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The Key Elements to Fraction Success

Grade 5

Authors:

Dr. Brian E. Enright

and

Lisa O. Schueren

Wendy S. Maldonado

Cover Design:

Lisa Greenleaf

Student Edition

Table of ContentsGrade 5

LessonNumber

Titles Student Page

SOLVE Problem S11 Concept of Fractions S22 Add Fractions- Unlike Denominators S123 Subtract Fractions- Unlike Denominators S224 Add and Subtract Mixed Numbers- Unlike Denominators S325 Multiply Fractions S486 Multiply Fractions and Mixed Numbers - Word Problems S577 Model Fractions as Division S678 Divide Fractions and Whole Numbers S76

Copyright © 2013 by National Training Network

All rights reserved. No part of the material protected by this copyright notice, except the Reproduction Pages contained within, may be reproduced or utilized in any form by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without written permission from National Training Network, Inc.

ISBN#978-1-57290-954-0

Directions: Complete the the following SOLVE problem with your teacher.

1. Monique wants to buy some new jeans. She saw them seven days ago at the mall. The jeans cost $22, including tax. Monique has saved $15. How much more money does Monique need to buy the jeans?

S Study the Problem Underline the question. Thisproblemisaskingmetofind______________________________

_____________________________________________________.

O Organize the Facts Identify the facts. Eliminate the unnecessary facts. List the necessary facts.

L Line up a Plan Write in words what your plan of action will be.

Choose an operation or operations.

V Verify Your Plan with Action Estimate your answer. Carry out your plan.

E Examine Your Results Does your answer make sense? (Compare your answer to the question.)

Is your answer reasonable? (Compare your answer to the estimate.)

Is your answer accurate? (Check your work.) Write your answer in a complete sentence.

SOLVE

Fraction Success – Grade 5 S1

Fraction Success – Grade 5S2

Warm–Up

Directions: Put the numbers below in the correct place on the number line using the letters to label.

A. 1,823 B. 2,899 C. 1,506 D. 2,523 E. 1,099 F. 1,975

1. Put the following numbers in order from least to greatest:

3,245 4,325 2,453 2,354 4,253

2. Put the following numbers in order from greatest to least:

6,592 5,926 5,962 5,269 6,295

3. Use the symbols >, <, and = to compare the following numbers:

3,932 2,933 5,295 5,295 1,039 1,093

LESSON 1: Concept of Fractions


Mona and Arey baked two different kinds of bread for dinner. Mona likes wheat bread, and Arey likes whole grain bread. At the end of dinner, Mona had 1

5 of a loaf of bread left, and Arey had 3

10 of a loaf of bread left. Who had the most bread left?

S Underline the question. Thisproblemisaskingmetofind________________________________

___________________________________________________________.

Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.

Directions: Complete the rest of this page with your teacher and partner.Look at the following fraction: 3

4

1. What is the numerator? 2. What is the denominator?3. What does the fraction mean?

Record legal trades below. Find as many as you can in the time your teacher allows.

I GAVE

Picture PARTNER GAVE ME BACK

PictureFraction

I GAVE


PictureFraction



Legal Trades – Kit 1

I GAVE

Picture

PARTNER GAVE ME BACK

Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction





I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction




I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction




I GAVE

Picture


PictureFraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction

I GAVE

Picture


Picture

Fraction


Legal Trades for Kit 1, Kit 2 and Kit 3

I GAVE

Picture Picture

PARTNER GAVE ME BACKFraction

I GAVE

Picture Picture


Which of the following are equivalent? Draw fraction strips and pictures to help you solve.

1.12 = 6

12

Equivalent?

2.12 = 7

12

Equivalent?

3.13 = 3

6

Equivalent?

Draw equivalent fractions for each of the following.

4.24 =

5.15 =

6.23 =

I GAVE

Picture Picture


I GAVE

Picture Picture




Mona and Arey baked two different kinds of bread for dinner. Mona likes wheat bread, and Arey likes whole grain bread. At the end of dinner, Mona had 1

5 of a loaf of bread left, and Arey had 3

10 of a loaf of bread left. Who had the most bread left?


___________________________________________________________.

O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.

L Write in words what your plan of action will be.


V Estimate your answer.

Carry out your plan.

