Lesson 1T ~ Greatest Common Factor
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1 Lesson T ~ Greatest Common Factor Name Period Date List the factors of each number. Decide whether the number is prime or composite Is 9 prime or composite? Is prime or composite?.. Is prime or composite? Is prime or composite?. Follow the steps to find the greatest common factor (GCF) of and 6. a. List the factors of :,, b. List the factors of 6:,,, c. Circle the common factors of and 6 in parts a and b. d. The largest factor that was circled is:. This is the GCF of and 6. Find the greatest common factor for each set of numbers. 6., ,., GCF GCF GCF 00 SM C Curriculum Oregon Focus on Fractions and Decimals
2 Find the greatest common factor for each set of numbers. 9. 0, 0 0.,. 0, GCF GCF GCF. Jordan has 0 drama DVDs and action DVDs. He wants to arrange them on shelves so that the two types of DVDs are separate. He wants as many DVDs on a shelf as possible, but an equal number of DVDs on each shelf. How many DVDs should he put on each shelf? a. Factors of 0:,,,,, b. Factors of :,, c. What is the greatest common factor of the two numbers? d. Use the GCF to write your answer in a complete sentence: Jordan should put DVDs on each shelf.. Matt has photos of the Grand Canyon and photos of Mount Rushmore. He wants to put them in rows on posters to show his class. He wants the same number of photos in each row. He does not want to mix the photos of different places. What is the largest number of photos he should put in each row? 00 SM C Curriculum Oregon Focus on Fractions and Decimals
3 Lesson T ~ Equivalent Fractions Name Period Date. Draw a model of each fraction on the rectangle provided.... Equivalent? Yes / No Equivalent? Yes / No Equivalent? Yes / No Solve each problem.. William said that of his gumballs were yellow. Christine said that of her gumballs were yellow. Did they have the same fraction of yellow gumballs? a. Draw a model of on the first rectangle provided. b. Draw a model of on the second rectangle provided. c. Did they have the same fraction of yellow gumballs?. Asha painted of her room. Monica painted 0 of her room. Did they each paint the same fraction of their rooms? 00 SM C Curriculum Oregon Focus on Fractions and Decimals
4 6. Follow these steps to find the missing number in: a. What should you multiply the first denominator by to get the second denominator? b. Multiply the numerator by the same number as in part a to fill in the missing number: Find the missing number Follow these steps to find the missing number in: a. What should you divide the first numerator by to get the second numerator? b. Divide the denominator by the same number as in part a to fill in the missing number: 0 0 Find the missing number SM C Curriculum Oregon Focus on Fractions and Decimals
5 Lesson T ~ Simplifying Fractions Name Period Date. Follow these steps to simplify the following fraction: a. What is the GCF of and? b. Simplify the fraction by dividing the numerator (top) and denominator (bottom) of the fraction by the GCF.. Follow these steps to simplify the following fraction: a. What is the GCF of and? b. If the GCF of two numbers is, then the fraction is in simplest form. Is form? in simplest Write each fraction in simplest form. If the fraction is already in simplest form, write simplest form SM C Curriculum Oregon Focus on Fractions and Decimals
6 Ms. Jensen's Class' Summer Plans Number of Students Summer Job Summer Camp Travel Students' Summer Plans 7. a. How many students said they would work a summer job? b. How many students are in Ms. Jensen s class? Add the following: Summer Job: Summer Camp: Travel: + TOTAL STUDENTS: c. Write the number from part a over the total students from part b. # of students who said they would work a summer job total students d. Simplify the fraction from part c. e. Write the answer from part c in a complete sentence. of the students from Ms. Jensen s class said they would work a summer job.. What fraction of students from Ms. Jensen s class said they would go to a summer camp? Write in simplest form. 00 SM C Curriculum Oregon Focus on Fractions and Decimals
7 Lesson T ~ Least Common Multiple Name Period Date List the first five non-zero multiples for each number Find the least common multiple (LCM) for the numbers: and a. List the first five non-zero multiples for the number :,,,, b. List the first five non-zero multiples for the number :,,,, c. What are the common multiples in your lists for the numbers and? and d. Which of the numbers in part c is the smallest? This is the LCM of and. Find the least common multiple for each pair of numbers.. and. and 6 LCM LCM 6. 6 and 7. and 0 LCM LCM 00 SM C Curriculum Oregon Focus on Fractions and Decimals
