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Lesson 13-1 Parts of a Whole Lesson 13-2 Parts of a Set Fractions 13 Lesson 13-1 Parts of a Whole Lesson 13-2 Parts of a Set Lesson 13-3 Problem-Solving Strategy: Draw a Picture Lesson 13-4 Equivalent Fractions Lesson 13-5 Simplest Form Lesson 13-6 Problem-Solving Investigation: Choose a Strategy Lesson 13-7 Compare and Order Fractions Lesson 13-8 Add and Subtract Like Fractions Lesson 13-9 Mixed Numbers Chapter Menu

Five-Minute Check (over Chapter 12) Main Idea and Vocabulary 13-1 Parts of a Whole Five-Minute Check (over Chapter 12) Main Idea and Vocabulary California Standards Example 1: Write and Read Fractions Example 2: Write and Read Fractions Example 3: Draw a Fraction Model Lesson 1 Menu

I will identify, write, and read fractions for parts of a whole. 13-1 Parts of a Whole I will identify, write, and read fractions for parts of a whole. fraction numerator denominator Lesson 1 MI/Vocab

13-1 Parts of a Whole Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions. Lesson 1 Standard 1

13-1 Parts of a Whole 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 1 Standard 1

What fraction of the circle is blue? 13-1 Parts of a Whole What fraction of the circle is blue? Write blue pieces 5 total pieces in all 8 Read five eighths or five divided by eight Answer: So, of the whole circle is blue. 5 8 Lesson 1 Ex1

What fraction of the circle is red? 13-1 Parts of a Whole What fraction of the circle is red? A. 1 2 B. 3 5 C. 3 8 D. 3 4 Lesson 1 CYP1

What fraction of the figure is shaded? 13-1 Parts of a Whole What fraction of the figure is shaded? Write parts shaded 3 total equal pieces in all 6 Read three sixths or three divided by six Answer: So, of the whole figure is shaded. 3 6 Lesson 1 Ex2

What fraction of the figure is shaded? 13-1 Parts of a Whole What fraction of the figure is shaded? A. 1 6 B. 5 6 C. 7 8 D. 3 4 Lesson 1 CYP2

13-1 Parts of a Whole Gina is decorating a card for her mother’s birthday. She decides to put glitter on of the card. Draw a picture to show this fraction. 2 3 Divide a rectangle into 3 equal parts. Shade two parts to show two thirds. Lesson 1 Ex3

13-1 Parts of a Whole After Melinda’s party, she had of a pie left. Draw a picture to show this fraction. 1 6 A. B. C. D. Lesson 1 CYP3

End of Lesson 1

Five-Minute Check (over Lesson 13-1) Main Idea California Standards 13-2 Parts of a Set Five-Minute Check (over Lesson 13-1) Main Idea California Standards Example 1: Write and Read Fractions Example 2: Write and Read Fractions Example 3: Fraction as a Quotient Lesson 2 Menu

I will identify, read, write, and model fractions for parts of a set. 13-2 Parts of a Set I will identify, read, write, and model fractions for parts of a set. Lesson 2 MI/Vocab

13-2 Parts of a Set Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions. Lesson 2 Standard 1

13-2 Parts of a Set 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 2 Standard 2

What fraction of the bicycles are red? 13-2 Parts of a Set What fraction of the bicycles are red? Write red bicycles 3 numerator total cars 5 denominator Read three fifths or three divided by five Answer: So, of the bicycles are red. 3 5 Lesson 2 Ex1

What fraction of the triangles are orange? 13-2 Parts of a Set What fraction of the triangles are orange? A. 3 7 B. 2 7 C. 4 7 D. 3 5 Lesson 2 CYP1

What fraction of the helmets are not black? 13-2 Parts of a Set What fraction of the helmets are not black? Write helmets not black 5 numerator total helmets 7 denominator Read five sevenths or five divided by seven Answer: So, of the helmets are not black. 5 7 Lesson 2 Ex2

What fraction of the circles are not blue? 13-2 Parts of a Set What fraction of the circles are not blue? A. 5 7 B. 3 5 C. 2 5 D. 1 2 Lesson 2 CYP2

