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290 Unit 5 Fractions, Decimals, and Percents

Fraction ReviewObjectives To review key fraction concepts; to provide practice with solving parts-and-whole problems and finding fractional parts of whole numbers; and to interpret a fraction as division.

Advance PreparationFor Part 1, prepare a display area for the classroom Fractions, Decimals, and Percents Museum. For Part 2, students will need to cut out and store the Fraction Cards from Math Masters, pages 462 and 463.

Teacher’s Reference Manual, Grades 4–6 pp. 19, 52, 60–74

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Key Concepts and Skills• Find fractions of a set and find the whole

based on a known fraction of a set. [Number and Numeration Goal 2]

• Find equivalent names for a fraction of a set. [Number and Numeration Goal 5]

• Interpret a fraction as division of the numerator by the denominator. [Operations and Computation Goal 3]

• Identify and use unit fractions to solve problems. [Operations and Computation Goal 7]

Key ActivitiesStudents review the uses of and notations for fractions, solve parts-and-whole problems, and find fractional parts of whole numbers. They identify fractions around them in the classroom and create displays for the Fractions, Decimals, and Percents Museum.

Ongoing Assessment: Informing Instruction See page 293.

Ongoing Assessment: Recognizing Student Achievement Use Exit Slip (Math Masters, p. 414). [Operations and Computation Goal 7]

Key Vocabularywhole (ONE, or unit) � denominator � numerator � unit fraction

MaterialsMath Journal 1, pp. 121–122Student Reference Book, pp. 57, 58, 78C, 78D, and 102–105 � Math Masters, p. 414slate � Class Data Pad � per partnership: 20 counters

Playing Fraction Top-ItStudent Reference Book, p. 316Math Journal 2, Activity Sheets 5 –7scissors � envelope (optional)Students practice comparing fractions.

Math Boxes 5�1Math Journal 1, p. 123Students practice and maintain skills through Math Box problems.

Study Link 5�1Math Masters, p. 125Students practice and maintain skills through Study Link activities.

READINESS

Reviewing Whole-Number Relationships in Number StoriesMath Masters, p. 126Students explore relationships between fractions of a set and a whole to solve number stories.

ENRICHMENTExploring Relationships in Number StoriesMath Masters, p. 126Students identify whole-number, fraction, and mixed-number relationships to solve a number story.

ELL SUPPORT Discussing the Fractions, Decimals, and Percents MuseumStudents select items from the display and describe what they represent or how they use numbers.

Teaching the Lesson Ongoing Learning & Practice

132

4

Differentiation Options

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

290_EMCS_T_TLG1_G5_U05_L01_576825.indd 290 2/14/11 1:19 PM

Lesson 5�1 291

Getting Started

1 Teaching the Lesson

▶ Math Message WHOLE-CLASSDISCUSSION

Follow-Up

Partners share their situations. List them on the Class Data Pad. Use follow-up questions to highlight basic fraction ideas.

� Fractions were invented to express numbers that are between whole numbers.

� Fractions can show measures between whole numbers on rulers and scales.

� Fractions can name part of a whole object (for example, part of a cake or pizza).

� Fractions can name part of a collection of objects (for example, part of the eggs in a carton).

� Most fractions are fractions of something. That something is referred to as the whole, the ONE, or with measurements as the unit.

Pose the following situation to the class: If I give you half of my CD collection, how many CDs will I have left? Most students will recognize that there is not enough information to answer the question. Emphasize that when fractions name parts of something, their meaning depends on the whole. You can understand a fraction only if you can identify the whole. The answer to the question posed above depends on how many CDs are in the whole collection.

Use the “whole box” as a reminder of the whole, or the ONE, while students are working with fractions. To support English language learners, write whole on the board and provide some examples.

ELL

Mental Math and Reflexes Math Message Work with a partner. Describe 2 situations in which you would use fractions.

