Splash Screen

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Splash Screen
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Chapter Menu
Fractions
12

• Lesson 12-1 Parts of a Whole
• Lesson 12-2 Problem-Solving Investigation
  Choose a Strategy
• Lesson 12-3 Find Equivalent Fractions
• Lesson 12-4 Problem-Solving Strategy Draw a
  Picture
• Lesson 12-5 Compare Fractions
• Lesson 12-6 Add Like Fractions
• Lesson 12-7 Subtract Like Fractions

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Lesson 1 Menu
Five-Minute Check (over Chapter 11) Main Idea and
Vocabulary California Standards Example 1 Write
and Read Fractions Example 2 Write and Read
Fractions Example 3 Real-World Example
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Lesson 1 MI/Vocab

• I will read and write fractions for part of a
  whole.

• fraction
• numerator
• denominator

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Lesson 1 Standard 1
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Lesson 1 Ex1
What fraction of the spinner is yellow?
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Lesson 1 Ex1
One Way Models
The spinner represents one whole. There are 5
equal parts. A whole can be divided into 5 equal
parts, or fifths.
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Lesson 1 Ex1
Another Way Paper and Pencil
The spinner has 5 equal parts. One part is yellow.
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5
Write
Read
One-fifth
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Lesson 1 CYP1
What fraction of the figure is shaded green?
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Lesson 1 Ex2
What fraction of the figure is shaded?
3
4
The figure above represents one whole. There are
4 equal parts. A whole can be divided into 4
equal parts or fourths. Three of the four parts
are shaded.
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Lesson 1 CYP2
What fraction of the figure is shaded green?
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Lesson 1 Ex3
The figure shows the part of the yard that has
been raked. What fraction of the yard has been
raked?
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Lesson 1 Ex3
5
6
The figure above represents one whole. There are
6 equal parts. A whole can be divided into 6
equal parts or sixths. Five of the six parts are
shaded.
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Lesson 1 CYP3
The figure shows a circle with a missing piece.
What fraction of the circle is shown?
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End of Lesson 1
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Lesson 2 Menu
Five-Minute Check (over Lesson 12-1) Main
Idea California Standards Example 1
Problem-Solving Investigation
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Lesson 2 MI/Vocab

• I will choose the best strategy to solve a
  problem.

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Lesson 2 Standard 1
Standard 3MR2.3 Use a variety of methods, such as
words, numbers, symbols, charts, graphs, tables,
diagrams, and models, to explain mathematical
reasoning.
Standard 3NS2.1 Find the sum or
difference of two whole numbers between 0 and
10,000.
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Lesson 2 Ex1
CARLOTA Last night, I played a board game. On
one turn, I rolled two number cubes. The sum of
the numbers was 9. The difference was 3. YOUR
MISSION Find the two numbers Carlota rolled.
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Lesson 2 Ex1
Understand
What facts do you know?

• Carlota rolled two number cubes.
• The sum of the numbers was 9.
• The difference was 3.

What do you need to find?

• Find the two numbers rolled.

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Lesson 2 Ex1
Plan
Make a table to show all of the possible rolls
and their sums.
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Lesson 2 Ex1
Solve
The table shows that to get a sum of 9, Carlota
must have rolled 5 and 4 or 6 and 3.
6 3 9
5 4 9
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Lesson 2 Ex1
Solve
Find the difference.
6 3 3
5 4 1
Answer Since 6 3 9 and 6 3 3, Carlota
must have rolled 6 and 3.
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Lesson 2 Ex1
Check
Look back at the problem. Since 3 6 9 and 6
3 3, you know that the answer is correct.
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End of Lesson 2
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Lesson 3 Menu
Five-Minute Check (over Lesson 12-2) Main Idea
and Vocabulary California Standards Example 1
Find Equivalent Fractions
Equivalent Fractions
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Lesson 3 MI/Vocab

• I will find equivalent fractions.

