and 20\/24<br \/>\nMultiply the numerator and denominator of 3\/4 with 6<br \/>\n(3&#215;6)\/(4&#215;6) = 18\/24<br \/>\nc. 4\/5 and 12\/16<br \/>\n4\/5 \u2260 12\/16<br \/>\nd. 7\/10 and 21\/30<br \/>\nMultiply the numerator and denominator of 7\/10 with 3<br \/>\n(7&#215;3)\/(10&#215;3) =21\/30<br \/>\nSo, 7\/10 = 21\/30<\/p>\n<p>Question 9.<br \/>\nSam worked on his science fair project for \\(\\frac{1}{4}\\) hour on Friday and \\(\\frac{1}{2}\\) hour on Saturday. What are four common denominators for the fractions? Explain your reasoning.<\/p>\n<p>Answer:<br \/>\nFrom the given data,<br \/>\nSam worked on his science fair project for 1\/4 hour on Friday and 1\/2 hour on Saturday<br \/>\n4,8,12,16 are all common denominators because they all multiples of 2 and 4<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._379\"><\/a>Page No. 379<\/h3>\n<p>Question 10.<br \/>\nMorita works in a florist shop and makes flower arrangements. She puts 10 flowers in each vase, and \\(\\frac{2}{10}\\) of the flowers are daisies.<br \/>\nPart A<br \/>\nIf Morita makes 4 arrangements, how many daisies does she need? Show how you can check your answer.<br \/>\n_____ daisies<\/p>\n<p>Answer:<br \/>\n8 daisies<\/p>\n<p>Explanation:<br \/>\nIf Morita makes 4 arrangements, 4 X 2 = 8.<\/p>\n<p>Question 10.<br \/>\nPart B<br \/>\nLast weekend, Morita used 10 daisies to make flower arrangements. How many flowers other than daisies did she use to make the arrangements? Explain your reasoning.<br \/>\n_____ other flowers<\/p>\n<p>Answer:<br \/>\n40 other flowers<\/p>\n<p>Explanation:<br \/>\nIf she used 10 daises, she must have made 5 arrangements. In each vase, she put \\(\\frac{2}{10}\\) of the flowers are daisies. So, remaining flowers for each vase = 10 &#8211; 2 = 8. If she made 5 arrangements, 8 X 5 = 40 other flowers.<\/p>\n<p>Question 11.<br \/>\nIn Mary\u2019s homeroom, \\(\\frac{10}{28}\\) of the students have a cat, \\(\\frac{6}{12}\\) have a dog, and \\(\\frac{2}{14}\\) have a pet bird. For numbers 11a\u201311c, select True or False for each statement.<br \/>\na. In simplest form, \\(\\frac{5}{14}\\) of the students have a cat.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\ni. True<\/p>\n<p>Explanation:<br \/>\nIn simplest form 5\/14 of the students have a cat<br \/>\nFrom the above, 10\/28 of the students have a cat<br \/>\nDivide the numerator and denominator of 10\/28 with 2<br \/>\n(10\u00f72)\/(28\u00f72) = 5\/14<br \/>\nTrue<\/p>\n<p>Question 11.<br \/>\nb. In simplest form, \\(\\frac{2}{4}\\) of the students have a dog.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\ni. True<\/p>\n<p>Explanation:<br \/>\nIn simplest form, 2\/4 of the students have a dog<br \/>\nFrom the above, 6\/12 of the students have a dog<br \/>\nDivide the 6\/12 with 3<br \/>\n(6 = 2\/4<br \/>\nTrue<\/p>\n<p>Question 11.<br \/>\nc. In simplest form, \\(\\frac{1}{7}\\) of the students have a pet bird.<br \/>\ni. True<br \/>\nii. False<\/p>\n<p>Answer:<br \/>\ni. True<\/p>\n<p>Explanation:<br \/>\nIn the simplest form, 1\/7 of the students have a pet bird<br \/>\nFrom the data, 2\/14 of the students have a pet bird<br \/>\nDivide the numerator and denominator of 2\/14 with 2<br \/>\n(2\u00f72)\/(14\u00f72) = 1\/7<br \/>\nTrue<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._380\"><\/a>Page No. 380<\/h3>\n<p>Question 12.<br \/>\nRegina, Courtney, and Ellen hiked around Bear Pond. Regina hiked \\(\\frac{7}{10}\\) of the distance in an hour. Courtney hiked \\(\\frac{3}{6}\\) of the distance in an hour. Ellen hiked 38 of the distance in an hour. Compare the distances hiked by each person by matching the statements to the correct symbol. Each symbol may be used more<br \/>\nthan once or not at all.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-33.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 33\" width=\"415\" height=\"151\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4333\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image13-300x122.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image13\" width=\"300\" height=\"122\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image13-300x122.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image13.jpg 515w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Explanation:<br \/>\nFrom the given information<br \/>\nRegina, Courtney, and Ellen hiked around Bear Pond<br \/>\nRegina hiked 7\/10 of the distance in an hour<br \/>\nCourtney hiked 3\/6 of the distance in an hour<br \/>\nEllen hiked 3 \/8 of the distance in an hour<br \/>\nCompare 7\/10 and 3\/6<br \/>\nThe common denominator of 7\/10 and 3\/6 is 30<br \/>\n(7&#215;3)\/(10&#215;3) and (3&#215;5)\/(6&#215;5)<br \/>\n21\/30 and 15\/30<br \/>\nSo, 21\/30 &gt; 15\/30<br \/>\nSo, 7\/10 &gt; 15\/30<br \/>\nCompare 3\/8 and 3\/6<br \/>\nThe common denominator of 3\/8 and 3\/6 is 24<br \/>\n(3&#215;3)\/(8&#215;3) and (3&#215;4)\/(6&#215;4)<br \/>\n9\/24 and 12\/24 = 9\/24 &lt; 12\/24 = 3\/8 &lt; 3\/6<br \/>\nCompare 7\/10 and 3\/8<br \/>\nThe common denominator of 7\/10 and 3\/8 is 40<br \/>\n(7&#215;4)\/(10&#215;4) and (3&#215;5)\/(8&#215;5)<br \/>\n28\/40 &gt;15\/40 = 7\/10 &gt; 3\/8<\/p>\n<p>Question 13.