An hour is what fraction of a day? 1 _ 24

A minute is what fraction of an hour? 1 _ 60

A second is what fraction of a minute? 1 _ 60

1 _ 2 hour is how many minutes? 30

3 _ 4 of an hour is how many minutes? 45


1 _ 6 of an hour is how many

minutes? 10


Four days is what fraction of a week? 4 _ 7

11 months is what fraction of a year? 11 _ 12

A “whole box” or “unit box”

Interactive whiteboard-ready ePresentations are available at www.everydaymathonline.com to help you teach the lesson.

Whole

Mathematical PracticesSMP1, SMP2, SMP3, SMP4, SMP5, SMP6Content Standards5.NF.3

291-295_EMCS_T_TLG1_G5_U05_L01_576825.indd 291 3/13/12 3:43 PM

Student Reference Book, p. 57

Student Page

Math Journal 1, p. 121A

Student Page

Fraction Uses

Fractions can be used in many ways.

Parts of Wholes Fractions are used to name a part of a wholeobject or a part of a collection of objects.

�56� of the hexagon is shaded.

�160� of the dimes are circled.

Points on Fractions can name points on a number Number Lines line that are between points named by

whole numbers.

“In-Between” Fractions can name measures that are Measures between whole-number measures.

Division The fraction �ab� is another way of saying

a divided by b.

The division problem 24 divided by 3 can be written in any of these ways: 24 � 3, 24 / 3, or �

234�.

Ratios Fractions are used to compare quantities with the same unit.

Curie won 7 games and lost 10 games during last year s basketball season. The fraction �gg

aamm

eess

wlo

osnt� � �1

70� compares quantities

with the same unit (games and games).

We say that the ratio of wins to losses is 7 to 10.

Fractions

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50 mL

100 mL

150 mL

200 mL

250 mL

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PUBLIC-RED CENTRALOverall

Date Time

Solving Fraction Problems LESSON

5�1

Draw a picture that will help you solve each problem. Then solve the problem. Make sure to label your picture to show how you are using fractions.

1. Marta needed 6 small bottles of juice to fill 4 big cups with equal amounts of juice. How much of a bottle did each cup hold?

1 1 _ 2 , or 6

_ 4 bottles

Number sentence: 6 ÷ 4 = 1 1 _ 2 , or 6

_ 4

2. Shane had a pizza party with 4 of his friends. He ordered 2 extra large pizzas. If the pizzas were shared equally, how much pizza did each friend get?

2 _ 5 of a pizza

Number sentence: 2 ÷ 5 = 2 _ 5

3. Don and Darlene went hiking in the mountains. They were hiking about 3 miles per hour. If they continued at that rate for the entire distance, about how many hours would it take them to hike 25 miles?

8 1 _ 3 hours, or 8 hours 20 minutes

Number sentence: 25 ÷ 3 = 8 1 _ 3

4. Joline has 6 boxes of granola bars for herself and the 7 other girls in her chess club. Each box contains 4 granola bars. If shared equally, what fraction of a box will each girl get?

6 _ 8 , or 3

_ 4 of a box

Number sentence: 6 ÷ 8 = 6 _ 8 , or 3

_ 4

1/21/2

1/21/2

11

1 1

121 1

21

121 1

21

1

3 3 3 3 3 3 3 3 1

1 1 1 1 1 1 1 13

hours

miles

1/21/2

1/4 1/41/4 1/4

for each girl

1/21/2

1/4 1/41/4 1/4

1/21/21/21/2

Sample answers:

121-163_EMCS_G5_S_G5_SMJ_U05_57637X.indd 121A 2/11/11 12:40 PM

Links to the Future


Adjusting the Activity

▶ Reviewing Basic WHOLE-CLASSDISCUSSION

Fraction Ideas(Student Reference Book, pp. 57 and 58)

Fractions can be written vertically as a _ b , or horizontally as a/b. The number below (or to the right of) the fraction bar is called the denominator. The denominator names the number of equal parts into which the whole is divided. The number above (or to the left of) the fraction bar is called the numerator. The numerator names the number of parts under consideration.

