Math Gr4 Ch13

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Chapter 13FractionsClick the mouse or press the space bar to continue.

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Lesson 13-1Parts of a WholeLesson 13-2Parts of a SetLesson 13-3Problem-Solving Strategy: Draw a PictureLesson 13-4Equivalent FractionsLesson 13-5Simplest FormLesson 13-6Problem-Solving Investigation: Choose a StrategyLesson 13-7Compare and Order FractionsLesson 13-8Add and Subtract Like FractionsLesson 13-9Mixed Numbers

13

Fractions

Lesson 1 Menu

Five-Minute Check (over Chapter 12)Main Idea and VocabularyCalifornia StandardsExample 1Example 2Example 3

13-1Parts of a Whole


Lesson 1 MI/VocabI will identify, write, and read fractions for parts of a whole.fractionnumeratordenominator


Lesson 1 Standard 1Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.


Lesson 1 Standard 1Standard 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.

Write blue piecesLesson 1 Ex1

What fraction of the circle is blue?


5total pieces in all

8

Read five-eighths or five divided by eightAnswer: So, of the whole circle is blue.58

Lesson 1 CYP1

13-1Parts of a WholeWhat fraction of the circle is red?A. 12

B. 35

C. 38

D. 34

Lesson 1 Ex2What fraction of the figure is shaded?


Write parts shaded

3total equal pieces in all

6

Read three-sixths or three divided by sixAnswer: So, of the whole figure is shaded.36

Lesson 1 CYP2

13-1Parts of a WholeWhat fraction of the figure is shaded?A. 16

B. 56

C. 78

D. 34

Lesson 1 Ex3


Gina is decorating a card for her mothers birthday. She decides to put glitter on of the card. Draw a picture to show this fraction.23

Divide a rectangle into 3 equal parts. Shade one part to show two-thirds.

Lesson 1 CYP3

13-1Parts of a WholeAfter Melindas party, she had of a pie left. Draw a picture to show this fraction.16

D.

A.

B.

C.

End of Lesson 1

Lesson 2 Menu

Five-Minute Check (over Lesson 13-1)Main IdeaCalifornia StandardsExample 1Example 2Example 3

13-2Parts of a Set

13-2Parts of a Set

Lesson 2 MI/VocabI will identify, read, write, and model fractions for parts of a set.

13-2Parts of a SetLesson 2 Standard 1

Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions.

13-2Parts of a SetLesson 2 Standard 2

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.

Lesson 2 Ex1

What fraction of the bicycles are red?

13-2Parts of a SetWrite red bicycles

3total cars

5

Read three-fifths or three divided by fiveAnswer: So, of the bicycles are red.35

numerator

denominator

Lesson 2 CYP1

13-2Parts of a SetWhat fraction of the triangles are orange?

A. 37

B. 27

C. 47

D. 35

Lesson 2 Ex2

13-2Parts of a SetWhat fraction of the helmets are not black?Write helmets not black

5total helmets

7

Read five-sevenths or five divided by sevenAnswer: So, of the helmets are not black.57

numerator

denominator

Lesson 2 CYP2

13-2Parts of a SetWhat fraction of the circles are not blue?A. 57

B. 35

C. 25

D. 12

Lesson 2 Ex3Lane has 6 pets. Four-sixths of her pets are fish. Draw a picture to model this fraction.Answer: Four of Lanes 6 pets are fish. You need to draw a picture of four fish and two of any other type of pet.

13-2Parts of a Set

Lesson 2 CYP3

13-2Parts of a SetWhich shaded figure represents one-third?D.

A.

B.

C.

End of Lesson 2

Lesson 3 Menu

Five-Minute Check (over Lesson 13-2)Main IdeaCalifornia StandardsExample 1: Problem-Solving Strategy

13-3Problem-Solving Strategy: Draw a Picture

13-3Problem-Solving Strategy: Draw a PictureLesson 3 MI/Vocab

I will solve problems by drawing a picture.

13-3Problem-Solving Strategy: Draw a PictureLesson 3 Standard 1

Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.

13-3Problem-Solving Strategy: Draw a PictureLesson 3 Standard 2


Lesson 3 Ex1Brandi and her mom are at a pet store. The pet store has 15 reptiles. One-third of the reptiles are turtles. Two are snakes, and the rest are lizards. How many of each reptile are there?