• equivalent fractions

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Lesson 3 Standard 1
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Lesson 3 Ex1
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Lesson 3 Ex1
One Way Fraction Models
Think about the number of equal parts in fraction
models.
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Lesson 3 Ex1
Another Way Picture
The circle is divided into fourths. Three parts
are shaded.
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Lesson 3 Ex1
Another Way Picture
Another equal circle is divided into eighths. The
same part is shaded.
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Lesson 3 CYP1

1. 2
2. 3
3. 4
4. 5

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End of Lesson 3
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Lesson 4 Menu
Five-Minute Check (over Lesson 12-3) Main
Idea California Standards Example 1
Problem-Solving Strategy
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Lesson 4 MI/Vocab

• I will draw a picture to solve problems.

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Lesson 4 Standard 1
Standard 3MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from
irrelevant information, sequencing and
prioritizing information, and observing patterns.
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Lesson 4 Standard 2
Standard 3NS3.1 Compare fractions represented by
drawings or concrete materials to show
equivalency and to add and subtract simple
fractions in context.
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Lesson 4 Ex1
Ana and her brother have 8 insects in a jar.
One-half of the insects are beetles. One is a
firefly, and the rest are crickets. How many of
the insects are crickets?
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Lesson 4 Ex1
Understand
What facts do you know?

• There are 8 insects.
• One is a firefly.
• One-half are beetles.
• The rest are crickets.

What do you need to find?

• Find how many of the insects are crickets.

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Lesson 4 Ex1
Plan
You can draw a picture to solve the problem.
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Lesson 4 Ex1
Solve

• First draw a figure that is divided into 8 equal
  parts. This shows 8 insects.

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Lesson 4 Ex1
Solve

• There are 3 parts not shaded. This is the number
  of crickets.

Answer So, 3 of the insects are crickets.
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Lesson 4 Ex1
Check
Look back at the problem.
4 beetles 1 firefly 3 crickets 8 insects
There are 8 insects. So, the answer is correct.
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End of Lesson 4
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Lesson 5 Menu
Five-Minute Check (over Lesson 12-4) Main Idea
and Vocabulary California Standards Example 1
Compare Fractions Example 2 Compare Fractions
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Lesson 5 MI/Vocab

• I will compare fractions.

• is greater than (gt)
• is less than (lt)

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Lesson 5 Standard 1
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Lesson 5 Ex1
One Way Fraction Models
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Lesson 5 Ex1
Another Way Number Line
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Lesson 5 CYP1
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Lesson 5 Ex2
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Lesson 5 Ex2
One Way Number Line
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Lesson 5 Ex2
Another Way Drawing
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Lesson 5 Ex2
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Lesson 5 CYP2
A. Monica
B. Monicas sister
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End of Lesson 5
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Lesson 6 Menu
Five-Minute Check (over Lesson 12-5) Main Idea
and Vocabulary California Standards Key Concept
Add Like Fractions Example 1 Add Like
Fractions Example 2 Add Like Fractions
Add Like Fractions
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Lesson 6 MI/Vocab/Standard 1

• I will add like fractions.

• like fractions

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Lesson 6 MI/Vocab/Standard 2
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Lesson 6 Key Concept 1
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Lesson 6 Ex1
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Lesson 6 Ex1
One Way Models


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Lesson 6 Ex1
Another Way Paper and Pencil


1 1
Add the numerators.

3
Use the same denominator.
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Lesson 6 Ex1
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Lesson 6 CYP1
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Lesson 6 Ex2
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Lesson 6 Ex2


5 3

8


1 whole
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Lesson 6 CYP2
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End of Lesson 6
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Lesson 7 Menu
Five-Minute Check (over Lesson 12-6) Main
Idea California Standards Key Concept Subtract
Like Fractions Example 1 Subtract Like
Fractions Example 2 Subtract Like Fractions
Subtract Like Fractions
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Lesson 7 MI/Vocab

• I will subtract like fractions.

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Lesson 7 Standard 1
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Lesson 7 Key Concept 1
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Lesson 7 Ex1
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Lesson 7 Ex1
One Way Models
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Lesson 7 Ex1
Another Way Paper and Pencil


5 2
Subtract the numerators.

