Least Common Denominator

EACH CHAPTER INCLUDES: • Prescriptive targeted strategic intervention charts. • Student activity pages aligned to the Common Core State Standards. • Complete lesson plan pages with lesson objectives, getting started activities, teaching suggestions, and questions to check student understanding.

Grade 5

Targeted Strategic Intervention

Grade 5, Chapter 9

Based on student performance on Am I Ready?, Check My Progress, and Review, use these charts to select the strategic intervention lessons found in this packet to provide remediation.

Am I Ready? If Then Where is this Students miss use this Strategic Concept concept in Exercises… Intervention Activity… My Math?

9-A: Find the Greatest Chapter 8, 1-7 Simplest form 5.NF.5 Common Factor Lesson 3

Prep for Grade 4, 8-14 9-B: Mixed Numbers Improper fractions Chapter 8, 5.NF.4 Lesson 10

Check My Progress 1 If Then Where is this Students miss use this Strategic Concept concept in Exercises… Intervention Activity… My Math? Prep for Chapter 9, 3-5 9-C: Fraction of a Whole Round fractions 5.NF.2 Lesson 1

9-D: Common Add like and unlike 5.NF.1, Chapter 9, 6-11 Denominators fractions 5.NF.2 Lessons 2 and 5

9-E: Fractions in Subtract like Chapter 9, 12-14 5.NF.2 Simplest Form fractions Lesson 3

Check My Progress 2 If Then Where is this Students miss use this Strategic Concept concept in Exercises… Intervention Activity… My Math?

9-F: Subtract Like Subtract unlike 5.NF.1, Chapter 9, 5-7 Fractions fractions 5.NF.2 Lesson 7

9-G: Estimate the Value Estimate sums and Chapter 9, 8-10 5.NF.2 of Fractions differences Lesson 9

Review If Then Where is this Students miss use this Strategic Concept concept in Exercises… Intervention Activity… My Math? 9-H: Fractions on a Prep for Chapter 9, 6-8 Round fractions Number Line 5.NF.2 Lesson 1

9-I: Least Common 5.NF.1, Chapter 9, 9-17 Add fractions Denominator 5.NF.2 Lessons 2 and 5

9-J: Simplest Form and Estimate and 5.NF.1, Chapter 9, 18-23 Common Denominators subtract fractions 5.NF.2 Lessons 3 and 7

Name

Find the Greatest Common Factor Lesson 9-A

List the factors. What Can I Do? I want to find the greatest What are the factors of 12 and 18? common factor of two numbers. Factors of 12 1 × 12, 2 × 6, 3 × 4

Factors of 18 1 × 18, 2 × 9, 3 × 6

List the factors in order for each number. 12 1, 2, 3, 4, 6, 12 18 1, 2, 3, 6, 9, 18 Find the common factors. 1, 2, 3, 6 are factors of both 12 and 18. Find the greatest common factor (GCF). 6 is the greatest common factor of both 12 and 18.

List factors.

1. List factors of 10.

2. List factors of 15.

3. List factors of 20.

Find the common factors of each pair of numbers. 4. 10 and 15 5. 15 and 20 6. 10 and 20

Find the greatest common factor for each pair of numbers.

7. 10 and 15 8. 15 and 20 9. 10 and 20 Inc. © The McGraw-Hill Companies, Copyright

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Find the Greatest Common Factor Lesson 9-A Lesson Goal • Find the common factors and List the factors. greatest common factor (GCF) of What Can I Do? I want to find the greatest What are the factors of 12 and 18? two numbers. common factor of two numbers. What the Student Needs to Factors of 12 1 × 12, 2 × 6, 3 × 4 Know Factors of 18 1 × 18, 2 × 9, 3 × 6 • Find factors. List the factors in order for each number. • Find the greatest number in a 12 1, 2, 3, 4, 6, 12 group of numbers. 18 1, 2, 3, 6, 9, 18 Find the common factors. Getting Started 1, 2, 3, 6 are factors of both 12 and 18. • Have students think of as many Find the greatest common factor (GCF). pairs of numbers as they can that 6 is the greatest common factor of both 12 and 18. have the following products.

9 (1×9, 3×3) List factors. 14 (1×14, 2×7) 1. List factors of 10. 1, 2, 5, 10

27 (1×27, 3×9) 2. List factors of 15. 1, 3, 5, 15

What Can I Do? 3. List factors of 20. 1, 2, 4, 5, 10, 20 Read the question and the response. Find the common factors of each pair of numbers. Then read and discuss the examples. 4. 10 and 15 1, 5 5. 15 and 20 1, 5 6. 10 and 20 1, 2, 5, 10 Ask: • How were the factors of 12 found? Find the greatest common factor for each pair of numbers. (Find pairs of numbers that have 7. 10 and 15 5 8. 15 and 20 5 9. 10 and 20 10 Inc. © The McGraw-Hill Companies, Copyright 12 as their product.) • How can you find the common factors of 12 and 18? (Look for numbers that are listed as factors for both 12 and 18.)

• How can you tell 6 is the greatest 276_S_G5_C09_SI_119817.indd 276 12/07/12 5:41 PM common factor? (If 6 is compared to the other common factors 1, 2 WHAT IF THE STUDENT NEEDS HELP TO and 3, 6 is the largest number.) Try It Find Factors Find the Greatest Number • Ask: Can the greatest common • Have the student think of pairs in a Group of Numbers factors of two numbers be one of of numbers that multiply togeth- • Tell the student to draw a the two numbers? (Yes, for er to receive a product. Remind number line and then locate example: the greatest common him or her that the numbers each number on the line. factor of 6 and 24 is 6.) that are multiplied together are Remind the student that the • Have students share their called factors. For example, greatest number is the number strategy for finding the greatest in the number sentence that is farthest to the right on common factor. 6 × 3 = 18, the factors are 6 the number line. and 3. • Review ordering numbers. Have • Provide practice with students compare the digits in multiplication facts the student the greatest place first, then the has not yet mastered. digits in the next place, and so on.

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Mixed Numbers Lesson 9-B

Write a number and a fraction. What Can I Do? I want to write mixed A mixed number includes a whole number and a numbers. fraction. The whole number shows the number of wholes. The fraction shows the number of remaining parts. To write the mixed number, write the whole number and the fraction together. Write the whole number first.

