1. Splash Screen Chapter 13 Fractions and Decimals Click the mouse or press the space bar to continue. Chapter 13 Fractions and Decimals Click the mouse or press the space bar to continue.

2. Chapter Menu Lesson 13-1Lesson 13-1Tenths Lesson 13-2Lesson 13-2Hundredths Lesson 13-3Lesson 13-3Problem-Solving Strategy: Act it Out Lesson 13-4Lesson 13-4Decimals and Money Lesson 13-5Lesson 13-5Problem-Solving Investigation: Choose a Strategy 13 Fractions and Decimals

3. Lesson 1 Menu Five-Minute Check (over Chapter 12) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 13-1 Tenths Fractions and Decimals

4. 13-1 Tenths Lesson 1 MI/Vocab I will learn the meaning of tenths. decimal decimal point tenths

5. 13-1 Tenths Lesson 1 Standard 1 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).

6. Lesson 1 Ex1 Isabella has 10 dolls. Five of them have red hair. What part of the total number of dolls has red hair? 13-1 Tenths One Way: Fraction Write 5 10 Read five-tenths red parts parts in all

7. Lesson 1 Ex1 13-1 Tenths Another Way: Decimal Write 0.5 Read five-tenths 05

8. A. ; 0.4 4 10 Lesson 1 CYP1 13-1 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. ; 0.6 6 10 C. ; 0.7 7 10 D. ; 0.5 5 10

9. Lesson 1 Ex2 13-1 Tenths Write as a decimal. 8 10 is written as 0.8. 8 10 Answer: So, = 0.8. 8 10 08

10. A.0.01 B.1.0 C.0.1 D.0.001 Lesson 1 CYP2 13-1 Tenths Write as a decimal. 1 10

11. Lesson 1 Ex3 Write 0.4 as a fraction. 0.4 is fourth-tenths. 13-1 Tenths Answer: So, 0.4 =. 4 10 04

12. D. 5 10 Lesson 1 CYP3 13-1 Tenths Write 0.5 as a fraction. A. 50 10 C. 5 100 B. 5 1

13. End of Lesson 1

14. Lesson 2 Menu Five-Minute Check (over Lesson 13-1) Main Idea and Vocabulary California Standards Example 1 Example 2 Example 3 13-2 Hundredths

15. 13-2 Hundredths Lesson 2 MI/Vocab I will learn the meaning of hundredths. hundredths

16. 13-2 Hundredths Lesson 2 Standard 1 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).

17. Lesson 2 Ex1 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. 13-2 Hundredths

18. Lesson 2 Ex1 What part of the group favors math? 13-2 Hundredths One Way: Fraction eighty-five hundredths 85 100

19. Lesson 2 Ex1 What part of the group favors math? 13-2 Hundredths Another Way: Decimal 0.85 eighty-five hundredths 085

20. C. ; 0.90 90 100 Lesson 2 CYP1 13-2 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. ; 0.90 90 B. ; 0.90 90 10 D. ; 0.90 10 90

21. Lesson 2 Ex2 13-2 Hundredths Write as a decimal. 31 100 is written as 0.31. 31 100 Answer: So, = 0.31. 31 100 031

22. A.0.05 B.0.005 C.0.5 D.5.0 Lesson 2 CYP2 13-2 Hundredths Write as a decimal. 5 100

23. Lesson 2 Ex3 Write 0.67 as a fraction. 0.67 is sixty-seven hundredths. 13-2 Hundredths Answer: So, 0.67 =. 67 100 067

24. B. 56 100 Lesson 2 CYP3 13-2 Hundredths Write 0.56 as a fraction. A. 56 10 C. 56 1000 D. 56 1

25. End of Lesson 2

26. Lesson 3 Menu Five-Minute Check (over Lesson 13-2) Main Idea California Standards Example 1: Problem-Solving Strategy 13-3 Problem-Solving Strategy: Act it Out

27. 13-3 Problem-Solving Strategy: Act it Out Lesson 3 MI/Vocab I will solve problems by acting them out.

28. 13-3 Problem-Solving Strategy: Act it Out Lesson 3 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.

29. 13-3 Problem-Solving Strategy: Act it Out Lesson 3 Standard 2 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).

