Math Gr4 Ch14
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  • 1. Chapter 14 Decimals Click the mouse or press the space bar to continue.
  • 2. Decimals 14 Lesson 14-1 Tenths and Hundredths Lesson 14-2 Relate Mixed Numbers and Decimals Lesson 14-3 Problem-Solving Strategy: Make a Model Lesson 14-4 Compare and Order Decimals Lesson 14-5 Problem-Solving Investigation: Choose a Strategy Lesson 14-6 Fraction and Decimal Equivalents Lesson 14-7 Decimals, Fractions, and Mixed Numbers
  • 3. 14-1 Tenths and Hundredths Five-Minute Check (over Chapter 13) Main Idea and Vocabulary California Standards Example 1 Example 2 Fractions and Decimals
  • 4. 14-1 Tenths and Hundredths • I will identify, read, and write tenths and hundredths as decimals and fractions. • decimal • tenth • decimal point • hundredth
  • 5. 14-1 Tenths and Hundredths Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (i.e., = 0.5 or 0.50; =1 = 1.75).
  • 6. 14-1 Tenths and Hundredths Write 39 cents as a fraction and as a decimal. The amount 39 cents means 39 pennies out of 1 dollar.
  • 7. 14-1 Tenths and Hundredths One Way: Model Draw a hundreds model. Shade 39 out of 100 parts to show 39 cents. Read thirty-nine hundredths 39 Write or 0.39 100
  • 8. 14-1 Tenths and Hundredths Another Way: Place Value 0 3 9 Read thirty-nine hundredths 39 Write or 0.39 100
  • 9. 14-1 Tenths and Hundredths Write 71 cents as a fraction and a decimal. 7 A. ; 0.07 100 71 B. ; 0.71 100 17 C. ; 0.17 100 710 D. ; 0.710 100
  • 10. 14-1 Tenths and Hundredths 4 Write as two different decimals. 10 One Way: Write Tenths Read four tenths Write 0.4
  • 11. 14-1 Tenths and Hundredths Another Way: Write Hundredths Read forty-hundredths Write 0.40 The decimals 0.4 and 0.40 are equivalent decimals.
  • 12. 14-1 Tenths and Hundredths 7 Write as two different decimals. 10 A. 0.7; 0.8 B. 0.07; 0.070 C. 0.7; 0.70 D. 0.7; 0.10
  • 13. 14-2 Relate Mixed Numbers and Decimals Five-Minute Check (over Lesson 14-1) Main Idea California Standards Example 1 Example 2
  • 14. 14-2 Relate Mixed Numbers and Decimals • I will identify, read, and write decimals greater than 1.
  • 15. 14-2 Relate Mixed Numbers and Decimals Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (i.e., = 0.5 or 0.50; =1 = 1.75).
  • 16. 14-2 Relate Mixed Numbers and Decimals 4 Write 3 as a decimal. 10 One Way: Model
  • 17. 14-2 Relate Mixed Numbers and Decimals One Way: Model 4 Mixed Number 3 10 Read three and four tenths Write 3.4
  • 18. 14-2 Relate Mixed Numbers and Decimals Another Way: Place Value 3 4 4 Answer: So, 3 as a decimal is 3.4. 10
  • 19. 14-2 Relate Mixed Numbers and Decimals 1 Write 2 as a decimal. 10 A. 2.1 B. 2.01 C. 2.001 D. 1.2
  • 20. 14-2 Relate Mixed Numbers and Decimals The length of a chameleon is 6 78 inches. Write 100 6 78 as a decimal. 100 6 7 8
  • 21. 14-2 Relate Mixed Numbers and Decimals 78 Mixed Number 6 100 Read six and seventy-eight hundredths Write 6.78
  • 22. 14-2 Relate Mixed Numbers and Decimals 89 Write 5 as a decimal. 100 A. 8.59 B. 9.58 C. 5.89 D. 5.98
  • 23. 14-3 Problem-Solving Strategy: Make a Model Five-Minute Check (over Lesson 14-2) Main Idea California Standards Example 1: Problem-Solving Strategy
  • 24. 14-3 Problem-Solving Strategy: Make a Model • I will solve problems by making a model.
  • 25. 14-3 Problem-Solving Strategy: Make a Model Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
  • 26. 14-3 Problem-Solving Strategy: Make a Model Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.
  • 27. 14-3 Problem-Solving Strategy: Make a Model Luisa’s mom has asked her to find seating for 22 guests for her birthday party. They have an oval table that can seat 10 people. They also have card tables that each seat 4 people. What is the fewest number of card tables to seat the guests?
  • 28. 14-3 Problem-Solving Strategy: Make a Model Understand What facts do you know? • An oval table seats 10 people. • There will be 22 guests altogether. • Each card table seats 4 people. What do you need to find? • The fewest number of card tables needed to seat the guests.
