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

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

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

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

13-1 Tenths Lesson 1 Standard 1 Standard 3NS3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is of a dollar, 75 cents is of a dollar).

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

Lesson 1 Ex Tenths Another Way: Decimal Write 0.5 Read five-tenths 05

Lesson 1 Ex Tenths Answer: So, or 0.5 of the dolls has red hair. 5 10

A. ; Lesson 1 CYP Tenths Greg has a collection of 10 model classic cars. Four of the models are replicas of sporty cars. What part of the total collection is sporty cars? B. ; C. ; D. ;

Lesson 1 Ex Tenths Write as a decimal is written as Answer: So, =

A.0.01 B.1.0 C.0.1 D Lesson 1 CYP Tenths Write as a decimal. 1 10

Lesson 1 Ex3 Write 0.4 as a fraction. 0.4 is fourth-tenths Tenths Answer: So, 0.4 =

D Lesson 1 CYP Tenths Write 0.5 as a fraction. A C B. 5 1

End of Lesson 1

Lesson 2 Menu Five-Minute Check (over Lesson 13-1) Main Idea and Vocabulary California Standards Example 1: Write Hundredths Example 2: Write Decimals Example 3: Write Fractions 13-2 Hundredths

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

13-2 Hundredths Lesson 2 Standard 1 Standard 3NS3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is of a dollar, 75 cents is of a dollar).

Lesson 2 Ex1 Suppose that 85 out of 100 students surveyed said that math is their favorite subject. Write a fraction and a decimal to show how many people surveyed found math to be their favorite subject Hundredths

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

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

Lesson 2 Ex Hundredths Answer: So, or 0.85 of the people surveyed said math was their favorite subject

Lesson 2 CYP Hundredths C. ; A basketball player made 90 out of 100 free throws. Write a fraction and a decimal showing how many free throws were made out of how many were attempted. A. ; B. ; D. ;

Lesson 2 Ex Hundredths Write as a decimal is written as Answer: So, =

A.0.05 B C.0.5 D.5.0 Lesson 2 CYP Hundredths Write as a decimal

Lesson 2 Ex3 Write 0.67 as a fraction is sixty-seven hundredths Hundredths Answer: So, 0.67 =

B Lesson 2 CYP Hundredths Write 0.56 as a fraction. A C D. 56 1

End of Lesson 2

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

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

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

13-3 Problem-Solving Strategy: Act it Out Lesson 3 Standard 2 Standard 3NS3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is of a dollar, 75 cents is of a dollar).

Lesson 3 Ex1 Five students are throwing paper balls into a basket. They line up in order from tallest to shortest. Adriana is taller than Byrce, but she is shorter than Jenelle. Delmar is shorter than Evan, but taller than Jenelle. In what order are they lined up? 13-3 Problem-Solving Strategy: Act it Out

Lesson 3 Ex1 Understand What facts do you know? The students line up from tallest to shortest. Adriana is taller than Bryce. Adriana is shorter than Jenelle. Delmar is shorter than Evan. Delmar is taller than Jenelle Problem-Solving Strategy: Act it Out

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

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

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

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

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

End of Lesson 3

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

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

13-4 Decimals and Money Lesson 4 Standard 1 Standard 3NS3.4 Know and understand that fractions and decimals are two different representations of the same concept (e.g., 50 cents is of a dollar, 75 cents is of a dollar).

Lesson 4 Key Concept Decimals and Money

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

Lesson 4 Ex Decimals and Money Answer: So, 80¢ is of a dollar = 8 10

Lesson 4 CYP Decimals and Money What part of a dollar is 50¢? A. or B. or C. or D. or

Lesson 4 Ex Decimals and Money Ekram found 40¢ on the ground. What part of a dollar is 40¢? Write 40¢ as a fraction. You know that 40¢ can be written as $0.40 or

Lesson 4 Ex Decimals and Money Answer: So, 40¢ is of a dollar = 4 10

B. or Lesson 4 CYP Decimals and Money If you found 30¢ in your pants pocket, what part of a dollar would that be? A. or C. or D. or

