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Chapter 13Fractions and Decimals
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Chapter 13Fractions and Decimals
Click the mouse or press the space bar to continue.
Lesson 13-1 Tenths
Lesson 13-2 Hundredths
Lesson 13-3 Problem-Solving
Strategy: Act it Out
Lesson 13-4 Decimals and Money
Lesson 13-5 Problem-Solving
Investigation: Choose a Strategy
1313Fractions and Decimals
Five-Minute Check (over Chapter 12)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
13-113-1 Tenths
Fractions and Decimals
13-113-1 Tenths
• I will learn the meaning of tenths.
• decimal
• decimal point
• tenths
13-113-1 Tenths
Standard 3NS3.4 Know and understand that
fractions and decimals are two different
representations of the same concept (e.g., 50
cents is of a dollar, 75 cents is of a dollar).
Isabella has 10 dolls. Five of them have red hair. What part of the total number of dolls has red hair?
13-113-1 Tenths
One Way: Fraction
Write
510
Read five-tenthsred parts
parts in all
A. ; 0.4410
13-113-1 Tenths
Greg has a collection of 10 model classic cars. Four of the models are replicas of sporty cars. What part of the total collection is of sporty cars?
B. ; 0.6610
C. ; 0.7710
D. ; 0.5510
13-113-1 Tenths
Write as a decimal.810
is written as 0.8.810
Answer: So, = 0.8.810
0 8
Write 0.4 as a fraction.
0.4 is fourth-tenths.
13-113-1 Tenths
Answer: So, 0.4 = . 4
10
0 4
Five-Minute Check (over Lesson 13-1)
Main Idea and Vocabulary
California Standards
Example 1
Example 2
Example 3
13-213-2 Hundredths
13-213-2 Hundredths
Standard 3NS3.4 Know and understand that
fractions and decimals are two different
representations of the same concept (e.g., 50
cents is of a dollar, 75 cents is of a dollar).
Suppose that 85 out of 100 students surveyed said that math is their favorite subject. Write a fraction and a decimal to show how many people surveyed found math to be their favorite subject.
13-213-2 Hundredths
What part of the group favors math?
13-213-2 Hundredths
One Way: Fraction
eighty-five hundredths85100
What part of the group favors math?
13-213-2 Hundredths
Another Way: Decimal
0.85 eighty-five hundredths
0 8 5
C. ; 0.9090100
13-213-2 Hundredths
A basketball player made 90 out of 100 free throws. Write a fraction and a decimal showing how many made out of how many attempted.
A. ; 0.909090
B. ; 0.909010 D. ; 0.90
1090
13-213-2 Hundredths
Write as a decimal.31100
is written as 0.31.31100
Answer: So, = 0.31.31100
0 3 1
Write 0.67 as a fraction.
0.67 is sixty-seven hundredths.
13-213-2 Hundredths
Answer: So, 0.67 = . 67100
0 6 7
B. 56100
13-213-2 Hundredths
Write 0.56 as a fraction.
A. 5610
C. 56
1000
D. 561
Five-Minute Check (over Lesson 13-2)
Main Idea
California Standards
Example 1: Problem-Solving Strategy
13-313-3 Problem-Solving Strategy: Act it Out
13-313-3 Problem-Solving Strategy: Act it Out
• I will solve problems by acting them out.
13-313-3 Problem-Solving Strategy: Act it Out
Standard 3MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
13-313-3 Problem-Solving Strategy: Act it Out
Standard 3MR2.3 Know and understand that
fractions and decimals are two different
representations of the same concept (e.g., 50
cents is of a dollar, 75 cents is of a
dollar).
Five students are throwing paper balls into a basket. They line up in order from tallest to shortest. Adriana is taller than Byrce, but she is shorter than Jenelle. Delmar is shorter than Evan, but taller than Jenelle. In what order are they lined up?
13-313-3 Problem-Solving Strategy: Act it Out
Understand
What facts do you know?