This model shows 2 whole rectangles shaded. 1 __ It also shows 4 rectangle shaded. All together, the model shows the mixed 1 __ number 2 4.

Complete each sentence. Then write each mixed number.

1. 2.

There are wholes. There is whole.

The fraction is . The fraction is .

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Complete each sentence. Then write each mixed number. Lesson 3. 4. 9-B

There are wholes. There are whole.

The fraction is . The fraction is .

The mixed number is . The mixed number is .

Write each mixed number.

5. 6.

7. 8.

9. 10.

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-B Name

Mixed Numbers Lesson 9-B Lesson Goal • Model and write mixed numbers. Write a number and a fraction. What Can I Do? I want to write mixed A mixed number includes a whole number and a What the Student Needs to numbers. fraction. The whole number shows the number of wholes. The fraction shows the number of Know remaining parts. • Model whole numbers and To write the mixed number, write the whole fractions. number and the fraction together. Write • Understand that mixed numbers the whole number first. combine a whole number and a This model shows fraction. 2 whole rectangles shaded. 1 It also shows __ rectangle Getting Started 4 shaded. • Review fractions with students. All together, the model shows the mixed 1 Draw a square on the board and number 2__ . divide it into four equal parts. 4 3 __ Complete each sentence. Then write each mixed number. Write 4 on the board. Ask: How can 3 __ 1. 2. I shade 4 of this square? (Shade 3 3 __ out of the 4 parts.) Is 4 more or less 3 __ than 1? (less) Is 4 more or less than 0? (more) There are 3 wholes. There is 1 whole. 1 2 • Draw a number line on the board. __ __ 2 3 Label 0, 1, 2, 3, and 4. Ask: Where The fraction is . The fraction is . 1 2 1 3__ 1__ __ The mixed number is 2 . The mixed number is 3 . do you think 2 2 is on this number line? (Students should indicate Inc. © The McGraw-Hill Companies, Copyright halfway between 2 and 3.) Where is 1 __ 3 2 ? (halfway between 3 and 4) What Can I Do? Read the question and the response.

Then read and discuss the example. 278_279_S_G5_C09_SI_119817.indd 278 12/07/12 7:01 PM Ask: • What is a mixed number? (A mixed WHAT IF THE STUDENT NEEDS HELP TO number is a number that includes a whole number and a fraction.) Are all mixed numbers greater Model Whole Numbers • Review modeling fractions. than 1? (Yes) Why? (Because they and Fractions Write these fractions on the 1 3 5 3 all have a whole number, which is ______• Have the student practice board: 2 , 5 , 8 , 10 and have 1 or greater, plus a fraction.) modeling whole numbers. the student describe how to 4 • Have students look at the model of Write the fraction __ on the show each fraction. Remind the 1 4 __ board and draw a circle divided student that the numerator of 2 4 . How does this model show the into four parts. Ask: How can a fraction tells how many parts whole number 2? (Two whole 4 __ rectangles are shaded.) How does you shade this circle to show 4? are shaded in the whole. The 1 (Color all four parts.) the model show the fraction __ ? (One denominator tells how many 4 4 __ total parts make up the whole. quarter, or one fourth, of the third Write 4 = 1 on the board. rectangle is shaded.) Explain that when you shade an entire shape, it can represent one whole number. Add another circle divided into four parts and shade all four parts. Ask: What whole number do these two circles show? (2) Repeat with other whole 5 3 8 ______numbers, such as 5 , 3 , and 8 .

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Complete each sentence. Then write each mixed number. Lesson 9-B 3. 4. • Review the meaning of mixed numbers by writing these numbers 1 5 __ __ on the board: 5, 4 2, 6, and 3 6 . Have students identify the mixed 2 4 There are wholes. There are whole. __1 __5 5 3 numbers (4 , 3 ) and explain why __ __ 2 6 The fraction is 6 . The fraction is 4 . they are mixed numbers. 5 3 2__ 4__ The mixed number is 6 . The mixed number is 4 . Try It Write each mixed number. • Ask a volunteer to read each 5. 6. exercise aloud and complete the sentences below the models. • You may wish to have students use 1 1 fraction manipulatives to model each 2__ 3__ 3 4 mixed number in Exercises 1–4. 7. 8. Power Practice

1 7 • Help students answer Exercises 1__ 4__ 6 8 5–12 by following this strategy. 9. 10. First, count the number of wholes shown. Write that number as the 3 1 first part of the mixed number. 1__ 3__ 5 3 Then, look at the shape that is only 11. 12. partly shaded. Write the fraction that names the shaded area. Put

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Understand that Mixed Complete the Power Numbers Combine a Practice Whole Number and a • Encourage the student to use Fraction fraction manipulatives to model • Help the student visualize the mixed numbers in the mixed numbers by creating exercises. concrete models. Cut three • Emphasize that different identical squares out of models can show the same construction paper. Ask: How mixed number. Have the many squares do I have? (3) Fold student draw four circles one square in half and cut along divided into quarters and four the fold. Discard one half and squares divided into quarters. 1 __ show the remaining half with Ask him or her to shade 3 4 the other squares. How many of the circles. Then have the 1 __1 __ student shade 3 of the squares squares do I have now? (2 2) Have 4 the student name the parts of in a different way. the mixed number. (the whole 1 __ number 2 and the fraction 2 ) Have the student create paper models to show and write other mixed numbers. Lesson 9-B

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Fraction of a Whole Lesson 9-C

To identify the fraction of a whole, first What Can I Do? count the number of equal parts in the whole. I want to find the fraction Then count the number of shaded parts. of a whole. numerator = number of shaded parts denominator number of equal parts What fraction of the rectangle is shaded? The rectangle has 8 equal parts. 5 parts 5 __ are shaded. So, 8 of the rectangle is shaded.

Write a fraction for the shaded part.

1. 2.

_____ 6 _____ 8

3. 4.

