fe ee ee ) | Operations— melon elas Lesson 15 Equivalent Fractions. . Lesson 16 Comparing Fractions . Lesson 17 Adding and Subtracting Fractions Lesson 18 Fractions as Sum of Unit Fractions. Lesson 19 Adding and Subtracting Mixed Numbers ........ Lesson 20 Problem Solving: Adding and Subtracting Fractions .. Lesson 21 Multiply Fractions by Whole Numbers - Lesson 22 Problem Solving: MeltpWien Factions by Whole Numbers .. = Lesson 23. Adding Fractions: Denominators of 10 and 100 .... lesson 24 Introducing Decimals. . Lesson25 Comparing Decimals ..... Chapter 3 Review 165 =174 - 183 192 -199 207 214 221 230 --239 147GETTING THE IDEA [Afraction names @ part ofa whole. Equivalent fractions each name the same amount of ‘whole using different numerators and denominators, You can use fraction models to show that fractions ate equivalent. Notice that the number of ‘equal parts increases when the size of the parts decreases. <+—___+—___4> ° 1 1 <+—_+—_+_1—_+ Creer Fatangiest gi rhea ne 12 a= 53 Ifyou multiply both the numerator Ifyou multiply both the numerator and andthe denoninatorof3by4, the denominator of by?, thereto 2_2x4 a= 8 . Example 1 Finda traction equivalent to 3 with a denominator of 12 Strategy — Muitiply the numerator and denominator by the same number. Bepi> Find the factor to makea product of 12. The denominator of 5s 3. 3x4=12 You can multiply the denominater by 4 to make a denominator of 12. So, multiply the numerator by 4 too. 148 Chapter 3: Number and Operations—Fractions, 2apts esto eke ona exp TAmeh ara LC Multiply to find the equivalent fraction. ‘Multiply the numerator and denominator by 4. 1x4 Use models to show the fractions are equivalent. ca eee ‘The shaded areas in each model are the same size, so they are equivalent. Solution A fraction equivalent to 3 with a denominator of 12 is +. Example 2 Ce eee coo Use multiplication. (iisieon a peaeernee eo re eee ee eee ta Multiply the numerator and denominator by 2. 3 3x2 57 5x2 0 Choose another number to multiply the numerator and denominator by. Choose 10 as another number. Its also easy to multiply 33x10 5— 5x10 Solution Two fractions equivalent to 2 are $, and 30. Lesson 15: Equivalent Fractions 149Example 3 Select the fractions that are equivalent to & Strategy Use multiplication or division to find the equivalent fractions. Sige 1) Multiply the numerator and denominator of Sby3. Fisequivalentto Siep2> Divide the numerator and denominator of S by 2, }is-equivalent tog. Model the equivalent fractions. 4 2 6 4 & es 40f4 equal parts | 2of8equalparts | 6 of 24 equal parts shaded shaded shaded | EBB Look backatthe list to identify the equivalent fractions. You have found fractions equivalent to $ with denominators of 4 and 12. ‘There are no whole numbers that you can multiply by 8, or divide 8 by, to get denominators of 5, 6, or 10. 38 ana Sore not equralertto} Solution The fractions in the lst equivalent to $ are anc - 150 Chapter 2: Number and Operations—Fractions: i : i : A }ACHED EXAMPLE Find! two fractions equivalent to 3. Multiply themes en agg of $y 2to find one equivalent fraction. Ll ax Multiply the ________ ang. ____.of 3 by 3 to find another ‘equivalent fraction, O 2 Two fractions equivalent to 3 are == and Ld Lesson 5: Equivalent Fracions 151> LESSON PRACTICE @ cok:tthe model below. @ ‘00k at the fraction model below. : Which fraction is equivalent to the Which pair of equivalent fractionsis shacled part ofthe model? represented by the shaded part of the : model? en pan sk Bea ao : G2 1 ze 2 a5 Des, Lae pb. i= © Which fractions equivalent 103? © Baxter wrote an equivalent fraction for. The equivalent fraction had a denominator of 72. Which number is. the numerator of Baxter’s equivalent fraction? A 8 B. 56 © Which number makes the statement c. 64 true? BD. 72 se & gaan soft booth rtd a 82016 Ture Leen IEoki ar rae UB eve woh caring @ Meredith hastwo identical pieces of felt. She cut one into thirds. She used two of these pieces to cover a small natebook. She then cut the second piece offelt nto sachs. How many of these pieces would she need to covera second notebook of the same size? A 2 B. 4 aS D8 @ wich suber makesthe statement tue? EF) pop p bio a © Which factionisnorequivaientto 22 AS Rs os Ds © The model belowis shaded to representa fraction. Which fraction is equivalent to the fiction shown? A B. BIB dle OM Ble© look atthe fractions listed below. Which statement is not true? A. jhand 79 are equivelentto 3. B. Sand (are equivalent factions. i ae unnciet ee eee Use the information for questions 11-13. Jeffordereda small cheese pizza cutinto 4 equal slices. His dad ordered a large cheese pizza cut into 8 equal slices. @ Jefateonesicectthe smal pz. ‘What fraction represents the part of the small pizza Jeffate? win wim Alo Blo @ eff scadate two sices ofthe large pizza, Which rection represents the part of the large pizza Jeff's dad ate? A ae Be © id jetfandhis dad eat the same amountof pizza? A. Yes, because they each ate } of 2 pizza B. Yes, because 1 slice of a small pirza isthe same size as 2 slices ofa large pizza. C._No, because 3 is not equivalent 2 to3 D. No, because of 2 small pizza is not the sameas j ofa large pizza @ Which fectionis not equivalent to 45? eae u rn wie Glo ai lp Soon ra yn © HDG rng© Posie cotored 2 ofa fag inbiue Part Find two fractions equivalent to. Show all of your work, PartB Model the fraction for Zand the two equivalent fractions that you found. Shade parts of the model to show each fraction. Write the fraction above each model. apr ype steph yn 206 rnb LeThere are many ways that you can compare two fractions to find which one is greater. When you compare two fractions, they must be fractions of wholes that are the same size. a: re 376 When the denominators are the same, When the numerators are the same, compare the numerators, The fraction compare the denominators. The with the greater numerator is the fraction with the lesser denominator is greater fraction, the greater faction You can compare two fractions when the numerators and denominators are not the same. Find a common numerator or common denominator, then write equivalent fractions and ‘compare. Acommon numerator is a shared multiple of the numerators of two or more factions. A commen denominator is a shared multiple of the denominators of two er more fractions. A multiple of a given number is the product of that number and any whole number To find a common denominator of Z and, look for a commen multiple of both denominators. i List the multiples of 4 and 6. : Multiples of 4: 4, Bid 16, 2 Mutplesof6:6,(2/8, 24, 3 ‘A commen denominators 12. : To find a common numerator, look for a common multiple of both numerators. 156 Chapter 3: Number and Operations—FractionsExample 1 Compare} and 3. Use <, >, or =. Strategy Write the fractions with common denominators. Step} Finda. common denominator. Look atthe greater denominator. 3s nota multiple of 2, s03 cannot be used asa common denominator. Find multiples of. Multiples of 3: 3, 6,9, Are any of the multiples of 3 also a multiple of 2? 6isa multiple of 2 because 2x 3 = 6. Use 6 as the common denominator Step2 Write equivelent factions with a denominatorot6 23 = 6, so multiply the numerstorand denominator of} by 3. 3X 2= 6, somultiply the numerator and denominator of by 2. 22222 Step3> Compare the fractions. ole NIH In & why ‘The denominators are the same. Compare the numerators: 3 <4 3<4 3< < kc hy 6c lm aig LE Lesson 16: Comparing Fractions 157Solution Use modeisto check. St 0 e i SSS SSE 0 1 The number lines are the same length. Ie oer te, bie he eslelihe mba oe, iogtes on te ge Example 2 Compare Zand $5. Use <, >, or = Strategy ass Write the fractions with common denominators. Find a common denominator. Look atthe greater denominator. 