AR Chapter 6 Student Text

Chapter 6
Lessons
Lesson 26 Numbers in Between Whole Numbers Lesson 27 Fractions of Units Lesson 28 Commutative Property of Multiplication Lesson 29 Fractions and Area Lesson 30 Equivalent Fractions Lesson 31 Dividing Fractions Lesson 32 Equivalent Rates
Fractions
Chapter Objectives
Dene fractions using the number line. Describe quantities and verbal information using fractions and units. Multiply and divide fractions. Understand the concept of equivalent fractions. Order and compare fractions.
ARE YOU READY?

Evaluate each expression. 1. 15 __ 7
3 jumps 2. _______ 108 seconds 4 seconds 5
3. 40 boxes _______ 4 statues Solve for d. 4. 724 + d = 903 5. You earned $5 in the rst 2 hours, then $4 in the next 3 hours. If you continue earning money at this average rate, how long will it take to earn $45?
5 boxes
CHAPTER 6 Fractions
247
LESSON
26
Numbers in Between Whole Numbers

Objectives
Use the concept of a whole multiplied by a ratio to dene fractions on the number line. Read and write fractions. Express whole numbers as fractions. Compare fractions on a number line using symbols >, <, and =.
Vocabulary
denominator fractions greater-than sign (>) inequality less-than sign (<) numerator rational numbers
Concepts and Skills

RN.1 RN.4 Represent fractions as points on the number line. Know that the whole numbers are a subset of the rational numbers. Express whole numbers as fractions and determine if a given fraction is equal to a whole number. Compare and order fractions.
RN.10
Remember from Before

What is the denition of a whole number? How do you multiply a whole number by a ratio?
Get Your Brain in Gear

1. Use mental math to nd the value of each expression.
5 a. __ 8 2 4 c. __ 15 5 2 b. __ 15 3 1 d. __ 7 7
2. Use mental math to apply the distributive property and then evaluate the expression.
3 3 a. __ 1 + __ 4 5 5 2 2 b. __ 20 + __ 4 3 3 3 3 c. __ 7 + __ 5 4 4
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CHAPTER 6 Fractions
LESSON
26
Numbers in between Whole Numbers

Up until this lesson we have only discussed whole numbers. These are the points on the number line that are multiples of 1. But what about the points on the number line between whole numbers? We will begin discussing those numbers in this lesson. In lesson 2 we dened a whole number as a multiple of a whole. In other words, all whole numbers can be expressed as the repeated addition of 1. For example, 3 is a whole number because we can express it as 1+1+1: 3 = 1 + 1 + 1 Using multiplication, this equation becomes: 3 = 31 So far, we have named points on the number line by multiplying 1 by a whole number. In this lesson we will start to name more points by multiplying 1 by a ratio:
Concepts and Skills: RN.1, RN.4, RN.10
Fractions on the Number Line
a The above equation means that we will use the ratio _ to name the point specied b _ a by b 1. Here the variables a and b represent whole numbers (except b cant be a zero). The number _ belongs to what are called rational numbers. The word b rational comes from the word ratio.
Lets look at an actual example by nding the value of the following expression:
To nd the value, we rst express 1 using 4 equal jumps:
3 After multiplying by the _ ratio, we get 3 of those jumps, and we name the resulting 4 _ 3 point 4:
3 In other words, to nd the point _, we break a whole into 4 equal parts then we 4 keep 3 of those parts. You might recall that another word for break is fracture (such as a fractured bone). For this reason, rational numbers written this way are 3 often called fractions. The fraction _ is typically pronounced three-fourths 4 because when you break a whole into 4 equal parts, each part is called a fourth.
LESSON 26 Numbers in Between Whole Numbers
249
Here are the numbers one-fourth, two-fourths, three-fourths and a whole on the number line:
3 1 Notice how we get to _ using 3 jumps of + _. This leads to the following equation: 4 4
1 This is repeated addition of _. We can simplify this by expressing the repeated 4 addition as multiplication:
3 __ 1 __ 4 = 3 4
Lets look at another example.

5 Where is _ on the number line? 3 5 We nd the location _ by evaluating the following expression: 3
To nd the value, we rst express 1 using 3 equal jumps:
5 1 Here we have expressed 1 as three jumps of + _. After multiplying by a _ ratio, we 3 3 turn the 3 jumps into 5 jumps:
1 We call this number ve-thirds, and we can express it as repeated addition of _: 3
Instead of repeated addition, we can simplify the above using multiplication:
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CHAPTER 6 Fractions
Check for Understanding
1. The jumps on each line are equal. Express each variable as a fraction: a.
b.
c.
2. Express the variable as a fraction:

1 1 1 1 a. __ + __ + __ + __ = f 5 5 5 5 1 b. 3 __ = g 9 7 1 3. Express __ using repeated addition of _ 3 3
4. Express __ as repeated addition, then express the repeated addition as 6 multiplication.
Vocabulary
There is a lot of technical vocabulary associated with fractions. Lets talk about a couple of useful ones. We have been expressing fractions as a ratio between two whole numbers. The two whole numbers have different roles, and we use different names to refer to them:
The number on the bottom is called the denominator. It tells us how many equal parts we are using to express a whole. The top number is called the numerator. It tells us how many of the equal parts we have.
5 For example, in the fraction _, the 3 is the denominator and the 5 is the numerator. 3 The 3 tells us that we broke a whole into 3 equal parts. The 5 tells us that we have 5 of those equal parts.
2 5. In the fraction _, what is the 2 called? What does it mean? What is the 7 7 called? What does the 7 mean? 8 6. Both number lines show equal jumps. Which shows n = _ ? 5
a.
b.
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One is a Fraction Too
Its important to point out that rational numbers include whole numbers. To see why this is, lets start with the number 1, which we call a whole. We can represent 1 as a fraction where the numerator equals the denominator. In other words, the following is an identity:
Here the denominator of b means that it takes b parts to make a whole. Since we have that many parts (as indicated by the numerator), we have a whole. Lets 3 3 look at _ as an example. To nd where _ is located, we rst express a whole using 3 3 3 equal jumps:
1 We can express a whole as 3 jumps of + _ : 3
3 1 To make _, we also use 3 jumps of _: 3 3
3 Therefore _ is the same number as 1: 3
Whole Numbers are Fractions Too
All the other whole numbers can be expressed as fractions as well. For example, lets nd the value of the following expression:
The denominator of 1 means we rst express a whole using a single jump:
4 After multiplying by _ we get 4 of those jumps: 1
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CHAPTER 6 Fractions
4 This is 1 + 1 + 1 + 1 , which is the denition of 4. In other words, the fraction _ is the 1 same as the whole number 4. These are two names for the same number:
All whole numbers can be represented as fractions in this way:
The above equation is an identity. This means that all whole numbers are rational numbers.
7. Which of these fractions are whole numbers? Explain why.

8 a. __ 1 5 b. __ 5 7 c. __ 3 1 d. __ 4 d e. __ d 0 f. __ 5
8. Write each fraction as a whole number. (Assume the variables are whole numbers):
5 a. __ 1 6 b. __ 6 n c. __ 1 h d. __ h 0 e. __ k
Comparing Rational Numbers
All rational numbers are points on the number line. For example, here are rational 1 numbers 0, _ and 1: 2
1 1 Because 1 is to the right of _, we say that 1 is greater than _. To indicate this using 2 2 symbols, we write:
1 1 > __ 2
We call > the greater-than sign.

1 We can also say that _ is less than 1, and we indicate this using <, which we call 2 the less-than sign:
1 __ 2 < 1
2 If two numbers are equal, we obviously use the = sign. For example, 1 equals _ as 2 we discussed earlier:
2 1 = __ 2
253
To nd if one number is greater than, less than, or equal to another number, we simply nd the location of both numbers on the number line. If both numbers are located at exactly the same point, then they are equal. Otherwise, the number farther to the right (in the positive direction) is greater than the other number. Lets practice this.
5 2 Which number is greater, __ or __? 3 3 5 2 To answer this question, lets locate _ and __ on the number line: 3 3
5 2 1 As we can see, _ is greater than _. This makes sense because 5 jumps of + _ is 3 3 3 _ 1 obviously greater than 2 jumps of + 3 . We can represent this relationship as follows:
We cant call the above an equation because the two sides are not equal. Instead we call it an inequality (which means not equal). Lets look at another example:
1 1 Which is greater, __ or __? 2 3
1 Lets plot both numbers on the number line. We nd _ by breaking a whole into 2 2 equal parts:
1 Now we nd _ by breaking a whole into 3 equal parts: 3
1 1 As we can see, _ is greater than _. In symbols, we indicate this with the following 2 3 inequality:
1 1 Since each _ jump is bigger than a _ jump, we can also conclude that the following 2 3 is true in general (as long as n > 0):
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CHAPTER 6 Fractions
1 1 In other words, n jumps of _ is greater than n jumps of _. This is true as long as n 2 3 is greater than 0. If n equals zero, we have an equation:
Zero jumps of any amount is zero.

5 2 9. Earlier we showed that _ is greater than _. Generalize this for comparing 3 3 any fractions with the same denominator.
10. Use the symbols <, >, or = to make the statement true. a. b. c. d.
11. Rewrite each inequality using the < sign.
1 1 a. __ > __ 5 7
2 1 b. __ > __ 2 9
9 2 c. __ > __ 8 2
3 2 d. __ > __ 16 16
Problem Set
1. Copy the sentences below. Then ll in the blanks with the correct words to make the statement true. A fraction represents a _____________ on the number line. The __________ ____ of the fraction tells you how many __________ jumps express a whole. The _____________ of a fraction tells you how many of those jumps you use to get to the ____________ on the number line. Each number line below shows equal jumps. Find the fractions represented by points a, b and c on each number line. 2.
3.
4.
5.
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What is the fraction represented by p on each number line? 6. 7.
What fraction does the expression equal? 8.