<br \/>\nRamon is having some friends over after a baseball game. Ramon\u2019s job is to make a vegetable dip. The ingredients for the recipe are given.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-34.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 34\" width=\"652\" height=\"235\" \/><br \/>\nPart A<br \/>\nWhich ingredient does Ramon use the greater amount of, buttermilk or cream cheese? Explain how you found your answer.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nRamon use 5\/8 cup of buttermilk and 1\/2 cup cream cheese<br \/>\nBy comparing these two ingredients<br \/>\nThe common denominator of 5\/8 and 1\/2 are 8<br \/>\n(1&#215;4)\/(2&#215;4) =4\/8<br \/>\nSo, 5\/8 &gt; 4\/8<br \/>\nSo, 5\/8 cup buttermilk is &gt; \u00bd cup cream cheese<\/p>\n<p>Question 13.<br \/>\nPart B<br \/>\nRamon says that he needs the same amount of two different ingredients. Is he correct? Support your answer with information from the problem.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nRamon says that he needs the same amount of two ingredients<br \/>\nYes, Ramon uses 3\/4 cup parsley and 6\/8 cup scallions<br \/>\nMultiply the 3\/4 with 2<br \/>\n(3&#215;2)\/(4&#215;2) = 6\/8<br \/>\nSo, Ramon uses the same amount that is 3\/4 cup for parsley and scallions<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._381\"><\/a>Page No. 381<\/h3>\n<p>Question 14.<br \/>\nSandy is ordering bread rolls for her party. She wants \\(\\frac{3}{5}\\) of the rolls to be whole wheat. What other fractions can represent the part of the rolls that will be whole wheat? Shade the models to show your work.<br \/>\n<img loading=\"lazy\" class=\"\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-35.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 35\" width=\"697\" height=\"259\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4336\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image15-300x149.jpg\" alt=\"chapter 6 - compare fractions and order fractions- image15\" width=\"300\" height=\"149\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image15-300x149.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/chapter-6-compare-fractions-and-order-fractions-image15.jpg 733w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Explanation:<br \/>\nAs per the information,<br \/>\nSandy is ordering bread rolls for her party<br \/>\nShe wants 3\/5 of the rolls to be whole wheat<br \/>\nFor an equivalent fraction of 3\/5, multiply with 5<br \/>\n(3&#215;5)\/(5&#215;5) = 15\/25<br \/>\nAgain multiply the 15\/25 with 4<br \/>\n(15&#215;4)\/(25&#215;4) = 60\/100<\/p>\n<p>Question 15.<br \/>\nAngel has \\(\\frac{4}{8}\\) yard of ribbon and Lynn has \\(\\frac{3}{4}\\) yard of ribbon. Do Angel and Lynn have the same amount of ribbon? Shade the model to show how you found your answer. Explain your reasoning.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-36.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 36\" width=\"602\" height=\"365\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4326\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-4-300x205.jpg\" alt=\"grade 4 chapter 6 image 4\" width=\"300\" height=\"205\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-4-300x205.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-4.jpg 520w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\nAngel and Lynn didn&#8217;t have the same amount of ribbon. 4\/8 is a greater fraction compared to 3\/4. So, Angel&#8217;s ribbon is long compared to Lynn&#8217;s ribbon.<\/p>\n<p>Question 16.<br \/>\nElla used \\(\\frac{1}{4}\\) yard of red ribbon. Fill in each box with a number from the list to show equivalent fractions for \\(\\frac{1}{4}\\). Not all numbers will be used.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-37.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 37\" width=\"658\" height=\"157\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4325\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3-300x109.jpg\" alt=\"grade 4 chapter 6 image 3\" width=\"300\" height=\"109\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3-300x109.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-3.jpg 737w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/p>\n<p>Explanation:<br \/>\n1\/4 = 2\/8 = 4\/16 = 3\/12<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._382\"><\/a>Page No. 382<\/h3>\n<p>Question 17.