______9 12

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Write a fraction for the Lesson shaded part. 9-C

Picture This! Each player will need several sheets of graph paper and a 8. pencil or crayon. • Each player makes a large rectangle or square on the graph paper. The figure should have from 10 to 100 equal-sized 9. squares. • Each player shades a design inside his or her rectangle or square. Players can make any type of design, including letters 10. or numbers. They must be sure to completely shade the equal-sized squares within their figures. Have them count the number of squares as they 11. shade the figure. Then have them record the fraction of the whole that the figure takes up on a different sheet of paper. • Players should make several designs, using larger rectangles 12. or squares with different numbers of equal parts. • Players may then exchange designs and write the number of equal parts each figure 13. represents. The player who Copyright © The McGraw-Hill Companies, Inc. The McGraw-Hill Companies, © Copyright correctly identifies the most fractions wins.

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-C Name Fraction of a Whole Lesson 9-C Lesson Goal • Find the fraction of a whole. To identify the fraction of a whole, first What Can I Do? count the number of equal parts in the whole. I want to find the fraction Then count the number of shaded parts. What the Student Needs to of a whole. numerator = number of shaded parts Know denominator number of equal parts • Read a fraction from a diagram. What fraction of the rectangle is shaded? • Recognize the numerator and the The rectangle has denominator of a fraction. 8 equal parts. 5 parts 5 __ are shaded. So, 8 of the rectangle is Getting Started shaded. • Find out whether students can draw a diagram to represent a fraction. For example, ask: Write a fraction for the shaded part. 1 __ 1. 2. • Consider the fraction 2. Can you 1 draw a diagram that shows __ ? 4 2 _____ 3 6 _____ (Check students’ diagrams. Some 8 1 __ of the diagrams may show 2 of a 1 __ whole and some may show 2 of a 3. 4. group.) 7 1 ______• Have volunteers copy some of 9 12 their diagrams on the board. Discuss how the drawings are different and how they are similar. 5. 6.

For example, if applicable, have 4 5 Inc. © The McGraw-Hill Companies, Copyright ______students distinguish between the 5 1 7 __ drawings that show 2 of a whole 1 __ and the drawings that show 2 of a group. • Then have students focus on one 1 of the drawings that shows __ of a 2 282_283_S_G5_C09_SI_119817.indd 282 12/07/12 6:06 PM whole. Ask: 1 • In the fraction __ , what part of the 2 WHAT IF THE STUDENT NEEDS HELP TO fraction is the “1”? The “2”? (the numerator; the denominator) Read a Fraction from Recognize the Numerator What Can I Do? a Diagram and the Denominator of a Read the question and the response. • Have the student trace over Fraction Then read and discuss the example. and copy the diagram without • Have the student focus on the Ask: shading any of the parts of the meaning of the denominator • What if you want to write a fraction figure but including all of the by counting the number of for the part of the rectangle that lines that show how the figure equal parts. Suggest that the is not shaded? Which part of the is divided into equal parts. Tell student record this number fraction would change? Which part the student that the number of first. The numerator is written would not change? (The numerator parts in the diagram represents above the denominator and is would change, but the denominator the denominator of the fraction. the number of parts that are would not change.) • Then have the student use a shaded or identified in some • What is the fraction for the part of the crayon to shade the figure so other characteristic of interest. 3 rectangle that is not shaded? (__ ) that it corresponds to the 8 original diagram. The number of parts the student shades is the numerator.

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Write a fraction for the Lesson shaded part. 9-C • Have students summarize the 5 relationship between the __ 7. 8 numerator and the denominator of a fraction. Ask: Picture This! Each player will need several • Which part of a fraction always tells 1 __ sheets of graph paper and a the total number of equal parts in a 8. 4 pencil or crayon. whole? (the denominator) • Each player makes a large rectangle or square on the • Which part of the fraction tells the graph paper. The figure should 3 number of equal parts that you are ___ have from 10 to 100 equal-sized 9. 10 squares. describing or shading with respect to • Each player shades a design the whole? (the numerator) inside his or her rectangle or square. Players can make any 2 Try It __ type of design, including letters 10. 5 or numbers. They must be sure • Have students tell whether the to completely shade the equal-sized squares within numerator or the denominator their figures. Have them count is missing in each exercise. Then 7 the number of squares as they ___ have students explain how to find 11. 12 shade the figure. Then have them record the fraction of the the number to complete the whole that the figure takes up on a different sheet of paper. fraction. 5 • Players should make several ___ 12 designs, using larger rectangles Power Practice 12. or squares with different numbers of equal parts. • Have students complete the • Players may then exchange practice items. Then review each designs and write the number 4 answer. __ of equal parts each figure 13. 9 represents. The player who Copyright © The McGraw-Hill Companies, Inc.The McGraw-Hill Companies, © Copyright • Encourage students to explain correctly identifies the most fractions wins. how they found the numerator and denominator of each fraction. Learn with Partners & Parents 282_283_S_G5_C09_SI_119817.indd 283 12/07/12 6:07 PM • Emphasize that each figure must be made of equal-sized parts to WHAT IF THE STUDENT NEEDS HELP TO be able to correctly identify a fraction of a whole. • Encourage students to look Complete the Power for patterns or number the Practice squares to help them count the • Discuss each incorrect answer. number of shaded parts or the Have the student explain how total number of equal parts. he or she identified each • You can enrich the activity fraction. The student may not by having students write the see immediately how many fractions in simplest form. parts are shaded. Point out that the location of shaded parts within the figure does not affect how many are shaded.

Lesson 9-C

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Common Denominators Lesson 9-D

Find the least common denominator. 1 3 What Can I Do? __ __ Find a common denominator for 6 and 4. I want to find a First, list the multiples of each denominator. common denominator for two fractions. Circle the least common multiple. Multiply by 1 2 3 4 5 6

Multiples of 6 6 12 18 24 30 36

Multiples of 4 4 8 12 16 20 24

The least common multiple of 6 and 4 is 12. 1 3 __ __ A common denominator for 6 and 4 is 12. Find the multiples of each denominator. Then, find the least common denominator for each pair of fractions. 2 1 1 5 1. __ and __ 2. __ and __ 3 2 9 6 Multiples of 3 Multiples of 9

Multiples of 2 Multiples of 6 The least common The least common denominator is . denominator is .

Find the multiples of each denominator.

