Download Lesson 1 - Oregon Focus on Math

Lesson 1C ~ Greatest Common Factor
Name__________________________________________
Period______
Date____________
Find the greatest common factor of each set of numbers.
1. 40, 56, 88
2. 26, 52, 65, 91
3. A large plant nursery received truckloads of plants from their greenhouse. They want to plant
them on their acreage so that they are in equal rows with no row containing different types of
plants. One truck arrived with 28 Daphne bushes and 42 Nandina plants. Another truck arrived
with 70 rhododendron bushes. Finally, a truck with 84 blueberry bushes arrived. How many
plants should the nursery workers plant in each row so they have the largest number of plants per
row?
Solve each problem.
4. There are two odd whole numbers that are larger than 20 but smaller than 50. These two numbers
have a greatest common factor of 9. What are those two numbers?
5. There are three whole numbers that are larger than 10 and smaller than 30. Each of these numbers
has five or more factors. The sum of each number’s digits is a prime number. What are these
three numbers?
6. There are two whole numbers that have a greatest common factor of 18. The difference of these
two numbers is 54. The sum of these two numbers is 90. What are these two numbers?
7. There are two whole numbers that have a greatest common factor of 16. The sum of these two
numbers is 384. What are these two numbers?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 2C ~ Equivalent Fractions
Name__________________________________________
Period______
Date____________
Connect each fraction in the left column with an equivalent fraction from the right column.
1.
4
9
49
105
2.
4
5
64
80
3.
7
15
52
117
Solve each problem.
4. There is a fraction that is equivalent to
is that fraction?
5. There is a fraction that is equivalent to
What is that fraction?
6
7
. The sum of its numerator and denominator is 78. What
9
10
. The sum of its numerator and denominator is 57.
25
6. There is a fraction that is equivalent to 30
. The difference between the denominator and
numerator is 1. The sum of the denominator and numerator is 11. What is that fraction?
7. There are two equivalent fractions that have a least common denominator of 14. The sum of both
of the denominators is 56. The sum of both of the numerators is 12. The smaller numerator is
over the smaller denominator. What are these two equivalent fractions?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 3C ~ Simplifying Fractions
Name__________________________________________
Period______
Date____________
A percent is a ratio that compares a number to 100. When a number is written as a percent,
the % symbol is placed after the number. Fractions are also ratios that compare one number
10
which can be read “ten out of one hundred”.
to another. For example, 10% is the same as 100
10
When simplified, 100
= 101 or “one out of ten”.
75% = ?
Changing a percent to a fraction:
•
Write the value of the percent in the numerator
of the fraction over a denominator of 100.
•
Simplify the fraction.
75% =
75% =
75
100
75
3
=
100
4
Change each percentage to a simplified fraction.
1. 50%
2. 25%
3. 92%
4. 80%
5. 32%
6. 64%
7. Rachel told her friend that 60% of the students voted for her in the school election.
a. What fraction of the students voted for Rachel?
b. How can this fraction be read? _____ out of every ______ people voted for Rachel.
Sarah collected information from a survey. The results were recorded on a bar graph. Use the
results from the graph to answer each question.
8. What fraction of the students
chose blue as their favorite
color of car?
Percentage of Students
Favorite Color of Car
50
40
42%
28%
30
30%
20
10
0
red
blue
Color
©2010 SMC Curriculum
silver
9. What fraction of the students
chose silver or red altogether
as their favorite colors of
cars?
Oregon Focus on Fractions and Decimals
Lesson 4C ~ Least Common Multiple
Name__________________________________________
Period______
Date____________
Find the least common multiple of each set of numbers.
1. 6, 12, 15, 20
2. 9, 18, 24, 36
3. 11, 24, 66, 132
4. Patrick’s yard debris pick up comes every 14 days. Garbage pick up comes every 7 days.
Recyling is taken every 5 days. Every 20 days Patrick picks up all his neighbors’ compost. If all
the waste collecting happened today, how many more days will it be until all four waste
collections occur on the same day?
Solve each problem.
5. Some common multiples of a number and 15 are 30, 60 and 90. What are three different values
that would work for that number?
6. Some common multiples of two different numbers are 16, 32, 48 and 64. What are two possible
values that would work for those two numbers?
7. What are two different values that would also work for the common multiples in Exercise #6?
8. Three fractions with different denominators that have a least common denominator of 18. The
sum of the denominators is 30. What are three fractions that work?
