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$Page 1: Exit Ticketbridges-sifeproject.com/Course_Materials/07_MATH/MATH_U...Exit Ticket Directions: Place the fractions 2/5 and 7/8 where you think they should go on the number line. Then$
A project of the Graduate Center, CUNY

UNIT 2: LESSON 01 Exit Ticket

NYS Common Core LL SIFE Curriculum • 1

Name: ______________________ Class: _________ Date: _______________

Exit Ticket

How many parts is the whole divided into?

The whole is divided into _________ parts.

How many parts are colored in?

__________ parts are colored in.

Write the fraction __________.


UNIT 2: LESSON 1 Student Activity Sheet 1


Name: ______________________ Class: _________ Date:_______________

Equal Shares

Directions: Show how you would divide the food so that everyone receives an equal share.

The Garcia Family has 4 bowls of rice.

The Rahman Family has 2 bowls of rice.




The Okeke Family has 3 bowls of rice.

The Smith Family has 5 bowls of rice.


UNIT 2: LESSON 02 Fraction Circles Manipulatives


LL SIFE MATH: Unit 2: Lesson 2Fraction Vocabulary Match-Up

fraction ¼¼

¼¼

numerator

denominator

¼¼

¼¼

¼¼

¼¼

half

whole

½ ¼¼




Name: ______________________ Class: _________ Date:_______________

Fraction Circles

Directions: Look at the fraction pieces. Answer the following questions.

1. What color is 1 whole?

2. What color is one-third?

3. What color is one-fifth?

4. What color is one eighth?

5. What color is one-tenth?

Directions: Look at the fraction pieces. Answer the following

questions.

6. What fraction does orange represent?

7. What fraction does purple represent?

8. What fraction does red represent?

9. What fraction does white represent?




Directions: Using a square, draw a picture to represent each fraction below.

1. One- half 3. Three-fourths

2. Five-fifths 4. Three-fifths

3. Two- thirds 5. Six-sixths




Name: ______________________ Class: _________

Exit Ticket

Date: _______________

1. Name the fraction below.

2. Draw a picture to represent the

fraction below. 38

Teacher Comments:

Date: _______________

1. Name the fraction below.

2. Draw a picture to represent the

fraction below.

38

Teacher Comments:


UNIT 2: LESSON 03 Pattern Blocks Manipulatives











Name: ______________________ Class: _________ Date:_______________

Pattern Blocks: Fractions

Directions: Use the pattern blocks to answer the following questions.

Hexagon

Triangle

Rhombus

Trapezoid

1. Which shape represents one whole?

2. Which shape represents one-half?




3. Which shape represents one-third?

4. Which shape represents one-sixth?

5. How many triangles are needed to make 1 whole? Represent

this amount as a fraction.

6. How many trapezoids are needed to make 1 whole? Represent

this amount as a fraction.

7. Find two shapes that represent the same fraction.

a. Draw a picture.

b. What are the names of the shapes?




c. What fractions do they represent?

LL SIFE Math: Unit 2: Lesson 7Fraction Number Lines


0 1

0 1

0 1

0 1

0 1

0 112

0 113

23

0 124

14

34

0 115

45

25

35

0 116

46

26

36

56

0 117

57

27

37

67

47

0 118

58

28

38

68

48

78

0 119

59

29

39

69

49

79

89

0 1210

810

410

610

110

310

510

710

910




Name: ______________________ Class: _________ Date:_______________

Comparing Fractions

Directions: First, make a prediction by comparing the fractions

below. Make your prediction using <, >, or =. When you are finished,

work with your group and use the fraction pieces to check your

predictions.

< > =

1. 13 1

4 2. 1

8 1

5

3. 12 1

8 4. 1

12 1

8

5. 15 1

6 6. 1

4 1

2

7. What do you notice about all the numerators?

8. What do you notice about the denominators?

9. Were your predictions correct? Why or why not?




9. Sally told the teacher that she can tell which fraction is greater

by looking at the denominators. She said the fraction with the

larger denominator is the bigger fraction. Is Sally correct?

Explain your answer. Use pictures and examples to support your

answer.




Name: ______________________ Class: _________ Date:_______________

Exit Ticket

Directions: Place the fractions 2/5 and 7/8 where you think they should go on the number line.

Then choose two fractions and explain why you placed them where you did.

