Score - westada.org · Lesson Overview: In these learning activities, students will generate equivalent fractions, compare fractions, and develop an understanding of decimal notation

$Page 1: Score - westada.org · Lesson Overview: In these learning activities, students will generate equivalent fractions, compare fractions, and develop an understanding of decimal notation$
HS Math Prep – Mod 4B I Can Statements v20170317

I can recognize and generate equivalent fractions. Workbook Pages: 6-9, 12-18

Questions: 2, 5, 6, 7, 9, 10, 11

I can compare two fractions with different numerators and different denominators. Workbook Pages: 10-11, 19-20, 30-33

Questions: 1, 3, 4, 8, 12, 13, 14, 16, 20

I can use decimal notation for fractions with denominators 10 or 100. Workbook Pages: 21-29, 36

Questions: 12, 13, 14, 17, 19, 20, 21, 22, 24

I can add two fractions with respective denominators 10 and 100. Workbook Pages: 22-25, 29, 34-36

Questions: 15, 18, 23, 25

Score

______ %

UNDERSTANDING EQUIVALENT FRACTIONSPRE-TEST ANALYSIS

Name Date

1

Lesson Overview: In these learning activities, students will generate equivalent fractions, compare fractions, and develop an understanding of decimal notation for fractions.

Lesson Objectives:

• The student will recognize and generate equivalent fractions.• The student will compare two fractions with different numerators and different denominators.• The student will use decimal notation for fractions with denominators 10 and 100.• The student will add two fractions with respective denominators 10 and 100.

Essential Question:

• Why is a fraction a/b equivalent to a fraction (n × a)/(n × b)?

• How does finding equivalent fractions help us compare and order fractions?

• How are decimals and fractions (and percentages) related?

Enduring Understandings:

• The students will understand that multiplying the numerator and denominator of a fractionby n produces an equivalent fraction.

• Students will understand that creating common denominators or numerators, or comparingfractions to a benchmark fraction allows one to compare two, or more, fractions.

• The students will understand that comparisons between two fractions or decimals are only validwhen they refer to the same whole.

UNDERSTANDING EQUIVALENT FRACTIONS LESSON OVERVIEW

Name Date

2

Learning Activities: You can track your progress through the learning activities by placing an X through the bulleted items you complete.

1. Complete Understanding Equivalent Fractions Common Core Pre-Test.

2. Compare your Pre-Test results with the following “I can…” statements. Complete therelated learning activities until each objective is mastered.

_____ I can recognize and generate equivalent fractions.

� View Equivalent Fractions (5:50) � Complete Equivalent Fractions skill check � Play Triplets.

_____ I can compare two fractions with different numerators and different denominators.

� View Comparing fractions with like numerators and denominators (4:48) � Complete Compare fractions with the same numerator or denominator skill

check. � View Comparing fractions 2 (unlike denominators) (7:07) � Complete Compare fractions with different numerators and denominators skill

check. � View Comparing and ordering fractions (7:48) � Complete Order fractions skill check. � Play Tug Team or Number Climb.

3. Complete Checkpoint 1 and check your work.

Workbook Pages: 6-9, 12-18

Workbook Pages: 10-11, 19-20, 30-33


Name Date

3

https://app.schoology.com/assignment/337821929/assessment



https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/equivalent-fractions-pre-alg/v/equivalent-fractions

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/equivalent-fractions-pre-alg/e/equivalent_fractions

http://www.mathplayground.com/Triplets/Triplets.html

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/v/fractions-with-like-denominators-numerators

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/e/comparing_fractions_1

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/v/comparing-fractions-2

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/e/comparing_fractions_2

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/v/ordering-fractions

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/comparing-fractions-pre-alg/e/ordering_fractions

http://www.mathplayground.com/ASB_TugTeamFractions.html

http://www.mathplayground.com/number_climb.html

https://app.schoology.com/course/241267858/materials/gp/345213767


_____ I can use decimal notation for fractions with denominators 10 or 100.

� View Intro to decimals (6:25) � View Writing decimal numbers shown in grids (3:05) � Complete Write decimal numbers shown in grids skill check. � Complete Rewrite fractions as decimals skill check. � View Writing a number as a fraction and decimal (4:36) � Complete Write number as a fraction and decimal skill check. � Play Decention. (Note: This game includes equivalent percentages also. If you

are not familiar with this check out the extension opportunities below.)