• The students line up from tallest to shortest.
• Adriana is taller than Bryce.
• Adriana is shorter than Jenelle.
• Delmar is shorter than Evan.
• Delmar is taller than Jenelle.
13-313-3 Problem-Solving Strategy: Act it Out
Understand
What do you need to find?
• The order in which they line up.
13-313-3 Problem-Solving Strategy: Act it Out
Plan
Act out the problem using 5 students.
13-313-3 Problem-Solving Strategy: Act it Out
Solve
Use the facts in the problem to arrange the students. Work with the facts that make sense first.
13-313-3 Problem-Solving Strategy: Act it Out
Solve
Answer: So, the order of the students from tallest to shortest is Evan, Delmar, Jenelle, Adrianna, and Bryce.
13-313-3 Problem-Solving Strategy: Act it Out
Check
Look back at the problem. The answer makes sense for the facts given in the problem.
13-313-3 Problem-Solving Strategy: Act it Out
Five-Minute Check (over Lesson 13-3)
Main Idea
California Standards
Key Concept: Fractions, Decimals, and Money
Example 1
Example 2
Example 3
13-413-4 Decimals and Money
Fractions, Decimals, and Money
13-413-4 Decimals and Money
Standard 3NS3.4 Know and understand that
fractions and decimals are two different
representations of the same concept (e.g., 50
cents is of a dollar, 75 cents is of a dollar).
What part of a dollar is 80¢?
13-413-4 Decimals and Money
Write 80¢ as a fraction.
You know that 80¢ can be written as $0.80 or .80100
13-413-4 Decimals and Money
What part of a dollar is 50¢?
A. , 5010
12
B. , 510
12
C. , 5100
12
D. , 50100
12
13-413-4 Decimals and Money
Ekram found 40¢ on the ground. What part of a dollar is 40¢?
Write 40¢ as a fraction.
You know that 40¢ can be written as $0.40 or .40100
B. ,30100
310
13-413-4 Decimals and Money
If you found 30¢ in your pants pocket, what part of a dollar would that be?
A. , 13
3100
C. , 13
30100
D. , 310
13
13-413-4 Decimals and Money
What part of a dollar is 25¢?
Write 25¢ as a fraction.
You know that 25¢ can be written as $0.25 or .25100
A. , 5100
120
B. ,50100
12
13-413-4 Decimals and Money
What part of a dollar is a nickel?
D. , 510
12
C. , 12
5010
Five-Minute Check (over Lesson 13-4)
Main Idea
California Standards
Example 1: Problem-Solving Investigation
13-513-5 Problem-Solving Investigation: Choose a Strategy
13-513-5 Problem-Solving Investigation: Choose a Strategy
• I will choose the best strategy to solve a problem.
13-513-5 Problem-Solving Investigation: Choose a Strategy
Standard 3MR1.2 Determine when and how to break a problem into simpler parts.
13-513-5 Problem-Solving Investigation: Choose a Strategy
Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.
Jane: I planted 30 tomato seeds in my garden. Three out of every 5 seeds grew into tomato plants.
YOUR MISSION: Find how many seeds grew into tomato plants.
13-513-5 Problem-Solving Investigation: Choose a Strategy
Understand
What facts do you know?
• You know 30 seeds were planted.
• 3 out of every 5 seeds grew into tomato plants.
What do you need to find?
• You need to find out how many seeds grew into tomato plants.
13-513-5 Problem-Solving Investigation: Choose a Strategy
Plan
You can draw a picture to help solve the problem. Use tallies to represent the seeds.
13-513-5 Problem-Solving Investigation: Choose a Strategy
SolvePut the tallies in groups of 5 until there are 30 tallies.
13-513-5 Problem-Solving Investigation: Choose a Strategy
Three of each group became plants.
3 3 3 3 3 3+ + + + +
Solve
13-513-5 Problem-Solving Investigation: Choose a Strategy
Answer: So, 6 × 3 = 18 seeds grew into tomato plants.