  • 29. 14-3 Problem-Solving Strategy: Make a Model Plan You can draw a model of the tables to see how many tables are needed.
  • 30. 14-3 Problem-Solving Strategy: Make a Model Solve The oval table can 12 people will sit at seat 10 people. card tables. 22 – 10 = 12 12 – 12 = 0 Answer: So, three is the fewest number of card tables needed to seat the guests.
  • 31. 14-3 Problem-Solving Strategy: Make a Model Check Look back at the problem. The fewest number of card tables needed is 3. This makes sense because 22 – 10 – (3 × 4) = 0. The answer is correct.
  • 32. 14-4 Compare and Order Decimals Five-Minute Check (over Lesson 14-3) Main Idea California Standards Example 1 Example 2
  • 33. 14-4 Compare and Order Decimals • I will compare and order decimals.
  • 34. 14-4 Compare and Order Decimals Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places. Standard 4NS1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.
  • 35. 14-4 Compare and Order Decimals Jun’s time in the 100 meter dash was 13.6 seconds and Manuel’s was 13.3 seconds. Who ran the race in the least time? Use a place value chart. Line up the decimal points. Then compare the digits in each place value position.
  • 36. 14-4 Compare and Order Decimals 1 3 6 0 1 3 3 0 In the tenths place, 6 > 3. So, 13.6 is greater than 13.3. Answer: Manuel ran the race in the least time.
  • 37. 14-4 Compare and Order Decimals Corina’s time in the 400 meter dash was 64.1 seconds and Tara’s was 64.4 seconds. Who ran the race in the least time? A. Corina B. Tara C. Both ran the race in the least time. D. Neither ran the race in the least time.
  • 38. 14-4 Compare and Order Decimals Order 4.56, 4.32, and 5.23 from least to greatest. 4.56 4.56 4.32 4.32 4.32 4.56 5.23 5.23 5.23
  • 39. 14-4 Compare and Order Decimals Answer: So, the order from least to greatest is 4.32, 4.56, and 5.23.
  • 40. 14-4 Compare and Order Decimals Order 3.53, 3.49, and 3.64 from least to greatest. A. 3.53, 3.49, 3.64 B. 3.49, 3.64, 3.53 C. 3.49, 3.53, 3.64 D. 3.64, 3.49, 3.53
  • 41. 14-5 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 14-4) Main Idea California Standards Example 1: Problem-Solving Investigation
  • 42. 14-5 Problem-Solving Investigation: Choose a Strategy • I will choose the best strategy to solve a problem.
  • 43. 14-5 Problem-Solving Investigation: Choose a Strategy Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
  • 44. 14-5 Problem-Solving Investigation: Choose a Strategy Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand relationships among the operations.
  • 45. 14-5 Problem-Solving Investigation: Choose a Strategy 1 XING: My father and I each ate 4 of a pizza. My brother ate 1 more slice than I did and twice as many as my mother. She ate two slices. YOUR MISSION: Find the number of slices of pizza Xing’s family ate.
  • 46. 14-5 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? • You know how much pizza each person ate. What do you need to find? • Find the total number of slices of pizza the family ate.
  • 47. 14-5 Problem-Solving Investigation: Choose a Strategy Plan Use logical reasoning to determine the answer.
  • 48. 14-5 Problem-Solving Investigation: Choose a Strategy Solve Start with what is known. • mother: 2 slices • brother: twice as much as his mother or 2×2=4 • Xing: 1 less than his brother or 4 – 1 = 3 • father: 3 slices
  • 49. 14-5 Problem-Solving Investigation: Choose a Strategy Solve Answer: So, Xing’s family ate 2 + 4 + 3 + 3 = 12 slices of pizza.
  • 50. 14-5 Problem-Solving Investigation: Choose a Strategy Check Look back at the problem. 1 Xing and his father of 12 = 3 4 Xing’s brother 3+1=4 Xing’s mother 4÷2=2 3 + 3 + 4 + 2 = 12. So, the answer is correct.
  • 51. 14-6 Fraction and Decimal Equivalents Five-Minute Check (over Lesson 14-5) Main Idea and Vocabulary California Standards Key Concept: Fraction-Decimal Equivalents Example 1 Example 2
  • 52. 14-6 Fraction and Decimal Equivalents • I will learn about fractions that have decimal equivalents. • decimal equivalent
  • 53. 14-6 Fraction and Decimal Equivalents Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notation and know the fraction and decimal equivalents for halves and fourths (e.g., = 0.5 or 0.50; = = 1.75).
  • 54. 14-6 Fraction and Decimal Equivalents 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.