_____ I can add two fractions with respective denominators 10 and 100.

• View Visually converting tenths and hundredths (4:19)• Complete Equivalent fractions 1 (denominators 10 & 100) skill check• Complete Equivalent fractions 2 (denominators 10 & 100) skill check• View Decomposing hundredths (4:10)• View Decomposing hundredths on number line (1:47)• Complete Decompose fractions with denominators of 100 skill check.• View Adding fractions (denominators 10 & 100 (4:24)• Complete Add fractions (denominators 10 & 100) skill check.• Play Gate.

4. Complete Checkpoint 2 and check your work.

5. Complete Understanding Equivalent Fraction Common Core Post-Test.

Workbook Pages: 21-29, 36

Workbook Pages: 22-25, 29, 34-36


4

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimals-intro/v/introduction-to-decimals

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimals-intro/v/decimal-intuition-with-grids

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimals-intro/e/decimal-intuition-with-grids

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimal-fractions/e/converting_fractions_to_decimals_0.5

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimal-fractions/v/fraction-decimal-intuition-examples

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-decimals/cc-4th-decimal-fractions/e/fraction-decimal-intuition

http://www.mathplayground.com/Decention/Decention.html

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/v/visually-converting-from-tenths-to-hundredths

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/e/equivalent-fractions-with-denominators-of-10-and-100-intuition

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/e/equivalent-fractions-with-denominators-of-10-and-100

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/v/decomposing-hudredths-into-tenths-and-hundredths

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/v/decompose-hundredths-on-number-line

https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-fractions-topic/cc-4th-fractions-unlike-denom/e/decompose-fractions-with-denominators-of-100

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/fractions-unlike-denom-pre-alg/v/adding-fractions-with-10-and-100-as-denominators

https://www.khanacademy.org/math/pre-algebra/fractions-pre-alg/fractions-unlike-denom-pre-alg/e/adding_fractions_0.5

http://mathsnacks.com/gate-en.html






4. NF Using Benchmarks toCompare FractionsMelissa gives her classmates the following explanation for why :

I can compare both and to .

Since and are unit fractions and fifths are smaller than fourths, I know that .

I also know that is the same as , so is bigger than .

Therefore .

a. Explain each step in Melissa's reasoning. Is she correct?

b. Use Melissa's strategy to compare and , this time comparing both fractions

with .

<15

27

15

27

14

15

14 <1

514

14

28

27

14

<15

27

2960

4588

12

Illustrative Mathematics

UNDERSTANDING EQUIVALENT FRACTIONS RELATED TASK

Name Date

c. Use Melissa's strategy to compare and 19 . Explain which fraction you chose forcomparison and why.

825 45

4.NF Using Benchmarks to Compare FractionsTypeset May 4, 2016 at 20:29:08. Licensed by Illustrative Mathematics under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

5

https://www.illustrativemathematics.org//content-standards/4/NF/A/2

Lesson 23 Homework UNDERSTANDING EQUIVALENT FRACTIONS 3 5

I can recognize and generate equivalent fractions.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Name Date

1. On the number line above, use a colored pencil to divide each whole into thirds and label each fractionabove the line.

2. On the number line above, use a different colored pencil to divide each whole into sixths and label eachfraction below the line.

3. Write the fractions that name the same place on the number line.

4. Using your number line to help, name the fraction equivalent to 206

. Name the fraction equivalent to 123

. Draw the part of the number line that would include these fractions below, and label it.

0 1 2 3

206 = 3

123 = 6

© 2015 Great Minds. eureka-math.orgG3-M5-TE-1.3.0-06.2015

6

http://creativecommons.org/licenses/by-nc-sa/3.0/deed.en_US







5. Write two different fraction names for the dot on the number line. You may use halves, thirds, fourths,fifths, sixths, eighths, or tenths.

_____________ = _____________

_____________ = _____________

_____________ = _____________

_____________ = _____________

6. Danielle and Mandy each ordered a large pizza for dinner. Danielle’s pizza was cut into sixths, andMandy’s pizza was cut into twelfths. Danielle ate 2 sixths of her pizza. If Mandy wants to eat the sameamount of pizza as Danielle, how many slices of pizza will she have to eat? Write the answer as a fraction.Draw a number line to explain your answer.