9. Three fractions with different denominators that have a least common denominator of 12. The
product of the three denominators is 24. What are three fractions that work?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 5C ~ Ordering and Comparing Fractions
Name__________________________________________
Period______
Date____________
Cross multiplying is another method to compare fractions. Cross multiplying is when you
3
8
multiply the numerator of one fraction by the denominator of the other fraction.
4
11
To compare two fractions:
•
Multiply the numerator of one fraction by the denominator of
the other fraction.
•
The fraction with the numerator that has the largest product
is the largest fraction.
3
4
8
11
3 × 11 = 33
8 × 4 = 32
33 > 32
3
8
>
4
11
Use cross multiplying to compare each set of fractions using >, < or =.
1.
2
7
3
8
2.
5
9
4.
7
8
8
9
5.
3
10
6
11
6
20
3.
9
13
7
10
6.
5
12
4
11
Solve each problem.
7. Write 3 fractions in simplest form with different denominators that have a least common
denominator of 16. Arrange them in order from least to greatest.
8. Write 3 fractions in simplest form with different denominators that have a least common
denominator of 20. Arrange them in order from greatest to least.
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 6C ~ Mixed Numbers and Improper Fractions
Name__________________________________________
Period______
Date____________
A jelly bean store charged per pound of jelly beans. For each person below, convert the improper
fractions to mixed numbers. Then figure out how much each person spent on jelly beans using the
table provided.
Weight
Price
1
4
1
3
1
2
2
3
3
4
1. Samuel:
5
pounds watermelon jelly beans
2
4
pounds black licorice jelly beans
3
8
pounds orange jelly beans
2
TOTAL SPENT: ____________
2. Lisa:
pound
$0.75
pound
$1.10
pound
$1.50
pound
$2.20
pound
$2.25
1 pound
$3.00
3. Mason:
7
pounds cherry jelly beans
4
35
pounds banana jelly beans
15
12
pounds tangerine jelly beans
8
15
pounds raspberry jelly beans
9
16
pounds grape jelly beans
12
9
pounds blueberry jelly beans
6
TOTAL SPENT: ____________
TOTAL SPENT: ____________
4. Tyler:
5. Carrie:
14
pounds lemon jelly beans
8
15
pounds apple jelly beans
10
14
pounds spice jelly beans
7
18
pounds lime jelly beans
8
7
pounds blackberry jelly beans
2
16
pounds cinnamon jelly beans
6
TOTAL SPENT: ____________
TOTAL SPENT: ____________
6. Who bought the most jelly beans?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 7C ~ Measuring Inches
Name__________________________________________
Period______
Date____________
When you have measured using inches, you can find the amount of feet, yards or miles by
converting your measurement. Use the conversion table below to answer the questions.
When converting to larger units, divide ( ÷ ).
• The remainder is written as a fraction.
• The remainder goes over the divisor
and the fraction is simplified.
12 inches = 1 foot
36 inches = 1 yard
3 feet = 1 yard
5,280 feet = 1 mile
1. Melanie measured the length of her bedroom as 138 inches. How many feet long was her
bedroom?
Convert to larger units
divide. 138 ÷ _______ (number of inches in a foot) = __________
2. Matthew measured the length of the tile around the fireplace as 60 inches long. How many yards
was the length of the tile around the fireplace?
3. Tracey ran 6,600 feet. How many miles did she run?
4. Henry ran 13,200 feet.
a. How many yards did he run?
b. How many miles did he run?
5. Nancy measured the television as 52 inches wide. How many feet wide was the television?
6. Tori walked 5,940 feet. The next day she walked 11,220 feet. How many miles did she walk
altogether?
7. Pete built a structure that was 29 inches tall. He then added another structure on top of that one
that was 25 inches tall.
a. How many feet tall was this structure altogether?
b. How many yards tall was this structure altogether?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 8C ~ Estimating Sums and Differences
Name__________________________________________
Period______
Date____________
Baby’s Age
Nadine
Greyson
Landon
Marissa
3 months old
11
9 16
pounds
13 78 pounds
13 161 pounds
10 83 pounds
6 months old
13 167 pounds
18 85 pounds
18 163 pounds
15 18 pounds
9 months old
17 18 pounds
21 163 pounds
20 85 pounds
15
18 16
pounds
Use the table above to estimate.
1. About how many pounds did Nadine gain from 3 months old to 9 months old?
2. About how many more pounds did Greyson gain from 3 months to 6 months than Nadine gained
from 3 months to 6 months?