Two bags are divided among 7 people. 13-2 Parts of a Set Rafiq pops two bags of popcorn. If he shares the popcorn equally with six friends, what part of the bags of popcorn does each person receive? Two bags are divided among 7 people. Answer: So, each person receives 2 divided by 7 or of the popcorn. 2 7 Lesson 2 Ex3

13-2 Parts of a Set Rob and four friends shared 3 sticks of celery. What part of the celery did each person receive? A. 2 5 B. 2 3 C. 3 4 D. 3 5 Lesson 2 CYP3

End of Lesson 2

Five-Minute Check (over Lesson 13-2) Main Idea California Standards 13-3 Problem-Solving Strategy: Draw a Picture Five-Minute Check (over Lesson 13-2) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 3 Menu

I will solve problems by drawing a picture. 13-3 Problem-Solving Strategy: Draw a Picture I will solve problems by drawing a picture. Lesson 3 MI/Vocab

13-3 Problem-Solving Strategy: Draw a Picture Standard 4MR2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Lesson 3 Standard 1

13-3 Problem-Solving Strategy: Draw a Picture 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 3 Standard 2

13-3 Problem-Solving Strategy: Draw a Picture Brandi and her mom are at a pet store. The pet store has 15 reptiles. One third of the reptiles are turtles. Two are snakes, and the rest are lizards. How many of each reptile are there? Lesson 3 Ex1

Understand What facts do you know? There are 15 reptiles at the store. 13-3 Problem-Solving Strategy: Draw a Picture Understand What facts do you know? There are 15 reptiles at the store. One third are turtles. Two are snakes. The rest are lizards. Lesson 3 Ex1

Understand What do you need to find? Find the number of each reptile. 13-3 Problem-Solving Strategy: Draw a Picture Understand What do you need to find? Find the number of each reptile. Lesson 3 Ex1

Plan Draw a picture to solve the problem. 13-3 Problem-Solving Strategy: Draw a Picture Plan Draw a picture to solve the problem. Lesson 3 Ex1

13-3 Problem-Solving Strategy: Draw a Picture Solve Draw 15 circles to show the 15 reptiles. Since the fraction is used, place the circles in 3 equal groups. 1 3 Lesson 3 Ex1

Solve To show the turtles, shade 13-3 Problem-Solving Strategy: Draw a Picture Solve To show the turtles, shade of the circles. That is, one of the three equal groups. So, there are 5 turtles. There are 2 snakes, so shade 2 circles to show the snakes. 1 3 Lesson 3 Ex1

Solve There are 8 circles not shaded. This is the number of lizards. 13-3 Problem-Solving Strategy: Draw a Picture Solve There are 8 circles not shaded. This is the number of lizards. Answer: So, there are 5 turtles, 2 snakes, and 8 lizards at the pet store. Lesson 3 Ex1

Check Look back at the problem. 13-3 Problem-Solving Strategy: Draw a Picture Check Look back at the problem. 5 turtles + 2 snakes + 8 lizards = 15 reptiles The pet store has 15 reptiles. So, the answer is correct. Lesson 3 Ex1

End of Lesson 3

Five-Minute Check (over Lesson 13-3) Main Idea and Vocabulary 13-4 Equivalent Fractions Five-Minute Check (over Lesson 13-3) Main Idea and Vocabulary California Standards Example 1: Find Equivalent Fractions Lesson 4 Menu

I will find equivalent fractions. 13-4 Equivalent Fractions I will find equivalent fractions. equivalent fractions Lesson 4 MI/Vocab

13-4 Equivalent Fractions Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions. Lesson 4 Standard 1

Find three fractions that are equivalent to . 4 6 13-4 Equivalent Fractions Find three fractions that are equivalent to . 4 6 To find equivalent fractions, you can use multiplication or division. Lesson 4 Ex1

Multiply the numerator and the denominator by the same number. 13-4 Equivalent Fractions One Way: Multiply 4 2 × 6 8 = 12 Multiply the numerator and the denominator by the same number. 4 3 × 6 = 18 12 Lesson 4 Ex1

Divide the numerator and the denominator by the same number. 13-4 Equivalent Fractions Another Way: Divide 4 2 ÷ 6 = 3 Divide the numerator and the denominator by the same number. Answer: So, , , or could be used to represent . 8 12 2 3 18 4 6 Lesson 4 Ex1

