Math Gr4 Ch14

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Chapter 14DecimalsClick the mouse or press the space bar to continue.

Chapter Menu

Lesson 14-1Tenths and HundredthsLesson 14-2Relate Mixed Numbers and DecimalsLesson 14-3Problem-Solving Strategy: Make a ModelLesson 14-4Compare and Order DecimalsLesson 14-5Problem-Solving Investigation: Choose a StrategyLesson 14-6Fraction and Decimal EquivalentsLesson 14-7Decimals, Fractions, and Mixed Numbers

14Decimals

Lesson 1 Menu

Five-Minute Check (over Chapter 13)Main Idea and VocabularyCalifornia StandardsExample 1Example 2

14-1Tenths and Hundredths

Fractions and Decimals

14-1Tenths and HundredthsLesson 1 MI/Vocab

I will identify, read, and write tenths and hundredths as decimals and fractions.decimaldecimal point

tenthhundredth

14-1Tenths and HundredthsLesson 1 Standard 1

Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (i.e., = 0.5 or 0.50; = 1 = 1.75).

The amount 39 cents means 39 pennies out of 1 dollar.Lesson 1 Ex1

Write 39 cents as a fraction and as a decimal.


Lesson 1 Ex1


One Way: ModelDraw a hundreds model. Shade 39 out of 100 parts to show 39 cents.Read thirty-nine hundredthsWrite or 0.3939100

Lesson 1 Ex1


Another Way: Place ValueRead thirty-nine hundredthsWrite or 0.3939100

039

Lesson 1 CYP1


Write 71 cents as a fraction and a decimal.A. ; 0.077100

B. ; 0.7171100

C. ; 0.1717100

D. ; 0.710710100

Lesson 1 Ex2

14-1Tenths and HundredthsWrite as two different decimals.410

One Way: Write TenthsRead four tenthsWrite 0.4

Lesson 1 Ex2


Another Way: Write HundredthsRead forty-hundredthsWrite 0.40The decimals 0.4 and 0.40 are equivalent decimals.

Lesson 1 CYP2


0.7; 0.8

0.07; 0.070

0.7; 0.70

0.7; 0.10

Write as two different decimals.710

End of Lesson 1

Lesson 2 Menu

Five-Minute Check (over Lesson 14-1)Main IdeaCalifornia StandardsExample 1Example 2

14-2Relate Mixed Numbers and Decimals

14-2Relate Mixed Numbers and DecimalsLesson 2 MI/Vocab

I will identify, read, and write decimals greater than 1.

14-2Relate Mixed Numbers and DecimalsLesson 2 Standard

Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths (i.e., = 0.5 or 0.50; = 1 = 1.75).

Lesson 2 Ex1

14-2Relate Mixed Numbers and DecimalsWrite 3 as a decimal.410

One Way: Model

Lesson 2 Ex1


One Way: ModelRead three and four tenthsWrite 3.4Mixed Number 3410

Lesson 2 Ex1


Another Way: Place ValueAnswer: So, 3 as a decimal is 3.4.410

34

Lesson 2 CYP1


2.1

2.01

2.001

1.2

Write 2 as a decimal.110

Lesson 2 Ex2

14-2Relate Mixed Numbers and DecimalsThe length of a chameleon is 6 inches. Write 6 as a decimal.78100

78100

678

Lesson 2 Ex2

14-2Relate Mixed Numbers and DecimalsRead six and seventy-eight hundredthsWrite 6.78Mixed Number 678100

Lesson 2 CYP2


8.59

9.58

5.89

5.98

Write 5 as a decimal.89100

End of Lesson 2

Lesson 3 Menu

Five-Minute Check (over Lesson 14-2)Main IdeaCalifornia StandardsExample 1: Problem-Solving Strategy

14-3Problem-Solving Strategy: Make a Model

14-3Problem-Solving Strategy: Make a ModelLesson 3 MI/Vocab

I will solve problems by making a model.

14-3Problem-Solving Strategy: Make a ModelLesson 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.

14-3Problem-Solving Strategy: Make a ModelLesson 3 Standard 2

Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.

Lesson 3 Ex1Luisas mom has asked her to find seating for 22 guests for her birthday party. They have an oval table that can seat 10 people. They also have card tables that each seat 4 people. What is the fewest number of card tables to seat the guests?


Lesson 3 Ex1UnderstandWhat facts do you know?An oval table seats 10 people.There will be 22 guests altogether.Each card table seats 4 people.What do you need to find?The fewest number of card tables needed to seat the guests.