E Does your answer make sense? (Compare your answer to the question.)


Is your answer accurate? (Check your work.)

Write your answer in a complete sentence.

Directions: Complete the following SOLVE problem with your teacher.



Directions: Record legal trades below.

I GAVE

Picture


PictureFraction

I GAVE


PictureFraction

Which of the following are equivalent? Draw fraction strips and pictures to help you solve.

12 = 4

8

Equivalent?

13 = 4

6

Equivalent?

510 = 1

2

Equivalent? 35 = 6

10

Equivalent?

13 = 4

5

Equivalent?

68 = 3

6

Equivalent?


412 = 1

3 = 46 =

45 = 1

4 = 12 =

I GAVE

Picture


PictureFraction

I GAVE

Picture


PictureFraction



Name ___________________ Date ____________________

Directions: Complete the fraction equivalency problems.

Which of the following are equivalent? Draw fraction strips to help you solve.

12 = 2

6

Equivalent?

25 = 2

10 + 210

Equivalent?

68 = 3

4

Equivalent? 310 = 1

5

Equivalent?

48 = 1

2

Equivalent?

39 = 1

3 + 13

Equivalent?


25 = 4

8 = 14 =

210 = 8

10 = 55 =

Homework



Warm–Up

Directions: Find the sum for the following problems. Simplify all answers.

1. 14 + 2

4 = _____

2. 38 + 3

8 = _____

3. 16 + 2

6 = _____

4. 410 + 2

10 = _____

LESSON 2: Add Fractions - Unlike Denominators



Dino and Mark are doing a project for art class. It is due on Tuesday. Dino begins by drawing a 1

2-inch line, and Mark draws a 13-inch line. What is the total length

of the lines?

S Underline the question. Thisproblemisaskingmetofind_________________________________

____________________________________________________________.

Directions: Complete this page with your teacher and partner.

1. 2.Problem: 38 + 1

4 =

What color are the fraction strips?

Problem: 13 + 1

2 =

Legally trade for fewer fraction pieces, if possible.


Think about this:

Denominators? ______________ Legally trade for fraction strips of all _________ ________. Then, _____

the numerators.

Think about this:

Denominators? _______________ Legally trade for fraction strips of all _______ ________. Then, ______

the numerators.




Directions: Complete this page with your partner.

3. 4.Problem: 1

2 + 16 =


Problem: 14 + 1

3 =




Think about this:

Denominators? ______________

Legally trade for fraction strips of all _________ ________. Then, _____

the numerators.

Think about this:

Denominators? ______________

Legally trade for fraction strips of all _________ ________. Then, _____

the numerators.




Problem Picture Rewrite Fraction with Common Denominator

Add Fractions

Simplest Form

1. 13 + 4

913 + 4

9 =

__ + __ = __

2. 48 + 1

448 + 1

4 =

__ + __ = __

3. 14 + 1

2 14 + 1

2 =

__ + __ = __

4. 15 + 3

10 15

+ 310 =

__ + __ = __





Add Fractions Simplest Form

1. 15 + 1

25:

2:

15 + 1

2 =

__ + __ = __

2. 14 + 2

64:

6:

14 + 2

6 =

__ + __ = __

3. 36 + 1

3 6:

3:

36 + 1

3 =

__ + __ = __

4. 23 + 1

4 3:

4:

23 + 1

4 =

__ + __ = __




Draw your problem. Legally trade so they are all one color. Push together

once they are all in one color.

Rewrite problem with common denominator and

show in simplest form.

1. 12 + 2

6

2. 24 + 2

6

3. 25 + 3

10

4. 29 + 2

3




1. 16

+ 23

Are denominators common? Least Common Multiple:

Equivalent Fractions:

Rewrite number sentence

4. 14

+ 38



Rewrite number sentence:

2. 25

+ 12




5. 35

+ 110




3. 23

+ 19




6. 38

+ 12






Directions: Complete the follwing SOLVE problem with your teacher.

Dino and Mark are doing a project for art class. It is due on Tuesday. Dino begins by drawing a 12-inch line, and Mark draws a 13-inch line. What is the total length of the lines?

S Underline the question. Thisproblemisaskingmetofind________________________________ ___________________________________________________________.












Directions: Complete the following addition problems with unlike denominators. Drawpicturesifneeded.Allanswersshouldbesimplified.