Find two fractions that are equivalent to . 3 6 13-4 Equivalent Fractions Find two fractions that are equivalent to . 3 6 A. , 4 6 8 12 B. , 1 2 8 12 C. , 1 2 6 12 D. , 4 6 5 7 Lesson 4 CYP1

End of Lesson 4

Five-Minute Check (over Lesson 13-4) Main Idea and Vocabulary 13-5 Simplest Form Five-Minute Check (over Lesson 13-4) Main Idea and Vocabulary California Standards Key Concept: Simplest Form Example 1: Write a Fraction in Simplest Form Example 2: Real-World Example Lesson 5 Menu

I will write a fraction in simplest form. 13-5 Simplest Form I will write a fraction in simplest form. simplest form Lesson 5 MI/Vocab

13-5 Simplest Form Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalence of fractions. Lesson 5 Standard 1

13-5 Simplest Form Lesson 5 Key Concept 1

Step 1 Find the common factors. 13-5 Simplest Form Write in simplest form. 20 24 Step 1 Find the common factors. Factors of 20: 1, 2, 4, 5, 10, 20 Factors of 24: 1, 2, 3, 4, 6, 8, 12, 24 Common factors: 1, 2, and 4 Lesson 5 Ex1

Step 2 Divide by the greatest common factor, 4. 13-5 Simplest Form Step 2 Divide by the greatest common factor, 4. 20 24 4 5 6 ÷ = The numbers 5 and 6 have no common factor other than 1. Answer: So, in simplest form is . 20 24 5 6 Lesson 5 Ex1

25 Write in simplest form. 35 5 A. 6 5 B. 7 4 C. 5 1 D. 5 13-5 Lesson 5 CYP1

Step 1 First, write a fraction. 13-5 Simplest Form Stanley and his family spent 15 hours on a train ride to visit his grandparents. Write what part of one day he spent on the train as a fraction in simplest form. Step 1 First, write a fraction. 15 hours spent on train 24 total hours in a day Lesson 5 Ex2

Step 2 Divide by common factors. 13-5 Simplest Form Step 2 Divide by common factors. A common factor of 15 and 24 is 3. 15 24 3 5 8 ÷ = The only common factor of 5 and 8 is 1. Answer: So, simplifies to . Stanley and his family spent of a day on the train. 15 24 5 8 Lesson 5 Ex2

13-5 Simplest Form Dion spent 3 hours of his day playing basketball. Write what part of one day he spent playing basketball as a fraction in simplest form. A. 2 8 day B. 5 8 day C. 1 8 day D. 3 24 day Lesson 5 CYP2

End of Lesson 5

Five-Minute Check (over Lesson 13-5) Main Idea California Standards 13-6 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 13-5) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 6 Menu

I will choose the best strategy to solve a problem. 13-6 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem. Lesson 6 MI/Vocab

13-6 Problem-Solving Investigation: Choose a Strategy Standard 4MR2.2 Apply strategies and results from simpler problems to more complex problems. 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 Standard 1

YOUR MISSION: Find how many animals are reptiles. 13-6 Problem-Solving Investigation: Choose a Strategy ANICA: My class visited the zoo. I learned that one sixth of the animals at the zoo are reptiles. There are 420 animals at the zoo. How many animals are reptiles? YOUR MISSION: Find how many animals are reptiles. Lesson 6 Ex1

Understand What facts do you know? There are 420 animals at the zoo. 13-6 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? There are 420 animals at the zoo. One sixth of the animals are reptiles. What do you need to find? Find how many animals are reptiles. Lesson 6 Ex1

13-6 Problem-Solving Investigation: Choose a Strategy Plan Solve a simpler problem. First, find one sixth of a smaller number. Then, multiply to find one sixth of 420. Lesson 6 Ex1

13-6 Problem-Solving Investigation: Choose a Strategy Solve Find one sixth of 42. Draw 42 circles in 6 equal rows. Circle one of the six equal groups. Lesson 6 Ex1

