Chapter 08 PDF

CHAPTE R
8
Planner
Decimals and Fractions
The Skills Trace

BIG Idea Vertical Alignment
When students have an understanding of equivalent fractions, they are ready to
relate fractions and decimals. Students will use their understanding of fractions, Previous Grade
mixed numbers, and decimals to solve problems involving measurement. They
In the previous grade, students learned to:
will learn fraction and decimal equivalents. Ideally, students should develop the
• Use models to represent fractions that name part of
ability to compare and order quantities without referring to models.
a whole and part of a set.
• Compare and order fractions.
Targeted Standards • Find equivalent fractions.
GLE 0406.1.2 Apply and adapt a variety of appropriate strategies to problem • Represent, compare, and order fractions greater than one.
solving, including estimation, and reasonableness of the solution.
GLE 0406.2.1 Understand place value of numbers from hundredths to the
hundred-thousands place.
GLE 0406.2.4 Understand and use the connections between fractions and
This Grade
decimals. During this chapter, students learn to:
• Write decimals greater than one.
GLE 0406.2.6 Solve problems involving whole numbers, fractions, and/or
• Compare and order decimals and fractions.
decimals using all four arithmetic operations.
• Find equivalent fractions.
• Write a fraction in simplest form.
• Write mixed numbers and improper fractions.
• Identify, read, and write tenths, hundredths, and
thousandths as decimals and fractions.
• Find fraction and decimal equivalents.
After this chapter, students learn to:
• Add and subtract like and unlike fractions.
• Add and subtract decimals.
Next Grade
In the next grade, students learn to:
Print and Online Professional Development
• Add and subtract decimals, fractions, and mixed numbers.
articles can be found in the Teacher Resource
• Write a fraction in simplest form.
Handbook. These articles on current issues will allow
• Compare fractions.
you to implement new mathematical strategies and
enhance your classroom performance.
Digital Videos The McGraw-Hill

Professional Development Video
Library provides short videos that support
McGraw-Hill’s Math Connects. For
Vertical Alignment and Backmapping
support for this chapter, the following video
is available. McGraw-Hill’s Math Connects program was conceived
and developed with the final results in mind: student success in
Place Value Models and Expanded Notation Algebra 1 and beyond. The authors developed this brand-new
series by backmapping from Algebra 1 concepts, and vertically
Other videos, program walkthroughs, online courses, and video aligning the topics so that they build upon prior skills and
workshops are available at mhpdonline.com. concepts and serve as a foundation for future topics.
380A Decimals and Fractions

Chapter at a Glance
Lesson Pacing Resources
Multi-Part
Lesson 1 Decimals
3 days Materials and Manipulatives
colored pencils, index cards, play money
Get ConnectED
A Place Value Through
Tenths and Hundredths GLE 0406.2.1 Leveled Worksheets Problem of the Day
B Tenths GLE 0406.2.1 Explore Worksheet Self-Check Quiz
Visual Vocabulary Cards Personal Tutor
C Hundredths GLE 0406.2.1 Lesson Animations Virtual Manipulatives
Daily Transparencies eGames
D Decimals Greater Than One GLE 0406.2.1
Hands-On Activity Tools and
Resources
E Compare and Order Decimals SPI 0406.1.2
Multi-Part
Lesson 2 Fractions
colored pencils, 6 blue cards, 4 red cards, 2 yellow cards, scissors, paper
plates, fraction tiles,
plates tiles rulers,
rulers counters,
counters play money
A Equivalent Fractions SPI 0406.2.5
Get ConnectED
B Equivalent Fractions SPI 0406.2.5
Leveled Worksheets Self-Check Quiz
C Problem-Solving Strategy: Explore Worksheet Personal Tutor
Make a Model SPI 0406.2.10 Visual Vocabulary Cards Virtual Manipulatives
Lesson Animations Graphic Novel Animation
D Compare and Order Fractions SPI 0406.2.6
Daily Transparencies Math Song Animation
E Simplest Form SPI 0406.2.4 Problem of the Day Real-World Problem Solving
Hands-On Activity Tools and Readers
F Mixed Numbers SPI 0406.2.2 Resources eGames
Multi-Part
Lesson 3 Relate Fractions and
Decimals
colored pencils, index cards, play money
Get ConnectED
A Fractions and Decimals GLE 0406.2.4
Leveled Worksheets Self-Check Quiz
B Fractions and Decimals GLE 0406.2.4
Explore Worksheets Personal Tutor
C Problem-Solving Investigation: Lesson Animations Virtual Manipulatives
Choose a Strategy GLE 0406.1.2 Daily Transparencies Hands-On Activity Tools and
Problem of the Day Resources
D Model Fraction and eGames
Decimal Equivalents GLE 0406.2.4
E Fraction and Decimal Equivalents GLE 0406.2.4
Decimals and Fractions 380B

CHAPTE R
8
Planner
Vocabulary and Language Connections
Math Vocabulary
Glossary
The following math vocabulary words are listed in the glossary of the Student Edition.
Get ConnectED Find interactive definitions in 13 languages in the eGlossary and review
vocabulary eGames at connectED.mcgraw-hill.com.
decimal A number that uses place value, mixed number A number that has a whole
numbers, and a decimal point to show number part and a fraction part.
Example: 6 _
part of a whole. 3
4
equivalent fractions Fractions that represent simplest form A fraction in which the
the same number. numerator and the denominator have
Example: _ = _
3 6
no common factor greater than 1.
4 8
Example: _ is the simplest form of _.
3 6
greatest common factor The greatest of the 5 10
common factors of two or more numbers. tenths A place value position. One of ten
equal parts or _.
Example: The greatest common factor of 1
10
12, 18, and 30 is 6. Example: In the number 0.3, 3 is in the
tenths place.
hundredths A place value position. One of
one hundred equal parts. thousandths A place value position. One of
one thousand equal parts or _.
Example: In the number 0.05, 5 is in the 1
1,000
hundredths place. Example: In the decimal 0.789, 9 is in the
thousandths place.
improper fraction A fraction with a
numerator that is greater than or equal
to the denominator.
Examples: _ or _
17 5
3 5
Have students hotdog fold a piece of paper. On one side, students

should list five vocabulary words. On the other side, students should
give one example of each word, but out of order. Tell students to
exchange papers and then match each vocabulary term with the
example that represents the word.
Visual Vocabulary Cards

Use Visual Vocabulary Cards to reinforce the vocabulary in
this chapter in English and Spanish. (The Define/Example/
Ask routine is printed on the back of each card.) ISBN: 978-0-02-101741-6
MHID: 0-02-101741-7
Copyright © by The McGraw-Hill
All rights reserved.
Companies, Inc.
380C Decimals and Fractions

ELL Support
Multi-Part
Lesson 1 Decimals Check with your school library or your local
public library for these titles. ✔ 0406.1.10
Level Activity Modality
AL Beginning Phonemics Auditory, Intrapersonal, Kinesthetic Multi-Part Lesson 1
OL Intermediate Music Linguistic, Kinesthetic, Social Follow the Money
Loreen Leedy
BL Advanced Academic Vocabulary Linguistic, Logical, Interpersonal
Extend Peer Teaching Beyond Level Multi-Part Lesson 2
Fraction Fun
David A. Adler
Multi-Part
Lesson 2 Fractions Inchworm and a Half
Elinor J. Pinczes
Level Activity Modality Fraction Action
AL Beginning Word Recognition Visual, Auditory, Logical Loreen Leedy
OL Intermediate Memory Devices Linguistic, Auditory, Interpersonal
Multi-Part Lesson 3
BL Advanced Cognates Linguistic, Auditory, Interpersonal
Follow the Money
Extend Peer Teaching On and Beyond Level Loreen Leedy
Sir Cumference and the First
Multi-Part
Lesson 3 Relate Fractions and Decimals
Round Table
Cindy Neuschwander
Level Activity Modality

AL Beginning Word Meanings Visual, Linguistic, Interpersonal
OL Intermediate Speak and Pass Linguistic, Auditory, Interpersonal Real-World Problem
BL Advanced Multiple Meanings Linguistic, Kinesthetic, Interpersonal
Solving Library ✔ 0406.1.10
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Find other English Language Learner strategies.

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• “English Learners and Mathematics: Best • Multilingual eGlossary For additional support, see the Real-World
Practices for Effective Instruction” by • Visual Vocabulary Cards Problem Solving Readers Teacher Guide.
Kathryn Heinze (pp. TR32–TR33) • Language Alerts (pp. 383, 402, 427, 428)
• “Engaging English Language Learners in • ELL Guide (pp. 20–21, 24–27)
Reading and Language Arts Support
Your Classroom” by Gladis Kersaint
(pp. TR34–TR35) For activities to connect reading and language arts to this
chapter’s math concepts, see Reading and Language Arts
Support in the Grade 4 Math Connects Program Overview.
Leveled Reader Database

Get ConnectED connectED.mcgraw-hill.com
Search by
• Content Area • Lexile Score
• Guided Reading Level • Benchmark Level
Decimals and Fractions 380D

CHAPTE R
8
Planner
Learning Stations
LOGICAL
individual
Money Fractions
Materials:
Explain which fractions are used in our system of money.
• paper
• What fraction of a dollar is each of the coins we use?
• pencils
quarter = _, dime = _ , nickel = _ , penny = _
1 1 1 1
4 10 20 100
• How are they expressed in decimals? 0.25, 0.1, 0.05, 0.01
• Compare the coin values to each other by placing their decimal values
in order from least to greatest. Explain how you have placed them in
order. Sample answer: 0.01, 0.05, 0.1, 0.25; Compare the digits in each
place value, knowing that tenths are greater than hundredths.
43
VISUAL
pair
pair
Decimal Pictures
Materials:
Using a 10-by-10 grid, challenge your partner to figure out how much of
• 10-by-10 grids
each color you used to make a picture.
• markers in red, yellow,
• Each partner makes a picture on a 10-by-10 grid by coloring in squares.
orange, blue, green,
Color in each square on the grid with one of eight colors:
purple, brown, and black
red, yellow, orange, blue, green, purple, brown, or black.
• pencils
• Challenge your partner to make a color key for your picture, showing
in decimals how many hundredths of each color there are.
See students’ work.
44
SPATIAL
group
Where Do You Sit?

Materials:
• Read Sir Cumference and the First Round Table by Cindy Neuschwander
• Sir Cumference and the
or a similar book by yourself or with the class.
First Round Table by
• Model a round table by putting 20 desks into a circle. Think of this circle Cindy Neuschwander
as a pie divided into wedges. What fraction represents one desk? Express • desks
the fraction as a decimal. _
1 ; 0.05
20
• Model a rectangular table with a 2 × 10 array of desks. Now what fraction
represents one desk? How do the two models compare? _ 1 ; Each desk
20
represents the same number even though the models are shaped differently.
45
380E Decimals and Fractions

LOGICAL
individual
Plant Care
Materials:
Plant fertilizer usually contains nitrogen, phosphorus, and potassium.
• paper
• The numbers 20-20-20 mean that there is _ of each of the three main
20
100 • pencils
ingredients in the fertilizer. Express the amounts of each main ingredient
in fraction and in decimal form. _ ; 0.20
20
100
• What fraction of the fertilizer is none of those three ingredients? _
40
100
Express this category in decimal form. 0.40
• How would you write the ingredients of a 50-10-10 fish fertilizer as
decimals? 0.50, 0.10, 0.10
46
VISUAL
individual
Healthy Shopping
Materials:
Make your own healthy store circular, where the prices are all in fractions.
• grocery store
• Cut out examples of healthy foods from grocery store circulars. Be sure circulars
to include the prices.
• scissors
• Make your own shopping circular. Glue the examples of the foods • glue
you chose onto paper.
• markers
• Under each food, write the price as a fraction. • paper
• Write the prices from least to greatest. Explain.
See student’s work.
47
LOGICAL
pair
Olympic Race
Materials:
In the Olympics, an athlete’s performance is scored using decimals.
• index cards
• Have each student make a set of 6 score cards. Jana Riley’s
• number cubes
• To create each score card, have each student write a 1 in the hundreds skating score: 156.54
• pencils
place. Then each student rolls a number cube to find the tens place, the
ones place, the tenths place, and the hundredths place of each score.
• Have students shuffle their cards. Then each person races to place
their scores in order from greatest to least. The person who places the
scores in order first wins.
48
Decimals and Fractions 380F

CHAPTER 8 CHAPTE R
Introduce the Chapter

E Essential Question
8 Decimals and Fractions
connectED.mcgraw-hill.com
The
• What do you know about decimals?
Sample answer: Each place value is 10 times greater Investigate BIG Idea
How are decimals
than the place value to its immediate right. Decimals Animations and fractions
can be written in standard form, word form, and connected?
Vocabulary
expanded form.
Math Songs
• How are equivalent fractions and simplest form of
fractions related? Sample answer: The simplest form Multilingual
eGlossary
of a fraction is always equivalent to other fractions.
• How are fractions and decimals alike? different?
Learn alent
Sample answer: Fractions and decimals both show part Make this Foldable Equiv tions
Frac
ions and Decim
als
Personal Tutor to help you organize Frac
t
of a whole and can represent the same amount.; They cim
a ls
information about De
differ in the way they are written. Virtual
Manipulatives decimals and
fractions. Begin
Audio with one sheet of
E WRITE MATH Have students make a list in their
Foldables
8 _ ” × 11” paper.
1
2
Math Journals of situations where they have seen decimals
used. The list might include money, sports, length, time, or
Practice New Vocabulary
weight. Tell them to give specific examples.
Self-Check Practice decimal decimal
a number that uses
Dinah Zike’s place value, numbers,
eGames
Foldables® and a decimal point
Worksheets to show part of a whole
Go to connectED.mcgraw-hill.com to provide students
0.3
Assessment 6 004A 112056
with directions to create their own Foldables graphic Key Vocabulary
organizers for this chapter. Students may also use their Español
English
Foldables to study and review for chapter assessments. fracciones equivalentes
equivalent fractions
maximo común divisor
When to Use It Lessons 1A–1E, 2A–2F, 3A–3E (Additional greatest common factor
forma reducida
instructions for using the Foldable with these lessons are simplest form
número mixto
found in the Mid-Chapter Check and Chapter Study Guide mixed number
and Review.)
380
Key Vocabulary 380_382_C08_CO_103030.indd 380 3/1/10 2:
Introduce the Key vocabulary in the chapter using the Chapter Project
routine below.
Define: A decimal is a number with one or more digits to Bake Sale Equivalents Students plan a bake sale and price their goods in decimal form.
the right of the decimal point. • Students determine which items they will sell and prices for each item in decimal form.
Example: The amount $2.05 is a decimal. • Students create a poster that shows a picture of each item being sold with the price of
Ask: Can you name a dollar amount that uses a decimal? the item below it. Have students arrange the pictures of the items so that they are in
order from least to greatest price.
Student Glossary
Graphic Organizer Refer to the Chapter Resource Masters for a rubric to assess students’ progress on this project.
Notetaking

When Will I Use This?
When Will I Use This?
Nicholas in Flying Feat Right, Nicholas! Your turn,
Flying Feat
Each student will use their tape Olivia. Read the story. You may wish to use the blank Graphic
Boy, this paper measure and I’ll write down
airplane contest is the distance their plane flies. Novels provided in Hands-On Activity Tools and Resources
going to be fun,
Mr. Grey! to help develop writing and speech skills.
• What might Nicholas want to figure out?
Sample answer: whose paper airplane flew the
greatest distance
• How can Nicholas find the answer? Sample answer:
OK! by measuring the flight of his paper airplane then
ordering all of the flight distances
My Good
Wow! Mine went
How far
airplane went
3–
throw, 6 –14 feet. • Is there any extra or missing information? Missing:
7 4 feet. My Ethan!
did it go? Sweet! turn! the distance Nicholas’s airplane flew
✔ 0406.1.10 Use age-appropriate books, stories, and videos to
convey ideas of mathematics.
For additional reading and language arts activities,

including support for reading a graphic novel, see Reading
and Language Arts Support in the Grade 4 Math Connects
Program Overview.
5 –12 feet. Your Hope my Animated Graphic Novel

Julian and 6 –13 feet! turn,
Teresa, how Nicholas. airplane goes
about you? the farthest. Visit connectED.mcgraw-hill.com to
download the animated version of
“Flying Feat.”
Your Tthiusrn!
You willll sollve err.
er
problem in the chapte
Decimals and Fractions 381
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Print er PDF
For more information about parent involvement,

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Available in
in Young Children Learning Mathematics” by
English • Spanish
Paul Giganti, Jr. See the Teacher Resource Handbook
pp. TR44-TR45.
Decimals and Fractions 381
Diagnostic Assessment
1 ASSESS
You have two options for checking Prerequisite Skills for this chapter.
Text Option
“Are You Ready for the Chapter?”
SE Student Edition Are You Ready You have two options for checking
for the Chapter? Prerequisite Skills for this chapter.
O
Online Option Text Option Take the Quick Check below.
Take the Online Readiness Quiz.

Write a fraction to describe the part that is green.
1.
_7 2.
_2 3.
_
68
10 10 100
_8 _
Write each as a fraction.
4. four-tenths
_4 5. eight-tenths 6. twenty-hundredths
20
10 10 100
7. Measurement On Tuesday, seven tenths of an inch of rain fell.
Write the amount of rain that fell as a fraction. 7 _
10
Algebra Copy and complete.

8. 2 9. 8
4
__
1
__ = ___ 5
= ___
10
5 10
4 6
10. In Salvador’s aquarium, ___
10
of the fish are yellow, and ___
10
are blue.
_ _
Are there more blue or yellow fish in Salvador’s aquarium?
Explain how you know. blue fish; 6 > 4
10 10
Online Option Take the Online Readiness Quiz.
380_382_C08_CO_103030.indd 382 3/1/10 3:00 PM

2 DIAGNOSE AND PRESCRIBE 3 REASSESS
RtI (Response to Intervention) Administer the Diagnostic Test.
Based on the results of the Diagnostic Assessment, use the charts below to address Diagnostic Test
individual needs before beginning the chapter. 001_015_C08_101801.i
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Write a fraction to describe
1.
2.
the part that is shaded.
3.
1.
Are You Ready 2.
If students miss 2 or 3 in Exercises 1–10, Practice

for the Chapter?
Write each as a fraction
. 3.
Write a fraction to describe
the part that is shaded. 4. two-tenths
1.
2.
3. 4.
5. nine-tenths
Then choose a resource: 6. sixty-four hundredths

5.
6.
Write each as a fraction. 7. Measurement A
female ant can be as
Learning Stations (pp. 380E–380F)

long as 5-tenths of an
TE
inch. Write the length
of a female ant as a fraction.
Copyright © Macmillan/McG
4. six-tenths 7.
ALGEBRA Complete
to find equivalent fraction
Companies, Inc.
5. one-tenth s.
2
8. _
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Hill, a division of The McGraw-Hill

Are You Ready? Practice
6. eighty-eight hundredths 5 10
8.
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7. Measurement Julia
won the race by one hundredth
Write the amount of time of a second.
3
9. _
=_
she won the race by as 5 10
a fraction.
ALGEBRA Complete 9.
to find equivalent fractions.
Get ConnectED
Copyright © Macmillan/McGraw-
Self-Check Quiz
1
10. _
=_
2
8. _
McGraw-Hill Companies,
=_ 1
9. _ 2 2 10
5 10 =_ 3
10. _
5 =_ 10.
5 10
11. There are ___
3
11. In a bowl of mixed 10 green peppers and ___
7
10 red peppers in a basket.
56
nuts, ____ were cashews and ____
44 Are there more green
Are there more cashews 100 were peanuts. or red peppers in the
or peanuts in the bowl?100 basket?
11.
Inc.
Grade 4 • Decimals
and Fractions
5 8
and Fractions
TIER Strategic Intervention

2 approaching grade level
AL 001_015_C08_101801.indd
Name
Page 6 12/5/09 9:28:20
:28:20 AM u-s035
Date
%0/XXXXXXXXXXXX
XXX_SE/Appli...
Are You Ready

If students miss 4–6 in Exercises 1–10, Review
for the Chapter?
Example:
Then choose a resource: The model above shows

parts shaded. There are
shaded. This represents
3 out of 10
3 tenths
3
The model above shows
100 parts shaded. There
42 out of
are 42
the fraction ___
10 . hundredths shaded. This
represents
42
the fraction ____
100.
Strategic Intervention Guide (pp. T22–T25, T88–T89, Use the examples above
1. four-tenths
to write each as a fraction.
2. five-tenths
T92–T93, T95)
3. one-tenth
4. 8 out of ten
5. 6 out of ten
6. thirty-one hundredths
7. ninety-five hundredths
8. fifty-hundredths
Are You Ready? Review 9. 67 out of 100

10. 4 out of 100
11. In a coloring contest,

2 out of 10 kids won
of kids that won prizes prizes. Write the number
in the coloring contest
as a fraction.
Get ConnectED
12. In a crowd, 26 out
Lesson Animations
of 100 people are wearing
Companies, Inc.
Write how many people hats.

are wearing hats as a
fraction.
13. Shelby has 70 out
of 100 pennies. Write
100 pennies Shelby has what part out of
as a fraction.
6
and Fractions
TIER Intensive Intervention

3 2 or more years below grade level
If students miss 7 or more in Exercises 1–10,
use Math Triumphs, an intensive math intervention

Then
program from McGraw-Hill
Chapter 5 Fractions
Chapter 6 Decimals
Chapter 7 Fractions and Decimals
Beyond Level BL 001_015_C08_101801.indd

Page 7 12/5/09 9:28:20 AM u-s035
%0/XXXXXXXXXXXXX_SE/Ap
XXX_SE/Appli...
Name
Date
Are You Ready

If students miss 1 or less in Exercises 1–10, Apply
for the Chapter?
Use models to write

fractions.
1. Use a base-ten model
to 2. Use base-ten models
show the fraction ___
2
. to
10 show the fraction 3___
4
. 10
Then choose a resource:

3. If you had a grid with
100 squares and 82 were
fraction would this represent? shaded, what
TE Chapter Project (p. 380) Write each as a fraction.
4. Alyssa is writing a
research paper
that is 10 pages long. 5. Nate is a baseball
pitcher. He has
Companies, Inc.
She has written

7 pages so far. Write the pitched 8 out of 10 strikes.
number Write the
of pages Alyssa has written number of pitches that
as a were not
fraction. strikes as a fraction.
Are You Ready? Apply

6. In the Park Elementary

band, 15 out 7. Measurement Gary
of 100 students play the ran forty-five
drums. Write hundredths of a 100-yard
the number of students football
who play the field. Write the length
drums as a fraction. of the football
field that Gary ran as
a fraction.
Get ConnectED
eGames: Blip’s Satellite Service–

ALGEBRA Complete
to find equivalent fractions.
8. _4
=_ 2
5 10 9. _ =_
10. Judy has 3 out of 3 6
Equivalent Fractions
5 apple slices. Write 11. Golf Galaxy sports
an equivalent fraction. store has 100 golf
balls on sale. Of these 42
golf balls, ____
58
are red and ____ 100
100 are blue. Are there
more red or blue golf
balls for sale?
and Fractions
Decimals and Fractions 382A

Multi-Part
Lesson 1 Decimals
Planner
PART A PART B
PART
A Place Value Through Title / Main Objective Place Value Through Tenths (pp. 385–387)
Tenths and Hundredths Tenths and Hundredths (pp. 383–384)
B Tenths Explore decimals. Model and describe tenths as part of

the base-ten system.
C Hundredths
Standards GLE 0406.2.1 GLE 0406.2.1, SPI 0406.2.1
D Decimals Greater Than One
E Compare and Order Decimals Vocabulary decimal, tenths
Visual Vocabulary Cards 13, 68

Materials/ colored pencils colored pencils, index cards
How can place value be used to compare Manipulatives
decimals? Sample answer: Use decimal points 10 play dimes per student
to line up decimals and then compare the
Resources Get ConnecttED Get ConnecttED
digits in each place value, starting with the
greatest place value. ✔ 0406.1.10 Explore Worksheet Leveled Worksheets
Lesson Animations VVisual Vocabulary Cards
Focus on Math Background VVirtual Manipulatives Lesson Animations
Place value provides the foundation for Hands-On Activity Tools and Resources Daily Transparencies
understanding decimals. At this point, students Problem of the Day
should understand that a place value on the Self-Check Quiz
left is 10 times greater than the place value on Personal Tutor
its right. During this multi-part lesson, students
VVirtual Manipulatives
will find that this is also true for decimals. For
Hands-On Activity Tools and Resources
example, the value of the tenths place is ten
times greater than the value of the hundredths
place, while the value of the hundredths place
is one-tenth the value of the tenths place.
Students can use number lines, place-value

charts, tenths models, hundredths grids, and
base-ten blocks to help them compare and
order decimals. It is important that students
understand that they can write extra 0s to the Blended Approach IMPACT Mathematics: Unit E-1 IMPACT Mathematics: Unit E-1
right of the right-most digit in a decimal to Refer to the Blending
provide the same number of decimal places Math Connects and
for comparison. IMPACT Mathematics
guide for detailed
lesson plans.
Suggested Pacing (13 Days)

IWB All digital assets are Interactive
Multi-Part Lessons 1 2 3 Assess
Whiteboard ready.
PART A B C D E A B C D E F A B C D E SGR PCT
Days 1 1 1 1 1 1 1 1 1 1 1 1 1
383a Decimals and Fractions

Decimals
PART C PART D PART E

Hundredths (pp. 388–391) Decimals Greater Than One Compare and Order Decimals Title / Main Objective
(pp. 392–395) (pp. 396–398)
Describe hundredths as part of the Write decimals greater than one. Compare and order decimals.
base-ten system.
GLE 0406.2.1, SPI 0406.2.1 GLE 0406.2.1, SPI 0406.2.1 SPI 0406.1.2, SPI 0406.2.6 Standards
hundredths, thousandths Vocabulary
Visual Vocabulary Card 31

colored pencils colored pencils, index cards colored pencils, index cards Materials/
Manipulatives
play dimes and pennies play dollars, dimes, and pennies play money
Get ConnecttED Get ConnecttED Get ConnecttED Resources
Leveled Worksheets Leveled Worksheets Leveled Worksheets ✔ 0406.1.10
VVisual Vocabulary Cards Lesson Animations Lesson Animations
Lesson Animations Daily Transparencies Daily Transparencies
Daily Transparencies Problem of the Day Problem of the Day
Problem of the Day Self-Check Quiz Self-Check Quiz
Self-Check Quiz Personal Tutor Personal Tutor
Personal Tutor VVirtual Manipulatives VVirtual Manipulatives
VVirtual Manipulatives Hands-On Activity Tools and Resources Hands-On Activity Tools and Resources
Hands-On Activity Tools and Resources eGames: Blip’s Satellite Service– eGames: Mount Frost–Decimals
Decimals
IMPACT Mathematics: Unit E-1 IMPACT Mathematics: Unit E-4 IMPACT Mathematics: Unit E-3 Blended Approach
Decimals and Fractions 383b

