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
Fraction Success – Grade 5 S3
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
Picture PARTNER GAVE ME BACK
PictureFraction
LESSON 1: Concept of Fractions
Fraction Success – Grade 5S4
Legal Trades – Kit 1
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
LESSON 1: Concept of Fractions
Fraction Success – Grade 5 S5
LESSON 1: Concept of Fractions
Legal Trades – Kit 1
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
Fraction Success – Grade 5S6
LESSON 1: Concept of Fractions
Legal Trades – Kit 2
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
Fraction Success – Grade 5 S7
LESSON 1: Concept of Fractions
Legal Trades – Kit 3
I GAVE
Picture
PARTNER GAVE ME BACK
PictureFraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
I GAVE
Picture
PARTNER GAVE ME BACK
Picture
Fraction
Fraction Success – Grade 5S8
Legal Trades for Kit 1, Kit 2 and Kit 3
I GAVE
Picture Picture
PARTNER GAVE ME BACKFraction
I GAVE
Picture Picture
PARTNER GAVE ME BACKFraction
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
PARTNER GAVE ME BACKFraction
I GAVE
Picture Picture
PARTNER GAVE ME BACKFraction
LESSON 1: Concept of Fractions
Fraction Success – Grade 5 S9
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________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Directions: Complete the following SOLVE problem with your teacher.
LESSON 1: Concept of Fractions
Fraction Success – Grade 5S10
Directions: Record legal trades below.
I GAVE
Picture
PARTNER GAVE ME BACK
PictureFraction
I GAVE
Picture PARTNER GAVE ME BACK
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?
Draw equivalent fractions for each of the following.
412 = 1
3 = 46 =
45 = 1
4 = 12 =
I GAVE
Picture
PARTNER GAVE ME BACK
PictureFraction
I GAVE
Picture
PARTNER GAVE ME BACK
PictureFraction
LESSON 1: Concept of Fractions
Fraction Success – Grade 5 S11
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?
Draw equivalent fractions for each of the following.
25 = 4
8 = 14 =
210 = 8
10 = 55 =
Homework
LESSON 1: Concept of Fractions
Fraction Success – Grade 5S12
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
Fraction Success – Grade 5 S13
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
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.
What color are the fraction strips?
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.
Legally trade for fewer fraction pieces, if possible.
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5S14
Directions: Complete this page with your partner.
3. 4.Problem: 1
2 + 16 =
What color are the fraction strips?
Problem: 14 + 1
3 =
Legally trade for fewer fraction pieces, if possible.
Legally trade for fewer fraction pieces, if possible.
What color are the fraction strips?
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.
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5 S15
Directions: Complete this page with your teacher and partner.
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 =
__ + __ = __
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5S16
Directions: Complete this page with your teacher and partner.
Problem Picture Rewrite Fraction with Common Denominator
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 =
__ + __ = __
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5 S17
Directions: Complete this page with your teacher and partner.
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
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5S18
Directions: Complete this page with your teacher and partner.
1. 16
+ 23
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence
4. 14
+ 38
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
2. 25
+ 12
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
5. 35
+ 110
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
3. 23
+ 19
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
6. 38
+ 12
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5 S19
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________________________________ ___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5S20
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 =
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5 S21
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
LESSON 2: Add Fractions - Unlike Denominators
Fraction Success – Grade 5S22
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
Fraction Success – Grade 5 S23
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
___________________________________________________________.
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
1. 2.
What color are the fraction strips?
Problem: 38 – 1
4 = Problem: 12 – 1
3 =
Legally trade for fewer fraction pieces, if possible.
Legally trade for fewer fraction pieces, if possible.
Think about this:
Denominators? _______________
Legally trade for fraction strips of all ____ _______. Then, ________the numerators.
What color are the fraction strips?
Think about this:
Denominators? ________________
Legally trade for fraction strips of all _____ _______. Then, _______ the numerators.
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5S24
Directions: Complete this page with your partner.
3. 4.Problem: 3
4 – 12 =
What color are the fraction strips?
Problem: 23 – 1
4 =
Legally trade for fewer fraction pieces, if possible.
Legally trade for fewer fraction pieces, if possible.
Think about this:
Denominators? ________________
Legally trade for fraction strips of all ____ ______. Then, ________ the numerators.
What color are the fraction strips?
Think about this:
Denominators? ________________
Legally trade for fraction strips of all ____ ______. Then, ________ the numerators.
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5 S25
Direction: Complete this page with your teacher and partner.
Problem Picture Rewrite Fraction with Common Denominator
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 =
__ – __ = __
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5S26
Directions: Complete this page with your teacher and partner.
Problem Picture Rewrite Fraction with Common Denominator
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 =
__ – __ = __
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5 S27
Directions: Complete this page with your teacher and partner.
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 =
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5S28
Directions: Complete this page with your teacher and partner.
1. 46
– 12
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
4. 38
– 14
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
2. 35
– 12
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
5. 35
– 110
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
3. 23
– 39
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
6. 68
– 12
Are denominators common? Least Common Multiple:
Equivalent Fractions:
Rewrite number sentence:
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5 S29
Directions: Complete the following SOLVE problem with your teacher.