0 1

0 1

1 2

1 2


7





Lesson 27 Homework UNDERSTANDING EQUIVALENT FRACTIONS



Name Date

1. Use the pictures to model equivalent fractions. Fill in the blanks, and answer the questions.

2. 8 students share 2 pizzas that are the same size, which are represented by the 2 circles below. Theynotice that the first pizza is cut into 4 equal slices, and the second is cut into 8 equal slices. How can the 8students share the pizzas equally without cutting any of the pieces?

1 third is equal to _____ ninths. 13

=9

The whole stays the same.

What happened to the size of the equal parts when there were more equal parts?

The whole stays the same.

What happened to the size of the equal parts when there were fewer equal parts?

2 tenths is equal to _____ fifths. 210

= 5


8





Lesson 27 Homework UNDERSTANDING EQUIVALENT FRACTIONS



3. When the whole is the same, why does it take 4 copies of 1 tenth to equal 2 copies of 1 fifth? Draw amodel to support your answer.

4. When the whole is the same, how many eighths does it take to equal 1 fourth? Draw a model to supportyour answer.

5. Mr. Pham cuts a cake into 8 equal slices. Then, he cuts every slice in half. How many of the smaller slicesdoes he have? Use words and numbers to explain your answer.


9





I can compare two fractions with different numerators and different denominators.



Name Date

Label each shaded fraction. Use >, <, or = to compare.

1. 2.

3. 4.

5. Partition each number line into the units labeled on the left. Then, use the number lines to compare thefractions.

a. 26

23

b. 59

56

c. 33

39

0 1

0 1

0 1

thirds

sixths

ninths


10








Draw your own models to compare the following fractions.

6. 710

78

7. 46

49

8. For an art project, Michello used 34 of a glue stick. Yamin used 3

6 of an identical glue stick. Who used

more of the glue stick? Use the model below to support your answer. Be sure to label 1 whole as 1 gluestick.

9. After gym class, Jahsir drank 2 eighths of a bottle of water. Jade drank 2 fifths of an identical bottle ofwater. Who drank less water? Use the model below to support your answer.


11








Name Date

1. The total length of each tape diagram represents 1. Decompose the shaded unit fractions as the sum ofsmaller unit fractions in at least two different ways. The first one has been done for you.

a.

b.

2. The total length of each tape diagram represents 1. Decompose the shaded fractions as the sum ofsmaller unit fractions in at least two different ways.

a.

b.

12

= 16

+ 16

+ 16

12

12

= 110

+110

+110

+110

+110

12

14

14


12




c.

3. Draw tape diagrams to prove the following statements. The first one has been done for you.

a. 25

= 410

b. 36

= 612

c. 26

= 618

d. 34

= 1216


13




4. Show that 12

is equivalent to 612

using a tape diagram and a number sentence.

5. Show that 23



6. Show that 45




14

Name Date

Each rectangle represents 1.

1. The shaded unit fractions have been decomposed into smaller units. Express the equivalent fractions in anumber sentence using multiplication. The first one has been done for you.a. b.

c. d.

2. Decompose the shaded fractions into smaller units using the area models. Express the equivalentfractions in a number sentence using multiplication.

a. b.

12

= 1 × 22 × 2

= 24



UNDERSTANDING EQUIVALENT FRACTIONS 4 5 Lesson 7 Homework


15




c. d.

3. Draw three different area models to represent 1 fourth by shading.Decompose the shaded fraction into (a) eighths, (b) twelfths, and (c) sixteenths.Use multiplication to show how each fraction is equivalent to 1 fourth.

a.

b.

c.





16




Name Date

Each rectangle represents 1.

1. The shaded fractions have been decomposed into smaller units. Express the equivalent fractions in anumber sentence using multiplication. The first one has been done for you.

a. b.

c. d.

2. Decompose both shaded fractions into twelfths. Express the equivalent fractions in a number sentenceusing multiplication.

a. b.