Differentiated Instruction
Approaching Level AL On Level OL
Option 1 Use with 1C Option 1 Use with 1B

Hands-On Activity Hands-On Activity
Materials: paper, pencils Materials: paper, pencils
• Guide students in making a place-value chart like the one • Tell students that they can use number lines to model
shown below. decimals in the tenths.
10 1 0.1 0.01 • Tell students that they need to divide a number line into ten
.
equal parts every time they model a decimal in the tenths.

hundredths
• Demonstrate how to model 0.3.

tenths
ones
tens
0.3
.
.
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
• Have students place the chart in a clear plastic page cover.
• Then have students model a few more decimals in the tenths.
This will allow students to use a wipe-off marker to write
Walk around the room to observe students to ensure accuracy.
decimals in the chart and then erase and use again.
• Students may want to use this place-value chart as they
complete the exercises in this lesson. Option 2 Use after 1D
Hands-On Activity
Materials: paper, pencils
Option 2 Use after 1E
• Write the following information on the
Hands-On Activity board:
Materials: pencils, place-value charts, spinners numbered 0–9
The average adult manatee is about 9.8
• Provide students with place-value charts and a spinner.
feet long and weighs 800–1,200 pounds.
• Have one student spin the
0OFT %FDJNBMT • Have students write 9.8 in expanded form
spinner 4 times as the second
and word form. 9.0 + 0.8; nine and eight-tenths
IVOESFEUIT
IVOESFET
student records each number

UFOUIT
POFT
• Then have students research an animal fact that contains a

UFOT
on the place-value chart.

decimal that is greater than one.
• The first spin should be
recorded in the tens place, the • Have students write the fact on a piece of paper. Then have
second in the ones place, the third in the tenths place, and the students write the decimal below the fact in standard form,
fourth in the hundredths place. expanded form, and word form.
• Repeat to make four numbers in all.
• Have students order their four place-value charts from Other Options
greatest to least and least to greatest.
TE Learning Station Cards 44, 47, 48
• Repeat with four more numbers with students trading roles as
Get ConnectED Lesson Animations, Virtual Manipulatives,
spinner and writer.
eGames: Blip’s Satellite Service–Decimals
Other Options
eGames: Mount Frost–Decimals
383c Decimals and Fractions

Beyond Level BL English Language Learners ELL
Option 1 Use with 1C This strategy helps English Learners learn and use the language
required to understand decimals.
Hands-On Activity
Materials: colored pencils, index cards, scissors, tape,
Find Core Vocabulary and Common Use Verbs in the online
hundredths grids
EL strategies to help students grasp the math skills; use
• Give 10 index cards to pairs of students. Language Alerts at point of use in the Teacher Edition.
Have students cut them in half.
• Then have student pairs write 20 different
AL Beginning
decimals on the bottom of the cards, one Phonemics Distinguish and pronounce -th.
decimal per card. • Say and have students repeat words with the voiceless
digraph -th at the end: with, fourth, bath, teeth.
• Next, have students work together to shade hundredths grids
to represent each decimal. Have students cut out each model • Have students write whole numbers in tens on one side of a
and tape it to the index card that contains the decimal that paper and similar tenths on the other (40 and 0.4). Say tens
it represents. or tenths, having students show the correct side. Repeat for
hundredths and thousandths.
• Have students shuffle the index cards and deal them out so
that each person gets ten index cards.
OL Intermediate
• Then have each student turn over one card and determine Music Learn and practice left and right relative to decimals and
which decimal is greater by looking at the number of squares whole numbers.
shaded on each model. • Review directional meanings of left and right. Clarify among
• The student with the greater decimal gets both cards. multiple meanings (left = gone away; right = correct).
• The student with more cards after all cards have been • Teach students “The Hokey Pokey” (You put your right foot in.
played wins. You put your right foot out. You put your right foot in and
shake it all about, etc.).
• Sing a “Decimal Pokey” version, using bodies as the decimal
Option 2 Use after 1E point. For example: “You put your tenths hand in…” Use right
Hands-On Activity hand for decimals and left hand for whole numbers.
Materials: index cards, pencils
BL Advanced
• Have students use index cards to make three sets of number
cards with the digits 0–9 on them, one digit per card. Academic Vocabulary Learn decimal point.
• Say and draw a decimal point. Say, “This mark has different
• Next, tell students to shuffle the cards and place them
names, depending on where it is used.” Guide students in
facedown in a pile.
identifying other names: period at the end of a sentence, dot
• Have students draw three cards and place them faceup. in an Internet address.
• Challenge students to write the least and greatest decimals • Model correct reading of decimals. Pair students and have
using these digits. them take turns dictating and writing decimal numbers.
Extend
Other Options Have bilingual pairs write a single-digit number. One reads it
aloud and adds a digit, either before or after the decimal, for the
Get ConnectED Lesson Animations, Virtual Manipulatives, other to read. Have peers support each other as needed. Supply
eGames: Mount Frost–Decimals sources to learn place names beyond millions and thousandths
for above-level students.
Decimals and Fractions 383d

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Remind students that in the same way that
putting zeros before whole numbers does not
change the value, putting zeros after decimals
does not change the value either.
00045 = 45
0.24000 = 0.24
1
Multi-Part
Decimals
Multi-Part
Lesson 1 Decimals
Lesson
PART A B C D E PART A B C D E
PART
Place Value Through A
Main Idea Tenths and Hundredths Place Value Through Tenths
I will explore decimals. A decimal is a number that uses place value and a decimal
Materials
point to show part of a whole. The place-value chart shows
how decimals are part of the base-ten system. You can use
and Hundredths
Workmat 6 a place-value chart and models to represent decimals.
0OFT %FDJNBMT
Objective
UIPVTBOEUIT
IVOESFEUIT
Hundreds Tens Ones Tenths Hundredths Explore decimals.

IVOESFET
UFOUIT
POFT
UFOT
Resources
hundredths grid
÷10 ÷10 ÷10 ÷10 Materials: colored pencils, WorkMat 6: Place-Value
Chart, WorkMat 7: Tenths and Hundredths Models from
Hands-On Activity Tools and Resources pp. 79 and 80
colored pencils Use a place-value chart to show seven-tenths.
U Manipulatives: 10 play dimes per student
Step 1 Use a place-value chart.
Explore Worksheet
Write 7 in the tenths column. Get ConnectED
Hundreds Tens Ones Tenths Hundredths
Get ConnectED
0 7
GLE 0406.2.1 Understand place value of numbers
GLE 0406.2.1
Understand place value of Step 2 Use a model. from hundredths to the hundred-thousands place.
numbers from hundredths
to the hundred-thousands
place.
1 INTRODUCE
Introduce the Concept
Checks for Understanding Step 3 Write the decimal.
✔ 0406.1.8 Match the spoken, 0.7
Give each student 10 play dimes.
written, concrete (including base
ten blocks), and pictorial
• Tell students to think of a dollar as 1 whole. Since there
are ten dimes in a dollar, each dime represents _ of
representations of decimals. 1
decimal point tenths place
✔ 0406.2.2 Understand decimal 10
notation as an extension of the So, seven-tenths can be written as 0.7.
a dollar.
base-ten number system.
• What fraction of a dollar is represented by
3 dimes? _
3
Lesson 1A Decimals 383 10
• Tell students that a fraction and a decimal can
represent the same amount. Next, write the following
on the board: _
= 0.
383_384_C08_EXP_103030.indd 383 3/1/10 3:06 PM
ELL
10
Pronunciation of /th/ Pronunciation of the words tenths • Explain to students that the numerator of a fraction that
and hundredths may be difficult for English learners because has a denominator of 10 should be written in the tenths
/th/ does not exist in many languages. Allow students time to place when representing the same amount as a decimal.
For example, _ = 0.1.
practice these new sounds. Use minimal pairs tens/tenths, 1
10
hundreds/hundredths, thousands/thousandths to practice • What fraction of a dollar is represented by
differentiating the sounds and pronunciations.
5 dimes? _
5
10
• Write this fraction as a decimal. 0.5
Lesson 1A Decimals 383

2 TEACH
Model forty-five hundredths. Write the decimal.
M
Activity 1 Explain to students that 7 tenths represents 7
Step 1 Use a place-value chart.
out of 10 equal parts of a whole. Also, make sure students Write 4 in the tenths column and 5 in the
understand that decimals and fractions can both represent hundredths column.
the same amount. For example, _ = 0.7. The way that _
7 7
Hundreds Tens Ones Tenths Hundredths
10 10
and 0.7 are read is the same: seven-tenths. 0 4 5
Step 2 Use a hundredths grid.
Activity 2 Explain that _ = 0.45. Again, the way that _
45 45
Shade 45 of the 100 parts to show 45 hundredths.
100 100
and 0.45 are read is the same: forty-five hundredths. Step 3 Write the decimal.
0.45
So, forty-five hundredths can be written 0.45.
About It About It
Assign the exercises in the Think About It section to
1. Describe the difference between the decimals two-tenths and
assess student comprehension of the concepts presented
two-hundredths. Two-tenths has a 2 in the tenths place. Two-hundredths has
in the Activities. a 0 in the tenths place and a 2 in the hundredths place.
2. Use a hundredths grid to model the decimals in Exercise 1.
Identify the greater decimal. 0.2
3 PRACTICE and Apply It

Use the Practice and Apply It Exercises to assess whether Write a decimal for each shaded part.
3. 4. 5.
students comprehend modeling and writing decimals.
For more practice of the concepts presented in this Explore
lesson, see Explore Worksheet.
0.14 0.3 0.63

Write each decimal.
4 ASSESS AND CLARIFY 6. two-tenths 7. twenty-five 8. forty-nine 9. seventy-three
hundredths hundredths hundredths
• What do you notice about the models used to 0.2 0.25 0.49 0.73
represent decimals that have digits in the tenths Model each decimal. 10–13. See students’ work.
and hundredths places? Sample answer: The models 10. 0.37 11. 0.51 12. 0.88 13. 0.9
that represent decimals that have digits in the tenths
14. E WRITE MATH Explain how to use a place-value chart to
place are divided into fewer equal sections than the write seventeen-hundredths. Sample answer: In the place-value chart a
models that represent decimals that have digits in the 1 would be in the tenths place and a 7 would be in the hundredths place.
hundredths places. 384 Decimals and Fractions
3
• What do you notice about the place value of digits

in decimals and the models used to represent the 383_384_C08_EXP_103030.indd 384 3/1/10 3:
decimals? Sample answer: The models used to

represent decimals that have digits in the tenths place
are divided into ten equal parts. The models used to
represent decimals that have digits in the hundredths
place are divided into 100 equal parts.
From Concrete to Abstract Use the Write Math Exercise

to determine if students understand how to use a
place-value chart to write a decimal.
Extending the Concept BL

• Shannon has read six out of ten pages in a chapter
of her book. Write a decimal to represent the pages
of the chapter she has not read. Explain. Sample
answer: 0.4; Shannon read six out of ten pages, so she
has not read 10 – 6, or 4, pages which equals 0.4.

1
Multi-Part
Decimals
Multi-Part
Lesson 1 Decimals
Lesson
PART
Main Idea
I will model and
Tenths B Tenths
describe tenths as part
of the base-ten system.
In the previous lesson, you used parts of a whole to
show the place value. A decimal is a number that uses Objective
Vocabulary
V place value, numbers, and a decimal point to show part
decimal of a whole. A tenth is one of ten equal parts. Model and describe tenths as part of the base-ten system.
tenths
Vocabulary
Write Tenths
W
Get ConnectED decimal tenths
HORSES Lorena and Rebecca
went to 10 horseback riding
GLE 0406.2.1
Understand place value of lessons. Three of the lessons Resources
were outside the barn. What Materials: colored pencils, index cards, quarter-inch
place. SPI 0406.2.1 Read part of horseback riding lessons
and write numbers from
grid paper from Hands-On Activity Tools and
was spent outside?
hundredths to hundred-
thousands in numerals
Resources p. 124
and in words.
Leveled Worksheets
Step 1 Find the parts.
Get ConnectED
There were 10 horseback riding lessons.
Three of the 10 lessons were spent outside.

from hundredths to the hundred-thousands place.
Step 2 Model the parts. SPI 0406.2.1 Read and write numbers from hundredths to
Use a base-ten model to show three out of ten, hundred-thousands in numerals and in words.
or three-tenths.
1 INTRODUCE
Checks for Understanding
✔ 0406.1.8 Match the spoken, Activity Choice 1: Hands-On
ten blocks), and pictorial • Give a piece of grid paper to each student. Tell students
representations of decimals.
to outline a 10 × 10 square to represent 1 whole.
✔ 0406.2.2 Understand decimal
notation as an extension of the • Tell students to divide the square into 10 columns.
Read three-tenths Since there are 10 columns, each column represents
one out of ten, one-tenth, _, or 0.1 of the square.
1
Write 0.3
10
So, 0.3 of the horseback riding lessons were outside. • Write three-tenths on the board and tell students to
use colored pencils to shade the 10 × 10 square so it
represents three-tenths.
Lesson 1B Decimals 385
• Choose student volunteers to write different ways to
represent three-tenths on the board. three out of ten,
385_387_C08_L01_112056.indd 385 3/3/10 12:32 PM _3
, and 0.3
10
• Repeat previous two steps with different decimals in
tenths as time allows.
Building Math Vocabulary
Write the lesson vocabulary words and their definitions on the Activity Choice 2: Visual Math
board. • Write Dogs can make 10 different noises. Cats can
Ask students to make a list of when they have seen or used make about 100 different noises on the board.
decimals in the tenths. Have students use tenths in a sentence. • Guide students in discovering that dogs can make about
one-tenth as many noises as cats.
Visual Vocabulary Cards • Next, give a piece of grid paper to each student. Tell them
Use the Visual Vocabulary Cards to to outline a 10 × 10 square to represent one whole.
reinforce the vocabulary introduced • Have students divide the square into 10 equal sections.
in this lesson in English and Spanish.
• How can the 10 × 10 square be shaded to
(The Define/Example/Ask routine is
represent one-tenth? shade one section
ISBN: 978-0-02-101741-6 Copyright © by The McGraw-Hill
MHID: 0-02-101741-7 Companies, Inc.
printed on the back of each card.)

• How can one-tenth be written as a decimal? 0.1

2 TEACH Write Tenths
W
CAMPING A campground has 10 campsites. Eight of the
Scaffolding Questions campsites have campers. The rest are empty. What part
of the campground is empty?
• Draw a tenths model on the board with 6 sections
shaded. What are all of the different ways this If eight out of ten campsites have campers, then two out
of ten campsites do not have campers.
amount can be written? six out of ten, six-tenths,
_
6
, and 0.6 You can use a place-value chart to write two out of ten,
10 or two-tenths.
• Tell students to draw a model of _ on their grid papers.
8
10
Then have them write all of the different ways this amount Hundreds Tens Ones Tenths Hundredths Thousandths
can be written. eight out of ten, eight-tenths, and 0.8 0 2

• Repeat previous step with different decimals in tenths.
So, 0.2 of the campground is empty.
Describe Tenths
Seven out of ten school store items cost less Use words to describe 0.7.
than $1. What part of the school store items
Seven-tenths means seven out of ten equal parts.
cost less than $1? 0.7
So, 0.7 can be described as seven out of ten.
People are sitting in six out of ten seats. The
rest are empty. What part of the seats are
empty? 0.4
Use words to describe 0.5. five out of ten Model and write each decimal.
decimal SSee EExamples
l 1 andd 2
1. four out of ten 0.4 2. eight-tenths 0.8 3. two-tenths 0.2

1–3. See students’ models.
IWB INTERACTIVE WHITEBOARD READY Describe each decimal. See Example 3
4. 0.5 five out of ten 5. 0.1 one out of ten 6. 0.3 three out of ten
7. A flower has ten petals. During a 8. A house has ten windows. During
As a class, have students complete the Check What You storm, five of the petals fall off. spring cleaning, eight windows
Know Exercises as you observe their work. Write a decimal to show what were washed. Write a decimal to
part of the petals is left. 0.5 show what part of the windows
still needs to be cleaned. 0.2
E TALK MATH Use the Talk Math Exercise to assess
student comprehension before assigning the practice 9. E TALK MATH Explain why dimes could be used to model tenths.
exercises. Dimes are one tenth of a dollar.
AL Alternate Teaching Strategy

385_387_C08_L01_112056.indd 386 3/1/10 3:
If students have trouble modeling and

describing tenths . . .
Then use one of these reteach options:
1 Reteach Worksheet
AL
2 IWB Virtual Manipulatives Use the virtual

decimal place-value chart to reteach the concept.
3 Create a Number Line Tell students to create a
number line on an index card to refer to when
working on problems.
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10

0R
P !C
2A # TI #E
4) C %
EXTRA
Begins on page EP2. 3 PRACTICE
Model and write each decimal. See Examples 1 and 2 10–15. See students’ models.
Differentiate practice using these leveled assignments for
10. one out of ten 0.1 11. five out of ten 0.5 12. four-tenths 0.4
the exercises in Practice and Problem Solving.
13. seven-tenths 0.7 14. nine-tenths 0.9 15. eight-tenths 0.8
Describe each decimal. See Example 3 Level Assignment

16. 0.2 two out of ten 17. 0.6 six out of ten 18. 0.9 nine out of ten AL Approaching Level 10–13, 17–20, 23, 25–26
19. Emilio had a math quiz today. He 20. Cody’s dog had ten chew toys. Cody OL On Level 10–13, 16–21, 23–26
answered nine of the ten questions took six toys outside for his dog.
correctly. Write a decimal to show Write a decimal to show what part BL Beyond Level 10–14, 16–18, 21–26
what part of the quiz Emilio answered of the toys is still inside. 0.4
correctly. 0.9
22. There were ten goldfish in the
21. Jasmine had ten pennies in her aquarium below. Some fish were Have students discuss and
pocket. Some fell through a hole in moved to a new aquarium. Use the complete the Higher Order Thinking problems. Tell
her pocket. Below are the pennies picture to write a decimal to show
students to create a model if they need help.
she still has in her pocket. Write a how many fish are still in the original
decimal to show how many pennies aquarium. 0.8
she lost. 0.7 E WRITE MATH Have students complete the
Write Math Exercise in their Math Journals. You may
choose to use this exercise as an optional assessment.
ELL In Your Own Words Have students repeat the

question before they write an answer.
Homework Practice Worksheet

Problem-Solving Practice Worksheet
Measurement Meteorologists reported the amount Rainfall
of rainfall for 4 weeks in April. Use the table to answer April (in inches)
the following questions. Week 1 eight-tenths
23. Write each amount of rainfall in decimal form.

Week
Week
2
3
four-tenths
nine-tenths 4 ASSESS
0.8, 0.4, 0.9, 0.7 Week 4 seven-tenths
24. Model the decimal described in week 1. See students’ models.
moddells Formative Assessment
Have students answer the following question:
26.Sample answer: My sister has ten dolls. She gave
me two. Write a decimal to show what part of the dolls Abby has 10 marbles. Seven of the marbles are not
my sister still has. orange. Write a decimal to show how many of the
25. OPEN ENDED Write a decimal whose value is greater than five-tenths. marbles are orange. 0.3
Sample answer: 0.6
26. E WRITE MATH Write a real-world problem with 0.8 as the answer.

Are students continuing to struggle
with modeling and describing
385_387_C08_L01_112056.indd 387 3/1/10 3:10 PM
tenths as part of the base-ten
! COMMON ERROR!
system?
During Small Group Instruction
Exercise 21 Tell students that they need to read this problem
carefully. The pennies shown are still in Jasmine’s pocket and If Yes AL Daily Transparencies
they need to find how many pennies she lost.
If No OL Differentiated Instruction Option 1 (p. 383c)
OL Skills Practice Worksheet
BL Enrich Worksheet
Have students write a few
sentences about how they think today’s lesson on tenths will
help them with tomorrow’s lesson about hundredths.

1
Multi-Part
Decimals
Lesson Multi-Part
Lesson 1 Decimals
PART Main Idea

C Hundredths I will describe Hundredths
hundredths as part of
the base-ten system. A hundredth is one of one hundred equal parts.
Objective Vocabulary
V
Describe hundredths as part of the base-ten system. hundredths
thousandths
Vocabulary
Get ConnectED
hundredths thousandths
GLE 0406.2.1 1.0 0.1 0.01
Resources Understand place value of one one-tenth one-hundredth
Materials: colored pencils, 10-by-10 grid, WorkMat 7: to the hundred-thousands
place. SPI 0406.2.1 Read
Tenths and Hundredths Models from Hands-On Activity and write numbers from
hundredths to hundred-
Tools and Resources pp. 80 and 123 thousands in numerals Write
and in words.
Manipulatives: play dimes and pennies Hundredths
Drew has a 100-piece puzzle.
Leveled Worksheets
There are four corner pieces
Get ConnectED in the puzzle. What part of the
puzzle is corner pieces?
Four of the 100 puzzle pieces
are corner pieces.
from hundredths to the hundred-thousands place. Checks for Understanding
SPI 0406.2.1 Read and write numbers from hundredths to ✔ 0406.1.8 Match the spoken,
hundred-thousands in numerals and in words.
ten blocks), and pictorial
representations of decimals.
1 INTRODUCE ✔ 0406.2.2 Understand decimal

notation as an extension of the
Activity Choice 1: Hands-On
4 of 100 parts
• Give each student 3 tenths models and 3 hundredths grids. are shaded.
Then write 0.2, 0.7, and 0.5 on the board. Have students
Read four-hundredths
shade their tenths models to represent each number.
Write 0.04
• What fraction is represented by the shaded part of
2 __7 __ 5 So, 0.04 of the puzzle pieces are corner pieces.
each model? __ 10 ; 10 ; 10
• Write 0.02, 0.07, and 0.05 on the board. Have students
shade hundredths grids to represent each number. 388 Decimals and Fractions
• What fraction is represented by the shaded part of

2 ___ 7 ___ 5
each model? ___
100 ; 100 ; 100
388_391_C08_L01_103030.indd 388 3/3/10 12:33 P

Activity Choice 2: Real-World Math
Write the lesson vocabulary words and their definitions on the
• Give each student 100 play pennies and 10 play dimes. board.
Then explain that a penny is one-hundredth of a dollar
Have students think about how they would explain the words
and a dime is one-tenth of a dollar.
hundredths and thousandths to someone who has never heard
• What is the value of a penny? a dime? $0.01; $0.10 the words before. Then have them write a few sentences
• Link fractions to decimals by writing _ = 0.01 and
1
100 explaining the meaning of each word in their Math Journals.
_
1
= 0.10 on the board.
10
• Have students model two dimes and three pennies.
Use a Visual Vocabulary Card to
• What is the value of this money when it is written
reinforce the vocabulary introduced
as a decimal? $0.23
• Give students a hundredths grid and have them shade (The Define/Example/Ask routine is
the grid to represent the decimal modeled by the coins.
ISBN: 978-0-02-101741-6 Copyright © by The McGraw-Hill

• Repeat the previous three steps with other amounts.

Write Hundredths
Tiffany has the coins shown.
2 TEACH
What part of a dollar are the
W
coins worth?
Scaffolding Questions
• Write 0.47 on the board.
Step 1 Count the parts.
• Should a tenths model or hundredths grid be used
$1 = 100¢ to represent this number? Explain. Sample answer:
Hundredths grid; there are hundredths in the number.
10¢ 11¢
11 12¢
12 13¢
13 14¢
14
• How many columns of 10 squares should be
Step 2 Compare the parts to the whole. shaded? 4 columns
Each cent is one hundredth, or 0.01, of a dollar. • How many individual squares should be shaded?
Fourteen-hundredths is 0.14 of a dollar.
7 squares
So, the coins are 0.14 of a dollar.
• How many squares out of 100 should be shaded to
represent this number? 47 squares
• Which number is greater, 0.4 or 0.47? How do you
know? Sample answer: 0.47; 47 out of 100 squares
must be shaded to represent 0.47, and 40 out of
100 squares must be shaded to represent 0.4.
Write each decimal.
decimal SSee Example
E l 1
1. 0.02 2. 0.26 3. 0.67
Brice has 100 building blocks. Eight of the

building blocks are bridges. What part of the
building blocks are bridges? 0.08
Write a decimal for each part of a dollar shown.
See Example 2 Lisa has 4 dimes and 6 pennies in her piggy
4. 0.28 5. 0.35 bank. What part of a dollar are the coins
worth? 0.46
IWB INTERACTIVE WHITEBOARD READY
6. A movie theater has 100 seats. 7. E TALK MATH Explain why coins can
Seventy-eight of the seats are full. be used to model decimals. Coins
What decimal shows the part of the represent cents. There are 100 cents
seats that is full? 0.78 in a dollar. As a class, have students complete the Check What You
Know Exercises as you observe their work.
Lesson 1C Decimals 389
student comprehension before assigning the practice
388_391_C08_L01_103030.indd 389 3/1/10 3:11 PM
exercises.

AL Alternate Teaching Strategy EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2.
If students have trouble describing Write each decimal. See Example 1

hundredths as part of the base-ten 8. 0.07 9. 0.09 10. 0.48
system . . .
1 Reteach Worksheet
AL
2 IWB Personal Tutor Have students use 11. 0.59 12. 0.71 13. 0.96
Personal Tutor to reteach the concept.
3 Use Play Money and Hundredths Grids Tell
students that anytime an object is evenly divided
into 100 smaller parts, each part represents
one hundredth. Write a decimal for each part of a dollar shown. See Example 2
Give play pennies and dimes and hundredths 14. 0.42 15. 0.56
grids to each student. Have students use their
play money and shade their grids to represent
0.07 in two different ways. Next, have students
use their play money and shade their grids to 16. 0.73
73 17. 0.84
4
represent 0.35 in two different ways. Repeat with
different amounts of hundredths until students
understand the concept of hundredths.
18. Emma earned eighty-nine out of 19. A department store had one hundred
3 PRACTICE 100 points on a math test. What teapots. Six of the teapots were sold.
decimal shows the part of the points What decimal represents the teapots
Differentiate practice using these leveled assignments for that Emma earned? 0.89 that are left? 0.94
20. Darnell inserted the coins shown 21. Bena received the coins shown as
into a vending machine. What part change after buying pencils at the
Level Assignment
of a dollar are the coins? 0.65 school store. What part of a dollar
AL Approaching Level 8–11, 14–15, 18–19, 22, are the coins? 0.36
24–29
OL On Level 9–12, 15–16, 19–20, 22,
24–29
BL Beyond Level 9–12, 16–17, 20–29
Have students discuss and 388_391_C08_L01_103030.indd 390 3/1/10 3:
complete the Higher Order Thinking problems. Tell

students to think about the coins that have the greatest
value first.
! COMMON ERROR!
Exercises 8 and 9 Students may write 0.7 instead of 0.07 and
0.9 instead of 0.09. Remind them to determine the total number
E WRITE MATH Have students complete the Write of parts in each model, then write the last digit of the number of
Math Exercise in their Math Journals. You may choose to squares shaded in that place value.
use this exercise as an optional formative assessment.
ELL Writing Sequence Suggest a sequence for

structuring a response for students who need
additional writing support.
First, identify the decimal the model represents.