Fractions in which the denominator and the numerator are the same number are equivalent to 1. Ask: Why is this true? The number of equal parts named by the numerator is the same as the number of equal parts named by the denominator that make the whole. Write these key ideas on the board to support English language learners.

Language Arts Link Students may be interested in knowing that the bar separating numerator from

denominator is called a vinculum, from the Latin vinci, meaning to bind.

Refer students to pages 57 and 58 in the Student Reference Book and to any relevant situations on the Class Data Pad list to review additional uses of fractions.

� A fraction may represent division. For example, 3 _ 4 is another way of saying 3 divided by 4; 3 ÷ 4; 4 �

_ 3 ; or 3/4.

� Fractions can express probability. For example, the chance that a die will land with 3 up is 1 out of 6, or 1 _ 6 .

� Fractions are used to compare two quantities as ratios: 1 out of 2 students in the class is a boy, so 1 _ 2 of the students are boys; or

rates, the car’s gas mileage is 100 miles _ 4 gallons .

Use the definitions and examples on pages 102–105 of the Student Reference Book to clarify the use of fractions to represent comparisons in ratios and rates.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

Fraction concepts will continue to be developed and practiced throughout the year. Unit 8 further develops fractions and ratios. Unit 12 expands this work to rates and proportions.

ELL

291-295_EMCS_T_TLG1_G5_U05_L01_576825.indd 292 2/14/11 1:24 PM

Date Time

Using Fraction Notation for Division LESSON

5�1

For each problem below:� Write each division problem as a fraction.� Solve the problem.� Show your work.

Example: Ms. Sanders has 18 packages of paper to divide equally among 4 classes. How many packages will each class get?

Division sentence: 18 ÷ 4 = ? Fraction notation: 18 _ 4

Solution: 4 2 _ 4 , or 4 1 _ 2 packages

1. Jason made pan-sized pancakes for breakfast. Usually his 2 brothers each eat 5 pancakes. Because Jason made them so big, his 2 brothers equally split 5 pancakes. How many pancakes did each brother eat?


Solution: 2 1 _ 2 pancakes

2. Rita was in charge of providing lemonade to sell at the fair. She supplied 19 large containers of lemonade to fill the empty pitchers at 5 lemonade booths. If each booth got the same amount, how many large containers of lemonade did each booth get?


Solution: 3 4 _ 5 containers

3. Maurice bought a 3-pack of strawberry cakes. He decided to share them with his 3 best friends. How much strawberry cake did each of the 4 boys get?


Solution: 3 _ 4 of a strawberry cake

4. Daisy had 27 feet of ribbon to make 8 hair ties. If each one was the same length, and there was no ribbon left over, how long was each hair tie?


Solution: 3 3 _ 8 feet

4 2 _ 4

4 � ___

18 16

2

Try This

121-163_EMCS_G5_S_G5_SMJ_U05_57637X.indd 121B 2/11/11 12:41 PM

Math Journal 1, p. 121B

Student Page

Lesson 5�1 292A

▶ Introducing Fractions as

WHOLE-CLASS ACTIVITY

Division

Read the following problem to students, and ask them to think about how they might solve it.

Julia came home from school to find 3 fresh homemade lemon squares. She had 3 girlfriends with her. The 4 friends decided to share the 3 lemon squares equally. How much of a whole lemon square did each girl get to eat?

Have partners discuss and solve the problem. Invite them to draw pictures to help them find a solution.

When most students have finished, have several volunteers show and describe the strategies they used and the pictures they drew. Have students recreate their drawings on the board. Expect that students may draw pictures like those shown in the margin.

As students share their drawings, encourage them to label the fractional parts of the lemon squares and to tell how much of a lemon square each friend will receive. 3 _ 4 of a lemon square After several drawings have been presented, if no one has done so, ask students to record a number sentence for the problem. 3 ÷ 4 = 3 _ 4

▶ Using Fractions to Solve Division PARTNER ACTIVITY

Problems(Math Journal 1, p. 121A; Student Reference Book, pp. 78C and 78D)

Have students work on journal page 121A. Emphasize that they should draw pictures to show how they are solving each problem. Have them label the fractional parts in their drawings and record number sentences.