Solve So, one sixth of 42 equals 7. Now multiply. 42 × 10 420 7 × 10 13-6 Problem-Solving Investigation: Choose a Strategy Solve So, one sixth of 42 equals 7. Now multiply. 42 × 10 420 THINK What number can you multiply 42 by to equal 420? Then multiply 7 by the same number. 7 × 10 70 Answer: So, 70 of the animals at the zoo are reptiles. Lesson 6 Ex1

13-6 Problem-Solving Investigation: Choose a Strategy Check Since 70 × 6 = 420, then 70 is one sixth of 420. The answer is correct. Lesson 6 Ex1

End of Lesson 6

Five-Minute Check (over Lesson 13-6) Main Idea California Standards 13-7 Compare and Order Fractions Five-Minute Check (over Lesson 13-6) Main Idea California Standards Example 1: Compare Fractions Example 2: Compare Fractions Example 3: Order Fractions Lesson 7 Menu

I will compare and order simple fractions. 13-7 Compare and Order Fractions I will compare and order simple fractions. Lesson 7 MI/Vocab

13-7 Compare and Order Fractions 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 Standard 1

You can use models to compare 13-7 Compare and Order Fractions Use the data table shown. Which insect is longer, a mosquito or a whirligig beetle? You can use models to compare and . First, you want the denominators to be the same. So, find an equivalent fraction for that will give it a denominator of 2. 1 4 3 8 Lesson 7 Ex1

1 4 2 2 8 × = mosquito 2 8 whirligig beetle 3 8 13-7 Compare and Order Fractions 1 4 2 2 8 × = mosquito 2 8 whirligig beetle 3 8 Answer: The model shows that < . So, the whirligig beetle is longer. 2 8 3 Lesson 7 Ex1

Which measurement is longer, in. or in.? 2 6 3 13-7 Compare and Order Fractions Which measurement is longer, in. or in.? 2 6 3 A. 2 6 B. 2 3 Lesson 7 CYP1

13-7 Compare and Order Fractions Use the data table shown. Which insect is longer, a field cricket or a lightning bug? Lesson 7 Ex2

Answer: So, the field cricket is longer than the lightning bug. 13-7 Compare and Order Fractions You need to compare and . 5 8 1 2 1 2 4 4 8 × = Answer: So, the field cricket is longer than the lightning bug. Lesson 7 Ex2

Which is the shorter length, or ? 1 2 3 13-7 Compare and Order Fractions Which is the shorter length, or ? 1 2 3 A. 1 2 B. 1 3 Lesson 7 CYP2

Order , , from least to greatest. 1 2 5 6 3 13-7 Compare and Order Fractions Order , , from least to greatest. 1 2 5 6 3 Lesson 7 Ex3

One Way: Number Lines Use a number line. 1 3 1 2 5 6 < < 13-7 Compare and Order Fractions One Way: Number Lines Use a number line. 1 3 1 2 5 6 < < Lesson 7 Ex3

Another Way: Equivalent Fractions 13-7 Compare and Order Fractions Another Way: Equivalent Fractions Find equivalent fractions with the same denominator. 1 2 3 , 3 6 1 3 2 2 6 × = × = Lesson 7 Ex3

Another Way: Equivalent Fractions 13-7 Compare and Order Fractions Another Way: Equivalent Fractions Compare the numerators. Order from least to greatest. , 2 6 , 3 6 5 6 , 1 3 , 1 2 5 6 Answer: So, the order from least to greatest is , , . 1 3 2 5 6 Lesson 7 Ex3

Order , , from least to greatest. 1 4 6 2 3 13-7 Compare and Order Fractions Order , , from least to greatest. 1 4 6 2 3 A. , , 1 4 6 2 3 B. , , 1 6 2 3 4 C. , , 2 3 1 4 6 D. , , 1 6 4 2 3 Lesson 7 CYP3

End of Lesson 7

Five-Minute Check (over Lesson 13-7) Main Idea and Vocabulary 13-8 Add and Subtract Like Fractions Five-Minute Check (over Lesson 13-7) Main Idea and Vocabulary California Standards Key Concept: Add Fractions Key Concept: Subtract Fractions Example 1: Add Fractions Example 2: Subtract Fractions Lesson 8 Menu

I will add and subtract fractions. 13-8 Add and Subtract Like Fractions I will add and subtract fractions. like denominators Lesson 8 MI/Vocab