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5S30
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 =
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5 S31
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
LESSON 3: Subtract Fractions - Unlike Denominators
Fraction Success – Grade 5S32
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
Fraction Success – Grade 5 S33
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
____________________________________________________________.
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
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:
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
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S34
Directions: Complete this page with your partner.
3. 4.Problem: 1 3
10 + 1
5 = Problem: 113 + 1
2 =
Mixed number to improper fraction Mixed number to improper fraction
Sum as mixed number in simplest form.
Sum as improper fraction:
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?
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Equivalent fraction for 15 Equivalent fraction for 1
2
Fraction Success – Grade 5 S35
Directions: Complete this page with your teacher and partner.
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
Mixed number to improper fraction Mixed number to improper fraction
Simplify
Is sum an improper fraction?Change to mixed number
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Equivalent fraction for 13 Equivalent fraction for 3
10
Fraction Success – Grade 5S36
Directions: Complete this page with your partner.
3. 4.Problem: 11
6 + 13 = Problem: 12
4 + 13 =
Rewrite number sentence and add Rewrite number sentence and add
Simplify
Is sum an improper fraction?Change to mixed number
Mixed number to improper fraction Mixed number to improper fraction
Simplify
Is sum an improper fraction?Change to mixed number
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Equivalent fraction for 13 Equivalent fraction for 1
3
Fraction Success – Grade 5 S37
Directions: Complete this page with your teacher and partner.
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
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S38
Directions: Complete this page with your teacher and partner.
1. 218
+ 114
Are denominators common? Least Common Multiple:
Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
4. 1 23
+ 146
Are denominators common? Least Common Multiple:
Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
2. 128 + 21
2 =
Are denominators common? Least Common Multiple:
Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
5. 212 + 11
3=
Are denominators common? Least Common Multiple:
Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
3. 213
+ 314
Are denominators common? Least Common Multiple:
Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
6. 115
+ 1 510
Are denominators common? Least Common Multiple: Addends as improper fractions:
Rewrite number sentence and sum as improper fraction and mixed number:
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5 S39
Directions: Complete this page with your teacher and partner.
1. 2.Problem: 12
6 – 23 = Problem: 13
4 – 13 =
Mixed number to improper fraction Mixed number to improper fraction
Difference as fraction or mixed number in simplest form.
Difference as improper fraction:
Difference as fraction or mixed number in simplest form.
Difference 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?
Equivalent fraction for 23 Equivalent fraction for 1
3
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S40
Directions: Complete this page with your partner.
3. 4.Problem: 11
2 – 3
4 = Problem: 113 – 1
2 =
Mixed number to improper fraction Mixed number to 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?
Difference as fraction or mixed number in simplest form.
Difference as improper fraction:
Difference as fraction or mixed number in simplest form.
Difference as improper fraction:
Equivalent fraction for 34 Equivalent fraction for 1
2
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5 S41
Directions: Complete this page with your teacher and partner.
1. 2.Problem: 11
2 – 45 = Problem: 25
6 – 113 =
Mixed number to improper fraction Mixed number to improper fraction
Rewrite number sentence and subtract
Rewrite number sentence and subtract
Simplify
Is difference an improper fraction?Change to mixed number
Simplify
Is difference an improper fraction?Change to mixed number
Equivalent fraction for 45
Mixed number to improper fraction
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S42
Directions: Complete this page with your partner.
3. 4.Problem: 2 3
10 – 145 = Problem: 41
2 – 258 =
Mixed number to improper fraction Mixed number to improper fraction
Rewrite number sentence and subtract
Rewrite number sentence and subtract
Simplify
Is difference an improper fraction?Change to mixed number
Simplify
Is difference an improper fraction?Change to mixed number
Mixed number to improper fraction Mixed number to improper fraction
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5 S43
Directions: Complete this page with your teacher and partner.
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 =
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S44
Directions: Complete this page with your teacher and partner.
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
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:
2. 515
– 312
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:
5. 2 212 – 12
4 =
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:
3. 613 – 21
2 =
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:
6. 356 – 1 2
3 =
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:
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5 S45
Directions: Complete the following SOLVE problem with your teacher.
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S46
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 =
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5 S47
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
LESSON 4: Add and Subtract Mixed Numbers - Unlike Denominators
Fraction Success – Grade 5S48
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
Fraction Success – Grade 5 S49
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 SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
Problem Meaning Model
1. 3 • 16 =
2. 35 • 2 =
3. 4 • 13 =
4. 14 • 2 =
5. 2 • 25 =
6. 26 • 3 =
LESSON 5: Multiply Fractions
Fraction Success – Grade 5S50
Directions: Complete this page with your teacher and partner. Simplify all answers.
Problem Meaning Model
1. 13 • 34 =
2. 14 • 23 =
3. 26 • 12 =
4. 45 • 12 =
5. 12 • 24 =
LESSON 5: Multiply Fractions
Fraction Success – Grade 5 S51
Directions: Complete this page with your teacher and partner.
