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# Math Gr4 Ch13

## by madterrell on Sep 13, 2009

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## Math Gr4 Ch13Presentation Transcript

• Chapter 13 Fractions Click the mouse or press the space bar to continue.
• Fractions 13 Lesson 13-1 Parts of a Whole Lesson 13-2 Parts of a Set Lesson 13-3 Problem-Solving Strategy: Draw a Picture Lesson 13-4 Equivalent Fractions Lesson 13-5 Simplest Form Lesson 13-6 Problem-Solving Investigation: Choose a Strategy Lesson 13-7 Compare and Order Fractions Lesson 13-8 Add and Subtract Like Fractions Lesson 13-9 Mixed Numbers
• 13-1 Parts of a Whole Five-Minute Check (over Chapter 12) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3
• 13-1 Parts of a Whole • I will identify, write, and read fractions for parts of a whole. • fraction • numerator • denominator
• 13-1 Parts of a Whole Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.
• 13-1 Parts of a Whole Standard 4NS1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• 13-1 Parts of a Whole What fraction of the circle is blue? Write blue pieces 5 total pieces in all 8 Read five-eighths or five divided by eight 5 Answer: So, of the whole circle is blue. 8
• 13-1 Parts of a Whole What fraction of the circle is red? 1 A. 2 3 B. 5 3 C. 8 3 D. 4
• 13-1 Parts of a Whole What fraction of the figure is shaded? Write parts shaded 3 total equal pieces in all 6 Read three-sixths or three divided by six 3 Answer: So, of the whole figure is shaded. 6
• 13-1 Parts of a Whole What fraction of the figure is shaded? 1 A. 6 5 B. 6 7 C. 8 3 D. 4
• 13-1 Parts of a Whole Gina is decorating a card for her mother’s birthday. She decides to put glitter on 2 of the card. Draw a 3 picture to show this fraction. Divide a rectangle into 3 equal parts. Shade one part to show two-thirds.
• 13-1 Parts of a Whole After Melinda’s party, she had 1 of a pie left. Draw 6 a picture to show this fraction. A. B. C. D.
• 13-2 Parts of a Set Five-Minute Check (over Lesson 13-1) Main Idea California Standards Example 1 Example 2 Example 3
• 13-2 Parts of a Set • I will identify, read, write, and model fractions for parts of a set.
• 13-2 Parts of a Set Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.
• 13-2 Parts of a Set Standard 4NS1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• 13-2 Parts of a Set What fraction of the bicycles are red? Write red bicycles 3 numerator total cars 5 denominator Read three-fifths or three divided by five 3 Answer: So, of the bicycles are red. 5
• 13-2 Parts of a Set What fraction of the triangles are orange? 3 A. 7 2 B. 7 4 C. 7 3 D. 5
• 13-2 Parts of a Set What fraction of the helmets are not black? Write helmets not black 5 numerator total helmets 7 denominator Read five-sevenths or five divided by seven 5 Answer: So, of the helmets are not black. 7
• 13-2 Parts of a Set What fraction of the circles are not blue? 5 A. 7 3 B. 5 2 C. 5 1 D. 2
• 13-2 Parts of a Set Lane has 6 pets. Four-sixths of her pets are fish. Draw a picture to model this fraction. Answer: Four of Lane’s 6 pets are fish. You need to draw a picture of four fish and two of any other type of pet.
• 13-2 Parts of a Set Which shaded figure represents one-third? A. B. C. D.
• 13-3 Problem-Solving Strategy: Draw a Picture Five-Minute Check (over Lesson 13-2) Main Idea California Standards Example 1: Problem-Solving Strategy
• 13-3 Problem-Solving Strategy: Draw a Picture • I will solve problems by drawing a picture.
• 13-3 Problem-Solving Strategy: Draw a Picture Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
• 13-3 Problem-Solving Strategy: Draw a Picture Standard 4NS1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• 13-3 Problem-Solving Strategy: Draw a Picture Brandi and her mom are at a pet store. The pet store has 15 reptiles. One-third of the reptiles are turtles. Two are snakes, and the rest are lizards. How many of each reptile are there?
• 13-3 Problem-Solving Strategy: Draw a Picture Understand What facts do you know? • There are 15 reptiles at the store. • One-third are turtles. • Two are snakes. • The rest are lizards.
• 13-3 Problem-Solving Strategy: Draw a Picture Understand What do you need to find? • Find the number of each reptile.