1. 410 + 3

5 = 2. 612 + 1

4 =

3. 26 + 1

3 = 4. 29 + 1

3 =

5. 410 + 1

2 = 6. 56 + 1

12 =

7. 25 + 4

10 = 8. 34 + 1

8 =

9. 38 + 2

4 = 10. 36 + 1

2 =



Name ___________________ Date ____________________

Directions: Solve the following fraction addition problems. Draw pictures if needed. Simplify.

1. 25 + 2

10 = 2. 59 + 1

3 =

3. 48 + 2

4 = 4. 24 + 1

3 =

5. 12 + 3

10 = 6. 38 + 2

4 =

7. 34 + 2

8 = 8. 412 + 1

3 =

9. 312 + 1

3 = 10. 35 + 2

10 =

Homework



Warm–Up

Directions: Find the difference in each of the following subtraction problems Simplify answers if needed.

1. 34 – 1

4 = _____

2. 1012 – 3

12 = _____

3. 78 – 2

8 = _____

4. 56 – 1

6 = _____

LESSON 3: Subtract Fractions - Unlike Denominators


Mr. Martinez is building a short walkway to the playground area. There is a muddy area from the door to the gate of the playground. He needs to cut a length of wood that is 3

4 of a meter, and the length of the wood he has is 78 of

a meter. How much wood will he need to cut from the longer piece of wood to have the length he needs?


___________________________________________________________.



1. 2.


Problem: 38 – 1

4 = Problem: 12 – 1

3 =



Think about this:

Denominators? _______________

Legally trade for fraction strips of all ____ _______. Then, ________the numerators.


Think about this:

Denominators? ________________

Legally trade for fraction strips of all _____ _______. Then, _______ the numerators.




3. 4.Problem: 3

4 – 12 =


Problem: 23 – 1

4 =



Think about this:


Legally trade for fraction strips of all ____ ______. Then, ________ the numerators.


Think about this:


Legally trade for fraction strips of all ____ ______. Then, ________ the numerators.



Direction: Complete this page with your teacher and partner.


Subtract Fractions

Simplest Form

1. 69 – 1

369 – 1

3 =

__ – __ = __

2. 48 – 1

448 – 1

4 =

__ – __ = __

3. 34 – 1

2 34 – 1

2 =

__ – __ = __

4. 510

– 15 5

10 – 1

5 =

__ – __ = __





Subtract Fractions

Simplest Form

1. 12 – 1

52:

5:

12 – 1

5 =

__ – __ = __

2. 13 – 1

43:

4:

13 – 1

4 =

__ – __ = __

3. 24 – 2

6 4:

6:

24 – 2

6 =

__ – __ = __

4. 23 – 2

4 3:

4:

23 – 2

4 =

__ – __ = __




Drawthefirstfraction.(minuend)

Legally trade so they are all one color. Take

away the second fraction (subtrahend) by crossing

out.

Write numerically what you have in the previous column and then show in

simplest form.

1. 12 – 2

6

2. 26 – 1

4

3. 25 – 3

10

4. 79 – 1

3 =




1. 46

– 12




4. 38

– 14




2. 35

– 12




5. 35

– 110




3. 23

– 39




6. 68

– 12







Mr. Martinez is building a short walkway to the playground area. There is a muddy area from the door to the gate of the playground. He needs to cut a length of wood that is 3

4 of a meter, and the length of the wood he has is 78 of

a meter. How much wood will he need to cut from the longer piece of wood to have the length he needs?


___________________________________________________________.












Directions: Complete the following problems with unlike denominators. Draw picturesifneeded.Allanswersshouldbesimplified.

1. 35 – 3

10 = 2. 412 – 1

4 =

3. 36 – 1

3 = 4. 56 – 1

3 =

5. 610 – 1

2 = 6. 49 – 1

3 =

7. 45 – 3

10 = 8. 12 – 1

6 =

9. 34 – 1

8 = 10. 56 – 1

12 =



Name ___________________ Date ____________________

Directions: Solve the following problems. Draw pictures if needed to solve. All differences should be in simplest form.