1 1 1 1 1 __ __ __ __ __ + + + + 2 2 2 2 2
9.
1 1 __ __ + 3 3 1 1 1 1 __ __ __ __ c+c+c+c
10.
1 1 1 1 1 1 1 __ __ __ __ __ __ __ 4+4+4+4+4+4+4
11.
A fraction that has a numerator of 1 is called a unit fraction (see the chapter review for an explanation). Express each of the fractions below as repeated addition of a unit fraction. Then express the repeated addition as multiplication.
12.
4 __ 3
13.
3 __ 5
14.
5 __ 2
Find the value of the variable in each equation. 15. 16. 17.
18.
19.
20.
Use the symbols <, >, or = to make each statement true. 21. 22. 23. 24.
25.
26.
27.
28.
29.
30.
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CHAPTER 6 Fractions
Challenge Problems
1. Find the value of h in the following equation:
5 1 1 1 __ __ __ __ h + h + h = 5 7 2. Estimate which point has the value __ : 6
Multiple Choice Practice

1. All fractions are: whole numbers greater than a whole less than a whole rational numbers
2. What fraction is the best estimate of the point p on the number line below?
1 __ 2
1 __ 5
4 __ 5
6 __ 5
3. What fraction is the best estimate of the point p on the number line below?
1 __ 2
1 __ 5
4 __ 5
6 __ 5
4. Which fraction is greater than a whole?

15 __ 16 3 __ 4 8 __ 7 6 __ 6
5. Which fraction is less than a whole?

20 __ 21 20 __ 20 20 __ 19 6 __ 5
6. Which fraction is equal to a whole?

20 __ 21 20 __ 20 20 __ 19 6 __ 5
3 7. Which fraction is greater than __ ? 5 3 __ 7 2 __ 5 3 __ 4 1 __ 2
257
Math Journal Questions

8 1. Explain how to nd where _ is located on the number line. Draw pictures 5 to support your explanation. Now explain how to nd where the generalized k fraction __ is located on the number line. w
2. Explain why a fraction cant have a denominator of zero. Use the meaning of the denominator of a fraction to explain. 3. The following two questions involve comparing fractions. a. What is the general rule for the values m and g that will make the following statement is true?
g m __ __ 7 > 7
b. What is the general rule for the whole numbers m and g that will make this next statement true?
7 7 __ __ m > g
Find the Errors
A student made 3 mistakes below. Find and correct each mistake. 1.
2.
3.
4.
LOOKING BACK
Vocabulary: denominator, equal (=), inequality, greater than (>), fractions, less than (<), numerator, rational numbers Student Self Assessment: Do I get it? 1. How do I nd where a fraction is located on a number line? 2. How can I show a fraction as repeated addition? 3. How is repeated addition of fractions related to multiplication? 4. What are the de nitions for denominator and numerator? 5. 6. 7. 8. How can I express whole numbers as fractions? How are all fractions that represent 1 the same? How do I use a number line to compare fractions? What do the symbols < and > mean? How do I know which one to use?
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CHAPTER 6 Fractions
LESSON
27
Fractions of Units
Objectives
Use symbols to express verbal and graphical information about fractional quantities. Understand and apply the concept of a whole and its parts. Interpret fractions of a group as a quantity multiplied by a fraction. Interpret fractions of a whole as a whole multiplied by a fraction. Explain equivalent fractions in the context of units (such as units of area).
Vocabulary
area equal parts fractions
Concepts and Skills

RN.2 Understand fractions as parts of a set and as parts of a whole. Write the fraction represented by a drawing of parts of a gure; represent a given fraction with a drawing. Know that taking a fraction of a unit or a quantity is the same as 3 multiplying the fraction by the unit (e.g., _ of 2 pizzas is the same as 4 _ 3 4 2 pizzas). Translate verbal descriptions into mathematical expressions.
RN.3
SN.2

What is the denition of a fraction on the number line? How do you multiply a whole number by a fraction?

5 a. __ 8 4 3 c. __ 30 5 n 5 b. __ 24 4 1 d. __ 18 2
2. Estimate the fraction __ that best represents the point p on the number line 5 below.
LESSON 27 Fractions of Units
259
LESSON
27
Fractions of Units
In the previous lesson we introduced rational numbers and represented them as fractions. Earlier, in lesson 6, we used the concept of a unit to describe real-world quantities with whole numbers. Here we will extend the use of units to describe quantities with fractions. Lets rst review the concept of a unit. Units are a way of using the number line to describe quantities in the real world. A unit is a quantity that corresponds to a whole. In other words, a unit is represented by a jump of +1 on the number line. For example, lets dene the following whole pizza as a unit:
Concepts and Skills: RN.2, RN.3, SN.2
With this unit we can now use numbers to represent any quantity of pizza. What would it mean to have 3 of the above pizzas? To have 3 of something means to have 3 that thing. In this case, 3 of one pizza means 3 1 pizzas:
Instead of saying 3 of a pizza, we usually simply say 3 pizzas. These are two ways of expressing the same quantity. Along this same line of reasoning, what would the following mean?
_ 5
4
of a pizza
Just as we said before, this means:

5 __ 4 1 pizzas
We nd the value of this expression by rst breaking a whole pizza into 4 equal parts:
5 After multiplying by _ we end up with 5 of those parts: 4
5 We could call this _ pizzas, but when fractions are involved, we usually use the 4 5 word of and say it the longer way: _ of a pizza, or "ve-fourths of a pizza". 4
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CHAPTER 6 Fractions
1. Below we broke a whole pizza into 2 equal parts and then made 7 of those parts. What fraction of a pizza is this?
2. Below we broke a whole pizza into 8 equal parts and kept 5 of those parts. What fraction of a pizza is this?
3. What fraction of a pizza best describes each amount of pizza below?
2 Lets look at another example, this time using units of people. What does _ of 12 3 people mean? 2 Translating this into symbols, _ of 12 people becomes: 3
2 __ 3 12 people
To nd the value of the above expression, we rst break the 12 people into 3 equal groups:
2 Here each group has 4 people in it. After multiplying by _, we end up with 2 of 3 these groups:
2 This is a total of 8 people. From this we conclude that _ of 12 people is 8 people: 3
2 __ 3 12 people = 8 people
Lets look at a different example. Here is a box containing 6 circles:
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1 1 Lets color _ of the circles in the box blue. Since there are 6 circles total, _ of 3 3 them means:
1 __ 3 6 circles
To nd this amount, we separate the circles into 3 equal groups. By equal, we mean each group has the same number of circles. Here is one of many ways to form these 3 equal groups:
Now there are 3 equal groups, and each group has 2 circles. Because we are 1 multiplying by _, it means we color 1 of the groups blue: 3
1 Now _ of the circles in the box are blue. We colored 2 circles because: 3
1 __ 3 6 = 2
3 4. Which picture shows _ of the circles in the box colored blue? 4
5. Draw a diagram for each expression: a. b. c. d.

_ 4
3
of 6 people of a circle of 8 pencils of the letters in the word fractions
_ 5
2
_ 3
4
_ 2
3
More Pizza
3 Lets go back to pizzas again. What would _ of 2 pizzas mean? 4 3 Translating this into symbols, _ of 2 pizzas becomes: 4
3 __ 4 2 pizzas
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CHAPTER 6 Fractions
To nd the value of this expression, we rst take 2 pizzas and break them into 4 equal parts:
1 Notice that each of these parts is equal to _ of a pizza. 2 3 After multiplying by _, we end up with 3 of these parts: 4
Here we have 3 halves of a pizza, which we can write as:

3 __ 2 of a pizza
3 3 From this we conclude that _ of 2 pizzas is equal to _ of a pizza: 4 2
3 3 __ __ 4 2 pizzas = 2 pizza
6. Draw a diagram for each expression: a. b. c.

7 __ 8 of 2 chocolate bars 5 __ 2 of 3 cakes _ 2
3
of 6 circles
Units of Area
As we have discussed before, area is described using unit squares. These are squares where the width and height are each 1 unit in length:
With unit squares we can nd the area of any shape. Lets take the following shape as an example:
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To nd the area, we ll the shape with non-overlapping unit squares:
From this we say that the above shape has an area of 3. Extending this reasoning beyond whole numbers, how would we describe the area of the following triangle?
In order to cover the above triangle, we break a unit square into 2 equal parts, along the diagonal:
Now we use one of these parts to ll our triangle:
1 As a result, we say that the triangle has an area of _ of a unit square. We can also 2 _ 1 simply say an area of 2 because its understood that we measure area using unit squares. 1 The above isnt the only way we can split a square into 2 equal areas. For example, _ 2 of each of the following squares is shaded gray:
Assuming the following unit square is broken into equal areas, how much of it is shaded gray?
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CHAPTER 6 Fractions
2 We have 9 equal parts and 2 are shaded gray. This means that _ of the area is shaded 9 gray. 7 What would it mean to shade _ of a unit square gray? 4 7 In symbols, we express _ of a unit square as follows: 4
7 __ 4 1 unit square
To create such an area, we rst break a unit square into 4 equal parts. Heres one way to do this:
7 After multiplying by _, we end up with 7 of those parts, and we shade them gray: 4
7 Notice that _ of a unit square is more than 1 unit square. 4
7. Assuming the following unit squares are broken into equal parts, what fraction of each unit square is shaded gray?
5 8. Draw a picture showing _ of a unit square. 4
Fractions are about Equal Parts
Lets look at another example using circles in a box. What fraction of the circles in the following box are blue?
There are a total of 6 circles, so we can break the circles up into 6 equal parts, each part will be 1 circle:
265
3 Since 3 of the groups are blue, we can say _ of the circles in the box are blue. In 6 symbols this corresponds to:
3 __ 6 6 circles = 3 circles
Alternatively, we could have broken the circles up into 2 equal groups where each group has 3 circles:
1 Since 1 of the two groups is blue, we can say _ of the circles in the box are blue. 2 In symbols, we write:
1 __ 2 6 circles = 3 circles
3 1 Both ways give us 3 circles as the answer. This means _ is equal to _: 2 6
3 1 __ __ 2 = 6
As we've seen before, we can describe the same situation in different but equivalent ways. Sometimes one way is more convenient than another, and well talk more about this in lesson 30.
9. Fill in the blank
for each description:
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CHAPTER 6 Fractions
1 10. Which figures appear to show _ of the area shaded gray? For the ones 2 1 that dont, explain why they dont show _ of the area shaded. 2
Money
Before we nish this lesson, lets discuss fractions of money. Well use units of dollars.
3 What is _ of 10 dollars? 5
To answer this, we nd the value of the following expression:

3 __ 5 10 dollars
We rst break 10 dollars into 5 equal parts. To do this, we dont tear a ten-dollar bill into pieces. Instead, lets use 10 one-dollar bills to form 5 equal groups:
3 We have expressed $10 as 5 groups of $2. After multiplying by _, we end up with 5 3 groups of $2:
3 From this we conclude that _ of $10 is $6. Lets state this result as an equation: 5
3 __ 5 10 dollars = 6 dollars
Lets look at another example.

8 How much is _ of a dollar? 4
To nd out, we rst express 1 dollar using 4 equal parts. Lets do this on the number line:
Since 4 quarters equals a dollar, each of the above jumps represents a quarter. After 8 multiplying by _, we get 8 quarters: 4
267
8 From this we see that _ of a dollar equals 2 dollars: 4
8 __ 4 1 dollar = 2 dollars
11. Solve.
2 a. What is __ of $30? 3 5 c. What is __ of $20? 4 7 b. What is __ of $1? 2
Problem Set
Use symbols to express each description. Example: 1. 3.

3 __ 4 of a cup
Answer: 2. 4.
3 __ 4 1 cup 5 __ 12 of 36 people 2 __ 7 of a week
5 __ 6 of a candy bar 9 __ 8 of 21 dollars
Write an equation for each sentence. Example: 5. 7.

2 __ 3 of 6 apples is 4 apples
Answer: 6. 8.
2 __ 3 6 apples = 4 apples
5 __ 6 of 18 cars is 15 cars 3 __ 10 of 100 dollars is 30 dollars
5 __ 3 of 6 boxes is 10 boxes 8 __ 2 of 30 dollars is 120 dollars
Find the value of the variable to make each sentence true. 9. Here __ of the circle is colored blue: 3
a
5 2 10. Here __ of the people are small, and __ of the people are big: a b
1 11. Here __ of the rectangles are green and __ of the rectangles are black: a b
12. Here __ of the triangles are red: b

a
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CHAPTER 6 Fractions
13. Here __ of the squares are blue: 3

a
9 14. Here __ of a circle is colored green: a
a 15. Here is __ of 10 dollars: 2
a 16. Here is __ of 10 dollars: 2
5 17. Here is __ of n dollars: 2
7 18. Here is where __ of a whole is located on the number line: a
19. We can say that __ of the following unit square is colored green, or we can say a 3 __ that b of the unit square is colored green:
20. We can say that __ of the happy faces are yellow, or we can say that __ of the 6 3 4 happy faces are yellow, or we can say that __ of the happy faces are yellow: c
a b
1 21. Here the length of each hanger is __ of the length of b pants: a
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2 22. In the word algebra __ of the letters are the letter a. a
1 23. Here is __ of n pizzas: 2
Answer each question. Use an equation to represent the result.

a 24. In this problem set, __ of the problems include pictures or diagrams. 30
25. After you nish this problem (and all the previous problems) you will be __ of 6 5 the way though the 30 problems in this set. How many is __ of 30 problems? 6
4 26. If only __ of the students in the class did their homework, and there are a total 5 of 35 students in the class, how many did their homework? How many didnt do their homework? 3 27. Mariana got to keep __ of the $10,000 prize money. How much money did she 4 get? 9 28. If the class spent __ of the $280 they had budgeted, how much money did they 7 spend? 1 29. In a box of 144 books, __ of the books are new. How many are new? 3 2 30. A sale advertised __ off every price in the store. 3
a. If you buy a coat that was originally $147, how much will you save?
1 2 b. Since the store removed __ of the price, you only need to pay for __ of the 3 3 price. How much do you have to pay for the coat (before taxes)?
Challenge Problems
1 1. The owner of a small software company owns __ of the total shares of the 5 company. If he owns 1,500 shares, how many total shares are there?

1. Estimate which fraction best describes how much of the circle is colored blue:
1 __ 6 5 __ 6 3 __ 6 7 __ 6
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CHAPTER 6 Fractions

1. The following three questions deal with the importance of equal parts. a. If someone tells you that 3 out of the 4 groups of people below are going to the party, do you know how many people they are talking about? Explain why it isnt clear.
b. In this next situation, if someone tells you that 3 out of the 4 groups of people below are going to the party, is it now clear how many people they are talking about? Explain.
c. Describe how equal parts allow you to specify quantities in a clear way using fractions. 2. In the lesson we drew __ of a unit square (page 265). Was that the only way to 4 7 show __ of a unit square? What are some other ways we could have illustrated 4 this quantity?
7
Find the Errors
What is inaccurate about the way the student drew the picture below? How would you improve the drawing?
LOOKING BACK
Vocabulary: area, equal parts, fractions Student Self Assessment: Do I get it? 1. How are fractions related to the real world? What examples can I give? 2. How do I break something into equal parts? 3. How do I know what fraction is represented in a partially shaded diagram? 4. How do I nd a fraction of something?
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LESSON
28
Commutative Property of Multiplication

Objectives
Understand and use the commutative property of multiplication. Explain and apply the interpretation of fractions as division of whole numbers by whole numbers. Determine if a given fraction is equal to a whole number.
Vocabulary
commutative property of multiplication
Concepts and Skills

WO.7 RN.5 PR.4 PR.9 Represent the area of a rectangle using multiplication. Understand that the division of a whole number by another whole number can be represented as a fraction. Understand and identify the commutative property of multiplication. Simplify expressions, generate equivalent expressions and equations and solve equations using the following properties of rational numbers: the commutative and associative properties of addition and multiplication, the distributive property, and the special properties of 0 and 1. Understand that multiplication and division are inverse operations. Use the inverse relationship of multiplication and division to generate equivalent expressions, evaluate expressions, verify the results of computations, and solve equations.
PR.10

What is the commutative property of addition? What operation is the inverse of multiplication? Explain. How do you multiply a whole number by a fraction? How do you divide a whole number by a ratio? How is long division used to test if a number is divisible by another number?

8 a. __ 15 3 9 c. __ 56 7 7 b. __ 24 4 11 d. __ 8 2
2. Use mental math to divide. a. 60,248 2 c. 94 2 272 |

CHAPTER 6 Fractions
b. 38 2 d. 76 2
LESSON
28
Commutative Property of Multiplication

Before we go on discussing fractions, we need to improve our understanding of multiplication. We will spend this lesson studying a powerful mathematical property called the commutative property of multiplication. The commutative property of multiplication states that the order in which we multiply numbers doesnt change the value of the product. In symbols, we describe this property with the following identity: ab = ba This identity holds true for all rational numbers. Lets look at some of the implications of this property in situations that use multiplication, such as the area of a rectangle. For example, consider the following rectangle:
Concepts and Skills: WO.7, RN.5, PR.4, PR.9, PR.10
This rectangle has a width of 4 units and a height of 2 units. As usual, we describe this area as 4 2, which equals 8 unit squares: 42 = 8 The commutative property of multiplication tells us that if we swap the width for the height, the resulting rectangle will maintain the same area. In other words, rotating a rectangle doesnt change its area:
We can describe this rotated rectangle as 2 stacks of 4 unit squares, or 2 4. This also equals 8, giving us the following equation. 42 = 24 This result is true in general. A rectangle with width w and height h has the same area as a rectangle with width h and height w: wh = hw This is true for all rational numbers.
LESSON 28 Commutative Property of Multiplication
273
1. Find the pairs of rectangles that have the same area according to the commutative property of multiplication:
The commutative property of multiplication provides us with two ways of looking at the same multiplication problem. To see how this is useful, lets examine the following situation: We have $5, and we want to share it equally among 4 people. How much does each person get? The most straightforward way to express this situation is using division, 5 dollars divided by 4: 54 Lets rewrite this expression as multiplication by the inverted ratio:
1 __ 4 5
To nd the value of this, we rst break $5 into 4 equal parts. Lets represent this on the number line:
1 After multiplying by _, we end up with 1 of those parts: 4
From this we see that each person gets a little more than 1 dollar but how much more? What is the value of that point on the number line? To get a better description of that points location, lets look at the problem in a different way. The commutative property of multiplication gives us 2 ways to look at the same product:
1 1 __ 5 = 5 __ 4 4
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CHAPTER 6 Fractions
1 1 We already looked at _ 5. Lets now examine 5 _. On the number line, this is 4 4 _ 1 represented as 5 jumps of + 4:
5 1 From this we see that 5 _ equals the fraction _: 4 4
1 5 __ = __ 4 4
5 In the context of money, _ means 5 quarters. As a result we see that to share $5 4 equally among 4 people, we can give each person 5 quarters. We can represent this result in symbols as follows:
5 4 = __ 4 This is a powerful result! It shows us that we can express division as a fraction. This result is true in general, providing us with the following identity: a b = __ b
a
In upcoming lessons we will limit our use of the symbol. Instead, we will express division using fraction notation.
2. Write the division as a fraction. a. 63 33 b. 27 77 c. 7 8 d. 9 4
3. Find the value of the variable. a.