• 13-3 Problem-Solving Strategy: Draw a Picture Plan Draw a picture to solve the problem.
• 13-3 Problem-Solving Strategy: Draw a Picture Solve • Draw 15 circles to show the 15 reptiles. Since the fraction 1 is used, place 3 the circles in 3 equal groups.
• 13-3 Problem-Solving Strategy: Draw a Picture Solve • To show the turtles, shade 1 of the circles. That 3 is, one of the three equal groups. So, there are 5 turtles. There are 2 snakes, so shade 2 circles to show the snakes.
• 13-3 Problem-Solving Strategy: Draw a Picture Solve • There are 8 circles not shaded. This is the number of lizards. Answer: So, there are 5 turtles, 2 snakes, and 8 lizards at the pet store.
• 13-3 Problem-Solving Strategy: Draw a Picture Check Look back at the problem. 5 turtles + 2 snakes + 8 lizards = 15 reptiles. The pet store has 15 reptiles. So, the answer is correct.
• 13-4 Equivalent Fractions Five-Minute Check (over Lesson 13-3) Main Idea and Vocabulary California Standards Example 1
• 13-4 Equivalent Fractions • I will find equivalent fractions. • equivalent fractions
• 13-4 Equivalent Fractions Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.
• 13-4 Equivalent Fractions 4 Find three fractions that are equivalent to . 6 To find equivalent fractions, you can use multiplication or division.
• 13-4 Equivalent Fractions One Way: Multiply 4 2 8 Multiply the numerator × = 6 2 12 and the denominator by the same number. 4 3 12 × = 6 3 18
• 13-4 Equivalent Fractions Another Way: Divide 4 2 2 Divide the numerator ÷ = 6 2 3 and the denominator by the same number. Answer: So, 2 , 8 , or 12 could be used to 3 12 18 represent 4. 6
• 13-4 Equivalent Fractions Find two fractions that are equivalent to 3 . 6 4 8 A. 6 , 12 1 8 B. 2 , 12 1 6 C. 2 , 12 4 5 D. , 6 7
• 13-5 Simplest Form Five-Minute Check (over Lesson 13-4) Main Idea and Vocabulary California Standards Key Concept: Simplest Form Example 1 Example 2
• 13-5 Simplest Form • I will write a fraction in simplest form. • simplest form
• 13-5 Simplest Form Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.
• 13-5 Simplest Form
• 13-5 Simplest Form 20 Write in simplest form. 24 Step 1 Find the common factors. Factors of 20: 1, 2, 4, 5, 10, 20 Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24 Common factors: 1, 2, and 4
• 13-5 Simplest Form Step 2 Divide by the greatest common factor, 4. 20 4 5 ÷ = 24 4 6 The numbers 5 and 6 have no common factor other than 1. 20 5 Answer: So, in simplest form is . 24 6
• 13-5 Simplest Form 25 Write in simplest form. 35 5 A. 6 5 B. 7 4 C. 5 1 D. 5
• 13-5 Simplest Form Stanley and his family spent 15 hours on a train ride to visit his grandparents. Write what part of one day he spent on the train as a fraction in simplest form. Step 1 First, write a fraction. 15 hours spent on train 24 total hours in a day
• 13-5 Simplest Form Step 2 Divide by common factors. 15 3 5 A common factor of ÷ = 24 3 8 15 and 24 is 3. The only common factor of 5 and 8 is 1. Answer: So, 15 simplifies to 5. Stanley and his 24 8 family spent 5 of a day on the train. 8
• 13-5 Simplest Form Dion spent 3 hours of his day playing basketball. Write what part of one day he spent playing basketball as a fraction in simplest form. 2 A. 8 5 B. 8 1 C. 8 3 D. 24
• 13-6 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 13-5) Main Idea California Standards Example 1: Problem-Solving Investigation
• 13-6 Problem-Solving Investigation: Choose a Strategy • I will choose the best strategy to solve a problem.
• 13-6 Problem-Solving Investigation: Choose a Strategy Standard 4MR2.2 Apply strategies and results from simpler problems to more complex problems. Standard 4NS1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• 13-6 Problem-Solving Investigation: Choose a Strategy ANICA: My class visited the zoo. I learned that one-sixth of the animals at the zoo are reptiles. There are 420 animals at the zoo. How many animals are reptiles? YOUR MISSION: Find how many animals are reptiles.
• 13-6 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? • There are 420 animals at the zoo. • One-sixth of the animals are reptiles. What do you need to find? • Find how many animals are reptiles.
