All the solutions provided inÂ **McGraw Hill My Math Grade 4 Answer Key PDF Chapter 8 Review **will give you a clear idea of the concepts.

## McGraw-Hill My Math Grade 4 Chapter 8 Review Answer Key

**Vocabulary Check
**Question 1.

Use the words in the word bank to label each card.

composite

denominator

equivalent fractions

improper fraction

mixed number

numerator

prime

simplest form

Answer:

Explanation:

Composite – In Mathematics, composite are numbers that have more than two factors.

Denominator – The denominator of a fraction tells you how many parts a whole is broken into.

Equivalent fractions – Equivalent fractions are the fractions that have different numerators and denominators but are equal to the same value.

Improper fraction – An improper fraction is a fraction whose numerator is equal to or greater than its denominator.

Mixed number – A mixed number is a combination of a whole number and a fraction.

Numerator – The value placed above the horizontal line in a fraction is called a numerator.

Prime – A prime number isÂ a whole number greater than 1 whose only factors are 1 and itself.

Simplest form – A fraction is in simplest form if the top and bottom have no common factors other than 1.

**Write an example of each of the following words.
**Question 2.

factor pairs __________________

Answer:

Examples for factor pairs:

6 Ă— 3 = 18.

11 Ă— 10 = 110.

Explanation:

Factors are often given asÂ pairs of numbers, which multiply together to give the original number. These are called factor pairs.

Examples: 6 Ă— 3 = 18.

11 Ă— 10 = 110.

Question 3.

greatest common factor __________________

Answer:

The greatest common factor of 12 and 24 = 4.

Explanation:

The greatest common factor (GCF) of a set of numbers is the largest factor that all the numbers share.

Examples:

12 and 20.

Factors of 12:

1,2,3,4,6,12.

Factors of 20.:

1,2,4,5,10,20.

Question 4.

least common multiple __________________

Answer:

Least common multiple of 16 and 20 = 80.

Explanation:

LCM denotes the least common factor or multiple of any two or more given integers.

For example,Â L.C.M of 16 and 20

16 = 2 Ă— 2 Ă— 2 Ă— 2

20 = 2 Ă— 2 Ă— 5

LCM of 16 and 20 =Â 2 x 2 x 2 x 2 x 5 = 80, where 80 is the smallest common multiple for numbers 16 and 20.

Question 5.

benchmark fractions __________________

Answer:

Benchmark numbers areÂ numbers against which other numbers or quantities can be estimated and compared.

Explanation:

In math, benchmark fractions can be defined as common fractions that we can measure or judge against, when measuring, comparing, or ordering other fractions.

**Concept Check
**

**Find the factor pairs of each number.**

Question 6.

52

_____________ and _______________

_____________ and _______________

_____________ and _______________

Answer:

Factor pairs of 52 are:

1 and 52.

2 and 26.

4 and 13.

Explanation:

Factor pairs of 52:

1 Ă— 52 = 52.

2 Ă— 26 = 52.

4 Ă— 13 = 52.

Question 7.

36

_____________ and _______________

_____________ and _______________

_____________ and _______________

_____________ and _______________

_____________ and _______________

Answer:

Factor pairs of 36 are:

1 and 36.

2 and 18.

3 andÂ 12.

4 and 9.

6 and 6.

Explanation:

Factors of 36:

1 Ă— 36 = 36.

2 Ă— 18 = 36.

3 Ă— 12 = 36.

4 Ă— 9 = 36.

6 Ă— 6 = 36.

Question 8.

23

_____________ and _______________

Answer:

Factor pairs of 23 are:

1 and 23.

Explanation:

Factors of 23:

1 Ă— 23 = 23.

**Tell whether each number is prime, composite, or neither.
**Question 9.

0 ________________

Answer:

0 is not a prime or composite number.

Explanation:

0 does not have a repeating decimal, it is a rational number.

Question 10.

31 ________________

Answer:

31 is a prime number.