10s a multiple of 5. 10 can be used as the ‘common denominator. Multiply to find the equivalent fraction 5 X 2 = 10, so multiply the numerator and denominator of by 2. Compare the fractions. a 6 5 10 a v aos & 10 70 The denominators, 10, are the same. Compare the numerators: 8 > 6. 158 Chapler3: Number and Operations-FractionsStep) Use models to check. 4 5 s 40 Tet ee ee ee ceo Compare 3 and 2. Use <, >, or Strategy Write the fractions with common numerators. T> Finda comman numerator Lookat the greater numerator. 3is nota multiple of 2, so 3 cannot be used as.acommon numerator. Find muttiples of 3. Multiples of: 3, 6,9, . Ace any of the multiples of 3 also multiple of 27 6 isa multiple of because 3x 2= 6. Use 15 as the common numerator. (Step 2) White equivalent fractions with 2 numerator of6. Be aly ioe vcsen erty eS Be corel) Gcmanecsecnts Seacteram they 3 252%3 a7 4x3 lesson 16: Comparing Fractions 159Step 3) — Compare the fractions. 3 2 5 4 L L & & 0 2 The numerators are the same. Compare the denominators: 10 < 12. 6.6 wrk Bers kee Solution 2>3 COACHED EXAMPLE Compare $ and. Use <,>, or =. Find a common denominator. Muttiples of 4: Multiples of 6 common denominators 4X___ = ___, so multiply the numerator and denominator off by itiply the numerator and denominator of 3 by —__ : ee : The denominators are the same. Compare the numerators: oS Ss i Compare the actons:3 (.) 2 : Draw models to check oO 160. Chapter 3: Number and Operations Fractionsease) Be ease @ which number mates the statement true? Cs 8 The models below are shaded to represent two different fractions, Which statement correctly compares the fractions? ae 556 fe © Nichooia walked} mileto her friend's house. Which distance is shorter than 5 mile? AL pei B. Hai c. ami D. mi Which fraction makes both statements true? > ww gle Blo NE ?© Benito wrote a true statement shown below. The denominator of one fraction was erased. 3 3 g< Which number could Benito have written? Bos: 8 a4 6 © The table shows the amount of blueberries each child picked. ales Laine coi [Sle Morgan Raj | Who picked more blueberries than Austin? A. lona B. Laine ‘©. Morgan D. Raj @ Angela hes 3 feet each of blue ribbon and red ribbon. She uses $of the biue ribbon and 3 of the red ribbon. _—— 3ft ——_, ies Which statement correctly compares the amounts of blue and red ribbon? © Wirich statements true? A > a 3 3 E< S ein ue a Vv A ale ale se ale v v ale ale Sle ale g : ; a i . i 2 i f 5 épat emanate bal pebbedby bn. © 26tamphaiwiy © Which fractions less than 3 A. ito PR. BIE in cle @ The table below shows the distance from Erin’s house to places in her neighborhood School Park Mall Neo Grocery store sie] i= Which place is farthest from Erin’shouse? A. School Sk Mall D. Grocery store @ Alonso buys } pound ofraisins, Z pound of walnuts, 2 pound of died cranberries, and 3 pound of almonds. Which statementis true? ‘A. Alfonso buys mere walnuts than raisins, B. Alfonso buys mete dried cranberries than walnuts. C. Alfonso buys more almonds than aisins. D. Alfonse buys more walnuts than raisins. ® Which numbermakes both statements true? LOR so AG© Lobe writes that 3 > 2 Whatmust be true about these fractions? A. Fiscoser to O thang. B. is farther from 0 than 3S 2 C. Zisfertherfrom 0 than 3. D. and dare the same distance from 0. Tonya hasa green cloth that measures $5; ofa meter long. She hes @ blue cloth that measures 2 ofa meter long. PartA Compare 75 and 2. Use <, >, or =. Show all of your work. PartB Draw on the number lines to show that you compared the fractions correctly. Explain your workeste ty pe PES bach yw oneal Adding