Lesson 3 Ex1UnderstandWhat facts do you know?There are 15 reptiles at the store.One-third are turtles.Two are snakes.The rest are lizards.


Lesson 3 Ex1UnderstandWhat do you need to find?Find the number of each reptile.


Lesson 3 Ex1PlanDraw a picture to solve the problem.


Lesson 3 Ex1Solve


Draw 15 circles to show the 15 reptiles. Since the fraction is used, place the circles in 3 equal groups.13

Lesson 3 Ex1Solve


To show the turtles, shade of the circles. That is, one of the three equal groups. So, there are 5 turtles. There are 2 snakes, so shade 2 circles to show the snakes.13

Lesson 3 Ex1SolveAnswer: So, there are 5 turtles, 2 snakes, and 8 lizards at the pet store.

13-3Problem-Solving Strategy: Draw a PictureThere are 8 circles not shaded. This is the number of lizards.

Lesson 3 Ex1CheckLook back at the problem. 5 turtles + 2 snakes + 8 lizards = 15 reptiles. The pet store has 15 reptiles. So, the answer is correct.


End of Lesson 3

Lesson 4 Menu

Five-Minute Check (over Lesson 13-3)Main Idea and VocabularyCalifornia StandardsExample 1

13-4Equivalent Fractions

13-4Equivalent FractionsLesson 4 MI/Vocab

I will find equivalent fractions.equivalent fractions

13-4Equivalent FractionsLesson 4 Standard 1


Lesson 4 Ex1

13-4Equivalent FractionsTo find equivalent fractions, you can use multiplication or division.Find three fractions that are equivalent to . 46

Lesson 4 Ex1


One Way: MultiplyMultiply the numerator and the denominator by the same number.4262

8=12

4363

=18

12

Lesson 4 Ex1


Another Way: DivideDivide the numerator and the denominator by the same number.4262

2=3

Answer: So, , , or could be used to represent .812

23

1218

46

Lesson 4 CYP1

13-4Equivalent FractionsFind two fractions that are equivalent to .36

D. ,46

57

C. ,12

612

B. , 12

812

A. ,46

812

End of Lesson 4

Lesson 5 Menu

Five-Minute Check (over Lesson 13-4)Main Idea and VocabularyCalifornia StandardsKey Concept: Simplest FormExample 1Example 2

13-5Simplest Form

13-5Simplest FormLesson 5 MI/Vocab

I will write a fraction in simplest form.simplest form

13-5Simplest FormLesson 5 Standard 1


Lesson 5 Key Concept 1

13-5Simplest Form

Lesson 5 Ex1

Step 1 Find the common factors.

13-5Simplest Form

Write in simplest form.2024

Factors of 20: 1, 2, 4, 5, 10, 20Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24Common factors: 1, 2, and 4

Lesson 5 Ex1

Step 2 Divide by the greatest common factor, 4.

13-5Simplest Form

2024

44

=56

Answer: So, in simplest form is .2024

56

The numbers 5 and 6 have no common factor other than 1.

Lesson 5 CYP1

13-5Simplest FormWrite in simplest form.2535

A. 56

B. 57

C. 45

D. 15

Lesson 5 Ex2Stanley and his family spent 15 hours on a train ride to visit his grandparents. Write what part of one day he spent on the train as a fraction in simplest form.

Step 1 First, write a fraction.

13-5Simplest Form

15hours spent on train

24total hours in a day

Lesson 5 Ex2Step 2 Divide by common factors.

13-5Simplest Form

1524

33

=58

A common factor of 15 and 24 is 3.The only common factor of 5 and 8 is 1.Answer: So, simplifies to . Stanley and his family spent of a day on the train.1524

58

58

Lesson 5 CYP2

13-5Simplest FormDion spent 3 hours of his day playing basketball. Write what part of one day he spent playing basketball as a fraction in simplest form.A. 28

B. 58

C. 18

D. 324

End of Lesson 5

Lesson 6 Menu

Five-Minute Check (over Lesson 13-5)Main IdeaCalifornia StandardsExample 1: Problem-Solving Investigation

13-6Problem-Solving Investigation: Choose a Strategy

13-6Problem-Solving Investigation: Choose a StrategyLesson 6 MI/Vocab

I will choose the best strategy to solve a problem.