1. 25 – 2

10 = 2. 59 – 1

3 =

3. 48 – 2

4 = 4. 24 – 1

3 =

5. 12 – 3

10 = 6. 78 – 2

4 =

7. 34 – 2

8 = 8. 412 – 1

4 =

9. 912 – 1

4 = 10. 35 – 210 =

Homework



Warm–Up

Directions: Find the sum or difference. Simplify answers if necessary.

1. 26 + 2

3 = _____

2. 25 + 3

10 = _____

3. 79 – 1

3 = _____

4. 58 – 1

4 = _____

LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators


Aria’s father is laying tile in their new kitchen. The length of one side of the room is 17 feet. Each of the tiles has a length of 1 3

10 feet. What is the length of two

tiles placed together?


____________________________________________________________.



1. 2.Problem: 11

6 + 12 = Problem: 11

4 + 23 =

Equivalent fraction for 12 Equivalent fraction for 2

3

Sum as mixed number in simplest form.

Sum as improper fraction:



Think about this:

Are the denominators the same? What is the common denominator?

Think about this:

Are the denominators the same?What is the common denominator?

Mixed number to improper fraction Mixed number to improper fraction




3. 4.Problem: 1 3

10 + 1

5 = Problem: 113 + 1

2 =






Think about this:


Think about this:




2



1. 2.Problem: 11

2 + 13 = Problem: 12

5 + 310

=

Rewrite number sentence and add Rewrite number sentence and add

Simplify

Is sum an improper fraction?Change to mixed number


Simplify




10



3. 4.Problem: 11

6 + 13 = Problem: 12

4 + 13 =

Rewrite number sentence and add Rewrite number sentence and add

Simplify



Simplify




3



Draw your problem.

Legally trade, changing mixed number(s) to

improper fractions with common denominators.

Change improper fraction to mixed

number sum.

Write numerically what you have in the previous column. Change

the improper fraction sums to mixed numbers.

1. 125 + 1

2 =

2. 1 212 + 11

4 =

3. 126 + 22

3 =

4. 213 + 11

6




1. 218

+ 114


Addends as improper fractions:

Rewrite number sentence and sum as improper fraction and mixed number:

4. 1 23

+ 146




2. 128 + 21

2 =




5. 212 + 11

3=




3. 213

+ 314




6. 115

+ 1 510

Are denominators common? Least Common Multiple: Addends as improper fractions:





1. 2.Problem: 12

6 – 23 = Problem: 13

4 – 13 =


Difference as fraction or mixed number in simplest form.

Difference as improper fraction:



Think about this:


Think about this:



3




3. 4.Problem: 11

2 – 3

4 = Problem: 113 – 1

2 =


Think about this:


Think about this:







2




1. 2.Problem: 11

2 – 45 = Problem: 25

6 – 113 =


Rewrite number sentence and subtract


Simplify

Is difference an improper fraction?Change to mixed number

Simplify


Equivalent fraction for 45

Mixed number to improper fraction




3. 4.Problem: 2 3

10 – 145 = Problem: 41

2 – 258 =




Simplify


Simplify






Legally trade, changing mixed

number(s) to improper fractions with common

denominators.

Subtract subtrahend

from minuend by crossing out subtrahend on

minuend.

Write numerically what you have in the previous

column. Change the improper fraction

differences to mixed numbers.

1. 113 – 3

6 =

2. 212 – 11

3 =

3. 338 – 13

4 =

4. 314 – 11

3 =




1. 314

– 238

Are denominators common? Least Common Multiple: Minuend as improper fraction:Subtrahend as improper fraction:Rewrite number sentence with difference as improper fraction to mixed number:

4. 413

– 179


2. 515

– 312


5. 2 212 – 12

4 =


3. 613 – 21

2 =


6. 356 – 1 2

3 =





Aria’s father is laying tile in their new kitchen. The length of one side of the room is 17 feet. Each of the tiles has a length of 1 3

10 feet. What is the length of two tiles placed together?


___________________________________________________________.












Directions: Complete each mixed number problem. Simplify all sums and differences.

1. 2 310 + 12

5 = 2. 513 – 23

4 =

3. 213 + 4

9 = 4. 438 – 23

4 =

5. 2 610 + 2

5 = 6. 3 12 – 1 2

3 =

7. 312 + 3

4 = 8. 516 – 31

3 =

9. 2 38 + 41

2 = 10. 2 14 – 11

2 =



Name ___________________ Date ____________________

Directions: Complete each mixed number problem. Simplify all sums and differences.