and Subtracting Fractions GETTING THE IDEA ‘Adding is joining parts. Toadd § + 4, join the two pans. Subtracting is separating into parts, Tosubtract 3 — 4, seperate 2 into pants. pee 1 4 et 47474 Lesson 17: Adding and Subtracting Fractions 165Example 1 Ad 3 Sus: Strategy Use fraction strips to model the sum. TBZ> Join the two groups to model the sum. fe 5 ucla wn tel bokinr ti! © 206 Tene aig, 166 Chapter 3: Number and Operations-—FractionsExample 2 1 3 Subtract - 2. Strategy Use fraction strips. [SepT> Model the rst fraction. BR cee gone Tosubtiactg, putin one group. BiOsseExample 3 Add 7 + # Give your answer in simplest form Strategy Use a number line. StepT> — Drawand label 2 number ine. ‘The denominator of the fractions is 10. Divide one whole into ten parts. Label each parton the numberline. <—+—_+_ +) + _ + +—_ +—_ +—_ +—_ +> pees eet Siemitones dais 4 Mee ce avec ef a0 peat ao) 10. 10 Locate the first fraction on the number line. Start at 0 and draw aline to 5. ——— aS eee ee ee ae een een 3s 6 © % w © 6 % Ww Move the distance of the second fraction on the number line. The second fraction is %, so move 35 farther on the number ine. 342 10 * 10 2 10 50 LEN oN er eee gone eee ees ers: ee ots sen) 6 7% 7 @ 7 % © % 1 Find the sum on the number line. The sum is the endpoint. When youadded # more, you ended on #5. ees wt 16 ‘Give your answer in simplest for Divide the numerator and denominator by 2. 525 Solution 168 Chapter 3: Number and Operations—Fractions sActblcts pehbiedly in © sennabooth set ule iret COACHED EXAMPLE cae Subtract 5 ~ 3. Draw 2 fraction stip model to show 3. To model, shade parts out of Separate into_____ groups. Draw two more models. To subtract, shade______parts ofthe frst model Shade the second model so that the two models combined have. shaded. parts The model shows — left after separating out Record the difference. Subtract the to find the difference. Lesson 17: Adding and Subtracting Fractions 169ESSON PRACTICE } @ Use the number line below to answer the question. a Kaien © Use the model to answer the question. | @ Anamodels the sumZ + Z with Esa eas fraction strips. Which model shows slelelelsle ceeeani A What is alata slale ce a & a]4 nae B ali % 5 = 1 aya on 3 é als Ducting iy sarotha beck ahtndby aw: eam Taomehlaenng LC@ Use the number line below to answer the question. Which expression is equal to 3? A B. + ey et nis a we Ole we als peg wt eb id yw 26 HLS ue Use the model to answer the question. ia om oe ei on ei Subtract § — 3. whats the difference? A BS GIN cole ln iss © wratis ne sun of yang § A B. D. Find the difference. D. ole se Be OM Bl ae ois eI aly Ble ale© Use the number line below to help answer the question. omtesteertotmestee petestercts ate che pene Cae Be ps eer s 1 w 1% 7 % 7 7 W 1 70 ‘Which number sentence is correct? ARES AIO E1G 245 B jot io oer: © tt oe ee What is the sum of band 3? @ Which number makes the equation true? i ae pote ab "2 5 Bae a0 ae B. 12 3 ic 2 8 DB 4 g : Sete @ Which expression has 2 sum equal : Ta 3 a-8 ead : 3 441 z Ag A pt : 4 wt 3 co B. tp i 5 eS a ag GQ tis i & 2S er 2 Dg D. atin z i : aloleng eit ct took titty oa Beta Himgh Lng LC © Wratsthesumoi3+ AG e Bg 2 MG S pb. 3 . D. © Use models to show how to subtract or add the fractions below. Then subtract or add. Part A Subtract § — 3. Draw fraction strip models to show how to subtract the fractions.Fractions as Sum of Unit Fractions lame eM i SUN A fraction is made up of two parts, the numerator and the denominator. & < Thenumeratoristhe number of shaded equal parts of the whole. 10 < The denominator is the number of equal parts in the whole. Fractions can be decomposed. To decompose a fraction is to break the fraction into smaller parts Aunit fraction is a fraction with | as the numerator. 