30. Lesson 3 Ex1 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? 13-3 Problem-Solving Strategy: Act it Out

31. Lesson 3 Ex1 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. 13-3 Problem-Solving Strategy: Act it Out

32. Lesson 3 Ex1 Understand What do you need to find? The order in which they line up. 13-3 Problem-Solving Strategy: Act it Out

33. Lesson 3 Ex1 Plan Act out the problem using 5 students. 13-3 Problem-Solving Strategy: Act it Out

34. Lesson 3 Ex1 Solve Use the facts in the problem to arrange the students. Work with the facts that make sense first. 13-3 Problem-Solving Strategy: Act it Out

35. Lesson 3 Ex1 Solve Answer: So, the order of the students from tallest to shortest is Evan, Delmar, Jenelle, Adrianna, and Bryce. 13-3 Problem-Solving Strategy: Act it Out

36. Lesson 3 Ex1 Check Look back at the problem. The answer makes sense for the facts given in the problem. 13-3 Problem-Solving Strategy: Act it Out

37. End of Lesson 3

38. Lesson 4 Menu Five-Minute Check (over Lesson 13-3) Main Idea California Standards Key Concept: Fractions, Decimals, and Money Example 1 Example 2 Example 3 13-4 Decimals and Money Fractions, Decimals, and Money

39. 13-4 Decimals and Money Lesson 4 MI/Vocab I will relate money to fractions and decimals.

40. 13-4 Decimals and Money Lesson 4 Standard 1 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).

41. Lesson 4 Key Concept 1 13-4 Decimals and Money

42. Lesson 4 Ex1 What part of a dollar is 80¢? 13-4 Decimals and Money Write 80¢ as a fraction. You know that 80¢ can be written as $0.80 or. 80 100

43. Lesson 4 Ex1 13-4 Decimals and Money Answer: So, 80¢ is of a dollar. 8 10 80 100 = 8 10

44. Lesson 4 CYP1 13-4 Decimals and Money What part of a dollar is 50¢? A., 50 10 1 2 B., 5 10 1 2 C., 5 100 1 2 D., 50 100 1 2

45. Lesson 4 Ex2 13-4 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. 40 100

46. Lesson 4 Ex2 13-4 Decimals and Money Answer: So, 40¢ is of a dollar. 4 10 40 100 = 4 10

47. B., 30 100 3 10 Lesson 4 CYP2 13-4 Decimals and Money If you found 30¢ in your pants pocket, what part of a dollar would that be? A., 1 3 3 100 C., 1 3 30 100 D., 3 10 1 3

48. Lesson 4 Ex3 13-4 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. 25 100

49. Lesson 4 Ex3 13-4 Decimals and Money Answer: So, 25¢ is of a dollar. 1 4 25 100 = 1 4

50. A., 5 100 1 20 B., 50 100 1 2 Lesson 4 CYP3 13-4 Decimals and Money What part of a dollar is a nickel? D., 5 10 1 2 C., 1 2 50 10

51. End of Lesson 4

52. Lesson 5 Menu Five-Minute Check (over Lesson 13-4) Main Idea California Standards Example 1: Problem-Solving Investigation 13-5 Problem-Solving Investigation: Choose a Strategy

53. 13-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

54. 13-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 1 Standard 3MR1.2 Determine when and how to break a problem into simpler parts.

55. 13-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 2 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.

56. Lesson 5 Ex1 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. 13-5 Problem-Solving Investigation: Choose a Strategy

57. Lesson 5 Ex1 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. 13-5 Problem-Solving Investigation: Choose a Strategy

58. Lesson 5 Ex1 Plan You can draw a picture to help solve the problem. Use tallies to represent the seeds. 13-5 Problem-Solving Investigation: Choose a Strategy

59. Lesson 5 Ex1 Solve Put the tallies in groups of 5 until there are 30 tallies. 13-5 Problem-Solving Investigation: Choose a Strategy Three of each group became plants. 3 3 3 3 3 3 +++++

60. Lesson 5 Ex1 Solve 13-5 Problem-Solving Investigation: Choose a Strategy Answer: So, 6 × 3 = 18 seeds grew into tomato plants.

61. Lesson 5 Ex1 Check Look back at the problem. 13-5 Problem-Solving Investigation: Choose a Strategy 3 + 3 + 3 + 3 + 3 + 3 = 18 So, the answer is correct.