• 13-6 Problem-Solving Investigation: Choose a Strategy Plan Solve a simpler problem. First, find one-sixth of a smaller number. Then, multiply to find one-sixth of 420.
• 13-6 Problem-Solving Investigation: Choose a Strategy Solve Find one-sixth of 42. Draw 42 circles in 6 equal rows. Circle one of the six equal groups.
• 13-6 Problem-Solving Investigation: Choose a Strategy Solve So, one-sixth of 42 equals 7. Now multiply. 42 THINK What number 7 × 10 can you multiply 42 × 10 420 by to equal 420? 70 Then multiply 7 by the same number. Answer: So, 70 of the animals at the zoo are reptiles.
• 13-6 Problem-Solving Investigation: Choose a Strategy Check Since 70 × 6 = 420, then 70 is one-sixth of 420. The answer is correct.
• 13-7 Compare and Order Fractions Five-Minute Check (over Lesson 13-6) Main Idea California Standards Example 1 Example 2 Example 3
• 13-7 Compare and Order Fractions • I will compare and order simple fractions.
• 13-7 Compare and Order Fractions Standard 4NS1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
• 13-7 Compare and Order Fractions Use the data table shown. Which insect is longer, a mosquito or a whirligig beetle? You can use models to compare 1 4 and 3 . First, you want the 8 denominators to be the same. So, find an equivalent fraction for 1 4 that will give it a denominator of 2.
• 13-7 Compare and Order Fractions 1 2 2 × = 4 2 8 2 mosquito 8 5 whirligig 8 beetle Answer: The model shows that 2 < 5 . So, 8 8 the whirligig beetle is longer.
• 13-7 Compare and Order Fractions Which measurement is longer, 2 in. or 2 in.? 6 3 2 A. 6 2 B. 3
• 13-7 Compare and Order Fractions Use the data table shown. Which insect is longer, a field cricket or a lightning bug?
• 13-7 Compare and Order Fractions You need to compare 5 8 and 1 . 2 Answer: So, the field cricket is longer than the lightning bug.
• 13-7 Compare and Order Fractions Which is the shorter length, 1 or 1 ? 2 3 1 A. 2 1 B. 3
• 13-7 Compare and Order Fractions 1 5 1 Order , , from least to greatest. 2 6 3 One Way: Number Lines Use a number line.
• 13-7 Compare and Order Fractions 1 < 1 < 5 3 2 6
• 13-7 Compare and Order Fractions Another Way: Equivalent Fractions 1 × 3 = 3, 5, 1 × 2 = 2 2 3 6 6 3 2 6 Compare the numerators. Order from least to greatest.
• 13-7 Compare and Order Fractions 2, 3, 5 6 6 6 1, 1, 5 3 2 6 Answer: So, the order from least to greatest is 1 , 1, 5. 3 2 6
• 13-7 Compare and Order Fractions 1 1 2 Order , , from least to greatest. 4 6 3 1 1 2 A. 4, 6 , 3 1 2 1 B. 6, 3 , 4 2 1 1 C. 3, 4 , 6 1 1 2 D. 6, 4 , 3
• 13-8 Add and Subtract Like Fractions Five-Minute Check (over Lesson 13-7) Main Idea and Vocabulary California Standards Key Concept: Add Fractions Key Concept: Subtract Fractions Example 1 Example 2
• 13-8 Add and Subtract Like Fractions • I will add and subtract fractions. • like fractions • like denominators
• 13-8 Add and Subtract Like Fractions Reinforcement of Standard 3NS3.2 Add and subtract simple fractions (e.g., determine the 1 + 3 is the same as 1 ). 8 8 2
• 13-8 Add and Subtract Like Fractions
• 13-8 Add and Subtract Like Fractions
• 13-8 Add and Subtract Like Fractions Rex spent 1 hour reading Saturday morning and 2 4 4 hour reading Saturday evening. How much time did he spend reading in all? Step 1 Add the numerators. Keep the same denominator. 1 2 2+1 3 + = = 4 4 4 4
• 13-8 Add and Subtract Like Fractions Step 2 Write in simplest form. 3 is in simplest form. 4 Answer: So, Rex spent 3 of an hour reading on 4 Saturday.