1 & _numertorofl 4 All fractions with a numerator greater than 1 can be decomposed into a sum of unit fractions. The fraction 3 can be decomposed into the sum Fractions can usually be decomposed in more than one way. 1 3 canalso be decomposed into the sum 74. Chapter 3: Number and Operations—Fractions Cpt ay pant Ecoke ied by lay © ATE TARA Lag LICise pe Bt Nt © ZOE TAMPN LAG UC Example 1 Decompose the fraction j in two ways. Strategy = Solution Use fraction strips. Model the fraction with a fraction strip. Decompese # into unit fractions. There are four } pieces. fee Le 6767676 t6 Separate 4 into two parts. Make one parta unit fraction. Thertaction Scan bedecomposedast+ b+ ha tandasd +2 Lesson 18; Frections az Sum of Unit Fractions 175Example 2 Decompose the fraction 3 in two ways. Because the numerator is greater than the denominator, more than one whole isneeded. A model with two one-half parts shaded represents one whole. [EEBR. decorpoce Zinio unit racions There are three one-half parts. Boe 454} hie ke can be decomposed asthe sums} +4 + Landas3+ }. NS Solution The fraction 176 Chapter 3: Number and Opéeations—Frsetions ‘plating rte ok raed yaw, © 21 rump ang LCExample 3 Decompose the mixed number 12 into the sum of unit factions. Strategy Use models. [SEBT) Model the mixed number. Model the whole partand the Faction part [S35] Change the whole nto unit fractions. Match the denominator of the fraction part of the number, The denominator of the fraction partis 4. So, change the 1 whole into four one-fourth parts. FSIEBS) —Decompose the whole and the fraction par into unit factions Decompose # into unit factions. Decompose 3 into unit fractions. There are six one-fourth pars. Sete tT, Fa. Weaqatatatatata Solution ‘The mixed number IZ canbe decomposedasy+i+1+141 } ei ey A ee i oe Tae NC Lesson 18: Fractionsas Sum of UnitFractions 177COACHED EXAMPLE Decompose the mixed number 12 into the sum of unit fractions. Draw a model of the mixed number using fraction strips. Draw — whole and draw the fraction part. The denominator of the fraction partis. ___. 50 draw strips of one. Change the whole into unit fractions. “The denominator ofthe fraction partis So, change the 1 whole into six one—___ parts. Decompose the whole, which is into unit fractions. _ into unit fractions. Decompose the fraction part, which is There are one-sixth pieces. Write the sum. 178. Chapter 3: Number and Operations—FroctionsLESSON PRACTICE & © whichis model of unit faction? © Which ofthe following shows one way to decompose $7 © Fourstudents were asked to decompose the fraction S. Their workis shown in the table. Madeline a ale a al a Ale Rosie sm EB ale Bert ale | ai | aie 7” By re ae a a ale el ain | ale Tia ae E as i ae i a ne Which student did not comectiy decompose $ Madeline Rosie Bert Ta ‘What number can be decomposed as. et ee ee gtetetststs?decomposed into unit fractions? ‘Sauer youre stor da se © wrich sctementisine? ia eee ap SR CR 1 true? 1], can be decomposed as the é : 2 ‘ 8 i : 5 ° | 3 s j : 6 a i ° oe y oe + as + os + ead < + sig mis is Me a Es cis ole oie u a Jenna decomposed a fraction as What fraction did she decompose? ala win =I rio aFranklin crew this model of a @ Omer corectly decomposed in two decomposed fraction. Which ways. Which sums could Omar have statement describes the sum shown? written? ad eas A. Thenumeratoris greater than the denominator eg B. The denominators greater than 2 the numerator. Pa The sumis less than one whole. & e D. The sumis equal to one whole. @ Meivnoie this comect sum of unit i fractions fora mixed number: ‘ gel Vlg ' © Which ofthe toliowing shows Borer o ees g decomposed as a sum of unit Which mixed number did Mei ¢ fractions? decompose? : Rep NC ag ot ee eee) i 1 i A gtetetstatatate as : ee 2 i B. ats B qe : eee eI 5 2 igre Ss a7stets