Practicing the Bridges in Mathematics Grade 4 Student Book Answer Key Unit 5 Module 1 will help students analyze their level of preparation.
Bridges in Mathematics Grade 4 Student Book Answer Key Unit 5 Module 1
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 1 Answer Key
Elena’s Trip
Question 1.
Elena traveled from Istanbul to Ankara, which is 351 kilometers. Then she went from Ankara to Marmaris, which is 527 kilometers. If it is 468 kilometers back to Istanbul, how far did Elena travel in all on her trip? Show your work.
Answer:
Elena traveled 1346 km on her trip.
Explanation:
Given,
Elena traveled from Istanbul to Ankara, which is 351 kilometers
Ankara to Marmaris, which is 527 kilometers.
And traveled 468 kilometers back to Istanbul.
351 + 527 + 468 = 1346 km
Hence, Elena traveled 1346 km on her trip.
Question 2.
Elena and her brother ate cookies on their trip. Elena ate \(\frac{3}{4}\) of her cookies and her brother ate \(\frac{2}{3}\) of his. Elena says they ate the same amount because they both have one cookie left. Is she correct? Explain.
Answer:
No, she is not correct.
Explanation:
They each have 1 cookie left. And Elena started with 4 and her brother started with cookies. Therefore she ate 3 cookies, and he only ate 2 cookies.
Question 3.
Which equation is not true?
1.25 = 1\(\frac{1}{4}\)
6.05 < 6.5
2\(\frac{4}{100}\) = 2.4
4\(\frac{1}{4}\) > 4\(\frac{1}{5}\)
Answer:
The equation that is not true is 2\(\frac{4}{100}\) = 2.4.
Explanation:
The given option is
2\(\frac{4}{100}\)
\(\frac{204}{100}\)
the answer is 2.04
2.04 is not equal to 2.4
Question 4.
List all of the factor pairs for 63.
Answer:
1, 3, 7, 9, 21, and 63.
Explanation:
The factor pairs for 63 are 1, 3, 7, 9, 21, and 63.
Question 5.
Fill in the missing information on the Multiple Wheels.
Answer:
Explanation:
Let us fill in the missing information on the Multiple Wheels.
Start with the multiplication of 15 × 12 = 180
15 × 2 = 30
15 × 20 = 300
Continue multiplying clockwise direction
Check the above answer for more explanation.
Question 6.
Round 15,615 to the nearest:
Answer:
Explanation:
Round 15,615 to the nearest:
15,620 – ten
15,600 – hundred
16,000 – thousand
20,000 – ten thousand
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 2 Answer Key
Which Angle Doesn’t Belong?
In each group of 5 angles, there is one that does not belong. Circle the angle that doesn’t belong for each group.
Question 1.
Answer:
Explanation:
We have circled the angle that doesn’t belong in the group.
Question 2.
Answer:
Explanation:
We have circled the angle that doesn’t belong in the group. All angles have positive angles except one.
Question 3.
Answer:
Explanation:
We have circled the angle that doesn’t belong in the group. All angles have 90 degrees except one.
Question 4.
Answer:
Explanation:
We have circled the angle that doesn’t belong in the group. All angles measure the different angles except one that has 90 degress.
Question 5.
Answer:
Explanation:
We have circled the angle that doesn’t belong in the group.
Pattern Block Angles
Label the angles in each shape below. Use the words zero, acute, right, obtuse, or straight to label each angle.
Question 1.
Answer:
Explanation:
The angle in the given figure is an obtuse angle.
Question 2.
Answer:
Explanation:
The angle in the given figure is an obtuse and acute angle.
Question 3.
Answer:
Explanation:
The angle in the given figure is an acute angle.
Question 4.
Answer:
Explanation:
The angle in the given figure is a right-angle triangle.
Question 5.
Answer:
Explanation:
The angle in the given figure is an obtuse and acute angle.
Question 6.
Answer:
Explanation:
The angle in the given figure is an obtuse and acute angle.
Right, Acute & Obtuse Angles
Question 1.
Use the information below to help solve the following problems.
a. Circle all the right angles.
Answer:
Explanation:
A right angle is exactly 90 degrees. We have circled all the right angles in the given figure.
b. Circle all the acute angles.
Answer:
Explanation:
An acute angle is less than 90 degrees. We have circled all the acute angles in the given figure.
c. Circle all the obtuse angles.
Answer:
Explanation:
An obtuse angle is more than 90 degrees. We have circled all the obtuse angles in the given figure.
Question 2.
Draw another ray to make an acute angle.
Answer:
Explanation:
An acute angle is an angle that has below 90 degrees. We have drawn another ray to make an acute angle.
Question 3.
Draw another ray to make an obtuse angle.
Answer:
Explanation:
An obtuse angle is more than 90 degrees. I have drawn another ray to make an obtuse angle.