3. Approximately how many more pounds did Marissa gain from 3 months to 9 months than
Nadine gained from 3 months to 9 months?
4. Approximately how much weight did Landon and Greyson gain altogether from 3 months to 9
months old?
5. About how much weight Marissa and Nadine did gain altogether from 3 months to 9 months old?
6. About how much more weight altogether did Landon and Marissa gain than Nadine and Greyson
combined from 3 months to 6 months?
7. By 12 months, the girls had each gained on average 3 more pounds. By 12 months, the boys had
each gained on average 4 more pounds. About how many pounds would the babies weigh
altogether at 12 months old?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 9C ~ Adding and Subtracting Fractions
Name__________________________________________
Period______
Date____________
Fill in the missing fraction to make each equation true. Write the answer in simplest form.
+
1.
4.
2 5
=
3 6
17
−
24
=
3
8
2.
7
−
8
=
1
2
5.
8
−
15
=
1
3
3.
6.
1
+
4
+
=
11
12
2 13
=
5 20
7. Courtney put 13 cup of raisins in a bowl. Her sister added more raisins while Courtney wasn’t
looking. When Courtney measured out all the raisins, she found she had 34 cup raisins in the
bowl. How many cups of raisins did her sister add to the bowl?
Fill in the missing denominators.
8.
11 2 1
− =
12
1
11.
+
3
©2010 SMC Curriculum
=
4
5
1
9.
12.
+
1
3
=
4
5 1 3
− =
8
10.
13.
5 1 8
+ =
9
11 2 1
− =
15
Oregon Focus on Fractions and Decimals
Lesson 10C ~ Adding and Subtracting Mixed Numbers
Name__________________________________________
Period______
Date____________
Write a mixed number in each oval to make each equation true. Write the mixed numbers in
simplest form.
1.
3.
5 125 −
+2 52 = 3 170
2.
= 2 16
4.
6 23 −
= 3 12
+6 14 = 9 85
Solve each puzzle.
5. The sum of two mixed numbers is 5 12 . The difference of the mixed numbers is 3. Both numbers
have a denominator of 4. What are the two mixed numbers?
6. The sum of two mixed numbers is 3 34 . The difference of the mixed numbers is 1 14 . Both
numbers have a least common denominator of 4. What are the two mixed numbers?
7. The sum of two mixed numbers is 3 89 . The difference of the mixed numbers is 1 92 . Both
numbers have a least common denominator of 9. What are the two mixed numbers?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 11C ~ Adding & Subtracting by Renaming
Name__________________________________________
Period______
Date____________
board A: 4 12 feet
board B: 5 125 feet
board C: 3 16 feet
board D: 7 34 feet
board E: 1 56 feet
11
board F: 2 12
feet
Robert had six boards of different lengths as shown in the table above. Use the information in
the table to answer each problem.
1. Robert put board A and D end to end. How long were they altogether?
2. Robert wanted another board that equaled the difference of board C and F. How long would that
board be?
3. Robert set boards B, A and E end to end. How long were these boards altogether?
4. Robert cut a board the length of the difference between boards D and E. How long was this new
board?
5. After putting boards C, D and E end to end, Robert cut off
length of this set of boards?
3
4
foot of board. How long was the
6. Robert set boards A and B end to end. He cut off 1 13 feet of board. He realized this was way too
short for the project he was working on, so he set board F on the end. How long was the length
of this set of boards?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 12C ~ Perimeter with Fractions
Name__________________________________________
Period______
Date____________
Objects can be drawn to scale. For example, the rectangle below is a drawing of a sandbox
which is drawn to scale. This means that while it looks like each portion of the side is about
inch, each 14 inch on the drawing is equal to 12 foot on the actual sandbox.
To find the perimeter of the actual sandbox use the scale:
Scale:
1
inch
4
1
1
1
+
+
= 1 12 feet
2
2
2
=
1
4
1
foot
2
Perimeter = 2 12 + 1 12 + 2 12 + 1 12 = 8 feet
1
1
1
1
1
+ + + + = 2 12 feet
2
2
2
2
2
Measure each shape to the nearest quarter inch. Find each perimeter using the scale given.
1.
2.
3.
4.
©2010 SMC Curriculum
Scale:
1
3
inch = foot
4
4
Scale:
1
inch = 1 18 feet
4
Scale:
1
inch = 2 13 feet
4
Scale:
1
inch = 3 12 feet
4
Perimeter = _______________
Perimeter = _______________
Perimeter = _______________
Perimeter = _______________
Oregon Focus on Fractions and Decimals
Lesson 13C ~ Multiplying Fractions with Models
Name__________________________________________
Period______
Date____________
To multiply three or more fractions:
5 4 1
× × =?