When most of the students have finished, bring them together to discuss what they learned about fractions and division from doing the problems. First have students discuss with a partner, and then share with the class how they think fractions and division are related. Have students refer to Student Reference Book, pages 78C and 78D as needed.

1 2 3 4

1

2

3

4

1 2

3 4

1 2 3 4

1

3

2

4

1 2

3 4

Each friend gets 1 _ 2 of one lemon square and 1 _ 4 of one lemon square. So each friend gets 1 _ 2 + 1 _ 4 , or 3 _ 4 of a whole lemon square.

Each friend gets 1 _ 4 of the 3 lemon squares. This is equivalent to 3 _ 4 of a whole lemon square.

Each lemon square is cut into fourths because there are 4 friends. Each friend is dealt 1 _ 4 of each lemon square, or 1 _ 4 + 1 _ 4 + 1 _ 4 = 3 _ 4 in all.

291-295_EMCS_T_TLG1_G5_U05_L01_576825.indd 292A 2/14/11 1:24 PM

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EM3cuG5MJ2_EM_AS.indd 6 12/9/10 10:33 AM

Math Journal 2, Activity Sheet 5 (back)

Student Page

Math Journal 1, p. 121

Student Page

Parts and Wholes LESSON

5 �1

Date Time

Work with a partner. Use counters to help you solve these problems.

1. This set has 15 counters. What fraction of the set is black?

2. If 12 counters are the whole set, what fraction of the set is 8 counters?

3. If 12 counters are the whole set, how many counters are �

14� of a set?

counters

4. If 20 counters are a whole,how many counters make �

45�?

counters

5. If 6 counters are �12� of a set,

how big is the set?

counters

6. If 12 counters are �34� of a set,

how many counters are in the whole set?

counters

7. If 8 counters are a whole set, how manycounters are in one and one-half sets?

counters

8. If 6 counters are two-thirds of a set, how manycounters are in one and two-thirds sets?

counters15

12

16

12

16

3

�182�, or �

23�

�165�, or �

25�

292B Unit 5 Fractions, Decimals, and Percents

Highlight some of the following points, and record number sentences on the board when appropriate:

● You can write a division problem as a fraction in which the dividend is the numerator and the divisor is the denominator. For example, 3 ÷ 4 can also be written as 3 _ 4 .

● You can write a division problem as an improper fraction. For example, 25 ÷ 3 can be written as 25 _ 3 .

● The answer to a division problem can be a fraction. For example, when 5 boys equally share 2 pizzas, they each get 2 _ 5 .

● Sometimes it makes sense to answer a division problem with an improper fraction, but sometimes it does not. For example, we might say a cup can hold 6 _ 4 bottles of juice, but we would not say that it takes 25 _ 3 hours to hike a trail.

● When you solve division problems with fractions, different pictures can be used to solve the same problem, depending on how you divide or share. For example, 5 boys could equally share 2 pizzas by giving each boy 2 _ 5 of one of the two pizzas, or each boy could get 1 _ 5 of each pizza, for a total of 2 _ 5 . (See the sample answer for Problem 2 on journal page 121A.)

▶ Using Fraction Notation for PARTNER ACTIVITY

Division(Math Journal 1, p. 121B)

Remind students that, in the last unit, they used fractions to show the remainder in some division problems. On journal page 121B, students record division problems using fraction notation and then revisit solving the problems and recording the remainder as a fraction. Have partners compare their answers as they work on journal page 121B.

▶ Solving Parts-and-Whole PARTNER ACTIVITY

Problems with Fractions(Math Journal 1, p. 121)

Distribute about 20 counters to each partnership and explain that there are three types of problems on this journal page.

� In Problems 1 and 2, the whole and a part are given; the fraction needs to be named.

