Fractions, Decimals, & Percents Chuck Norris can beat Sudoku puzzles with fractions and decimals!

 Paired Task: Problem Solving with FractionsProblem Solving with Fractions  Easier to understand when modelling the multiplication of fractions: 5 x 3: Area (L x W)5 x 3: Array1/5 x 1/3: Area Model /5 1/3 Answer: 15 Answer: 1/15

 “of” means multiplying:  What is 5 “of” 3 (5 x 3)?  In fractions, the product will be lower since you are multiplying parts of a whole (same as when you multiply decimals):  2 “of” 5 = 10  1 “of” 5 = 5  ½ “of” 5 = 2.5  ½ “of” 1/5 = 0.1

 You and your partner are going to get a large piece of blank paper, and square grids.  With these materials, you are to solve the question below. Try solving the problem...  Using a model (think “arrays” or “area models”)  Using computations  One-quarter of a cherry pie was left after dinner. Darkoor ate one-half of the leftover pie for lunch the next day. a) What fraction of the pie did Darkoor have for lunch? b) What if Darkoor had eaten only one-quarter of the leftover pie. What fraction of the pie would he have eaten?

 One-quarter of a cherry pie was left after dinner. Darkoor ate one-half of the leftover pie for lunch the next day. a) What fraction of the pie did Darkoor have for lunch? b) What if Darkoor had eaten only one-quarter of the leftover pie. What fraction of the pie would he have eaten? Solving Using an “Area Model” 1. Draw a rectangle, and using columns, represent the first fraction. Shade the numerator number (1). 2. Using rows, represent the second fraction. Shade the numerator number (1). 3. The section that overlaps, represents the numerator of your product. The denominator is the total parts of the shape. Answer: 1/8

 One-quarter of a cherry pie was left after dinner. Darkoor ate one- half of the leftover pie for lunch the next day. a) What fraction of the pie did Darkoor have for lunch? b) What if Darkoor had eaten only one-quarter of the leftover pie. What fraction of the pie would he have eaten? Solving “Computations”  Multiply the numerators, which becomes the numerator of your product.  Multiply the denominators, which becomes the denominator of your product x=

 Three-fourths of the Grade 8 students tried out for the school’s soccer team. Two-fifths of the students were successful.  What fraction of the Grade 8 students are on the team? Draw an area model and write a multiplication statement to show your answer.

 How many squares in each area model would you need to overlap to solve the question? a)b)