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 3 Answer Key
Measuring Pattern Block Angles
Label the interior angles of each pattern block shown below. Use the straight and right angles below to help determine the measure of each pattern block angle.
Question 1.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Question 2.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Question 3.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Question 4.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Question 5.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Question 6.
Answer:
Explanation:
We have used the straight and right angles below to help determine the measure of each pattern block angle and labeled the interior angles of each pattern block shown below.
Using Pattern Blocks to Measure Angles on a Clock Face
Use your pattern blocks to measure each angle on the clock faces below. Then write the fraction of a whole turn each angle represents.
Question 1.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Angle measures 90°.
Fraction of a whole turn \(\frac{1}{4}\).
Explanation:
Angle measure 90°, a Fraction of a whole turn \(\frac{1}{4}\).
Question 2.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Angle measure 90°, Fraction of a whole turn \(\frac{1}{4}\).
Explanation:
Angle measure 90°, a Fraction of a whole turn \(\frac{1}{4}\).
Question 3.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Angle measure 360°, a Fraction of a whole turn 1.
Explanation:
Explanation:
Angle measure 360°, a Fraction of a whole turn 1.
Question 4.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Explanation:
Angle measure 180°, a Fraction of a whole turn \(\frac{1}{2}\).
Question 5.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Explanation:
Angle measure 30°, a Fraction of a whole turn \(\frac{1}{12}\).
Question 6.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Explanation:
Angle measure 150°, a Fraction of a whole turn \(\frac{5}{12}\).
Question 7.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Explanation:
Angle measure 210°, a Fraction of a whole turn \(\frac{7}{12}\).
Question 8.
Angle measure ________________
Fraction of a whole turn _______________
Answer:
Explanation:
Angle measure 300°, a Fraction of a whole turn \(\frac{5}{6}\).
Measuring Interior Angles of Polygons
Use your pattern blocks to measure the interior angles of each polygon below. Label each angle with its measurement.
Answer:
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 4 Answer Key
Work Place Instructions 5A Angle Puzzles
Each student needs:
- 1 5A Angle Puzzles Record Sheet
- 1 spinner overlay
- pattern blocks
1. Spin the spinner to find out what kind of angle to make.
2. Use pattern blocks to make an example of the type of angle spun.
3. Trace the pattern blocks on the record sheet and label each of the interior angles.
4. Record an equation to describe how the angle was made.
5. Make the same angle with a different combination of pattern blocks. Trace and label and write an equation to represent the second way of making the angle.
6. Repeat steps 2-5 two more times to make 3 different types of angles in all.
If an angle already built is spun, spin again until a new angle is spun.
Game Variations
A. Work with a partner to figure out 2 or more different ways to make each angle.
B. Work on just one angle and try to find all of the different possibilities for making it.
Answer:
Angles in Polygons
Use the following information to help solve the problems below.
Question 1.
Circle the polygon that has only acute angles.
Answer:
Explanation:
We have circled the polygon that has only acute angles.
Question 2.
Circle the polygon that has only obtuse angles.
Answer:
Explanation:
We have circled the polygon that has only obtuse angles.
Question 3.
Circle the polygons that have only right angles.
Answer:
Explanation:
We have circled the polygons that have only right angles.
Question 4.
Circle the polygon that has 2 acute angles and 2 obtuse angles.
Answer:
Explanation:
We have circled the polygon that has 2 acute angles and 2 obtuse angles.
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 5 Answer Key
Thinking About Circles
Question 1.
Study the diagram above.
a. Circle the circles in the row of shapes below.
Answer:
Explanation:
I have circled the circles in the row of shapes below.
b. How do you know that the shapes you circled are circles?
Answer:
A circle is a round shape that has no corners or line segments. By observing the given figure based on the definition I have chosen the shapes you circled are circles.
c. Draw 2 examples of circles.
Answer:
Explanation:
I have drawn two examples of circles.
d. Draw 2 examples of shapes that are not circles.
Answer:
Explanation:
I have drawn two examples of shapes that are not circles.
e. How would you define circles?
Answer:
A circle is a round shape that has no corners or line segments.
Question 2.
Use the circle below for a-c.
a. Draw and label two examples of a radius on the circle below.
Answer:
b. Draw and label two examples of a diameter on the circle below.
Answer:
c. Draw and label an arrow pointing to the circumference of the circle below.
Answer:
Explanation:
I have drawn and labeled an arrow pointing to the circumference of the circle below.
Question 3.
Draw three more straight lines to connect the 4 points on the circumference of the circle below. The first two points have been connected for you. Connect the rest of the points in the same manner. The points are all spaced equally around the circumference. Do not connect any points to the center.
a. What shape did you just draw inside the circle?
Answer:
The shape is square.
Explanation:
I drew a square shape inside the circle.
b. Use labeled sketches, numbers, or words to convince someone else that you have identified the shape correctly in part a above.
Answer:
All points are equally spaced on a circle.