6 5 2
5 4
20
2
=
× =
6 5
30
3
2 1
2
1
× = =
3 2
6
3
Use a model to multiply
the first two fractions.
Simplify your answer.
5 4 1 1
× × =
6 5 2 3
Use a model to multiply first
simplified answer by third
fraction. Simplify your answer.
Use the squares provided to draw models to match each expression. Find each product. Write
all products in simplest form.
1.
3 2
×
4 3
=
×
1
2
3 2 1
× ×
4 3 2
=
=
2 1 5
× ×
5 2 6
=
=
=
=
Simplified
product
2.
2 1
×
5 2
=
×
5
6
3.
1 3
×
6 4
=
×
2
3
=
1 3 2
× ×
6 4 3
4.
3 1
×
5 3
=
×
5
7
=
3 1 5
× ×
5 3 7
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 14C ~ Multiplying Fractions
Name__________________________________________
Period______
Date____________
For each problem, find the simplified fraction that works for each letter in the set.
1. r ×
2
1
4
5
5
= s, t ×
= s, u ×
= t, u ×
=
5
3
5
8 16
r = _______
2. b ×
t = _______
u = _______
3
1
1
3
5
= , c×
= b, c ×
= d, d ×
=e
4
4
2
5
6
b = _______
3.
s = _______
c = _______
d = _______
e = _______
1
1
1
5
4
× j= , j ×
= k, l ×
= k, m × l =
4
8
2
8
15
j = _______
4. w ×
k = _______
l = _______
m = _______
5
9
2
6
1
= v, x ×
= w, y ×
= x, y ×
=
6
10
3
7
7
v = _______
©2010 SMC Curriculum
w = _______
x = _______
y = _______
Oregon Focus on Fractions and Decimals
Lesson 15C ~ Dividing Fractions with Models
Name__________________________________________
Period______
Date____________
Sometime fractions do not seem to divide evenly when using models. To show
looking to see how many times 34 fits into 74 .
7
4
÷ 43 , you are
of the model shaded. Then, circle groups of 34 . Notice that the
last circle doesn’t have 34 left to circle. In fact, only 13 of the circle is shaded. So, your
answer would be 2 13 because you have 2 full circles of 34 shaded and 13 of the last circle
shaded.
Your model be drawn with
7
4
Use the rectangle provided to draw a model to match each expression. Find the least common
denominator if necessary. Find each quotient.
1.
9 5
÷ =
8 8
2.
7 3
÷ =
10 10
3.
3 1
÷ =
4 2
4.
7 1
÷ =
8 4
5.
7 5
÷ =
3 6
6.
3 5
÷ =
2 8
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 16C ~ Dividing Fractions
Name__________________________________________
Period______
Date____________
Solve each problem by finding the two fractions that work.
1. The sum of two fractions is 1. The product of these fractions is
same denominator. What are the two fractions?
3
16
. The two fractions have the
2. The difference of two fractions is 13 . The sum of these two fractions is 1. The quotient of the
larger fraction divided by the smaller fraction is 2. What are the two fractions?
3. The product of two fractions is 254 . The quotient of the larger fraction divided by the smaller
fraction is 4. What are the two fractions?
4. The sum of two fractions is 34 . The quotient of the smaller fraction divided by the larger fraction
is 12 . What are the two fractions?
5. The product of two fractions is 19 . The quotient when you divide one fraction by the other is 1.
What are the two fractions?
6. The product of two fractions is 152 . The quotient when you divide the smaller fraction by the
11
. What are the two fractions?
larger fraction is 56 . The sum of the two fractions is 15
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 17C ~ Estimating with Compatible Numbers
Name__________________________________________
Period______
Date____________
A cookie company made each batch of cookies with these ingredients:
Chocolate Chip
Cookies
Oatmeal Raisin
Cookies
Molasses
Cookies
Flour
White Sugar
Brown Sugar
Butter
24 14 cups
7 13 cups
8 14 cups
10 85 cups
23 18 cups
11 23 cups
4 85 cups
8 83 cups
20 18 cups
10 14 cups
6 78 cups
7 cups
Use compatible numbers to estimate and solve each problem.
1. The cookie company had an order for 16 batch of each type of cookie. Approximately how much
flour do they need to complete this order for all three types of cookies?