13-8 Add and Subtract Like Fractions Reinforcement of Standard 3NS3.2 Add and subtract simple fractions (e.g., determine the + is the same as ). 1 8 3 2 Lesson 8 Standard 1

13-8 Add and Subtract Like Fractions Lesson 8 Key Concept 1

13-8 Add and Subtract Like Fractions Lesson 8 Key Concept 2

Rex spent hour reading Saturday morning and 13-8 Add and Subtract Like Fractions Rex spent hour reading Saturday morning and hour reading Saturday evening. How much time did he spend reading in all? 1 4 2 Step 1 Add the numerators. Keep the same denominator. 1 4 2 4 2 + 1 4 + = 3 4 = Lesson 8 Ex1

Step 2 Write in simplest form. 13-8 Add and Subtract Like Fractions Step 2 Write in simplest form. is in simplest form. 3 4 Answer: So, Rex spent of an hour reading on Saturday. 3 4 Lesson 8 Ex1

13-8 Add and Subtract Like Fractions Sherita spent of the day writing emails to her friends in the morning and of the day writing letters to more of her friends in the evening. How much time did Sherita spend writing in all? 1 5 A. 1 5 day C. 3 5 day B. 2 5 day D. 5 day Lesson 8 CYP1

Levi ran of a mile before football practice and 13-8 Add and Subtract Like Fractions Levi ran of a mile before football practice and of a mile after football practice. How much farther did he run before practice? 2 3 1 You need to subtract and . 2 3 1 Lesson 8 Ex2

The answer is in simplest form, so you don’t need to reduce. 13-8 Add and Subtract Like Fractions Subtract the numerators. 2 3 1 3 1 3 – = Keep the same denominator. The answer is in simplest form, so you don’t need to reduce. Answer: So, Levi ran of a mile more before practice. 1 3 Lesson 8 Ex2

13-8 Add and Subtract Like Fractions Janice ate of a bag of chips on Monday. On Tuesday, she ate more of that bag of chips. How much more did she eat on Monday than Tuesday? 6 10 3 A. 3 10 bag C. 5 10 bag B. 4 10 bag D. 9 10 bag Lesson 8 CYP2

End of Lesson 8

Five-Minute Check (over Lesson 13-8) Main Idea and Vocabulary 13-9 Mixed Numbers Five-Minute Check (over Lesson 13-8) Main Idea and Vocabulary California Standards Example 1: Real-World Example Example 2: Mixed Number to Improper Fraction Example 3: Mixed Number to Improper Fraction Example 4: Use a Number Line Lesson 9 Menu

I will write mixed numbers and improper fractions. 13-9 Mixed Numbers I will write mixed numbers and improper fractions. mixed number improper fraction Lesson 9 MI/Vocab

13-9 Mixed Numbers Standard 4NS1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions. Lesson 9 Standard 1

13-9 Mixed Numbers 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 9 Standard 2

What fraction of the lasagna is left? 13-9 Mixed Numbers What fraction of the lasagna is left? Each lasagna has 10 slices. There are 13 slices left. Lesson 9 Ex1

Count the wholes and the parts. 13-9 Mixed Numbers One Way: Mixed Number Count the wholes and the parts. 10 3 10 13 10 or 1 3 10 + = Lesson 9 Ex1

Another Way: Improper Fraction 13-9 Mixed Numbers Another Way: Improper Fraction Count the parts. 13 10 Answer: So, or 1 of the lasagna is left. 13 10 3 Lesson 9 Ex1

What fraction of the pizza is left? 13-9 Mixed Numbers What fraction of the pizza is left? A. 1 3 8 B. 3 8 C. 1 5 8 D. 1 1 2 Lesson 9 CYP1

Write 1 as an improper fraction. 3 5 13-9 Mixed Numbers Write 1 as an improper fraction. 3 5 1 3 5 = 1 + 3 5 Write the mixed number as the sum of a whole and part. 5 3 5 = + Write the whole number as a fraction. 5 + 3 5 = Add. 8 5 = Answer: 1 3 5 8 = Lesson 9 Ex2

Write 1 as an improper fraction. 5 9 13-9 Mixed Numbers Write 1 as an improper fraction. 5 9 A. 13 9 B. 9 15 C. 14 9 D. 15 9 Lesson 9 CYP2