1. 315 + 21

2 = 2. 213 – 11

9 =

3. 618 + 33

4 = 4. 325 – 11

2 =

5. 413 + 1

2 = 6. 223 – 13

4 =

7. 1 310 + 3

5 = 8. 316 – 11

3 =

9. 346 + 52

3 = 10. 1014 – 21

2 =

Homework



Warm–Up

Directions: Work with your partner to find legal trades for the fraction strips below. Use your fraction kits and draw the legal trades.

LEGAL TRADE

1.

2.

What do the following multiplication facts mean?An example is: 2 • 3 means two groups of 3 items.

3. 3 • 9

4. 4 • 6

5. 7 • 5

6. 8 • 2

LESSON 5: Multiply Fractions


Danielle is working on a design for her art project. The design is made up of rectangles and triangles. There are a total of 24 rectangles in the design, and each rectangle has a width of 1

2-inch and a length of 34-inch. What is the area of

each of the rectangles?

S Underline the question. This problem is asking me to find _________________________________

____________________________________________________________.



Problem Meaning Model

1. 3 • 16 =

2. 35 • 2 =

3. 4 • 13 =

4. 14 • 2 =

5. 2 • 25 =

6. 26 • 3 =



Directions: Complete this page with your teacher and partner. Simplify all answers.


1. 13 • 34 =

2. 14 • 23 =

3. 26 • 12 =

4. 45 • 12 =

5. 12 • 24 =





1. 12 • 3

5 =

2. 13 • 2

4 =

3. 34 • 13 =

4. 12 • 23 =

5. 2 • 18 =




Area Model Multiplication Problem

6. 14 • 2

3 =

7. 45 • 1

3 =

Look at Problem 6: 14 • 2

3. Work with a partner to figure out how you can solve this problem numerically without the pictures. Write your solution. ________________________________________________________________________________________________________________________________

Will this solution work for Problem 7? _____

How would Problem 5 be solved numerically? ____________________________________________________________________________________________




1. 34 • 16 = 2. 2

8 • 15 =

3. 35 • 28 = 4. 4

10 • 712 =

5. 2 • 25 = 6. 13 • 7 =

7. 56 • 3 = 8. 6 • 23 =




Danielle is working on a design for her art project. The design is made up of rectangles and triangles. There are a total of 24 rectangles in the design, and each rectangle has a width of 1

2-inch and a length of 34-inch. What is the area

of each of the rectangles?

S Underline the question. This problem is asking me to find ________________________________

___________________________________________________________.












Directions: Complete the following problems. Simplify all answers.

1. 66 • 3

9 = 2. 712 • 3

6 =

3. 35 • 4

6 = 4. 6 • 39 =

5. 34 • 9

10 = 6. 48 • 3

12 =

7. 35 • 1

6 = 8. 45 • 9 =



Name ___________________ Date ____________________

Directions: Solve the following fraction multiplication problems. Simplify all answers.

1. 412 • 9

10 = 2. 112 • 3

5 =

3. 310 • 7

12 = 4. 3 • 45 =

5. 68 • 2

4 = 6. 14 • 3

8 =

7. 23 • 4

12 = 8. 23 • 8 =

Homework



Warm–Up

Directions: Solve the following fraction multiplication problems. Simplify all answers.

1. 23 • 1

4 = ______

2. 78 • 5

6 = ______

3. 36 • 6

8 = ______

4. 34 • 4

5 = ______

5. 49 • 1

2 = ______

6. 36 • 7

8 = ______

LESSON 6: Multiply Fractions and Mixed Numbers Word Problems


Corey is working on his science project. He is creating a model of the solar system. He is using a background of navy blue poster board. The poster board is 11

2 feet wide and 214 feet long. What is the area of the poster board?

S Underline the question. This problem is asking me to find _________________________________

____________________________________________________________.



Problem Estimated product based

on the first factor

Why? Estimated product based on the second

factor

Why?

1. 2 • 16 =

Model

2. 35 • 4 =

Model




Problem Estimated product based on

the first factor

Why? Estimated product based on the second

factor

Why?