23

= 2 × 23 × 2

= 46





17




3. Draw area models to prove that the following number sentences are true.

a. 13

= 26 b. 2

5= 4

10

c. 57

= 1014

d. 36

= 918

4. Use multiplication to create an equivalent fraction for each fraction below.

a. 23

b. 56

c. 65

d. 108

5. Determine which of the following are true number sentences. Correct those that are false by changingthe right-hand side of the number sentence.

a. 23

= 49

b. 56

= 1012

c. 35

= 615

d. 74

= 2112





18




Name Date

1. Place the following fractions on the number line given.

a. 32

b. 95

c. 1410

2. Use the number line in Problem 1 to compare the fractions by writing >, ˂, or = on the lines.

a. 1 16

________ 1 412

b. 1 12

________ 1 45

3. Place the following fractions on the number line given.

a. 129

b. 65

c. 1815

4. Use the number line in Problem 3 to explain the reasoning you used when determining whether 129

or 1815

was greater.

1 1 12

2

1 1 12

2





19




5. Compare the fractions given below by writing > or ˂ on the lines. Give a brief explanation for eachanswer referring to benchmarks.

a. 25

_________ 68

b. 610

_________ 56

c. 64

_________ 78

d. 14

_________ 812

e. 1412

_________ 116

f. 89

_________ 32

g. 78

_________ 1110

h. 34

_________ 43

i. 38

_________ 32

j. 96

_________ 1612





20




Lesson 4 Sprint UNDERSTANDING EQUIVALENT FRACTIONS 4•6

I can use decimal notation for fractions with denominators 10 or 100.


Write Fractions and Decimals

1. 2

10 = . 23. 1 =

10

2. 3

10 = . 24. 2 =

10

3. 4

10 = . 25. 5 =

10

4. 8

10 = . 26. 4 =

10

5. 6

10 = . 27. 4.1 =

10

6. 0.1 = 10

28. 4.2 = 10

7. 0.2 = 10

29. 4.6 = 10

8. 0.3 = 10

30. 2.6 = 10

9. 0.7 = 10

31. 3.6 = 10

10. 0.5 = 10

32. 3.4 = 10

11. 5

10 = . 33. 2.3 =

10

12. 0.8 = 10

34. 4 310

= . 13.

710

= . 35. 2010

= . 14. 0.4 =

1036. 1.8 =

10

15. 9

10 = . 37. 3 4

10 = .

16. 1010

= . 38. 5010

= . 17.

1110

= . 39. 4.7 = 10

18. 1210

= . 40. 2 810

= . 19.

1510

= . 41. 3010

= . 20.

2510

= . 42. 3.2 = 10

21. 4510

= . 43. 2010

= . 22.

3810

= . 44. 2.1 = 10

ANumber Correct: _


Name Date

21




Lesson 4 Homework UNDERSTANDING EQUIVALENT FRACTIONS 4•6

I can use decimal notation for fractions with denominators 10 or 100.I can add two fractions with respective denominators 10 and 100.


Name Date

1. a. What is the length of the shaded part of the meter stick in centimeters?

b. What fraction of a meter is 3 centimeters?

c. In fraction form, express the length of the shaded portion of the meter stick.

d. In decimal form, express the length of the shaded portion of the meter stick.

e. What fraction of a meter is 30 centimeters?

2. Fill in the blanks.

a. 5 tenths = ____ hundredths b. 510

m = 100

m c. 410

m = 40 m

3. Use the model to add the shaded parts as shown. Write a number bond with the total written in decimalform and the parts written as fractions. The first one has been done for you.

a.

110

m + 3100

m = 13100

m = 0.13 m


22







b.

c.

4. On each meter stick, shade in the amount shown. Then, write the equivalent decimal.

a. 910

m

b. 15100

m

c. 41100

m

5. Draw a number bond, pulling out the tenths from the hundredths, as in Problem 3 of the Homework.Write the total as the equivalent decimal.

a. 23100

m b. 38100

m

c. 82100

d. 76100


23





____ hundredths = _____ tenth + _____ hundredths


Name Date

1. Find the equivalent fraction using multiplication or division. Shade the area models to show theequivalency. Record it as a decimal.

a. 4 × 10 ×

= 100

b. 60 ÷ 100 ÷

= 10

2. Complete the number sentences. Shade the equivalent amount on the area model, drawing horizontallines to make hundredths.

a. 36 hundredths = _____ tenths + ____ hundredths

Decimal form: _________

Fraction form: _________

b. 82 hundredths = ____ tenths + ____ hundredths

Decimal form: _________

Fraction form: _________

3. Circle hundredths to compose as many tenths as you can. Complete the number sentences. Representeach with a number bond as shown.

a.