Then, tell what the completely shaded and partially
shaded hundredths grids represent.

4 ASSESS
22. OPEN ENDED Write a real-world problem that results in an
answer of 0.72. See students’ work. Formative Assessment
23. CHALLENGE What is the least number of coins needed to make Write 0.7, 0.07, and 0.70 on the board.
0.90 of one dollar? Which coins are used? 5 coins; 3 quarters, 1 dime, and 1 nickel How are the decimals alike? different? Sample
24. E WRITE MATH Write a decimal to represent the models answer: alike; They all contain the digits 0 and 7. Two of
below. Explain. the decimals, 0.7 and 0.70, represent the same value.
Different; 0.07 represents a different value than the other
0.56; 0.56 represents 56 squares out of 100 shaded in the two decimals.
hundredths grid.

with describing hundredths as part
Decimals of the base-ten system?
A whole number can be divided into 1,000 equal parts called During Small Group Instruction
thousandths . Thousandths are smaller than hundredths.
If Yes AL Daily Transparencies
Write Thousandths
W AL Differentiated Instruction Option 1 (p. 383c)
CARNIVALS A school carnival sells 1,000 tickets.
On Saturday, 415 of the tickets are sold. The rest If No BL Differentiated Instruction Option 1 (p. 383d)
are sold on Sunday. What part of the tickets is OL Skills Practice Worksheet
sold on Sunday? BL Enrich Worksheet
Subtract the number of tickets sold on Saturday.
1,000 – 415 = 585
On Sunday, 585 of the 1,000 tickets were sold.
Read five hundred eighty-five thousandths
Write 0.585
Remind students that they have learned that tenths and
So, 0.585 of the tickets were sold on Sunday.
hundredths are decimals and are part of the base-ten
system. Then tell students that the next smallest place
Write each decimal. value is the thousandths place.
25. three hundred forty-two 26. twenty-six 27. five-thousandths 0.005 • Hand out a 10-by-10 grid to each student.
thousandths 0.342 thousandths 0.026 • How can this 10-by-10 grid be used to represent
28. An apple orchard can produce about 1,000 apples. If 35 of one-tenth? Sample answer: shade 10 out of the
the apples are rotten, what part of the apples is not rotten? 0.965
100 squares
29. E WRITE MATH Explain why 0.040 is not the same as 0.004.
• How can this 10-by-10 grid be used to represent
0.040 represents 40 parts of 1,000. 0.004 represents only 4 parts of 1,000.
Lesson 1C Decimals 391 one-hundredth? Sample answer: shade 1 out of the
100 squares
• Tell students to divide one of the squares into 10
388_391_C08_L01_103030.indd 391 3/1/10 3:12 PM
equal sections.
W eight-hundredths and thirty-six hundredths on
Write • How many sections would there be if all 100
tthe board. Have students shade hundredths grids to squares were divided into 10 equal sections?
represent each decimal. Collect students’ papers as they exit the 1,000 sections
classroom. • Tell students that when one of the 100 squares is
divided into 10 equal sections, each section
represents one-thousandth of the whole grid.
• Explain why this is true. Sample answer: If all of the
100 squares were divided into 10 equal sections,
there would be 1,000 equal sections. So, 1 out of 10
equal parts of each square represents one thousandth.
• Work the Example as a class.
• Assign the exercises.
• Have students complete the Write Math Exercise in
their Math Journals.

1
Multi-Part
Decimals
Lesson Multi-Part
Lesson 1 Decimals
PART Decimals Greater Main Idea

Decimals Greater
D Than One I will write decimals
Than One
greater than one.
Objective Get ConnectED You have described decimals that have values that are less
Write decimals greater than one. than one whole. The value of decimals can also be greater
GLE 0406.2.1
than one whole. These numbers contain a whole number and
Understand place value of a decimal part.
Resources numbers from hundredths
Materials: colored pencils, index cards, WorkMat 6: place. SPI 0406.2.1 Read
and write numbers from
Place-Value Chart, WorkMat 7: Tenths and Hundredths hundredths to hundred-
Model
thousands in numerals
Models from Hands-On Activity Tools and Resources and in words. Decimals
pp. 79 and 80 Model 5.02.
Manipulatives: play dollars, dimes, and pennies Since the least place value is the hundredths place,
use hundredths grids to model 5.02.
Leveled Worksheets
Step 1 Model the whole number.
Get ConnectED
Since the whole number is 5, shade 5
hundredths grids.

SPI 0406.2.1 Read and write numbers from hundredths to
hundred-thousands in numerals and in words.
Step 2 Model the decimal.
1 INTRODUCE Since there are two-hundredths, shade 2 squares of
a sixth hundredths grid.
• Give play dollars, dimes, and pennies to students.
• What part of a hundredths grid represents a dollar?
the whole grid
two-hundredths = 2 out
• What part of a hundredths grid does a dime of 100 squares shaded
represent? Explain. Sample answer: 10 squares; A dime
and 10 squares both represent one-tenth of a whole. So, 5.02 represents the whole number five and two
hundredths of one whole.
• What part of a hundredths grid does a penny
represent? Explain. Sample answer: 1 square; A penny
and 1 square both represent one-hundredth of a whole. 392 Decimals and Fractions
• What play money can be used to represent 1.56?
Sample answer: 1 dollar, 5 dimes, and 6 pennies 392_395_C08_L01_103030.indd 392 3/3/10 12:34 P
Activity Choice 2: Game

• Give 20 index cards to student pairs and have them write
a decimal greater than one on half of the cards. Then tell
students to model the same decimals with hundredths
grids on the other half of the cards.
• Have student pairs shuffle the cards and spread them
out facedown. Tell students to take turns trying to find
matching cards by choosing two cards at a time.
Write the review vocabulary words and their definitions on the
• If a student makes a match, they keep the cards and get
board.
another turn. If the cards do not match, they are placed
facedown again and the next student takes a turn. Take a few minutes to review standard form, word form, and
expanded form with students. Have students write the words,
• The student who makes more matches wins.
definitions, and an example of each in their Math Journals. It is
important that students understand these words for this lesson.

Representing Decimals 2 TEACH
Words Standard Form the usual way to write a Scaffolding Questions
number using digits
Word Form a way to write a number using • Shade hundredths grids to model 2.84. As you shade
words the grids, explain that 2 whole grids are needed to
Expanded Form a way to write a number represent the digit to the left of the decimal point, then
showing the value of each digit
a third grid is needed to represent the digits to the right
Examples 6.25
six and twenty-five hundredths of the decimal point.
6 + 0.2 + 0.05 • Next, write 3.57 on the board.
• How many hundredths grids are needed to
represent this decimal? Explain. Sample answer:
4; 3 whole grids are needed to represent the digit to the
left of the decimal point, then a fourth grid is needed to
Write Decimals
represent the digits to the right of the decimal point.
A flamingo weighs about eight and seventy-five
• Give hundredths grids to students. Have them shade
hundredths pounds. Write eight and seventy-five
h
hundredths in standard and expanded form. the hundredths grids to model 3.57. Walk around the
Write each digit of eight and room to assess student comprehension.
Thousandths
Hundredths
seventy-five hundredths in a
place-value chart.
Tenths
Ones
Standard form: 8.75
Expanded form: 8 + 0.7 + 0.05 Model 2.09.

8 7 5
Read and Write Decimals
W
Write sixteen and one hundred twenty-eight thousandths A certain type of prairie dog can grow to be one
To write decimals in in standard and expanded form.
word form, use the and twenty-five hundredths feet long. Write one
word and for the Write each digit of sixteen and one hundred twenty-eight
and twenty-five hundredths in standard and
decimal point. thousandths.
expanded form. Standard form: 1.25; Expanded
Standard form: 16.128 form: 1.0 + 0.2 + 0.05
Expanded form: 10 + 6 + 0.1 + 0.02 + 0.008
Write fourteen and six hundred eighty-one
Lesson 1D Decimals 393
thousandths in standard and expanded form.
Standard form: 14.681; Expanded form: 10.0 + 4.0
+ 0.6 + 0.08 + 0.001
392_395_C08_L01_103030.indd 393 3/1/10 3:13 PM

As a class, have students complete the Check What You Model each decimal. l 1 1
decimal SSee Example
E 1–3.
3 See students’ work.
work
Know Exercises as you observe their work. 1. 2.4 2. 5.13 3. 9.07
4. Write seven and fifty-three hundredths 5. E TALK MATH Describe how to write
E TALK MATH Use the Talk Math Exercise to assess in standard and expanded form. eighty-two and three-hundredths in
student comprehension before assigning the practice See Examples 2 and 3 7.53; 7 + 0.5 + 0.03 standard form. See Answer
exercises. Appendix.

P !C
2A # TI #E
4) C %
Begins on page EP2.
If students have trouble writing decimals Model each decimal. See Example 1 6–11. See students’ work.
greater than one… 6. 1.6 7. 3.9 8. 4.27
Then use one of these reteach options: 9. 7.69 10. 11.37 11. 26.46
Write each decimal in standard and expanded form.

1 Reteach Worksheet
AL
See Examples 2 and 3
2 IWB Virtual Manipulatives Use the virtual 12. five and thirty-seven hundredths 13. eight and ninety-three hundredths
decimal place-value chart to reteach the concept. 5.37; 5 + 0.3 + 0.07 8.93; 8 + 0.9 + 0.03
3 Use Hundredths Grids Show hundredths grids 14. ten and sixty-one hundredths 15. thirteen and forty-six hundredths
10.61; 10 + 0.6 + 0.01 13.46; 10 + 3 + 0.4 + 0.06
on an overhead that model 2.39.
For Exercises 16–18, use the table at the right.
• How many whole grids are shaded and Longest Bones in the Human Body
what part of 2.39 do they represent? 2; 2.0 16. Write the length of a tibia in expanded Bone Length (in.)
form. 10 + 6 + 0.9 + 0.04 Femur (thigh bone) 19.88
• How many columns are shaded and what Humerus (upper arm
14.35
17. Write the length of the shortest bone in bone)
part of 2.39 do they represent? 3; 0.3 Seventh Rib 9.45
word form. nine and forty-five hundredths
• How many squares are shaded and what Tibia (shin bone) 16.94
18. Write the length of the longest bone in word
part of 2.39 do they represent? 9; 0.09
and expanded form. femur; nineteen and Checks for Understanding
• Tell students that when they combine all of eighty-eight hundredths; 10 + 9 + 0.8 + 0.08 ✔ 0406.4.6 Recognize the use of
decimals in metric measures.
the pieces, they have written the number in
For Exercises 19–21, use the table at the right.
expanded form; 2.0 + 0.3 + 0.09.
19. Write the length of a King Cobra in Facts About Cobras
expanded form. 5 + 0.5 • King Cobras have been
found up to 5.5 m long.
20. Write the length of King Cobra fangs • The fangs of a King Cobra
3 PRACTICE in word form.
one and twenty-five hundredths
can be up to 1.25 cm long.
• The black-necked cobra
can spit venom 2.4 m.
21. Write the distance a black-necked
cobra can spit venom in word form. two andd ffour ttenths
th meters
t
Level Assignment
AL Approaching Level 6–9, 12–13, 16–17, 20–31 392_395_C08_L01_103030.indd 394 3/1/10 3:
OL
BL
On Level
Beyond Level
7–10, 13–14, 17–20, 22–31
8–11, 14–15, 17–18, 20–31
! COMMON ERROR!
Exercises 12–16 and 18–19 Students may want to use a
place-value chart when writing numbers in expanded notation
so they write the correct number of zeros between the decimal
point and the digit in each place.

Have students discuss and
22. OPEN ENDED Write two decimals that are equivalent to 3.6. complete the Higher Order Thinking problems. Shade
Explain. Sample answer: 3.60 and 3.600; Writing zeros to the right of the last digit a hundredths grid to model 3.6. Then ask students what
that follows a decimal point does not change the value of the number.
23. E WRITE MATH Explain how the word form of a decimal
decimals that have digits in the hundredths and
can help you write the standard form of the decimal. thousandths places are equivalent to 3.6.
Sample answer: A decimal is written as it sounds when it is read aloud.
E WRITE MATH Have students complete the Write
Test Practice
Math Exercise in their Math Journals. You may choose to
24. Which model represents 2.01? 25. Lydia has five pizzas. Each pizza use this exercise as an optional assessment.
(Lesson 1D) C has ten slices. Four of the pizzas
are whole. One pizza has only Homework Practice Worksheet
A.
8 slices left. Which decimal Problem-Solving Practice Worksheet
describes Lydia’s pizzas? (Lesson 1D) H
F. 4.08 H. 4.8
B. G. 4.2 I. 5.4
4 ASSESS
26. Each box holds one hundred paper
clips. There are two full boxes. The
Formative Assessment
C. third box has only 24 paper clips. • Write two and three hundred eight-thousandths
Which decimal describes the boxes in standard and expanded form. 2.308;
of paper clips? (Lesson 1D) A 2.0 + 0.3 + 0.008
A. 2.24 C. 3.24
• Write two decimals that are equivalent to 7.8.
D. B. 2.42 D. 3.42 Explain. Sample answer: 7.80 and 7.800; Adding zeros
to the right of the decimal point in 7.8 does not change
the value of this decimal because it shows that there
are no hundredths or thousandths.

Write each decimal. (Lesson 1C)
with writing decimals greater than
27. two-hundredths 0.02 28. nineteen-hundredths 0.19 one?
29. forty-eight hundredths 0.48 30. two hundred sixty thousandths 0.260 During Small Group Instruction
31. A pronghorn antelope can run about 0.88 mile
per minute. Use a hundredths grid to model 0.88.
(Lesson 1C) See students’ work. If No OL Differentiated Instruction Option 2 (p. 383c)
To assess partial mastery of SPI 0406.2.1, see your Tennessee Assessment Book. 395 BL Enrich Worksheet
392_395_C08_L01_103030.indd 395 3/3/10 12:34 PM
Ask students how many

A
hundredths grids are needed to model 4.03. Have them Review and assess mastery of skills and concepts from a
explain
l i their
h i reasoning.
i previous lesson in the chapter.

1
Multi-Part
Decimals
Lesson Multi-Part
Lesson 1 Decimals
PART Compare and Main Idea

Compare and
E Order Decimals I will compare and
Order Decimals
order decimals.
Objective Get ConnectED To compare decimals, you can use a number line or
Compare and order decimals. place value.
SPI 0406.1.2
Compare decimals using
Resources concrete and pictorial
representations.
SCORES The table shows
SPI 0406.2.6 Use the
Materials: colored pencils, index cards, WorkMat 7: symbols <, >, and = to the results from a
Tenths and Hundredths Models from Hands-On Activity compare common skateboarding
fractions and decimals in
Tools and Resources p. 80 both increasing and competition. Who has
decreasing order. the higher score,
Manipulatives: play money Doria or Elise?
Leveled Worksheets Doria has a score of 79.7,
Get ConnectED while Elise has a score of 79.5.
Checks for Understanding One Way: Number Line

✔ 0406.2.11 Use models, Elise Doria
SPI 0406.1.2 Compare decimals using concrete and benchmarks, and equivalent 79.5 79.7
pictorial representations. SPI 0406.2.6 Use the symbols <, >, forms to compare fractions/
and = to compare common fractions and decimals in both decimals and locate them on the
number line.
increasing and decreasing order. 79.0 79.2 79.4 79.6 79.8 80.0
1 INTRODUCE 79.7 is to the right of 79.5.

So, 79.7 > 79.5.
• Write the following money amounts on the board: Another Way: Place Value
$1.62, $1.25, $1.50, $1.05 Line up the decimal points.
Tenths
Then compare the digits in
Ones
• Have students use dollars, dimes, and pennies to show
Tens
each place-value position.
each amount of money. In the tenths place, 7 > 5.
• How would each number be read without the dollar So, 79.7 is greater than 79.5. 7 9 7
sign? one and 62 hundredths, one and 25 hundredths, 7 9 5
one and 50 hundredths, and one and 5 hundredths
So, Doria has the higher score.
• Which number shows the greatest amount of
money? How do you know? Sample answer: $1.62;
62 cents is greater than 25 cents, 50 cents, and 5 cents. 396 Decimals and Fractions
Activity Choice 2: Active Math 396_398_C08_L01_103030.indd 396 3/1/10 3:
• Tell students that ordering decimals is similar to

ordering whole numbers. When comparing decimals,
you compare digits in each place value starting with the
greatest place value. However, the first step is to line up
the decimal points.
• Demonstrate how to order 6.2, 7.1, 6.5, and 6.9.
• Then divide students into groups of at least 4. Give sets
of index cards that contain different decimals to each
group so that each student gets 1 card. Building Math Vocabulary
• Have students scramble to get in order from least to Write the review vocabulary words and their definitions on the
greatest decimal when you say “go.” board.
• The last group of students to get in the correct order Have students write the review vocabulary words and definitions
is out. Repeat until one group is left. This group wins. in their Math Journals. Then have them write three comparison
sentences using the phrases “greater than,” “less than,” and
“equal to.”

Everyday Use
Order Decimals
2 TEACH
Order select items Order 9.86, 9.8, 9.92, and 9.09 from greatest to least.
you want
Math Use
Next, place zeros to the Scaffolding Questions
right of the last digit so all Finally, compare
Order to arrange in
First, line up the numbers have the same and order using Draw a number line from 5 to 7 on the board. Make
a logical pattern
decimal points. number of decimal places. place value. tic marks to show tenths between the whole numbers.
Write 6.8 and 6.3 on the board.
9.86 9.86 9.92 • Where is 6.8 located on the number line? 8 tic
marks to the right of 6
9.8 9.80 9.86
10. Sample answer: • Where is 6.3 located? 3 tic marks to the right of 6
9.92 9.92 9.80
Graph each number on • Which is greater: 6.8 or 6.3? Explain. Sample answer:
a number line and 9.09 9.09 9.09
compare their locations
6.8; 6.8 is farther to the right on the number line.
The order from greatest to least is 9.92, 9.86, 9.8, and 9.09.
to determine the order. • Where on the number line would 6.89 be located?
between 6.8 and 6.9, closer to 6.9
• Which number is less: 5.53 or 5.52? Explain. Sample
answer: 5.52; It is located to the left of 5.53.
Compare. Use >

Compare >, <
<, or =
=. See Example 1
1. 0.2 0.6 < 2. 12.07 1.207 > 3. 5.60 5.6 =
Jun’s time in the 100-meter dash was 13.6
Order from greatest to least. See Example 2 seconds, and Manuel’s was 13.3 seconds. Who
4. 3.2, 4.5, 3.9, 4.1 5. 0.12, 1.2, 1.21, 12.0 6. $6.52, $5.62, $6.50, $5.60 ran the race in less time? Manuel
4.5, 4.1, 3.9, 3.2 12.0, 1.21, 1.2, 0.12 $6.52, $6.50, $5.62, $5.60
Use the number line to compare and order each set of
decimals from least to greatest. Order 4.56, 4.32, 4.23, and 5.23 from greatest
to least. 5.23, 4.56, 4.32, 4.23
4 4.5 5 5.5 6
7. 5.7, 5.2, 4.7, 4.2 4.2, 4.7, 5.2, 5.7 8. 4.2, 4.8, 6.2, 5.8 4.2, 4.8, 5.8, 6.2
Traveling to Camp
9. Measurement Four friends are going to
different summer camps. The table shows the Name Distance (mi)
distance between each camp and their hometowns. Bill 64.25
As a class, have students complete the Check What You
Order the distances from least to greatest. Know Exercises as you observe their work.
42.35, 42.5, 64.25, 64.87 Sami 42.5
10. E TALK MATH Tell how to order 5.5, 5.3, 5.4, and 5.0
Latesha 64.87
Irena 42.35
from greatest to least. student comprehension before assigning the practice
exercises.
Lesson 1E Decimals 397
396_398_C08_L01_103030.indd 397 3/1/10 3:15 PM

AL Alternate Teaching Strategy
If students have trouble comparing and
ordering decimals . . .
1 AL Reteach Worksheet
2 Use Hundredths Grids Have students shade
hundredths grids to represent 2.57 and 2.37. Have
them compare the grids to find which number is less.
Then write 4.31, 4.52, and 4.36 on the board. Have
students shade grids for each number and then use
their grids to order the numbers from greatest to least.
• Which place do you look at first to order these
decimals? second? third? ones place; tenths;
hundredths
Lesson 1E Decimals 397

0R
P !C
2A # TI #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Compare. Use >, <, or =. See Example 1
11. 0.74 7.4 < 12. 16.33 16.3 > 13. 0.56 0.58 < 14. 0.8 0.80 =
15. 1 0.09 > 16. 0.90 0.9 = 17. 82.6 82.60 = 18. 1.06 1.05 >
Level Assignment
Order from greatest to least. See Example 2
AL Approaching Level 11–15, 19–24, 26–30 19. $19.62, $19.56, $19.60 20. 0.5, 0.55, 0.6 21. 68.16, 81.6, 68.1
$19.62, $19.60, $19.56 0.6, 0.55, 0.5 81.6, 68.16, 68.1
OL On Level 13–17, 19–24, 26–30
Use the number line to compare and order each set of decimals
BL Beyond Level 14–21, 23–30 from least to greatest.
6 7 8 9
Have students discuss and 22. 6.3, 8.1, 7.5, 7.7 23. 8.4, 7.9, 8.8, 8.6
complete the Higher Order Thinking problems. In order to 6.3, 7.5, 7.7, 8.1 7.9, 8.4, 8.6, 8.8
24. 7.5, 6.2, 7.75, 6.25 25. 7.8, 8.25, 8.2, 8.50
use number lines effectively, encourage students to show 6.2, 6.25, 7.5, 7.75 7.8, 8.2, 8.25, 8.50
only what the problems describe. 26. Marlon averages 5.6 rebounds per 27. Measurement Desiree ran the
game. Tina averages 5.9 and Omar 100-meter dash four times. Her times
averages 4.3 rebounds per game.
Who averages the most rebounds?
were 16.25, 15.36, 16.55, and 15.23
seconds. What was her slowest time?
Math Exercise in their Math Journals. You may choose to Explain. Tina; 5.9 is greater than the 16.55 seconds
use this exercise as an optional formative assessment. other numbers.

Problem-Solving Practice Worksheet 29. Sample answer:
28. NUMBER SENSE What number is halfway between 4.36 and
6.19 is less than
4.48 on a number line? 4.42
6.27, she compared
4 ASSESS 29. FIND THE ERROR Ashley wrote 3 decimals in order the hundredths place
from least to greatest. Find and correct her mistake. instead of the
Formative Assessment tenths place.
Order 14.67, 13.97, 14.62, and 14.09 from least to

6.27, 6.19,
greatest. 13.97, 1409, 14.62, 14.67 6.29

with comparing and ordering 30. E WRITE MATH Write a real-world problem about comparing and
decimals? ordering decimals. Sample answer: Carla’s gymnastics score is 8.35. Jill’s score
is 8.53. Tina’s score is 9.21. Order their scores from greatest to least; 9.21, 8.53, 8.35.
During Small Group Instruction 398 To assess mastery of SPI 0406.1.2, see your Tennessee Assessment Book.

AL Differentiated Instruction Option 2 (p. 383c) 396_398_C08_L01_103030.indd 398 3/1/10 3:
If No BL
OL
Differentiated Instruction Option 2
Skills Practice Worksheet
(p. 383d) ! COMMON ERROR!
Exercises 19–25 Students may place the decimals in the
BL Enrich Worksheet
incorrect order because they misread directions. Remind
students to read carefully and identify whether they will order
the numbers from greatest to least or least to greatest.
Order 9.56, 9.58, 9.37, and 9.92

Multi-Part Lesson 1 What do you know about from greatest to least. Students should show their work and
decimals? Sample answers: Each place value is explain
l i the
h steps they
h took. k
10 times greater than the place value to its
immediate right. They can be written in standard
form, word form, and expanded form.

ve
e r n at i v e Manipulati
A lt
it rent colors
Fraction K n co ng ru en t pa per strips in diffe
atives. Cut seve
ea te th eir own manipul _1
Have stud en ts cr following:
t. Th en ha ve students do the ird s. La be l ea ch pi ece “ 3 .”
• Fold Strip E in th
for each stud en
.” Label
• Label Strip A “one
w ho le
St rip F in th irds, then in half.
_1 • Fo ld
in ha lf. La be l each piece “ 2 .” _
1
piece “ 6 .”
• Fold Strip B ea ch
lf two
ag ai n. La be l St rip G in thirds, then in ha
lf, then in ha lf • Fo ld _ 1 .”
• Fold Strip C in ha tim es . La bel each piece “ 12
1_
each piece “ 4 .”
an d
Fo ld St rip D in ha lf, then in half again
• _1
ece “ 8 .” have before
again. Label each pi w m an y pieces they will ns and
ut , ha vi ng st ud ents pred ic t ho
pi ec es to fin d equivalent fractio
Ask questions th
rougho e their fraction
n co m pl eted , have students us
unfolding. Whe
.
compare fractions
Notes
Fun Fact
Every time you lick a stamp, you are
consuming _ of a Calorie!
1
10
Multi-Part
Lesson 2 Fractions
Planner
PART A PART B
PART
A Equivalent Fractions Title / Main Objective Equivalent Fractions Equivalent Fractions (pp. 401–403)
(pp. 399–400)
B Equivalent Fractions
Explore equivalent fractions. Find equivalent fractions.
C Problem-Solving Strategy:
Make a Model
Standards SPI 0406.2.5 SPI 0406.2.5, GLE 0406.1.1, GLE 0406.3.1
D Compare and Order Fractions
E Simplest Form Vocabulary equivalent

q fractions
F Mixed Numbers

Materials/ colored pencils 6 blue cards, 4 red cards, 2 yellow
Manipulatives
fraction tiles, rulers
cards, colored pencils, scissors
What operation is used to form an equivalent

fraction with a greater denominator? lesser Resources Get ConnecttED Get ConnecttED
denominator? multiplication; division ✔ 0406.1.10 Explore Worksheet Leveled Worksheets

Lesson Animations VVisual Vocabulary Cards
Focus on Math Background VVirtual Manipulatives Lesson Animations
Students should understand that equivalent Hands-On Activity Tools and Resources Daily Transparencies
fractions have different numerators and Problem of the Day
denominators, but name the same number. In Self-Check Quiz
this multi-part lesson, open-ended exercises
Personal Tutor
allow students to see that there are many
fractions that are equivalent to a given fraction.
Since finding equivalent fractions underlies all eGames: Blip’s Satellite Service–
Fractions
operations with fractions, it is essential that
students easily find equivalent fractions that Math Song Animation:
have greater numerators and denominators Equivalent Fractions
and also ones that have lesser numerators and Hands-On Activity Tools and Resources
denominators.
Students can compare two fractions in several

ways: using models, using number lines, and
using equivalent fractions. Blended Approach IMPACT Mathematics: Unit D-1 IMPACT Mathematics: Unit D-2
Refer to the Blending
Math Connects and
IMPACT Mathematics
guide for detailed
lesson plans.