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Use the same denominator.
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Lesson 7 Ex1
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Lesson 7 CYP1
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Lesson 7 Ex2
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Lesson 7 Ex2



3 1
3
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Lesson 7 CYP2
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End of Lesson 7
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CR Menu
Fractions
12
Five-Minute Checks Math Tool Chest Image Bank
Equivalent Fractions Add Like Fractions Subtract
Like Fractions
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IB Instructions
To use the images that are on the following four
slides in your own presentation 1. Exit this
presentation. 2. Open a chapter presentation
using a full installation of Microsoft
PowerPoint in editing mode and scroll to the
Image Bank slides. 3. Select an image, copy it,
and paste it into your presentation.
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IB 1
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IB 2
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IB 3
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IB 4
90
5Min Menu
Fractions
12
Lesson 12-1 (over Chapter 11) Lesson 12-2 (over
Lesson 12-1) Lesson 12-3 (over Lesson
12-2) Lesson 12-4 (over Lesson 12-3) Lesson
12-5 (over Lesson 12-4) Lesson 12-6 (over Lesson
12-5) Lesson 12-7 (over Lesson 12-6)
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5Min 1-1
(over Chapter 11)
Each time Jason picked a marble from a bag, he
recorded the color and replaced the marble. He
picked 40 red, 4 blue, 2 yellow, and 4 green
marbles. How many times did he pick a marble
from the bag?

1. 45
2. 50
3. 25
4. 15

92
5Min 1-2
(over Chapter 11)
Each time Jason picked a marble from a bag, he
recorded the color and replaced the marble. He
picked 40 red, 4 blue, 2 yellow, and 4 green
marbles.What color marble is most likely to be
picked next?

1. red
2. yellow
3. green
4. blue

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5Min 1-3
(over Chapter 11)
Each time Jason picked a marble from a bag, he
recorded the color and replaced the marble. He
picked 40 red, 4 blue, 2 yellow, and 4 green
marbles.What two colors are equally likely to be
picked?

1. blue and green
2. yellow and green
3. red and yellow

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5Min 2-1
(over Lesson 12-1)
95
5Min 2-2
(over Lesson 12-1)
96
5Min 2-3
(over Lesson 12-1)
97
5Min 2-4
(over Lesson 12-1)
98
5Min 3-1
(over Lesson 12-2)
Choose a strategy to solve the problem. Zach has
a rectangular fence around his back yard. The
perimeter of the fence is 78 feet. The length of
one side of the fence is 18 feet. What are the
lengths of the other sides?

1. 2 sides are 18 feet and 2 sides are 21 feet.
2. 2 sides are 14 feet and 2 sides are 24 feet.
3. 2 sides are 11 feet and 2 sides are 20 feet.

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5Min 4-1
(over Lesson 12-3)

1. 2
2. 6
3. 4
4. 8

100
5Min 4-2
(over Lesson 12-3)

1. 4
2. 9
3. 3
4. 10

101
5Min 4-3
(over Lesson 12-3)

1. 3
2. 10
3. 15
4. 4

102
5Min 4-4
(over Lesson 12-3)

• 6
• 8
• 10
• 2

103
5Min 5-1
(over Lesson 12-4)
Solve. Use the draw a picture strategy. There are
four siblings Bob, Arlo, Claudia and Diego.
Claudia is taller than Arlo. Diego is taller than
Claudia. Bob is the shortest. List the siblings
in order from tallest to shortest.

1. Diego, Claudia, Arlo, Bob
2. Bob, Diego, Claudia, Arlo
3. Claudia, Diego, Arlo, Bob
4. Caludia, Arlo, Diego, Bob

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5Min 6-1
(over Lesson 12-5)

1. lt
2. gt

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5Min 6-2
(over Lesson 12-5)

1. gt
3. lt

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5Min 6-3
(over Lesson 12-5)

1. gt
2. lt

107
5Min 6-4
(over Lesson 12-5)

1. gt
3. lt

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5Min 7-1
(over Lesson 12-6)
Add.
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5Min 7-2
(over Lesson 12-6)
Add.
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5Min 7-3
(over Lesson 12-6)
Add.
111
5Min 7-4
(over Lesson 12-6)
Add.
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End of Custom Shows
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