Lesson 3 Ex1PlanYou can draw a model of the tables to see how many tables are needed.


Lesson 3 Ex1SolveThe oval table can seat 10 people.Answer: So, three is the fewest number of card tables needed to seat the guests.

14-3Problem-Solving Strategy: Make a Model22 10 = 1212 people will sit at card tables.12 12 = 0

Lesson 3 Ex1CheckLook back at the problem. The fewest number of card tables needed is 3. This makes sense because 22 10 (3 4) = 0. The answer is correct.


End of Lesson 3

Lesson 4 Menu

Five-Minute Check (over Lesson 14-3)Main IdeaCalifornia StandardsExample 1Example 2

14-4Compare and Order Decimals

14-4Compare and Order DecimalsLesson 4 MI/Vocab

I will compare and order decimals.

14-4Compare and Order DecimalsLesson 4 Standard 1

Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places.

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

Lesson 4 Ex1Juns time in the 100 meter dash was 13.6 seconds and Manuels was 13.3 seconds. Who ran the race in the least time?

14-4Compare and Order DecimalsUse a place value chart. Line up the decimal points. Then compare the digits in each place value position.

Lesson 4 Ex1

14-4Compare and Order DecimalsAnswer: Manuel ran the race in the least time.In the tenths place, 6 > 3. So, 13.6 is greater than 13.3.

13601330

Lesson 4 CYP1


Corinas time in the 400 meter dash was 64.1 seconds and Taras was 64.4 seconds. Who ran the race in the least time?Corina

Tara

Both ran the race in the least time.

Neither ran the race in the least time.

Lesson 4 Ex2

Order 4.56, 4.32, and 5.23 from least to greatest.4.56

14-4Compare and Order Decimals4.564.324.324.324.565.235.235.23

Lesson 4 Ex2

Answer: So, the order from least to greatest is 4.32, 4.56, and 5.23.


Lesson 4 CYP2


Order 3.53, 3.49, and 3.64 from least to greatest.3.53, 3.49, 3.64

3.49, 3.64, 3.53

3.49, 3.53, 3.64

3.64, 3.49, 3.53

End of Lesson 4

Lesson 5 Menu

Five-Minute Check (over Lesson 14-4)Main IdeaCalifornia StandardsExample 1: Problem-Solving Investigation

14-5Problem-Solving Investigation: Choose a Strategy

14-5Problem-Solving Investigation: Choose a StrategyLesson 5 MI/Vocab

I will choose the best strategy to solve a problem.

14-5Problem-Solving Investigation: Choose a StrategyLesson 5 Standard 1

Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

14-5Problem-Solving Investigation: Choose a StrategyLesson 5 Standard 2

Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand relationships among the operations.

Lesson 5 Ex1

14-5Problem-Solving Investigation: Choose a StrategyYOUR MISSION: Find the number of slices of pizza Xings family ate.XING: My father and I each ate of a pizza. My brother ate 1 more slice than I did and twice as many as my mother. She ate two slices.14

Lesson 5 Ex1

Understand

What facts do you know?You know how much pizza each person ate.What do you need to find?Find the total number of slices of pizza the family ate.


Lesson 5 Ex1

PlanUse logical reasoning to determine the answer.


Lesson 5 Ex1

Solve

14-5Problem-Solving Investigation: Choose a StrategyStart with what is known.mother: 2 slicesbrother: twice as much as his mother or 2 2 = 4Xing: 1 less than his brother or 4 1 = 3father: 3 slices

Lesson 5 Ex1

Solve

14-5Problem-Solving Investigation: Choose a StrategyAnswer: So, Xings family ate 2 + 4 + 3 + 3 = 12 slices of pizza.

Lesson 5 Ex1

CheckLook back at the problem.

14-5Problem-Solving Investigation: Choose a StrategyXing and his father of 12 = 314

Xings brother 3 + 1 = 4

Xings mother 4 2 = 2

3 + 3 + 4 + 2 = 12. So, the answer is correct.

End of Lesson 5

Lesson 6 Menu

Five-Minute Check (over Lesson 14-5)Main Idea and VocabularyCalifornia StandardsKey Concept: Fraction-Decimal EquivalentsExample 1Example 2

14-6Fraction and Decimal Equivalents

14-6Fraction and Decimal EquivalentsLesson 6 MI/Vocab

I will learn about fractions that have decimal equivalents.decimal equivalent

14-6Fraction and Decimal EquivalentsLesson 6 Standard 1

Standard 4NS1.6 Write tenths and hundredths in decimal and fraction notation and know the fraction and decimal equivalents for halves and fourths (e.g., = 0.5 or 0.50; = = 1.75).