Problem Meaning Model
1. 12 • 3
5 =
2. 13 • 2
4 =
3. 34 • 13 =
4. 12 • 23 =
5. 2 • 18 =
LESSON 5: Multiply Fractions
Fraction Success – Grade 5S52
Directions: Complete this page with your partner.
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? ____________________________________________________________________________________________
LESSON 5: Multiply Fractions
Fraction Success – Grade 5 S53
Directions: Complete this page with your partner.
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 =
LESSON 5: Multiply Fractions
Fraction Success – Grade 5S54
Directions: Complete the following SOLVE problem with your teacher.
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 ________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 5: Multiply Fractions
Fraction Success – Grade 5 S55
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 =
LESSON 5: Multiply Fractions
Fraction Success – Grade 5S56
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
LESSON 5: Multiply Fractions
Fraction Success – Grade 5 S57
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
Fraction Success – Grade 5S58
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 _________________________________
____________________________________________________________.
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
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
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5 S59
Directions: Complete this page with your teacher and partner.
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
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5S60
Directions: Complete this page with your teacher and partner.
Problem Estimated product
Why? Equivalent Fractions
5. 22 • 1
4 =
Model
6. 33 • 2
3 =
Model
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5 S61
Directions: Complete this page with your teacher and partner.
Problem Estimated product. Why?
1. 3 • 216 =
2. 13 • 21
6 =
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5S62
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)]
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5 S63
Directions: Complete the following SOLVE problem with your teacher.
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 ________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5S64
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
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?
S Underline the question. This problem is asking me to find ________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Fraction Success – Grade 5 S65
Directions: Complete the following SOLVE problem with your partner.
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 __________________________________
_____________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5S66
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
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Homework
LESSON 6: Multiply Fractions and Mixed Numbers Word Problems
Fraction Success – Grade 5 S67
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
Fraction Success – Grade 5S68
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
____________________________________________________________.
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
Fraction Model Division Problem
1.12
2.13
3.14
4.15
5.16
6.18
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5 S69
Directions: Complete this page with your teacher and partner.
Problem Wording Model Fraction
1. 4 ÷ 3 =
2. 7 ÷ 5 =
3. 12 ÷ 9 =
4. 5 ÷ 2 =
5. 7 ÷ 3 =
6. 8 ÷ 5 =
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5S70
Directions: Complete this page with your teacher and partner.
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 _____.
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5 S71
Directions: Complete the following SOLVE problem with your teacher.
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5S72
LESSON 7: Model Fractions as Division
Directions: Complete the following SOLVE problem with your teacher.
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Fraction Success – Grade 5 S73
Directions: Complete the following SOLVE problem with your partner.
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5S74
Directions: Complete the following SOLVE problem with your partner.
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__________________________________
_____________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 7: Model Fractions as Division
Fraction Success – Grade 5 S75
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_____________________________
_________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Homework
LESSON 7: Model Fractions as Division
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
____________________________________________________________.
Directions: Complete the following SOLVE problem with your teacher. You will only complete the S step.
Directions: Complete this page with your teacher and partner.
Problem Wording Model
1. 2 ÷ 13 =
Multiplication Check
Wording
Problem Wording Model
2. 2 ÷ 16 =
Multiplication Check
Wording
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level ES78
Directions: Complete this page with your partner.
Problem Wording Model
3.
2 ÷ 12 =
Multiplication Check
Wording
Problem Wording Model
4.
2 ÷ 15 =
Multiplication Check
Wording
Problem Wording Model
5.
2 ÷ 14 =
Multiplication Check
Wording
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level E S79
Directions: Complete this page with your teacher and partner.
Problem Wording Model
1.
14 ÷ 2 =
Multiplication Check
Problem Wording Model
2.
12 ÷ 5 =
Multiplication Check
Problem Wording Model
3.
23 ÷ 3 =
Multiplication Check
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level ES80
Directions: Complete this page with your partner.
Problem Wording Model
4.
34 ÷ 2 =
Multiplication Check
Problem Wording Model
5.
13 ÷ 4 =
Multiplication Check
Problem Wording Model
6.
35 ÷ 2 =
Multiplication Check
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level E S81
Directions: Complete this page with your teacher and partner.
Problem Story Context and Model Multiplication Check
1.
2 ÷ 23 =
2.
4 ÷ 13 =
3.
12 ÷ 6 =
4.
34 ÷ 3 =
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level ES82
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level E S83
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level ES84
Directions: Complete the following SOLVE problem with your partner.
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?
S Underline the question. Thisproblemisaskingmetofind________________________________
___________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level E S85
Directions: Complete the following SOLVE problem with your partner.
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?
S Underline the question. Thisproblemisaskingmetofind_________________________________
_____________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
LESSON 8: Divide Fractions and Whole Numbers
Mathematics Success – Level ES86
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_____________________________
_________________________________________________________.
O Identify the facts. Eliminate the unnecessary facts. List the necessary facts.
L Write in words what your plan of action will be.
Choose an operation or operations.
V Estimate your answer.
Carry out your plan.
E 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.
Homework
LESSON 8: Divide Fractions and Whole Numbers