Then circle the number that is a common denominator for the two fractions. 1 2 3. __ and __ 2 3 4 5 6 6 3 3 1 4. __ and __ 4 6 8 12 14 4 3 4 1 Inc. © The McGraw-Hill Companies, Copyright 5. __ and __ 4 5 10 15 25 5 2 1 5 6. __ and __ 10 8 6 4 2 2 8

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-D Name Common Denominators Lesson 9-D Lesson Goal • Find the common denominator Find the least common denominator. 1 3 What Can I Do? Find a common denominator for __ and __ . for two fractions. 6 4 I want to find a First, list the multiples of each denominator. common denominator for What the Student Needs to two fractions. Circle the least common multiple. Know Multiply by 1 2 3 4 5 6 • Find the common multiples for Multiples of 6 6 12 18 24 30 36 two numbers. Multiples of 4 4 8 12 16 20 24

Getting Started The least common multiple of 6 and 4 is 12. 1 3 __ __ Ask students to write equivalent A common denominator for 6 and 4 is 12. fractions for each fraction. Find the multiples of each denominator. Then, find the 1 2 least common denominator for each pair of fractions. • __ example: ___ 2 1 1 5 6 ( 12) 1. __ and __ 2. __ and __ 3 2 9 6 3 9 • __ example: ___ Multiples of 3 3, 6, 9, 12 Multiples of 9 9, 18, 27, 36 4 ( 12) Multiples of 2 2, 4, 6, 8 Multiples of 6 6, 12, 18, 24 2 4 • __ example: __ The least common The least common 3 ( 6) denominator is 6 . denominator is 18 .

__1 __3 Find the multiples of each denominator. • example: 2 ( 6) Then circle the number that is a common denominator for the two fractions. __2 ___4 • example: 1 2 9 18 3. __ and __ 2 3 4 5 6 ( ) 6 3 3 1 __1 ___3 4. __ and __ 4 6 8 12 14 • example: 4 3

5 ( 15) Inc. © The McGraw-Hill Companies, Copyright 4 1 5. __ and __ 4 5 10 15 25 5 2 1 5 6. __ and __ 10 8 6 4 2 What Can I Do? 2 8 Read the question and the response. Then read and discuss the examples. Ask:

• What is another common 286_S_G5_C09_SI_119817.indd 286 12/07/12 6:12 PM 1 3 __ __ denominator for 6 and 4? (24) • What is the least common WHAT IF THE STUDENT NEEDS HELP TO 1 3 __ __ denominator for 6 and 4? (12) Try It Find the Common Complete the Power • Tell students that the least Multiples for Two Practice common denominator for a pair of Numbers • Discuss each incorrect answer. fractions is the least common • Remind the student that he or Have the student circle the multiple of the two denominators. she can use a number line or denominators. Explain that it is • Have students complete the skip counting to find multiples the denominators for which he exercises. Then ask volunteers to of each of the two numbers. or she needs to find common explain how they found the least Tell him or her to write down multiples. common denominator for the multiples as they count. • Have the student find the Exercises 1–2. • The student should recall that multiples for each they can find multiples by denominator and circle the Power Practice finding the product of a least common multiple. • Have students complete the number and each of the digits practice. Then review each answer. 1, 2, 3, 4, and so on. It may help • Ask students to share their the student to list the factors methods for choosing the and the products in a table. common denominator for the two Then circle all the common fractions in each exercise. multiples.

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Fractions in Simplest Form Lesson 9-E

You can write a fraction in simplest form by What Can I Do? dividing the numerator and denominator by a common factor. I want to write a fraction in simplest form. 30 ___ Common factors of 30 and 36 36 are 1, 2, 3, and 6.

30 3 10 10 2 5 ______÷ ______÷ __ 36 ÷ 3 = 12 = 12 ÷ 2 = 6

Not in simplest form. Simplest form. You can find the simplest form of a fraction in one step by using the greatest common factor (GCF). The GCF of 30 and 36 is 6. 30 6 5 ______÷ __ 36 ÷ 6 = 6

Use the GCF to write each fraction in simplest form.

18 18 ÷ 9 12 12 ÷ 12 ______1. 27 = 27 ÷ 9 = 2. 48 = 48 ÷ 12 =

9 9 ÷ 3 6 6 ÷ 2 ______3. 12 = 12 ÷ 3 = 4. 10 = 10 ÷ 2 =

Write each fraction in simplest form.

16 16 ÷ 4 9 9 ÷ 3 ______5. 20 = 20 ÷ 4 = 6. 24 = 24 ÷ 3 =

12 12 ÷ 2 10 10 ÷ 5 ______7. 14 = 14 ÷ 2 = 8. 15 = 15 ÷ 5 =

___20 ______20 ÷ 5 ___12 ______12 ÷ 4

Inc. © The McGraw-Hill Companies, Copyright 9. 35 = 35 ÷ 5 = 10. 20 = 20 ÷ 4 =

12 12 ÷ 6 9 9 ÷ 3 ______11. 30 = 30 ÷ 6 = 12. 21 = 21 ÷ 3 =

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Program: SI_Chart Component: SE PDF 2nd Vendor: Laserwords Grade: 5 USING LESSON 9-E Name Fractions in Simplest Form Lesson 9-E Lesson Goal • Write a fraction in simplest form. You can write a fraction in simplest form by What Can I Do? dividing the numerator and denominator by a common factor. What the Student Needs I want to write a fraction in simplest form. 30 ___ Common factors of 30 and 36 to Know 36 are 1, 2, 3, and 6.

• Recognize a fraction in simplest 30 3 10 10 2 5 ______÷ = ___ = ______÷ = __ form. 36 ÷ 3 12 12 ÷ 2 6 • List common factors of pairs of Not in simplest form. Simplest form. numbers. You can find the simplest form of a fraction in one step by using the greatest common factor Getting Started (GCF). The GCF of 30 and 36 is 6. 30 6 5 ______÷ __ Find out what students know about 36 ÷ 6 = 6 factors. Ask: Use the GCF to write each fraction in simplest form. • What are the factors of 8? (1, 2, 4, 8) __2 __1 18 18 ÷ 9 12 12 ÷ 12 ______3 ______4 • How do you find the factors of a 1. 27 = 27 ÷ 9 = 2. 48 = 48 ÷ 12 = number? (Possible answer: When __3 __3 9 9 ÷ 3 6 6 ÷ 2 you divide a whole number by one 3. ___ = ______= 4 4. ___ = ______= 5 of its factors, the quotient will not 12 12 ÷ 3 10 10 ÷ 2 have a remainder.) Write each fraction in simplest form. __4 __3 16 16 ÷ 4 9 9 ÷ 3 ______5 ______8 What Can I Do? 5. 20 = 20 ÷ 4 = 6. 24 = 24 ÷ 3 = Read the question and the response. __6 __2 12 12 ÷ 2 10 10 ÷ 5 ______7 ______3 Then read and discuss the 7. 14 = 14 ÷ 2 = 8. 15 = 15 ÷ 5 = examples. Ask: 4 3 ______20 ______20 ÷ 5 7 ___12 ______12 ÷ 4 5