14-6Fraction and Decimal EquivalentsLesson 6 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 6 Key Concept 1


Lesson 6 Ex1

14-6Fraction and Decimal EquivalentsDetermine whether 12.7 and 12 are equivalent.45

Lesson 6 Ex1

14-6Fraction and Decimal EquivalentsThe number lines show that 12 is further to the right than 12.7.45

Answer: So, 12.7 and 12 are not equivalent.45

Lesson 6 CYP1


equivalent

not equivalent

Determine whether 8.4 and 8 are equivalent.12

Lesson 6 Ex2Write a fraction and a decimal to describe the shaded part of the model.

14-6Fraction and Decimal Equivalents2020

45

=80100

Lesson 6 Ex2

14-6Fraction and Decimal Equivalents80100

= 0.80Write as a decimal.80100

Answer: So, and 0.80 describe the shaded part of the model.45

Lesson 6 CYP2


Write a fraction and a decimal to describe the shaded part of the model.A. ; 0.5024

B. ; 0.4025

C. ; 0.4044

D. ; 0.5045

End of Lesson 6

Lesson 7 Menu

Five-Minute Check (over Lesson 14-6)Main IdeaCalifornia StandardsExample 1

14-7Decimals, Fractions, and Mixed Numbers

14-7Decimals, Fractions, and Mixed NumbersLesson 7 MI/Vocab

I will compare and order decimals, fractions, and mixed numbers.

14-7Decimals, Fractions, and Mixed NumbersLesson 7 Standard 1

Standard 4NS1.2 Order and compare whole numbers and decimals to two decimal places.

14-7Decimals, Fractions, and Mixed NumbersLesson 7 Standard 2

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

14-7Decimals, Fractions, and Mixed NumbersOrder 17.35, 17 , 17.2, and 17 from least to greatest.12

68

Step 1 Write 17 and 17 as decimals.12

68

17 = 17.512

17 = 17.7568

Lesson 7 Ex1

14-7Decimals, Fractions, and Mixed NumbersStep 2 Compare 17.35, 17 , 17.2, and 17 .12

68

Answer: The order from least to greatest is 17.2, 17.35, 17 , and 17 .12

68

Lesson 7 CYP1

14-7Decimals, Fractions, and Mixed Numbers

Order 12.4, 12 , and 12 from least to greatest.34

15

A. 12.4, 12 , 1234

15

B. 12 , 12.4, 1234

15

C. 12 , 12.4, 1215

34

D. 12 , 12 , 12.434

15

End of Lesson 7

CR Menu

Five-Minute Checks

Fractions and Decimals

14Decimals5Min MenuLesson 14-1(over Chapter 13)Lesson 14-2(over Lesson 14-1)Lesson 14-3(over Lesson 14-2)Lesson 14-4(over Lesson 14-3)Lesson 14-5(over Lesson 14-4)Lesson 14-6(over Lesson 14-5)Lesson 14-7(over Lesson 14-6)

14Decimals5Min 1-1

(over Chapter 13)Write 2 as an improper fraction.25

A. 45

B. 75

D. 27

C. 125

14Decimals

5Min 1-2


C. 108

A. 318

B. 711

D. 248

14Decimals

5Min 1-3


C. 5115

A. 5010

B. 610

D. 5110

14Decimals

5Min 1-4

(over Chapter 13)Write as a mixed number.289

A. 39

B. 3 19

D. 339

C. 93

14Decimals

5Min 1-5


A. 5 26

B. 4 32

D. 523

C. 613

14Decimals

5Min 1-6


A. 4 35

B. 5 15

D. 434

C. 425

14Decimals5Min 2-1

(over Lesson 14-1)Write six tenths as a fraction and a decimal.C. ; 0.60 610

B. ; 0.063 116

D. ; 1.67 106

A. ; 0.167 16

14Decimals

5Min 2-2

(over Lesson 14-1)Write fifty-four hundredths as a fraction and a decimal.A. ; 0.125 50400

B. ; 0.54 54100

C. ; 0.135 54400

D. ; 1.85 10054

14Decimals

5Min 2-3

Write three hundredths as a fraction and a decimal. (over Lesson 14-1)B. ; 33.33 1003