os < eh pa i Dag Bae é@ Waltcomectly decomposed 72 into the sum of unit fractions. PartA Show the number sentence that Welt wrote PartB Draw fraction models to show how to decompose 1 into the sum of unit Fractions,ibe aol eon C2 TEN rl Adding and Subtracting Mixed Numbers (One way to add mixed numbers is to change them into equivalent improper fractions. ‘An improper fraction has a numerator that is equal to or greater than its denominator. To change mixed number to an equivalent improper fraction, decompose it into whole numbers and fractions Geneeca a? 2°38 aot Occ ce ee et oa 1 te? You can acd 23 and 3 by adding Land 2 eee a+d= 7,209) = Bisthe same as9+3=3,co2 42-3 Lesson 19: Adding and Subtracting Mixed Numbers 183Example 1 Isabelle read a book in 22 hours. It took her 12 hours to write her book report. How many hours did it take Isabelle to read the bookand wite the report? Strategy Add the mixed numbers by changing them to improper fractions. ‘White 22 as an improper fraction with 6 as the denominator. 6 6 S 6 6 & 6_2 Each whole is 8, or 6 sists. 2 wholes are @ + 8 = 12, or 12 sixths. ‘Add 2, or sixths, more a213-2 g TERR wine tRasaninesonertacon. 2 6 ow ‘Count the sixths. u 6 Write the sum as mixed number. Remember that 7 is the same as 28 + 6 28+6=4R4 Write the remainder as the numerator and the divisor as the denominator. 28 4 646 Solution It took Isabelle 4 hours to read the book and write her report, 184 Chapter 3: Numberand Operations—Fractions Ct yn ak kta yo PO hgh iba, WETovite@ mixed numberas an equivalent improper fraction, multiply the whole number by the Genominatsr. Then add the numerator to the product. The sum becomes the numerator of the improper Fraction. The denominator stays the same. Example 2 Mason needs a piece of pipe 115 meters long anda piece of pipe. 455 meters long. How many meters of pipe does Mason need in all? Strategy Add the mixed numbers by changing them into improper fractions. Sn Write 1y528an improper fraction Tofind the numerator, multiply the whole number by the denominator. 1X10=10 Then add the numerator to the product. 10+7=17 The denominator ofthe improper fraction, 10, stays the same. Za id = 10 Write 4,5 8 an improper fraction 4X10= 40 4043=43 43 70 ‘Add the improper fractions, WZ 7443 _ 60 nO ctor 10: SEB) Write the sum asa mixed number or whole number. oe 45= FBisthe sameas 60 +10. ae {9-60 +10=6 Solution Masonneeds 6 meters of pipe. Lesson 19: Adding and Subtracting Mixed Numbers 185)Example 3 Mirenda had 2 yards of febric. She used 18 yards fora skirt. How many yards of fabric are left? Strategy Subtract the mixed numbers by changing them to improper fractions. JStepT> —Wiite each mixed number as an improper fraction 2x8=16 16+3=19 9 g 1x8 B+6=14 la 8 [Step 2 Subtract. Youmaywantto draw a model. OOOO MTT 5 23-15 19_14_ 19-14 _5 fae = ames ‘Sigp3) Use adcition to check your enswer, ‘Add the amount of fabric left and the amount Miranda used. ifthe sum is 22 yards, the answer is correct. Baye atts 348-223 — Theansweris correct Solution There is3 yard of fabric left. hit hb bn, 6 101 Tach erg LC E a 2 iCaste iy par Gok Ne © 20N6 TAGE Laing LC coer ea aes Nora needs 6 7 cups of oatmeal fora recipe. She has 22 cups of oatmeal. How many more cups does she need? Change each mixed numberto an equivalent improper ractionwith the denominator| | Forthe mixed number 6:4, multiply the whole number by the denominator. — 6x[_ | Add the productto the toget24+ ier] Keep the same denominator to get =] For the mived number 23, multiply the whole number by the denominator to get 2x] ea ‘Addi the product to the Bt 3) Keep the sarne denominator to get 0 0 Write the subtraction problem with the equivalentimproper fractions to ge eae Then subtract numerators to get. O Ol White the difference as a mixed number. sy The improper fraction the semeas[ |= ef) Rie Nora needs: more cups of oatmeal Lesson 19: Adding and Subtracting Mixed Numbors 187nba tet toot eprondyw 2016 Tune ting IC @ Ethan went fora hike on Saturday. In © Carolyn bought two batons. The the moming, he hiked 23 miles. Then length ofthe two batons combined he stopped for lunch. After lunch, he. ismore than 5 feet. Which pair of hiked 1§ miles, How far did Ethan bike lengths be the lengths of the batons on Saturday? Carolyn bought? 