2. The cookie company had an order for 13 batch of both molasses and oatmeal raisin cookies.
About how much butter do they need to complete this order?
3. The cookie company made 3 batches of chocolate chip cookies.
a. About how much flour would they need?
b. Estimate how much white sugar they would need.
4. The cookie company made 4 batches of oatmeal raisin cookies. In order to do so, they had to
divide all the ingredients between 2 bowls. Approximately how much of each ingredient was in
each bowl?
5. The cookie company made 6 34 batches of molasses cookies. About how much of each ingredient
would they need?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 18C ~ Multiplying and Dividing Whole Numbers and Fractions
Name__________________________________________
Period______
Date____________
The associative property of multiplication: When three or more factors are multiplied, the
product is the same no matter the order the factors are multiplied.
EXAMPLE:
1
1
× 6×
=
2
4
1
1
1
3
× 6 ×
=3 ×
=
2
4
4
4
1
1
× 6×
=
2
4
1
1
1
6
3
× 6 ×
=
×
=
2
4
2
4
4
Solve each problem, showing your work.
1
1
3
×3
×
1. 2 ×
2. 6 ×
8
2
4
4. 9 ×
2
3
×
3
8
3
7
5. 7 × 5 ×
OR
3. 4 ×
6.
5
×5
8
3
4
×
×6
5
7
When multiplying three or more fractions and whole numbers, simplify before multiplying across.
1
1
3
1
4
3
1
1× 1× 1
1
×
×
×
=
=
=
EXAMPLE: 4 ×
8
3 1
8
3 1× 2 × 1 2
2
1
Solve each problem by simplifying before multiplying.
7. 9 ×
10. 4 ×
1
×3
3
1
3
×
3
5
©2010 SMC Curriculum
8. 5 × 2 ×
3
10
11. 7 × 5 ×
7
10
9.
12.
3
4
×
×7
4
7
3
5
×
× 12
10
6
Oregon Focus on Fractions and Decimals
Lesson 19C ~ Multiplying and Dividing with Mixed Numbers
Name__________________________________________
Period______
Date____________
Solve each problem, choosing the correct operation (+, –, × or ÷ ).
1. Daniel made 3 12 batches of jam and ended with a total of 14 167 cups of jam. If each batch of jam
made an equal number of cups of jam, how many cups were in each batch?
2. Lacey ate 83 of 2 pizzas. Tory ate 14 of 2 pizzas. Zander and Lexi ate
3 equal-sized pizzas, what fraction of all the pizza is left?
1
2
of 3 pizzas. If there were
3. Trevor had 5 85 pounds of grain for his goats. Susan had 9 34 pounds of grain for her goats. They
will each use 12 of their grain in the next month. How many pounds of grain will be left
altogether?
4. Kai ordered 6 cubic yards of dirt. He used 14 of the dirt to build up a flowerbed in front of his
house. He used 13 of the remaining dirt to level out the back yard before planting new grass. He
used 16 of all the dirt he had left for his water feature.
a. How many cubic yards of dirt did Kai use?
b. How many cubic yards of dirt are left?
5. Lily danced for 45 12 minutes. Morgan danced for
2
3
of Lily’s time.
a. How many more minutes did Morgan dance than Lily?
b. How much time did they dance altogether?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 20C ~ Area with Fractions
Name__________________________________________
Period______
Date____________
Objects can be drawn to scale. For example, the rectangle below is a drawing of a sandbox
which is drawn to scale. This means that while it looks like each portion of the side is about
inch, each 14 inch on the drawing is equal to 12 foot on the actual sandbox.
To find the area of the actual sandbox use the scale:
Scale:
1
inch
4
1
1
1
+
+
= 1 12 feet
2
2
2
=
1
4
1
foot
2
Area = 2 12 × 1 12 = 3 34 square feet
1
1
1
1
1
+ + + + = 2 12 feet
2
2
2
2
2
Measure each shape to the nearest quarter inch. Find each area using the scale given.
1.
2.
3.
4.
©2010 SMC Curriculum
Scale:
1
3
inch = foot
4
4
Scale:
1
inch = 2 14 yards
4
Scale:
1
inch = 3 13 inches
4
Scale:
1
inch = 1 12 feet
4
area = _______________
area = _______________
area = _______________
area = _______________
Oregon Focus on Fractions and Decimals
Lesson 21C ~ Place Value with Decimals
Name__________________________________________
Period______
Date____________
Solve each problem.