Date: _______________

I placed the fraction __________ between __________ and __________

because ____________________________________________________________

_____________________________________________________________________

I placed the fraction __________ between __________ and __________

because ____________________________________________________________

_____________________________________________________________________

Teacher Comments:

0 1 1/2


UNIT 2: LESSON 05 Fraction Value Line Up Cards


12

24

1

12

14

34

28

58

13

19

1

10




9

10

38

44

56

15

16

18

99

100

35

23




25

46

68

35

3

10




Name: ______________________ Class: _________ Date:_______________

Comparing Fractions with Common Numerators and Denominators

Part 1: Use the <, >, = symbols to compare the fractions below.

2 4

1 4

1 5

3 5

2 6

5 6

2 3

1 3




Part 2: Use the <, >, = symbols to compare the fractions below.

2 5

2 3

4 5

4 . 10

3 8

3. 6

5 8

5 6




Name: ______________________ Class: _________ Date:_______________

Comparing Fractions Part 2

Directions: First, make a prediction to compare the fractions below. Use <, >, or =. Then use the fraction pieces to check your predictions.

1. 23 6

9 2. 3

9 1

3

3. 12 2

4 4. 3

6 5

10

5. 88 5

5 6. 2

8 1

4

7. 45 8

10 8. 6

8 3

4

7. What do you notice about all of these fractions?

8. Were there any fractions that were equal to 1 whole?

9. What do we call two fractions that are equal?




Name: ______________________ Class: _________ Date:_______________

Creating Equivalent Fractions Using Ratio Tables

Directions: Use the ratio tables to help you make equivalent fractions. The first one has been started for you.

part 2 4 6

whole 3 6 8

part 1

whole 5

part 3

whole 4

part 10

whole 15


UNIT 2: LESSON 09 Multiplication Chart


X 1 2 3 4 5 6 7 8 9 10 11 12

1 1 2 3 4 5 6 7 8 9 10 11 12

2 2 4 6 8 10 12 14 16 18 20 22 24

3 3 6 9 12 15 18 21 24 27 30 33 26

4 4 8 12 16 20 24 28 32 36 40 44 48

5 5 10 15 20 25 30 35 40 45 50 55 60

6 6 12 18 24 30 36 42 48 54 60 66 72

7 7 14 21 28 35 42 49 56 63 70 77 84

8 8 16 24 32 40 48 56 64 72 80 88 96

9 9 18 27 36 45 54 63 72 81 90 99 108

10 10 20 30 40 50 60 70 80 90 100 110 120

11 11 22 33 44 55 66 77 88 99 110 121 132

12 12 24 36 48 60 72 84 96 108 120 132 144




Name: ______________________ Class: _________ Date:_______________

Adding Fractions

Directions: Use the fraction pieces to find the sum. Write your answer.

Put the fraction in lowest terms if possible.

1. 13

+ 13

= 2. 14

+ 24

=

3. 25

+ 15

= 4. 312

+ 312

=

5. 610

+ 210

= 6. 78

+ 38

=

7. What do you notice about the denominators in each problem?

8. How do you add fractions when you have a common

denominator? Explain.

9. Were any of your answers greater than one whole? Explain how

you know if the sum is greater than one whole.




Subtracting Fractions

Directions: Use the fraction pieces to find the difference. Write your

answer. Put the fraction in lowest terms if possible.

1. 23− 1

3= 2. 3

4− 1

4=

3. 45− 1

5= 4. 8

12− 5

12=

5. 910− 3

10= 6. 6

8− 5

8=


8. How do you subtract fractions when you have a common

denominator? Explain your answer.




Name: ______________________ Class: _________ Date:_______________

Adding Fractions Part 2

Directions: Represent each addition problem using the fraction

circles. Find the sum. Put the fraction in lowest terms if possible.

1. 82

41+ = 2. =+

61

31

3. =+125

63 4. =+

21

42

5. =+31

21 6. =+

103

52


8. How do you add fractions that have different denominators?

Explain.




Subtracting Fractions Part 2

Directions: Represent each subtracting problem using the fraction

circles. Find the difference. Put your answer in lowest terms if

possible.

1. 41

87− = 2. =−

31

65

3. =−103

54 4. =−

21

85

5. =−62

127 6.


8. How do you subtract fractions that have different denominators?

Explain.




