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Splash Screen Chapter 12 Fractions Click the mouse or press the space bar to continue. Chapter 12 Fractions Click the mouse or press the space bar to continue.

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Presentation on theme: "Splash Screen Chapter 12 Fractions Click the mouse or press the space bar to continue. Chapter 12 Fractions Click the mouse or press the space bar to continue."— Presentation transcript:

1 Splash Screen Chapter 12 Fractions Click the mouse or press the space bar to continue. Chapter 12 Fractions Click the mouse or press the space bar to continue.

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

3 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 12-1 Parts of a Whole

4 12-1 Parts of a Whole Lesson 1 MI/Vocab I will read and write fractions for part of a whole. fraction numerator denominator

5 12-1 Parts of a Whole Lesson 1 Standard 1 Standard 3NS3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., of a pizza is the same amount as of another pizza that is the same size; show that is larger than ).

6 Lesson 1 Ex1 What fraction of the spinner is yellow? 12-1 Parts of a Whole

7 Lesson 1 Ex Parts of a Whole The spinner represents one whole. There are 5 equal parts. A whole can be divided into 5 equal parts, or fifths. One Way: Models

8 Lesson 1 Ex Parts of a Whole The spinner has 5 equal parts. One part is yellow. Another Way: Paper and Pencil part that is yellow total number of equal parts 1 5 Write Read One-fifth 1 5 Answer: So, one-fifth or of the spinner is yellow. 1 5

9 C Lesson 1 CYP Parts of a Whole What fraction of the figure is shaded green? A B. D. 3 10

10 Lesson 1 Ex Parts of a Whole What fraction of the figure is shaded? 3 4 parts that are blue total number of equal parts 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. Answer: 3 4

11 A Lesson 1 CYP Parts of a Whole What fraction of the figure is shaded green? 15 8 B. C D. 3 10

12 Lesson 1 Ex3 The figure shows the part of the yard that has been raked. What fraction of the yard has been raked? 12-1 Parts of a Whole

13 Lesson 1 Ex Parts of a Whole 5 6 parts that are blue total number of equal parts 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. Answer: 5 6

14 A. 1 5 Lesson 1 CYP Parts of a Whole The figure shows a circle with a missing piece. What fraction of the circle is shown? B. 1 4 C. 3 4 D. 2 5

15 End of Lesson 1

16 Lesson 2 Menu Five-Minute Check (over Lesson 12-1) Main Idea California Standards Example 1: Problem-Solving Investigation 12-2 Problem-Solving Investigation: Choose a Strategy

17 12-2 Problem-Solving Investigation: Choose a Strategy Lesson 2 MI/Vocab I will choose the best strategy to solve a problem.

18 12-2 Problem-Solving Investigation: Choose a Strategy 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.

19 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 Problem-Solving Investigation: Choose a Strategy

20 Lesson 2 Ex1 Understand What facts do you know? Carlota rolled two number cubes. The sum of the numbers was 9. The difference was Problem-Solving Investigation: Choose a Strategy What do you need to find? Find the two numbers rolled.

21 Lesson 2 Ex1 Plan Make a table to show all of the possible rolls and their sums Problem-Solving Investigation: Choose a Strategy

22 Lesson 2 Ex1 Solve The table shows that to get a sum of 9, Carlota must have rolled 5 and 4 or 6 and Problem-Solving Investigation: Choose a Strategy = = 9

23 Lesson 2 Ex1 Solve Find the difference Problem-Solving Investigation: Choose a Strategy 6 – 3 = 3 5 – 4 = 1 Answer: Since = 9 and 6 – 3 = 3, Carlota must have rolled 6 and 3.