C. ; 0.013300

D. ; 0.03 3100

A. ; 0.30 3001000

14Decimals

5Min 2-4

Write forty hundredths as a fraction and a decimal. (over Lesson 14-1)A. ; 0.40 40100

B. ; 0.10 40400

C. ; 2.5 10040

D. ; 0.04 4100

14Decimals5Min 3-1

(over Lesson 14-2)Write sixteen and three tenths as a mixed number and a decimal.A. 16 ; 16.003 1310

D. 16 ; 16.01 3310

B. 3 ; 3.625 1016

C. 16 ; 16.3 310

14Decimals

5Min 3-2

Write four and seventy-five hundredths as a mixed number and a decimal. (over Lesson 14-2)A. 4 ; 4.75 475100

B. 4 ; 4.75 75100

C. 100 ; 100.05 475

D. 7500 ; 7500.25 14

14Decimals

5Min 3-3

Write thirty-three and seven hundredths as a mixed number and a decimal. (over Lesson 14-2)A. 33 ; 33.07 7100

B. 33 ; 33.047 33700

C. 33 ; 33.01 7700

D. 33 ; 33.07 33700

14Decimals

5Min 3-4

Write nine and one half as a mixed number and a decimal. (over Lesson 14-2)A. ; 4.5 92

B. 9 ; 9.5 21

D. 9 ; 45.5 12

C. ; 45.5 1212

14Decimals5Min 4-1

(over Lesson 14-3)Use the Make a Model strategy to solve the problem. Tenaya is playing a card game with her brother. One half of her cards are hearts, one fourth are diamonds and the rest are clubs. If she has 12 cards in her hand, how many are hearts and diamonds?3 cards

6 cards

9 cards

10 cards

14Decimals5Min 5-1

(over Lesson 14-4)Order 9.65, 9.68, 9.52, and 9.59 from greatest to least.9.59, 9.52, 9.65, 9.68

9.52, 9.59, 9.65, 9.68

9.68, 9.65, 9.59, 9.52

9.65, 9.68, 9.59, 9.52

14Decimals

5Min 5-2

Order 51.21, 53.45, 53.54, and 51.54 from greatest to least.53.54, 51.54, 53.45, 51.21

51.54, 53.54, 53.45, 51.21

53.45, 51.54, 53.45, 51.21

53.54, 53.45, 51.54, 51.21

(over Lesson 14-4)

14Decimals

5Min 5-3


17.50, 17.55, 17.45, 17.05

17.05, 17.45, 17.50, 17.55

17.50, 17.45, 17.55, 17.05

(over Lesson 14-4)

14Decimals

5Min 5-4


22.68, 22.62, 22.17, 22.06

22.68, 22.17, 22.62, 22.06

22.06, 22.17, 22.62, 22.68

(over Lesson 14-4)

14Decimals5Min 6-1

(over Lesson 14-5)Use any strategy to solve. Five students sold tickets for the school play. Paige and Selena each sold 6 more than Lexi. Lexi sold one half as many as Alonzo. Alonzo sold 11 more than John who sold 17 tickets. How many tickets did the 5 students sell in all?93 tickets

99 tickets

109 tickets

141 tickets

14Decimals5Min 7-1

(over Lesson 14-6)Write thirty-fiftieths as a fraction and a decimal.A. ; 0.06 30500

B. ; 0.35 3050

C. ; 0.06 350

D. ; 0.60 3050

14Decimals

5Min 7-2

Write five twenty-fifths as a fraction and a decimal. (over Lesson 14-6)A. ; 104.0 5205

B. ; 0.20 525

C. 5 ; 5.25 520

D. ; 0.02 5250

14Decimals

5Min 7-3

Write one-fourth as a fraction and a decimal. (over Lesson 14-6)B. ; 0.025 140

D. ; 0.35 1440

C. ; 0.25 14

A. 1 ; 1.25 14

14Decimals

5Min 7-4

Write thirteen-twentieths as a fraction and a decimal. (over Lesson 14-6)B. ; 0.65 1320

C. ; 1.54 1320

D. ; 1.54 2013

A. ; 1.5 3020

14Decimals

5Min 7-5

Write four-fifths as a fraction and a decimal. (over Lesson 14-6)B. ; 8.0 405

D. ; 0.08 450

A. ; 0.845

C. ; 1.2554

14DecimalsEnd of Custom ShowsThis slide is intentionally blank.

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Math Gr4 Ch14