Name: ______________________ Class: _________ Date:_______________

Multiplying a Whole Number by a Fraction

Problem Drawing Equation

𝟏𝟏 ×𝟏𝟏𝟑𝟑 =

𝟐𝟐 ×𝟏𝟏𝟑𝟑 =

𝟑𝟑 ×𝟏𝟏𝟑𝟑 =





𝟐𝟐 ×𝟐𝟐𝟑𝟑 =

𝟏𝟏𝟒𝟒 × 𝟐𝟐 =

𝟏𝟏𝟒𝟒 × 𝟑𝟑 =





𝟑𝟑 ×𝟏𝟏𝟓𝟓 =

𝟐𝟐 ×𝟐𝟐𝟓𝟓 =

𝟑𝟑 ×𝟐𝟐𝟖𝟖 =




Wrap Up: Look at your answers. Do you see any patterns? Can you think of a rule for multiplying a whole number by a fraction that will work for all problems?


UNIT 2: LESSON 11 Venn Diagram





Name: ______________________ Class: _________ Date:_______________

Finding the Product of Two Fractions

Directions: Use your fraction strips to help you answer the problems below.

12 x 1

2

The product of _____ and _____ is _____.

12 x 1

3


12 x 1

4


12 x 1

5


13 x 1

2


13 x 1

3


13 x 1

4


13 x 1

5


Look at your products. Do you notice a pattern? Can you think of a rule that you can use to find the product of any fractions?




Name: ______________________ Class: _________ Date:_______________

Student Activity Sheet 13

Directions: Use the pattern blocks to answer the questions below.

1. If the yellow hexagon block represents 1 whole pizza, fill in the blank with the amount of pizza that each pattern block represents.

= 1 whole pizza.

= _________________

=_________________




=_________________

2. What fraction of a pizza is represented by 2 blue rhombus blocks?

3. What fraction of a pizza is represented by 3 blue triangle blocks?




Directions: Use the blocks to answer the following questions. Draw a

picture to represent how you solved the problem. Then, write the

answer to the equation.

4. Sally is having a pizza party. She has 3 pizzas. She wants to give

each of her friends ½ of a pizza to eat. How many friends can she

serve pizza?

3 ÷ 12

=____________




5. Sally decides she wants to be able to invite more friends to her

party. She orders 4 pizzas. Each person at the party will get 1/3 of the

pizza. How many people will eat pizza at Sally’s party?

4 ÷ 13

=____________




Look at your answers from problems 2 -5. What patterns do you

notice?

__________________________________________________________________

__________________________________________________________________

Additional Practice:

Use your pattern blocks or fraction circles to help you solve the

following problems:

Problem Drawing Answer

1 ÷𝟏𝟏𝟑𝟑

2÷𝟏𝟏𝟑𝟑

3÷𝟏𝟏𝟑𝟑





1 ÷ 𝟏𝟏𝟐𝟐

2÷ 𝟏𝟏𝟐𝟐

3÷ 𝟏𝟏𝟐𝟐

1 ÷ 𝟏𝟏𝟒𝟒





2÷ 𝟏𝟏𝟒𝟒

3÷ 𝟏𝟏𝟒𝟒




Name: ______________________ Class: _________ Date:_______________

Finding the Quotient of Two Fractions

Directions: Use your fraction strips to help you answer the problems below.

12 ÷ 1

2

The quotient of _____ and _____ is _____.

12 ÷ 1

3


12 ÷ 1

4


12 ÷ 1

5


13 ÷ 1

2


13 ÷ 1

3


13 ÷ 1

4


13 ÷ 1

5


Look at your quotients. Do you notice a pattern? Can you think of a rule that you can use to find the quotient of any fractions?


UNIT 2: LESSON 15 Cooperative Learning Roles


Name: ______________________ Class: _________ Date:_______________

Cooperative Learning Roles

1. Reader: As the Reader, your job is to read the problem out loud

to your group. You may need to read the problem more than

once as you work to solve the problem.

2. Information Gatherer: As the Information Gatherer, your job is to

highlight or underline the important information from the

problem. Look for key signal words and numbers. Report the

important information to your group members.

3. Question Master: As the Question Master, your job is to find out

what the problem is asking you to solve. Be careful, sometimes

there may be more than one question. Report the question or

questions to your group members.

4. Recorder: As the Recorder, your job is to write down the

important information and question for your group. Write down

all the steps your group took to solve the problem. You will also

be in charge of writing the answer to the problem in a

complete sentence.


UNIT 2: LESSON 15 Fraction Word Problem Cards


Fraction Word Problem Cards

1.

Marissa must find the perimeter of a triangle. The sides of the triangle measure 5

8 meters, 1

4 meters, and 3

4 meters long. What is

the perimeter? 2.

Of all the students, 2

3 got to school by car, 1

5 took the bus, and 1

8

walked. How many more students came by car than walked? 3.

