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

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**Lesson 12-1 Parts of a Whole **

Fractions 12 Lesson Parts of a Whole Lesson Problem-Solving Investigation: Choose a Strategy Lesson Find Equivalent Fractions Lesson Problem-Solving Strategy: Draw a Picture Lesson Compare Fractions Lesson Add Like Fractions Lesson Subtract Like Fractions Chapter Menu

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**Five-Minute Check (over Chapter 11) Main Idea and Vocabulary **

12-1 Parts of a Whole 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 Lesson 1 Menu

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

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

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12-1 Parts of a Whole 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 ). Lesson 1 Standard 1

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**What fraction of the spinner is yellow?**

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

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12-1 Parts of a Whole One Way: Models The spinner represents one whole. There are 5 equal parts. A whole can be divided into 5 equal parts, or fifths. Lesson 1 Ex1

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**Another Way: Paper and Pencil**

12-1 Parts of a Whole Another Way: Paper and Pencil The spinner has 5 equal parts. One part is yellow. 1 part that is yellow 5 total number of equal parts Write 1 5 Read One-fifth Answer: So, one-fifth or of the spinner is yellow. 1 5 Lesson 1 Ex1

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**What fraction of the figure is shaded green?**

12-1 Parts of a Whole What fraction of the figure is shaded green? A. 2 3 10 7 B. C. 7 10 D. 3 10 Lesson 1 CYP1

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**What fraction of the figure is shaded?**

12-1 Parts of a Whole What fraction of the figure is shaded? 3 parts that are blue 4 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 Lesson 1 Ex2

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**What fraction of the figure is shaded green?**

12-1 Parts of a Whole What fraction of the figure is shaded green? A. 8 15 15 8 B. C. 7 15 D. 3 10 Lesson 1 CYP2

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

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12-1 Parts of a Whole 5 parts that are blue 6 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 Lesson 1 Ex3

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12-1 Parts of a Whole The figure shows a circle with a missing piece. What fraction of the circle is shown? A. 1 5 B. 1 4 C. 3 4 D. 2 5 Lesson 1 CYP3

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End of Lesson 1

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**Five-Minute Check (over Lesson 12-1) Main Idea California Standards **

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

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

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

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12-2 Problem-Solving Investigation: Choose a Strategy 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. Lesson 2 Standard 1

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**YOUR MISSION: Find the two numbers Carlota rolled.**

12-2 Problem-Solving Investigation: Choose a Strategy 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. Lesson 2 Ex1

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**Understand What facts do you know? Carlota rolled two number cubes.**

12-2 Problem-Solving Investigation: Choose a Strategy 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. Lesson 2 Ex1

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**Plan Make a table to show all of the possible rolls and their sums.**

12-2 Problem-Solving Investigation: Choose a Strategy Plan Make a table to show all of the possible rolls and their sums. Lesson 2 Ex1

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12-2 Problem-Solving Investigation: Choose a Strategy 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 Lesson 2 Ex1

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**Solve Find the difference. 6 – 3 = 3 5 – 4 = 1**

12-2 Problem-Solving Investigation: Choose a Strategy Solve Find the difference. 6 – 3 = 3 5 – 4 = 1 Answer: Since = 9 and 6 – 3 = 3, Carlota must have rolled 6 and 3. Lesson 2 Ex1

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12-2 Problem-Solving Investigation: Choose a Strategy Check Look back at the problem. Since = 9 and 6 – 3 = 3, you know that the answer is correct. Lesson 2 Ex1

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End of Lesson 2

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**Five-Minute Check (over Lesson 12-2) Main Idea and Vocabulary **

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

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**I will find equivalent fractions.**

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

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12-3 Find Equivalent Fractions 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 ). Lesson 3 Standard 1

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**Complete = to find equivalent fractions.**

12-3 Find Equivalent Fractions Complete = to find equivalent fractions. 3 4 8 Lesson 3 Ex1

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**One Way: Fraction Models**

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

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

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**Another Way: Picture There are 6 eighths in . Answer: So, = . 12-3**

Find Equivalent Fractions Another Way: Picture Another equal circle is divided into eighths. The same part is shaded. There are 6 eighths in . 3 4 Answer: So, = . 3 4 6 8 Lesson 3 Ex1

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**Complete = to find equivalent fractions.**

12-3 Find Equivalent Fractions Complete = to find equivalent fractions. 1 2 6 2 3 4 5 Lesson 3 CYP1

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End of Lesson 3

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**Five-Minute Check (over Lesson 12-3) Main Idea California Standards **

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

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**I will draw a picture to solve problems.**

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

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

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12-4 Problem-Solving Strategy: Draw a Picture Standard 3NS3.1 Compare fractions represented by drawings or concrete materials to show equivalency and to add and subtract simple fractions in context. Lesson 4 Standard 2