Whiteboard ready.
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

Fractions

Problem-Solving Strategy Compare and Order Fractions Simplest Form (pp. 410–413) Title / Main Objective
Make a Model (pp. 404–405) (pp. 406–409)
Solve problems by making a model. Compare and order fractions. Write a fraction in simplest form.
SPI 0406.2.10 SPI 0406.2.6 SPI 0406.2.4, GLE 0406.3.1 Standards
ggreatest
reatest common factor, Vocabulary
simplest
p form

colored pencils colored pencils play money Materials/
Manipulatives
counters fraction tiles

Leveled Worksheets Leveled Worksheets Leveled Worksheets ✔ 0406.1.10
Daily Transparencies Daily Transparencies VVisual Vocabulary Cards
Problem of the Day Problem of the Day Lesson Animations
Personal Tutor Self-Check Quiz Daily Transparencies
RWPS: Growing Goods in a Growing Personal Tutor Problem of the Day
Country VVirtual Manipulatives Self-Check Quiz
Personal Tutor
Fractions
IMPACT Mathematics: Unit D-3 Blended Approach

PART F Notes
Title / Main Objective Mixed Numbers (pp. 414–418)
Write mixed numbers and improper

fractions.
Standards SPI 0406.2.2, SPI 0406.2.7, GLE 0406.1.7
Vocabulary improper
p p fraction, mixed number
Visual Vocabulary Cards 32, 38

Materials/ paper plates, scissors
Manipulatives
fraction tiles
Resources Get ConnecttED
✔ 0406.1.10 Leveled Worksheets

VVisual Vocabulary Cards
Daily Transparencies
Problem of the Day
Self-Check Quiz
Personal Tutor
Graphic Novel Animation
Blended Approach
Mid-Chapter Check (p. 419)

Fractions
Option 1 Use with 2B Option 1 Use with 2B

Materials: paper, pencils Materials: sets of 30 index cards showing equivalent fractions,
• Discuss the meaning of equivalent made ahead of time
fractions. • In groups of four, students will play
“memory” to make pairs of
• Write the fraction _ on the board.
1
2 equivalent fractions.
• Can you think of any fractions that
_1
are equivalent to ? Sample
• Place all of the cards facedown on a
3 4 2
table. Players will take turns flipping
answers: _
2 _
, ,_ over two cards at a time until they find a pair of equivalent
4 6 8
• Can you identify a pattern between the numerator and fractions.
denominator of each fraction? Sample answer: The • If a player finds a pair, he or she gets to keep the cards and
numerator is half of the denominator. continue turning over pairs of cards until he or she does not
• Tell students that knowing this pattern allows them to find the turn over an equivalent pair.
missing numerator or denominator for any fraction that is
• The winner is the player with the most cards at the end of the
equivalent to _.
1
2 game.
• Write a few fractions on the board that are equivalent to _.
1
2
Make sure the numerator or denominator of each fraction is
missing. Have students find each missing number. Option 2 Use after 2E
Hands-On Activity
Materials: 0–5 and 5–10 number cubes, paper, pencils
Option 2 Use after 2D • Have students roll a 0–5 number cube one time
Hands-On Activity to generate a numerator. If a zero is rolled, have
43
5
Materials: grid paper, markers or students roll the number cube again. 78
10
colored pencils • Next, have students roll the 5–10 number cube
• Provide grid paper for students. to generate a denominator.
d cils
Have students outline two 2 × 5
• Tell students to write their fraction on a piece of paper. Then
rectangles.
have them write the fraction in simplest form. If it is already
• Tell them to shade in 4 squares in in simplest form, they should write simplest form.
the first rectangle and 6 squares
• Repeat as time allows.
in the second rectangle. Guide
students in labeling each rectangle with a fraction that
represents the amount of the rectangle that is shaded.
Other Options
• Have students look at the amount of each rectangle
Get ConnectED
that is shaded to help them compare the fractions. _ < _ Lesson Animations, Virtual Manipulatives,
4 6
10 10 Math Song Animation: Equivalent Fractions
• Repeat the previous 2 steps with different fractions.
Other Options
Get ConnectED Virtual Manipulatives, Math Song Animation:
Equivalent Fractions, eGames: Blip’s Satellite
Service–Fractions

Option 1 Use with 2E This strategy helps English Learners learn and use the language
required to understand fractions.
Hands-On Activity
Find Core Vocabulary and Common Use Verbs in the online EL
• Review with students the concept of strategies to help students grasp the math skills; use Language
common factors and greatest Alerts at point of use in the Teacher Edition.
common factor.
• Write the following fraction on the AL Beginning
board and ask students Word Recognition Distinguish equivalent from equal.
to copy it on their paper: _.
75 • Draw a rectangle. Divide it
100
in half, and shade in 1 1
• What is the greatest common 2 2
half. Label each half of
factor for this fraction? 25
the rectangle “_.” Write
1 1 1 1 1
• What is this fraction in simplest form? _
3 2 4 4 4 4
4
the equals sign (=).
• Write the following fractions on the board for students to
practice writing in simplest form: • Say and have students repeat, “Equal.”
_
36 _
, , _, _ , _
54 72 99 112 • Draw another rectangle and divide it into fourths. Shade two
48 81 90 110 284
of the sections and label them as “_
2
“. Say and have students
4
repeat, “Equivalent.”
Option 2 Use after 2F
OL Intermediate
Hands-On Activity
Memory Devices Recall and distinguish numerator and
denominator.
• Have students work in small groups.
• Write numerator and up. Say, “Use the letter u to remember
Have them list the numbers 1–12 on
that the numerator is up on top of the line.” Repeat for d/
scraps of paper.
denominator/down below the line.
• Students take turns choosing two
• Teach the memory rhyme: “Up with the numerator. Put the
numbers. They should use these
denominator down later.” Pairs take turns saying a numerator
numbers to create an improper
and denominator that the other writes as a fraction.
fraction.
• Whoever converts the improper fraction to a mixed number BL Advanced
first gets to go next. Cognates Compare and contrast Spanish and English.
• Introduce Spanish fraction words: fraction—fracción
(frak-see-ohn), simplify—simplificar (sim-plee-fee-car).
Other Options Have bilingual pairs repeat English words, emphasizing
Get ConnectED Lesson Animations, Virtual Manipulatives, the vowels and consonants that differ from Spanish.
eGames: Blip’s Satellite Service–Fractions • Have bilingual pairs simplify a fraction and read it in both
English and Spanish.
Extend
Provide bilingual pairs with challenging fractions to simplify.
When finished, have pairs scaffold each other to summarize the
process of simplifying fractions.
399e Decimals and Fractions

2
Multi-Part
Fractions
Multi-Part
Lesson 2 Fractions
Lesson
PART A B C D E F PART A B C D E F
PART
Equivalent Fractions A
Like decimals, fractions are used to show part of a number.
Main Idea
I will explore
Fractions that represent the same part of a number are Equivalent Fractions
equivalent fractions.
Objective
Materials
fraction tiles Identify two fractions that are equivalent to _1 . Explore equivalent fractions.
3
1
Step 1 _1 .
Model
1 Resources
1 3
4 3
1 1
2 Start with 1 whole.
Then, use the 1 Materials: colored pencils, quarter-inch grid paper from
_
1 3 Hands-On Activity Tools and Resources p. 124
fraction tile
Get ConnectED 3
to show _ . Manipulatives: fraction tiles, rulers
1
3
Step 2 Explore Worksheet
Find a fraction
1
SPI 0406.2.5
Generate equivalent forms
of common fractions and equivalent to
1
. _ Get ConnectED
3
decimals and use them to _
1
Using fraction 1
compare size.
6 3
tiles, place 1 1
them below the 6 6
SPI 0406.2.5 Generate equivalent forms of common
_
1
fraction tile.
3 fractions and decimals and use them to compare size.
How many
_
1
fraction tiles
6
are used?
1 INTRODUCE
Step 3 Find another
fraction equivalent 1 Introduce the Concept
to _.
1 1
• Write the fractions _ , _
2 _
, , and _ on the board.
3 1 3 4
3
Use _ fraction
1 3 6 9 12
12 1 1
Checks for Understanding tiles to equal the 6 6 • Have each student outline four 6-by-12 rectangles on a
✔ 0406.2.8 Generate equivalent length of the piece of grid paper.
forms of whole numbers, decimals, 1 1 1 1
and common fractions (e.g., __1 _1 _
1
fraction tile. 12 12 12 12
_1 , _3 ). 10 , 4 , 3 • Tell each student to shade each fraction on a different
Count the number of _ fraction tiles.
2 4 1
12 rectangle on their paper.
So, _, _, and _ are equivalent fractions. • What do you notice about the four models?
1 2 4
3 6 12
Sample answer: Each model represents the same
fractional amount.
Lesson 2A Fractions 399
• Point out that all of the fractions are different but that
they are equivalent, or represent the same amount.
399_400_C08_EXP_103030.indd 399 3/1/10 3:16 PM
Use Virtual Manipulative fraction tiles on an interactive whiteboard to guide 2 TEACH

students through Activity 1. You may also want to show them additional Activity 1 During Step 2, after students use two _ fraction
1
examples. 6
tiles to equal _ , ask them to think about the relationship
1
3
of the fractions’ numerators and denominators.
Lesson 2A Fractions 399

Activity 2 Provide grid paper and rulers for students to
use when creating their number lines. Have them make the IIdentify equivalent fractions.
number lines so that the points 0 and 1 will be 16 boxes Step 1 Draw three identical
apart. That way, all the number line labels will fall on the number lines that show 0 1
lines. This will make comparisons easier for the students. zero and one.
0 1
Step 2 The denominator of each fraction equals the
number of equal sections into which the number line is to 0 1
be divided. To divide a line into fourths, divide it into four
sections of equal length. Repeat this process for each
fraction. _ = _ = _ because these fractions are located
1 2 4
0 1 2 3 4
4 8 16 Step 2 Divide the first number 4 4 4 4
the same distance from 0 and 1 on the number lines. line into fourths. Divide
the second number line
into eighths. Divide the 0 1 2 3 4 5 6 7 8
8 8 8 8 8 8 8 8
third number line into
About It sixteenths.
Notice that _ = _ = _.
1 2 4 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
4 8 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16 16
Assign the exercises in the Think About It section to
in the Activities.
About It
1. Algebra Copy and complete _ = _ = _. 3; 5
1
3 PRACTICE 3 9 15
6
2. Refer to Activity 2. Find two fractions equivalent to _. Sample answer: and
3 12 _ _
4 8 16
Use the Practice and Apply It Exercises to assess whether
students understand how to find equivalent fractions.
and Apply It
lesson, see Explore Worksheet. Determine whether the fractions are equivalent.
Write yes or no. Use fraction tiles or number lines.
3. _ and _ yes 4. _ and _ no 5. _ and _ no 6. _ and _ yes

2 6 6 5 2 3 9 3
4 12 8 10 3 5 12 4
4 REFLECT AND CLARIFY Find two equivalent fractions for each fraction. Use fraction 7–10. Sample answers
are given.
tiles or number lines.
• Why was the fraction tile that represents 1 whole
7. _
1 _2 and _3 8. _
2 _1 and 4 _ 4 2
9. _ _and 8 _ 2 1
10. _ _and 4 _
used in Activity 1? as a frame of reference 5 10 15 6 3 12 8 4 16 12 6 24
• What do you notice about the number of equivalent 11. E WRITE MATH Explain what it means for two fractions to be equivalent.
fractions a given fraction may have? A given fraction Sample answer: They represent the same amount.
has an unlimited number of equivalent fractions. 400 Decimals and Fractions
• What do you notice about strategies that can be

used to find equivalent fractions? Sample answer: 399_400_C08_EXP_103030.indd 400 3/1/10 3:1
There is more than one way to find an equivalent

fraction. Students may also tell you that one way is
easier for them than the other.
From Concrete to Abstract

The Write Math Exercise will help bridge the gap between
using manipulatives to find equivalent fractions and
understanding the concept of equivalent fractions.
Extending the Concept BL

Students should see the connection of dividing (or
multiplying) the numerator and denominator by the same
number to find an equivalent fraction. In Exercise 9, they
can divide both 4 and 8 by 2 or by 4 to produce an
equivalent fraction. Provide additional examples for
students to try without manipulatives.

2
Multi-Part
Fractions
Multi-Part
Lesson 2 Fractions
Lesson
Main Idea
Equivalent Fractions PART Equivalent
I will find equivalent B Fractions
The fraction models show that _ is the same as _. Fractions
fractions. 4 1
8 2
Vocabulary
V that represent the same amount are equivalent fractions .
equivalent fractions Objective
1
Find equivalent fractions.
Get ConnectED
1 Vocabulary
SPI 0406.2.5 2 equivalent fractions
Generate equivalent forms
of common fractions and 1 1 1 1
decimals and use them to
compare size. Also
8 8 8 8 Resources
addresses GLE 0406.1.1,
GLE 0406.3.1.
Find Equivalent Materials: 6 blue cards, 4 red cards, 2 yellow cards,
Fractions colored pencils, scissors, quarter-inch grid paper,
Prefixes The prefix FISH Allie has 8 fish in an aquarium. Four fish are WorkMat 7: Tenths and Hundredths Models from
equi- means equal.
green. So, _4 of the fish are green. Find three fractions Hands-On Activity Tools and Resources pp. 80 and 124
that are equivalent to _.
8
4
8
Leveled Worksheets
Get ConnectED
SPI 0406.2.5 Generate equivalent forms of common

fractions and decimals and use them to compare size. Also
addresses GLE 0406.1.1, GLE 0406.3.1.
You can use multiplication or division.
1 INTRODUCE
One Way: Multiply Another Way: Divide
Multiply the Divide the Activity Choice 1: Hands-On
4÷ 2
_ =_
numerator 2 numerator
Checks for Understanding 4× 2
___ _ 8 and the 8÷2 4 and the • Hand out a set of 6 blue cards, 4 red cards, and
✔ 0406.2.8 Generate equivalent 8 × 2 = 16 denominator
2÷ 2
_ _1
denominator 2 yellow cards to each of 12 students.
forms of whole numbers, decimals, by the same by the same
1 _1
and common fractions (e.g., __
10 , 4 , number, 2. 4÷2 = 2 number, 2. • What fraction of the students have blue cards? _
6
_1 , _3 ).
2 4 12
• Pair the 12 students so that every blue card is with
So, _, _, and _ are equivalent to _.
8 2 1 4
16 4 2 8 either a yellow or red card. Show students that 1 out of
every 2 cards is blue.
• What fraction is this? _
Lesson 2B Fractions 401 1
2
• Explain that this is an example of equivalent fractions.
401_403_C08_L02_103030.indd 401 3/1/10 5:02 PM • If time allows, extend the activity by adding cards or
colors to create other fractions.
Building Math Vocabulary Activity Choice 2: Art

Write the lesson vocabulary word and its definition on the board. • Shade 50 out of 100 squares of a hundredths grid
Have students use the word equivalent in a sentence. Then and 5 out of 10 sections of a tenths model. What
ask each student to write down and illustrate an example of fractions do the grid and model represent?
equivalent fractions. You may wish to collect and display these _50
and _
5
on a large poster board. 100 10
• Explain to students that since an equal amount of the
grid and model is shaded, _ and _ are equivalent
50 5
Visual Vocabulary Cards 100 10
Use a Visual Vocabulary Card to fractions.
reinforce the vocabulary introduced • Give hundredths grids and tenths models to students.
in this lesson in English and Spanish. Tell them to shade 3 pairs of equivalent fractions.
(The Define/Example/Ask routine is ISBN: 978-0-02-101741-6 Copyright © by The McGraw-Hill

Lesson 2B Fractions 401

2 TEACH
Write the fraction for the part that is shaded.
shaded Then find an
Scaffolding Questions equivalent fraction. See Example 1
Draw and shade 6 blue, 4 red, and 2 yellow squares on 1. 2 1

; __ 2. 1 2
; __ 3. _2 ; _1
4 2 3 6 4 2
the board.
• What fraction of the squares are red? _
4
12
• What is another way to write this fraction? _
1 1–3. Sample equivalent fractions are given. 4–9. Sample answers are
3 Find an equivalent fraction for each fraction. See Example 1 given.
• Write two fractions to represent the yellow squares. 4. _ _
1 2
5. _ _
4 2
6. _ _
1 2
7. _ _
8 4
8. _
1 2 _
_
2 _
,
1 4 8 6 3 5 10 10 5 3 6
12 6
• What fraction of the squares is yellow or red? 9. Javier has 4 juice boxes. Three are 10. E TALK MATH Tell why _
3 _6
, and
4 8
Write this fraction several ways. _ , _ , _
6 1 2 _ 3 grape flavored. Write two fractions _
9
are equivalent fractions. Give an
, 12
12 2 4 6 that describe the part of the juice
example of another set of three
boxes that is grape. _
3
and _6
4 8 equivalent fractions.
See Answer Appendix.
Find three fractions that are equivalent to _.

4 EXTRA 0R
P !C
2A # TI #E
4) C %
6 Begins on page EP2.
_2 , _
8 _
,
12
3 12 18 Write the fraction for the part that is shaded. Then find an
equivalent fraction. See Example 1
IWB INTERACTIVE WHITEBOARD READY 11. _5 ; _

10 12. _3 ; _
6 13. _1 ; _2
6 12 5 10 4 8

14. _5 ; _
10 15. _1 ; _
2 16. _3 ; _6
8 16 5 10 4 8
E TALK MATH Use the Talk Math Exercise to assess 11–16. Sample equivalent fractions are given.
Find an equivalent fraction for each fraction. See Example 1
17. _ _ 18. _ _ 19. _ _ 20. _ _ _
2 4 2 4 6 3 2 1 8
exercises. 21. _
2
7 14 5 10 10 5 12 6 3 12
22. _ _ 23. _ _ 24. _ _ 25. _ _ _

12 _
6 3 1 7 9 1 1 6 6
26.
8 4 2 14 18 2 6 36 20 10
AL Alternate Teaching Strategy 17–27. Sample answers are given.
28. Measurement Lucas ran _ mile.
27. A roller coaster has 16 cars. Six of the 1
2
Ayana ran _ mile. Did they run the
cars are green. Write two fractions for 4
If students have trouble finding equivalent
the part of the cars that is green. _6
and _
12 6
fractions . . . 16 32 same distance? Explain.
Then use one of these reteach options: 402 Decimals and Fractions
401_403_C08_L02_103030.indd 402 3/1/10 3:
fraction models to reteach the concept.

3 Use Grid Paper Provide grid paper. Have
! COMMON ERROR!
Exercise 10 Remind students that equivalent fractions represent
students cut one piece in half and write the the same amount, even though they contain different digits. Ask
fraction each piece represents. _ Then have
1
2 them to draw three rectangles on grid paper and have them
them cut each piece in half again. shade each fractional amount given in this exercise to show this
• How many fourths equal one half? 2 fourths relationship.
• Repeat by cutting each fourth to create
eighths. Show students that four of the eighths
equals one half. ELL
• Help students make the connection from the Extend Vocabulary: Standard and Non-Standard Fractional Terms Students
physical cutting of paper to multiplying or
may need clarification that _ and _ are not pronounced with the common
1 1
dividing to find equivalent fractions. 2 3
/th/ sound. Stress that _ is not one-twoth, and _ is not one-threeth.
1 1
2 3

Algebra Find the value of x.
29. _ = _
3 12 2 x
30. _ = _ 10
8 x
31. _ = _ 2 32. _ = _
8 1
3 PRACTICE
4 x 16 5 25 12 3 64 x 8
Science The state animal of Michigan is the Level Assignment

white-tailed deer. Female deer, called does, usually
have 1 to 3 young at a time. Young deer are called AL Approaching Level 11–13, 17–20, 27–28,
fawns. The male deer, called bucks, grow antlers in 33–36, 38
the spring.
OL On Level 13–15, 20–23, 27–30,
33. Suppose 10 deer are traveling together. If 4 of
33–36, 38
them are does and 3 are fawns, what fraction
represents the number of bucks? Write another BL Beyond Level 14–16, 23–28, 30–38
fraction that represents this number. _
3 _
, 6
10 20
34. A doe has 3 fawns. If one of the fawns is male,
what fraction of the fawns is female? Write a fraction Have students discuss and
equivalent to this fraction. _
2 _
,4 complete the Higher Order Thinking problems. Suggest
3 6
that students draw models to check their answers.
35. OPEN ENDED Write a fraction equivalent to _. Write a fraction 35. Sample answer:
2
5 Math Exercise in their Math Journals. You may choose to
equivalent to _. Which fraction represents a greater number?
3 _4 _
; 3 >_ 2
;
6 10 6 5 use this exercise as an optional formative assessment.
Explain. Two out of five is
36. FIND THE ERROR Julian is finding a fraction equivalent to _. less than _. Three
6 1
18 2
ELL Rephrase the Question Rephrase the question for
Find and correct his mistake. 6 ÷ 3 = 2; _6
÷_3
=_ 2
out of six equals _
1
. students who need additional writing support.
18 3 6 2

6 ÷ 3 = __
_______ 3 Problem-Solving Practice Worksheet
18 ÷ 3 6
4 ASSESS
• Explain how to find an equivalent fraction for the
37. CHALLENGE Identify a fraction that is equivalent to _.
25 Sample answer: _
1 part of a model that is shaded. Sample answer: Write
100 4
the number of shaded parts in the numerator and the
38. E WRITE MATH Can you always find an equivalent fraction for a
total number of parts in the denominator to determine
fraction? Explain. yes; You can always multiply a fraction by
another fraction that has the same numerator and denominator. what fraction the model represents. Then multiply or
Lesson 2B Fractions 403 divide the numerator and denominator by the same
number to find an equivalent fraction.
• Explain how you would find an equivalent fraction
401_403_C08_L02_103030.indd 403 3/1/10 3:18 PM
4
for the fraction __
12 without using a model. Sample
A students to write the steps they would take to
Ask answer: Multiply or divide the numerator and
find two equivalent fractions for _. Collect students’
12
20 denominator by the same number.
work as they leave class for the day.
with finding equivalent fractions?

AL Differentiated Instruction Option 1 (p. 399d)
AL Strategic Intervention Guide
(pp. T92, T93, T95)
If No OL Differentiated Instruction Option 1 (p. 399d)

BL Enrich Worksheet
Lesson 2B Fractions 403

2
Multi-Part
Fractions
Lesson Multi-Part
Lesson 2 Fractions
PART Problem-Solving Strategy: Make a Model

C Problem-Solving Strategy: Main Idea I will solve problems by making a model.
Make a Model Brandi and her mom are at a pet store.

The pet store has 15 reptiles. One third
of the reptiles is turtles. Two are snakes,
Objective and the rest are lizards. How many of each
reptile are there?
Solve problems by making a model.
Understand What facts do you know?
Resources • There are 15 reptiles at the store. • Two are snakes.
k
Materials: colored pencils • One third is turtles. • The rest are lizards.
Manipulatives: counters What do you need to find? ✔ 0406.1.7 Translate the details
• Find the number of each reptile. of a contextual problem into
Leveled Worksheets diagrams and/or numerical
expressions, and express answers
Get ConnectED Plan Make a model to solve the problem. using appropriate units.
Solve
• Draw 15 circles. Since the
SPI 0406.2.10 Solve contextual problems using
fraction _ is used, place the
1
whole numbers, fractions, and decimals. 3
circles in 3 equal groups.
• To show the turtles, shade _

1
3
1 INTRODUCE of the circles, that is, one of the turtles
three equal groups. So, there are
Activity Choice 1: Review 5 turtles. There are 2 snakes, so
• Pose the following problem to students: shade 2 circles to show the snakes.
Rocky wants to get 3 party favors for each of 14 party • There are 8 circles not shaded.
guests. How many favors should Rocky buy? 42 favors This is the number of lizards.
• Which problem-solving strategy could you use to So, there are 5 turtles, 2 snakes,
solve this problem? Sample answer: make a table and 8 lizards at the pet store. snakes
Check Look back. 5 turtles + 2 snakes + 8 lizards = 15 reptiles.

Activity Choice 2: RWPS Reader The pet store has 15 reptiles. So, the answer is correct.
• Read Growing Goods in a Growing Country as a class. SPI 0406.2.10 Solve contextual problems using whole numbers, fractions, and decimals.
Have students use the maps in this book to answer the
following questions. 404 Decimals and Fractions
• Determine how many states are in each of the ten

farm production regions. Northeast: 11; Corn Belt: 5; 404_405_C08_PSS_103030.indd 404 3/1/10 3:
Great Lakes: 3; Appalachia: 5; Southeast: 4; Delta AL Alternate Teaching Strategy

States: 3; Northern Plains: 4; Southern Plains: 2;
Mountain: 8; Pacific: 5 If students have trouble making a model to
solve problems…
• Write the number of states in the Corn Belt,
Southeast, Southern Plains, and Mountain regions Then use one of these reteach options:
as fractions. Corn Belt: _; Southeast: _; Southern
5 4
_2 _8 50 50
Plains: ; Mountain: 1 Reteach Worksheet
AL
50 50
2 IWB Personal Tutor Have students use
• Have students write two equivalent fractions for
each fraction. See students’ work.
3 Use Manipulatives Provide students with
• What strategies can be used to answer these
counters or other manipulatives to help them
questions? Sample answers: estimate or exact answer
solve the problems. The use of manipulatives may
or choose an operation
also help them think of models they could make.

indicates multi-step problem
2, 4. See Answer Appendix.