� In Problems 3, 4, and 7, the whole is given, and the fraction is named; the part needs to be found.

� In Problems 5, 6, and 8, a part is given, and the fraction is named; the whole needs to be found.

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BBBBBBBBBBBBBBBBBBBB EEEMMMMMMMMOOOOOOOOOBBBBBBBBROOOROROROROROROROROROROO LELELELEEEEEELEEMMMMMMMMMMMMLEMLLLLLLLLLLLLLLLLLLLLLRRRRRRRRRRRGGGLLLLLLLLLLLLLVINVINVINVINV NNVINVINVINNVVINVINVINVINV GGGGGGGGGGGOLOOOOLOOOLOLOO VINVINVVLLLLLLLLLVINVINVINVINVINVINVINVINVINVINVINVINVINNGGGGGGGGGGGOOLOLOLOLOLOLOOO VVVVLLLLLLLLLLVVVVVVVVOOSOSOOSOSOSOSOSOSOSOOSOSOSOSOOOOSOOSOSOSOSOSSOOSOSOSOSOSOSOSOSOSOSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSSS VVVVVVVVVVVVVVVVVVVVVVVLLLLLLLVVVVVVVVLLVVVVVVVLLLLLLLLVVVVVLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSSSSSSSSSSSSSSSSSSSSSOOOOOOOOOOOOOOOOOOO GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGNNNNNNNNNNNNNNNNNNNNNNNNNNNIIIIIIIIIIIIIIIIIIIIISOLVING

ELL

EM3cuG5TLG1_291-295_U05L01.indd 292B 1/20/11 11:58 AM


Student Page


Student Page

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Unit

Lesson 5�1 293

One important method for solving this third type of problem is to use the concept of unit fractions. When a whole is divided into equal parts, the unit fraction has a 1 as its numerator and names one of those equal parts. To support English language learners, write unit fraction on the board and list examples. Ask volunteers to name the unit fraction if the whole is divided into 10 parts; 12 parts; 75 parts. 1 _ 10 ; 1 _ 12 ; 1 _ 75

The whole (or some other amount) is a multiple of the unit fraction part. Use counters on the overhead to model this example: If 1 _ 10 of a set is 2 counters, 2 _ 10 is 2 ∗ 2, or 4 counters; 4 _ 10 is 4 ∗ 2, or 8 counters. Ask: How many counters are in the whole set? 10 ∗ 2, or 20 counters

Have partners complete journal page 121. Circulate and assist, noting which ideas need follow-up discussion.

Ongoing Assessment: Informing InstructionWatch for students who experience difficulty arranging counters to find the whole from a given fraction. Model this concept using a unit box to organize the information. For example, in Problem 6 the given denominator is 4. Sketch a unit box divided into four sections. Because 3 _ 4 is 12, use 12 counters to fill three of the sections (12 ÷ 3 = 4). Filling in the fourth section shows that the whole set has 16 counters.

Ask volunteers to explain their answers for the problems. Use follow-up questions to reinforce identifying the unit fraction.

▶ Finding a Fraction of a Whole PARTNER ACTIVITY

(Math Journal 1, p. 122)

Have partners work together to solve the journal page problems.

Ongoing Assessment: Recognizing Student Achievement

Exit Slip

�

Use an Exit Slip (Math Masters, page 414) to assess students’ ability to determine the value of a unit fraction. Have students explain how

they solved Problem 2 on journal page 122. Students are making adequate progress if their answers demonstrate an appropriate strategy for finding the unit fraction of a set. [Operations and Computation Goal 7]

Ask volunteers to explain their solutions. Use follow-up questions to reinforce vocabulary and key concepts.