• 13-8 Add and Subtract Like Fractions Sherita spent 1 of the day writing emails to her 5 friends in the morning and 1 of the day writing 5 letters to more of her friends in the evening. How much time did Sherita spend writing in all? 1 3 A. 5 C. 5 2 5 B. 5 D. 5
• 13-8 Add and Subtract Like Fractions Levi ran 2 of a mile 3 before football practice and 1 of a mile after 3 football practice. How much farther did he run before practice? 2 1 You need to subtract and . 3 3
• 13-8 Add and Subtract Like Fractions 2 1 1 Subtract the numerators. – = 3 3 3 Keep the same denominator. The answer is in simplest form, so you don’t need to reduce. 1 Answer: So, Levi ran of a mile more before practice. 3
• 13-8 Add and Subtract Like Fractions Janice ate 6 of a bag of chips on Monday. On 10 Tuesday, she ate 3 more of that bag of chips. 10 How much more did she eat on Monday than Tuesday? 3 5 A. 10 C. 10 4 9 B. 10 D. 10
• 13-9 Mixed Numbers Five-Minute Check (over Lesson 13-8) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 Example 4
• 13-9 Mixed Numbers • I will write mixed numbers and improper fractions. • mixed number • improper fraction
• 13-9 Mixed Numbers Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions.
• 13-9 Mixed Numbers Standard 4NS1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
• 13-9 Mixed Numbers What fraction of the lasagna is left? Each lasagna has 10 slices. There are 13 slices left.
• 13-9 Mixed Numbers One Way: Mixed Number Count the wholes and the parts. 10 3 13 3 + = or 1 10 10 10 10
• 13-9 Mixed Numbers Another Way: Improper Fraction Count the parts. 13 10 13 3 Answer: So, or 1 of the lasagna is left. 10 10
• 13-9 Mixed Numbers What fraction of the pizza is left? 3 A. 1 8 3 B. 8 5 C. 1 8 1 D. 1 2
• 13-9 Mixed Numbers 3 Write 1 as an improper fraction. 5 3 3 Write the mixed number as the 1 = 1 + 5 5 sum of a whole and part. 5 3 Write the whole number as a = + 5 5 fraction. 5+3 Add. = 5 8 = 5
• 13-9 Mixed Numbers 5 Write 1 as an improper fraction. 9 13 A. 9 9 B. 15 14 C. 9 15 D. 9
• 13-9 Mixed Numbers 10 Write as a mixed number. 3 Divide the numerator by the denominator. 3 R1 3 10 – 9 1 10 1 Answer: So, =3 . 3 3
• 13-9 Mixed Numbers 13 Write as a mixed number. 4 1 A. 4 3 5 B. 2 4 4 C. 3 1 1 D. 3 4
• 13-9 Mixed Numbers Identify point A on the number line. Write it as a mixed number and an improper fraction. The number is 1 1 . You need to write it as an 2 improper fraction.
• 13-9 Mixed Numbers 1 1 1 = 1 + 2 2 2 1 = + 2 2 2+1 = 2 3 = 2 1 Answer: So, the number on the number line is 1 2 3 or . 2
• 13-9 Mixed Numbers Identify point A on the number line. Write it as an improper fraction. 3 5 A. 2 C. 4 5 2 B. 2 D. 3
• Fractions 13 Five-Minute Checks
• Fractions 13 Lesson 13-1 (over Chapter 12) Lesson 13-2 (over Lesson 13-1) Lesson 13-3 (over Lesson 13-2) Lesson 13-4 (over Lesson 13-3) Lesson 13-5 (over Lesson 13-4) Lesson 13-6 (over Lesson 13-5) Lesson 13-7 (over Lesson 13-6) Lesson 13-8 (over Lesson 13-7) Lesson 13-9 (over Lesson 13-8)
• Fractions 13 (over Chapter 12) Haddie spends \$24 on 3 tickets to play miniature golf. At this rate, how much will 10 tickets cost? A. \$70 B. \$90 C. \$80 D. \$72
• Fractions 13 (over Lesson 13-1) Write the fraction that names part of the whole. 2 A. 4 3 B. 4 1 C. 4 D. 4
• Fractions 13 (over Lesson 13-1) Write the fraction that names part of the whole. 1 A. 3 B. 1 2 C. 3 1 D. 4
• Fractions 13 (over Lesson 13-1) 2 Which picture correctly shows ? 5 A. B. C. D.
• Fractions 13 (over Lesson 13-1) 5 Which picture correctly shows ? 6 A. C. B. D.