Inc. © The McGraw-Hill Companies, Copyright • How can you find the common 9. 35 = 35 ÷ 5 = 10. 20 = 20 ÷ 4 = factors and the GCF of a pair of __2 __3 12 12 ÷ 6 9 9 ÷ 3 numbers? (Possible answer: List 11. ___ = ______= 5 12. ___ = ______= 7 the factors of both numbers. Then 30 30 ÷ 6 21 21 ÷ 3 write the factors that are on both lists. The GCF is the greatest number that appears on the lists for both factors.) 288_S_G5_C09_SI_119817.indd 288 7/18/12 10:11 AM • How can you recognize when a fraction is in simplest form? WHAT IF THE STUDENT NEEDS HELP TO (Possible answer: When the GCF of the numerator and the denominator is 1.) Recognize a Fraction in List Common Factors of • Why do you divide the numerator Simplest Form Pairs of Numbers and the denominator by the same • Provide the student with a list • Have the student list all of the number to write the fraction in of fractions. Have the student factors of each number sepa- simplest form? (To find the use a checklist showing the rately. Then have the student equivalent fraction.) numbers 2, 3, 5, and 6 to compare the numbers in both Try It decide if the numerator and the lists to find the factors common denominator can be divided by in both numbers. • Have students verify that the any of those numbers. If there divisors in Exercises 1–4 are the are two checks in a column GCFs for each fraction. Have them Complete the Power (one for the numerator and list the factors, the common Practice one for the denominator) the factors, and the GCF for the • Discuss each incorrect answer. fraction is not in simplest form. numerator and denominator of Have the student show each step each fraction. used to simplify the fraction. Power Practice • Have students complete the practice items. Then review each answer.

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Program: SI_Chart Component: TE PDF 2nd Vendor: Laserwords Grade: 5 Name Subtract Like Fractions Lesson 9-F Use drawings to subtract. Write each difference in simplest form.

3 5 2 1. __ - __ 1 = 2. __ - __ = 4 4 7 7

4 2 9 2 3. __ - __ = 4. ___ - ___ = 6 6 10 10

Circle the simplest form of the correct answer. 6 3 3 9 1 2 8 5. ___ - ___ = ___ 3 6. ___ - ___ = __ ___ 11 11 11 12 12 3 12 8 2 6 2 2 1 7. __ - __ = __ __ 8. __ - __ = 1 __1 9 9 9 3 3 3 3

Subtract. Write each difference in simplest form.

6 2 6 1 9. ___ - ___ = 10. __ - __ = 10 10 8 8 3 2 13 2 11. __ - __ = 12. ___ - ___ = 5 5 14 14 9 6 80 25 13. ___ - ___ = 14. ____ - ____ = 12 12 100 100 11 6 7 1 15. ___ - ___ = 16. __ - __ = 12 12 9 9

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-F Name Subtract Like Fractions Lesson 9-F Lesson Goal Use drawings to subtract. Write each difference in • Subtract fractions with common simplest form. 2__ __1 3 3 = 5 2 __ denominators. 1. __ - __ 1 = 4 2 2. __ - __ = 7 4 4 7 7 What the Student Needs to Know __2 __1 ___7 • Subtract like fractions. 4 2 = 9 2 3. __ - __ = 6 3 4. ___ - ___ = 10 6 6 10 10 Getting Started • Write the following equation on 5 3 __ __ the board: 8 - 8 • Do the fractions have common Circle the simplest form of the correct answer. 6 3 3 9 1 2 8 denominators? (Yes) What is the 5. ___ - ___ = ___ 3 6. ___ - ___ = __ ___ common denominator? (8) 11 11 11 12 12 3 12 5 __8 __2 __6 __2 __2 __1 __1 __ 7. - = 8. - = 1 • Is the fraction 8 written in simplest 9 9 9 3 3 3 3 form? (Yes) 3 Subtract. Write each difference in simplest form. • Is the fraction __ written in simplest 8 ___4 = __2 5__ 6 2 6 1 form? (Yes) 9. ___ - ___ = 10 5 10. __ - __ = 8 10 10 8 8 • Provide additional examples of 1__ ___11 3 2 13 2 11. __ - __ = 5 12. ___ - ___ = 14 identifying common denominators 5 5 14 14 when subtracting fractions. ___3 = __1 ____55 = ___11 9 6 80 25 13. ___ - ___ = 12 4 14. ____ - ____ = 100 20 12 12 100 100 Teach ___5 __6 = __2 11 6 7 1 15. ___ - ___ = 12 16. __ - __ = 9 3 Read and discuss Exercise 1 at the top 12 12 9 9

Copyright © The McGraw-Hill Companies, Inc.The McGraw-Hill Companies, © Copyright __2 = __1 ___5 of the page. 5 3 8 3 17. __ - __ = 6 3 18. ___ - ___ = 12 • How many parts of the square do we 6 6 12 12 3 __ need to shade to show 4? (3 parts) • How many parts of the square do we need to cross out to show we are 1 __ taking away 4 ? (1 part) • How many shaded parts are not 290_S_G5_C09_SI_119817.indd 290 7/17/12 11:20 AM crossed out? (2) What fraction 2 __ represents this shaded part? ( 4 ) WHAT IF THE STUDENT NEEDS HELP TO • Let’s check to make sure the fraction is in simplest form. Subtract Like Fractions • Let’s check to make sure the • What are the factors of 2? (1, 2) fraction is in simplest form. What are the factors of 4? (1, 2, 4) • For this activity, the student will use drawings to model • What are the factors of 6? • What is the greatest factor the subtracting like fractions. (1, 2, 3, 6) What are the factors numbers have in common? (2) • The students will start by of 8? (1, 2, 4, 8) • We need to divide the numerator modeling the number • What is the greatest factor the 7 1 and denominator by 2 to find the sentence __ - __ . numbers have in common? (2) fraction in simplest form. What’s 8 8 2 • Have him or her draw a picture • Divide the numerator and __ 2 ÷ 2? (1) What’s 4 ÷ 2? (2) What is 4 1 of 8 squares. denominator by 2 to find the frac- __ in simplest form? ( 2 ) tion in simplest form. 3 1 1 • How many squares should be • What is __ __ ? (__ ) 7 4 - 4 2 shaded to represent __ ? (7) • What’s 6 ÷ 2? (3) What’s 8 ÷ 2? (4) 8 6 3 What is __ in simplest form? (__ ) Practice • How many squares should be 8 4 crossed out to show we are • Provide additional examples • Read the directions and have 1 taking away __ ? (1) for the student to draw or use students complete Exercises 2 8 manipluatives to practice through 18. Check their work. • How many shaded parts are not crossed out? (6) subtracting fractions with • What fraction represents the common denominators. 6 __ shaded part? ( 8 )