62. End of Lesson 5

63. 13 Fractions and Decimals CR Menu Five-Minute Checks Fractions and Decimals Fractions, Decimals, and Money

64. 13 Fractions and Decimals 5Min Menu Lesson 13-1Lesson 13-1(over Chapter 12) Lesson 13-2Lesson 13-2(over Lesson 13-1) Lesson 13-3Lesson 13-3(over Lesson 13-2) Lesson 13-4Lesson 13-4(over Lesson 13-3) Lesson 13-5Lesson 13-5(over Lesson 13-4)

65. 13 Fractions and Decimals C. 2 4 5Min 1-1 (over Chapter 12) B. 4 4 D. 3 12 Find –. 3 4 1 4 A. 5 4

66. 13 Fractions and Decimals A. 0 5Min 1-2 (over Chapter 12) B. 1 8 C. 4 8 D. 10 16 Find –. 5 8 5 8

67. 13 Fractions and Decimals 5Min 1-3 (over Chapter 12) A. 3 6 B. 1 6 D. 1 12 C. 9 12 Find –. 5 6 4 6

68. 13 Fractions and Decimals 5Min 1-4 (over Chapter 12) 2 8 A. B. 8 8 C. 2 4 D. 12 Find –. 5 8 3 8

69. 13 Fractions and Decimals D. 3 4 5Min 1-5 (over Chapter 12) B. 2 6 C. 8 8 A. 4 4 Find 1 –. 1 4

70. 13 Fractions and Decimals 5Min 2-1 (over Lesson 13-1) A.0.06 B.4.0 C.0.60 D.0.4 Write as a decimal. 4 10

71. 13 Fractions and Decimals 5Min 2-2 A.0.2 B.0.80 C.2.10 D.2.0 (over Lesson 13-1) Write two-tenths as a decimal.

72. 13 Fractions and Decimals 5Min 2-3 Write 0.8 as a fraction. A. 0.10 (over Lesson 13-1) D. 0.20 B. 1 10 C. 8 10

73. 13 Fractions and Decimals 5Min 2-4 (over Lesson 13-1) A. 3 10 Write three-tenths as a fraction. B. 0.30 D. 1 3 C. 6 13

74. Fractions and Decimals D. 0.37 5Min 3-1 (over Lesson 13-2) B. 0.063 C. 6.30 Write as a decimal. 37 100 A.0.63

75. 13 Fractions and Decimals 5Min 3-2 (over Lesson 13-2) B. 0.22 C. 22 D. 88 A.0.88 Write as a decimal. 88 100

76. 13 Fractions and Decimals A. 63 100 5Min 3-3 (over Lesson 13-2) Write 0.63 as a fraction. D. 63 B. 37 100 C. 12 100

77. 13 Fractions and Decimals C. 7 100 5Min 3-4 (over Lesson 13-2) Write 0.07 as a fraction. A. 17 100 B. 14 100 D. 13 100

78. 13 Fractions and Decimals A. ; $0.59 59 100 5Min 4-1 (over Lesson 13-3) Write 59¢ as a fraction and decimal. B. ; $0.59 59 10 C. ; $0.059 59 100

79. 13 Fractions and Decimals B. ; $0.23 23 100 5Min 4-2 (over Lesson 13-3) Write 23¢ as a fraction and decimal. C. ; $0.23 23 10 A. ; $0.023 23 100

80. 13 Fractions and Decimals C. ; $0.88 88 100 5Min 4-3 (over Lesson 13-3) Write 88¢ as a fraction and decimal. A. ; $0.88 8 10 B. ; $8.89 88 100

81. 13 Fractions and Decimals 5Min 4-4 (over Lesson 13-3) A. ; $0.19 19 100 Write 19¢ as a fraction and decimal. C. ; $1.19 19 100 B. ; $0.199 199 100

82. 13 Fractions and Decimals A. 4 10 5Min 5-1 (over Lesson 13-4) Write the part of a dollar each amount represents. 4 dimes B. 4 1 C. 4 11

83. 13 Fractions and Decimals B. 0.50 5Min 5-2 (over Lesson 13-4) Write the part of a dollar each amount represents. 2 quarters C. 5.0 A. 25 10

84. 13 Fractions and Decimals C. 1 4 5Min 5-3 (over Lesson 13-4) Write the part of a dollar each amount represents. 5 nickels A. 5 25 B. 5 20

85. 13 Fractions and Decimals A. 1.00 5Min 5-4 (over Lesson 13-4) Write the part of a dollar each amount represents. 100 pennies C. 0.100 B. 1 10

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