Explanation:

AÂ prime numberÂ (or a prime) is a natural number greater than 1 that is not a product of two smaller natural numbers.

Factors of 31:

1 Ă— 31 = 31.

Question 11.

62 _________________

Answer:

62 is a composite number.

Explanation:

AÂ composite numberÂ is a positive integer that can be formed by multiplying two smaller positive integers.

Factors of 62:

1 Ă— 62 = 62.

2 Ă— 31 = 62.

**Circle the two fractions that are equivalent for each set of fractions.
**Question 12.

\(\frac{3}{4}\) \(\frac{9}{12}\) \(\frac{2}{6}\)

Answer:

Explanation:

Simplest form:

\(\frac{3}{4}\) = \(\frac{3}{4}\)

\(\frac{9}{12}\) = \(\frac{9}{12}\)Â Ă· \(\frac{3}{3}\)Â = \(\frac{3}{4}\)

\(\frac{2}{6}\) = \(\frac{2}{6}\)Â Ă· \(\frac{2}{2}\) = \(\frac{1}{3}\)

The two fractions that are equivalent for each set of fractions:

\(\frac{3}{4}\) andÂ \(\frac{9}{12}\)

Question 13.

\(\frac{4}{10}\) \(\frac{4}{100}\) \(\frac{40}{100}\)

Answer:

Explanation:

Simplest form:

\(\frac{4}{10}\) = \(\frac{4}{10}\) Ă· \(\frac{2}{2}\) = \(\frac{2}{5}\)

\(\frac{4}{100}\) = \(\frac{4}{100}\) Ă· \(\frac{2}{2}\) = \(\frac{2}{50}\) Ă· \(\frac{2}{2}\) = \(\frac{1}{25}\)

\(\frac{40}{100}\) = \(\frac{40}{100}\) Ă· \(\frac{10}{10}\) = \(\frac{4}{10}\)Ă· \(\frac{2}{2}\) = \(\frac{2}{5}\)

The two fractions that are equivalent for each set of fractions:

\(\frac{4}{10}\) and \(\frac{40}{100}\)

Question 14.

\(\frac{3}{5}\) \(\frac{1}{4}\) \(\frac{6}{10}\)

Answer:

Explanation:

Simplest form:

\(\frac{3}{5}\) = \(\frac{3}{5}\)

\(\frac{1}{4}\) = \(\frac{1}{4}\)

\(\frac{6}{10}\) = \(\frac{6}{10}\) Ă· \(\frac{2}{2}\) = \(\frac{3}{5}\)

The two fractions that are equivalent for each set of fractions:

\(\frac{3}{5}\) and \(\frac{6}{10}\)

**Write each fraction in simplest form. If it is in simplest form, write simplest form.
**Question 15.

\(\frac{4}{10}\)

Answer:

Simplest form of \(\frac{4}{10}\) = \(\frac{2}{5}\)

Explanation:

Simplest form:

\(\frac{4}{10}\) = \(\frac{4}{10}\) Ă· \(\frac{2}{2}\) = \(\frac{2}{5}\)

Question 16.

\(\frac{3}{9}\)

Answer:

Simplest form of \(\frac{3}{9}\) = \(\frac{1}{3}\)

Explanation:

Simplest form:

\(\frac{3}{9}\) = \(\frac{3}{9}\) Ă· \(\frac{3}{3}\) = \(\frac{1}{3}\)

Question 17.

\(\frac{3}{10}\)

Answer:

Simplest form of \(\frac{3}{10}\) = \(\frac{3}{10}\) because its already in its simplest form.

Explanation:

Simplest form:

\(\frac{3}{10}\) = \(\frac{3}{10}\)

**Compare. Use >, <, or =. Check your answer using fraction tiles or number lines.
**Question 18.

\(\frac{5}{8}\) \(\frac{1}{3}\)

Answer:

\(\frac{5}{8}\) >Â \(\frac{1}{3}\)

Explanation:

\(\frac{5}{8}\) is greater thanÂ \(\frac{1}{3}\)

Question 19.