Lesson 4 Ex Decimals and Money What part of a dollar is 25¢? Write 25¢ as a fraction. You know that 25¢ can be written as $0.25 or

Lesson 4 Ex Decimals and Money Answer: So, 25¢ is of a dollar = 1 4

Lesson 4 CYP Decimals and Money What part of a dollar is a nickel? A. or B. or D. or C. or

End of Lesson 4

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

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

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

13-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 2 Standard 3NS3.3 Solve problems involving addition, subtraction, multiplication, and division of money amounts in decimal notation and multiply and divide money amounts in decimal notation by using whole-number multipliers and divisors.

Lesson 5 Ex1 Jane: I planted 30 tomato seeds in my garden. Three out of every 5 seeds grew into tomato plants. YOUR MISSION: Find how many seeds grew into tomato plants Problem-Solving Investigation: Choose a Strategy

Lesson 5 Ex1 Understand What facts do you know? You know 30 seeds were planted. 3 out of every 5 seeds grew into tomato plants. What do you need to find? You need to find out how many seeds grew into tomato plants Problem-Solving Investigation: Choose a Strategy

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

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

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

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

End of Lesson 5

13 Fractions and Decimals 13 Fractions and Decimals CR Menu Five-Minute Checks Math Tool Chest Image Bank Fractions and Decimals Fractions, Decimals, and Money

13 Fractions and Decimals IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

13 Fractions and Decimals IB 1

13 Fractions and Decimals IB 2

13 Fractions and Decimals IB 3

13 Fractions and Decimals IB 4

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

13 Fractions and Decimals C Min 1-1 (over Chapter 12) B. 4 4 D Subtract. Use fraction models if needed. A –

13 Fractions and Decimals 5Min 1-2 (over Chapter 12) Subtract. Use fraction models if needed – C. 4 8 B. 1 8 D A. 0

13 Fractions and Decimals 5Min 1-3 (over Chapter 12) Subtract. Use fraction models if needed – A. 3 6 B. 1 6 D C. 9 12

13 Fractions and Decimals 5Min 1-4 (over Chapter 12) Subtract. Use fraction models if needed – C. 2 4 B. 8 8 D. 12 A. 2 8

13 Fractions and Decimals 5Min 1-5 (over Chapter 12) Subtract. Use fraction models if needed. 1 4 –1 B. 2 6 A. 4 4 D. 3 4 C. 8 8

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

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

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

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

Fractions and Decimals D Min 3-1 (over Lesson 13-2) B C Write as a decimal A.0.63

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

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

13 Fractions and Decimals C Min 3-4 (over Lesson 13-2) Write 0.07 as a fraction. A B D

13 Fractions and Decimals A. ; $ Min 4-1 (over Lesson 13-3) Write 59¢ as a fraction and decimal. B. ; $ C. ; $ D. ; $

13 Fractions and Decimals B. ; $ Min 4-2 (over Lesson 13-3) Write 23¢ as a fraction and decimal. C. ; $ A. ; $ D. ; $

13 Fractions and Decimals 5Min 4-3 (over Lesson 13-3) Write 88¢ as a fraction and decimal. C. ; $ A. ; $ B. ; $ D. ; $

13 Fractions and Decimals 5Min 4-4 (over Lesson 13-3) A. ; $ Write 19¢ as a fraction and decimal. C. ; $ B. ; $ D. ; $

13 Fractions and Decimals 5Min 5-1 (over Lesson 13-4) Write the part of a dollar that 4 dimes represent. A B. 4 1 C D

13 Fractions and Decimals 5Min 5-2 (over Lesson 13-4) Write the part of a dollar that 2 quarters represent. B C. 5.0 A D

13 Fractions and Decimals C Min 5-3 (over Lesson 13-4) Write the part of a dollar that 5 nickels represent. A B D

13 Fractions and Decimals 5Min 5-4 (over Lesson 13-4) Write the part of a dollar that 100 pennies represent. A C B D

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