1. Write a decimal less than 1 that has a prime number in the tenths place, a number less than 5 in
the hundredths place and a number that is the product of 2 and 4 in the thousandths place.
2. Write a decimal that has a number that is 4 less than 10 in the ones place, a number that is the
sum of 1 34 and 2 14 in the tenths place, and a number 4 less than 8 in the hundredths place.
3. Write the largest possible decimal less than 1 using the digits 8, 9, 3, 5 and 1.
4. Write the smallest possible decimal less than 1 using the digits 8, 9, 3, 5 and 1.
5. Write the decimal that has a number that has the product of 23 and 63 as a whole number, a
number 3 less than the sum of 5 and 6 in the tenths place, a number 1 more than the quotient of
4 ÷ 12 in the hundredths place and a number that is the difference of 8 and 2 in the thousandths
place.
6. Write the decimal that has a number that is the value of 9 ÷ 14 as a whole number, a number 4 less
than the sum of 2 23 , 1 56 and 3 12 in the tenths place, no hundredths and a number that is 1 greater
than 6 in the thousandths place.
7. Write the decimal less than 1 that has a number that is 2 greater than the product of 3 and 2 in the
tenths place, no hundredths and a number that is 3 times the quotient of 34 ÷ 83 in the thousandths
place.
8. Write the decimal that has a number that is 3 more than the product of 34 and 4 in the ones place,
a number that is 2 less than the difference of 12 and 6 in the tenths place and a number that is the
product of 9 and 23 in the hundredths place.
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 22C ~ Rounding Decimals
Name__________________________________________
Period______
Date____________
Solve the crossword puzzle by rounding each decimal to the determined place value.
1
2
3
5
4
6
7
8
9
10
ACROSS
DOWN
1. 0.2533 rounded to the nearest thousandth
2. 0.6709 rounded to the nearest thousandth
3. 0.85 rounded to the nearest tenth
5. 0.14888 rounded to the nearest thousandth
6. 0.1225 rounded to the nearest thousandth
7. 0.2063 rounded to the nearest thousandth
9. 0.9867 rounded to the nearest thousandth
10. 0.5603 rounded to the nearest tenth
1. 0.318 rounded to the nearest hundredth
2. 0.444 rounded to the nearest hundredth
3. 0.1042 rounded to the nearest tenth
4. 0.6262 rounded to the nearest thousandth
5. 0.2929 rounded to the nearest thousandth
6. 0.6269 rounded to the nearest hundredth
7. 0.5551 rounded to the nearest hundredth
8. 0.4205 rounded to the nearest thousandth
9. 0.3434 rounded to the nearest hundredth
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 23C ~ Ordering and Comparing Decimals
Name__________________________________________
Period______
Date____________
To change a fraction into a decimal, divide the numerator by the denominator.
1
= 1 ÷ 4 = 0.25
4
1 14 = 1 +
1
= 1 + 0.25 = 1.25
4
Compare each set of fractions and decimals, using >, < or =.
1. 0.5
1
3
2.
1
2
4. 1 83
1.4
5. 4.625
0.5
4 89
3. 0.68
6. 5.1
3
4
5 101
Write out each fraction or decimal in words.
3
7. 4
10
8. 4.3
9. What is the relationship between the word phrases in problems 7 and 8?
Put each set of numbers in order from least to greatest.
10. 2 14 , 2.21, 2.201, 2 13
11. 1.83, 1 54 , 1.803, 1 109
12. 7.075, 7.76, 7 107 , 7 34
13. 5 56 , 5.8, 5 109 , 5.083
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 24C ~ Estimating with Decimals
Name__________________________________________
Period______
Date____________
Use the information in the table to estimate.
Baby’s Age
Nadine
Greyson
Landon
Marissa
3 months old
9.68 pounds
14.88 pounds
13.06 pounds
10.375 pounds
6 months old
13.44 pounds
18.63 pounds
18.19 pounds
15.13 pounds
9 months old
17.25 pounds
21.2 pounds
20.75 pounds
18.94 pounds
1. About how many pounds did Greyson gain from 3 months old to 9 months old?
2. About how many more pounds did Landon gain from 3 months to 6 months than Marissa gained
from 3 months to 6 months?
3. Approximately how many more pounds did Landon gain from 3 months to 9 months than
Greyson gained from 3 months to 9 months?
4. Approximately how much weight did Nadine and Marissa gain altogether from 3 months to 9
months old?
