1. Math 5 Unit Review Instructor: Mrs. Tew Turner

2. In this lesson we will review for the unit assessment and learn test taking strategies.

3. Math Warm-up Find half of each of the numbers below. Use mental math. 1.$5.00 2.$2.30 (Pause Lesson to work)

4. Math Warm-up - ANSWERS Find half of each of the numbers below. Use mental math. 1.$5.00$2.50 2.$2.30$1.15 (Pause Lesson to work)

5. In this unit you learned about multiplying and dividing with fractions. Today we will review all that you have learned, as well as go over test taking strategies.

6. Multiplying Fractions with Whole Numbers

7. Ways to interpret multiplication of a fraction and whole number: Repeated addition. Multiply the whole number and numerator, then divide by the denominator. Finding part of a whole.

8. What are some ways to think about multiplying fractions and whole numbers? Consider this problem: It takes 3 cups of flour to make one loaf 4 of bread. How many cups of flour are needed to make 8 loaves of bread? 8 x 3 4

9. Remember that multiplication is repeated addition, so we can solve the problem this way: 3434 3434 3434 3434 3434 3434 3434 3434 +++++++ It would be faster to solve this with multiplication.

10. There are two ways we can solve this problem. One way to solve it would be to multiply the numerator by the whole number and then divide by the denominator. 3434 24 4 8 x== 6

11. Another way is to think about multiplication between a whole number and a fraction is to find part of a whole. Martin has 8 oranges to make juice. If he uses ¾ of the oranges, how many will he use? To find ¾ of 8, you can draw a picture.

12. To find ¾ of 8, you can divide and then multiply. Think ¼ of 8 = 2. So, ¾ of 8 = 3 x 2 = 6

13. Remember that ¾ of 8 means ¾ x 8.

14. Multiplying Fractions

15. Ways to interpret multiplication of fractions: Draw a picture. Multiply the numerators and multiply the denominators. Simplify.

16. What are some ways to think about multiplying fractions ? Consider this problem: Tom has 3 of a pan of lasagna. 4 His friends ate 2 of this amount. 3 What fraction of the whole pan of lasagna did his friends eat?

17. To solve this problem, you must find 2323 3434 3434 2323 xorof There are two different ways of solving this type of problem.

18. One way is to draw a picture. Start by drawing a picture to represent ¾. Shade 3 of the 4 parts red.

19. Then, draw two horizontal lines to show thirds. Use yellow to shade 2/3 of the whole rectangle. Where the two shadings overlap is orange.

20. 2x3 out of 3x4 parts are shaded orange. They ate 6/12 or ½ of the pan of lasagna.

21. Area and Fractions

22. Finding the area when there is a fraction in one of the side measurements: Draw a picture. Multiply the numerators and multiply the denominators. Simplify.

23. The home builder needs to cover a small storage room floor with carpet. The storage room is 4 meters long and half of a meter wide. How much carpet do you need to cover the floor of the storage room? Use a grid to show your work and explain your answer.

24. In the grid below I shaded the top half of 4 boxes. When I added them together, I added 1⁄2 four times, which equals 2. I could also think about this with multiplication 1⁄2 x 4 is equal to 4/2 which is equal to 2.

25. Use an area model to solve the following:

28. Multiplication and Scaling

29. You can use your knowledge of multiplying by fractions greater than and less than one in order to determine if the product of a factor will increase or decrease when it is multiplied by a fraction.

30. Kyle, Jordan, and Sierra each have 12 stamps. They each use the following amount of stamps: Kyle uses 1/2; Jordan uses 1/3; and Sierra uses 1/4. Write a multiplication equation to represent the number of stamps used by each person.

31. Kyle, Jordan, and Sierra each have 12 stamps. They each use the following amount of stamps: Kyle uses 1/2; Jordan uses 1/3; and Sierra uses 1/4. As the size of the fractions becomes smaller, what happens to the size of the products?

32. Blair has 12 stamps and Pepe has one and one-half times the number of Blair's stamps. Draw the number of stamps that Pepe has on your activity sheet. How many stamps does Pepe have? How can 1 1⁄2 × 12 be computed?

33. Mackenzie is shopping and has found a guitar that costs $359.95. Her grandparent's have said they will pay for 1/3 of the cost of a guitar as a birthday gift. Mackenzie wants to approximate 1/3 of $359.95. What is $359.95 rounded to the nearest whole number?

34. Using an approximation of $360, what is 1/3 of this amount? Using an approximation of $360, how much will she have to pay?

35. What fractional amount of the cost of the guitar will Mackenzie have to pay?

36. Dividing Fractions by Whole Numbers

37. Dividing fractions by whole numbers: Solve using fraction bar models: Solve by thinking of it as multiplication. (ex. ÷2 is the same as ×½)

38. After a birthday party, 1/3 of a large cake was left. If this leftover cake was shared equally among the 4 people, what fraction of the whole cake did each person receive? How can the information in the problem be represented by a visual fraction model?

39. After a birthday party, 1/3 of a large cake was left. If this leftover cake was shared equally among the 4 people, what fraction of the whole cake did each person receive? What fraction of the whole cake did each person receive?

40. After a birthday party, 1/3 of a large cake was left. If this leftover cake was shared equally among the 4 people, what fraction of the whole cake did each person receive? How can the amount of cake that each person received be expressed as a division equation?

41. Four students sitting at a table were given 1/3 of a pan of brownies to share. How much of a pan will each student get if they share the pan of brownies equally?

42. Solve using multiplication.

43. Dividing a Whole Number by a Fraction

44. Use visual models to solve division of a whole number by a fraction. 4 ÷ 1/2 Ex. How many ½ cups are in 4 cups of sugar? This model helps solve this problem: there are 8 ½ cups in 4 cups of sugar.

46. How many 1/3-cup servings are in 2 cups of raisins?

47. Writing a Story Context for a Problem

48. When writing a story context for a math problem, think about what the problem is asking. For example, 4 x ¼ is the same as saying ¼ of 4. So, a problem could be that you used ¼ of 4 yards of fabric for a sewing project. How much fabric did you use? Check your work to see if the solution makes sense for your problem.

49. 1616 x 5656 A recipe calls for 5/6 cups of water. I am only making 1/6 of the recipe. How much water do I need?

51. There was 1/5 of a bag of rice left. Two friends wanted to share the rice. How much of the bag will each person get?

53. 9 people each get 3/8 of an acre of land to share. How much land does each person get? Does this story situation make sense?

54. 9 yards of fabric need to be cut into 3/8 yard pieces. How many pieces will there be?

55. 7 10 50 x

56. 7 10 50 x A class made 50 paper flowers to decorate the classroom. Each flower used 7/10 foot of paper. How much paper did they use in all?

57. Test Taking Strategies (Write these in your Math Notebook) Read each problem twice. Underline key words. Underline the information you need to solve a problem. Circle any data that is provided.

58. Test Taking Strategies (Write these in your Math Notebook) Solve the problem. Show your work as you solve the problem. Check your work. Use estimation to check if your answer is reasonable.

59. Today you reviewed for the unit assessment and learned about test taking strategies. Good Work with this lesson.