Math Triumphs

Authors
Basich Whitney • Brown • Dawson • Gonsalves • Silbey • Vielhaber
Lori Adamski Peek/Getty images

Photo Credits
Cover, i Lori Adamski Peek/Getty images; iv (tl)File Photo, (tc tr)The McGraw-Hill
Companies, (cl c)Doug Martin, (cr)Aaron Haupt, (bl bc)File Photo; v (L to R 1 2 3
4 6 7 8 9 11 12)The McGraw-Hill Companies, (5 10 13 14)File Photo; vii Roy
Ooms/Masterfile; viii Daryl Benson/Masterfile; ix Jeremy Woodhouse/Masterfile;
x Daryl Benson/Masterfile; 2–3 Larry Dale Gordon/Getty Images; 3 (t)Michael
Houghton/StudiOhio, United States coin images from the United States Mint,
(bl)Burke/Triolo Productions/FoodPix/Jupiter Images, (br)Burke/Triolo
Productions/FoodPix/Jupiter Images; 4 (t)Matthias Kulka/zefa/CORBIS,
(b)Comstock Images/Alamy; 5 (l)Dorling Kindersley/Getty Images, (r)Stockdisc/
PunchStock; 7 (t)David Woolley/Getty Images, (bl bcl)Getty Images,
(bcr br)CORBIS; 9 Bonhommet/PhotoCuisine/CORBIS; 11 Envision/CORBIS;
23 Getty Images; 32–33 Boden/Ledingham/Masterfile; 33 (t)Michael Houghton/
StudiOhio, (b)Mark Ransom/RansomStudios; 40 (l)Guy Grenier/Masterfile,
(r)David Young-Wolff/Photo Edit; 41 Envision/CORBIS; 49 Bonhommet/
PhotoCuisine/CORBIS; 59 Envision/CORBIS; 66 Getty Images; 69 Envision/
CORBIS; 76 CORBIS; 83 Eri Morita/Getty Images
Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved. Except as
permitted under the United States Copyright Act, no part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or
retrieval system, without prior permission of the publisher.
Send all inquiries to:

Glencoe/McGraw-Hill
8787 Orion Place
Columbus, OH 43240-4027
ISBN: 978-0-07-878205-3
MHID: 0-07-878205-8
California Math Triumphs
Printed in the United States of America. Volume 2A
1 2 3 4 5 6 7 8 9 10 055/027 16 15 14 13 12 11 10 09 08 07
California Math Triumphs
Volume 1 Place Value and Basic Number Skills

1A Chapter 1 Counting
1A Chapter 2 Place Value
1A Chapter 3 Addition and Subtraction
1B Chapter 4 Multiplication
1B Chapter 5 Division
1B Chapter 6 Integers
Volume 2 Fractions and Decimals

2A Chapter 1 Parts of a Whole
2A Chapter 2 Equivalence of Fractions
2B Chapter 3 Operations with Fractions
2B Chapter 4 Positive and Negative Fractions and Decimals
Volume 3 Ratios, Rates, and Percents

3A Chapter 1 Ratios and Rates
3A Chapter 2 Percents, Fractions, and Decimals
3B Chapter 3 Using Percents
3B Chapter 4 Rates and Proportional Reasoning
Volume 4 The Core Processes of Mathematics

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.
4A Chapter 1 Operations and Equality

4A Chapter 2 Math Fundamentals
4B Chapter 3 Math Expressions
4B Chapter 4 Linear Equations
4B Chapter 5 Inequalities
Volume 5 Functions and Equations

5A Chapter 1 Patterns and Relationships
5A Chapter 2 Graphing
5B Chapter 3 Proportional Relationships
5B Chapter 4 The Relationship Between
Graphs and Functions
Volume 6 Measurement
6A Chapter 1 How Measurements Are Made
6A Chapter 2 Length and Area in the Real World
6B Chapter 3 Exact Measures in Geometry
6B Chapter 4 Angles and Circles
iii
Authors and Consultants
AUTHORS
Frances Basich Whitney Kathleen M. Brown Dixie Dawson