2 TEACH
Refer to the problem on the previous page. 1. Sample answer: There are 15 reptiles Have students read the problem on the student page.
and each circle represents 1 reptile. Guide them through the problem-solving steps.
1. Explain why you used 15 circles. 3. If the pet store had 24 reptiles, how
many of the reptiles would be lizards?
2. You know that _ of the reptiles are
1
3 14 lizards Understand Using the questions, review what
turtles. Explain why 5 circles were 4. Check your answer to Exercise 3. students know and need to find.
shaded to show the number of turtles. How do you know that it is correct?
Plan Have them discuss their strategy.
EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2. Solve Guide students in using the make a model
Solve. Use the make a model strategy. 6, 7. Sample equivalent fractions are given. strategy to solve the problem.
5. Measurement There are three trees 8. There are 22 students • How many circles will you need to draw to
in a backyard. The second tree is half in Ms. Lane’s class. represent the total number of reptiles? 15 circles
• How many circles will you shade to represent _
as tall as the first. The third tree is Half of them packed 1
taller than the second tree and shorter their lunches. Eight 3
of the circles? Explain. 5; _ of 15 is 5.
than the first tree. The total height of students are buying 1
pizza. The rest are
3
the trees is 24 feet. What is the height
of each tree? 10 ft, 5 ft, 9 ft buying salads. How
Check Have students look back at the problem to make
many students are
buying salads? 3 students
nts sure that the answer fits the facts given.
9. Measurement The table shows Analyze the Strategy Use the Extend Exercises to
10 ft
x
y how long Adam and Kenya rode their analyze and discuss the problem-solving strategy.
bikes. Who biked more minutes? How
many more minutes? Adam; 5 min
6. Corey has 8 apples. Four are red, two

Biking Schedule 3 PRACTICE
are green, and the rest are yellow. Name Time Spent Biking
Write two fractions that name the part 1 of an hour
Using the Exercises
__
Exercise 9 Explain to students that _ of an hour means
2 or __
of the apples that are yellow. __ 1 Adam
3 1
8 4 Kenya 15 minutes
3
7. Emil bought his mom a dozen roses. one hour divided into three equal parts.
Exercise 11 Remind students that _ means one out of
Some of the roses are shown below. 1
10. There are 16 books on a shelf.
The rest are white. Of which color One-fourth of the books are about 4
were there the most? What fraction of four, so they can group the books by fours.
animals. Two are adventure. The rest
the roses were that color? Write an
6 or __
1 are mystery. How many are mystery
equivalent fraction. red; ___
12 2 books? 10 books
11. E WRITE MATH Look back at Exercise

4 ASSESS
10. Explain how you used the make a Formative Assessment
model strategy to solve the problem.
See Answer Appendix. Present students with the following problem:
Lesson 2C Fractions 405 Benita made a model of the Pentagon. If the sum of the
side lengths of the model was 40 inches, how long was
each side?
404_405_C08_PSS_103030.indd 405 3/1/10 3:19 PM
• Describe the steps you would take to solve this
! COMMON ERROR! problem. Sample answer: I know a pentagon has
5 sides, so I divided 40 by 5 to get 8 inches for each
Exercises 8 and 10 Students often do not know where to begin
side of the model.
to solve problems with multiple steps. Suggest they first draw a
picture and then work backward to solve. • Find the solution. Each side is 8 inches long.

with solving problems by making a
model?
If No OL Skills Practice Worksheet

BL Enrich Worksheet
Lesson 2C Fractions 405

2
Multi-Part
Fractions
Lesson Multi-Part
Lesson 2 Fractions
PART Compare and Main Idea

Compare and Order
D Order Fractions I will compare and
order fractions.
Fractions
Objective Get ConnectED To compare fractions, you can use models, number lines,
Compare and order fractions. and equivalent fractions.
SPI 0406.2.6
Use the symbols <, >,
Compare Fractions
Resources and = to compare
common fractions
Materials: colored pencils and decimals in both MEASUREMENT Ramon has an
increasing and insect collection. The table shows
decreasing order.
Manipulatives: fraction tiles the lengths of four insects in his
Leveled Worksheets collection. Which is longer, a field
cricket or a whirligig beetle?
Get ConnectED
You can use fraction models to
compare _ and _.
5 3
8 8
SPI 0406.2.6 Use the symbols <, >, and = to ✔ 0406.2.9 Compare equivalent
compare common fractions and decimals in both increasing forms whole numbers, fractions,
and decreasing order. and decimals to each other and _
5
Field cricket
to benchmark numbers. 8
1 INTRODUCE _
3
Whirligig beetle
8
Activity Choice 1: Hands-On The models show that _ > _.
5 3
8 8
• Hand out sets of fraction tiles to students. So, the field cricket is longer than the whirligig beetle.
• Which is greater: _ or _? _
1 1 1
5 4 4 Which is longer, a mosquito or lightning bug?
• Ask students to identify three fractions that are greater
You need to compare _ and _.
1 1
than _. _
3 2 _
, ,_
3 4 Checks for Understanding
✔ 0406.2.11 Use models, 4 2
5 3 4 5
benchmarks, and equivalent
• Ask students to arrange the following fractions in order forms to compare fractions/
_
1
Mosquito
0 1 2 3 1 4
from least to greatest: _, _, _, _, _
3 1 4 5 2 _
. ,_
1 2 _
, , _, _
3 4 5 decimals and locate them on the
4 4 4
number line.
5 5 5 5 5 5 5 5 5 5
_
1
• Repeat with tenths. Ask students to describe the rule 1 2
Lightning bug
0 1
that can help order fractions when the denominators 2
are the same. When denominators are the same, So, the lightning bug is longer than the mosquito.
arrange by numerators.
Activity Choice 2: Index Question
• Tell students that you want to collect some information
that will help you teach them today’s lesson. 406_409_C08_L02_103030.indd 406 3/1/10 3:
• Write the following on the board: What do you know

about comparing and ordering fractions?
• Allow students 5 minutes to answer the question.
• Collect and quickly analyze students’ answers to gauge
their prior knowledge of comparing and ordering
fractions. This will help you adjust the lesson as needed
to meet your students’ needs.

Write the review vocabulary term and its definition on the board.
Have each student draw a number line, labeling it 0–3. Have
students use different colored pencils to mark the line with the
following scales: halves, thirds, fourths, fifths, and sixths.

Order Fractions
2 TEACH
Order _, _, and _ from least to greatest.
2 1 7
3 2 12
• Have students use fraction tiles to order _, _, _, _, _,
Number Equivalent
1 3 5 1 1
One Way: Lines
Another Way: Fractions
2 4 6 3 4
and from least to greatest. , , , , , _
_ _
1 1 _
1 _
1 _
1 _3 5
6 6 4 3 2 4 6
Use a number line. Find equivalent fractions • Without using fraction tiles, why is it harder
with the same denominator.
_2×4 _8 _1×6 _ to order fractions that do not have the same
0 2 1
3×4
= = 6
3 12 2×6 12 denominator? It is harder to compare values.
0 1
2
1 Compare the numerators. _1 _1 _1 _1 _1 _1 _1
• Order , , , , , , and from least to greatest
Order from least to greatest. 7 4 5 3 6 2 8
_6 , _7 , _8 and describe a rule that can be used when all
8. Sample answer.
numerators are the same. Sample answer: _, _, _,
0 7 1 12 12 12 1 1 1
Write the fractions 12
8 7 6
with a common _1 < _7 < _2 _1 , _7 , _2 . _1 , _1 , _1 , _1 ; When numerators are the same, the fraction
2 12 3 5 4 3 2
denominator. Then 2 12 3
values increase as the denominators gget smaller.
compare the
numerators. So, the order from least to greatest is _1 , _7 , _2 .
2 12 3

Which is wider, a button that is inch _4
2 _ 5
wide or a button that is inch wide?
5
Compare. Use > , < , or =. SSee Examples
Compare E l 1 andd 2 _4 inch button
5
1. > 2. >
0 1
4
2
4
3
4
1 _3
Which is longer, a ribbon that is foot long or
5 6
a ribbon that is _58 foot long? _ foot ribbon
_ 8
5
8
_
1
8
0 1
6
2
6
3
6
4
6
5
6
1
Order _, _, and _ from least to greatest.

1 5 1
_
1
_
1 2 6 3
4 6 _1 , _1 , _5
3. _ _ >
3 1
4. _ _ <
3 3 3 2 6
4 2 6 4
Order from least to greatest. See Example 3 IWB INTERACTIVE WHITEBOARD READY
3 2 4 2 3 4
5. _, _, _ , , ___ 1 7 3 1 3 7
6. _, _, _ , , ___
8 6 8 6 8 8 16 8 4 16 4 8
7. Measurement Griff worked for _ 1

3
of 8. E TALK MATH Explain how to compare
_ the fractions _ and _.
3 7 2
an hour. Sasha worked for of an 12 6
12
hour. Who worked for a longer time? Griff As a class, have students complete the Check What You
Lesson 2D Fractions 407
406_409_C08_L02_103030.indd 407 3/1/10 3:20 PM
exercises.

EXTRA 0R
P !C
2A # TI #E
4) C %
AL Alternate Teaching Strategy Begins on page EP2.
Compare. Use > , < , or =. See Examples 1 and 2
If students have trouble comparing and
ordering fractions… 9. > 10. >

_
7
_
4 _
4
_
1
10 10 8 4
1 Reteach Worksheet
AL
11. < 12. >
0 1 2 1 0 1 2 3 4 5 1
fraction models to reteach the concept. 3 3 6 6 6 6 6
3 Use Fraction Tiles Provide fraction tiles to help

0 1 2 3 4 5 1 0 1 2 3 4 5 6 7 1
students compare and order fractions as they 6 6 6 6 6 8 8 8 8 8 8 8
complete the exercises. The fraction tiles will _
2
3
_
5
6
_
4
6
_
5
8
also help students check their answers.
13. _ _ 14. _ _ 15. _ _
2 1 3 5 4 8
6
3
= 5
6
< 5 10
=
16. _ _ > 17. _ _ < 18. _ _ <

2 5 4 1 5 2
3 PRACTICE 3 9 10 2 8 3
Order from least to greatest. See Example 3

Differentiate practice using these leveled assignments for 4 1 3 1 4 3
19. _, _, _ , , ___ 3 2 7 2 3 7
20. _, _, _ , _ , _ _ 3 3 3 3 3 3
21. _, _, _ , , ___
the exercises in Practice and Problem Solving. 6 3 3 3 6 3 4 3 8 3 4 8 10 4 5 10 5 4
22. Which meat makes up most of 23. Allison took a survey. Find the favorite
Level Assignment Mr. Collin’s sandwich? ham weekend activity. playing basketball
AL Approaching Level 9–14, 19–20, 22–23, 27–28, Favorite Weekend Activities
30–32, 34–39 Fraction of
Activity
Friends
Movie 2
ADMIT ONE
ADMIT ONE
OL On Level 10, 12–15, 20–22, 25–28, 6
Mall 1
30–39 4
Basketball 5
BL Beyond Level 15–21, 24–39 12
24. Aisha ate _

1
of the carrots in the bag. 25. Suzanne practiced volleyball for _
2
4 3 3
Enrique ate _ of the carrots in the _
1
hour on Saturday and hour on
Have students discuss and 12 6
bag. Who ate more carrots? They ate Sunday. Which day did she practice
complete the Higher Order Thinking problems. Remind the same amount of carrots. longer? Saturdayy
students to use what they observed in the Scaffolding Student Time
26. Measurement The table shows how much time _
Questions to help them with the Higher Order Thinking each student needs to finish an art project. Does
Simón
4
12
hour
problems. _
3
_ _
Simón need more or less time than Phil? Explain. Phil
4
hour
Simón needs less time than Phil; 4 < 3 .

4
E WRITE MATH Have students complete the Write 408 Decimals and Fractions
12

406_409_C08_L02_101807.indd 408 12/9/09 9:33 A

Problem-Solving Practice Worksheet ! COMMON ERROR!
4
Exercise 26 Some students may assume __ 12 is the greater fraction
because it has the greater numerator (and denominator). Remind
students to compare the numerators after the denominators are
the same.

4 ASSESS
27. OPEN ENDED Write three fractions that are not greater than _. Sample answer:
1
2 1 1
, , and 1 __ _ Formative Assessment
28. WHICH ONE DOESN’T BELONG? Identify the set of fractions 3 4 8
that does not belong with the other three sets. Explain. Provide students with the following lists of fractions.
List 1: _, _
2 _ _ _ _
1 3 1 1 3
_1 , _5 , _ _2 , _1 , _1 _2 , _1 , _ _3 , _1 , _2 , , , ,
15 7 4 3 4 2 3 5
List 2: _, _, _, _, _
4 8 16 9 3 2 5 2 10 4 2 12 5 1 3 4 2 _ 6
,
6 6 6 6 6 6
• Write the fractions in each list in order from least
29. CHALLENGE Identify a fraction that is greater than _. Sample answer: _
150 400
500
to greatest. List 1: _, _, _, _, _
2 _
500 1 1 1 3 3
,
4 3 2 5 3 4
30. E WRITE MATH Explain how to decide if _ is greater than or less than _.
3 3
List 2: _, _
1 2 _
, , _, _, _
4 5 3 4 5 6
Sample answer: Find an equivalent fraction with a common 6 6 6 6 6 6
denominator for each of the fractions. Then compare the numerators. • Why are the fractions in List 2 easier to order?
Test Practice The denominators are already the same.
31. What fraction is equivalent to 32. Which set of fractions is ordered

the fraction represented by from greatest to least? (Lesson 2D) F
point M on the number line? Are students continuing to struggle
F. _, _, _
3 6 2
(Lesson 2B) D 5 15 10 with comparing and ordering
M fractions?
G. _, _, _
2 3 6
10 5 15
0
1
8
1
4
3
8
1
2
5
8
7
8 1 During Small Group Instruction
H. _, _, _
2 6 3
10 15 5
A. _ C. _ If Yes Daily Transparencies
1 1 AL
4 2
I. _, _, _
6 3 2 AL Differentiated Instruction Option 2 (p. 399d)
B. _ D. _
3 3 15 5 10
8 4
AL Strategic Intervention Guide (pp. T26–T29)
If No OL Skills Practice Worksheet

34–39. Sample answers are given.
BL Enrich Worksheet
33. Toya h i iin h

has 8 coins her piggy bank. One fourth of
the coins is quarters. Three of the coins are dimes.
The rest of the coins are pennies. How many pennies
does Toya have? (Lesson 2C) 3 pennies
Review and assess mastery of skills and concepts from the
Find an equivalent fraction for each fraction. (Lesson 2B)
previous lessons in the chapter.
34. _ _ 35. _ _ 36. _ _
1 2 2 4 3 6
2 4 3 6 5 10
37. _ _ 38. _ _ 39. _ _

7 14 1 2 4 1
10 20 8 16 12 3
406_409_C08_L02_101807.indd 409 12/9/09 9:33 AM
Have students explain how a

previous lesson on equivalent
equivalen fractions helped them with
today’s lesson on comparing and ordering fractions.

2
Multi-Part
Fractions
Lesson Multi-Part
Lesson 2 Fractions
PART Main Idea

E Simplest Form I will write a fraction Simplest Form
in simplest form.
Among the equivalent fractions _, _, and _, the fraction _
2 4 8 2
3 6 12 3
V is in simplest form because its numerator and denominator
simplest form have no common factor other than 1.
Write a fraction in simplest form. greatest common
factor
Fractions in Fractions NOT in
Vocabulary Simplest Form Simplest Form
simplest form Get ConnectED
_
1 _
2 _
3 _
3 _
5 _
2 _
4 _
8 _
8 _
16
2 3 4 7 8 4 6 10 12 24
greatest common factor SPI 0406.2.4
Find factors, common
factors, multiples, and To change a fraction into its simplest form, you can divide both
Resources common multiples of two
numbers. Also addresses the numerator and the denominator by the greatest common
Manipulatives: play money GLE 0406.3.1. factor. A greatest common factor is the greatest of the
common factors of two or more numbers.
Leveled Worksheets
Get ConnectED
Simplest Form
QUIZ There are 12 questions on a quiz.
Esteban got 8 out of 12, or _8 , of the Name:
SPI 0406.2.4 Find factors, common factors, multiples, 12 1.
7.
and common multiples of two numbers. Also addresses questions correct. Two fractions 2.
GLE 0406.3.1 equivalent to_8 are _2 and _4 . 3.
9.
8.
Write _
8
12 3
in simplest form.
6 4.
5.
10.
12 11.
1 INTRODUCE Checks for Understanding
✔ 0406.2.8 Generate equivalent
Step 1 Find the common factors of
6.
12.
8 and 12.
forms of whole numbers, decimals,
Activity Choice 1: Hands-On and common fractions (e.g., __1 _1
10 , 4 , Factors of 8: 1, 2, 4, 8
_1 , _3 ).
• Tell students that some fractions are easier to 2 4
understand than others. What is _1 of a dollar? What Factors of 12: 1, 2, 3, 4, 6, 12
is _2 of a dollar? quarter; quarter 4 Common factors: 1, 2 and 4

8 Step 2 Divide by the greatest common factor, 4.
• Tell students that these are the same amount. _ is
1
8 ÷ 4
_ =_
4 2 The numbers 2 and 3 have no
12 ÷ 4 3 common factor other than 1.
easier to understand since it is in simplest form. A
So, _ in simplest form is _.
8 2
fraction is in simplest form when its numerator and 12 3
denominator have no common factor other than 1.
• Give each student 4 quarters and 10 dimes. 410 Decimals and Fractions
How much is _ of a dollar? 50 cents
1
•
2
• How much is _5
of a dollar? 50 cents 410_413_C08_L02_103030.indd 410 3/1/10 3:
10
Model this with dimes. Building Math Vocabulary
How much is _ of a dollar? 50 cents
2
• Write the lesson vocabulary words and their definitions on
4
Model this with quarters. the board.
• Write the fractions _ , _ , and _
1 5 2 Ask students to pretend they are the teachers of a fourth grade
on the board.
2 10 4 class. Have them work in pairs to write a paragraph explaining
Explain that these are equivalent fractions.
the meaning of simplest form to their class. They should include
• Which of these fractions is written in simplest form? several examples.
How do you know? Sample answer: _ ; The only
1
2
factor the numerator and denominator have in Visual Vocabulary Cards
common is 1. Use a Visual Vocabulary Card to
reinforce the vocabulary introduced
(The Define/Example/Ask routine is ISBN: 978-0-02-101741-6
MHID: 0-02-101741-7
Companies, Inc.

To write a fraction in simplest form, you can also divide by Activity Choice 2: Game
common factors.
• Tell students that they can find the simplest form of
a fraction by dividing both the numerator and
Simplest Form
denominator by the same number, until its numerator
ANIMALS Koala bears sleep and denominator have no common factor other than 1.
up to 18 hours each day. What
For example, the simplest form of _ is _ ÷ _ , or _ .
3 3 3 1
part of a day do koalas sleep? 9 9 3 3
Write the fraction in simplest
form.
• Write the following information on the board:
_1
dollar = 10¢ _ dollar = 20¢
1
Step 1 Write a fraction. 10 5
_
18 hours of sleep each day _1 dollar = 25¢ _1 dollar = 50¢
24 total hours in a day 4 2
• Then write different amounts of money on the board,
such as: _ or _
Step 2 Divide by common factors. 5 2
of a dollar.
10 8
Divide until the
_
18
= _ =_
18 ÷ 2 9 A common factor of
• Students are to decide which amount of money they
24 24 ÷ 2 12 18 and 24 is 2.
numerator and the
denominator have no
would rather have. Have students add the amounts of
_
9
= _=_
9÷ 3 3 A common factor of
money they choose. The first student to reach $5 wins.
common factor other 12 12 ÷ 3 4 9 and 12 is 3.
than 1.
So, _ simplifies to _. Koalas sleep up to _ of a day.
18 3 3
24 4 4
2 TEACH
Simplest Form Scaffolding Questions
• Have students draw a picture to represent each
One Way Divide the numerator and denominator
by the greatest common factor.
situation. See students’ work.
Another Way Divide the numerator and denominator _
6
eggs in a carton
by common factors until the only 12
common factor is 1. _3 of a litter of puppies
9
_5
of a class
20
• Next, ask students to write each fraction in simplest
form. _ ; _ ; _
Write each fraction in simplest form.
form If it is in simplest form,
form 1 1 1
write simplest form. See Example 1 2 3 4
1. _ _ 2. _ _ 3. _ simplest form 4. _ _
2 1 6 3 5 18 3
4 2 10 5 6 30 5
5. Daniela read for 24 minutes. What 6. E TALK MATH How do you
fraction of an hour did she read? Write know that _ is in simplest form?
4
5 Write _
20
in simplest form. _
5
as a fraction in simplest form. See Example 2 The numerator and denominator do not 24 6
_2
5 have any common factors other than 1.
Lesson 2E Fractions 411 Stanley and his family spent 6 hours on a train
ride to visit his grandparents. Write what part
of one day he spent on the train as a fraction in
simplest form. _ = _
410_413_C08_L02_103030.indd 411 3/1/10 3:22 PM
6 1
24 4


exercises.
Lesson 2E Fractions 411

P !C
2A # TI #E
4) C %
Begins on page EP2.
Write each fraction in simplest form. If it is in simplest form,
If students have trouble writing a fraction
write simplest form. See Example 1 9. simplest form
in simplest form …
7. _ _ 8. _ _ 10. _ _ 11. _ _
2 1 3 1 6 2 4 1
9. _
7
10 5 12 4 20 9 3 16 4
12. _ _ 13. _ _ 14. _ _ 15. _ _ 16. _ _
10 2 18 2 24 3 32 16 42 3
15 3 27 3 40 5 42 21 56 4
1 Reteach Worksheet
AL
Measurement What part of one day is each amount of time?
2 IWB Personal Tutor Have students use Write as a fraction in simplest form. See Example 2
17. 9 hours _ 18. 16 hours _ 19. 20 hours _
Personal Tutor to reteach the concept. 3 2 5
8 3 6
3 Decompose Fractions Show students that they
Algebra Find the value of x to simplify each fraction.
can find the simplest form by decomposition.
x x
20. _ = _ 1 21. _ = _ 22. _ = _ 5
15 16 4 20
_ x 7
=_
8 2×2×2 45 3 28 36 9
12 2×2×3
Write as a fraction in simplest form.
= _
2 2 ×_
× _ 2 23. Six of the 16 marbles in a bag are 24. Adina read 12 out of 36 pages in a
2 2 3
=1×1×_
2 is yellow? 3 _
yellow. What fraction of the marbles
_
comic book. What fraction of the pages
did she read? 1
3 8 3
=_
2 Measurement The table lists the length of
3 some objects in a classroom. What part of
a foot is each object? Write as a fraction in
simplest form. See Example 2
25. pencil _1 ft 26. crayon _1 ft

3 PRACTICE 27. scissors _ ft
2
3
4
28. pencil box
2
ft _
4 3
Level Assignment
Sample answer:
AL Approaching Level 7–10, 17–20, 23–26, 29–40 29. OPEN ENDED Write three fractions that are in simplest form. 1 2
, , and 3 _ _ _
OL On Level 9–12, 17–21, 23–24, 26–27,
5 7 11
30. WHICH ONE DOESN’T BELONG? Identify the fraction that does Sample answer: 6 ; _
29–40 not belong with the other three. Explain your reasoning. This is the only fraction 15
p
that is not in simplest form.
BL Beyond Level 9, 14–19, 21–24, 27–40 _2 _6 _1 _
11
3 15 2 12
31. E WRITE MATH The simplest form of _

6
is _. How can you
2
15 5
complete the Higher Order Thinking problems. Remind
use multiplication to show that they name the same number?
_
Sample answer: Multiply the numerator and denominator of 2 by 3 and you get 6 . _
5 15
them to look for fractions in which the numerator and 412 Decimals and Fractions
denominator do not share any factors except for 1.
E
410_413_C08_L02_103030.indd 412 3/1/10 3:
WRITE MATH Have students complete the Write

Math Exercise in their Math Journals. You may choose to ! COMMON ERROR!
use this exercise as an optional formative assessment. Exercises 20–22 Students may be confused by the variable in
each expression. Explain to students that the directions could
ELL In Your Own Words Have students repeat the have said, “Write each fraction in simplest form to find the value
question in their own words before they write an of x.” They can simplify the fractions like they did in previous
answer. exercises, and the result will show them the value of x.


Test Practice 4 ASSESS
32. In the circle below, _ of the
4
8
33. Mr. Henshaw used some eggs from Formative Assessment
sections are shaded. a full carton to make breakfast for
his family. The eggs that are left • Explain how to determine whether a fraction is in
are shown. simplest form. Sample answer: The fraction is in
simplest form if the numerator and denominator have
no common factors other than 1.
Which of the following is equal • Write _
40
in simplest form. Explain.
50
to _? (Lesson 2B) B
4
Sample answer: _; Divide the numerator and
8 4
5
A. _
1
4 denominator by 10.
B. _
3
6 Identify the part of the eggs in
the carton Mr. Henshaw used.
C. _
6 (Lesson 2E) F Are students continuing to struggle
10
F. _ H. _ with writing a fraction in simplest
3 1
4 3
D. _
5 form?
G. _ I. _
12 2 2
4 3

AL Strategic Intervention Guide
(pp. T90–T91, T98)
34. Ashley has six coins. One third of the coins is quarters. She has
1 dime and the rest are nickels. What is the value of Ashley’s If No OL Differentiated Instruction Option 2 (p. 399d)
coins in decimal form? (Lesson 2C) $0.75 BL Differentiated Instruction Option 1 (p. 399e)
Write the fraction for the part that is shaded. Then find an BL Enrich Worksheet
equivalent fraction. (Lesson 2B)
4
; Sample_ 3 _
; Sample 37.
answer: _ _
35. 36.
6 2 5 6
answer:
3 10
_6 ; Sample answer: _3
8 4 Review and assess mastery of skills and concepts from the
previous lessons in the chapter.
Determine whether the fractions are equivalent. Write yes or no.
(Lesson 2A)
38. _ and _ yes 39. _ and _ no 40. _ and _ yes

5 6 1 8 6 3
10 12 4 12 8 4
410_413_C08_L02_103030.indd 413 3/3/10 12:37 PM
Have students explain how a

previous lesson on equivalent
equivalen fractions helped them with
today’s lesson on simplest form.

2
Multi-Part
Fractions
Lesson Multi-Part
Lesson 2 Fractions
PART Main Idea

F Mixed Numbers I will write mixed Mixed Numbers
numbers and improper
fractions. A mixed number has a whole number part and a fraction part.
V
An improper fraction has a numerator that is greater than or
equal to its denominator.
Write mixed numbers and improper fractions. mixed number
improper fraction
Mixed Numbers Improper Fractions
Vocabulary 1_
1
2_
3
3_
5 _
3 _
11 _
23
2 4 6 2 4 6
mixed number improper fraction Get ConnectED
SPI 0406.2.2
Resources Locate and place mixed

numbers on the number
Mixed Numbers and
line. SPI 0406.2.7 Convert Improper Fractions
Materials: paper plates, scissors improper fractions into
FOOD Nyoko is selling pies
mixed numbers and/or
Manipulatives: fraction tiles decimals. Also addresses at a bake sale. Each pie has
GLE 0406.1.7.
5 slices. There are 7 slices
Leveled Worksheets left. What fraction of the
Get ConnectED pies is left?
SPI 0406.2.2 Locate and place mixed numbers on

One Way: Mixed Number Another Way: Improper
the number line. SPI 0406.2.7 Convert improper fractions Fraction
into mixed numbers and/or decimals. Also addresses Count the wholes and the Count the parts.
GLE 0406.1.7. parts.
1 INTRODUCE 1
5
1
5
1
5
1
5
1 1 1
Activity Choice 1: Hands-On 5 1 5 1 5 1
5
1
5
1
5
5 5
• Guide students in folding and cutting four paper plates 1 1
so that two plates are cut into thirds and two plates are 5 5
_5 + _2 = 1_2
cut into fourths. 5 5 5 _7
5
• Show students how many fourths are needed to represent
1_. How many fourths are needed to represent 1 ?
1 3 _ whole part
4 4
So, 1_, or _, of the pies are left.
7 fourths 2 7
5 5
• Explain that 7 fourths is written in fraction form as _.
7
4
Then tell students that this fraction is an improper
fraction because the numerator is greater than or
equal to the denominator.
414_418_C08_L02_103030.indd 414 3/3/10 12:38 P
Activity Choice 2: Virtual

Manipulatives IWB Building Math Vocabulary
• Place four virtual manipulative _ fraction tiles end to end
1
3 Write the lesson vocabulary words and their definitions on the
and one whole fraction tile above the _ fraction tiles.
1
board.
_1 3
• Are the four fraction tiles greater than or less Write several mixed numbers and improper fractions on the
3
than the one whole fraction tile? Explain. board, one at a time. Have students identify each number as
• Tell students that a mixed number has a whole number an “improper fraction” or “mixed number.”
part and a fraction part. Which mixed number is
being represented by the _ fraction tiles? 1_
1 1 Visual Vocabulary Cards
3 3
• Explain that a mixed number can be written as an Use Visual Vocabulary Cards to
improper fraction. Then explain what an improper reinforce the vocabulary introduced
fraction is. Below the four _ fraction tiles, write: 1_ = _.
1 1 4
3 3 3 (The Define/Example/Ask routine is ISBN: 978-0-02-101741-6
MHID: 0-02-101741-7
Companies, Inc.