<br \/>\nFrank has two same-size rectangles divided into the same number of equal parts. One rectangle has \\(\\frac{3}{4}\\) of the parts shaded, and the other has \\(\\frac{1}{3}\\) of the parts shaded.<br \/>\nPart A<br \/>\nInto how many parts could each rectangle be divided? Show your work by drawing the parts of each rectangle.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-38.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 38\" width=\"355\" height=\"113\" \/><br \/>\n_____ parts<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone size-medium wp-image-4322\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-2-300x87.jpg\" alt=\"grade 4 chapter 6 image 2\" width=\"300\" height=\"87\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-2-300x87.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-2.jpg 446w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><br \/>\n12 parts<\/p>\n<p>Question 17.<br \/>\nPart B<br \/>\nIs there more than one possible answer to Part A? If so, did you find the least number of parts into which both rectangles could be divided? Explain your reasoning.<br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\nYes, as long it is a multiple of 12.<br \/>\nAnd yes,12 is the least in order to have 1 rectangle have 3\/4 shaded and the other 1\/3 shaded.<\/p>\n<p>Question 18.<br \/>\nSuki rode her bike \\(\\frac{4}{5}\\) mile. Claire rode her bike \\(\\frac{1}{3}\\) mile. They want to compare how far they each rode their bikes using the benchmark \\(\\frac{1}{2}\\). For numbers 18a\u201318c, select the correct answers to describe how to solve the problem.<br \/>\na. Compare Suki\u2019s distance to the benchmark:<br \/>\n\\(\\frac{4}{5}\\) _____ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{4}{5}\\) \u2260 \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\nThe fraction \\(\\frac{4}{5}\\) is not equal to \\(\\frac{1}{2}\\).<\/p>\n<p>Question 18.<br \/>\nb. Compare Claire\u2019s distance to the benchmark:<br \/>\n\\(\\frac{1}{3}\\) _____ \\(\\frac{1}{2}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{3}\\) \u2260 \\(\\frac{1}{2}\\)<\/p>\n<p>Explanation:<br \/>\nThe fraction \\(\\frac{1}{3}\\) is not equal to \\(\\frac{1}{2}\\)<\/p>\n<p>Question 18.<br \/>\nc. Suki rode her bike _____ Claire.<\/p>\n<p>Answer:<br \/>\nSuki rode her bike faster than Claire.<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._387\"><\/a>Page No. 387<\/h3>\n<p>Use the model to write an equation.<\/p>\n<p>Question 1.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-39.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 39\" width=\"332\" height=\"101\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\) + \\(\\frac{1}{5}\\) = \\(\\frac{4}{5}\\)<\/p>\n<p>Question 2.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-40.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 40\" width=\"187\" height=\"87\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{3}\\) &#8211; \\(\\frac{1}{3}\\) = \\(\\frac{1}{3}\\)<\/p>\n<p>Question 3.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-41.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 41\" width=\"330\" height=\"73\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{1}{4}\\) + \\(\\frac{1}{4}\\) = \\(\\frac{2}{4}\\)<\/p>\n<p>Question 4.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-42.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 42\" width=\"274\" height=\"103\" \/><br \/>\nType below:<br \/>\n_________<\/p>\n<p>Answer:<br \/>\n1 &#8211; \\(\\frac{5}{8}\\) = \\(\\frac{8}{8}\\) &#8211; \\(\\frac{5}{8}\\) = \\(\\frac{3}{8}\\)<\/p>\n<p><strong>Use the model to solve the equation.<\/strong><\/p>\n<p>Question 5.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-43.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 43\" width=\"194\" height=\"72\" \/><br \/>\n\\(\\frac{3}{4}-\\frac{1}{4}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{2}{4}\\)<\/p>\n<p>Question 6.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-44.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 44\" width=\"271\" height=\"90\" \/><br \/>\n\\(\\frac{5}{6}+\\frac{1}{6}\\) = \\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{6}{6}\\) = 1<\/p>\n<p>Question 7.<br \/>\nReason Abstractly Sean has \\(\\frac{1}{5}\\) of a cupcake and \\(\\frac{1}{5}\\) of a large cake.<br \/>\na. Are the wholes the same? Explain.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nYes; From the given information, the fraction of the cupcake and large cake are the same.<\/p>\n<p>Explanation:<\/p>\n<p>Question 7.<br \/>\nDoes the sum \\(\\frac{1}{5}+\\frac{1}{5}=\\frac{2}{5}\\) make sense in this situation? Explain.