3. 12 • 14 =

Model

4. 13 • 23 =

Model




Problem Estimated product

Why? Equivalent Fractions

5. 22 • 1

4 =

Model

6. 33 • 2

3 =

Model




Problem Estimated product. Why?

1. 3 • 216 =

2. 13 • 21

6 =



Directions: Complete the following problems. Simplify all answers.

Problem

3. 2 • 314 =

4. 115 • 4

10 =

5. 312 • 12

3 =

6. 225 • 15

6 =

Conclusions about Multiplication with Fractions:

1. When multiplying a number by a fraction greater than 1, the product is always _______ than the number. [Example: (1

2 • 312 = 13

4)]2. When multiplying a number by a fraction less than 1, the product is always

_______ than the number. [Example: (12 • 14 = 18)]

3. When multiplying a number by a fraction that is equal to 1, the product is an _________ _________ to the number. [Example: (1

2 • 22 = 24)]




Corey is working on his science project. He is creating a model of the solar system. He is using a background of navy blue poster board. The poster board is 11

2 feet wide and 214 feet long. What is the area of the poster board?


___________________________________________________________.













Directions: Complete the following SOLVE problem with your partner.

Janice is baking cookies for the school bake sale. She is making 3 batches of chocolate chip cookies, and each batch requires 22

3 cups of chocolate chips. She is also making 5 dozen peanut butter cookies for the sale. What is the total amount of chocolate chips she will need to make the cookies?


___________________________________________________________.












The fifth grade science club is working on a compost area for a recycling project. They have set up the compost box in a courtyard in the back of the school. Each grade level has its own area for projects in the courtyard. The plot of ground the science club can use has a length of 31

2 feet and a width of 234 feet.

What is the total area of the compost box?

S Underline the question. This problem is asking me to find __________________________________

_____________________________________________________________.












Name ___________________ Date ____________________

Jorge is helping his grandfather put up a small fence around a vegetable garden. The rabbits come and eat the vegetables in the garden almost every afternoon. The garden is in the shape of a square so all the sides are the same length. If each section of fence measures 61

2 feet, what is the total length of the fence?

S Underline the question. This problem is asking me to find










Homework



Warm–Up

Directions: Solve the following problems.

1. 315 ÷ 7 = ___

2. 168 ÷ 2 = ___

3. 180 ÷ 5 = ___

4. 744 ÷ 6 = ___

5. 4,572 ÷ 3 = ___

6. What do these problems mean if 18 ÷ 3 means “how many groups of 3 are in 18”?

256 ÷ 4 =

736 ÷ 8 =

7,785 ÷ 9 =

LESSON 7: Model Fractions as Division


Brandon’s scout troop is going on a camping trip. The 15 campers will be hiking and camping for 3 days. Each camper is responsible to bring a food item. Brandon volunteered to bring trail mix. His mom went to the store and purchased 12 pounds of trail mix. If she divides the trail mix into 15 equal bags, how much trail mix will each camper have?


____________________________________________________________.



Fraction Model Division Problem

1.12

2.13

3.14

4.15

5.16

6.18




Problem Wording Model Fraction

1. 4 ÷ 3 =

2. 7 ÷ 5 =

3. 12 ÷ 9 =

4. 5 ÷ 2 =

5. 7 ÷ 3 =

6. 8 ÷ 5 =




Problem Meaning Fraction Between what 2 whole numbers?

1. 12 ÷ 8 =

2. 9 ÷ 5 =

3. 11 ÷ 4 =

4. 6 ÷ 22 =

5. 3 ÷ 7 =

6. 2 ÷ 8 =

Conclusion: When the numerator is smaller than the denominator, the quotient will always be between _____ and _____.




Brandon’s scout troop is going on a camping trip. The 15 campers will be hiking and camping for 3 days. Each camper is responsible to bring a food item. Brandon volunteered to bring trail mix. His mom went to the store and purchased 12 pounds of trail mix. If she divides the trail mix into 15 equal bags, how much trail mix will each camper have?


___________________________________________________________.














Julie is having a party for her birthday. She has invited 7 friends from school. Julie is planning on playing games and watching a movie. Julie’s mom is ordering 3 pizzas. If the 8 girls share the pizza equally, how much pizza will each girl have?