24







b.

4. Use both tenths and hundredths place value disks to represent each number. Write the equivalentnumber in decimal, fraction, and unit form.

a. 4100

= 0. _____

_____ hundredths

b. 13100

= 0. _____

_____tenth _____ hundredths

c. = 0.41

_____ hundredths

d. = 0.90

_____ tenths

e. = 0. _____

6 tenths 3 hundredths

f. = 0. _____

90 hundredths

____ hundredths = _____ tenths + _____ hundredths


25







Name Date

1. Shade the area models to represent the number, drawing horizontal lines to make hundredths as needed. Locate the corresponding point on the number line. Label with a point, and record the mixed number as a decimal.

a. 2 35100

= ___._____

b. 3 17100

= ___._____

2. Estimate to locate the points on the number lines.

a. 5 90100

b. 3 25100

4 3

5 6 3 4


26







3. Write the equivalent fraction and decimal for each of the following numbers.

a. 2 ones 2 hundredths b. 2 ones 16 hundredths

c. 3 ones 7 hundredths d. 1 one 18 hundredths

e. 9 ones 62 hundredths f. 6 ones 20 hundredths

4. Draw lines from dot to dot to match the decimal form to both the unit form and fraction form. All unit forms and fractions have at least one match, and some have more than one match.

4 ones 18 hundredths 4.80

4 18100

4 ones 8 hundredths 4.8

48

4 ones 8 tenths 4.18

4 8100

4 tens 8 ones 4.08

4 80100

48


27








1. 1

10 = . 23. 1 =

10

2. 2

10 = . 24. 2 =

10

3. 3

10 = . 25. 4 =

10

4. 7

10 = . 26. 3 =

10

5. 5

10 = . 27. 3.1 =

10

6. 0.2 = 10

28. 3.2 = 10

7. 0.3 = 10

29. 3.6 = 10

8. 0.4 = 10

30. 1.6 = 10

9. 0.8 = 10

31. 2.6 = 10

10. 0.6 = 10

32. 4.2 = 10

11. 4

10 = . 33. 2.5 =

10

12. 0.9 = 10

34. 3 410

= . 13.

610

= . 35. 5010

= . 14. 0.5 =

1036. 1.7 =

10

15. 9

10 = . 37. 4 3

10 = .

16. 1010

= . 38. 2010

= . 17.

1110

= . 39. 4.6 = 10

18. 1210

= . 40. 2 410

= . 19.

1710

= . 41. 4010

= . 20.

2710

= . 42. 2.3 = 10

21. 4710

= . 43. 3010

= . 22.

3410

= . 44. 4.1 = 10

B Number Correct:

Improvement:


Name Date

28








1. 310

= . 23. 2 + 110

+ 6100

= .2.

3100

= . 24. 2 + 0.1 + 0.06 = .3.

23100

= . 25. 3 + 0.1 + 0.06 = .4. 1 23

100 = . 26. 3 + 0.1 + 0.04 = .

5. 4 23100

= . 27. 3 + 0.5 + 0.04 = .6. 0.07 = 28. 2 + 0.3 + 0.08 = .7. 1.07 = 29. 2 + 0.08 = .8. 0.7 = 30. 1 + 0.3 = .9. 1.7 = 31. 10 + 0.3 = .10. 1.74 = 32. 1 + 0.4 + 0.06 = .11.

4100

= . 33. 10 + 0.4 + 0.06 = .12. 0.6 = 34. 30 + 0.7 + 0.02 = .13.

7100

= . 35. 2 + 310

+ 0.05 = .14. 0.02 = 36. 4 + 0.5 + 3

100 = .

15. 9100

= . 37. 4 + 3100

+ 0.5 = .16.

10100

= . 38. 0.5 + 3100

+ 4 = .17.

10100

+ 2100

= . 39. 20 + 0.8 + 0.01 = .18.

110

+ 2100

= . 40. 4 + 9100

+ 210

= .19.

110

+ 3100

= . 41. 0.04 + 2 + 0.7 =

20. 110

+ 4100

= . 42. 610

+ 8 + 2100

= .21.