8 . Sarah washes light clothes every days. She washes dark clothes every days. She washed both light and dark clothes today. How many days until she washes both light and dark clothes again on the same day? a. Find the least common multiple of the two numbers in the problem. LCM b. Answer the question using the LCM: Sarah will wash both light and dark clothes again on the same day in days. 9. T.J. visits his neighbors every days. He visits his sister every 6 days. He visited his neighbors and his sister today. How many days until T.J. visits both his neighbors and his sister again on the same day? 0. Find the least common denominator (LCD) of the fractions:, a. What are the two denominators? and b. Find the least common multiple of the two numbers in part a. LCM c. The LCD is the same as the LCM. LCD Find the least common denominator (LCD) of each pair of fractions.., LCD., LCD. 6, LCD. 9, LCD 00 SM C Curriculum Oregon Focus on Fractions and Decimals
9 Lesson T ~ Ordering and Comparing Fractions Name Period Date Write the fraction for each drawing. Circle the largest fraction in each pair.... Compare fractions. a. Find the least common denominator (LCD) for the fractions and. LCD b. Make new fractions with common denominators (the LCD) by multiplying the numerator and the denominator by the same number. LCD LCD c. Use the fractions from part b and <, > or to make a true sentence. d. Put the original fractions back in the sentence using the <, > or from part c. Compare each pair of fractions. Fill in each with <, > or to make a true sentence SM C Curriculum Oregon Focus on Fractions and Decimals
10 Compare each pair of fractions. Fill in each with <, > or to make a true sentence Follow the steps to put the following fractions in order from least to greatest. a. Rewrite the fractions,,,, using the least common denominator (LCD). b. Put the new fractions in order from least to greatest. < < c. Put the original fractions back in the sentence using the order from part b. < <. Put the following fractions in order from least to greatest:, 0, 0 7 Solve the problems.. Which is more, 7 of the cookies or of the cookies?. Which is shorter, of a yard or of a yard? 6 00 SM C Curriculum Oregon Focus on Fractions and Decimals
11 Lesson 6T ~ Mixed Numbers and Improper Fractions Name Period Date. Write an improper fraction as a mixed number in simplest form: a. For the fraction,, divide the numerator () by the denominator (6) to get a whole number 6 quotient and the remainder. 6 Whole number quotient: Remainder: b. Write the quotient as the whole number. The remainder goes over the original denominator to make the fraction. Quotient 6 Remainder Write each improper fraction as a mixed number in simplest form Write the mixed number for seven-fourths. 00 SM C Curriculum Oregon Focus on Fractions and Decimals
12 7. Write a mixed number as an improper fraction in simplest form: a. For, multiply the whole number by the denominator. b. Add the numerator to the product from part a. + c. Write the answer from part b above the original denominator. Write each mixed number as an improper fraction What is three and one-fourth as an improper fraction? Solve each problem.. A child napped for hours. Write this time as an improper fraction.. A worm measured inches long. Write this measurement as a mixed number. 00 SM C Curriculum Oregon Focus on Fractions and Decimals
13 Lesson 7T ~ Measuring in Inches Name Period Date. a. On the ruler, draw an arrow pointing at in. b. Is inch closer to inch, inches or inches? Round each measurement to the nearest half inch.. inches. inches 6. a. On the ruler, draw an arrow pointing at in. 6 b. Is inch closer to inch, 6 inches, inches or inches? Round each measurement to the nearest quarter inch inches 6. 6 inches 00 SM C Curriculum Oregon Focus on Fractions and Decimals
14 Measure each line to the nearest sixteenth of an inch. 7. Answer:. Answer: 9. Answer: 0. Measure the length of the line to the nearest quarter of an inch. a. Measure the exact length of the line. b. Round the answer from part a to the nearest quarter inch. Measure the length of each line to the nearest quarter inch.. Answer:. Answer: Draw a line that has the given length.. inches. inches 00 SM C Curriculum Oregon Focus on Fractions and Decimals
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