A recipe for 1 batch of sugar cookies calls for 8

12 tablespoon of

vanilla. If Lorena needs to triple the recipe, how many tablespoons of vanilla will she need?




4.

Tom had 1 4

16 yards of ribbon. He cut it into pieces 1

8 of a yard

long. How many pieces did he cut? 5.

Samuel walked on the treadmill for 5

6 hour and rode a bike for 7

12

hour. Then he did floor exercises for half an hour. How long did he work out in all? 6.

A rectangle has a length of 4 1

8 inches and a width of 2 3

16

inches. What is the area of the rectangle?




7.

Mr. Smith ordered 1 pizza for his students. Joel ate 2

3 of the pizza

and Youssef ate 16 of the pizza. How much of the pizza is left?

8.

Jane is making cupcakes for her friends. She has 17

9 cups of

sugar to use at home. If she needs to make 4 batches of cupcakes, how many cups of sugar can she use for each batch?




Name: ______________________ Class: _________ Date:_______________

Fraction Word Problems Answer Sheet

Directions: Work with your group to solve the word problems using

the Cooperative Learning Roles. Show all your work and write your

answer in a complete sentence.

1.

Answer: __________________________________________________________

2.

Answer: __________________________________________________________

3.

Answer: __________________________________________________________




4.

Answer: __________________________________________________________

5.

Answer: __________________________________________________________

6.

Answer: __________________________________________________________

7.

Answer: __________________________________________________________




8.

Answer: __________________________________________________________


UNIT 2: SET 3 Mid-Unit Assessment


Name: ______________________ Class: _________ Date:_______________

Mid-Unit Assessment

Directions: Identify the fraction for each picture below. Then identify the numerator and the denominator.

1. Fraction: _____________ Numerator:___________ Denominator:________

2.

Fraction: _____________ Numerator:___________ Denominator:________

3. Color in the fraction 34




Directions: Compare the fractions. Use <, >, or =. Then complete the sentence using the words less than, greater than, or equal to.

4. 15

13

One-fifth is ________________ one-third.

5. 36

12

Three-sixths is ________________ one-half.

6. 34

38

Three-fourths is ________________ three-eighths.

7. First, pick 2 points on the number line and label them with the correct fraction. Then, write an equivalent fraction.

8. Create equivalent fractions by completing the ratio table below.

2 4

10 30




Directions: Draw a model. Find the answer. Check your work using the calculator. 9. 3

5+ 1

5=

Model Equation

10. 7

8− 2

8=

Model Equation

11. 1

3+ 3

6=

Model Equation




12. 1

2− 1

4=

Model Equation

13. 1

3× 4 =

Model Equation

14. 3 ÷ 1

4=

Model Equation




15. Ally has four-tenths cups of sugar in her jar. She needs double the amount of sugar in her jar to make a birthday cake. How much sugar does she need to make the birthday cake?


UNIT 2: LESSON 16 Decimal Place Value Chart: Hundredths


Decimal Place Value Chart: Hundredths

Wholes Tenths Hundreds


UNIT 2: LESSON 16 Decimal Place Value Chart: Thousandths


Decimal Place Value Chart: Thousandths

Wholes Tenths Hundredths Thousandths




Name: ______________________ Class: _________ Date:_______________

Reading and Writing Decimal Numbers

Directions: Draw a model of each decimal given. Then write the decimal number and the fraction equivalent.

1. Three-tenths

Model Decimal Fraction

2. Eight hundredths


3. Two wholes and nine-tenths





4. One whole and thirteen hundredths


5. Forty-five hundredths


6. Three wholes and four hundredths


7. Compare and contrast fractions and decimals. How are they similar? How are they different?




Name: ______________________ Class: _________ Date:_______________

Comparing Decimals

Directions: Compare the following decimal numbers. Use <,>, or =.

Show how you compare the decimals using a strategy (base ten

blocks or equivalent fractions).

Problem Show how you found your answer

1.

0.56 ___ 0.72

2.

0.81 ___ 0.9

3.

2.05 ___ 1.15

4.

1.3 ___ 1.08


UNIT 2: LESSON 19 Grocery Store Problem 1


Name: ______________________ Class: _________ Date:_______________

Grocery Store Problem 1

Anita went to the grocery store to buy ingredients for her family dinner. She bought a bag of

rice for $3.12. She also bought a can of chicken for $3.17 and an onion for $2.20.

How much money did Anita spend in all?