110

+ 9100

= . 43. 5100

+ 8 + 0.9 =

22. 3 + 110

+ 9100

= . 44. 0.9 + 10 + 4100

= .

ANumber Correct: _


Name Date

29







Name Date

1. Shade the parts of the area models below, decomposing tenths as needed, to represent the pairs ofdecimal numbers. Fill in the blank with <, >, or = to compare the decimal numbers.

a. 0.19 0.3 b. 0.6 0.06

c. 1.8 1.53 d. 0.38 0.7

2. Locate and label the points for each of the decimal numbers on the number line.Fill in the blank with <, >, or = to compare the decimal numbers.

a. 7.2 7.02

b. 18.19 18.3

7.0 7.1 7.2 7.3

18.1 18.2 18.3 18.4


30







3. Use the symbols <, >, or = to compare.

a. 2.68 2.54 b. 6.37 6.73

c. 9.28 7.28 d. 3.02 3.2

e. 13.1 13.10 f. 5.8 5.92

4. Use the symbols <, >, or = to compare. Use pictures as needed to solve.

a. 57 tenths 5.7 b. 6.2 6 ones and 2 hundredths

c. 33 tenths 33 hundredths d. 8.39 8 3910

e. 236100

2.36 f. 3 tenths 22 hundredths


31






This work is licened under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

Name Date

1. Plot the following points on the number line using decimal form.

a. 0.6, 510

, 0.76, 79100

, 0.53, 67100

b. 8 ones and 15 hundredths, 832100

, 8 27100

, 8210

, 8.1

c. 13 12100

, 13010

, 13 ones and 3 tenths, 13.21, 13 3100

0.5 0.6 0.7 0.8

8.1 8.2 8.3 8.4

13.0 13.1 13.2 13.3


32






This work is licened under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.

2. Arrange the following numbers in order from greatest to least using decimal form. Use the > symbolbetween each number.

a. 4.03, 4 ones and 33 hundredths, 34100

, 4 43100

, 430100

, 4.31

_______________________________________________________________________________________

b. 17 510

, 17.55, 15710

, 17 ones and 5 hundredths, 15.71, 15 75100

_______________________________________________________________________________________

c. 8 ones and 19 hundredths, 9 810

, 81, 809100

, 8.9, 8 110

_______________________________________________________________________________________

3. In a paper airplane contest, Matt’s airplane flew 9.14 meters. Jenna’s airplane flew 9 410

meters. Ben’s

airplane flew 904100

meters. Leah’s airplane flew 9.1 meters. Whose airplane flew the farthest?

4. Becky drank 1 41100

liters of water on Monday, 1.14 liters on Tuesday, 1.04 liters on Wednesday, 1110

liters

on Thursday, and 1 40100

liters on Friday. Which day did Becky drink the most? Which day did Becky

drink the least?


33




I can add two fractions with respective denominators 10 and 100.



Name Date

1. Complete the number sentence by expressing each part using hundredths. Model using the place valuechart, as shown in part (a).

a. 1 tenth + 8 hundredths = _____ hundredths

b. 2 tenths + 3 hundredths = _____ hundredths

c. 1 tenth + 14 hundredths = _____ hundredths

2. Solve by converting all addends to hundredths before solving.

a. 1 tenth + 2 hundredths = ______ hundredths + 2 hundredths = ______ hundredths

b. 4 tenths + 11 hundredths = ______ hundredths + ______ hundredths = ______ hundredths

c. 8 tenths + 25 hundredths = ______ hundredths + ______ hundredths = ______ hundredths

d. 43 hundredths + 6 tenths = ______ hundredths + ______ hundredths = ______ hundredths


34




I can add two fractions with respective denominators 10 and 100.



3. Find the sum. Convert tenths to hundredths as needed. Write your answer as a decimal.

a. 310

+ 7100

b. 16100

+ 510

c. 510

+ 40100

d. 20100

+ 810

4. Solve. Write your answer as a decimal.

a. 510

+ 53100

b. 27100

+ 810

c. 410

+ 78100

d. 98100

+ 710

5. Cameron measured 65100

inch of rainwater on the first day of April. On the second day of April, he

measured 83100

inch of rainwater. How many total inches of rainwater did Cameron measure on the first

two days of April?