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12-4 Problem-Solving Strategy: Draw a Picture 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? Lesson 4 Ex1

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**Understand What facts do you know? There are 8 insects.**

12-4 Problem-Solving Strategy: Draw a Picture 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. Lesson 4 Ex1

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**Plan You can draw a picture to solve the problem. 12-4**

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

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12-4 Problem-Solving Strategy: Draw a Picture Solve 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 Lesson 4 Ex1

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

12-4 Problem-Solving Strategy: Draw a Picture Solve There are 3 parts not shaded. This is the number of crickets. Answer: So, 3 of the insects are crickets. Lesson 4 Ex1

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**Check Look back at the problem.**

12-4 Problem-Solving Strategy: Draw a Picture Check Look back at the problem. 4 beetles + 1 firefly + 3 crickets = 8 insects There are 8 insects. So, the answer is correct. Lesson 4 Ex1

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End of Lesson 4

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**Five-Minute Check (over Lesson 12-4) Main Idea and Vocabulary **

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

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**I will compare fractions.**

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

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12-5 Compare Fractions 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 ). Lesson 5 Standard 1

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**One Way: Fraction Models**

12-5 Compare Fractions Compare and . 2 5 4 One Way: Fraction Models is less than . 2 5 4 Lesson 5 Ex1

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**Another Way: Number Line**

12-5 Compare Fractions Another Way: Number Line is to the left of . 2 5 4 Answer: So, < or > . 2 5 4 Lesson 5 Ex1

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**Compare to . 4 7 6 A. 4 7 6 < B. 4 7 6 > C. 4 7 6 = 12-5**

Compare Fractions Compare to . 4 7 6 A. 4 7 6 < B. 4 7 6 > C. 4 7 6 = Lesson 5 CYP1

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12-5 Compare Fractions Bill’s family ate of an apple pie. Laureana’s family ate of an apple pie. Which family ate more? 1 3 2 4 You need to compare and . 1 3 2 4 Lesson 5 Ex2

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**One Way: Number Line is less than . 1 3 2 4 So, < or > . 1 3 2 4**

12-5 Compare Fractions One Way: Number Line is less than . 1 3 2 4 So, < or > . 1 3 2 4 Lesson 5 Ex2

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**Another Way: Drawing is less than . 1 3 2 4 So, < or > . 1 3 2 4**

12-5 Compare Fractions Another Way: Drawing is less than . 1 3 2 4 So, < or > . 1 3 2 4 Lesson 5 Ex2

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**Answer: So, Laureana’s family ate more of the pie because > .**

12-5 Compare Fractions Answer: So, Laureana’s family ate more of the pie because > . 2 4 1 3 Lesson 5 Ex2

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12-5 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? 3 A. Monica B. Monica’s sister Lesson 5 CYP2

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End of Lesson 5

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**Five-Minute Check (over Lesson 12-5) Main Idea and Vocabulary **

12-6 Add Like Fractions 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 Lesson 6 Menu

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**Lesson 6 MI/Vocab/Standard 1**

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

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**Lesson 6 MI/Vocab/Standard 2**

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

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12-6 Add Like Fractions Lesson 6 Key Concept 1

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12-6 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? 1 3 Lesson 6 Ex1

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12-6 Add Like Fractions One Way: Models 1 3 1 3 2 3 + = Lesson 6 Ex1

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**Another Way: Paper and Pencil**

12-6 Add Like Fractions Another Way: Paper and Pencil 1 3 1 3 + = Add the numerators. = 3 2 3 Use the same denominator. Lesson 6 Ex1

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**Answer: So, of Lynn’s wall has color. 2 3**

12-6 Add Like Fractions Answer: So, of Lynn’s wall has color. 2 3 Lesson 6 Ex1

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12-6 Add Like Fractions 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? 1 4 2 A tank 1 2 C tank 3 4 B tank 2 4 D tank 1 4 Lesson 6 CYP1

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12-6 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? 5 8 3 You need to find 5 8 3 Lesson 6 Ex2

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**Answer: So, Sancha grew a total of of an inch or 1 inch. 8**

12-6 Add Like Fractions 5 8 3 8 + = = 8 3 8 5 8 8 + = 8 = 1 whole Answer: So, Sancha grew a total of of an inch or 1 inch. 8 Lesson 6 Ex2

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12-6 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? 2 5 3 A , or the whole pie 5 B pie 5 10 C pie 3 5 D pie 2 5 Lesson 6 CYP2

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End of Lesson 6

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**Subtract Like Fractions**

12-7 Subtract Like Fractions 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 Lesson 7 Menu

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**I will subtract like fractions.**