24 Lesson 2 Ex1 Check Look back at the problem. Since = 9 and 6 – 3 = 3, you know that the answer is correct Problem-Solving Investigation: Choose a Strategy

25 End of Lesson 2

26 Lesson 3 Menu Five-Minute Check (over Lesson 12-2) Main Idea and Vocabulary California Standards Example 1: Find Equivalent Fractions 12-3 Find Equivalent Fractions Equivalent Fractions

27 12-3 Find Equivalent Fractions Lesson 3 MI/Vocab I will find equivalent fractions. equivalent fractions

28 12-3 Find Equivalent Fractions Lesson 3 Standard 1 Standard 3NS3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., of a pizza is the same amount as of another pizza that is the same size; show that is larger than ).

29 12-3 Find Equivalent Fractions Lesson 3 Ex1 Complete = to find equivalent fractions

30 12-3 Find Equivalent Fractions Lesson 3 Ex1 One Way: Fraction Models Think about the number of equal parts in fraction models. There are 6 eighths in. 3 4

31 12-3 Find Equivalent Fractions Lesson 3 Ex1 Another Way: Picture The circle is divided into fourths. Three parts are shaded.

32 12-3 Find Equivalent Fractions Lesson 3 Ex1 Another Way: Picture Another equal circle is divided into eighths. The same part is shaded. There are 6 eighths in. 3 4 Answer: So, =

33 12-3 Find Equivalent Fractions Lesson 3 CYP1 A.2 B.3 C.4 D.5 Complete = to find equivalent fractions

34 End of Lesson 3

35 Lesson 4 Menu Five-Minute Check (over Lesson 12-3) Main Idea California Standards Example 1: Problem-Solving Strategy 12-4 Problem-Solving Strategy: Draw a Picture

36 12-4 Problem-Solving Strategy: Draw a Picture Lesson 4 MI/Vocab I will draw a picture to solve problems.

37 12-4 Problem-Solving Strategy: Draw a Picture Lesson 4 Standard 1 Standard 3MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

38 12-4 Problem-Solving Strategy: Draw a Picture 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.

39 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? 12-4 Problem-Solving Strategy: Draw a Picture

40 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 Problem-Solving Strategy: Draw a Picture

41 Lesson 4 Ex1 Plan You can draw a picture to solve the problem Problem-Solving Strategy: Draw a Picture

42 Lesson 4 Ex1 Solve 12-4 Problem-Solving Strategy: Draw a Picture First draw a figure that is divided into 8 equal parts. This shows 8 insects. To show the beetles, shade of the figure. Shade 1 part to show the firefly. 1 2

43 Lesson 4 Ex1 Solve Answer: So, 3 of the insects are crickets Problem-Solving Strategy: Draw a Picture There are 3 parts not shaded. This is the number of crickets.

44 Lesson 4 Ex1 Check Look back at the problem. There are 8 insects. So, the answer is correct Problem-Solving Strategy: Draw a Picture 4 beetles + 1 firefly + 3 crickets = 8 insects

45 End of Lesson 4

46 Lesson 5 Menu Five-Minute Check (over Lesson 12-4) Main Idea and Vocabulary California Standards Example 1: Compare Fractions Example 2: Compare Fractions 12-5 Compare Fractions

47 12-5 Compare Fractions Lesson 5 MI/Vocab I will compare fractions. is greater than (>) is less than (<)

48 12-5 Compare Fractions Lesson 5 Standard 1 Standard 3NS3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context (e.g., of a pizza is the same amount as of another pizza that is the same size; show that is larger than ).

49 Lesson 5 Ex Compare Fractions Compare and One Way: Fraction Models is less than

50 Lesson 5 Ex Compare Fractions Another Way: Number Line is to the left of Answer: So,

51 Lesson 5 CYP Compare Fractions Compare to A < B > C =

52 Lesson 5 Ex Compare Fractions Bill’s family ate of an apple pie. Laureana’s family ate of an apple pie. Which family ate more? You need to compare and

53 Lesson 5 Ex Compare Fractions One Way: Number Line is less than So,

54 Lesson 5 Ex Compare Fractions Another Way: Drawing is less than So,

55 Lesson 5 Ex Compare Fractions Answer: So, Laureana’s family ate more of the pie because >

56 A. Monica B. Monica’s sister Lesson 5 CYP Compare Fractions 1 2 Monica and her sister had pizza for dinner. Monica ate of the pizza, while her sister ate of the pizza. Who ate more? 1 3

57 End of Lesson 5

58 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 12-6 Add Like Fractions

59 12-6 Add Like Fractions Lesson 6 MI/Vocab/Standard 1 I will add like fractions. like fractions

60 12-6 Add Like Fractions Lesson 6 MI/Vocab/Standard 2 Standard 3NS3.2 Add and subtract simple fractions (e.g., determine that + is the same as ).

