© 0m0 Eueaton wey STEPPING STONES Fractions and Mixed Numbers ara + Students rewrite fractions so they have the same denominator. This is particularly important when they add, subtract, or compare fractions. To figure out o “common” denominator, students think about multiples of both denominators. + Cooking provides an ‘opportunity to talk about and use equivalent fractions. if a Reviewing Equivalent Common Fractions See cere alae ol (Related and Unrelated Denominators) flour, ask your child about Gifferent ways to meosure it. Choose one row of numbers. oe OTE enn They might suggest using a itnesnasgancn Bz leteletolele betel cup measure and holt-cup epetonomipmemesnorteas fal stc}sieisie thn eis measure, ors 3 using @ occa LET fe la ae a bo haltcup measure 3 times. Grecboveie she Whar doyeurotie? E188. 88 AE + Fractions are part of meal s[e[eTels[ela[=[a]s] afr ]m la |e 2-2/9] 08] time, 100. Soy, “The pizza is alesse also] ine fsnn|s|a cut nt eighth, what fraction [i es ao would you ike?" Or, How sal [5] se eer cena ae brother and one-fourth to you? How many slices would that be? How do you know?” Inthis lesson, stucents use a multiplication chart to help generate equhvclent rections + Students rewrite improper fractions as mixed numbers, and mixed numbers as Glossary Improper fractions. » Fractions where the top number (numerator) is Reviewing the Conversion of Improper Fractions larger than the bottom to Mixed Numbers number (denominator), ‘reco tect 2 cup ot io rmake ae batch of pancakes. such as &, are always greater nue wortsfomaue Gacttes of ponckes so heeled ian Gris anid eraliaacian’ Ge se proper fractions, Ereceeceea + Mixed numbers hove a whole umber plus o fraction. 2 2 isan exemple ofc mixed Apecwcnnvamioras | number that is equivalent to smtneeewcmre the improper fraction &, Inthis lesson students tank abouthow many unt ractonstractons wth @ numerator of ore ‘needed to moke ane whele te convert between improper Factions and med numbers.(© 0m Even. STEPPING STONES Decimal Fractions Glossary + Students review how decimals involving tenths and hundredths are written, and. + Equivalent fractions is the how they can be represented on a numeral expander, on a number line, and by name given to fractions that shading portions of o unit square divided into 100 pars. have different names but + Students visualize how place value in our number system moves smaller and ‘smaller (always by a factor of one-tenth) as we move to the right in writing numbers, and larger and larger (aiways by a factor of ten} as we move left in writing numbers. x ie [Ba Reviewing Decimal Frections (Tenths and Hundreds) “segs spare represents oe we o/s oS ° Alu [o are equal eg, con also be named &. In ths lesson, students use familiar models, such os the number line, numeral expanders, (ond the hundred gi, to work wath decimal fractions + Students break decimal fractions into parts by using tenths, hundredths, ‘and thousanatts, [BIB decomposing Thousaneths retried umber could you wee amet? Leo this open expend How colt you brsk 3.878 to pers? 2B RDA isis}71s| koji wrom tic numbersertence. | [% Vitor wots his ruber sertoncs Glossary 3975=3+08+007+ sanzarhe Z| > This table shows the pecciee different representations wet te sing oatenn ech seme Conyeu tine font nay o beak 3075 rt pens? phe r for decimal fractions. In ths lesson, students explore ciferent ways to decompose decimal fractions involving thousancths.