Name: ______________________ Class: _________ Date:_______________

Adding Decimals

Directions: Find the sum. Draw a model to represent the problem. Then, show your work using the algorithm.

1. 0.3 + 0.5 = Model Algorithm

0.3 0.5

Sum:

2. 0.09 + 0.20 =

Model Algorithm

0.09 0.20

Sum:




3. 1.45 + 0.12 =

Model Algorithm

1.45 .12

Sum:

4. 2.16 + 3.75=

Model Algorithm

2.16 3.75

Sum:


UNIT 2: LESSON 19 Teacher's Guide: Modeling Decimal

Operations


Teacher’s Guide: Modeling Decimal Operations

Modeling Addition: Students will model the first number in the cell on the left followed by the second number on the right. Find the sum and draw it underneath. Regrouping may be necessary but will be represented when they draw their final answer.

0.3 + 0.5 =

Model

0.3 0.5

Sum:



Operations


Modeling Subtraction: Students will model the first number and draw the representation. They will then strike out or take away the second number. If borrowing/trading is necessary they will need to draw this as well. Once students know they difference, they will draw their final answer underneath.

0.9 - 0.4 =

Model

Difference:



Operations


Modeling Multiplication: Students will first model the decimal number and draw the representation on top. They will then draw the decimal repeated the appropriate number of times. Draw the total underneath. Regrouping may be necessary but will be represented when they draw their final answer.

4 × 0.2 =

Model

Product:



Operations


Modeling Division: Students will first model the decimal number and draw the representation on top. They will then split the decimal into the given number of groups and draw the amount in each group underneath. Trading/regrouping may be necessary but will be represented when they draw their final answer as the amount in each group.

0.8 ÷ 4 =

Model

0.2 0.2 0.2 0.2




Name: ______________________ Class: _________ Date:_______________


Randall went to the grocery store to buy potatoes. A large bag of potatoes cost $2.99. If

Randall has a five-dollar bill, how much money will he have left after buying the potatoes?




Name: ______________________ Class: _________ Date:_______________

Subtracting Decimals

Directions: Find the difference. Draw a model to represent the problem. Then, show your work using the algorithm.

1. 0.9 - 0.4 = Model

Algorithm

Difference:

2. 0.34 - 0.11 =

Model

Algorithm

Difference:




3. 1.45 - 0.26 = Model

Algorithm

Difference:

4. 2.44 – 1.74=

Model

Algorithm

Difference:




Name: ______________________ Class: _________ Date:_______________


Mrs. Jackson is making an apple pie. The recipe calls for 3 pounds of apples. At the grocery

store, the apples cost $1.19 per pound. How much total money will Mrs. Jackson need to buy

the apples?




Name: ______________________ Class: _________ Date:_______________

Multiplying a Whole Number by a Decimal

Directions: Find the product. Draw a model to represent the problem. Then, show your work using the algorithm.

1. 4 × 0.2 = Model

Algorithm

Product:

2. 0.06 × 4 =

Model

Algorithm

Product:




3. 0.32 × 5 = Model

Algorithm

Product:

4. 2 × 1.3 =

Model

Algorithm

Product:




Name: ______________________ Class: _________ Date:_______________


Antonio bought four packs of gum at the grocery store. The total cost of the gum was $4.48.

How much did each pack of gum cost?




Name: ______________________ Class: _________ Date:_______________

Dividing Decimals by a Whole Number

Directions: Find the quotient. Draw a model to represent the problem. Then, show your work using the algorithm.

1. 0.8 ÷ 4 = Model

Algorithm

2. 0.33 ÷ 3 =

Model

Algorithm




3. 0.54 ÷ 6 Model

Algorithm

4. 1.5 ÷ 3 =

Model

Algorithm


UNIT 2: LESSON 23 Decimal Word Problem Cards


Decimal Word Problem Cards

1.

Joe needed to buy an apple, banana and orange for the fruit

salad he was making. The apple cost $0.82. The banana cost

$0.25 and the orange cost $0.60. How much money will Joe

have to pay altogether?

2.

Isabel needs to buy 3 pounds of beef for her family dinner.

Each pound costs $4.10. How much total money with Isabel

pay for the beef?




3.

Raymond brought $6.84 to the grocery store. He purchased a

gallon of milk for $2.69. How much money will Raymond have

left after buying the milk?

4.

Lucy and her two sisters bought a pack of soda for $3.75. If the

three girls split the cost of the soda equally, how much money

would each girl have to spend?




5.