35








1. 110

= . 23. 2 + 110

+ 4100

= .2.

210

= . 24. 2 + 0.1 + 0.04 = .3.

310

= . 25. 3 + 0.1 + 0.04 = .4.

710

= . 26. 3 + 0.1 + 0.06 = .5.

510

= . 27. 3 + 0.5 + 0.06 = .6. 0.2 = 28. 2 + 0.4 + 0.09 = .7. 0.3 = 29. 2 + 0.06 = .8. 0.4 = 30. 1 + 0.5 = .9. 0.8 = 31. 10 + 0.5 = .10. 0.6 = 32. 1 + 0.2 + 0.04 = .11.

410

= . 33. 10 + 0.2 + 0.04 = .12. 0.9 = 34. 30 + 0.9 + 0.06 = .13.

610

= . 35. 2 + 510

+ 0.07 = .14. 0.5 = 36. 4 + 0.7 + 5

100= .

15. 910

= . 37. 4 + 5100

+ 0.7 = .16.

1010

= . 38. 0.7 + 5100

+ 4 = .17.

1110

= . 39. 20 + 0.6 + 0.01 = .18.

1210

= . 40. 6 + 7100

+ 410

= .19.

1710

= . 41. 0.06 + 2 + 0.9 =

20. 2710

= . 42. 810

+ 6 + 4100

= .21.

4710

= . 43. 3100

+ 8 + 0.7 =

22. 3410

= . 44. 0.7 + 10 + 6100

= .

B Number Correct:

Improvement:


Name Date

36




HS Math Prep – Mod 4B I Can Statements v20170317

I can recognize and generate equivalent fractions. Workbook Pages: 6-9, 12-18

Questions: 2, 5, 6, 7, 9, 10, 11

I can compare two fractions with different numerators and different denominators. Workbook Pages: 10-11, 19-20, 30-33

Questions: 1, 3, 4, 8, 12, 13, 14, 16, 20

I can use decimal notation for fractions with denominators 10 or 100. Workbook Pages: 21-29, 36

Questions: 12, 13, 14, 17, 19, 20, 21, 22, 24

I can add two fractions with respective denominators 10 and 100. Workbook Pages: 22-25, 29, 34-36

Questions: 15, 18, 23, 25

Score

______ %

UNDERSTANDING EQUIVALENT FRACTIONSPOST-TEST ANALYSIS

Name Date

37

With each "I can" statement, a link was provided to a related math game. 1. Write a description of the strategies you used to succeed at each game.

2. Are there any games you would like to improve your high score?How would you use the math skills developed in this module to improve your score?

UNDERSTANDING EQUIVALENT FRACTIONS REFLECTIVE NOTEBOOK

Name Date

38

Module Checkpoints


UNDERSTANDING EQUIVALENT FRACTIONS Copyright © 2012 Pearson Education, Inc. or its affiliate(s). All rights reserved.

Checkpoint 1 7➲ checkpoint

Solve each problem below. Write or circle your answer on the answer sheet. Circle or write each answer in the checkpoint lesson, too.

1. Circle the answer that names a fraction equivalent to74

. Use the ruler below to help.

0 1 2 3 4 5 6

A118

B47

C148

D 32

2. Which diagram shows that23

= 8

12?

A B

C D

3. Which fraction is equivalent to48

?

A610

B21

C24

D 84

4. Use this rectangle to show that610

= 35



0Checkpoint 2 13

➲ checkpoint

Solve each problem below. Write your answer on the answer sheet. Write each answer in the checkpoint lesson, too.

1. On a math quiz, Amir wrote that610

was equivalent to 6

100. His answer is incorrect.

a . Why was Amir’s answer incorrect?

b . How would you help Amir correct his thinking?


Checkpoint 2 13

2. Tamika was playing a different version of the Matching Fractions and Decimals game(Lesson 11 on page 37). She turned up the cards below and said,

“These cards match because it’s like money. A nickel is worth 5¢.That’s 5 out of 100 pennies in a dollar or $0.5.”

She is not correct.

5100 0.5

a . Why do the cards not match?

b . How would you help Tamika correct her thinking?

Documents

Score - westada.org · Lesson Overview: In these learning activities, students will generate equivalent fractions, compare fractions, and develop an understanding of decimal notation