Check
Look back at the problem.
13-513-5 Problem-Solving Investigation: Choose a Strategy
3 + 3 + 3 + 3 + 3 + 3 = 18
So, the answer is correct.
1313Fractions and Decimals
Five-Minute Checks
Fractions and Decimals
Fractions, Decimals, and Money
1313Fractions and Decimals
Lesson 13-1 (over Chapter 12)
Lesson 13-2 (over Lesson 13-1)
Lesson 13-3 (over Lesson 13-2)
Lesson 13-4 (over Lesson 13-3)
Lesson 13-5 (over Lesson 13-4)
1313Fractions and Decimals
C.24
(over Chapter 12)
B. 44
D.3
12
Find – .34
14
A.54
1313Fractions and Decimals
A. 0
(over Chapter 12)
B. 18
C.48
D.1016
Find – .58
58
1313Fractions and Decimals
(over Chapter 12)
A.36
B. 16
D.1
12
C.9
12
Find – .56
46
1313Fractions and Decimals
(over Chapter 12)
28A.
B. 88
C.24
D.1212
Find – .58
38
1313Fractions and Decimals
D.34
(over Chapter 12)
B. 26
C.88
A. 44
Find 1 – .14
1313Fractions and Decimals
(over Lesson 13-1)
A. 0.06
B. 4.0
C. 0.60
D. 0.4
Write as a decimal.410
1313Fractions and Decimals
A. 0.2
B. 0.80
C. 2.10
D. 2.0
(over Lesson 13-1)
Write two-tenths as a decimal.
1313Fractions and Decimals
Write 0.8 as a fraction.
A. 0.10
(over Lesson 13-1)
D. 0.20
B. 110
C.8
10
1313Fractions and Decimals
(over Lesson 13-1)
A.3
10
Write three-tenths as a fraction.
B. 0.30
D. 13
C.6
13
1313Fractions and Decimals
D. 0.37
(over Lesson 13-2)
B. 0.063
C. 6.30
Write as a decimal.37100
A. 0.63
1313Fractions and Decimals
(over Lesson 13-2)
B. 0.22
C. 22
D. 88
A. 0.88
Write as a decimal.88100
1313Fractions and Decimals
A.63100
(over Lesson 13-2)
Write 0.63 as a fraction.
D. 63
B. 37100
C. 12100
1313Fractions and Decimals
C. 7
100
(over Lesson 13-2)
Write 0.07 as a fraction.
A.17100
B. 14100
D. 13100
1313Fractions and Decimals
A. ; $0.5959100
(over Lesson 13-3)
Write 59¢ as a fraction and decimal.
B. ; $0.595910
C. ; $0.05959100
1313Fractions and Decimals
B. ; $0.2323100
(over Lesson 13-3)
Write 23¢ as a fraction and decimal.
C. ; $0.232310
A. ; $0.02323100
1313Fractions and Decimals
C. ; $0.8888100
(over Lesson 13-3)
Write 88¢ as a fraction and decimal.
A. ; $0.888
10
B. ; $8.8988100
1313Fractions and Decimals
(over Lesson 13-3)
A. ; $0.1919100
Write 19¢ as a fraction and decimal.
C. ; $1.1919100
B. ; $0.199199100
1313Fractions and Decimals
A.4
10
(over Lesson 13-4)
Write the part of a dollar each amount represents.
4 dimes
B. 41
C.4
11
1313Fractions and Decimals
B. 0.50
(over Lesson 13-4)
Write the part of a dollar each amount represents.
2 quarters
C. 5.0
A.2510
1313Fractions and Decimals
C.14
(over Lesson 13-4)
Write the part of a dollar each amount represents.
5 nickels
A.5
25
B.5
20
1313Fractions and Decimals
A. 1.00
(over Lesson 13-4)
Write the part of a dollar each amount represents.
100 pennies
C. 0.100
B. 110
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