You can change from a mixed number to an improper
fraction. You can also change from an improper fraction to 2 TEACH
a mixed number.
Mixed Number to Improper Fraction
Write 1
W _3 as an improper fraction. With or without the use of the paper plate manipulatives
8 or fraction tiles, ask students the following questions.
1_ = 1 + _
3 3 Write the mixed number as the sum
• How many fourths is 2 _ ? _
8 8 of a whole and part. 3 11
4 4
= _ + _ Write the whole number as a fraction.
8 3
• What whole number is equal to _? 3
8 8 12
= _
8 + 3
Add. 4
8
_
• What mixed number is equal to ? 1 _
5 2
= _
11 3 3
8
Write the following on the board: 2 _ = _ because
3 11
Write
W _
11
as a mixed number. 4 4
8 _4 + _4 + _3 = _
11
. Students can verify this using their
Divide the numerator by the denominator. 4 4 4 4
The fraction bar stands paper plate manipulatives or fraction tiles.
_11 whole number 1 R3
for divided by. So, 8
8
11
means 11 divided by 8.
denominator
-8
−− numerator
3
So, _ = 1_ .
11 3
8 8
What fraction of the lasagna is left?
1 _ or _
3 13
You can show improper fractions and mixed numbers on a 10 10
number line.
Use a Number Line

Identify point A as a mixed number and improper fraction.
A
Write 2 _ as an improper fraction. _

3 13
4 5 6 5 5
Each interval on the number line is one third. So, point A
is 5 _. Write _ as a mixed number. 3 _
1 10 1
3 3 3
A
4 5 51 6 Identify point A as a mixed number and

3
improper fraction. 8 _2 _42
,
5_ = _ + _ + _ + _ + _ + _
1 3 3 3 3 3 1 5 5
3 3 3 3 3 3 3
A
= __ = _
3+3+3+3+3+1 16
3 3
So, point A is 5 _, or _ . 7 8 9
1 16
3 3
Lesson 2F Fractions 415

414_418_C08_L02_103030.indd 415 3/1/10 3:23 PM

As a class, have students complete the Check What You Write a mixed number and an improper fraction for each model.
model
See Example 1
E
1. 2. 3.
__
2 3 , 23
TALK MATH Use the Talk Math Exercise to assess 10 10
exercises.
__
1 4 , 10 __
22, 8
6 6 3 3
Write each as an improper fraction or a mixed number.

AL Alternate Teaching Strategy Use models if needed. See Examples 2 and 3
If students have trouble writing mixed 4. 1_

2 7 _ 5. 2_ _
3 11 9 1
6. _ 2 _ 13 1
7. _ 4 _
5 5 4 4 4 4 3 3
numbers and improper fractions…
Identify each point as a mixed number and an improper
fraction. See Example 4
G
7_
8. B 9.
1 Reteach Worksheet
AL
3 __
; 31
4 4
__
6 2 ; 32
7 8 9 4 5 6 5 5
10. Andrew’s family ate 1 _ pizzas and
3
fraction circles to reteach the concept. 8
11. E TALK MATH Explain how to compare
Sheri’s family ate 1_ pizzas. Who ate 2 _ and _.
4 3 17
3 Make Models or Pictures Have students make
models or pictures to represent the mixed more pizzas? Andrew’s family
16 5 5
Sample answer: Convert 2 3 into an improper _
5
fraction, then compare the numerator.
numbers in the exercises and then count up the
pieces to find the numerator of the improper EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2.
fraction.
Write a mixed number and an improper fraction for each model.
See Example 1
12.
_ _ 13.
21; 5 _ _ 14.
3 3 ; 15
3 PRACTICE 2 2 4 4

__
2 5 ; 17
6 6
Write each as an improper fraction or a mixed number.
Use models if needed. See Examples 2 and 3
Level Assignment
Approaching Level 15. 1_
3 7 _ 16. 2_ _
7 27
17. 6_
7 55 _ 18. 8_ _
5 69
AL 12–17, 19–21, 23–24, 27–40 4 4 10 10 8 8 8 8
OL On Level 12–17, 19–21, 27–40 7 1

19. _ 2 _ 17 2
20. _ 3 _ 45 5
21. _ 5 _ 50 1
22. _ 8 or 8_2 _
3 3 5 5 8 8 6 3 6
BL Beyond Level 12–14, 20–40
414_418_C08_L02_103030.indd 416 3/1/10 3:

Identify each point as a mixed number and an improper fraction.
See Example 4 23, 24. See margin. Have students discuss and
complete the Higher Order Thinking problems.
23. W X 24. M N
1 2 3 4 5 E WRITE MATH Have students complete the Write

Travel A diagram of a horseback riding tour Homework Practice Worksheet
is shown. There are resting stops along the trail.
25. Joaquin and his family started at the
stables on the left. They are at the
covered bridge. How many miles of
1
the trail have they traveled? 5 mi _ Your Turn!
2
26. Joaquin reached the end of the trail Animated Graphic Novel
he spent on the trail as an improper fraction.
135_ _
in 2 hours and 15 minutes. Write the amount of time
or 9
Rewatch “Flying Feat.”
60 4
Use the information to solve the problem.

E TALK MATH Discuss how the math within this
Flying
Flying Feat Feat chapter applies to the graphic novel.
Remember, My airplane
the class is having distance is
a paper airplane 72_1 feet.
contest. Additional Answers
So far the So, who
23. W = 1 _; _; X = 2 _; _
distances are: won the 1 3 1 5
Ethan—64_1 feet, contest?
2 2 2 2
Julian—63_1 feet,
24. M = 4_; _; N = 4_
2 _
Olivia—74_3 feet, and 1 13 14
;
Teresa—52_1 feet. 3 3 3 3
29. Sample answer: A fraction is a number with a
numerator and denominator. A mixed number is
a number that contains a whole number and a
27. Whose paper airplane went the farthest? Explain.
_
Olivia; Only 2 airplanes went farther than 7 feet and 7 3 feet is greater than 7_
1
feet.
fraction. An improper fraction is a fraction with
4 2 a numerator that is greater than or equal to the
denominator.
28. OPEN ENDED Name an improper fraction that can be
written as a whole number. Sample answer:
24 _
6
29. E WRITE MATH Compare fractions, mixed numbers, and
improper fractions. See margin.
414_418_C08_L02_103030.indd 417 3/1/10 3:24 PM
! COMMON ERROR!
Exercises 23–24 Students may have difficulty determining the
fractions indicated on the number lines. Help students determine
the scale on each number line.

4 ASSESS Test Practice
30. Lionel used 2 _ cups of pancake mix.

1
Formative Assessment 2
31. What mixed number does point A
Which improper fraction shows the represent? (Lesson 2F) H
Draw a picture of 2 _ pizzas on the board.
3
8 number of cups of pancake mix he A
• How much pizza is there? Write the answer two used? (Lesson 2F) D
A. _ C. _ 2 3 4
2 4
ways. 2 _; _
3 19 2 2
F. 3_ H. 3_
1 2
8 8
B. _ D. _
3 5 2 5
• What does the numerator of the improper fraction 2 2
G. 3_ I. 3_
1 2
represent? the number of slices left 5 6
• What does the whole number of the mixed number 32. The table shows the number of 33. Caroline has a bag of marbles.
minutes Grant read each day. In simplest form, what fraction of
represent? the number of whole pizzas left
the marbles are blue? (Lesson 2E) G
Grant’s Reading Log
• Are the denominators of improper fractions and
Day Minutes
their equivalent mixed number always the same? Monday 30
yes Wednesday 55
Friday 45
What fraction of an hour did he read

F. _ H. _
3 4
on Friday? (Lesson 2E) D
Are students continuing to struggle 10 6
A. _ C. _
1 3
with writing mixed numbers and 4 5 G. _
2
I. _
4
5 5
improper fractions? B. _
1
D. _
3
2 4
If No BL Differentiated Instruction Option 2 (p. 399e)

BL Enrich Worksheet Write each fraction in simplest form. If it is in simplest form,
write simplest form. (Lesson 2E)
4 2
34. _ _ 8 4
35. _ _ 36. _ simplest form
5
6 3 10 5 8
Compare. Use >, <, or =. (Lesson 2D)

37. _ _ < 38. _ _ = 39. _ _ >
1 1 4 1 5 5
8 6 12 3 6 10
Review and assess mastery of skills and concepts from the
previous lessons in the chapter. 40. Zaria counted ten insects on her deck. Half of the insects were ants.
Three were ladybugs, and the rest were crickets. How many insects
were crickets? (Lesson 2C) 2 insects
To assess mastery of SPI 0406.2.2 and partial mastery of SPI 0406.2.7,
418 see your Tennessee Assessment Book.
414_418_C08_L02_103030.indd 418 3/3/10 12:39 P
A students to write the steps

Ask
they would take to convert a mi
mixed number to an improper
fraction.
f i Tellll them
h to iinclude
l d an example with their explanation.
Multi-Part Lesson 2 How are equivalent fractions and simplest form of

fractions related? Sample answer: The simplest form of a fraction is always
equivalent to other fractions.

Mid-Chapter Mid-Chapter
Check
Check
14-17. Sample answers are given. Use the Mid-Chapter Check to assess students’ progress
Write each decimal. (Lesson 1B) Find an equivalent fraction for each
fraction. (Lesson 2B)
in the first half of the chapter.
1. three-tenths 0.3 2. eight-tenths 0.8
14. _
1 2 _ 3 1
15. _
_
3. one out of ten 4. four out of ten 6 12 9 3
0.1 0.4
5. MULTIPLE CHOICE There were ten 16. _
5 1_ 4 8
17. _
_ Customize and create multiple
10 2 5 10
peaches in a bag. Some were eaten. versions of your Mid-Chapter Check and the test
The peaches below were not eaten. 18. Stewart has a collection of 12
footballs. Nine footballs have been answer keys.
signed by professional football players.
The others have not. What part of the
footballs has not been signed? Write Dinah Zike’s
What decimal shows the part of the __
an equivalent fraction. (Lesson 2C) 3 , 1
Foldables®
peaches that was eaten? (Lesson 1B) B 12 4
Write each fraction in simplest form. Use these lesson suggestions to incorporate the Foldable
A. 0.4 C. 0.9
(Lesson 2E)
during the chapter.
B. 0.6 D. 0.10
19. __
3 1
20.
8 _
_ 4
6 2 10 5
6. Write a decimal for the part of a dollar Lessons 1A–1E In the left most column, have students
6 _
1 12 3_
shown. (Lesson 1C) 0.46 21. _ 22. _ model and describe tenths and hundredths, model and
30 5 20 5
23. Write a mixed number and an
write decimals greater than one, compare decimals, and
improper fraction for the model. order decimals.
__
(Lesson 2F) 3 1 ; 13
4 4 Lessons 2A–2F In the middle column, have students
7. Mark has six apples. He cut each apple
into 10 slices to share with his family. explain how to find equivalent fractions and give
There are 13 slices left after his family examples, compare fractions, order fractions, write
eats. Write a decimal that describes fractions in simplest form, and write mixed number and
the leftover apples. (Lesson 1D) 1.3
24. MULTIPLE CHOICE Which set of improper fraction equivalents.
Compare. Use >, <, or =. (Lesson 1E) fractions is in order from greatest
to least? (Lesson 2D) F
8. 0.49 0.7 < 9. 1 0.90 >
Additional Answer
F. _, _, _ H. _, _, _
3 6 2 2 6 3
10. 82.6 82.60 = 11. 1.06 1.07 < 5 15 10 10 15 5
_
2 _
25. Sample answer: If the numerator and denominator
, ,_ _
6 _
, ,_
3 6 3 2
G. I.
for _ are both multiplied by 10, the product is _.
Order from least to greatest. (Lesson 1E) 10 5 15 15 5 10 3 30
10 100
12. 0.98, 0.79, 0.89, 1.87
0.79, 0.89, 0.98, 1.87 25. E WRITE MATH Explain why ___
3
10
30
13. 5.3, 5.23, 4.62, 5.20 and ____
100
are equivalent. (Lesson 2B)
4.62, 5.20, 5.23, 5.3 See margin.
Mid-Chapter Check 419
419_C08_MCC_103030.indd 419 3/1/10 3:25 PM
Data-Driven Decision Making

Based on the results of the Mid-Chapter Check, use the following resources to review concepts that continue to give students problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1–5 SPI 0406.2.1 Identify and write tenths as decimals. Does not understand concept of tenths. Chapter Resource Masters
8–13 SPI 0406.2.6 Compare and order decimals. Does not understand the values of the digits Get ConnectED
in decimals.
Lesson Animations • Personal Tutor
14–17, 25 SPI 0406.2.5 Find equivalent fractions. Does not know the process for finding
• Self-Check Quiz
19–22 SPI 0406.2.4 Write fractions in simplest form. Does not know the process for writing
fractions in simplest form.
Mid-Chapter Check 419

Multi-Part
Planner
PART A PART B
PART
A Fractions and Decimals Title / Main Objective Fractions and Decimals Fractions and Decimals (pp. 421–423)
(p. 420)
B Fractions and Decimals
Explore fractions and decimals. Identify, read, and write tenths,
C Problem-Solving Investigation: hundredths, and thousandths as
Choose a Strategy decimals and as fractions.
Standards GLE 0406.2.4 GLE 0406.2.4, GLE 0406.1.6
D Model Fraction and
Decimal Equivalents
Vocabulary
E Fraction and Decimal Equivalents
E Essential Question Materials/

Manipulatives
colored pencils
How are fractions and decimals related? play money

Sample answer: They can both name part of
Resources Get ConnecttED Get ConnecttED
a whole.
✔ 0406.1.10
Explore Worksheet Leveled Worksheets
Focus on Math Background Lesson Animations Lesson Animations
In this multi-part lesson, students will VVirtual Manipulatives Daily Transparencies
investigate fraction and decimal relationships. Problem of the Day
There are some fractions that have related Self-Check Quiz
decimals whose patterns are obvious. These Personal Tutor
are called decimal-fractions. Some examples
are _ = 0.9 and _ = 0.54.
9 54
10 100 eGames: Blip’s Satellite Service–
Tenths
Other examples do not follow any number
Hands-On Activity Tools and Resources
patterns. They include _ = 0.5, _ = 0.75,
1 3
2 4
and _ = 0.8.
4
5
As students progress in their mathematics
career, they will learn that fractions are
another way to write division problems,
so they will be faced with three methods
to represent the same situation.
Blended Approach IMPACT Mathematics: Unit E-2
Refer to the Blending
Math Connects and
IMPACT Mathematics Problem
bl Solving
l i iin Music i
Decimal Note-ation (pp. 424–425)
guide for detailed
lesson plans.

Whiteboard ready.
Days 1 1 1 1 1 1 1 1 1 1 1 1 1

Relate Fractions and Decimals

Problem-Solving Investigation Model Fraction and Fraction and Decimal Equivalents Title / Main Objective
Choose a Strategy (pp. 426–427) Decimal Equivalents (pp. 428–429) (pp. 430–432)
Choose the best strategy to solve a Explore fraction and decimal Find fraction and decimal equivalents.
problem. equivalents.
GLE 0406.1.2, GLE 0406.2.6 GLE 0406.2.4, SPI 0406.2.5 GLE 0406.2.4, SPI 0406.2.5 Standards
Vocabulary
colored pencils, index cards Materials/

Manipulatives

✔ 0406.1.10
Leveled Worksheets Explore Worksheet Leveled Worksheets
Daily Transparencies Lesson Animations Lesson Animations
Problem of the Day Daily Transparencies
Personal Tutor Problem of the Day
Self-Check Quiz
Personal Tutor
Fractions and Decimals
IMPACT Mathematics: Unit E-2 Blended Approach
Game Time
Fraction and Decimal Game (p. 433)
Chapter Study Guide and Review
(pp. 434–438)
Practice Chapter Test (p. 439)
Test Practice (pp. 440–441)

Option 1 Use with 3B Option 1 Use with 3B

Materials: play money: dimes and pennies Materials: hundredths grids, colored pencils, 0–5 number
• Ask students the following questions: cubes, 5–10 number cubes
• Give each student a hundredths grid.
• How many dimes do you need to make a dollar? 10 dimes
• Have students write 0.____ below their hundredths
• Remind students that one dime is _ of a dollar.
1
10 grid.
• How many pennies make a dollar? 100 pennies
• Then tell them to roll a 0–5 number cube and write
• Remind students that one penny is _ of a dollar. Then write
1
100 the digit rolled in the tenths place.
25¢, 32¢, 76¢, and 98¢ on the board. • Next, have them roll a 5–10 number cube and write
• Tell students to use play dimes and pennies to model each the digit rolled in the hundredths place. If a 10 is
money amount. Have them use the most dimes possible for rolled, roll again.
each amount. • Tell students to shade the hundredths grid to represent the
• How many dimes and pennies did you use to number they created. Repeat as time allows.
model 25¢? 2 dimes and 5 pennies
• Written as a decimal, 25¢ looks like $0.25. The 2 in the tenths
place represents dimes and the 5 in the hundredths place
Option 2 Use after 3E
represents pennies. Have students write the other money Hands-On Activity
amounts as decimals. Materials: index cards, pencils
• Write fourths, fifths, and tenths
Option 2 Use after 3E on the board.
Hands-On Activity • Have students label an index
Materials: play money: dimes and pennies card with the title Fourths.
• Then have students write _, _
• Ask students to identify the value of a dime and a 21
,
4 4
and _ down the left edge of
penny. Their answers should include 10¢ and 1¢. 3
• What fraction of a dollar is a dime? _1 4

the card.
What fraction of a dollar is a penny? _
10
1
• • Next, tell students to write the decimal equivalent for
100
What fraction of a dollar is 2 dimes? _
2 each fraction.
•
10
• How do you write this fraction as a decimal? 0.2 • Have the students repeat the procedure with fifths and tenths.
• How much money is that? 20¢
• What is the relationship between 20¢ and 0.2? They are
equal because 20¢ = 0.2.
Other Options
TE Learning Station Cards 43, 45, 46
• How do you write 20¢ as a decimal? 0.20
• How does 0.20 compare to 0.2? They are equal.
eGames: Blip’s Satellite Service–Tenths
• Repeat with other numbers of dimes. Add pennies if time
allows. Students should use coins to help them.
Other Options
Get ConnectED Personal Tutor, Lesson Animations,
Virtual Manipulatives

Option 1 Use with 3C This strategy helps English Learners learn and use language to
understand equivalent fractions and decimals.
Hands-On Activity
Materials: index cards, pencils
Find Core Vocabulary and Common Use Verbs in the online
• On the front of an index card, EL strategies to help students grasp the math skills; use
have each student write a real- Language Alerts at point of use in the Teacher Edition.
world problem that involves
fraction and decimal AL Beginning
equivalents. Word Meanings Understand the language and idea of
• Shuffle the word problem equivalent fractions.
cards and place them in a pile • Line up three students. Cut radii into 2 circles (use different
colored paper). Interlock and slide radii together to model _.
facedown. 1
3
Give to a student. Say, “(Name) has _.” Repeat for the
1
• Then have students draw a word problem card and solve the 3
remaining two students, naming them _ and giving each a
problem on it. 1
6
circle model.
Option 2 Use after 3E • Make circle models that model equivalent fractions and
decimals. Say, ”These are equivalent.” Have students chorally
Hands-On Activity repeat.
Materials: colored pencils, index cards, pencils
• Have each student create a recipe OL Intermediate
on an index card that contains at Speak and Pass Use decimal and fraction language.
least three fractions. • Have students write cards with one decimal or fraction on
• Each fraction must have a different each and then pass cards around a circle. Each student
d pencils
denominator. Have students use EXP Colore says a sentence about the decimal or fraction.
the following numbers as • Write, “This is a [decimal/fraction].” for language support.
denominators: 2, 4, 5, 10, or 100.
• Then have students exchange papers and draw three models BL Advanced
to represent the fractions in the recipe. Multiple Meanings Clarify the meanings of quarter.
5A-112066
• Next, tell students to write the equivalent decimal for • Show or draw a quarter and a
each fraction. dollar. Ask, “What fraction of
a dollar is one quarter?” Say, “A
• Have students return papers and check answers for accuracy.
quarter can name the
fraction _ or the coin.”
1
4
Other Options • Provide pairs of students play
Get ConnectED Lesson Animations, Virtual Manipulatives, money and have them practice
eGames: Blip’s Satellite Service–Fractions creating equivalent decimals and
and Decimals fractions based on currency amounts.
Extend
Have bilingual pairs simplify challenging fractions and decimals
and then show them on a number line. Then have pairs write
sentences describing each representation of the number.
Discuss variations of language and mathematical forms.

3
Multi-Part
Lesson Multi-Part
Lesson 3 MP-Title
-TitlFractions
Relate e and Decimals
PART
A Fractions and Decimals
Fractions and Decimals Main Idea
I will explore fractions
A fraction shows part of a whole. A decimal also shows part
of a whole. A decimal is a number that uses place value,
and decimals. numbers, and a decimal point to show part of a whole.
Objective
Explore fractions and decimals. Get ConnectED
Resources GLE 0406.2.4

Understand and use the
W
Write a fraction and a decimal
Explore Worksheet connections between ffor the shaded part.
fractions and decimals.
Get ConnectED Step 1 Find the shaded parts and
the total number of parts.
There are 34 shaded parts out
of a total of 100 parts.
GLE 0406.2.4 Understand and use the connections
between fractions and decimals. Checks for Understanding Step 2 Write a fraction.
✔ 0406.2.12 Understand and use _
34
decimal numbers up to hundredths 100
and write them as fractions.
Step 3 Write a decimal.
1 INTRODUCE Write thirty-four hundredths as a decimal.
0.34
Introduce the Concept hundredths place
So, the shaded part of the model is _, or 0.34.

34
• Before beginning this lesson, assess students’ 100
understanding of the concept of fractional parts of
a whole.
• Draw a tenths model with 3 out of 10 sections shaded. and Apply It
• What fraction does this model represent? _
3 Write a fraction and a decimal for each model.
_
48
, 0.48
100
10
• Ask students to share what they know about the top 1. _
6
, 0.06 2. _
60
, 0.60
3.
100 100
and bottom numbers in the fraction. Sample answer:
The top number is called the numerator and the
bottom number is called the denominator;
_3 parts shaded
10 total equal parts in all 4. E WRITE MATH Explain how to find the decimal equivalent of _
2
.
100
• What would the denominator be if the model was a The fraction shows two-hundredths. So, the decimal is 0.02.
hundredths grid? Explain. Sample answer: 100; There
would be a total of 100 equal parts.
420_C08_EXP_103030.indd 420 3/1/10 3:
3 PRACTICE
2 TEACH
Use the Practice and Apply It Exercises to assess whether students comprehend fractions
Activity 1 Review with students how a fraction and and decimals.
decimal are related.
Tell students that they simply write the numerator of
the fraction to the right of the decimal point when writing
the equivalent decimal when the denominator is 10, 100,
4 REFLECT AND CLARIFY
or 1,000. • Why can a fraction and a decimal both be used to identify the shaded part of a
Remind students that a denominator of 100 means that hundredths grid? A fraction and a decimal can both name part of a whole.
the last digit in the numerator should be located in the
From Concrete to Abstract Use the Write Math Exercise to determine if students have
hundredths place.
made the transition from using models to understanding the concept of fraction and
decimal equivalents.

3
Multi-Part
Multi-Part
Lesson
Main Idea
Fractions and Decimals PART Fractions and
I will identify, read,
and write tenths,
B Decimals
hundredths, and A decimal is a number that uses place value and a
thousandths as decimal point to show part of a whole.
decimals and as Objective
fractions.
Identify, read, and write tenths, hundredths, and
thousandths as decimals and as fractions.
Get ConnectED
GLE 0406.2.4
Resources
MONEY It costs 85 cents
connections between for a child to ride a Materials: colored pencils, WorkMat 6: Place-Value
light rail system. Write Chart, WorkMat 7: Tenths and Hundredths Models from
Also addresses GLE 0406.1.6.
85 cents as a fraction Hands-On Activity Tools and Resources pp. 79 and 80
and as a decimal.
Manipulatives: play money
The amount 85 cents
means 85 pennies out Leveled Worksheets
of 1 dollar. Get ConnectED
One Way: Use a Model Another Way: Place Value GLE 0406.2.4 Understand and use the connections
between fractions and decimals. Also addresses GLE 0406.1.6.
Draw a hundreds model.
Hundredths
Shade 85 out of 100 parts
Hundreds
to show 85 cents.
1 INTRODUCE
Tenths
Ones
Tens
0 8 5
• Give each student 3 tenths models and 3 hundredths
grids.
Read eighty-five Read eighty-five
Checks for Understanding • Write 0.2, 0.7, and 0.5 on the board. Have students
✔ 0406.2.12 Understand and use hundredths hundredths
decimal numbers up to hundredths shade their tenths models to show each number.
Write
_
85
or 0.85 Write
_
85
or 0.85
and write them as fractions.
100 100 • What fractional part of each model is shaded?
_
2 _
; ; _ or _
7 5 1
So, 85 cents is _ as a fraction and 0.85 as a decimal.
85 10 10 10 2
100
• Write 0.02, 0.07, and 0.05 on the board. Have students
shade hundredths grids to show each number.
Lesson 3B Relate Fractions and Decimals 421
• What fractional part of each grid is shaded?
_2 _
;
7 _
;
5
100 100 100
421_423_C08_L03_103030.indd 421 3/31/10 1:37 PM
Building Math Vocabulary Activity Choice 2: Index Question

Write the review vocabulary words and their definitions on the • Tell students that you want to collect some information
board. that will help you teach them today’s lesson.
Have students record the vocabulary words and their definitions • Write twenty-one hundredths on the board. Then hand
in their Math Journals. Have students write 0.527 and label the out hundredths grids and tell students to draw a model
decimal point, the tenths place, the hundredths place, and the to represent twenty-one hundredths.
thousandths place. • Write twenty-one hundredths as a fraction and as a
decimal. _; 0.21
21
Visual Vocabulary Cards 100
• Collect and quickly analyze students’ answers to help
Use Visual Vocabulary Cards to you adjust the lesson as needed to meet your students’
reinforce the vocabulary reviewed in needs.
this lesson in English and Spanish.
(The Define/Example/Ask routine is ISBN: 978-0-02-101741-6
MHID: 0-02-101741-7
Companies, Inc.