EM3cuG5TLG1_291-295_U05L01.indd 293 1/20/11 11:58 AM


Student Page

Math Boxes LESSON

5 �1

Date Time

3. Sixty students voted for their favorite fruit. The circle graph shows the results.

a. What fraction voted for apples?

b. What fraction voted for peaches?

c. What fraction voted for strawberries? �16

50�, or �14�

�650�, or �1

12�

�1680�, or �1

30�

4. Divide.

a. 843 � 28 →

b. 279 � 17 → 16 R7 30 R3

5. Make up a set of at least twelve numbersthat has the following landmarks. Minimum: 50 Median: 54Maximum: 57 Mode: 56

56, 56, 56, 56, 5750, 51, 51, 52, 53, 54, 54,

Sample answer:

Favorite Fruits

apples18

oranges12 strawberries

15

peaches5

bananas10

4 23 62

59 125

11922–24

1. Write a 10-digit numeral that has7 in the billions place,5 in the hundred-thousands place,3 in the ten-millions place,4 in the tens place,8 in the hundreds place, and2 in all other places.

, , ,

Write the numeral in words.

eight hundred forty-twoTwenty-two thousand, Thirty-two million, five hundredSeven billion, two hundred

2482252327

2. Write each fraction as a whole number or a mixed number.

a. �284� �

b. �158� �

c. �261� �

d. �145� �

e. �131� � 3�

23�

3�34�

3�12�

3�35�

3


Student Page

Finding Fractions of a WholeLESSON

5 �1

Date Time

1. In a school election, 141 fifth graders voted. One-third voted for Shira and two-thirds voted for Bree.

a. How many votes did Shira get?

b. How many votes did Bree get?

2. Bob, Liz, and Eli drove from Chicago to Denver.Bob drove �1

10� of the distance.

Liz drove �140� of the distance.

Eli drove �12� of the distance.

How many miles did each person drive?

a. Bob: miles b. Liz: miles c. Eli: miles

Check to make sure that the total is 1,050 miles.

3. Carlos and Rick paid $8.75 for a present. Carlos paid �25� of the total amount, and

Rick paid �35� of the total.

a. How much did Carlos pay?

b. How much did Rick pay?

4. A pizza costs $12.00, including tax. Scott paid �14� of the total cost. Trung paid �

13� of

the total cost. Iesha paid �16�. Bill paid the rest. How much did each person pay?

a. Scott: $ b. Trung: $ c. Iesha: $ d. Bill: $

5. If 60 counters are the whole, how many counters make two-thirds? counters

6. If 75 counters are �34� of a set, how many counters are in the whole set? counters

7. If 15 counters are a whole, how many counters make three-fifths? counters9100

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141 votes

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Chicago1,050 miles

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� In Problem 1, focus on the unit fraction 1 _ 3 . A set of 141 (votes) must be divided into thirds. Conceptually, this is the same as dividing 15 counters into 3 equal parts.

� In Problem 3, $8.75 (or 875 cents) must be divided into fifths. Focus on finding the unit fraction 1 _ 5 . Students divide $8.75 into 5 equal shares.

� Encourage students to use mental math and friendly numbers strategies to find fractional parts that are easy fractions, such as 1 _ 2 , 1 _ 10 , 1 _ 4 , 1 _ 3 , and 1 _ 6 .

▶ Introducing the Fractions,

SMALL-GROUP ACTIVITY

Decimals, and Percents MuseumAsk students to look for classroom examples of fractions. For example, a full box of crayons might represent 8 _ 8 and a partial box might represent 3 _ 8 . As fractions or situations are identified, add them to the list on the Class Data Pad. Assign small groups to create displays with labels for the fractions section of the museum. Students might add objects to the museum or draw pictures. They might also create a fractions word wall by making posters of vocabulary words with illustrated examples. Display the fractions usage list from the Math Message Follow-up for student reference.

2 Ongoing Learning & Practice

▶ Playing Fraction Top-It

SMALL-GROUP ACTIVITY

(Student Reference Book, p. 316; Math Journal 2, Activity Sheets 5–7)

Students practice comparing fractions by playing Fraction Top-It. Students will need to cut out their set of Fraction Cards from Math Journal 2, Activity Sheets 5 –7 and write in the missing numerator or denominator on each card for this game. Labeled envelopes can be used to store the cards for future use.