Milly’s Market charges $5.67 for a large piece of fish. If I only

have $4.74, how much more money do I need to buy the fish?

6.

The Pizza Place charges $1.85 per slice of pizza. If your family

orders 6 slices, how much money will your family pay?

7.

Carl paid a total of $8.64 for 4 slices of pizza. What was the

price for each slice of pizza?




8.

Rachel needs to buy ingredients for her dinner. She needs to

buy 1 box of pasta for $0.96, a can of tomato sauce for $2.89,

and a bag of shredded cheese for $3.05. How much total

money will the dinner cost?


UNIT 2: LESSON 24 10 x 10 Grid


10 x 10 Grid























UNIT 2: LESSON 24 I Have… Who has…? Card Group 1


I Have….Who has…..? Cards Group 1

I have…

1 whole

Who has… ?

110

I have…

0.1

Who has… ?

45100

I have…

0.45

Who has… ?

0.06

I have…

6100

Who has… ?

310

I have…

0.3

Who has… ?

2061,000

I have…

0.206

Who has… ?

20100

I have…

0.2

Who has… ?

1.7

I have…

17

10

Who has… ?

12

I have…

0.5

Who has… ?

34

I have…

0.75

Who has… ?

0.25


UNIT 2: LESSON 24 I Have… Who has…? Card Group 1


I have…

14

Who has… ?

2 9100

I have…

2.09

Who has… ?

1 710

I have…

1.7

Who has… ?

610

I have…

0.6

Who has… ?

51000

I have…

0.005

Who has… ?

910

I have…

0.9

Who has… ?

3 410

I have…

3.4

Who has… ?

0.006

I have…

61000

Who has… ?

0.01

I have…

1100

Who has… ?

1.007

I have…

17

1000

Who has… ?

1010


UNIT 2: LESSON 24 Percent Match-Up Cards


Percent Match-Up Cards

0.8

80%

0.08

8%




0.4

40%

0.04

4%

0.5

50%




0.05

5%

0.25

25%

0.75

75%




0.3

30%

0.03

3%


UNIT 2: LESSON 25 Fraction-Decimal-Percent Match-Up Cards


Fraction-Decimal-Percent Match-Up Cards

0.8

8

10

80%

0.08

8

100

8%




0.4

4

10

40%

0.04

4

100

4%

0.5

12

50%




0.05

5

100

5%

0.25

14

25%

0.75

34

75%




0.3

30

100

30%

0.03

3

100

3%


UNIT 2: LESSON 26 I Have… Who has…? Card Group 2a


I Have… Who has…? Cards Group 2a

I have…

100%

Who has… ?

210

I have…

20%

Who has… ?

65100

I have…

0.65

Who has… ?

0.09

I have…

9%

Who has… ?

710

I have…

70%

Who has… ?

14

I have…

25%

Who has… ?

2100

I have…

2%

Who has… ?

35%

I have…

35100

Who has… ?

85%

I have…

0.85

Who has… ?

34

I have…

75%

Who has… ?

0.08




I have…

8%

Who has… ?

60% ?

I have…

0.6

Who has… ?

7100

?

I have…

7%

Who has… ?

410

?

I have…

40%

Who has… ?

310

?

I have…

30%

Who has… ?

90%?

I have…

0.9

Who has… ?

10% ?

I have...

0.1

Who has… ?

0.125?

I have…

1251000

Who has… ?

1% ?

I have…

1100

Who has… ?

4% ?

I have…

0.04

Who has… ?

0.80 ?




I have…

80%

Who has… ?

9%

I have…

9100

Who has… ?

95100

I have…

95%

Who has… ?

35100

I have…

35%

Who has… ?

44%

I have…

44100

Who has… ?

0.28

I have…

28%

Who has… ?

2 wholes

I have…

200%

Who has… ?

1.65

I have…

165%

Who has… ?

82%

I have…

0.82

Who has… ?

0.73

I have…

73100

Who has… ?

1010


UNIT 2: LESSON 26 I Have… Who has…? Card Group 2b


I Have… Who has…? Cards Group 2b

I have…

100%

Who has…?

210

I have…

20%

Who has…?

14

I have…

25%

Who has…?

30%

I have…

30100

Who has…?

710

I have…

70%

Who has…?

34

I have…

75%

Who has…?

2100

I have…

2%

Who has…?

80%

I have…

810

Who has…?

50%

I have…

12

Who has…?

910

I have…

90%

Who has…?