  • 55. 14-6 Fraction and Decimal Equivalents
  • 56. 14-6 Fraction and Decimal Equivalents 4 Determine whether 12.7 and 12 are equivalent. 5
  • 57. 14-6 Fraction and Decimal Equivalents 4 The number lines show that 12 is further to the right 5 than 12.7. 4 Answer: So, 12.7 and 12 are not equivalent. 5
  • 58. 14-6 Fraction and Decimal Equivalents 1 Determine whether 8.4 and 8 are equivalent. 2 A. equivalent B. not equivalent
  • 59. 14-6 Fraction and Decimal Equivalents Write a fraction and a decimal to describe the shaded part of the model. 4 20 80 × = 5 20 100
  • 60. 14-6 Fraction and Decimal Equivalents 80 80 = 0.80 Write as a decimal. 100 100 Answer: So, 4 and 0.80 describe the shaded part of 5 the model.
  • 61. 14-6 Fraction and Decimal Equivalents Write a fraction and a decimal to describe the shaded part of the model. 2 A. 4 ; 0.50 2 B. 5 ; 0.40 4 C. 4 ; 0.40 4 D. 5 ; 0.50
  • 62. 14-7 Decimals, Fractions, and Mixed Numbers Five-Minute Check (over Lesson 14-6) Main Idea California Standards Example 1
  • 63. 14-7 Decimals, Fractions, and Mixed Numbers • I will compare and order decimals, fractions, and mixed numbers.
  • 64. 14-7 Decimals, Fractions, and Mixed Numbers Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places.
  • 65. 14-7 Decimals, Fractions, and 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.
  • 66. 14-7 Decimals, Fractions, and Mixed Numbers Order 17.35, 17 1 , 17.2, and 17 6 from least to 2 8 greatest. 1 6 Step 1 Write 17 and 17 as decimals. 2 8 1 6 17 = 17.5 17 = 17.75 2 8
  • 67. 14-7 Decimals, Fractions, and Mixed Numbers 1 6 Step 2 Compare 17.35, 17 , 17.2, and 17 . 2 8 Answer: The order from least to greatest is 17.2, 17.35, 17 1 , and 17 6 . 2 8
  • 68. 14-7 Decimals, Fractions, and Mixed Numbers Order 12.4, 12 3 , and 12 1 from least to greatest. 4 5 3 1 A. 12.4, 12 , 12 4 5 3 1 B. 12 , 12.4, 12 4 5 1 3 C. 12 , 12.4, 12 5 4 3 1 D. 12 , 12 , 12.4 4 5
  • 69. Decimals 14 Five-Minute Checks Fractions and Decimals
  • 70. Decimals 14 Lesson 14-1 (over Chapter 13) Lesson 14-2 (over Lesson 14-1) Lesson 14-3 (over Lesson 14-2) Lesson 14-4 (over Lesson 14-3) Lesson 14-5 (over Lesson 14-4) Lesson 14-6 (over Lesson 14-5) Lesson 14-7 (over Lesson 14-6)
  • 71. Decimals 14 (over Chapter 13) Write 2 2 as an improper fraction. 5 4 A. 5 7 B. 5 12 C. 5 2 D. 7
  • 72. Decimals 14 (over Chapter 13) Write 3 7 as an improper fraction. 8 31 A. 8 7 B. 11 10 C. 8 24 D. 8
  • 73. Decimals 14 (over Chapter 13) Write 5 1 as an improper fraction. 10 50 A. 10 6 B. 10 51 C. 15 51 D. 10
  • 74. Decimals 14 (over Chapter 13) Write 28 as a mixed number. 9 3 A. 9 1 B. 3 9 9 C. 3 3 D. 3 9
  • 75. Decimals 14 (over Chapter 13) Write 34 as a mixed number. 6 2 A. 5 6 3 B. 4 2 1 C. 6 3 2 D. 5 3
  • 76. Decimals 14 (over Chapter 13) Write 23 as a mixed number. 5 3 A. 4 5 1 B. 5 5 2 C. 4 5 3 D. 4 4
  • 77. Decimals 14 (over Lesson 14-1) Write six tenths as a fraction and a decimal. 1 A. ; 0.167 6 1 B. ; 0.063 16 6 C. 10 ; 0.60 10 D. 6 ; 1.67
  • 78. Decimals 14 (over Lesson 14-1) Write fifty-four hundredths as a fraction and a decimal. A. 50 ; 0.125 400 B. 54 ; 0.54 100 54 C. ; 0.135 400 100 D. ; 1.85 54
  • 79. Decimals 14 (over Lesson 14-1) Write three hundredths as a fraction and a decimal. 300 A. 1000 ; 0.30 B. 100 ; 33.33 3 3 C. ; 0.01 300 3 D. ; 0.03 100