Divide the numerator by the denominator. 13-9 Mixed Numbers Write as a mixed number. 10 3 Divide the numerator by the denominator. 3 R1 3 10 – 9 1 Answer: So, = 3 . 1 3 10 Lesson 9 Ex3

13 Write as a mixed number. 4 1 A. 4 3 5 B. 2 4 4 C. 3 1 1 D. 3 4 13-9 Mixed Numbers Write as a mixed number. 13 4 A. 4 1 3 B. 2 5 4 C. 3 4 1 D. 3 1 4 Lesson 9 CYP3

Each interval on the number line is one half. So, point A is 1 . 13-9 Mixed Numbers Identify point A on the number line. Write it as a mixed number and an improper fraction. Each interval on the number line is one half. So, point A is 1 . 1 2 Lesson 9 Ex4

Write 1 as an improper fraction. 1 2 13-9 Mixed Numbers Write 1 as an improper fraction. 1 2 1 2 2 1 2 = + 2 + 1 2 3 2 = = Answer: So, the number on the number line is 1 or 1 2 3 . Lesson 9 Ex4

Identify point A on the number line. Write it as an improper fraction. 13-9 Mixed Numbers Identify point A on the number line. Write it as an improper fraction. A. 3 2 C. 5 4 B. 5 2 D. 2 3 Lesson 9 CYP4

End of Lesson 9

Fractions 13 Five-Minute Checks Math Tool Chest Image Bank CR Menu

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Lesson 13-1 (over Chapter 12) Lesson 13-2 (over Lesson 13-1) Fractions 13 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) Lesson 13-6 (over Lesson 13-5) Lesson 13-7 (over Lesson 13-6) Lesson 13-8 (over Lesson 13-7) Lesson 13-9 (over Lesson 13-8) 5Min Menu

(over Chapter 12) Haddie spends $24 on 3 tickets to play miniature golf. At this rate, how much will 10 tickets cost? $70 $90 $80 $72 5Min 1-1

Write the fraction that names part of the whole. (over Lesson 13-1) Write the fraction that names part of the whole. A. 2 4 B. 3 4 C. 1 4 D. 4 5Min 2-1

Write the fraction that names part of the whole. (over Lesson 13-1) Write the fraction that names part of the whole. A. 1 3 B. 1 C. 2 3 D. 1 4 5Min 2-2

Which picture correctly shows ? 2 5 (over Lesson 13-1) Which picture correctly shows ? 2 5 A. B. C. D. 5Min 2-3

Which picture correctly shows ? 5 6 A. (over Lesson 13-1) Which picture correctly shows ? 5 6 A. B. C. D. 5Min 2-4

Find the fraction that represents red eggs. (over Lesson 13-2) Find the fraction that represents red eggs. A. 9 12 B. 12 3 C. 3 12 D. 12 9 5Min 3-1

Find the fraction that represents yellow eggs. (over Lesson 13-2) Find the fraction that represents yellow eggs. A. 4 12 B. 8 12 C. 12 4 D. 3 12 5Min 3-2

Find the fraction that represents blue eggs. (over Lesson 13-2) Find the fraction that represents blue eggs. A. 7 12 B. 12 5 C. 4 12 D. 5 12 5Min 3-3

Find the fraction that represents not blue eggs. (over Lesson 13-2) Find the fraction that represents not blue eggs. A. 12 B. 7 12 C. 3 12 D. 4 12 5Min 3-4

Find the fraction that represents blue and red eggs. (over Lesson 13-2) Find the fraction that represents blue and red eggs. A. 4 12 B. 7 12 C. 8 12 D. 9 12 5Min 3-5

Find the fraction that represents blue, red and yellow eggs. (over Lesson 13-2) Find the fraction that represents blue, red and yellow eggs. A. 8 12 B. 12 C. 5 12 D. 11 12 5Min 3-6

(over Lesson 13-3) Solve. Use the draw a picture strategy. A pizza is cut into 12 equal slices. Half of the pizza has sausage and peppers on it, two slices have eggplant, and the rest of the pizza is plain cheese. What fraction of the pizza is plain? A. or 1 2 6 12 C. or 3 4 9 12 B. or 2 3 8 12 D. or 1 3 4 12 5Min 4-1