\(\frac{1}{5}\) \(\frac{4}{6}\)

Answer:

\(\frac{1}{5}\) < \(\frac{4}{6}\).

Explanation:

\(\frac{1}{5}\) is lesser thanÂ \(\frac{4}{6}\)

Question 20.

\(\frac{2}{3}\) \(\frac{8}{12}\)

Answer:

\(\frac{2}{3}\) <Â \(\frac{8}{12}\)

Explanation:

\(\frac{2}{3}\) is lesser thanÂ \(\frac{8}{12}\)

**Problem Solving
**Question 21.

Mrs. Evans has 13 pictures to hang on a wall. Is there any way she can arrange the pictures in rows other than 1 Ă— 13 or 13 Ă— 1, so that the same number of pictures is in each row? Tell whether 13 is a composite or prime number. Explain.

Answer:

No, Mrs. Evans cannot arrange the pictures in rows other than 1 Ă— 13 or 13 Ă— 1 because 13 is prime number.

Explanation:

Number of pictures to hang on a wall Mrs. Evans has = 13.

Factors of 13:

1 Ă— 13 = 13.

Question 22.

There are \(\frac{2}{8}\) cup of peanuts and \(\frac{1}{4}\) cup of walnuts. Is there a greater amount of peanuts or walnuts? Explain.

Answer:

Both the amount of peanuts or walnuts are same.

Explanation:

Number of cup of peanuts = \(\frac{2}{8}\)

Number of cup of walnuts = \(\frac{1}{4}\)

Both are same. They are equivalent fractions.

Question 23.

Mia has two whole bananas and one-fifth of another banana. Write a mixed number that represents the amount of bananas she has.

Answer:

Mixed number that represents the amount of bananas she has = 2\(\frac{1}{5}\)

Explanation:

Mia has two whole bananas and one-fifth of another banana.

Mixed number that represents the amount of bananas she has = 2 wholes + one-fifth

= 1 + 1 + \(\frac{1}{5}\)

= 2 + \(\frac{1}{5}\)

= 2\(\frac{1}{5}\)

Question 24.

Write a real-world problem to compare fractions.

Answer:

A real-world problem to compare fractions are a slice of watermelon and piece of pizza.

Explanation:

In real life, we will many examples of fractions, such as:

If a pizza is divided into two equal parts, then each part is equal to half of the whole pizza.

If we divide a slice of watermelon into three equal parts then each part is equal 1/3rd of the whole.

**Test Practice
**Question 25.

Which equation is true?

(A) 2\(\frac{2}{3}\) = 2 + 2 + 3

(B) 2\(\frac{2}{3}\) = 1 + 1 + 2 + 3

(C) 2\(\frac{2}{3}\) = 1 + 1 + \(\frac{1}{3}\) + \(\frac{1}{3}\)

(D) 2\(\frac{2}{3}\) = 1 + 1 + \(\frac{1}{3}\)

Answer:

Equation is true:

(C) 2\(\frac{2}{3}\) = 1 + 1 + \(\frac{1}{3}\) + \(\frac{1}{3}\)

Explanation:

(A) 2\(\frac{2}{3}\) = 2 + 2 + 3 (False)

(B) 2\(\frac{2}{3}\) = 1 + 1 + 2 + 3Â (False)

(C) 2\(\frac{2}{3}\) = 1 + 1 + \(\frac{1}{3}\) + \(\frac{1}{3}\)Â (True)

(D) 2\(\frac{2}{3}\) = 1 + 1 + \(\frac{1}{3}\)Â (False)

=> 2\(\frac{2}{3}\)Â = 1 + 1 + \(\frac{1}{3}\) + \(\frac{1}{3}\)

**Reflect
**Use what you learned about fractions to complete the graphic organizer.

Reflect on the ESSENTIAL QUESTION Write your answer below.

Answer:

Explanation:

We can different fractions name the same amount by Equivalent fractions. They can be defined as fractions that may have different numerators and denominators but they represent the same value.