Some fractions can be written as tenths, hundredths, or
2 TEACH thousandths.
Write Fractions as Decimals

Write _ as two different decimals.
5
Write the number 0.47 on the board. W
10
• Would you use a tenths model or a hundredths grid
to show this number? Why? Sample answer: One Way: Another Way:
hundredths grid; There are hundredths in the number. Write Tenths Write Hundredths
• How many columns of 10 squares would you
shade? 4
• How many more squares should be shaded? 7
• How many squares out of 100 should be shaded to
show this number? 47 0.5 0.50
• Which number is greater, 0.4 or 0.47? How do
The decimals 0.5 and 0.50 are equivalent decimals.
you know? Sample answer: 0.47 is greater because it
has 4 rows of 10 squares shaded and 7 more squares W
Write _
23
as a decimal.
1,000
shaded. 0.4 has just 4 rows of 10 squares shaded.
Read twenty-three thousandths
Write 0.023
So, _ can be written as 0.023.

23
1,000
Mr. Adams bought a postage stamp for

44 cents. Write 44 cents as a fraction and
as a decimal. _, 0.44
44
100 Write a fraction and a decimal for each shaded part.
part SSee Example
E l 1
4 _ 7 _
Write _4 as two different decimals. 1.
10
; 0.4 2.
10
; 0.7 3.
10
0.4, 0.40
_
3. 55 ; 0.55
Write _ as a decimal. 0.086
86 100
1,000
Write as a fraction and as a decimal. See Examples 1–3
IWB INTERACTIVE WHITEBOARD READY 4. one-tenth
1 _
; 0.1 5. twenty-five hundredths 6. seven-thousandths
10 25 _
; 0.25 7 _
; 0.007
100 1,000
7. E TALK MATH Shade all of the boxes along the outer edge of a
hundredths grid. Write a fraction and decimal for the shaded part.
Why is it not 0.40? See Answer Appendix.

student comprehension before assigning the practice 421_423_C08_L03_103030.indd 422 3/1/10 3:
exercises. AL Alternate Teaching Strategy

If students have trouble reading and
writing decimals and fractions . . .
1 Reteach Worksheet
AL

decimal place-value chart to reteach the concept.
3 Use Play Money Represent 0.6, 0.21, and 0.08
with dimes and pennies.
• If the number has just dimes, what label is
used to name the decimal? tenths
• If the number has dimes and pennies or
just pennies, what label is used? hundredths

EXTRA 0R
P !C
2A # TI #E
4) C %
Begins on page EP2. 3 PRACTICE
Write a fraction and a decimal for each shaded part.
See Example 1
_3 ; 0.3 Differentiate practice using these leveled assignments for
8. _1 ; 0.1 9. _6 ; 0.6 10.
10
10 10
Level Assignment
AL Approaching Level 9–12, 16–18, 22–24, 27–28,
30, 32
11. _
98
; 0.98 12. _
7
; 0.07 13.
100 100 OL On Level 9–12, 16–20, 23–25, 28–30,
32
_
13. 25 ; 0.25
BL Beyond Level 9–13, 16–19, 22–25, 28–32
_
14. 62 ; 0.62
100
100
Write as a fraction and as a decimal. See Examples 1–3
_
16. 35 ; 0.35
14. sixty-two hundredths 15. two-tenths
2 _
; 0.2
100
16. thirty-five hundredths
complete the Higher Order Thinking problems. Encourage
17. eight-tenths
8 _
; 0.8
10
18. fourteen-thousandths 19. six-thousandths them to use hundredths grids to model _
2
and _.
25
10
Write each fraction as a decimal.
14 _
; 0.014 _
6
; 0.006
10 100
1,000 1,000
20. _ 0.22
22
21. _ 0.02
2
22. _ 0.2
2 E WRITE MATH Have students complete the
100 100 10
Write Math Exercise in their Math Journals. You may
23. _ 24. _ 25. _ 0.080
50 375 80
0.50 0.375
100 1,000 1,000 choose to use this exercise as an optional formative
26. On Monday, it snowed _ of 27. A car traveled _ of a mile in 18
6 3
10 10
assessment.
an inch. 0.6 seconds. 0.3
ELL Word List Define key words for students who need
29. Wesley learned that _ of the
2
28. Each state has a representation
10 additional writing support.
of _ in the United States Senate.
2
students in his class are left
100
0.02 handed. 0.2
30. OPEN ENDED Write a fraction whose decimal value is between _

2
10
and _. Write the fraction and its decimal equivalent. Sample answer: 22 = 0.22
25
100
_
100
4 ASSESS
31. CHALLENGE Decide whether the following sentence is true or
false. Explain. The fraction _ equals 0.0006.
6
10,000 Formative Assessment
31, 32. See Answer Appendix.
32. E WRITE MATH Write a summary statement about decimals
Write 0.5, 0.50, and 0.05 on the board.
equivalent to fractions that have denominators of 10 and 100. • Read each decimal. 5 tenths, 50 hundredths,
5 hundredths
• How are fractions and decimals alike?
Sample answer: They can both be used to represent
421_423_C08_L03_103030.indd 423 3/1/10 3:27 PM
a part of a whole.
W the fractions _ and _ on the board. Have

7 49
Write
10 100
students shade hundredths grids to represent each
number and write the decimal below. Collect these as students Are students continuing to struggle
exit the classroom. with decimals and fractions?

! COMMON ERROR! AL Differentiated Instruction Option 1 (p. 420c)
Exercises 21 and 28 Students may write the non-zero digit in If No OL Differentiated Instruction Option 1 (p. 420c)
the tenths place instead of the hundredths place. Have students OL Skills Practice Worksheet
refer to a grid model and place-value chart to determine where BL Enrich Worksheet
each digit should be written to correctly represent each number.

in Music
✔ 0406.1.10 Use age-appropriate
Objective books, stories, and videos to convey
Decimal
ideas of mathematics.
Interpret information and data from music to solve
problems.
N te-ati n
o
Activate Prior Knowledge

Before you turn students’ attention to the pages, ask them
to discuss musical notes.
• On what are musical notes based? fractions Musical notes are a universal specific; they are relative to the
• Which musical note is equivalent to 1? a whole note language. Musical notes are based other notes. For example, a
on fractions. The most common one-eighth note is twice as
musical notes include whole, half, long as a one-sixteenth note, a
quarter, eighth, and sixteenth one-fourth note is twice as long
Use the Student Page notes. These values represent the as a one-eighth note, and so on.
Ask students to read the information and answer these duration of the notes. The
questions: durations of the notes are not
• If you have seven quarter notes in a row, what
mixed number does that represent? 1_
3
4
• How many half notes are equivalent to 10 whole
notes? 20 half notes
Beethoven was
the first musician
to use the
one hundred
twenty-eighth note.
Fun Facts
424_425_C08_CC_103030.indd 424 3/1/10 3:
• A solo = 1 person, a duet = 2 people, a trio = 3 people, and

a quartet = 4 people.
• One of the biggest orchestras was made of 6,542 musicians at
BC Place Stadium in Vancouver, Canada.
• One of the deepest concerts ever performed was by Katie Melua
and her band at 994 feet below sea level, on a gas rig, off the coast
of Bergen, Norway.

Assign the exercises. Encourage students to choose a
problem-solving strategy before beginning each exercise.
Fractional
Note Notation
Equivalent Exercise 1 Remind students that a whole note may have a
different number of beats depending on the time
Whole _
1
1 signature, but it always equals one measure.
Half _
1 Exercises 2 and 3 Remind students that they can write an
2
equivalent fraction with 10 or 100 in the denominator to
help them write each musical note value as a decimal.
Quarter _
1
4
E WRITE MATH Have students create a word

Use the table above to solve each problem.
m. problem that uses the information found in the text and
Write the value of each musical note as a decimal.
in the chart.
1.0 0.5 0.25 Extend the Activity BL

Refer to Exercises 1–3. Draw a number line that shows these values. See margin. Explain the eighth note to students in relation to the other
Write the value of each group of musical notes as a mixed number. notes, and have them express fractions and decimals in
musical phrases using the new note they have learned.
_
11 _
13 41_
2 4 4
Draw three musical notes that Draw four musical notes that
represent a value of 2 _ . See margin.
1
represent a value of 2.5. See margin.
4
Problem Solving in Music 425
424_425_C08_CC_103030.indd 425 3/1/10 3:28 PM
Additional Answers
4.
0 0.25 0.5 0.75 1.0
8.
9.
Problem Solving in Music 425

3
Multi-Part
Lesson Multi-Part
PART Problem-Solving Problem-Solving Investigation

C Investigation Main Idea I will choose the best strategy to solve a problem.
Clarissa visited a fair on Saturday and

Objective played 0.20 of the games. She visited
Choose the best strategy to solve a problem. the fair again Sunday. By the end of
the day she still had not played 0.62
of the games. What part of the 100
Resources fair games did she play on Sunday?
Leveled Worksheets
Get ConnectED
Understand What facts do you know?
• There are 100 games at the fair.
• She played 0.20 of the games on Saturday.
• She did not play 0.62 of the games.
GLE 0406.1.2 Apply and adapt a variety of appropriate
strategies to problem solving, including estimation, and
What do you need to find?
reasonableness of the solution. GLE 0406.2.6 Solve problems
• The part of the 100 fair games she played Sunday.
involving whole numbers, fractions, and/or decimals using all
four arithmetic operations.
Plan Work backward to find the part of the games she played Sunday.
1 INTRODUCE Solve 0.62 = 62 games out of 100 not played
0910
Activity Choice 1: Review 100 total games
Write the following problem on the board: - 62 games not played 38 out of 100,
−−−−
The value of a rare coin was $120 in 1990, $150 in 38 total games played or 0.38
1995, $180 in 2000, and $210 in 2005. Predict the value 38 total games played
- 20 games played Saturday 18 out of 100,
of the coin in 2020. −−−−
18 games played Sunday or 0.18
• What strategy would you use to solve this problem?
make a table So, she played 18 out of 100, or 0.18,
of the games Sunday.
• Solve the problem. $300
Check Add the total number of games she played to the number
of games she did not play.
2 TEACH 62 + 38 = 100 So, the answer is correct.
GLE 0406.1.2 Apply and adapt a variety of appropriate strategies to problem solving, including estimation, and
Have students read the problem on the student page. reasonableness of the solution. GLE 0406.2.6 Solve problems involving whole numbers, fractions, and/or decimals using all
four arithmetic operations.
Guide them through the problem-solving steps.
Understand Using the questions, review what
students know and need to find.
426_427_C08_PSI_103030.indd 426 3/3/10 12:40 P
Plan Have them discuss their strategy.

Solve Guide students in using the work backward
strategy to solve the problem.
• How do you know the total number of games
played? She did not play 62 out of 100 games, so
she played 100 – 62 or 38 games.
Check Have students look back at the problem to make

sure that the answer fits the facts given.
• How do you know the answer is correct?
Sample answer: 38 + 62 = 100

EXTRA 0R
P !C
2A # TI #E
4) C % AL Alternate Teaching Strategy
Begins on page EP2.
• Make a model. If students have trouble choosing the best
• Make a table. 6. Algebra The table shows the number
• Choose an operation. of shapes after a pattern repeats itself strategy to solve a problem…
five times. How many of each shape
are in the original pattern? Then use one of these reteach options:
Use any strategy to solve each problem.
1. There are 18 students in Mr. Case’s Pattern 1 Reteach Worksheets
AL
class. Twelve of the students play an Shape Circles Squares Hearts 2 Personal Tutor Have students use
IWB
_
instrument. What fraction of the Number 15 5 10
students play an instrument? 2 3 circles, 1 square, 2 hearts
3 3 Solve a Simpler Problem Tell students to
7. Mr. Lawrence used 100 tiles when change the numbers given in the exercises to
2. Mrs. Keys has 36 pens. Yesterday she he put a new floor in the kitchen. numbers with which it is easier to work. After
had half that amount plus 2. How Thirty-four tiles are blue and 16 tiles they determine a strategy for solving the problem
many pens did she have? 20 pens are gray. Write the total amount of that contains easier numbers, they can use the
_ _ _
blue and gray tiles as a decimal and
same strategy to solve the given problem.
a fraction. 0.5; 50 or 5 or 1
100 10 2
3. There are three lines. The first line is
3 times as long as the second. The
second line is 4 inches longer than the 8. Cathy baked 36 muffins. She gave half
third. The third line is 2 inches long. the muffins to her neighbor and ate
How long is the first line? 18 inches the muffins shown below. She brought 3 PRACTICE
the rest to school. What fraction of the
muffins did Cathy bring to school? Using the Exercises
Write in simplest form. _4
4. The table below shows Adelais’
9 Exercises 2–3 and 8–9 Provide students with the
schedule. She finished at 5:00 P.M.
What time did she start her lunch?
opportunity to practice the make a model strategy.
Exercise 3 Provides a good opportunity for students to
Adelais’ Schedule use their rulers to measure and draw the actual lengths of
Activity Time
9. Giselle played with some friends on the lines described in the problem.
Lunch 1 hour
Monday. She played with 2 times as
Scrapbooking 3 hours
many friends on Wednesday. This was
1:00 4 more than on Friday. On Friday there
were 4. How many did she play with
on Monday? 4 friends
4 ASSESS
5. Dirk ran eight-tenths of a mile at track
practice. Leslie ran _ of a mile. Who Have students work backward to solve.
80
100 10. E WRITE MATH Look back at
ran farther? Write each distance as a Exercise 9. Explain which strategy There are 47 stickers in my collection now. Yesterday
decimal. They ran the same distance; you used to solve the problem. I gave 18 stickers to my sister. The day before, my
0.8, 0.80, or 0.8. Sample answer: make a model friend gave me 10 stickers. How many stickers did
Lesson 3C Relate Fractions and Decimals 427 I start with? 55 stickers
• How did you work backward? 47 + 18 = 65 and
426_427_C08_PSI_103030.indd 427 3/1/10 3:29 PM 65 - 10 = 55
! COMMON ERROR!
Exercise 3 Make sure students read the problem carefully so Are students continuing to struggle
that they answer the question being asked. with choosing the best strategy to
solve a problem?
ELL
Extend Vocabulary: Would, Will Be Students may need direct instruction
on future and conditional tenses used when problem solving. List modal If No BL Differentiated Instruction Option 1 (p. 420d)
and future tense forms to help students integrate their background OL Skills Practice Worksheet
knowledge with the English tenses. BL Enrich Worksheet
Lesson 3C Relate Fractions and Decimals 427

3
Multi-Part
Lesson Multi-Part
PART
D Model Fraction and
Model Fraction and Main Idea Decimal Equivalents
I will explore fraction You can use a number line to find fraction and decimal
Decimal Equivalents and decimal
equivalents.
equivalents.
Objective Get ConnectED

Explore fraction and decimal equivalents.
Determine whether 0.2 and
D _1 are equivalent.
GLE 0406.2.4 5
Resources Understand and use the

connections between
Step 1 Model 0.2.
fractions and decimals. Use a number line to model 0.2.
Explore Worksheet SPI 0406.2.5 Generate
equivalent forms of 0 1 2 3 4 5 6 7 8 9 10
Get ConnectED common fractions and 10 10 10 10 10 10 10 10 10 10 10
decimals and use them
to compare size. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
GLE 0406.2.4 Understand and use the connections Step 2 Model _1 .

5
Use a number line to model _ .
1
between fractions and decimals. SPI 0406.2.5 Generate
5
equivalent forms of common fractions and decimals and use
0 1 2 3 4 5
them to compare size. 5 5 5 5 5 5
1 INTRODUCE 0 0.2 0.4 0.6 0.8 1

Step 3 Compare.
Introduce the Concept forms of whole numbers, decimals, Compare the locations of 0.2 and _ on the
1
and common fractions (e.g., __1 _1 5
• Guide students in creating a number line like the one _1 , _3 ). 10 , 4 ,
2 4
number lines.
shown below.
0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10
0 1 2 1 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1
2 2 0.2 and 5 are located in
the same position on the 0 1 2 3 4 5
• How many tic marks are needed to represent tenths? number lines. 5 5 5 5 5 5
9 between whole numbers 0 0.2 0.4 0.6 0.8 1

• Have students draw and label the tic marks to represent
So, 0.2 and _ are equivalent.
1
tenths. See example below. 5
0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
4
0 1 2
2 2 2
• What decimal represents the same amount as _? 0.5
1 428_429_C08_EXP_103030.indd
ELL
428 3/1/10 3:
2
Vocabulary: Tic Marks Students may need clarification of the
meanings of tic, mark, and the phrase tic mark. Teach these
2 TEACH meanings directly and then allow students to identify them in
context.
Activity 1 During Step 2, explain to students how to label
the tic marks as decimals in the fifths on the number line.
Tell students that since there are five equal sections, they
must count by twos when labeling the decimals, 0.0, 0.2,
0.4, 0.6, 0.8, 1.0.

Activity 2 Explain to students that when a decimal
Find fraction and decimal equivalents.
F equivalent is asked for when given a fraction model, they
can divide the model into tenths or hundredths. They must
Write a fraction and a decimal to describe
the shaded part of the model.
choose the number that will come out evenly. For
example, the 25 shaded squares do not divide evenly into
tenths, so hundredths must be used.
Step 1 Identify the fraction.

Determine which fraction the
model represents. About It
One out of four equal parts of Assign the exercises in the Think About It section to
the model is shaded.
So, the model represents _.
1 in the Activities.
4
Step 2 Find a decimal equivalent.
Divide the model into 100
equal parts. Then count the
shaded squares.
3 PRACTICE
25 out of 100, or _, or 0.25
25 Use the Practice and Apply It Exercises to assess whether
100
of the squares are shaded. students comprehend fraction and decimal equivalents.
So, 0.25 is a decimal equivalent to _ .
1
4 lesson, see Explore Worksheet.
About It
4 REFLECT AND CLARIFY
1. Do 0.6 and _ represent equivalent amounts? Explain. yes; When these numbers are
3
5
placed on a number line, they are located in the same position. • What do you notice about fraction and decimal
_
3
2. Is the fraction equivalent to 0.7? Explain. No; 0.7 is the same as 7 . _ equivalents when they are modeled on a number
4
_ 10
6. Sample answer: Make a model of 2 and compare it to a hundredths grid. line or on a hundredths grid? Sample answer: In
4 _
Counting the shaded part would show that 50 or 0.5 is the equivalent. both cases, they represent the same number.
100
and Apply It From Concrete to Abstract

Write a decimal equivalent for each fraction.
Use the Write Math Exercise to determine if students have
made the transition from using models to understanding
3. _ 0.5 4. _ 0.8 5. _ 0.75
1 4 3
2 5 4 the concept of fraction and decimal equivalents.
6. E WRITE MATH Explain how to find an equivalent decimal for
_2 .
4 Extending the Concept BL
Lesson 3D Relate Fractions and Decimals 429
1 _
• Identify a decimal that is equivalent to without
4
using a model. 0.25
428_429_C08_EXP_103030.indd 429 3/31/10 1:38 PM
Lesson 3D Relate Fractions and Decimals 429

3
Multi-Part
Lesson Multi-Part
PART Fraction and Main Idea

Fraction and Decimal
E Decimal Equivalents I will find fraction and
Equivalents
decimal equivalents.
Objective Get ConnectED When a fraction and a decimal name the same amount,
Find fraction and decimal equivalents. they are fraction and decimal equivalents.
GLE 0406.2.4
Resources connections between
TRAVEL Austin’s family is
Materials: colored pencils, index cards SPI 0406.2.5 Generate
equivalent forms of taking a trip. The odometer
Leveled Worksheets common fractions and (mileage tracker) shows
decimals and use them
Get ConnectED to compare size. they have driven 0.5 mile.
Austin wants to find this
in a fraction. Use a model
to find an equivalent
GLE 0406.2.4 Understand and use the connections fraction.
between fractions and decimals. SPI 0406.2.5 Generate Use tenths and hundredths
equivalent forms of common fractions and decimals and use
grids to model that 0.5 and _1 name the same amount.
them to compare size. 2
1 INTRODUCE Checks for Understanding

forms of whole numbers, decimals,
1 _1
and common fractions (e.g., __
Activity Choice 1: Hands-On _1 , _3 ).
2 4
10 , 4 ,
• Have students draw a number line showing 20–22.

• Ask students to mark 20_. Then have them mark tenths
1 0.5 = _5 = _1 0.50 = _
50
=_
1
10 2 100 2
2
between 20 and 21. The number lines also show that they name the
same amount.
• How many tenths are equal to _? 5 tenths
1
2 0 1 2 3 4 5 6 7 8 9 10
10 10 10 10 10 10 10 10 10 10 10
• Have students mark the line between 21 and 22 to
show tenths. Label the marked points. 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
0 1 2
• Where is 21.25? halfway between 21.2 and 21.3 2 2 2
• Where is 21.75? halfway between 21.7 and 21.8 0 0.5 1.0
• Ask students to mark 21_, 21_

1 2
, and 21_.
3 So, 0.5 and _ are equivalent.
1
4 4 4 2
• What decimal is the same as 21_? 21_? 21.25; 21.75

1 3
4 4
Activity Choice 2: Game

• Prepare pairs of index cards like the one shown below. 430_432_C08_L03_103030.indd 430 3/1/10 3:

Write the review vocabulary words and their definitions on the
board.
2 1 0.2 Have students write a list of five different fractions with 10 as
10 = 5
the denominator and five different fractions with 100 as the
denominator. Then have them write the decimal equivalent
• Give an index card to each student. Tell students to
for each.
find their matches. The last students to pair up must
sit down.
• Collect the index cards, take out one matching pair, and
Use Visual Vocabulary Cards to
shuffle them. Then repeat the previous step.
reinforce the vocabulary reviewed in
• Repeat until there is only 1 pair of students remaining. this lesson in English and Spanish.
These students win the game. (The Define/Example/Ask routine is ISBN: 978-0-02-101741-6 Copyright © by The McGraw-Hill

To find a decimal that is equivalent to a fraction, it helps to write
the fraction with a denominator of 10 or 100. 2 TEACH
Find Fraction and Decimal Equivalents
Write the fraction _ on the board.
3
W
Write a fraction and a decimal 5
to describe the shaded part • What could be a first step in finding a decimal that
is equivalent to _ ? Sample answer: Find an
of the model. 3
5
equivalent fraction with 10 or 100 as the denominator.
• What are two fractions that are equivalent to _ ?
3
_ 5
=_ _
6 _
3 × 25
2 75 THINK What number can you multiply 60
4 × 25 100 the denominator by to get 100? ,
10 100
• What decimals are equivalent to _ ? 0.6, 0.60
_
75 3
Write _ as a decimal.
75
= 0.75
100 100 5
So, _ and 0.75 describe the shaded part of the model.
3 • Tell students that some fractions will not be equivalent
4
to fractions with denominators of 10. What decimal is
equivalent to _? 0.25
1
_
5. 3 ; 0.3
Here are some common fraction and decimal equivalents. 4
10
6._ 50 __
, 5 . or _1; 0.5 Fraction-Decimal Equivalents
100 10 2
7. _ 60 _
, , or _
6 3
; 0.6
_
1
2
= 0.5 _
1
4
= 0.25 _
2
4
= 0.5 _
3
4
= 0.75
100 10 5 Use a model to find a fraction that is equivalent
8._ or _
25 1 _
1 _
2 _
3 _
4
to 0.7. _
; 0.25 5
= 0.2
5
= 0.4
5
= 0.6
5
= 0.8 7
100 4 10
Write a fraction and a decimal to describe the

shaded part of the model. _, 0.6
3
Use a model to find an equivalent fraction or decimal
decimal. SSee Example
E l 1 5
1. 0.6
6 _ 2. 0.06
6 _ 3. _
2
0.5 4. _ 0.8
4
10 100 4 5
Write a fraction and a decimal to describe the shaded part of

each model. See Example 2
5. 6. 7. 8. IWB INTERACTIVE WHITEBOARD READY
9. Lupe got 20 out of 25 questions 10. E TALK MATH What do you notice
correct on a quiz. Write her score as
a decimal and a fraction. 0.8,
20 _ about _ , _ , and _ ?
3 6
4 8
12
16
25 See Answer Appendix.
Lesson 3E Relate Fractions and Decimals 431
exercises.
430_432_C08_L03_103030.indd 431 3/1/10 3:31 PM
Alternate Teaching Strategy

! COMMON ERROR!
AL
If students have trouble finding fraction

Exercise 10 Students may not see the relationship between _, _,
3 6
4 8 and decimal equivalents . . .
and _ because 8 and 16 are not factors of 10 or 100. Help
12
16
students discover that these three fractions are equivalent. Then use one of these reteach options:
2 Use Multiplication Remind students that
they can multiply to find equivalent fractions.
Write _ = _ or _
3
on the board.
4 10 100
• How would you change _ to hundredths?
3
4
Multiply the numerator and denominator of
_3 by 25 to get _
75
.
4 100
• What decimal is equivalent to _? 0.75
75
100
Lesson 3E Relate Fractions and Decimals 431

0R
P !C
2A # TI #E
4) C %
3 PRACTICE EXTRA
Begins on page EP2.
Use a model to find an equivalent fraction or decimal. See Example 1
11. 0.78
78 _ 12. 0.4
4 _ 13. 0.6
6 _ 14. 0.35 _
35
the exercises in Practice and Problem Solving. 100 10 10 100
15. _ 16. _ 17. _ 18. _
1 4 7 1
4
0.25 5
0.8 25
0.28 10
0.1
Level Assignment Write a fraction and a decimal to describe the shaded part of
Approaching Level each model. See Example 2 19–26. See Answer Appendix.
AL 15–22, 27–29, 33, 35
19. 20. 21. 22.
OL On Level 15–22, 29–31, 33, 35
BL Beyond Level 12–17, 23–26, 30–35
Have students discuss and 23. 24. 25. 26.

complete the Higher Order Thinking problems. Encourage
them to show their work.