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5 Name Estimate the Value of Fractions Lesson 9-G 1 __ Estimate the value of each fraction as 0, 2 , or 1. Shade fraction models to help you. 1 4 1. __ 2. __ 8 5

3 5 3. ___ 4. __ 20 9

4 7 5. __ 6. ___ 7 12

Use a number line to estimate the value of each fraction. 1 __ Label the number line and round to 0, 2 , or 1. 1 5 7. __ 8. __ 9 6

01 01

6 2 9. ___ 10. __ 10 5

01 01

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-G Name Estimate the Value of Fractions Lesson 9-G 1 Lesson Goal Estimate the value of each fraction as 0, __ , or 1. 1 2 __ • Round fractions to 0, 2 , or 1. Shade fraction models to help you. 1 4 1. __ 0 2. __ 1 What the Student Needs 8 5 to Know

• Plot points on a number line. __1 3 5 • Round fractions by comparing 3. ___ 0 4. __ 2 with models. 20 9

Getting Started __1 __1 __3 4 7 • Write the fraction on the board. 5. __ 2 6. ___ 2 7 7 12 • Ask student volunteers to identify the numerator (3) and denominator (7) in the fraction. Use a number line to estimate the value of each fraction. 1 __ • Draw a rectangular model divided Label the number line and round to 0, 2 , or 1. into seven equal sections. 1 5 7. __ 0 8. __ 1 • Why is the model divided into 9 6

seven equal sections for the 01 01 3 fraction __ ? (The model is divided 7 __1 __1 6 2 into 7 sections because the 9. ___ 2 10. __ 2 3 10 5 __ denominator of 7 is 7.) 011 01 • If we used the rectangular model, 2 how many sections should we 3 1 8 __ 11. __ 0 12. __ 1 shade to represent the fraction 7 ? 6 9 (Shade 3 sections because the Inc. © The McGraw-Hill Companies, Copyright numerator is 3.) 01 01 • Continue to model additional fractions as needed. Teach

Read and discuss Exercise 1 at the top 292_S_G5_C09_SI_119817.indd 292 12/07/12 6:29 PM of the page. • How many equal sections is the WHAT IF THE STUDENT NEEDS HELP TO model divided into? (8) • How many sections do we need to 1 Plot Points on a Number is divided into eighths and shade to show __ ? (1 section) 8 Line shade 5 parts. • With one out of eight squares • Then ask him or her to make 1 • Make sure the student 1 __ another model to represent __ . shaded, is the fraction 8 closer to 0, understands how to choose the 2 1 1 __ , or 1? ( __ is closer to 0) beginning and end points of This rectangle should be the 2 8 same size as the first rectangle, 1 the number line. __ • How do you know 8 is closer to 0 but divided into two. 1 1 • Help the student determine the and not __ or 1? (The fractions __ 2 8 number of marks on the number • After the student shades 1 part, 2 __ have him or her label the left and 8 are closer to zero, the line based on the denominator. 3 5 end of the model 0 and the __ __ fractions 8 and 8 are closer to one • Remind him or her to label the 6 7 right end of the model 1. Ask __ __ half, and the fractions 8 and 8 are fractions on the number line the student to compare the 5 1 closer to one.) and to count from left to right models. ( __ is closer to __ ) when plotting points. 8 2 • Have the student compare Practice 1 other fractions to the __ model. • Read the directions as students Round Fractions by 2 complete Exercises 2 through 12. Comparing with Models • Check student work. • Tell the student to draw a 5 __ model of 8 as a rectangle that

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5 Name Fractions on a Number Line Lesson 9-H

Write each numerator on the number line. Start at zero and draw hops to reach the fraction. Circle the fraction.

1 3 1. __ 2. __ 5 4

0 0 or 1 or 1 5 5 5 5 5 4 4 4 4

4 3. __ 7 0 or 1 7 7 7 7 7 7 7

4 4. __ 6 0 or 1 6 6 6 6 6 6

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-H Name Fractions on a Number Line Lesson 9-H Lesson Goal • Identify fractions on a number line. Write each numerator on the number line. Start at zero and draw hops to reach the fraction. Circle the fraction. What the Student Needs 1 3 1. __ 2. __ to Know 5 4 • Understand fractions.