0.08


UNIT 2: LESSON 26 I Have… Who has…? Card Group 2b


I have…

8%

Who has…?

10%

I have…

0.1

Who has…?

60%

I have…

0.6

Who has…?

0.4

I have…

40%

Who has…?

1




Name: ______________________ Class: _________ Date:_______________

Fraction, Decimal, and Percent

Directions: Use the base ten blocks and 10 x 10 grids to help fill in the

missing parts of the table.

Fraction Decimal Percent

80100

0.30

50%

0.4

910

10%

0.01

34

25%




Name: ______________________ Class: _________ Date:_______________

Cooking with Ratios

Directions: For each situation write the ratio. Then use the ratio tables to find out how much of each ingredient.

1. Each cup of tea gets 2 spoons of sugar.

The ratio of tea to sugar is __________.

For every ______ cup of tea, I need _____ teaspoons of sugar.

Cups of tea

Teaspoons of sugar




2. I need four oranges to make 1 glass of juice.

The ratio of oranges to glasses of juice is __________.

For every ______ glass of juice, I need _____ oranges.

oranges

Glasses of juice

3. I need 1 chicken to feed 8 people.

The ratio of chickens to people is __________.

For every ______ people, I need _____ chicken(s).

People

chickens




4. I have 10 piece of candy to share with 5 people.

The ratio of candy to people is __________.

For every ______ people, I need _____ pieces of candy.

For each person I need __________ pieces of candy

Candy bars

people




Name: ______________________ Class: _________ Date:_______________

Ratio Scavenger Hunt

Directions: Look around you and find 4 different ratios. Write your ratio in words and in numbers.

Then, identify whether the ratio is a part : part or part : whole. The first one has been done for

you.

Ratio in Words Ratio in Numbers Type of Ratio

blue pens to yellow pencils

9 : 17

9 to 17

𝟗𝟗𝟏𝟏𝟏𝟏

Part to Part




Ratio in Words Ratio in Numbers Type of Ratio




Name: ______________________ Class: _________ Date:_______________

Making Tea

1. Jacob wants to make the tea using this recipe for him and 3 of his friends. He says that he will need 3 scoops of tea, 4 cups of water, and 6 teaspoons of sugar. Do you agree or disagree with Jacob? Explain your thinking.

2. Jacob’s friend LaToya says that Jacob’s tea as won’t taste as strong, or be as sweet as the original recipe. How can Jacob change the ingredients so it will be taste as strong and sweet as the original recipe? Show how you got your answers.

Recipe for Tea

1 scoop of tea

1 cup of water

2 teaspoons of sugar




3. Jacob had more friends come to his house. Now he had to make tea for 10 people. He said that he was going to use 10 scoops of tea, 10 cups of water, and 20 teaspoons of sugar in order to make the tea taste the same as the recipe. Do you agree or disagree with Jacob? Explain your thinking.




Name: ______________________ Class: _________ Date:_______________

Making Tea Part 2

Directions: First read each recipe. Then, match the recipes whose ingredients are in proportion to each other. You can cut out the cards to help you make matches.

Recipe 1

1 scoop of tea

2 cups of water

1 teaspoon of sugar

Recipe 2

1 scoop of tea

1 cup of water


Recipe 3

2 scoops of tea

3 cups of water


Recipe 4

2 scoop of tea

2 cups of water

8 teaspoon of sugar

Recipe 5

2 scoop of tea

4 cups of water


Recipe 6

10 scoop of tea

15 cups of water


Recipe 7

3 scoop of tea

3 cups of water


Recipe 8

4 scoop of tea

8 cups of water


Recipe 9

4 scoop of tea

6 cups of water

4 teaspoon of sugar




Name: ______________________ Class: _________ Date:_______________

Finding the Missing Terms in Proportions

Directions: Write each problem as a proportion. Then find the missing term. Show or explain how you got your answers.

1. One cake needs 2 cups of sugar. How many cups of sugar would 5 cakes need?

2. I can buy 3 pounds of bananas for $0.70. How much would 9

pounds cost?

3. The tailor needs 1.5 yards of fabric to make a suit. How many suits can he make with 7.5 yards of fabric?

4. The baby drinks 6 bottles in 24 hours. How many bottles does

the baby drink in 48 hours?




Name: ______________________ Class: _________ Date:_______________

Finding the Percent of a Number

1. A bottle of soda costs $2.00. You have a coupon for 10% off. How much money will you save with the coupon?

2. The bakery has a sale on donuts. If you buy a dozen donuts for $6.00, then you can get 25% off the total price. How much money can you save if you buy a dozen donuts?