5. At three years of age, Marissa weighed 2.25 times more than she weighed at 6 months old.
Approximately how much did Marissa weigh at 3 years old?
6. At four years of age, Greyson weighed 3.1 times the amount he weighed at 3 months old and
Nadine weighed 2.4 times more than she weighed at 9 months old.
a. Approximately how much did each of them weigh?
b. About how much more did Greyson weigh than Nadine at four years old?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 25C ~ Adding and Subtracting with Decimals
Name__________________________________________
Period______
Use the information in the table below to solve each problem.
Celery: $0.59 per pound
Peaches: $0.82 per pound
Chicken: $1.69 per pound
Ground Beef: $1.88 per pound
Date____________
Apples: $1.19 per pound
Pork Roast: $2.39 per pound
Milk: $1.99 per gallon
Cheese: $2.99 per pound
Eggs: $1.44 per dozen
Bread: $0.99 per loaf
Hamburger Buns: $0.76 per package
Muffins: $2.50 per package
1. Peter went to the store and bought a pound of peaches, a package of hamburger buns, a pound of
ground beef and a pound of cheese. How much did he spend?
2. Nate bought a pound of chicken, a gallon of milk and a package of muffins. Nolan bought a
pound of pork roast, a dozen eggs and a pound of cheese. How much more did Nolan spend than
Nate?
3. Terri bought a loaf of bread, a dozen eggs and a pound of apples. When she got home, she
realized her bread was past its expiration date, so she returned it and bought a gallon of milk. If
she had a $10 bill to start with, how much money does she have left?
4. Tom bought a pound each of celery, peaches and apples. Dawn bought a pound of pork roast, a
pound of cheese and a package of muffins. If Tom had $5 and Dawn had $10, who had more
change left over?
5. Madalyn bought two loaves of bread, a pound of chicken, a pound of cheese and a package of
muffins. She used a “Buy One Get One Free” coupon for the bread and a $0.60 off coupon for
the cheese. How much did she spend altogether?
6. George both bought a pound of apples, a pound of celery, a gallon of milk and a loaf of bread.
Katelyn bought a pound of peaches, a package of hamburger buns, a pound of ground beef and a
dozen eggs.
a. How much did they spend altogether?
b. How much more did Katelyn spend than George?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 26C ~ Multiplying Decimals
Name__________________________________________
Period______
Date____________
Use the information in the table below to solve each problem.
Celery: $0.62 per pound
Chicken: $2.38 per pound
Peaches: $1.15 per pound
Ground Beef: $2.66 per pound
Apples: $1.09 per pound
Pork Roast: $1.89 per pound
Milk: $2.30 per gallon
Cheese: $3.29 per pound
Eggs: $0.89 per dozen
Bread: $1.12 per loaf
Hamburger Buns: $1.52 per package
Muffins: $3.25 per package
1. Melissa bought 3 pounds of celery, 2 pounds of ground beef and 3 loaves of bread. How much
did she spend in all?
2. Casey bought 6 pounds of chicken, 2 pounds of cheese and 2 gallons of milk. Eilee bought 5
pounds of ground beef, 3 packages of muffins and 4 pounds of peaches.
a. Who spent the most?
b. How much more did they spend than the other person?
3. Andrea bought 2 packages of hamburger buns, 3 pounds of ground beef and 5 pounds of apples.
She had a $20 bill.
a. Did she have enough?
b. If so, how much change did she receive? If not, how much more money does she
need?
4. Carla bought 4 pounds of chicken while it was on sale “Buy one pound, get one pound free.” She
bought 3 packages of muffins because she had three $0.75 cent off coupons. If she had $15 to
spend, how much change would she get back?
5. You have $30 to spend on groceries. Make a grocery list using the items and prices on the table
above, buying multiple pounds of multiple items. (One pound is only allowed to bring final total
closest to $30.) Write the grocery list, number of pounds purchased and final price for each item.
Total the final price of your groceries.
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 27C ~ Dividing Decimals by Whole Numbers
Name__________________________________________
Period______
Date____________
At Sweet Temptations, the following ice cream treats are on the menu.
Menu Item
Sundae with Candy Topping
Chocolate Dipped Brownie Sundae
Waffle Cone Sundae
Chocolate Chip Cookie Sandwich
Caramel Truffle Sundae
Cost
$3.65
$4.19
$3.86
$3.90
$4.27
Use the menu to figure out what each family bought. Show your work.