• Count fractions on a number line. 0 1 0 2 3 4 5 or 1 1 2 3 4 or 1 Getting Started 5 5 5 5 5 4 4 4 4 • Show students a ruler or yardstick. Tell them it can be used as a 4 number line. 3. __ 7 0 1 2 3 4 5 6 7 or 1 • Have students view the whole 7 7 7 7 7 7 7 numbers on the ruler/yardstick and how the distance from one end of the ruler to the other is 4 divided into equal parts. 4. __ 6 0 1 2 3 4 5 6 or 1 Teach 6 6 6 6 6 6 Read and discuss Exercise 1 at the top of the page. 2 • On the board, draw a number line 5. __ 8 0 with six tick marks starting at 0 and 1 2 3 4 5 6 7 8 or 1 1 5 8 8 8 8 8 8 8 8 __ __ spaced equally from 5 to 5 . Write a zero (0) at the first tick mark. Copyright © The McGraw-Hill Companies, Inc. © The McGraw-Hill Companies, Copyright • Point to the remaining tick marks and explain to students that every tick mark represents a fraction. • Remind students that a fraction is part of a whole. After zero, label 1 __ the first fraction tick mark 5 . Tell students that this tick mark is the 294_S_G5_C09_SI_119817.indd 294 12/07/12 6:31 PM first part of the whole. WHAT IF THE STUDENT NEEDS HELP TO • Point to the second fraction tick mark. Say: “This is the second part 2 __ of the whole. Label it 5 .” Help Understand Fractions • Have each group present their students label the remaining • Make sure the student fraction observations to the class. fraction tick marks. understands that the Students should describe the • What fraction of the rectangular numerator refers to the total part of the whole or set. 1 model is shaded? __ (5) amount of parts being used • Start at zero and hop until you and the denominator refers to Count Fractions on a 1 __ the total number of parts. Number Line reach 5 . How many hops did you make? (1) What fraction should we • Have students work in small • Display a number line from 1 groups to take a walk around 0 to 20 and count each number. circle? __ (5) the school grounds. • Remind the student to count Practice • Tell students to identify three one number at a time. representations of fractions. • Read the directions as students • Display a number line divided (Ex: types of trees, flowers or complete Exercises 2 through 5. into fifths. bushes, stones or pebbles, • Check student work. • Emphasize the similarity leaves, and colors of birds.) between counting whole • Instruct each group to write their numbers and fractions: 1, 2, 3 1 2 3 examples down. For instance, and __ , __ , __ . they might write, “three of the 5 5 5 five flowers are red.”

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5 Name Least Common Denominator Lesson 9-I

Find the least common multiple (LCM) of 2 1 What Can I Do? the denominators in the fractions __ and __ . 3 5 I want to find the least The denominators are 3 and 5. common denominator of two fractions. Make a list of the multiples of each denominator. × 1 × 2 × 3 × 4 × 5 × 6 × 7 × 8 2 __ 3691215182124 3 1 __ 5 10152025303540 5

Circle the least common multiple that appears on both lists. Use the LCM ‘15’ as the least common denominator. 2 10 1 3 So, __ = ___ and __ = ___ . 3 15 5 15

Use the least common multiple to find the least common denominator (LCD) for each pair or group of fractions. 1 3 1. __ : 3, 6, 2. __ : 5, 10, 3 5

__1 1 : 2, 4, __ : 4, 8, 2 4 LCD: LCD:

__3 5 3. : 4. __ : 8 6

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 Name

Use a separate paper to make Lesson a list of the multiples of each 9-I denominator. Find the least common denominator (LCD) for each pair of fractions.

3 5 1 3 5. __ and ___ 6. __ and __ 4 12 2 4

1 3 1 4 7. __ and __ 8. __ and __ 2 7 2 5

5 3 1 3 9. ___ and __ 10. ___ and __ 16 8 10 4

9 2 5 3 11. ___ and __ 12. __ and __ 10 5 9 4

1 6 3 7 13. __ and __ 14. __ and ___ 3 7 8 12

1 5 2 1 15. __ and __ 16. __ and __ 5 8 3 6

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-I Name Least Common Denominator Lesson 9-I Lesson Goal Find the least common multiple (LCM) of • Find the least common 2 1 What Can I Do? the denominators in the fractions __ and __ . 3 5 denominator for a pair of fractions. I want to find the least The denominators are 3 and 5. common denominator of two fractions. Make a list of the multiples of each denominator. What the Student Needs × 1 × 2 × 3 × 4 × 5 × 6 × 7 × 8 2 to Know __ 3691215182124 3 • Identify the denominator of 1 __ 5 10152025303540 a fraction. 5

• Find the least common multiple Circle the least common multiple that appears on for a pair of numbers. both lists. Use the LCM ‘15’ as the least common Getting Started denominator. 2 10 1 3 Ask students how to find the least So, __ = ___ and __ = ___ . 3 15 5 15 common multiple for a pair of numbers. For example, ask: Use the least common multiple to find the least common

• How would you find the least denominator (LCD) for each pair or group of fractions. 1 3 common multiple (LCM) for 3 1. __ : 3, 6, 9, 12, 15, 18, 21, 24 2. __ : 5, 10, 15, 20, 25, 30, 35, 40 and 5? (List the multiples of 3 and 3 5 __1 1 the multiples of 5. Find the : 2, 4, 6, 8, 10, 12, 14, 16 __ : 4, 8, 12, 16, 20, 24, 28, 32 multiples that are common to both 2 4 3 and 5. Find the least common LCD: 6 LCD: 20 multiple.) __3 5 3. : 8, 16, 24, 32, 40, 48, 56, 64 4. __ : 6, 12, 18, 24, 30, 36, 42, 48 • What is the LCM of 3 and 5? (15) 8 6

__3 __1 : 4, 8, 12, 16, 20, 24, 28, 32 : 3, 6, 9, 12, 15, 18, 21, 24 Inc. © The McGraw-Hill Companies, Copyright What Can I Do? 4 3 Read the question and the response. LCD: 8 LCD: 6 Then read and discuss the example. Ask: • What are the denominators of the 2 1 fractions __ and __ ? (3 and 5) 3 5 296_297_S_G5_C09_SI_119817.indd 296 12/07/12 6:38 PM • What are the first 8 multiples of 3? (3, 6, 9, 12, 15, 18, 21, 24) • What are the first 8 multiples of 5? WHAT IF THE STUDENT NEEDS HELP TO (5, 10, 15, 20, 25, 30, 35, 40) • What multiple is common to both Identify the Denominator Find the Least Common 3 and 5? (15) of a Fraction Multiple for a Pair of • Is 15 the least common multiple of 3 and 5? (Yes.) • Have the student give an Numbers example of a fraction and • Have the student complete a describe the meaning of the table of multiplication facts. numerator and the denominator. • Have the student list the first 8 The student should understand multiples of the numbers from that the denominator tells the 2 through 10, and for 12, 15, total number of equal parts and and 16. Remind the student the numerator tells the number that he or she can use repeated of parts in the group that are addition to find the multiples of specified in some way. larger numbers. • Have the student identify the denominator of each fraction in the Power Practice.