• Fractions 13 (over Lesson 13-2) Find the fraction that represents red eggs. 9 A. 12 12 B. 3 3 C. 12 12 D. 9
• Fractions 13 (over Lesson 13-2) Find the fraction that represents yellow eggs. 4 A. 12 8 B. 12 12 C. 4 3 D. 12
• Fractions 13 (over Lesson 13-2) Find the fraction that represents blue eggs. 7 A. 12 12 B. 5 4 C. 12 5 D. 12
• Fractions 13 (over Lesson 13-2) Find the fraction that represents not blue eggs. 12 A. 12 7 B. 12 3 C. 12 4 D. 12
• Fractions 13 (over Lesson 13-2) Find the fraction that represents blue and red eggs. 4 A. 12 7 B. 12 8 C. 12 9 D. 12
• Fractions 13 (over Lesson 13-2) Find the fraction that represents blue, red and yellow eggs. 8 A. 12 12 B. 12 5 C. 12 11 D. 12
• Fractions 13 (over Lesson 13-3) Solve. Use the Draw a Picture strategy. A pizza is cut into 12 equal slices. Half of the pizza has sausage and peppers on it, two slices have eggplant, and the rest of the pizza is plain cheese. What fraction of the pizza is plain? 1 3 A. 2 C. 4 2 1 B. 3 D. 3
• Fractions 13 (over Lesson 13-4) 2 Write an equivalent fraction for 4 . 4 A. 7 2 B. 8 4 C. 8 2 D. 3
• Fractions 13 (over Lesson 13-4) 5 Write an equivalent fraction for . 15 1 A. 3 3 B. 4 2 C. 3 1 D. 4
• Fractions 13 (over Lesson 13-4) 8 Write an equivalent fraction for . 10 4 A. 8 9 B. 12 2 C. 3 12 D. 15
• Fractions 13 (over Lesson 13-4) 12 Write an equivalent fraction for . 16 4 A. 3 3 B. 5 3 C. 4 1 D. 2
• Fractions 13 (over Lesson 13-5) 2 Write in simplest form. If it is in simplest 5 form, write simplest form. 1 A. 5 1 B. 2 4 C. 10 D. simplest form
• Fractions 13 (over Lesson 13-5) 2 Write in simplest form. If it is in simplest 8 form, write simplest form. 2 A. 4 1 B. 4 1 C. 2 D. simplest form
• Fractions 13 (over Lesson 13-5) 3 Write in simplest form. If it is in simplest 3 form, write simplest form. 1 A. 3 1 B. 6 C. 1 D. simplest form
• Fractions 13 (over Lesson 13-5) 3 Write in simplest form. If it is in simplest 5 form, write simplest form. 1 A. 3 1 B. 5 2 C. 5 D. simplest form
• Fractions 13 (over Lesson 13-5) 3 Write in simplest form. If it is in simplest 9 form, write simplest form. 1 A. 3 1 B. 9 1 C. 2 D. simplest form
• Fractions 13 (over Lesson 13-6) Julio and Alvino are doing yard work to raise money for a class field trip. Julio works 1 1 hours and 2 Alvino works 2 hours every day for a week. If they each make \$4 per hour, how much did they make that week? A. \$84 C. \$98 B. \$96 D. \$100
• Fractions 13 (over Lesson 13-7) Compare. Write <, >, or =. 2 1 5 3 A. < B. > C. =
• Fractions 13 (over Lesson 13-7) Compare. Write <, >, or =. 3 3 4 5 A. < B. > C. =
• Fractions 13 (over Lesson 13-7) Compare. Write <, >, or =. 4 2 6 3 A. < B. > C. =
• Fractions 13 (over Lesson 13-7) Compare. Write <, >, or =. 1 5 4 6 A. < B. > C. =
• Fractions 13 (over Lesson 13-7) Compare. Write <, >, or =. 5 5 7 8 A. < B. > C. =
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 3 + 3 = ___ 9 9 6 A. 9 2 B. 3 6 C. 18 1 D. 3
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 1 + 4 = ___ 7 7 5 A. 14 B. 1 5 C. 12 5 D. 7
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 2 + 2 = ___ 4 4 4 A. 2 4 B. 8 C. 1 2 D. 8
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 6 – 3 = ___ 9 9 1 A. 3 9 B. 9 3 C. 9 1 D. 6
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 5 – 1 = ___ 10 10 4 A. 10 3 B. 5 2 C. 5 4 D. 5
• Fractions 13 (over Lesson 13-8) Find each sum or difference. Write in simplest form. 4 – 2 = ___ 5 5 1 A. 2 6 B. 5 2 C. 10 2 D. 5
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