61 Lesson 6 Key Concept Add Like Fractions

62 Lesson 6 Ex Add Like Fractions Lynn painted of her wall green and of her wall blue. The rest she left white. What fraction of her wall has color?

63 Lesson 6 Ex Add Like Fractions One Way: Models = 2 3

64 Lesson 6 Ex Add Like Fractions Another Way: Paper and Pencil = = 2 3 Add the numerators. Use the same denominator.

65 Lesson 6 Ex Add Like Fractions Answer: So, of Lynn’s wall has color. 2 3

66 C. tank 3 4 Lesson 6 CYP Add Like Fractions A. tank 1 2 B. tank 2 4 D. tank 1 4 Nikki noticed that she only had tank of gas left in her car. She went to the gas station and filled her car with another tank of gas. How much gas is now in Nikki’s car?

67 Lesson 6 Ex Add Like Fractions From January to March, Sancha grew of an inch. From March to June, Sancha grew another of an inch. How much did she grow in all? You need to find

68 Lesson 6 Ex Add Like Fractions = = 8 8 = 1 whole Answer: So, Sancha grew a total of of an inch or 1 inch = +

69 Lesson 6 CYP Add Like Fractions Bob ate of the sweet potato pie, and Sandy ate of the same sweet potato pie. How much of the pie did Bob and Sandy eat altogether? B. pie 5 10 A., or the whole pie 5 5 C. pie 3 5 D. pie 2 5

70 End of Lesson 6

71 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 12-7 Subtract Like Fractions

72 12-7 Subtract Like Fractions Lesson 7 MI/Vocab I will subtract like fractions.

73 12-7 Subtract Like Fractions Lesson 7 Standard 1 Standard 3NS3.2 Add and subtract simple fractions (e.g., determine that + is the same as ).

74 Lesson 7 Key Concept Subtract Like Fractions

75 Lesson 7 Ex Subtract Like Fractions Laura found of a pizza in the refrigerator. She ate. How much pizza is left? You need to find –

76 Lesson 7 Ex Subtract Like Fractions One Way: Models

77 Lesson 7 Ex Subtract Like Fractions 5 6 – 2 6 = Subtract the numerators. 5 – 2 6 = 3 6 Another Way: Paper and Pencil Use the same denominator.

78 Lesson 7 Ex Subtract Like Fractions Answer: So, there is of the pizza left. 3 6

79 Lesson 7 CYP Subtract Like Fractions Sarah had of an interesting book left to read. Today Sarah read of the book, how much more will she have to read to finish the book? D. of the book 1 4 A. of the book 1 3 C. of the book 2 4 B. of the book 3 4

80 Lesson 7 Ex Subtract Like Fractions Maximo read an entire book over the weekend. On Saturday he read. How much did he read on Sunday? 1 3 Find 1 –. 1 3

81 Lesson 7 Ex Subtract Like Fractions Answer: So, Maximo read of the book on Sunday – 1 3 – = 3 – 1 3 =

82 Lesson 7 CYP Subtract Like Fractions Natalie was preparing a six-course meal for her family, of which she had completed. How much more of the meal does Natalie have to prepare? 2 6 A. of the meal 2 6 B. of the meal 4 6 C. of the meal 5 6 D. of the meal 3 6

83 End of Lesson 7

84 12 Fractions 12 Fractions CR Menu Five-Minute Checks Math Tool Chest Image Bank Equivalent Fractions Add Like Fractions Subtract Like Fractions

85 12 Fractions 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.