3. A movie ticket costs $14.00. If you go to the movies in the morning your ticket will be 50% off. How much will you save on each ticket if you go to the movies in the morning?

4. The coat you want to buy costs $100.00. It is on sale for 75% off. How much money will the coat cost after the discount?


UNIT 2: SET 7 Final Assessment


Name: ______________________ Class: _________ Date:_______________

Final Unit 2 Exam

1. Circle the fraction that is shown in the picture below.

a. ¼ b. ⅓ c. ⅕ d. ½

2. Compare the following fractions. Circle the correct symbol.

110

18

a. < b. > c. =

3. Circle the fraction that is equivalent to 23

a. 49

b. 66

c. 46

d. 612




4. Write the decimal equivalent for the fraction below. 310

5. Write the fraction equivalent for the decimal below. 0.02 6. Identify the decimal modeled below. Write it as a fraction and decimal.

Decimal Number: ____________ Decimal Fraction: ___________




Directions: Find the sum, difference, product, or quotient. Draw a model. Find the answer. Check your work using the calculator. 7. 0.4 + 0.3 =

Model Equation

8. 0.95 - 0.87 =

Model Equation

9. 0.54 ÷ 9 =

Model Equation




10. 0.12 × 4 =

Model Equation

11. Frank went to the grocery store to buy apples and oranges. The apples cost $1.57 and the oranges cost $2.18. How much total money will Frank spend at the grocery store?




12. Complete the chart below to find the equivalent fraction, decimal, and percent.

Model Fraction Decimal Percent

50%

0.25

110




13. There are 14 boys and 12 girls. Write the ratio of boys to girls. 14. Circle the ratios that form a proportion.

a. 34

= 612

b. 34

= 68

c. 3

4= 9

8

d. 3

4= 9

18

15. Find the missing number in the proportion below.

810

=5

16. Two cakes need 5 cups of sugar. How many cups of sugar would 6 cakes need?


UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1


Name: ______________________ Class: _________ Date:_______________

My Favorite Recipe

Everybody must eat in order to live. The foods we eat depend

on many things. Every culture has a special or favorite food

that is unique to them.

Your task is to find a recipe that is unique to your culture. It

might be your favorite food that you eat all the time, or it might

be a dish that you only make for a celebration. Then, you will

use your math skills to adapt the recipe so it makes enough

food to feed everyone in the whole class.




My Favorite Recipe Worksheet

The name of my dish is: _________________________________________

This dish feeds __________ people.

The ingredients I need to make my dish are:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

The directions to make this dish are:

First,____________________________________________________________

________________________________________________________________

Next,___________________________________________________________

________________________________________________________________

Then,___________________________________________________________

________________________________________________________________

________________________________________________________________

Last, __________________________________________________________

________________________________________________________________




Name: ______________________ Class: _________ Date:_______________

Double the Recipe

Directions: Write your ingredients on the left side. Then write how

much you would have if you doubled your ingredients.

Original Ingredients Ingredients Doubled

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Show your work for how each ingredient was doubled.

How many people would your recipe feed if you made double the food?




Half of the Recipe

Directions: Write your ingredients on the left side. Then write how

much you would have if you halved your ingredients.

Original Ingredients Ingredients Halved

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

6. 6.

7. 7.

8. 8.

9. 9.

10. 10.

Show your work for how each ingredient was halved. How many people would your recipe feed if you only made half of the food?




Recipe for the Class

Original Ingredients Ingredients for ______ students

1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10.

Explain in complete sentences how you would adjust your recipe to feed the whole class. If quantity served is not given, estimate how many it will serve and explain what you would do to feed everyone. Show your work. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________




Name: ______________________ Class: _________ Date:_______________

Grocery Shopping List

Directions: Write the ingredients and amounts you will need to buy to make the recipe for the whole class.

Ingredients Quantity (How many do I need to

buy?)

Total Price (How much will it cost?)

1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

How much will all of your ingredients cost all together? Show your work and explain how you got your answer.


UNIT 2: LESSON 35 Performance Task Self-Assessment

Checklist


Name: ______________________ Class: _________ Date:_______________

Performance Task Self-Assessment Checklist

1. I found a recipe.

2. I wrote my recipe on the worksheet.

3. I found how many ingredients I would need to

make double the recipe. 4. I found how many ingredients I would need to

make half of the recipe. 5. I found how many ingredients I would need to

make food for the whole class.

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