3 = AL 1Emiles AL 25 feetand 23 feet B. 22miles B. 17 feetand 33 feet z 1 C. 32 miles ©. 3 tectand 13 feet D. 42 miles D. I} feetand 23 feet @ Thetable below shows the amount of main tat fl in three days Rainfalll (in inches) How many inches of rain fell inthe three days? 1 AL lig 1 B. «ab D. ab © Petemade this model to show the sum oftwo mixed numbers,@ tarcem wrote this subtaction problem. 2 4g 5 = Whatis the difference? op > eles Caan © Wiliam picked 32 pints of biueberrias Marcie picked 18 pints more then William picked. How many blueberries id William and Marcie pickin all? B. 22 a © 45 3 D. 83 © Which number is missing? 23- a 1h B. 2 23 D3 @) keisha is knitting a scart that she wants tobe 6 feet long, So far she has knitted AP feet ofthe scart, How many more feetofscarfdoes Keisha need to krit? 3 4 fae B12 «. 22 D. 23 © Aaciew drewsa plan fora flower bed for two flowers. ‘Whatis the length of Andrew's flower bed in feet? 10 aoe A Ipt B. 2p ft c. 24 po. adh @ Gesoy made trail mixwith 13 Cups ofnutsand 23 cups of dried i Howe many cups of trail mix did Gregory make? ASS a4 Deptaing nyt ltibeok pth by ow 018 Thm ini LE@ See @ Chris an some errands. He spent 15 a wall thats 4 }yerdslong. How many houtsatasiore, Fhovr athebank yards of space will hehave left along ‘and hour at the post office. How the wal for other furniture? many hours did Chis spend running . ‘ errands? a1 B. 25 Ay B. 13 © 6 D7 © 24 D. 35 Thesum ofthe lengths of wo branches is 2§ yards. The diference in their lengths isgyare. Part A Explain how yeu can find the length of each branch. a ee ee PartB How long is each branch? eeProblem Solving: Adding and Subtracting Fractions GETTING THE IDEA mile g mile § deere tres eae Example 1 Marco.is making 2 toy sailboat, He needs J yard of febric for the main sail and yard of fabric for the jib sal. How much fabric does Marco need forthe two sails? Strategy Useamodel. Step» — Model each fraction. Divide two same-size barsinto eighths. Then shade of one bar and j of the other. Step2) Write an equation to solve the problem. ee ats 192. Chapter3: Numberand Operations—Fractions,‘iptathyny and intockah ney on 201 Thao erg Le (SEBS> Count the unit actions Onthe models made up of equal parts, there are 10 shaded eighths in all In the equation, add the numerators. Tig 62 6>—a-— 2 (Sep) Simply thesum. Write P asa mixed number 7a3 stag Solution Marco needs 1 yards of fabric for the two sails. Example 2 Genny lives 5 ee miles from the library. Sally lives between Genny’s home and the library. Genny fides her bike 10 Sal's home. From there Genny and Sally walk to the library. How far do Genny and Sally walk? Strategy Use amodel. [EBT Mode the distance fom Genny's house to the library. Divicle 1 whole bar into tenths. Then shade FREBZ> —suvtractthe clstance Genny rides her bike, Draw X's to mark ofS. & 10-10 = (Count the tenths that are not crossed off Subtract the numerators. Complete the equation. Besos Solution Genny and Sally walked 35 mile to the library. ‘Lesson 20: Problem Solving: Adding and Subtracting Fractions 193COACHED EXAMPLE To make team pennants, Raul bought $ yard of red febric and Z yard of blue fabric, How many yards of fabric did he buy all together? How many more yards of red fabric than blue fabric did Raul buy? Shade the models