13-6Problem-Solving Investigation: Choose a StrategyLesson 6 Standard 1

Standard 4MR2.2 Apply strategies and results from simpler problems to more complex problems.


Lesson 6 Ex1

ANICA: My class visited the zoo. I learned that one-sixth of the animals at the zoo are reptiles. There are 420 animals at the zoo. How many animals are reptiles?

YOUR MISSION: Find how many animals are reptiles.


Lesson 6 Ex1

Understand

What facts do you know?There are 420 animals at the zoo.One-sixth of the animals are reptiles.What do you need to find?Find how many animals are reptiles.


Lesson 6 Ex1

PlanSolve a simpler problem. First, find one-sixth of a smaller number. Then, multiply to find one-sixth of 420.


Lesson 6 Ex1

Solve

Find one-sixth of 42.


Draw 42 circles in 6 equal rows. Circle one of the six equal groups.

Lesson 6 Ex1

Solve

So, one-sixth of 42 equals 7. Now multiply.

13-6Problem-Solving Investigation: Choose a StrategyTHINK What number can you multiply 42 by to equal 420? Then multiply 7 by the same number.42 10420 7 1070 Answer: So, 70 of the animals at the zoo are reptiles.

Lesson 6 Ex1

CheckSince 70 6 = 420, then 70 is one-sixth of 420. The answer is correct.


End of Lesson 6

Lesson 7 Menu

Five-Minute Check (over Lesson 13-6)Main IdeaCalifornia StandardsExample 1Example 2Example 3

13-7Compare and Order Fractions

13-7Compare and Order FractionsLesson 7 MI/Vocab

I will compare and order simple fractions.

13-7Compare and Order FractionsLesson 7 Standard 1

Standard 4NS1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places.

Lesson 7 Ex1

Use the data table shown. Which insect is longer, a mosquito or a whirligig beetle?


You can use models to compare and . First, you want the denominators to be the same. So, find an equivalent fraction for that will give it a denominator of 2.14

14

38

Lesson 7 Ex1


14

22

28

=

mosquito28

whirligig beetle58

Answer: The model shows that < . So, the whirligig beetle is longer.28

58

Lesson 7 CYP1

13-7Compare and Order FractionsWhich measurement is longer, in. or in.?26

23

A. 26

B. 23

Lesson 7 Ex2Use the data table shown. Which insect is longer, a field cricket or a lightning bug?


Lesson 7 Ex2


You need to compare and .58

12

Answer: So, the field cricket is longer than the lightning bug.

Lesson 7 CYP2

13-7Compare and Order FractionsWhich is the shorter length, or ?12

13

A. 12

B. 13

Lesson 7 Ex3


Order , , from least to greatest.12

56

13

One Way: Number LinesUse a number line.

Lesson 7 Ex3


13

=

(over Lesson 13-7)Compare. Write , or =.34

35

13Fractions

5Min 8-3

=


23

13Fractions

5Min 8-4

=


56

13Fractions

5Min 8-5

=

(over Lesson 13-7)

Compare. Write , or =.57

58

13Fractions5Min 9-1

(over Lesson 13-8)Find each sum or difference. Write in simplest form. + = ___39

39

A. 69

D. 13

B. 23

C. 618

13Fractions

5Min 9-2


47

D. 57

B. 1 A. 514

C. 512

13Fractions

5Min 9-3


24

A. 42

D. 28

C. 1 B. 48

13Fractions

5Min 9-4

(over Lesson 13-8)Find each sum or difference. Write in simplest form. = ___69

39

A. 13

D. 16

C. 39

B. 99

13Fractions

5Min 9-5

(over Lesson 13-8)Find each sum or difference. Write in simplest form. = ___

510

110

D. 45

C. 25

B. 35

A. 410

13Fractions

5Min 9-6

(over Lesson 13-8)Find each sum or difference. Write in simplest form. = ___45

25

A. 12

D. 25

B. 65

C. 210

13FractionsEnd of Custom ShowsThis slide is intentionally blank.

Education

Math Gr4 Ch13