  • 80. Decimals 14 (over Lesson 14-1) Write forty hundredths as a fraction and a decimal. A. 40 ; 0.40 100 B. 40 ; 0.10 400 100 C. ; 2.5 40 4 D. ; 0.04 100
  • 81. Decimals 14 (over Lesson 14-2) Write sixteen and three tenths as a mixed number and a decimal. A. 16 1 ; 16.003 310 10 B. 3 ; 3.625 16 3 C. 16 ; 16.3 10 3 D. 16 ; 16.01 310
  • 82. Decimals 14 (over Lesson 14-2) Write four and seventy-five hundredths as a mixed number and a decimal. A. 4 475 ; 4.75 100 75 B. 4 ; 4.75 100 4 C. 100 ; 100.05 75 1 D. 7500 ; 7500.25 4
  • 83. Decimals 14 (over Lesson 14-2) Write thirty-three and seven hundredths as a mixed number and a decimal. A. 33 7 ; 33.07 100 B. 33 33 ; 33.047 700 C. 33 7 ; 33.01 700 D. 33 33 ; 33.07 700
  • 84. Decimals 14 (over Lesson 14-2) Write nine and one half as a mixed number and a decimal. 9 A. ; 4.5 2 2 B. 9 ; 9.5 1 12 C. ; 45.5 12 1 D. 9 ; 45.5 2
  • 85. Decimals 14 (over Lesson 14-3) Use the Make a Model strategy to solve the problem. Tenaya is playing a card game with her brother. One half of her cards are hearts, one fourth are diamonds and the rest are clubs. If she has 12 cards in her hand, how many are hearts and diamonds? A. 3 cards B. 6 cards C. 9 cards D. 10 cards
  • 86. Decimals 14 (over Lesson 14-4) Order 9.65, 9.68, 9.52, and 9.59 from greatest to least. A. 9.59, 9.52, 9.65, 9.68 B. 9.52, 9.59, 9.65, 9.68 C. 9.68, 9.65, 9.59, 9.52 D. 9.65, 9.68, 9.59, 9.52
  • 87. Decimals 14 (over Lesson 14-4) Order 51.21, 53.45, 53.54, and 51.54 from greatest to least. A. 53.54, 51.54, 53.45, 51.21 B. 51.54, 53.54, 53.45, 51.21 C. 53.45, 51.54, 53.45, 51.21 D. 53.54, 53.45, 51.54, 51.21
  • 88. Decimals 14 (over Lesson 14-4) Order 17.05, 17.50, 17.55, and 17.45 from greatest to least. A. 17.55, 17.50, 17.45, 17.05 B. 17.50, 17.55, 17.45, 17.05 C. 17.05, 17.45, 17.50, 17.55 D. 17.50, 17.45, 17.55, 17.05
  • 89. Decimals 14 (over Lesson 14-4) Order 22.62, 22.17, 22.06, and 22.68 from greatest to least. A. 22.17, 22.68, 22.62, 22.06 B. 22.68, 22.62, 22.17, 22.06 C. 22.68, 22.17, 22.62, 22.06 D. 22.06, 22.17, 22.62, 22.68
  • 90. Decimals 14 (over Lesson 14-5) Use any strategy to solve. Five students sold tickets for the school play. Paige and Selena each sold 6 more than Lexi. Lexi sold one half as many as Alonzo. Alonzo sold 11 more than John who sold 17 tickets. How many tickets did the 5 students sell in all? A. 93 tickets B. 99 tickets C. 109 tickets D. 141 tickets
  • 91. Decimals 14 (over Lesson 14-6) Write thirty-fiftieths as a fraction and a decimal. A. 30 ; 0.06 500 30 B. ; 0.35 50 3 C. ; 0.06 50 30 D. ; 0.60 50
  • 92. Decimals 14 (over Lesson 14-6) Write five twenty-fifths as a fraction and a decimal. A. 520 ; 104.0 5 5 B. ; 0.20 25 5 C. 5 ; 5.25 20 5 D. 250 ; 0.02
  • 93. Decimals 14 (over Lesson 14-6) Write one-fourth as a fraction and a decimal. 1 A. 1 ; 1.25 4 1 B. ; 0.025 40 1 C. 4 ; 0.25 14 D. ; 0.35 40
  • 94. Decimals 14 (over Lesson 14-6) Write thirteen-twentieths as a fraction and a decimal. 30 A. ; 1.5 20 13 B. ; 0.65 20 13 C. ; 1.54 20 20 D. ; 1.54 13
  • 95. Decimals 14 (over Lesson 14-6) Write four-fifths as a fraction and a decimal. A. 4 ; 0.8 5 40 B. ; 8.0 5 5 C. 4 ; 1.25 4 D. ; 0.08 50
  • 96. This slide is intentionally blank.