Math Exercise in their Math Journals. You may choose to Write each amount as a fraction and a decimal.
ELL In Your Own Words Have students repeat the question
3
of 4 laps. ; 0.75 _
27. Measurement Adelina swam 3 out
chapter of a book. _
28. Vince read 6 out of 10 pages in a
6
; 0.6
4 10
in their own words before they write an answer.
8_
29. Jun ate 8 out of her 10 orange slices.
; 0.8 math problems.
18 _
30. Cathy has completed 18 out of 20
; 0.9
10 20
Homework Practice Worksheet 31. Maya has painted 1 out of 4 walls of 32. Jack has opened 3 out of 5 of his
Problem-Solving Practice Worksheet 1 3
her bedroom. _ ; 0.25 birthday presents. _ ; 0.6
4 5
4 ASSESS 33. OPEN ENDED Create a model and shade in a fraction of it.
Write two fractions and a decimal to describe the shaded
Formative Assessment area of the model. 33–35. See Answer Appendix.
• How would you find the decimal equivalent of _?
1
5 34. CHALLENGE Carra collects stuffed frogs. She has 25 frogs, and
_
2
Sample answer: Write _ as _ and then write _
1 2 2 of them are multicolored. The rest are green. How many green
25
5 10 10 frogs are in her collection? Explain how you found your answer.
as the decimal 0.2.
35. E WRITE MATH Demetri is completing 0. = _
5
.
• What is another decimal equivalent to 0.2? 0.20 50
Explain how he can find the correct answer.
432 To assess mastery of SPI 0406.2.5, see your Tennessee Assessment Book.

with finding fraction and decimal
430_432_C08_L03_103030.indd 432 3/1/10 3:
equivalents?
During Small Group Instruction Have students explain how to
write a fraction and a decimal to describe the shaded part of a
model.
d l
AL Differentiated Instruction Option 2 (p. 420c)
If No OL Differentiated Instruction Option 2 (p. 420c)

BL Differentiated Instruction Option 2 (p. 420d)
BL Enrich Worksheet
Multi-Part Lesson 3 How are fractions and decimals alike? different? Sample
answers: A fraction and decimal both show part of a whole and can represent
the same amount.; Fractions and decimals show parts of a whole differently.

Fraction and
Fraction and Decimal Game
Compare Decimals to Fractions
You will need: 10 index cards Decimal Game
Compare Decimals to Fractions
Get Ready! Materials: 10 index cards
Players: 2
Introduce the game to your students to play as a class,
Get Set! in small groups, or at a learning workstation to review
concepts introduced in this chapter.
On each index card, write a
0.25 < _31 0.5 > _
10
statement using >, <, or =. Write 20
5 true statements and 5 false
statements. A few examples are 0.75 = _4
3
0.8 < _
75 Instructions
shown at the right. 100
• Student pairs create a deck of 10 index cards with a
>, <, or = statement that may or may not be true on
GO!
each card, using fractions and decimals, as shown in
Shuffle the cards.
the examples on the student page.
Spread out the cards • Students shuffle the cards and spread them out
facedown on a desk.
facedown on a desk.
Player 1 turns over an index • Player 1 turns over a card and must say “true” if the
card and must say whether statement is true or “false” if the statement is false. If
the statement is true or false.
Player 1 is correct, Player 1 keeps the card and draws
Player 1 keeps the card if again. If not, Player 1 puts the card back and Player 2
the answer is correct and takes a turn. The player who collects more cards is the
draws again. If Player 1 is winner.
wrong, the index card is put
back. Player 2 takes a turn. • Student pairs can trade decks with other pairs to
continue playing.
The player who collects
more cards wins.
Extend the Game BL
• Have students play the game using more than 10 cards

and in teams of 3 or more players.
Game Time Fraction and Decimal Game 433
• Students rewrite false statements to make them truep
and write fractions in their simplest forms for true
433_C08_GT_103030.indd 433 3/1/10 3:43 PM statements.
Differentiated Practice • For another game focusing on the same mathematical
Use these leveled suggestions to differentiate the game for all learners. concept, see Game Time.
Level Assignment
AL Approaching Level Students use hundredths grids to model
decimals and fractions.
OL On Level Have students play the game with the rules

as written.
Game Time Fraction and Decimal Game 433

Chapter Study
Guide and Review Chapter Study
Guide and Review
The
BIG Idea Be sure the following Key Key Vocabulary
As a class, revisit this chapter’s Big Idea. Concepts are noted in your decimal
Foldable.
How are decimals and fractions connected? equivalent fractions
Sample answer: A fraction and decimal both show part of greatest common factor
Decim
a whole and can represent the same amount. als Frac
tions Equ
mixed number
F ivale
and ractio nt
Dec ns
ima
ls
simplest form
Key Concepts with
Use these lesson suggestions to incorporate the Foldables
during the chapter. Students can then use their Foldables Vocabulary Check
to review for the test. Complete each sentence with the
Key Concepts correct vocabulary word.
Lessons 3A–3E In the right most column, have students
Decimals (Lesson 1) 1. The ? of 8 and 12 is 4.
write what they have learned about equivalent fractions
• Tenths , hundredths , and thousandths greatest common factor
and decimals. are used to describe decimals as part of
the base-ten system.
2. The fraction _ is written in
2
3
Key Vocabulary Fractions (Lesson 2) ? . simplest form
Review chapter vocabulary using one of the following • Equivalent fractions represent the same
amount. 3. A(n) ? has a whole
options.
number part and a fraction part.
• Visual Vocabulary Cards (13, 23, 31, 32, 38, 65, 68) mixed number
• eGlossary
_
1 _
2 _
4
4. An example of a(n) ? is
2 4 8
• Vocabulary Test 5_. mixed number
2
Fractions and Decimals (Lesson 3) 10
• Mixed numbers can be written as 5. Fractions that represent the

Vocabulary Check decimals. same amount are ? .
If students have difficulty answering the exercises, remind equivalent fractions
2 2.25 2.5 2.75 3
them that they can use the Key Vocabulary terms listed on
the student page. You may wish to also direct them to the 2 2 14 2 12 2 34 3 6. A ? is a number that
uses place value, a number, and
lesson in which each term is taught. • When a fraction and decimal name the a decimal point to show part of a
same amount, they are equivalents. whole. decimal
434_439_C08_SGR_103030.indd 434 3/1/10 3:
Chapter Project
Bake Sale Equivalents In pairs, small groups, or as a class, have students discuss the
results of their completed chapter project. Assess their work using the Project Rubric
found in the Chapter Resource Masters.

Multi-Part Lesson Review
Lesson 1
Decimals Multi-Part Lesson Review
Have students complete the Multi-Part Lesson Review.
Tenths (Lessons 1A and 1B)
7–10. See margin for models. Then use ExamView® Assessment Suite to customize
Model and write each decimal. EXAMPLE 1 another review worksheet that practices all the objectives
7. one out of ten 0.1 Sandra knocked down seven out of ten of this chapter or only the objectives on which your
pins with her first bowling ball. What students need more help.
8. five out of ten 0.5
part of the set of pins is still standing?
9. nine out of ten 0.9
If seven out of ten pins were knocked Intervention If the given examples are not sufficient to
10. Caleb ate six out of ten pretzels. down, then three pins are still standing. review the topics covered by the questions, remind
Write a decimal to show what part The amount of pins still standing is three
of the pretzels Caleb did not eat. 0.4
students to:
out of ten, three-tenths, or 0.3.
• Use the multi-part lesson titles above each set of
exercises to review that topic in the Student Edition.
Hundredths (Lesson 1C)
• Get ConnectED Review Personal Tutors.
Write a decimal for each part of a EXAMPLE 2
dollar shown. Write a decimal for the part of a dollar
Reflecting on the Chapter
11. 0.26 shown.
Additional Answers
12. 0.38 7.
Each cent is one hundredth, or 0.01, of a
dollar.
So, thirty-seven cents is 0.37 of a dollar.
Decimals Greater Than One (Lesson 1D)
Write each decimal in standard and EXAMPLE 3

expanded form. Write fourteen and thirty-seven 8.
13. two and eighteen hundredths hundredths in standard
2.18; 2 + 0.1 + 0.08
and expanded form.
14. eight and ninety-four hundredths
Hundredths
8.94; 8 + 0.9 + 0.04 Write each digit

Tenths
in the decimal in a
Ones
15. On average, a United States citizen

Tens
eats eleven and eighty-eight place-value chart.

1 4 3 7
hundredths pounds of breakfast
Standard form: 14.37
cereal each year. Write this amount
in standard and expanded form. Expanded form: 10 + 4 + 0.3 + 0.07
9.
11.88; 10 + 1 + 0.8 + 0.08
Chapter Study Guide and Review 435
434_439_C08_SGR_103030.indd 435 3/1/10 3:45 PM
10.

Compare and Order Decimals (Lesson 1E)
Compare. Use >, <, or =. EXAMPLE 4
16. 4.35 3.45 > Stephanie has been
Hundredths
17. 6.40 6.40 = jogging for 5.34 minutes.
Todd has been jogging
18. 2.27 2.72 <
Tenths
for 5.32 minutes. Who
Ones
19. Della gave her brother part of a has been jogging longer?
sandwich and said, “Here is your _
1
2 Compare 5.34 and 5.32.
of the sandwich.” Her brother said,
5 3 4
4>2
“Actually, you ate _ of it.” Who is
2 5 3 2
4 5.34 > 5.32
correct? Explain. They are both correct
_ _
because 1 and 2 are equivalent.
So, Stephanie has been jogging longer.
2 4
Lesson 2
Fractions
Equivalent Fractions (Lessons 2A and 2B)
Find an equivalent fraction for each EXAMPLE 5

fraction. Find a fraction equivalent to _4 .
20. _ _
1 2
21. _
1 2 _ 1 2
22. _ _ 4×2
_ =_
8
6
Multiply the numerator and
5 10 3 6 4 8 6×2 12 the denominator by the same
23. _ _ 24. _ _ 25. _ _

6 12 7 14 9 18 number, 2.
So, _ is equivalent to _.
8 4
8 16 14 28 12 24 12 6
Problem-Solving Strategy: Make a Model (Lesson 2C)
Solve. Use the make a model strategy. EXAMPLE 6

26. Jeff had 28 grapes. He ate _ of them
1
2 Marcela has 24 crayons. Of them, is _1
3
for lunch. Then he ate 10 more as a blue. Four are yellow, and the rest are
snack. How many are left? 4 grapes green. How many crayons are green?
27. Marisa has a marble collection. Make a model.
One-fourth of her 16 marbles is blue.
There are 12
She has 5 red marbles. The rest of
parts left.
the marbles are green. How many
So, 12 of the
are green? 7 marbles
crayons are green.
434_439_C08_SGR_103030.indd 436 3/1/10 3:

Compare and Order Fractions (Lesson 2D)
Compare. Use >, <, or =. EXAMPLE 7
28. _ _ 29. _ _
4 8 6 5 Dakota has a red and a blue pencil. The
= >
5 10 6 6 _1 of a foot long. The blue
red pencil is
Order from least to greatest. _
3 2
pencil is of a foot long. Which pencil
8
30. _, _, _ 31. _, _, _
2 3 4 1 3 7
3 7 35 4 16 8 is longer?
_4 , _3 , _2 _3 , _1 , _7 Find an equivalent fraction.
_ ×_=_
35 7 3 16 4 8 1 4 4
2 4 8
32. Measurement Patrick took _ of
3
4
_
4
> _
3
8 8
an hour to finish a test. Jose took _ of
3
8 So, the red pencil is longer than the blue
an hour to finish. Who took more time pencil.
to finish the test? Patrick
Simplest Form (Lesson 2E)
Write each fraction in simplest form. If EXAMPLE 8

it is in simplest form, write simplest
Write _
1
15
in simplest form.
form. 20
33. _
4 2 _ 34. _ simplest form
2
Factors of 15: 1, 3, 5, 15
Factors of 20: 1, 2, 4, 5, 10, 20
10 5 3
35. _6
36. _
3 1 _ The greatest common factor is 5.
13 18 6 _
15
÷_
5
=_
3
simplest form 20 5 4
Mixed Numbers (Lesson 2F)
Write a mixed number and an improper EXAMPLE 9

fraction for each model. A fourth grade class had a pizza party.
37. 12; 7 __ The amount of pizza eaten can be
represented as 3_ . Write the amount
5 5 1
5
38. __
2 5 ; 17
of pizza eaten as an improper fraction.
3_ = _ + _ + _ + _ = __
1 5 5 5 1 5+5+5+1
6 6 5 5 5 5 5 5
=_
16
5
So, 3 _ = _.
1 16
5 5
434_439_C08_SGR_103030.indd 437 3/1/10 3:45 PM

LLesson
esson 3
Fractions and Decimals (Lessons 3A and 3B)
39. Write a fraction and a decimal for the EXAMPLE 10

shaded part. Write eight tenths as two different
decimals.
Write tenths. Write hundredths.
_
91
; 0.91
100
Write as a fraction and as a decimal.

40. three-tenths
3
; 0.3 _ 0.8 0.80
10
41. twenty-two hundredths
22
; 0.22 _ Eight tenths can be written as 0.8.
100
Problem-Solving Investigation: Choose a Strategy (Lesson 3C)
Use any strategy to solve each problem. EXAMPLE 11

42. Jonas earned $5.25. Ian earned A one-year-old puppy has three new
$5.50. Who earned more money? Ian toys. A day later, the puppy has
43. Zach has $30. Tickets to the school one-third of the toys. How many toys
baseball game cost $7. How much does the puppy have left?
Find _ of 3. You do not need to know
1
money will Zach have left if he buys
3
3 tickets? $9 the age of the puppy.
So, the puppy has one toy left.
Fraction and Decimal Equivalents (Lessons 3D and 3E)
Write a fraction and a decimal to EXAMPLE 12

describe the shaded part of each model. Write a fraction and a decimal to
describe the shaded part of each model.
44. 45.
Thirty-two squares
are shaded. So,
that is _, or 0.32.
32
_2 ; 0.4 _
45
100
5 ; 0.45
100
434_439_C08_SGR_103030.indd 438 3/1/10 3:

Practice
Practice Chapter Test
Chapter Test
Summative Assessment
Tell whether each statement is true or Compare. Use > , < , or = . Use these alternate leveled chapter tests to differentiate
false.
9. 4.75 4.77 < 10. 3.21 3.20 > assessment for the specific needs of your students.
1. _ and 0.5 are equivalent. false
1
5
Write each as a mixed number or an Chapter Tests
improper fraction.
2. To find an equivalent fraction, Level Type Form
multiply or divide the numerator
and denominator by the same
3 11
11. 2_ _ 12. _ 5
27 2 _ AL Multiple Choice 1A
4 4 5 5
number. true
13. There are 12 fish in an aquarium. AL Multiple Choice 1B
One-half of the fish is goldfish. Four of
Write as a fraction and as a decimal. Multiple Choice/Free
the fish are tetras. The rest of the fish OL 2A
Response
3. one-tenth 4. nine-tenths are rainbow fish. How many of
_1 , 0.1 _9 , 0.9 the fish are rainbow fish? 2 fish OL
Multiple Choice/Free
Response
2B
10 10
Identify each point as a mixed number.
5. eighteen- 6. three-
BL Free Response 3A
14. A
18_
hundredths
, 0.18 _
hundredths
3
, 0.03
BL Free Response 3B
100 100 5
_
53
6
Additional Chapter Resource Masters
8
7. Madison emptied her pockets. Her
15. B OL Vocabulary Test
coins are shown. What decimal
represents the part of a dollar
shown? 0.81
2 _
22
3 OL Extended-Response Test
3 OL Oral Assessment
16. Abby read _ of a book on Saturday.
3
10
Then she read 0.4 of the book on
Sunday. What fraction of the book
does Abby still have to read? 3 _ AL = approaching grade level
8. MULTIPLE CHOICE Which number is 10 OL = on grade level
NOT equivalent to the shaded area of 17. MULTIPLE CHOICE Which set of BL = beyond grade level
the circle? D numbers is in order from least to
greatest? H
F. 0.6, 0.76, 0.67 H. 0.6, 0.67, 0.76

Customize and create multiple
G. 0.76, 0.67, 0.6 I. 0.67, 0.6, 0.76
versions of your Chapter Test and the test answer keys.
A. _
1
2
C. 0.5
18. E WRITE MATH Explain how _
2
7
B. _ and _ are equivalent fractions.
2 6
D. 0.4
4 21
See margin. Additional Answer
Practice Chapter Test 439
18. Sample answer: Multiply _ by _ to get _ .
2 3 6
7 3 21
434_439_C08_SGR_103030.indd 439 3/1/10 3:46 PM
Data-Driven Decision Making

Based on the results of the Chapter Test, use the following to review concepts that continue to present students with problems.
Tennessee
Exercises What’s the Math? Error Analysis Resources for Review
Standards
1, 8, and 16 GLE 0406.2.4 Find fraction and decimal equivalents. Does not understand the relationship Chapter Resource Masters
between fractions and decimals.
3–6 GLE 0406.2.4 Identify, read, and write tenths and Does not understand the relationship Get ConnectED
hundredths as decimals and fractions. between fractions and decimals.
Lesson Animations • Personal Tutor
9–10 and 17 SPI 0406.2.6 Compare and order decimals. Does not know how to determine which
• Self-Check Quiz
decimal is greater.
11–12 and SPI 0406.2.2 Write mixed numbers and improper Does not understand mixed numbers and
14–15 fractions. decimals greater than 1.
Practice Chapter Test 439

Test Practice
Test Practice
1 INTRODUCE
As a class, discuss the example on the page. Remind
On the number line below, what mixed number
students that they should read each problem very carefully Count the intervals between
does point K represent?
to make sure they are answering the question that is whole numbers on a
K number line to find how the
being asked.
7 8 number line is divided.
A. 7_ C. 7_
3 4
10 10
B. 7_ D. 7_
4 4
2 TEACH 6 5
Read the Question

Before beginning the practice test, give students an You need to find which number point K represents.
opportunity to solve the Additional Example. Solve the Question
Look at the number line. The 9 marks between the

7 and 8 let you know that each line is _. Fill in
1
10
the numbers up to point K.
On the number line below, what mixed number K
does point A represent? B 7 7 1 7 2 7 3 7 4 7.5 8
10 10 10 10
So, point K represents 7_ on the number line.
4
A 10
The answer is C.
4 5
Read each question. Then fill in the correct answer on the answer
A. 4_
1 sheet provided by your teacher or on a separate sheet of paper.
10
_2 1. On the number line below, what 2. Which symbol makes the following
B. 4 number does point A represent in sentence true? F
10
decimal form? C
C. 4_
1 A 13.08 1.308
4
1
D. 4 _
1 2 22 3 F. > H. =
2
A. 2.3 C. 2.75 G. < I. -
IWB INTERACTIVE WHITEBOARD READY B. 2.5 D. 2.8
3 ASSESS 440_441_C08_STP_103030.indd 440 3/1/10 3:
• Use these pages as practice and cumulative review.
The questions are written in the same style as those
found on standardized tests.
• You can use these pages to benchmark student
progress, or as an alternate homework assignment.

3. In the rectangle below, _ of the
4
8 6. GRIDDED RESPONSE The Answer Sheet Practice
sections are shaded. function table shows some input and Have students simulate taking a standardized test by
output values.
recording their answers on a practice recording sheet.
Input (x) Output (y)
Student Recording Sheet
1 1 080_104_C08_101801.indd Page 103 12/5/09 9:34:11 AM u-s035 /Volumes/114/GO00397/GO00397_Math_Connects_CRM_NA_G4%0/XXXXXXXXXXXXX_SE/Appli...
2 4
Which of the following is equal to _ ? B
4 Name Date
8 3 7
Student Recording Sheet
A. _ B. _ C. _ D. _
1 1 1 4 4 10
4 2 8 4 5 Use this recording sheet with pages 440–441 of the Student Edition.
Read each question. Then fill in the correct answer.
5. F
GRIDDED RESPONSE The
1. A B C D G H I
4.
2. F G H I 6.
elephants below each weigh What is the missing value? 13

3. A
16,500 pounds. How many pounds
B C D

do they weigh altogether? 49,500

4.

7. The table shows how long Tara read

each night during a week. What

7. A B C D

fraction of an hour did she read on

8. F G H I
Copyright © Macmillan/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Wednesday? C
Day Minutes Read

Monday 17
Tuesday 24
5. Which order shows the distances run Wednesday 36
from greatest to least? F Thursday 30
Friday 32 Grade 4 • Decimals and Fractions 103
Track Practice
A. _ C. _
Runner Miles 1 3
Darin 1.24 2 5 Additional Practice
Kirk 1.5 B. _
2
D. _
36 • Standardized Test Practice
3 100
Damon 1.31
• Get ConnectED Find additional test practice.
8. Trina grew _ of an inch in a year.
F. Kirk, Damon, Darin 4
5
Which decimal is equivalent to _ ? H
G. Kirk, Darin, Damon 4
5 Create practice worksheets or
H. Damon, Darin, Kirk F. 0.7 H. 0.8
tests that align to your state’s
I. Damon, Kirk, Darin G. 0.75 I. 0.85
standards.
NEED EXTRA HELP?
If You Missed Question... 1 2 3 4 5 6 7 8
Go to Chapter-Lesson... 8-3E 8-1E 8-2B 5-4A 8-1E 3-4A 8-2E 8-3E
For help with... GLE 2.4 SPI 2.5 SPI 2.5 SPI 2.11 SPI 2.1 GLE 3.2 SPI 2.4 SPI 2.5
Test Practice 441
440_441_C08_STP_103030.indd 441 3/1/10 3:47 PM
Test Practice 441

PART E
Chapter Answer Appendix
Multi-Part Lesson 1 PAGES 431–432
10. Sample answer: Even though the fractions have different

PART D PAGE 394
numerators and denominators, they all have the same value which
5. Sample answer: The whole number is 82, so write 82 before the is true because the decimal for each is 0.75.
19. _ ; 0.8
decimal point. Write a 0 in the tenths place and a 3 in the 8
hundredths place. 10
20. _ ; 0.75
75
100
Multi-Part Lesson 2
21. _ ; 0.5
2
4
PART B PAGE 402
22. _ ; 0.4
2
10. Sample answer: They represent the same amount.; _ , _ , and _
1 2 3 5
2 4 6
23. _ ; 0.4
40
_
1 _
4
28. Sample answer: No; and do not name the same distance. 100
2 6
24. _ ; 0.5
3
6
PART C PAGE 405
25. _ ; 0.6
3
2. Sample answer: There are three rows of circles, so 1 of the three 5
26. _ ; 0.5
rows should be shaded. Since there are 5 circles per row, 5 circles 5
10
will be shaded.
4. Sample answer: 8 turtles + 2 snakes + 14 lizards = 24. The pet 33. Sample answer:
store has 24 reptiles. So, you know the answer is correct.
11. Sample answer: Draw 16 rectangles to model the books on the
shelf. Then label the books using the information given.
PART D PAGE 409
28. Sample answer: _, _, _

3 1
2
; It is not ordered from least to greatest.
4 2 12
_6 , _3 , 0.75
8 4
34. 23; If there is a total of 25 frogs and 2 of those are multicolored
Multi-Part Lesson 3 that would mean the rest, or 23, are green.
PART B PAGES 422–423 35. Sample answer: I would multiply the denominator by 2 to have a
denominator of 100. Then, multiply the numerator by 2 as well.
7. This would mean the numerator would be 10 and the denominator
would be 100. The decimal would then be 0.1.
_
36
; 0.36. It is not 0.40 because the boxes on the corner are shared
100
with the other outer boxes.
31. Sample answer: true; The fraction’s numerator is written in
the place value that matches the fraction’s denominator. So,
_6
= 0.6, _ = 0.06, and _ = 0.006.
6 6
10 100 1000
32. Sample answer: Fractions that have 10 as a denominator are
written as tenths as a decimal. Fractions that have a 100 as a
denominator are written as hundredths as a decimal.
441a Chapter Answer Appendix

NOTES
Chapter Answer Appendix
Chapter Answer Appendix 441b

Photo Credits:
Unless otherwise credited, all currency courtesy of the US Mint.
TOC Martin Harvey/Digital Vision/Getty Images; 380E Michael Houghton/StudiOhio; 380F Ed-Imaging; 398A Mark Steinmetz;
420d Michael Houghton/StudiOhio.
Copyright © 2012 by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted
to reproduce the Chapter Resource Masters material on pages 1–104 on the condition that such
material be reproduced only for classroom use; be provided to students, teachers, and families
without charge; and be used solely in conjunction with Tennessee Math Connects. Any other
reproduction, for use or sale, is prohibited without prior written permission of the publisher. No
additional parts of this publication may be reproduced or distributed in any form or by any means,
or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill
Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for
distance learning.
Send all inquiries to:

Macmillan/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-02-103100-9 (Teacher Edition)

MHID: 0-02-103100-2 (Teacher Edition)
ISBN: 978-0-02-103030-9 (Student Edition)
MHID: 0-02-103030-8 (Student Edition) Tennessee Math Connects, Grade 4
Printed in the United States of America
1 2 3 4 5 6 7 8 9 10 WEB 19 18 17 16 15 14 13 12 11 10

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CHAPTE R

The Skills Trace

Digital Videos The McGraw-Hill

380A Decimals and Fractions

E Fraction and Decimal Equivalents GLE 0406.2.4

Decimals and Fractions 380B

Have students hotdog fold a piece of paper. On one side, students

Visual Vocabulary Cards

380C Decimals and Fractions

Level Activity Modality

Goods in a Growing Country

Use these leveled books to reinforce

and extend problem-solving skills

Find other English Language Learner strategies.

ELL Resources OL On Level

and online in the Teacher Resource Handbook. :

Leveled Reader Database

Decimals and Fractions 380D

Where Do You Sit?

380E Decimals and Fractions

Decimals and Fractions 380F

Introduce the Chapter

Key Vocabulary 380_382_C08_CO_103030.indd 380 3/1/10 2:

380 Decimals and Fractions

For additional reading and language arts activities,

5 –12 feet. Your Hope my Animated Graphic Novel

Decimals and Fractions 381

380_382_C08_CO_103030.indd 381 /XXXXX

• Read the Math at Home letter found in the

Chapter Resource Masters with the class

and have each student sign it. A Spanish version

is also included. Use the Spanish letter for

equivalent y os o 0.6 how to mode als on a my voca

Spanish-speaking parents or guardians who 6

ión en que along with

do not read English fluently.

0.5 is five ths 100

In Lesson 2F, students will learn more about the distance

• Send home copies of the Math at Home letter

ales decimal equiv d as a decim s or 0.6

nes y decim 6 is six –tenth ber

Nicholas’s paper airplane flew and will be able to

with each student.

determine whose airplane flew the greatest distance.

For more information about parent involvement,

Take the Online Readiness Quiz.

Algebra Copy and complete.

Online Option Take the Online Readiness Quiz.

382 Decimals and Fractions

380_382_C08_CO_103030.indd 382 3/1/10 3:00 PM

382 Decimals and Fractions

Are You Ready 2.

If students miss 2 or 3 in Exercises 1–10, Practice

Then choose a resource: 6. sixty-four hundredths

Learning Stations (pp. 380E–380F)

Hill, a division of The McGraw-Hill

raw-Hill, a division of The

TIER Strategic Intervention

Are You Ready

Then choose a resource: The model above shows

Are You Ready? Review 9. 67 out of 100

Hill, a division of The McGraw-Hill

11. In a coloring contest,