86 12 Fractions IB 1

87 12 Fractions IB 2

88 12 Fractions IB 3

89 12 Fractions IB 4

90 12 Fractions 12 Fractions 5Min Menu Lesson 12-1Lesson 12-1(over Chapter 11) Lesson 12-2Lesson 12-2(over Lesson 12-1) Lesson 12-3Lesson 12-3(over Lesson 12-2) Lesson 12-4Lesson 12-4(over Lesson 12-3) Lesson 12-5Lesson 12-5(over Lesson 12-4) Lesson 12-6Lesson 12-6(over Lesson 12-5) Lesson 12-7Lesson 12-7(over Lesson 12-6)

91 12 Fractions 5Min 1-1 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? A.45 B.50 C.25 D.15 (over Chapter 11)

92 12 Fractions 5Min 1-2 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? A.red B.yellow C.green D.blue (over Chapter 11)

93 12 Fractions 5Min 1-3 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? A.blue and green B.yellow and green C.red and yellow (over Chapter 11)

94 12 Fractions 5Min 2-1 (over Lesson 12-1) Draw a picture for. Shade the fraction. 1 2 A. D. C. B.

95 12 Fractions 5Min 2-2 (over Lesson 12-1) Draw a picture for. Shade the fraction. 2 3 A. C.D. B.

96 12 Fractions 5Min 2-3 (over Lesson 12-1) Draw a picture for. Shade the fraction. 1 5 A. C. D. B.

97 12 Fractions 5Min 2-4 (over Lesson 12-1) Draw a picture for. Shade the fraction. 5 6 A. C.D. B.

98 12 Fractions 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? A.2 sides are 18 feet and 2 sides are 21 feet. B.2 sides are 14 feet and 2 sides are 24 feet. C.2 sides are 11 feet and 2 sides are 20 feet.

99 12 Fractions 5Min 4-1 (over Lesson 12-3) A.2 B.6 C.4 D.8 Complete = to find equivalent fractions

100 12 Fractions 5Min 4-2 (over Lesson 12-3) A.4 B.9 C.3 D Complete = to find equivalent fractions. 12

101 Fractions 5Min 4-3 (over Lesson 12-3) A.3 B.10 C.15 D.4 Complete = to find equivalent fractions

102 12 Fractions 5Min 4-4 (over Lesson 12-3) A.6 B.8 C.10 D.2 Complete = to find equivalent fractions. 4 63

103 12 Fractions 5Min 5-1 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. A.Diego, Claudia, Arlo, Bob B.Bob, Diego, Claudia, Arlo C.Claudia, Diego, Arlo, Bob D.Caludia, Arlo, Diego, Bob (over Lesson 12-4)

104 12 Fractions 5Min 6-1 (over Lesson 12-5) A.< B.> C.= Compare. Write, or =. Use fraction strips, a number line, or a drawing if needed

105 12 Fractions 5Min 6-2 (over Lesson 12-5) A.> B.= C.< Compare. Write, or =. Use fraction strips, a number line, or a drawing if needed

106 12 Fractions 5Min 6-3 A.> B.< C.= (over Lesson 12-5) Compare. Write, or =. Use fraction strips, a number line, or a drawing if needed

107 12 Fractions 5Min 6-4 A.> B.= C.< (over Lesson 12-5) Compare. Write, or =. Use fraction strips, a number line, or a drawing if needed

108 12 Fractions 5Min 7-1 (over Lesson 12-6) Add. B D C. 12 A

109 Fractions 5Min 7-2 (over Lesson 12-6) Add B C. 12 D A. or 1

110 12 Fractions 5Min 7-3 (over Lesson 12-6) Add B C. 8 D A.

111 12 Fractions 5Min 7-4 (over Lesson 12-6) Add B C. 5 D A.

112 End of Custom Shows This slide is intentionally blank.


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