<br \/>\n______<\/p>\n<p>Answer:<br \/>\nYes; it makes sense. From the given data, 1 part is out of 5 parts. So, adding two fractions (1 part is out of 5 parts), the complete fraction becomes 2\/5.<\/p>\n<p>Question 8.<br \/>\nCarrie\u2019s dance class learned \\(\\frac{1}{5}\\) of a new dance on Monday, and \\(\\frac{2}{5}\\) of the dance on Tuesday. What fraction of the dance is left for the class to learn on Wednesday?<br \/>\n\\(\\frac{\u25a1}{\u25a1}\\)<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{5}\\)<\/p>\n<p>Explanation:<br \/>\nThe fraction of left for the class to learn on Wednesday is \\(\\frac{3}{5}\\).<\/p>\n<h3><a id=\"Review\/Test_-_Page_No._388\"><\/a>Page No. 388<\/h3>\n<p>Question 9.<br \/>\nSamantha and Kim used different models to help find \\(\\frac{1}{3}+\\frac{1}{6}\\). Whose model makes sense? Whose model is nonsense? Explain your reasoning below each model.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-45.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 45\" width=\"765\" height=\"456\" \/><\/p>\n<p>Answer:<br \/>\nBoth Samantha and Kim&#8217;s statements make sense. Because both models have an equal number of fractions for each diagram.<\/p>\n<p>Question 10.<br \/>\nDraw a model you could use to add \\(\\frac{1}{4}+\\frac{1}{2}\\).<br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n<img loading=\"lazy\" class=\"alignnone wp-image-4320\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-1-300x128.jpg\" alt=\"grade 4 chapter 6 image 1\" width=\"213\" height=\"91\" srcset=\"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-1-300x128.jpg 300w, https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/07\/grade-4-chapter-6-image-1.jpg 317w\" sizes=\"(max-width: 213px) 100vw, 213px\" \/><\/p>\n<p>Question 11.<br \/>\nCindy has two jars of paint. One jar is \\(\\frac{3}{8}\\) full. The other jar is \\(\\frac{2}{8}\\) full. Use the fractions to write an equation that shows the amount of paint Cindy has.<br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-46.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 46\" width=\"155\" height=\"192\" \/><br \/>\n<img loading=\"lazy\" src=\"https:\/\/ccssmathanswers.com\/wp-content\/uploads\/2020\/07\/Go-Math-Grade-4-Answer-Key-Chapter-6-Fraction-Equivalence-and-Comparison-img-47.jpg\" alt=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison img 47\" width=\"262\" height=\"68\" \/><br \/>\nType below:<br \/>\n___________<\/p>\n<p>Answer:<br \/>\n\\(\\frac{3}{8}+\\frac{2}{8}\\) = \\(\\frac{5}{8}\\)<\/p>\n<h3>Conclusion:<\/h3>\n<p>By downloading the <em><strong>Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison PDF,<\/strong> <\/em>students of grade 4 will aid you to understand different topics in Chapter 6 easily. Prepare well with the help of Go Math Grade 4 Answer Key PDFand solve each and every question properly. For more help utilize this Go Math Grade 4 Solution Key Chapter 6 Fraction Equivalence and Comparison PDF and gain what you require.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Gain some basic knowledge about the Fraction Equivalence and Comparison topics by accessing the free Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison. This resource of Go Math Grade 4 Answer Key aid your preparation for the standard tests. All the lessons covered in chapter 6 Fraction Equivalence and Comparison HMH &#8230; <a title=\"Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison\" class=\"read-more\" href=\"https:\/\/bigideasmathanswers.com\/go-math-grade-4-answer-key-chapter-6-fraction-equivalence-and-comparison\/\" aria-label=\"More on Go Math Grade 4 Answer Key Chapter 6 Fraction Equivalence and Comparison\">Read more<\/a><\/p>\n","protected":false},"author":5,"featured_media":8880,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"spay_email":""},"categories":[2],"tags":[],"jetpack_featured_media_url":"https:\/\/bigideasmathanswers.com\/wp-content\/uploads\/2020\/10\/go-math-grade-4-chapter-6-fraction-equivalence-and-comparison-answer-key.jpeg","_links":{"self":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1585"}],"collection":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/comments?post=1585"}],"version-history":[{"count":1,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1585\/revisions"}],"predecessor-version":[{"id":92767,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/posts\/1585\/revisions\/92767"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media\/8880"}],"wp:attachment":[{"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/media?parent=1585"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/categories?post=1585"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bigideasmathanswers.com\/wp-json\/wp\/v2\/tags?post=1585"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}