1 m __ = __ 5 5 7
b.
9 1 __ __ 8 n = 8
c.
1 4 4 __ = __ 6 d
d.
2 2 __ = __ 3 3 k
Division is Not Commutative
In an earlier lesson, we studied the commutative property of addition. Here we just learned that multiplication is also commutative. What about division? Is a b equal to b a? Lets nd out by nding the values of 1 2 and 2 1.
1 1 As we saw earlier, 1 2 equals _. Here is the location of _ on the number line: 2 2
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On the other hand, 21 simply equals 2. Here is the location of 2 on the number line:
1 Obviously, 2 does not equal _. This means that division is not commutative. For 2 this reason, it is often benecial to rewrite division as multiplication by the inverse. Well discuss this more in future lessons.
4. Find each set of equivalent expressions.
Which Fractions are Whole Numbers?
A couple of lessons ago, we learned that all whole numbers can be expressed as fractions. We also learned that the same number can be expressed as a fraction in different ways. This leads to the question: Which fractions are whole numbers? Lets investigate this question. Here is a generic fraction:
a __ b
As we discussed earlier, this fraction is the answer to the division problem ab:
a __ b = a b
a This means that _ is a whole number when a b equals a whole number. We can test b this using the long division algorithm. If the nal remainder is zero, then the result is a whole number. Lets try this out.
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CHAPTER 6 Fractions
174 Is the fraction ___ a whole number? 3
We can use long division to nd out:
174 The result is 58 with a remainder of 0. This means ___ is equal to the whole 3 number 58:
174 ___ 3 = 58
58 Since we can write 58 as __, we now know of at least two ways to represent 58 as 1 a fraction:
174 58 ___ __ 3 = 1
There are actually endless ways to represent any whole number as a fraction, and well discuss this more in the next lesson.
5. Which of the following fractions are whole numbers? a)

16 __ 7
b)
486 ___ 3
c)
765 ___ 6
d)
9 ___ 360
Commuting Multiplication
Lets nish this lesson by returning our discussion to the commutative property of multiplication. One simple place this becomes useful is in calculating problems such as the following:
We havent discussed yet how to deal with multipliers larger than 10 (well discuss this in lesson 52). But for this case, we can use the commutative property of multiplication to rearrange the problem so we have a single-digit multiplier:
Well discuss more powerful uses of the commutative property of multiplication in future lessons.
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6. Use the commutative property of multiplication to simplify the calculation. a. b.
Problem Set
Here are the mathematical properties we have learned so far: a. Commutative property of addition b. Distributive property of multiplication over addition c. Multiplicative property of 1 d. Multiplicative property of 0 e. Additive property of 0 f. Associative property of addition g. Commutative property of multiplication Name the property represented by each of the equations below. 1. (1 + k) + 7 = 1 + (k + 7) 3. k __ = k 7
1 1 5. __ k = k __ 7 7 7
2. 7 (k + 1) = 7 k + 7 1
0 4. __ k = 0 7
6. k + 7 = 7 + k
7. k + __ = k 7 Express the division as a fraction. 8. 9 2 10. 13 4 9. 7 8 11. 4 38
Is the fraction equal to a whole number? If so, what whole number?

592 12. ___ 593 205 15. ___ 6 7 13. ___ 371 558 16. ___ 9 256 14. ___ 2 371 17. ___ 7
Each number line shows the division of a whole number by another whole number. Find the fraction represented by point p on each number line. 18.
19.
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CHAPTER 6 Fractions
20.
21.
Apply the commutative property of multiplication and then nd the value of the expression. 22. 23.
Find the value of the expression. Write the result as an equation. Dont forget the units!
24.
25.
26.
Solve the following problems. Write the result as an equation. 27. Sound travels at a speed of 761 miles per hour. It would take sound about 4 hours to travel from the west coast to the east coast of the United States. Using this information, about how many miles is it across the United States? 28. In geometry you learned that the diameter is the distance across a circle, and the circumference is the distance around a circle:
You can nd the circumference of a circle by multiplying the diameter by the 22 number called pi (pronounced pie). A common approximation for pi is __. If 7 a circular dining table has a diameter of 56 inches, what is the circumference?
279
29. There are 86,400 seconds in a day. How many seconds are in a week? 30. There are about 52 weeks in a year. About how many weeks old is a 5-year-old kindergartner?
Challenge Problems
1. What is the only situation where a b will equal b a? Explain your reasoning. 2. Here is a multi-step problem: A quarter coin weighs 6 grams. My tennis racquet weighs 336 grams. If a pile of quarters weigh the same amount as my tennis racquet, is the value of the quarters a whole number of dollars? Here are the steps we can use to solve this problem: Step 1: Use the rate of 1 quarter per 6 grams to convert 336 grams to quarters. Step 2: Now use the rate of 1 dollar for every 4 quarters to convert the quarters to dollars. Is the value a whole number? How many dollars is it? Thats how much I paid for my racquet. I got it used at a garage sale. Its worth its weight in quarters!

1. Which is NOT a whole number? 832 million 0
15 __ 5 8 __ 3
2. What fraction is equal to the following division?
7 __ 2 5
2 __ 7
72 __ 1
1 __ 72
3. Estimate where __ is located on the number line below. 2

1 1 1. What does _ 5 = 5 _ mean when the units are dollars? Explain. 4 4 1 1 2. How does the following picture illustrate that _ 3 is equal to 3 _? 2 2
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3. A student drew the following picture to help her remember how long division is related to a fraction. Explain what the student was trying to describe with this picture and why it might have been useful to her.
4. Explain why division is not commutative but multiplication is.
Find the Errors
A student made 3 mistakes below. Find and correct each mistake. 1. 3. 2. 4.
LOOKING BACK
Vocabulary: commutative property of multiplication Student Self Assessment: Do I get it? 1. What is the commutative property of multiplication? How is it useful? 2. What are four di erent ways to write division? 3. How does a fraction represent division? 4. How do I determine if a fraction is a whole number? 5. Why is division not commutative but multiplication is commutative? Explain.
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LESSON
29
Fractions and Area

Objectives
Understand the meaning of multiplication of fractions. Explain the meaning of multiplication of fractions using area of rectangles and jumps on the number line. Dene multiplication of fractions symbolically and apply this denition to solving problems.
Vocabulary
unit fraction
Concepts and Skills

RN.2 Understand fractions as parts of a set and as parts of a whole. Write the fraction represented by a drawing of parts of a gure; represent a given fraction with a drawing. Multiply positive fractions. Interpret fraction multiplication in terms of the area of part of a unit 1 square. For example, if a rectangles width is _ of the width of the square 2 3 and its length is _ of the length of the square, then the rectangles area 5 __ 3 is 10.
RO.1 RO.5

How is multiplication used to nd the area of a rectangle? How do you nd a fraction of a unit square? What is the denition of multiplication by a fraction?

1. Use mental math to apply the commutative property of multiplication and then evaluate the expression. a. 42 __ 6
2 b. 81 __ 9 5
c. 14 __ 7 d. 100 __ 10
19
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CHAPTER 6 Fractions
LESSON
29
Fractions and Area

In the previous lesson we deepened our knowledge of multiplication. In this lesson well use this knowledge to discuss the area of rectangles where the width and height are fractions. Here is the unit square we will use in this lesson:
Concepts and Skills: RN.2, RO.1, RO.5
Fractional Area
2 Lets use the above unit square to create a rectangle with a width of _ and a height 3 2 of 1. To nd a width of _, we rst break 1 unit length into 3 equal parts: 3
Then we keep 2 of those parts:
Now we can use this as the width for our rectangle:
2 The above rectangle shaded gray has a width of _ and a height of 1. We left the 3 outline of the whole unit square for comparison. The above gray rectangle has an 2 area of _, which we describe as follows: 3
2 2 __ __ 3 1 = 3
Lets look at another example. Assuming the following unit square is broken into equal parts, what is the area of the gray region?
Since the unit square is broken into 5 equal parts, and 2 of the parts are shaded gray, 2 2 we say that the area is _. This time the width is 1 and the height is _: 5 5
2 2 1 __ = __ 5 5
LESSON 29 Fractions and Area
283
1. For each unit square, find the fraction of the shaded area. Write your answer as an equation in the form width height = area.
Fractional Width and Height
2 1 Lets build a rectangle of width _ and height _. In other words, build a rectangular 3 2 area described by the following expression:
__ 2 1
3 2 2 Earlier in this lesson we already determined what a width of _ looks like: 3
1 To determine what a height of _ looks like, we rst divide a 1 unit length into 2 2 equal parts, then we keep one of those parts:
Now we use the above width and height to form our rectangle:
We can describe the area of this rectangle as width height:

2 1 __ __ 3 2
We can also describe the area as a single fraction. The unit square is broken into 6 equal parts:
And 2 of the parts are shaded gray:
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CHAPTER 6 Fractions
2 This means that the gray part is _ of the unit square. This leads us to the following 6 equation:
2 2 1 __ __ __ 3 2 = 6
Lets look at another example. Assuming the following unit square is broken into equal parts, lets nd the width, height and area of the gray region:
We see that the width is broken into 4 equal parts and 3 are used. This makes a 3 width of _. 4
2 The height is broken into 3 equal parts and 2 are used. This makes a height of _. 3 From this we can express the area as width height:
3 2 __ __ 4 3
We can also express the area as a single fraction. The unit square is broken into 12 6 equal parts, and 6 of the parts are gray. This makes an area of __. Therefore we have 12 the following equation:
6 3 2 __ __ __ 4 3 = 12
2. Use fractions to express the width, height and area of the gray regions for each of the following unit squares. Write the answer as an equation.
3. Draw a diagram to show each product as an area. Express the area as a single fraction. a.
1 1 __ __ 2 4
b.
1 1 __ __ 3 3
c.
1 1 __ __ 3 2
Multiplying Fractions on the Number Line
1 What is _ of a half? In other words, what is the value of the following 3 expression?
1 1 __ __ 3 2
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Let's use our knowledge of the number line to nd the value of this expression. The 1 fraction _ is the following point on the number line: 2
1 To multiply this number by _, we rst express the number using 3 equal jumps: 3
1 After multiplying by _, we end up with 1 of those jumps: 3
1 1 We now know where _ _ is located on the number line, but how do we 3 2 express this point as a single fraction? 1 1 Lets create the variable p to represent the product _ _: 3 2
1 1 __ __ 3 2 = p
1 We know that it takes 3 jumps of +p to equal _: 2
This means it takes 6 jumps of +p to equal a whole:
The above expression shows a whole broken into 6 equal parts. By denition, 1 1 one of the above parts equals _. This means that p equals _. We can now express our 6 6 product as a single fraction:
1 1 1 __ __ __ 3 2 = 6
When we break a whole into 2 parts, and then break each part into 3 subparts, we end up with 2 3 parts. We can easily visualize this using area:
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CHAPTER 6 Fractions
1 1 1 The gray rectangle above has a width of _, a height of _ and an area of _, which 3 2 6 gives us the same equation as before:
1 1 1 __ __ __ 3 2 = 6
We can generalize the above result with the following identity:

1 ___ 1 1 __ __ j k = jk
4. Find the product. a.

1 1 __ __ 7 5
b.
1 1 __ __ 3 8
c.
1 1 __ __ 9 6
d.
1 1 __ __ 4 4
Writing a Fraction as a Product
Before we generalize how to nd the product of any two fractions, lets review what the numerator and denominator of a fraction mean. Heres an example fraction:
5 __ 3
The denominator is 3. This means to break a whole into 3 equal parts. On the 1 number line, we can express a whole as 3 jumps of + _: 3
1 The numerator is 5, which means that we have 5 of these + _ jumps: 3
As we can see, the numerator acts as a multiplier. It tells us how many of the equal 5 1 parts we have. The fraction _ means 5 jumps of + _. We can describe this with the 3 3 following equation:
5 1 __ __ 3 = 5 3
a In general, any fraction _ can be rewritten with the numerator as a multiplier: b
a __ 1 __ b=a b
1 Here _ is called a unit fraction because the numerator is 1. b
5. Rewrite each fraction as multiplication of a unit fraction. a.

8 __ 5
b.
1 __ 2
c.
3 __ 9
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Multiplying Fractions
Lets now conclude this lesson by determining how to nd the product of any two fractions. Well use the following as an example:
4 2 __ __ 5 3
4 2 1 1 As we discussed earlier, we can rewrite _ as 4 _, and rewrite _ as 2 _: 5 3 5 3
1 1 4 __ 2 __ 5 3
Now, using the commutative property of multiplication, we can reorder the expression like this:
1 1 4 2 __ __ 5 3
1 1 1 Since 5 3 equals 15, we can rewrite _ _ simply as __: 5 3 15
1 4 2 __ 15
Now we can rewrite 4 2 as 8:

1 8 __ 15
8 8 4 2 1 This is 8 jumps of + __, which equals __. Therefore, __ is the value of _ _: 5 3 15 15 15
8 4 2 __ __ __ 5 3 = 15
We can easily visualize this result using area:
Here 8 of the 15 equal parts are shaded gray.
Generalizing Fraction Multiplication
Lets now generalize this result with the following identity:
This shows us that when multiplying fractions we multiply the numerators and multiply the denominators. This is a very powerful result. It will save us a lot of work when multiplying fractions. For example, we can now easily nd the value of the following product:
5 4 __ __ 6 3
Using the identity we know that:
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CHAPTER 6 Fractions
Since 5 4 equals 20, and 6 3 equals 18, we end up with the following:
5 4 20 __ __ __ 6 3 = 18
6. Find the value of each product. a.

2 3 __ __ 7 4
b.
5 3 __ __ 4 5
c.
4 6 __ __ 3 5
d.
2 7 __ __ 5 4
Problem Set
Each unit square below is broken into equal parts. What fraction of each unit square is shaded gray? Write the result as an equation where width height equals the area. 1. 2. 3.
4.
5.
6.
Find the value of p on each number line. 7.
8.
9.
Find the value of each expression. 10. 13.

1 1 __ __ 7 8 3 2 __ __ 37 5
11. 14.
4 7 __ __ 9 6 7 19 __ __ 4 7
12. 15.
6 __ 5 63 __ 9
5
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Find the value when a = 7. 16.

1 a __ 6
17.
5 2 __ __ a 6
18.
2 __ 3 a
Find the value when h =4 and d=6. 19.

h 7 __ __ 3 d
20.
2 d __ h
21.
9 5 __ __ d h
Solve for the variable in each equation. 22. 25.

1 1 6 6 __ = __ __ 3 3 m 2 b __ = __ 12 12 18
23. 26.
7 5 35 __ __ __ 5 g = 40
24. 27.
w 7 28 __ __ __ 9 6 = 54 2 n __ __ 5 8=0
7 = 7 __ p
28. In the picture below, the unit square was broken into 9 equal parts. Then the top left part was broken into 4 equal parts, and one of the 4 parts was colored green:
1 1 1 1 This means that _ of _ of the unit square is colored green. Calculate _ _ to 4 9 4 9 nd what fraction of the unit square is green.
29. Here is a circle divided into 3 equal parts:
If you divide the top part into 5 equal parts, and color 2 of the parts red, you get:
What fraction of this circle is colored red?

2 30. The dog, cat, bird and turtle equally shared a pizza. The bird only ate _ of its 5 share. How much of the whole pizza did the bird eat?
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CHAPTER 6 Fractions
Challenge Problems
2 2 1. What fraction of a dollar is _ of a quarter? What coin is worth _ of a quarter? 5 5
2. The jumps below are all equal. What is the value of p?
3. The farmer picked 168 apples from his apple trees. He gave away __ of the apples 4 2 1 and kept _ for himself. He then ate _ of his apples but had to throw the rest away. 4 3 How many apples did he eat? How many did he throw away?

1. If the jumps are equal, what is the value of p on the number line below?
1 __ 2
1 __ 8
1 __ 16
1 __ 44
4 5 2. Which point on the number line represents the value of the product _ _ ? 3 3

1. Is the following equation an identity? Explain why it is or why it isnt.
a b __ __ b a = 1
2. Explain how you multiply fractions on the number line. Give examples. 3. Does multiplication by a fraction always produce a smaller number? Explain why or why not, and give examples to support your reasoning.
291
Find the Errors
A student made a mistake multiplying. Identify and correct the mistake.
What is inaccurate about the way the student drew this picture? How would you improve it?
LOOKING BACK
Vocabulary: area, denominator, height, multiplication, numerator, unit fraction, width Student Self Assessment: Do I get it? 1. How would I use a number line to explain how to multiply fractions? 2. How would I use a unit square to explain how to multiply fractions? 3. How do I describe fraction multiplication with an identity?
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CHAPTER 6 Fractions
LESSON
30
Equivalent Fractions
Objectives
Understand and apply the concept of equivalent fractions. Explain how equivalent fractions represent the same point on the number line. Understand the concept of a simplied fraction.
Vocabulary
equivalent fractions simpli ed fraction
Concepts and Skills

RN.6 RN.7 RN.8 RO.2 Know that equivalent fractions represent the same point on the number line. Determine if two fractions are equivalent. Understand that if the numerator of a fraction is equal to the denominator, then the fraction is equal to 1.
n Multiply a fraction by a fraction of the form __ to generate an equivalent n fraction.

What is the denition of fraction multiplication? In general, what fractions are equal to a whole? What does it mean when two expressions are equal? What does it mean to simplify an expression?

5 3 a. __ __ 5 5 7 9 c. __ __ 8 4 1 4 b. __ __ 2 3 2 7 d. __ __ 3 7
LESSON 30 Equivalent Fractions
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LESSON
30
Equivalent Fractions
3 5 In the previous lessons we learned that _ and _ both equal 1. This is an example of 5 3 how there are many ways to represent the same number using fractions. Here we will study this issue in more detail.
Concepts and Skills: RN.6, RN.7, RN.8, RO.2
A fraction is a way of naming a point on the number line. Two fractions are equal when they name the same point. When two fractions are equal, they are said to be equivalent fractions. Lets look at some examples. A few lessons ago we learned that all fractions of the form __ are equal to 1. In n other words, if the numerator equals the denominator, then the fraction is equal 2 4 2 4 to a whole. For example, _ equals 1, and _ equals 1. This means that _ and _ are 2 4 2 4 equivalent fractions:
n 2 4 __ __ 2 = 4
It is easy to see why these two fractions are equal by illustrating this equation on the number line:
Both expressions arrive at a whole. We can see that the top jumps and bottom jumps 1 2 also meet at the same point halfway between 0 and 1. This means _ and _ are also 2 4 equivalent fractions:
1 2 __ __ 2 = 4
1 What other fractions are equal to _? 2
We can nd all equivalent fractions by going back to lesson 26 and the denition 1 of how ratios name points on the number line. The ratio _ names the point on the 2 _ 1 number line we arrive at by multiplying 2 times a whole:
1 1 __ __ 2 = 2 1 n As we just discussed, we can rewrite 1 as __: n 1 n 1 __ __ __ 2 = 2 n
1 This now gives us a way to nd fractions equivalent to _. If we give n a value of 2, 2 then we get:
1 2 1 __ __ __ 2 = 2 2
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CHAPTER 6 Fractions
In the previous lesson, we learned how to multiply two fractions. The value of __ _ 1 2 2 2 2 equals 4 :
1 2 __ __ 2 = 4
This produces the equivalent fractions we found earlier. Using n=3, we can create 1 another fraction equivalent to _: 2
1 __ 2 1 3 __ __ 2 3 13 ____ 23 3 __ 6
3 1 This shows that _ is also equivalent to _: 6 2
3 1 __ __ 2 = 6
By allowing n to be any whole number (except 0), we can nd innitely many 1 fractions equal to _. 2 We can do this with any fraction. The following identity gives us a way of nding a fractions equivalent to __: b
a a n __ __ __ b = b n
1. Multiply:
2 4 a. __ __ 3 4 4 3 b. __ __ 9 3 5 8 c. __ __ 6 8
2. Make an equivalent fraction for each:

1 a. _ 8
2 b. __ 5
3 c. __ 9
Equivalent Area
Lets now examine equivalent fractions in terms of area. Well start with a whole. Here is a unit square:
This square has a width of 1 and a height of 1, and we can express this area using multiplication: 1 = 11
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2 2 Since _ equals 1, we can use _ as the height without changing the area. To illustrate 2 2 this, we break the height into 2 parts, and we keep both parts:
This obviously still has the same area as the previous unit square. We are just representing the height in a different (but equivalent) way:
2 1 = 1 __ 2
4 4 The fraction _ is also equal to 1. Lets use _ as the height of our unit square: 4 4
There are endless ways to represent a whole, and therefore endless ways to represent a unit square. The above are just a couple of examples.
1 Lets next build an area of _. 2 1 The gray shaded region of the following unit square has a width of _ and a height 2 of 1:
We nd the area by multiplying the width times the height:

1 1 __ __ 2 1 = 2
1 This means the rectangle has an area of _. 2 2 Now lets create an equivalent fraction by using a height of _: 2
2 Since 2 of the 4 equal areas are shaded, we can express this shaded area as _ which 4 _ 1 is equivalent to 2.
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CHAPTER 6 Fractions
1 Here are other areas equal to _ along with their equivalent fractions: 2
3 3. Here are 4 ways to represent an area of _. Name each equivalent fraction. 4
Simpli ed Fractions
If there are endless ways to represent the same fraction, which way should we use? The answer to this question depends on the situation. If a pizza is sliced into 4 equal parts, and someone eats two of the parts, it might be informative to say that 2 1 the person ate __ of the pizza. Then again, its simpler to say that they ate _ of 2 4 the pizza. Usually people prefer to use the equivalent fraction with the smallest possible 1 denominator. This is called the simplied fraction. For example _ is a simplied 2 _ 2 fraction, and 4 is not. A simplied fraction is simple because it uses the fewest number of equal parts to represent the number. In a later lesson well develop useful methods to nd simplied fractions, but lets rst try to visualize them. To visualize simplied fractions, well use the following long strip of blue paper as our unit:
By dening the above strip as a unit, we are saying its a whole with a value equal to 1. Lets now break the whole into 2 equal parts:
2 The above is still equal to 1, but now we call it _. 2
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Instead of 2 equal parts, lets break a whole strip into 3 equal parts:
3 This is also equal to 1, but well call it _. 3
We can continue breaking whole strips into 4 equal parts, 5 equal parts and so on. If we then stack these strips on top of each other, we get the following gure:
From this gure, we can see lots of different fractions at the same time. Some of the fractions are equivalent to others. For example, the blue areas below show fractions 1 of a strip each equal to _: 2
The simplied fraction is the one highest up on the stack. In other words, the higher strips in the stack have smaller denominators. As we said earlier, the equivalent fraction with the smallest denominator is called the simplied fraction. 298 |
CHAPTER 6 Fractions
4 Here is the fraction _: 6
4 We can nd the simplied fraction equal to _ by seeing if there are any equivalent 6 2 fractions with smaller denominators. We can readily see that _ is the simplied 3 4 fraction equal to _: 6
2 4 We know _ is equal to _ because of the following equation: 3 6
2 2 4 __ __ __ 3 2 = 6
Well discuss simplied fractions more thoroughly in lesson 39.
4. Use the big stack of blue paper strips we discussed earlier to answer these questions.
1 a. Name two fractions equivalent to __. 3 4 b. Name a fraction equivalent to __. 5 3 c. Name a fraction equivalent to __. 4
Problem Set
Each unit square was divided into equal parts, and a fraction of the parts were shaded gray. What equivalent fractions best describe the equal shaded areas?
Example:
Answer:
2 4 __ __ 3 = 6
1.
2.
3.
4.
299
5.
6.
The fraction of the top strip that is lled blue is equivalent to the fraction of the bottom strip that is lled blue. Name the equivalent fractions. 7.
8.
9. The value p on the number lines below is the same value. Each number line shows equal jumps. What two equivalent fractions are represented?
10. The two circles below have equal fractions colored green. What two equivalent fractions best describe how much of the circles are colored green?
Find the value of k in each equation. 11. 14.

8 1 __ __ 3 = k 6 2 __ __ k = 30
12. 15.
k 4 __ __ 5 = 30 k __ 8 = 0
13. 16.
k 18 __ __ 7 = 14 6 42 __ __ k = 7
_ Find the fraction n that forms a solution to the equation. Use the result to d determine if the fractions are equivalent. Place = or in the circle.
17.
2 n 4 __ __ __ 7 d = 14 2 __ 7 4 __ 14
18.
8 4 n __ __ __ 5 d = 15 4 __ 5 8 __ 15
19.
9 3 n __ __ __ 2 d = 8 3 __ 2 9 __ 8
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CHAPTER 6 Fractions
20.
1 n 2 __ __ __ 5 d = 10 1 __ 5 2 __ 10
21.
7 n 21 __ __ __ 6 d = 24 7 __ 6 21 __ 24
22.
8 n 48 __ __ __ 3 d = 18 8 __ 3 48 __ 18
23.
8 n 32 __ __ __ 3 d = 9 8 __ 3 32 __ 9
24.
5 n 20 __ __ __ 9 d = 36 _ 5
9
20 __ 36
Find the value of k in each equation. Write the value of k as a fraction. 25. 28. 35 __ = k 35 5
6 2 __ __ 9 k = 27 7
26. 29.
1 2 __ __ 4 3 = k 8 1 __ __ 8 = k 8
27. 30.
1 7 3 = __ k 3
5 6 = 5k
Challenge Problems
1. An extra large pizza is rst cut in half. Then each half is cut in half. Then each n of the resulting pieces is then cut into three slices. What __ best represents how n the whole pizza is cut? What fraction of the whole pizza is each slice? Draw a picture if you need help visualizing this. 2. What is the only value of w that forms a solution to the equation below?
w w __ __ 4 = 8
3. The point p has the same value on both number lines below. What is the value of m?

1. If two fractions are equivalent, then which statement is always true? The numerators are equal. The denominators are equal. The fractions represent the same point on the number line. When you multiply the fractions together you get a whole.
301
2. Which of the fractions below is NOT equivalent to the others?

6 __ 15 3 __ 5 12 __ 20 21 __ 35
3. All of the fractions below are equivalent. Which is the simplied fraction?
75 ___ 100 9 __ 12 15 __ 20 3 __ 4

1. What mathematical property is represented by the following identity? g __ = g n
n
Explain how this property allows us to generate equivalent fractions. 2. When and why is it useful to show fractions in their simplied form? When might it be useful to show a fraction that isnt simplied? Give examples to explain your reasoning.
Find the Errors
A student made 2 mistakes below. Identify and correct each mistake. 1. 2. 3.
LOOKING BACK
Vocabulary: equivalent fractions, simplify, simpli ed fractions Student Self Assessment: Do I get it? 1. What does it mean when fractions are equivalent? 2. How do I make equivalent fractions? 3. What is a simpli ed fraction?
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CHAPTER 6 Fractions
LESSON
31
Dividing Fractions
Objectives
Dene and understand division of fractions. Apply fraction division to the testing of fraction equivalence. Apply fraction division to comparing and ordering fractions.
Vocabulary
equivalent fractions
Concepts and Skills

RO.3 RO.4 Divide positive fractions by rst rewriting the division as multiplication by the inverted fraction. Use division to compare fractions.

What does it mean to invert a ratio? How do you divide a whole number by a ratio? How are the multiplication and division operations related? What is the value of n n when n is any number other than zero? When is k b greater than a whole? When is k b less than a whole?