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

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

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12-7 Subtract Like Fractions Lesson 7 Key Concept 1

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12-7 Subtract Like Fractions Laura found of a pizza in the refrigerator She ate How much pizza is left? 5 6 2 You need to find – . 5 6 2 Lesson 7 Ex1

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12-7 Subtract Like Fractions One Way: Models Lesson 7 Ex1

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**Another Way: Paper and Pencil**

12-7 Subtract Like Fractions Another Way: Paper and Pencil 5 6 2 6 – = 5 – 2 Subtract the numerators. = 6 3 6 Use the same denominator. Lesson 7 Ex1

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**Answer: So, there is of the pizza left. 3 6**

12-7 Subtract Like Fractions Answer: So, there is of the pizza left. 3 6 Lesson 7 Ex1

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12-7 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? 3 4 2 A of the book 1 3 C of the book 2 4 B of the book 3 4 D of the book 1 4 Lesson 7 CYP1

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12-7 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 Lesson 7 Ex2

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**Answer: So, Maximo read of the book on Sunday. 2 3**

12-7 Subtract Like Fractions 1 – 1 3 2 3 3 – 1 3 = 3 – 1 = 2 3 3 Answer: So, Maximo read of the book on Sunday. 2 3 Lesson 7 Ex2

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12-7 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 C of the meal 5 6 B of the meal 4 6 D of the meal 3 6 Lesson 7 CYP2

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End of Lesson 7

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**12 Five-Minute Checks Math Tool Chest Image Bank Equivalent Fractions**

Add Like Fractions Subtract Like Fractions CR Menu

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**1. Exit this presentation. **

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. IB Instructions

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IB 1

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IB 2

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IB 3

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**Lesson 12-1 (over Chapter 11) Lesson 12-2 (over Lesson 12-1) **

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) 5Min Menu

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(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? 45 50 25 15 5Min 1-1

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(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? red yellow green blue 5Min 1-2

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(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? blue and green yellow and green red and yellow 5Min 1-3

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**Draw a picture for . Shade the fraction. 1 2**

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

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**Draw a picture for . Shade the fraction. 2 3**

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

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**Draw a picture for . Shade the fraction. 1 5**

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

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**Draw a picture for . Shade the fraction. 5 6**

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

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**2 sides are 18 feet and 2 sides are 21 feet. **

(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? 2 sides are 18 feet and 2 sides are 21 feet. 2 sides are 14 feet and 2 sides are 24 feet. 2 sides are 11 feet and 2 sides are 20 feet. 5Min 3-1

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**Complete = to find equivalent fractions. 1 2 8**

(over Lesson 12-3) Complete = to find equivalent fractions. 1 2 8 2 6 4 8 5Min 4-1

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**Complete = to find equivalent fractions. 12**

(over Lesson 12-3) 3 4 Complete = to find equivalent fractions. 12 4 9 3 10 5Min 4-2

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**Complete = to find equivalent fractions. 6 10 5**

(over Lesson 12-3) Complete = to find equivalent fractions. 6 10 5 3 10 15 4 5Min 4-3

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**Complete = to find equivalent fractions. 4 6 3**

(over Lesson 12-3) Complete = to find equivalent fractions. 4 6 3 6 8 10 2 5Min 4-4

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(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. Diego, Claudia, Arlo, Bob Bob, Diego, Claudia, Arlo Claudia, Diego, Arlo, Bob Caludia, Arlo, Diego, Bob 5Min 5-1

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(over Lesson 12-5) Compare Write <, >, or =. Use fraction strips, a number line, or a drawing if needed. 1 4 2 < > = 5Min 6-1

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(over Lesson 12-5) Compare Write <, >, or =. Use fraction strips, a number line, or a drawing if needed. 3 10 4 > = < 5Min 6-2

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(over Lesson 12-5) Compare Write <, >, or =. Use fraction strips, a number line, or a drawing if needed. 4 8 1 > < = 5Min 6-3

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(over Lesson 12-5) Compare Write <, >, or =. Use fraction strips, a number line, or a drawing if needed. 1 2 5 10 > = < 5Min 6-4

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**Add. 3 12 4 + 12 A. B. 7 24 1 C. 12 D. 7 12 (over Lesson 12-6)**

5Min 7-1

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**Add. 2 6 4 + 6 A. or 1 B. 2 6 6 C. 12 D. 5 12 (over Lesson 12-6)**

5Min 7-2

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(over Lesson 12-6) Add. 2 8 5 + 13 8 A. B. 5 16 7 C. 8 D. 1 7 5Min 7-3

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(over Lesson 12-6) Add. 1 5 2 + 3 5 A. B. 6 10 2 C. 5 D. 1 5 5Min 7-4

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