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5 Name

Use a separate paper to make Lesson a list of the multiples of each 9-I denominator. Find the least common denominator (LCD) Try It for each pair of fractions. • For Exercises 1 through 4, have students finish listing the first 8 3 5 1 3 5. __ and ___ 12 6. __ and __ 4 4 12 2 4 multiples of each denominator. Then have students circle the common multiples and identify 1 3 1 4 7. __ and __ 14 8. __ and __ 10 the least common multiple. The 2 7 2 5 least common multiple will be the denominator for each pair. 5 3 1 3 9. ___ and __ 16 10. ___ and __ 20 16 8 10 4 Power Practice • Have students complete the 9 2 5 3 practice items. Then review each 11. ___ and __ 10 12. __ and __ 36 10 5 9 4 answer. Be sure that students have found the least common denominator. 1 6 3 7 13. __ and __ 21 14. __ and ___ 24 3 7 8 12

1 5 2 1 15. __ and __ 40 16. __ and __ 6 5 8 3 6

296_297_S_G5_C09_SI_119817.indd 297 12/07/12 6:38 PM

WHAT IF THE STUDENT NEEDS HELP TO

Complete the Power Practice • Discuss each incorrect answer. Have the student list the multiples of each denominator. Have the student circle the common multiples that appear in each list. Have the student identify the least common denominator.

Lesson 9-I

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5 Name Simplest Form and Common Lesson Denominators 9-J Definition Review A fraction is in simplest form when the numerator and denominator have no common factor greater than 1. Fractions that have the same bottom number have common denominators.

Write each fraction in simplest form.

4 4 ÷ 4 3 3 ÷ 3 1. __ = _____ = 2. __ = _____ = 8 8 ÷ 4 6 6 ÷ 3

2 2 ÷ 2 4 4 ÷ 2 3. ___ = ______= 4. ___ = ______= 16 16 ÷ 2 10 10 ÷ 2

6 6 ÷ 3 4 4 ÷ 4 5. __ = _____ = 6. ___ = ______= 9 9 ÷ 3 12 12 ÷ 4

9 9 ÷ 3 6 6 ÷ 2 7. ___ = ______= 8. ___ = ______= 12 12 ÷ 3 10 10 ÷ 2 Write yes or no to tell if each pair of fractions have common denominators. 2 5 1 2 9. __ and ___ 10. __ and ___ 5 10 6 12 3 5 1 5 11. __ and __ 12. __ and __ 8 8 9 9 4 4 4 2 13. ____ and ___ 14. __ and __ 100 10 8 8 1 2 1 1 15. ___ and ___ 16. __ and ___ 10 10 8 10 Copyright © The McGraw-Hill Companies, Inc. © The McGraw-Hill Companies, Copyright 1 2 1 2 17. ___ and ___ 18. __ and __ 12 12 3 3

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Program: SI_Chart Component: SE PDF Pass Vendor: Laserwords Grade: 5 USING LESSON 9-J Name Simplest Form and Common Lesson 9-J Lesson Goal Denominators • Write fractions in simplest form. Definition Review • Identify common denominators. A fraction is in simplest form when the numerator and denominator have no common factor greater than 1. What the Student Needs Fractions that have the same bottom number have common to Know denominators. • Understand the steps to write Write each fraction in simplest form. fractions in simplest form. __1 __1 4 4 ÷ 4 3 3 ÷ 3 1. __ = _____ = 2 2. __ = _____ = 2 8 8 ÷ 4 6 6 ÷ 3 1 2 Getting Started __ __ 24 ___2 ______2 ÷ 2 8 ___4 ______4 ÷ 2 5 • Let’s show our work to write _ in 3. = = 4. = = 40 16 16 ÷ 2 10 10 ÷ 2 simplest form. __2 __1 6 6 ÷ 3 4 4 ÷ 4 5. __ = _____ = 3 6. ___ = ______= 3 • First, let’s list all the factors of 24 on 9 9 ÷ 3 12 12 ÷ 4 __3 __3 the board. (1 × 24, 2 × 12, 3 × 8, 9 9 ÷ 3 6 6 ÷ 2 7. ___ = ______= 4 8. ___ = ______= 5 and 4 × 6) Put the factors in order 12 12 ÷ 3 10 10 ÷ 2 from least to greatest. (1, 2, 3, 4, 6, 8, Write yes or no to tell if each pair of fractions have common 12, 24) denominators. 2 5 1 2 • Now, let’s list all the factors of 40 on 9. __ and ___ no 10. __ and ___ no the board. (1 × 40, 2 × 20, 4 × 10, 5 10 6 12 3 5 1 5 and 5 × 8) Put the factors in order 11. __ and __ yes 12. __ and __ yes from least to greatest. (1, 2, 4, 5, 8, 8 8 9 9 4 4 4 2 10, 20, 40) 13. ____ and ___ no 14. __ and __ yes 100 10 8 8 • What numbers do 24 and 40 have in 1 2 1 1 15. ___ and ___ yes 16. __ and ___ no common? (Circle the numbers 10 10 8 10

1, 2, 4, 8) Inc. © The McGraw-Hill Companies, Copyright 1 2 1 2 17. ___ and ___ yes 18. __ and __ yes • Out of those numbers 1, 2, 4, and 8, 12 12 3 3 what number is the greatest common factor? (8) • Divide the numerator and 24 denominator of _ by 8. 40 300_S_G5_C09_SI_119817.indd 300 12/07/12 6:50 PM 24 • The fraction _ in simplest 3 40 form is _ . WHAT IF THE STUDENT NEEDS HELP TO 5 Teach 4. From that list, find the Read and discuss Exercise 1 at the top Understand the Steps to Write Fractions in greatest common of the page. factor (GCF). • Since 4 is the greatest common Simplest Form • Work with the student to create 5. Divide the numerator and factor, it will evenly divide into the denominator by the GCF. numerator and denominator. a poster to summarize the steps • Divide the numerator by 4. What is for simplifying fractions. 4 ÷ 4? (1) Divide the denominator • Make sure the student includes by 4. What is 8 ÷ 4? (2) the following points: 4 1 • What is _ in simplest form? _ Simplify a Fraction with the 8 (2) Greatest Common Factor Practice 1. Write the factors of the • Read the directions as students numerator. complete Exercises 2 through 18. 2. Write the factors of the denominator. 3. Find the common factors of the numerator and denominator.

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Program: SI_Chart Component: TE PDF Pass Vendor: Laserwords Grade: 5