NOTE If available, the Everything Math Deck cards can be used instead of the Fraction Cards.

▶ Math Boxes 5�1

INDEPENDENT ACTIVITY

(Math Journal 1, p. 123)

Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 5-3. The skill in Problem 5 previews Unit 6 content.


STUDY LINK

5�1 Parts-and-Whole Fraction Practice

74 75243

Name Date Time

For the following problems, use counters or draw pictures to help you.

1. If 15 counters are the whole set, how many are of the set?

counters

2. If 18 counters are the whole set, how many are �79� of the set? counters



5. If 35 counters are half of a set, what is the whole set? counters

6. If 12 counters are of a set, what is the whole set? counters

7. Gerald and Michelle went on a 24-mile bike ride. By lunchtime, they had ridden �

58� of the total distance.

How many miles did they have left to ride after lunch? miles

8. Jen and Heather went to lunch. When the bill came, Jen discovered that she had only $8. Luckily, Heather had enough money to pay the other part, or , of the bill.

a. How much did Heather pay? b. How much was the total bill?

c. Explain how you figured out Heather’s portion of the bill. Sample answer: Jen paid �

25� of the bill: 8 � 2 � 4

so each fifth of the total was $4. That means �35�

must be $12, and $12 � $8 � $20.

$20$123�5

9

163�4

70

�1260�, or �

45�

149

3�5

Practice

9. 3��4�2� 10. 3��4�2�0�

11. 30��4�2�0� 12. 30��4�,2�0�0� 14014

14014

�4550�, or �1

90�

Math Masters, p. 125

Study Link Master

LESSON

5�1

Name Date Time

Birthday Box

Use only numbers from one data bank below to fill in the missing values for this number story.

Reminder: oz means ounce

For her birthday, Alisha got a box containing pieces of candy that weighed

oz. Each piece of candy weighed oz. She ate

pieces of candy. The remaining pieces of candy and the

box weighed oz. The weight of the box is oz.

1. Read the problem.

2. Think about how the missing values need to relate to each other. Whichvalues should be greater than other values? Which should be less than othervalues? Are there multiples that can help you?

3. Fill in the missing values.

4. Read the problem again. Make sure the number relationships make sense.

1 or �34�61 or 5�

34�

30 or156 or 92 or �

13�73 or 8�

34�

36 or 24

Data Bank: Whole Numbers

1 2 6 30 36 61 73

Data Bank: Fractions and Mixed Numbers

�13� �

34� 5�

34� 8�

34� 9 15 24

Math Masters, p. 126

Teaching Master

Lesson 5�1 295

▶ Study Link 5�1

INDEPENDENT ACTIVITY

(Math Masters, p. 125)

Home Connection Students use counters or draw pictures to solve parts-and-whole fraction problems.

3 Differentiation Options

READINESS PARTNER ACTIVITY

▶ Reviewing Whole-Number 5–15 Min

Relationships in Number Stories(Math Masters, p. 126)

To explore relationships between fractions of a set and a whole, have students solve number story problems. Students use the Data Bank: Whole Numbers to complete Math Masters, page 126. They share their solutions with a partner.

ENRICHMENT PARTNER ACTIVITY

▶Exploring Relationships 5–15 Min

in Number Stories(Math Masters, p. 126)

To explore fraction, whole number, and mixed-number relationships and how these relationships can be used to solve number stories, have students use the Data Bank: Fractions and Mixed Numbers to complete Math Masters, page 126. They share their solutions with a partner. Discuss whether there might be more than one way to assign the numbers in this problem and how students decided on their selections.

ELL SUPPORT SMALL-GROUPACTIVITY

▶ Discussing the Fractions, 5–15 Min

Decimals, and Percents MuseumTo provide language support for fractions, decimals, and percents, have students choose two displays from the Fractions, Decimals, and Percents Museum and describe what the numbers represent or how they are used.

Planning Ahead

Remind students to collect examples for the Fractions, Decimals, and Percents Museum.


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