Explanation:
Arc AB = Arc BC
Arc CD = Arc DA
and chord AB = Chord = BC
Chord CD = Chord DA
And all sides are equal in the quadrilateral.
Ac is the diameter of a circle and BD is also the diameter of the circle.
Similarly, the angle subtended by a diameter or semicircle on any point of the circle is 90 degrees.
∠ADC = 90°
∠ABC = 90°
∠BAD = ∠BCD = 90°
So a quadrilateral having all sides equal and all angles 90° is a square.
Finding Perimeters of Quadrilaterals
Question 1.
Use a ruler to measure the sides of each quadrilateral in centimeters. Label all the sides of each shape. Then find the perimeter. For a, find the area also. Show your work.
ex:
Perimeter = 12 cm
a.
Area = _______________
Perimeter = __________________
Answer:
Area = 42 square cm, Perimeter = 26 cm.
Explanation:
Given,
Length = 7 cm, width = 6 cm
Area = 7 × 6 = 42 square cm
Perimeter = 7 + 6 + 7 + 6
= 26 cm
b.
Perimeter = __________________
Answer:
The perimeter is 24 cm.
Explanation:
Given,
The sides of the figure are 7 cm and 5 cm.
Perimeter = 7 + 5 + 7 + 5
= 24 cm.
Question 2.
Solve the following problems:
a. 347 + 652 = _______________
Answer:
The addition of the given problem is 999.
b. 65 × 29 = _______________
Answer:
1885.
c. 60 ÷ 4 = _______________
Answer:
The division for the given problem is 15.
d. 501 – 388 = ________________
Answer:
113.
Explanation:
The subtraction of the given two numbers is 113.
Bridges in Mathematics Grade 4 Student Book Unit 5 Module 1 Session 6 Answer Key
Experimenting with Angle Measurement
Question 1.
For each angle:
a. Estimate how many degrees you think it measures.
Answer:
Angle 1 is 60°, Angle 2 is 30° and Angle 3 is 120°.
Explanation:
b. Use a pattern block to check the measure. (Each angle below matches one or more of the angles in your pattern blocks.)
Answer:
c. Measure it with your protractor.
Answer:
Explanation:
By measuring the angles with a protractor the degrees are noted in the figure.
Question 4.
Lan says the angle below measures about 120°. Do you agree or disagree with her? Explain your answer.
Answer:
Yes, I agree to the angle measures are about 120°.
Question 5.
Using a protractor, construct a 60° angle below or on a separate piece of paper. (If you use another sheet of paper, attach it to this assignment.) Check your work with a pattern block, and include the pattern block in your angle sketch.
Answer:
Explanation:
1. Let us draw an angle whose measure is 60°. Use a ruler to draw MN.
2. Now place the protractor over MN.
3. Mark a point L where you find 60 on the protractor. Now, join L and M with the help of a ruler. Hence ∠LMN = 60°
Question 6.
CHALLENGE Look around your classroom for acute angles. Choose several. For each angle you choose:
- Estimate how many degrees you think it measures.
- Measure it with your protractor.
- Record your work on the chart below.
Answer:
Measuring & Constructing Angles
Question 1.
Use a protractor to measure the angles, and then record your measurements. Label each angle as acute, obtuse, or right.
a.
Answer:
The angle measured is 120° and the angle is an obtuse angle.
Explanation:
b.
Answer:
The angle measured is 30° and the angle is an acute angle.
Explanation:
Question 2.
Use a protractor to construct and draw the following angles. If you don’t have enough room here, sketch these angles in your math journal.
a. 80° angle
Answer:
Explanation:
Step 1: Draw a ray OB
Step 2: Place the center of the protractor at O and construct an angle of 80°
Step 3: Join OA
b. 45° angle
Answer:
Explanation:
Step 1: Draw a line segment OC.
Step 2: Place the protractor at point O.
Step 3: In the outer circle of the protractor, look for 45 degrees reading, and with a pencil mark a dot and name it B.
Step 4: Join O and B now. Angle ∠AOB = 45°.
Question 3.
Fill in the blanks to make each equation true.
\(\frac{1}{4}\) of 28 = ______________
\(\frac{1}{4}\) of 28 = ______________
4 × \(\frac{1}{3}\) = ______________
7 × \(\frac{1}{3}\) = ______________
10 × \(\frac{1}{4}\) = ______________
Answer:
The answers to the given equation are 7, 7, \(\frac{4}{3}\), \(\frac{7}{3}\) and \(\frac{10}{4}\) or \(\frac{5}{2}\)
Explanation:
Now let us fill in the blanks in the given equations.
\(\frac{1}{4}\) of 28 = 7
\(\frac{1}{4}\) of 28 = 7
4 × \(\frac{1}{3}\) = \(\frac{4}{3}\)
7 × \(\frac{1}{3}\) = \(\frac{7}{3}\)
10 × \(\frac{1}{4}\) = \(\frac{10}{4}\) = \(\frac{5}{2}\)