1. Use mental math to nd the value of each expression. a. 15 __ 5 c. 35 __ 2
2 3 e. __ __ 9 5 5 3 4 b. 20 __ 7 3 2 d. __ __ 8 7 8 1 f. __ __ 5 4
LESSON 31 Dividing Fractions
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LESSON
31
Dividing Fractions
In the previous lesson we discussed equivalent fractions. One way to determine if two fractions are equivalent is to divide them. Well discuss how this works in this lesson.
1 We learned how to divide by a ratio in lesson 20. As a review, lets divide 3 by _: 2
Concepts and Skills: RO.3, RO.4
1 3 __ 2
As we learned in lesson 20, dividing by a ratio is the same as multiplying by the inverted ratio. Lets rewrite the above expression using multiplication by the inverted fraction:
2 3 __ 1
2 The fraction _ is equivalent to the whole number 2, giving us: 1
32
1 Since 3 2 equals 6, we conclude that 3 divided by __ equals 6: 2 1 3 __ = 6 2
2 4 Lets look at a different problem. Below we are dividing _ by _: 5 3
4 2 __ __ 3 5
As we did before, we can rewrite the division as multiplication by the inverted fraction:
4 2 __ __ 3 5 2 5 __ __ 3 4
Now we multiply the fractions as we learned a couple of lessons ago:

2 5 __ __ 3 4 25 ____ 34 10 __ 12
10 2 4 From this we conclude that _ divided by _ equals __: 5 3 12
10 4 2 __ __ __ 3 5 = 12
1. Rewrite each division as multiplication by the inverted fraction, then evaluate the expression. a.
1 1 __ __ 3 4
b.
1 2 __ __ 3 4
c.
1 2 __ __ 2 4
d.
3 5 __ __ 5 3
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CHAPTER 6 Fractions
Testing for Equivalent Fractions
In an earlier lesson we learned that a number divided by itself equals 1. We can represent this as an identity:
n __ n = 1
We can also write this identity using the division symbol: nn = 1 This identity holds true for all rational numbers except zero. For example, since _ _ 1 2 2 is the same number as 4 , we can divide them and the result will be 1. Lets verify that this is true by nding the value of the following expression:
2 1 __ __ 2 4
We rst rewrite it as multiplication by the inverted fraction:

2 1 __ __ 2 4 1 4 __ __ 2 2
Now we multiply:
1 2 __ __ 24 1 4 __ __ 2 2 4 __ 4
1 2 4 Of course _ equals a whole which tells us that _ _ equals 1: 4 2 4
1 2 __ __ 2 4 = 1
2 1 This means that _ and _ are the same number. In other words, they are equivalent 2 4 fractions. 3 4 Lets try another example. Are _ and _ equivalent fractions? 5 7
We can nd out if the fractions are equivalent by dividing them:

3 4 __ __ 5 7
Lets evaluate this as multiplication by the inverted fraction:

3 4 __ __ 5 7 3 7 __ __ 5 4 21 __ 20
3 21 4 The fraction __ is not equal to 1, so _ and _ are not equivalent fractions. 5 7 20
2. Place the symbol = or in each circle to indicate if the fractions are equal or not. a. d.
5 __ 3 1 __ 5 10 __ 6 20 ___ 100
b. e.
3 __ 4 3 __ 4
9 __ 10 70 ___ 100
c.
3 __ 4
9 __ 12
305
Comparing Fractions
3 4 Earlier we used division to show that _ and _ are not equivalent: 5 7
3 4 21 __ __ __ 5 7 = 20
3 4 21 Actually, since __ is greater than 1, we can conclude that _ is greater than _. Lets 5 7 20 see how this works.
We know that 9 is greater than 2. As a result, if we divide 9 by 2 we will get a value that is greater than 1: 9 2 = __ 2
9 Here _ is greater than a whole. 2
We also know that 2 is less than 9. As a result, if we divide 2 by 9 we will get a value that is less than 1:
2 2 9 = __ 9
2 Here _ is less than a whole. 9
In general, if we divide a bigger number by a smaller number, the result is a value greater than a whole: bigger smaller > 1 If we divide a smaller number by a bigger number, the result will be less than a whole: smaller bigger < 1
3 2 Lets use division to compare the fractions _ and _: 3 4
3 8 2 This shows us that _ _ equals _: 3 4 9
3 8 2 __ __ __ 3 4 = 9
8 3 2 Since _ is less than a whole we conclude that _ is less than _: 9 3 4
3 2 __ __ 3 < 4
3 2 We can verify this by nding where _ and _ are located on the number line: 3 4
3 2 This veries that _ < _ 3 4
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CHAPTER 6 Fractions
3. Place the symbol <, >, or = in each circle to make the statement true. a. d.
3 __ 8 5 __ 11 4 __ 9 6 __ 12
b. e.
5 __ 8 7 __ 10
6 __ 9 2 __ 3
c.
4 __ 7
16 __ 28
Problem Set
Rewrite the division as multiplication by the inverted fraction.

3 1. __ 2 5 17 6 2. __ __ 5 19
3. 8 __ 4
99 4. __ 3 4
Find the value of the expression.

5 8 5. __ __ 5 3 4 2 8. __ __ 5 3 5 6. __ 3 4 5 11 9. __ __ 7 3 1 7. 5 __ 6 1 12 10. __ __ 7 6
Given the equation compare the fractions. Write <, >, or = in the circle to make the statement true. Example:
18 2 4 __ __ __ 5 9 = 20
Solution:
18 < 20
2 __ 5 4 __ 9 96 8 10 13. __ __ = ___ 10 12 100 8 __ 10 10 __ 12
1 1 4 11. __ __ = __ 2 4 2 1 __ 2 1 __ 4
2 4 12 12. __ __ = __ 3 6 12 2 __ 3 4 __ 6
108 3 2 14. __ __ = ___ 37 37 102 3 __ 37 2 __ 37
5 150 2 15. __ __ = ___ 75 30 150 5 __ 75 2 __ 30
7 15 120 16. __ __ = ___ 19 8 133 15 __ 19 7 __ 8
Use division to compare the fractions. Place <, >, or = in the circle to make the statement true.
5 17. __ 3 20 20. __ 6 5 23. __ 6 _ 8
5
3 18. __ 4 30 __ 9 7 21. __ 13 6 24. __ 15
7 __ 6 17 __ 8 14 __ 35
4 19. __ 5 15 22. __ 9 8 25. __ 5
2 __ 3 14 __ 8 5 __ 3
13 __ 16
307
Find the value of the expression. As always, look carefully! Some are multiplication while others are division.
5 2 26. __ __ 2 3 4 10 29. __ __ 9 9 5 2 27. __ __ 2 3 1 3 30. __ __ 7 5 8 8 28. __ __ 7 6
Challenge Problems
1. The height of the wall below is 100 inches, which is 254 centimeters. The red 8 stripe along the bottom is 8 inches thick, which means it is ___ of the height of 100 the wall. The blue stripe along the top is 20 centimeters thick, which means it 20 is ___ of the height of the wall. Which is thicker the 8 inch red stripe or the 20 254 centimeter blue stripe?
3 2 2. Jody gave _ of the cake to her 13 friends to share equally. Frank gave _ of the 5 5 cake to his 8 friends to share equally. Who got more cake, each of Jodys friends, or each of Franks friends?

1 1. Estimate where the value of 3 _ is located on the number line. 2
Which fraction is equivalent to the given fraction?

4 2. __ 5 8 __ 9 3 3. __ 4 15 __ 18 8 4. __ 14 12 __ 16 4 __ 9 16 __ 28 12 __ 17 15 __ 20 9 __ 10 8 __ 16 20 __ 24 10 __ 12 16 __ 20
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CHAPTER 6 Fractions

1. Put the following fractions in order from least to greatest:
3 __ 22 3 __ 7 3 __ 12 3 __ 13 3 __ 28 3 __ 5 3 __ 17
Can you compare these fractions without dividing? Write a rule for how to compare fractions that have the same numerator. 2. Describe three situations in your everyday life where comparing fractions is important. 3. Some people think that when you divide a number you always end up with a smaller value. Explain why this isnt true. Give examples.
Find the Errors
A student made 2 mistakes below. Find and correct each mistake. 1. 2. 3.
LOOKING BACK
Vocabulary: equivalent fractions Student Self Assessment: Do I get it? 1. How do I divide fractions? 2. How do I use division to compare fractions? 3. What are equivalent fractions?
309
LESSON
32
Equivalent Rates
Objectives
Extend the concept of equivalent fractions to rates and ratios. Use fraction division to test if two rates are equal. Use fraction division to verify calculations involving rates.
Vocabulary
equivalent rates
Concepts and Skills

RR.10 RR.12 RR.13 SN.8 Express division by a rate or ratio as multiplication by the inverted rate or ratio. Determine if two rates are equal. Find rates that are equivalent to a given rate. Solve word problems involving rates.

What are equivalent fractions? How do you use division to test if two fractions are equivalent? What is a rate? How do you multiply by rates?