Which is an equivalent fraction for ? 2 4 (over Lesson 13-4) Which is an equivalent fraction for ? 2 4 A. 4 7 B. 2 8 C. 4 8 D. 2 3 5Min 5-1

Which is an equivalent fraction for ? 5 15 (over Lesson 13-4) Which is an equivalent fraction for ? 5 15 A. 1 3 B. 3 4 C. 2 3 D. 1 4 5Min 5-2

Which is an equivalent fraction for ? 8 10 (over Lesson 13-4) Which is an equivalent fraction for ? 8 10 A. 4 8 B. 9 12 C. 2 3 D. 12 15 5Min 5-3

Which is an equivalent fraction for ? 12 16 (over Lesson 13-4) Which is an equivalent fraction for ? 12 16 A. 4 3 B. 3 5 C. 3 4 D. 1 2 5Min 5-4

(over Lesson 13-5) Write in simplest form. If it is in simplest form, write simplest form. 2 5 A. 1 5 B. 1 2 C. 4 10 D. simplest form 5Min 6-1

(over Lesson 13-5) Write in simplest form. If it is in simplest form, write simplest form. 2 8 A. 2 4 B. 1 4 C. 1 2 D. simplest form 5Min 6-2

(over Lesson 13-5) Write in simplest form. If it is in simplest form, write simplest form. 3 A. 1 3 B. 1 6 C. 1 D. simplest form 5Min 6-3

(over Lesson 13-5) Write in simplest form. If it is in simplest form, write simplest form. 3 5 A. 1 3 B. 1 5 C. 2 5 D. simplest form 5Min 6-4

(over Lesson 13-5) Write in simplest form. If it is in simplest form, write simplest form. 3 9 A. 1 3 B. 1 9 C. 1 2 D. simplest form 5Min 6-5

(over Lesson 13-6) Julio and Alvino are doing yard work to raise money for a class field trip. Julio works 1 hours and Alvino works 2 hours every day for a week. If they each make $4 per hour, how much did they make that week? 1 2 A. $84 C. $98 B. $96 D. $100 5Min 7-1

Compare. Write <, >, or =. (over Lesson 13-7) Compare. Write <, >, or =. 2 5 1 3 < > = 5Min 8-1

Compare. Write <, >, or =. (over Lesson 13-7) Compare. Write <, >, or =. 3 4 5 < > = 5Min 8-2

Compare. Write <, >, or =. (over Lesson 13-7) Compare. Write <, >, or =. 4 6 2 3 < > = 5Min 8-3

Compare. Write <, >, or =. (over Lesson 13-7) Compare. Write <, >, or =. 1 4 5 6 < > = 5Min 8-4

Compare. Write <, >, or =. (over Lesson 13-7) Compare. Write <, >, or =. 5 7 8 < > = 5Min 8-5

Find the sum. Write in simplest form. (over Lesson 13-8) Find the sum. Write in simplest form. + = __ 3 9 A. 6 9 B. 2 3 C. 6 18 D. 1 3 5Min 9-1

Find the sum. Write in simplest form. (over Lesson 13-8) Find the sum. Write in simplest form. + = __ 1 7 4 A. 5 14 B. 1 C. 5 12 D. 5 7 5Min 9-2

Find the sum. Write in simplest form. (over Lesson 13-8) Find the sum. Write in simplest form. + = __ 2 4 A. 4 2 B. 4 8 C. 1 D. 2 8 5Min 9-3

Find the difference. Write in simplest form. (over Lesson 13-8) Find the difference. Write in simplest form. – = __ 6 9 3 A. 1 3 B. 9 C. 3 9 D. 1 6 5Min 9-4

Find the difference. Write in simplest form. (over Lesson 13-8) Find the difference. Write in simplest form. – = __ 5 10 1 A. 4 10 B. 3 5 C. 2 5 D. 4 5 5Min 9-5

Find the difference. Write in simplest form. (over Lesson 13-8) Find the difference. Write in simplest form. – = __ 4 5 2 A. 1 2 B. 6 5 C. 2 10 D. 2 5 5Min 9-6

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