1. The McNeils spent $10.95 on three ________________________________.
2. The Shanigans spent $12.44 on two ________________________________ and one Chocolate
Chip Cookie Sandwich.
3. The Youngs spent $19.63 on four ________________________________ and one Chocolate
Dipped Brownie.
4. The Kennedys spent $16.18 on two Chocolate Chip Cookie Sandwiches and two
________________________________.
5. The Mesas spent $24.39 on three ________________________________ and three Waffle Cone
Sundaes.
6. The Rempels spent $23.64 on two ________________________________ and two
________________________________ and two ________________________________.
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 28C ~ Dividing Decimals by Decimals
Name__________________________________________
Period______
Date____________
Solve each problem by finding the two decimals that satisfy the given conditions.
1. The sum of two decimals is 1. The product of these decimals is 0.25. The quotient of the two
decimals is 1. What are the two decimals?
2. The difference of two decimals is 0.5. The product of these two decimals is 0.1875. The quotient
of the larger decimal divided by the smaller decimal is 3. What are the two decimals?
3. The product of two decimals is 0.16. The quotient of the larger decimal divided by the smaller
decimal is 4. What are the two decimals?
4. The sum of two decimals is 1.4. The quotient of the smaller decimal divided by the larger decimal
is 0.75. What are the two decimals?
5. The sum of two decimals is 2. The difference is 1. The quotient of the larger decimal divided by
the smaller decimal is 3. What are the two decimals?
6. The product of two decimals is 0.175. The difference is 0.15. The quotient of the smaller decimal
divided by the larger decimal is 0.7. What are the two decimals?
7. The sum of two decimals is 2. The product is 0.4375. The quotient of the larger decimal divided
by the smaller decimal is 7. What are the two decimals?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 29C ~ Measuring Centimeters and Millimeters
Name__________________________________________
Period______
Date____________
When you have measured using centimeters or millimeters, you can find the amount of meters
(m) or kilometers (km) by converting your measurement. You can also convert your
measurements to smaller units (meters to centimeters, kilometers to meters, etc.). Use the
conversion table below to answer the questions.
When converting to larger units, divide ( ÷ ).
10 mm = 1 cm
1000 mm = 1 m
When converting to smaller units, multiply ( × ).
100 cm = 1 m
100,000 cm = 1 km
1000 m = 1 km
1. Scruffy’s dog kennel measured 365.7 centimeters long. How many meters long is the kennel?
Convert to larger units
divide. 365.7 ÷ _______ (number of cm in a m) = __________
2. Taylor ran 5.25 kilometers. How many meters did she run?
Convert to smaller units
multiply. 5.25 × _______ (number of m in a km) = __________
3. Ryan drove 1,874.85 meters. How many kilometers did he drive?
4. Mercedes drove 2,934.25 kilometers. Then she drove back toward her original location, but
stopped after 1,274.5 kilometers. How many meters away from her original location was she?
5. Debra’s land measured 587.21 meters in width.
a. How many centimeters wide was her land?
b. How many kilometers wide was her land?
6. Jake walked 14.6 kilometers. Logan walked 12.75 kilometers.
a. How many meters further did Jake walk than Logan?
b. How many centimeters did they walk altogether?
©2010 SMC Curriculum
Oregon Focus on Fractions and Decimals
Lesson 30C ~ Area and Perimeter with Decimals
Name__________________________________________
Period______
Date____________
Objects can be drawn to scale. For example, the rectangle below is a drawing of a backyard
which is drawn to scale. This means that while it looks like each portion of the side is about 0.5
centimeters, 0.5 centimeters on the drawing is equal to 5.75 meters on the actual backyard.
To find the perimeter and area of the actual backyard use the scale:
Scale:
0.5 cm
5.75 × 3 = 17.25 m
= 5.75 m
Perimeter = 17.25 + 23 + 17.25 + 23 = 80.5 meters
5.75 × 4 = 23 m
Area = 17.25 × 23 = 396.75 square meters
Measure each shape to the nearest half centimeter. Find each perimeter and area using the
scale given. Don’t forget to label your answers
1.
Scale:
0.5 cm = 2.5 cm
Perimeter = _______________
Area = _______________
2.
Scale:
0.5 cm = 9.2 m
Perimeter = _______________
Area = _______________
3.
Perimeter = _______________
Scale:
0.5 cm = 3.65 km
4.
©2010 SMC Curriculum
Area = _______________
Scale:
0.5 cm = 7.3 cm
Perimeter = _______________
Area = _______________
Oregon Focus on Fractions and Decimals