to show how much fabrie of each color Raul bought. Red sie 7 Find out how many yards of fabric Raul boughtall together. Count the total number of eights you shaded. Write an equation ta show the total number of yards, ix | sO} _eighths Raul "yard of fabric all together. Find out how many more yards of red fabric than blue fabric Raul bought. ‘Write an equation to solve. Use your drawing ifyou need to, I t CA A Raul bought == yard more red fabric than blue fabric. fe Raul bought __ yard of fabric all tegether. He bought. blue fabric. ly 28 mr yard more red fabric than 194. Chapter3: Number and Operations—Fractions@ the model shows the pizza that was lett after Grace's party. Grace combined the leftover sites -onto.one plate, What action of a whole pizza mes ett after Grace's party? A B. Ci DB ‘Ayden drew this model to solve a © Richard reaaé oF book on Saturday problem. and Sunday. On Saturciay, he read a ‘of the book. What fraction ofthe book did he read on Sunday? A GA GIA Ue oy, >. Matta practiced soto She played catch for 3 hours, batted for 4 phous, and sprinted between bases for hours. For what fraction ofan hour did Marta practice softball? Beene tee Rayna completed ;25 of her: etmath assignment at school and 3; of her ‘me math assignment at home, What {faction of herassignment did she complete in all? B ce D.@ Poette has? pound of walnuts. She has 2 pound of pecans. Hew many pounds of nuts does Paulette have in all? A. Sib @ Angel has two baby guinea pigs, Whiskersand Scamp. Scamp weighs pound, Whiskers weighs $ pound Jess than Scamp. How many pounds. does Whiskers weigh? © evi tad3 cup ofcats. Housed} cup ina recipe. How many cups of oats did he have left? Ate B. fc «dc © Pauicompared the lengths of two beetles. The beetles’ lengths were inch and g inch. What was the difference, in inches, between their lengths? AL Zin. B. gin. ©. Zin. D. Pin. @ formate 2 dressing ora it salad, Dennis mixed together 3 cup fruit juice and $ cup yogurt. How many cups of dressing did Dennis make? Adc B. 3c ede Deic ® jinrang ofamite on Tuesday, He ran $nmile farther on Tuesday then he did on Monday. How far di jin ran on Monday? A. gmi 3 c. emi Chanin ben cbeebok rid lm 82016 Tame UCUse the table to answer questions 12 and 13. ‘The table below shows the distances Jaxon ran this week at school. © How many rites did jaxon unin al? Bie Sic AL mi B.S mi c. Sai Dd. ami ® How many more miles did Jaxon un ‘on Friday than on Thursday? A bmi B. Bmi 3 4 C. Hm D. Smi © Bileyand his classmates slaved a ‘game. They paired the fractions showin below to make a sum of Which peir of factions has a sum of 2? ‘He ‘Hf “8 “Hf upesngenyparc ir Rek eciaod bye 0206 seoh awn ©@ Tammy made the wbie below showing how many haurs she spent an weekend activities. Waking 5 Bancing 3 Jumping Rope 3 How much tine, in hours, did she spend walking and jumping rope? A She por 8 10 © Phe D. iphr@ Avice drink recipe calls fore Souatsof | @ Libby suing a bird house. She orange juice. Syciney has # quarts of needs a foot sick or the pete, ange ties. Wich fusion show The stick she has i 2 foot long. How how much more juice Sydney needs to much of the stick in feet, does she need to cut off? 2 a. Bf B. 5 oS B, Students jamie, Lacy, and Victorare making a Time Worked (in hours) model of the Grand Canyon. The chart shows the fraction of an hour each person worked on the model so far. PartA Each person promised to spend at least 2 hour making the model. ‘What is the least amount of time each person still needs to spend making the model? ‘Show your work. PartB ‘The students mix 2 batches of plaster to make the canyon. The first batch of plaster mix {ils 3 of gallon bucket. The second batch of plaster mix fll 3 of a gallon bucket. Write and solve an equation to find the total amount of plaster.