1. Use mental math to determine if the fractions are equivalent.
9 3 a. __ and __ 5 10 10 4 b. __ and __ 6 15 6 4 c. __ and __ 3 8
2. Use mental math to nd the value of each expression. Dont forget the units!
9 cups a. _____ 20 days 4 days 8 dollars b. _______ 12 hours 1 hour
c. ______ 33 boxes 3 boxes
4 hats
310
CHAPTER 6 Fractions
LESSON
32
Equivalent Rates
We spent the past couple of lessons discussing equivalent fractions. We can apply the same concepts to equivalent ratios and equivalent rates. This is the topic of the current lesson. Lets start by answering the following rate problem: It takes 3 potatoes to feed 5 people:
Concepts and Skills: RR.10, RR.12, RR.13, SN.8
How many potatoes does it take to feed 15 people? This is an easy problem. We are going from people to potatoes, so we use the following rate:
To see how many potatoes are needed to feed 15 people, we multiply 15 people by the above rate:
Since 15 5 equals 3, and 3 3 equals 9, the above expression equals 9 potatoes:
This means 9 potatoes are needed to feed 15 people:
Equivalent Rates
Its important to realize that 9 potatoes for 15 people is an equivalent rate to 3 potatoes for 5 people. In other words, the two rates are equal:
LESSON 32 Equivalent Rates
311
In the previous lesson we used division to test if two fractions are equal. Lets use 3 that method to show that the above two rates are equal. If they are equal, dividing _ 5 __ 9 by 15 should equal 1. Lets test this:
Dividing by a fraction is the same a multiplying by the inverted fraction:
We know that 5 9 equals 45:
Now lets calculate 3 15:
9 3 45 This is also equal to 45, which tells us that _ __ equals __: 5 15 45
9 45 3 Since __ equals a whole, we conclude that _ is equivalent to __: 5 45 15
This veries that 9 potatoes for 15 people is an equivalent rate to 3 potatoes for 5 people:
9 potatoes 3 potatoes ________ ________ 5 people = 15 people
1. Answer each question. Then use the result to write two equivalent rates. Divide the rates to verify that they are equivalent. a. If the pay is 7 dollars an hour, how much is made in 8 hours? b. It took 2 cars to drive 3 families. If there were 12 families, how many cars were needed? c. Two quarters has the same value as 10 nickels. How many quarters is 60 nickels worth?
312
CHAPTER 6 Fractions
Verifying Answers
We just learned how to test if two rates are equivalent. This gives us a powerful way to check our answers when working with rate problems. For example, here is an answer that a student gave on a test question:
The student answered 62 miles. If this is correct then 62 miles per 48 hours should be an equivalent rate to 3 miles per 2 hours. Lets test this by dividing these rates:
62 miles _______ 48 hours
3 miles ______ 2 hours
Without the units we have:
Dividing by a fraction is the same as multiplying by the inverted fraction:
Lets multiply 62 2 rst:
Now lets multiply 48 3:
62 3 124 This means that __ _ equals ___: 48 2 144
62 __ 48
3 124 __ ___ 2 = 144
62 3 124 Since ___ is not a whole, it means that __ is NOT equivalent to _. This shows that 144 48 2 the students answer is wrong:
313
Lets nd the correct answer to this problem. This problem is asking us to go from hours to miles, so we use the following rate:
To convert 48 hours into miles traveled, we multiply 48 hours by the above rate:
To evaluate this, lets rst calculate 48 2:
Now lets calculate 3 24:
This tells us that the robot travels 72 miles in 48 hours:
This also means that 72 miles per 48 hours is equivalent to 3 miles per 2 hours:
Look back at our calculations and see if you can determine what mistake the student might have made to get 62 miles instead of the correct answer of 72 miles.
2. Use division to verify that 72 miles per 48 hours is indeed equivalent to 3 miles per 2 hours.
314
CHAPTER 6 Fractions
3. Test if the rates are equivalent. Place = or in the circle to make the statement true.
Problem Set
Copy the equivalent rates and ll in the missing units. 1. 2.
3.
4.
Find the value of each expression. Dont forget the units! 5. 6.
7.
8.
9.
10. Use the results you got in questions 5-9 to generate equivalent rates. a. b.
c.
d.
e.
315
Test if the rates are equal. Use = or to make the statement true. 11. 12.
13.
14.
15.
16.
Check the student work to see if the answers are correct. Fix any incorrect answers. 17.
18.
19.
Find two equivalent rates for each of the following. 20. 21. 22.
Solve the following problems. 23. There are 2 triangles for every 5 circles in the design below. If there are 32 triangles, how many circles are there?
24. If you extended the above design and used 160 triangles for every 390 circles, would you keep to the 2 triangles for every 5 circles design? Explain. 25. One of the top long-distance runners ran the rst mile in 5 minutes. If he can maintain that speed, how many miles will he run in 60 minutes? 26. Since 60 minutes is an hour, write your result in the previous question as an equivalent speed in miles per hour. 316 |
CHAPTER 6 Fractions
27. On average Kelly makes 6 out of 10 attempted free throw shots. If she made 54 free throw points in the season, how many attempts did she make? 28. The t-shirts are on sale, 4 shirts for $19. How much will 24 shirts cost? 29. If a student makes $8 an hour, how much will the student make in a week if he works 40 hours a week? Write the result as an equivalent weekly rate. 30. Continuing from the previous problem, how much will the student earn in a year if the student works all 52 weeks in the year? Write the result as an equivalent yearly rate (dollars per year). This rate is the students yearly salary.
Challenge Problems
Here are some multi-step problems. 1. You are lling a 108 gallon jacuzzi with water. You have two faucets going into the jacuzzi. One faucet releases water at the rate of 5 gallons per minute. The other faucet goes at the rate of 4 gallons per minute. Using both faucets at the same time, how long will it take to ll the 108 gallon jacuzzi? 2. Glamour Plus offers 5 tubes of lip gloss for $10, where each tube is 3 ounces. A-Plus Beauty Supply offers 2 tubes of lip gloss for $5, but each tube is 4 ounces. Which store has the better deal? If you need help, try this: If you spend the same amount at each store, which store will give you more ounces of lip gloss?

4 errors 1. Find the rate equivalent to ________ ? 6 problems 9 errors _________ 15 problems 6 errors ________ 9 problems 8 errors _________ 18 problems 12 errors _________ 24 problems

1. In the previous lesson we learned how to compare fractions using division. You can use the same technique to compare rates. For example, compare the following two brands of yogurt: Yummy Yogurt gives you 10 ounces for 78 cents. Healthy Plus Yogurt gives you 8 ounces for 60 cents. Which brand gives you more yogurt for your money? 2. This question continues from the previous math journal question. See if you compared the rates correctly by nding how much it would cost to buy 80 ounces of each brand of yogurt. Which one costs less for the 80 ounces? Explain the results you get and how they compare to what you found in the previous problem.
317
Find the Errors
A student made a mistake forming an equivalent rate. Identify and x the mistake. 1.
LOOKING BACK
Vocabulary: equivalent rate, equivalent ratio Student Self Assessment: Do I get it? 1. How do I test if two rates are equal? 2. How do I verify my answer when I solve rate problems?
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CHAPTER 6 Fractions
Summary and Review
Chapter 6: Fractions
Chapter Accomplishments
We understand the denition of a fraction on the number line. We know how to describe quantities and verbal information using fractions and units. We know how to multiply and divide fractions and apply the commutative property of multiplication. We understand the concept of equivalent fractions and we know how to apply this concept to solving problems involving rates. We know how to compare fractions.
Vocabulary from the Chapter
area commutative property of multiplication denominator equal parts
equivalent fractions equivalent rates fractions greater-than sign (>) inequality
less-than sign (<) numerator rational numbers unit fraction
Concepts and Skills Check
1. What do the numerator and denominator of a fraction represent?

2 2. What is _ of 12? 3
3. What is half of 5? 4. Apply the commutative property of multiplication to 6 h.

72 5. Write __ as a whole number. 3 2 6. What fraction is equivalent to _ and has a denominator of 15? 5
Find the value of each expression. 7. 6 __ 5

7 2 5 8. __ __ 3 7 8 5 9. __ __ 3 2
Compare the fractions using the <, >, or = symbol.

7 10. __ 3 5 __ 2
1 1 Challenge: Name the fraction between _ and _ that has a denominator of 5. 3 2
Whats Next?
Next well learn how to nd the prime factorization of whole numbers. This is a useful skill when working with fractions.
CHAPTER 6 Fractions
319

AR Chapter 6 Student Text

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Chapter 6

ARE YOU READY?

Numbers in Between Whole Numbers

Concepts and Skills

Remember from Before

Get Your Brain in Gear

Numbers in between Whole Numbers

Concepts and Skills: RN.1, RN.4, RN.10

Fractions on the Number Line

To nd the value, we rst express 1 using 4 equal jumps:

LESSON 26 Numbers in Between Whole Numbers

Lets look at another example.

To nd the value, we rst express 1 using 3 equal jumps:

1 We call this number ve-thirds, and we can express it as repeated addition of _: 3

Instead of repeated addition, we can simplify the above using multiplication:

Check for Understanding

2. Express the variable as a fraction:

4. Express __ as repeated addition, then express the repeated addition as 6 multiplication.

Check for Understanding

LESSON 26 Numbers in Between Whole Numbers

One is a Fraction Too

1 We can express a whole as 3 jumps of + _ : 3

3 1 To make _, we also use 3 jumps of _: 3 3

3 Therefore _ is the same number as 1: 3

Whole Numbers are Fractions Too

The denominator of 1 means we rst express a whole using a single jump:

4 After multiplying by _ we get 4 of those jumps: 1

All whole numbers can be represented as fractions in this way:

Check for Understanding

7. Which of these fractions are whole numbers? Explain why.

Comparing Rational Numbers

We call > the greater-than sign.

LESSON 26 Numbers in Between Whole Numbers

1 Now we nd _ by breaking a whole into 3 equal parts: 3

Zero jumps of any amount is zero.

Check for Understanding

11. Rewrite each inequality using the < sign.

LESSON 26 Numbers in Between Whole Numbers

What is the fraction represented by p on each number line? 6. 7.

What fraction does the expression equal? 8.

Multiple Choice Practice

4. Which fraction is greater than a whole?

5. Which fraction is less than a whole?

6. Which fraction is equal to a whole?

3 7. Which fraction is greater than __ ? 5 3 __ 7 2 __ 5 3 __ 4 1 __ 2

LESSON 26 Numbers in Between Whole Numbers

Math Journal Questions

Find the Errors

A student made 3 mistakes below. Find and correct each mistake. 1.

Concepts and Skills

Remember from Before

Get Your Brain in Gear

LESSON 27 Fractions of Units

Concepts and Skills: RN.2, RN.3, SN.2

Just as we said before, this means:

5 After multiplying by _ we end up with 5 of those parts: 4

Check for Understanding

3. What fraction of a pizza best describes each amount of pizza below?

2 This is a total of 8 people. From this we conclude that _ of 12 people is 8 people: 3

Lets look at a different example. Here is a box containing 6 circles:

LESSON 27 Fractions of Units

Check for Understanding

5. Draw a diagram for each expression: a. b. c. d.

3 7. Which fraction is greater than ? 5 3 7 2 5 3 4 1 __ 2

3 4 1 cup 5 12 of 36 people 2 __ 7 of a week

5 6 of a candy bar 9 8 of 21 dollars

5 6 of 18 cars is 15 cars 3 10 of 100 dollars is 30 dollars

5 3 of 6 boxes is 10 boxes 8 2 of 30 dollars is 120 dollars