___________________________________________________________.












Mrs. Jacobs is in charge of costumes for the school play. Her husband is working on the scenery for the play. She is making 8 costumes that are the same color. The art teacher told Mrs. Jacobs that if she bought 28 yards of material, it would be enough for the 8 costumes. How much material is needed for each costume?


___________________________________________________________.













Jason and his brother have a mowing business. Jason’s uncle hired them to mowalargefieldhewantstousetoracego-carts.Thefieldhasatotalof13acres. If the boys split the mowing job equally, how many acres will each boy mow?

S Underline the question. Thisproblemisaskingmetofind__________________________________

_____________________________________________________________.












Name ___________________ Date ____________________

Tanya has homework on Thursday evening. She has 55 minutes to complete allofherhomework.Shewouldliketofinishontimesothatshecanwatchher favorite television show. She has homework for math, history, and language arts. If she spends an equal amount of time on all the subjects, how many minutes will she spend on each subject?

S Underline the question. Thisproblemisaskingmetofind_____________________________

_________________________________________________________.










Homework


Mathematics Success – Level ES76

Warm–Up

Directions: Solve the following division problems.

1. 42 ÷ 3 = ____

2. 175 ÷ 5 = ____

3. 44 ÷ 6 = ____

4. 35 ÷ 3 = ____

5. 20 ÷ 7 = ____

6. What do these problems mean if 14 ÷ 2 means “how many groups of 2 are in 14?”

64 ÷ 4 =

72 ÷ 3 =

195 ÷ 5 =

LESSON 8: Divide Fractions and Whole Numbers

Mathematics Success – Level E S77

Sonya and her friend, Mari, are making bracelets to sell at the school carnival. At the craft store they bought a bag of colored beads and string to make the bracelets. The bag of beads weighs 3

4 of a pound. If the girls divide the beads equally, what amount of beads will each girl receive?


____________________________________________________________.



Problem Wording Model

1. 2 ÷ 13 =

Multiplication Check

Wording


2. 2 ÷ 16 =


Wording





3.

2 ÷ 12 =


Wording


4.

2 ÷ 15 =


Wording


5.

2 ÷ 14 =


Wording





1.

14 ÷ 2 =



2.

12 ÷ 5 =



3.

23 ÷ 3 =






4.

34 ÷ 2 =



5.

13 ÷ 4 =



6.

35 ÷ 2 =





Problem Story Context and Model Multiplication Check

1.

2 ÷ 23 =

2.

4 ÷ 13 =

3.

12 ÷ 6 =

4.

34 ÷ 3 =



Directions: Complete the following SOLVE problem with your teacher and partner.

Sonya and her friend, Mari, are making bracelets to sell at the school carnival. At the craft store they bought a bag of colored beads and string to make the bracelets. The bag of beads weighs 3

4 of a pound. If the girls divide the beads equally, what amount of beads will each girl receive?


___________________________________________________________.












Directions: Complete the following SOLVE problem with your teacher and partner.

The Girls Club is sponsoring an afternoon tea for the teachers at Madison Middle School. They are serving sandwiches, fancy cookies, and citrus punch. The serving bowl for the punch holds 12 cups. How many 1

3 cup servings are in 12 cups?


___________________________________________________________.













Roberto and two of his friends went to Roberto’s house after school to work on a science project. The boys were hungry when they got to Roberto’s house. His mother told him that there was 3

4 of a pizza in the refrigerator for them to eat. If the pizza is shared equally among the 3 boys, what fraction of the pizza did they each eat?


___________________________________________________________.













Kaley’s grandfather feeds the birds in his backyard during the winter. He buys birdseed whenever it is on sale. He has a special feeder in the backyard that holds only 2

3 cupofseedwhichheneedstofilleveryday.Ifthebagofspecialseedheboughthas6cups in it,howmany timeswill hebeable tofill thefeeder?


_____________________________________________________________.












Name ___________________ Date ____________________

Gabrielle is making hair bows to sell at the craft fair. She will be making bows in 4 different colors and designs. Gabrielle has 5 yards of ribbon, and each hair bow requires 12 of a yard of ribbon. How many hair bows can Gabrielle make with 5 yards of ribbon?

S Underline the question. Thisproblemisaskingmetofind_____________________________

_________________________________________________________.










Homework


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