Project Director, Mathematics K–12 Math Curriculum Staff Developer Math Curriculum Leader
Santa Cruz County Office of Education Washington Middle School Long Beach Unified
Capitola, California Long Beach, California Long Beach, California
Philip Gonsalves Robyn Silbey Kathy Vielhaber

Mathematics Coordinator Math Specialist Mathematics Consultant
Alameda County Office of Education Montgomery County Public Schools St. Louis, Missouri
Hayward, California Gaithersburg, Maryland

CONTRIBUTING AUTHORS
Viken Hovsepian Dinah Zike

Professor of Mathematics Educational Consultant,
Rio Hondo College Dinah-Might Activities, Inc.
Whittier, California San Antonio, Texas
CONSULTANTS
Assessment Instructional Planning ELL Support and
and Support Vocabulary
Donna M. Kopenski, Ed.D.
Math Coordinator K–5 Beatrice Luchin ReLeah Cossett Lent
City Heights Educational Collaborative Mathematics Consultant Author/Educational Consultant
San Diego, California League City, Texas Alford, Florida
iv
(tl)File Photo, (tc tr)The McGraw-Hill Companies, (cl c)Doug Martin, (cr)Aaron Haupt, (bl bc)File Photo
California Advisory Board
CALIFORNIA ADVISORY BOARD
Glencoe wishes to thank the following professionals for their invaluable
feedback during the development of the program. They reviewed
the table of contents, the prototype of the Student Study Guide, the
prototype of the Teacher Wraparound Edition, and the professional
development plan.
Linda Anderson Cheryl L. Avalos Bonnie Awes Kathleen M. Brown

4th/5th Grade Teacher Mathematics Consultant Teacher, 6th Grade Math Math Curriculum Staff Developer
Oliveira Elementary School, Retired Teacher Monroe Clark Middle School Washington Middle School
Fremont, California Hacienda Heights, California San Diego, California Long Beach, California
Carol Cronk Audrey M. Day Jill Fetters Grant A. Fraser, Ph.D.

Mathematics Program Specialist Classroom Teacher Math Teacher Professor of Mathematics
San Bernardino City Unified Rosa Parks Elementary School Tevis Jr. High School California State University, Los
School District San Diego, California Bakersfield, California Angeles
San Bernardino, California Los Angeles, California
Eric Kimmel Donna M. Kopenski, Ed.D. Michael A. Pease Chuck Podhorsky, Ph.D.
Mathematics Department Chair Math Coordinator K–5 Instructional Math Coach Math Director
Frontier High School City Heights Educational Aspire Public Schools City Heights Educational
Bakersfield, California Collaborative Oakland, California Collaborative
San Diego, California San Diego, California
Arthur K. Wayman, Ph.D. Frances Basich Whitney Mario Borrayo Melissa Bray
Professor Emeritus Project Director, Mathematics K–12 Teacher K–8 Math Resource Teacher
California State University, Long Santa Cruz County Office of Rosa Parks Elementary Modesto City Schools
Beach Education San Diego, California Modesto, California
Long Beach, California Capitola, CA
v
(L to R 1 2 3 4 6 7 8 9 11 12)The McGraw-Hill Companies, (5 10 13 14)File Photo
California Reviewers
CALIFORNIA REVIEWERS
Each California Reviewer reviewed at least two chapters of the Student
Study Guides, providing feedback and suggestions for improving the
effectiveness of the mathematics instruction.
Bobbi Anne Barnowsky Melody McGuire

Math Teacher 6th and 7th Grade Math Teacher
California College Preparatory Academy McKinleyville Middle School
Oakland, California McKinleyville, California
Eppie Leamy Chung Monica S. Patterson

Teacher Educator
Modesto City Schools Aspire Public Schools
Modesto, California Modesto, California
Judy Descoteaux Rechelle Pearlman

Mathematics Teacher 4th Grade Teacher
Thornton Junior High School Wanda Hirsch Elementary School
Fremont, California Tracy, California
Paul J. Fogarty Armida Picon

Mathematics Lead 5th Grade Teacher
Aspire Public Schools Mineral King School
Modesto, California Visalia, California
Lisa Majarian Anthony J. Solina

Classroom Teacher Lead Educator
Cottonwood Creek Elementary Aspire Public Schools
Visalia, California Stockton, California
vi
Volume 2A Fractions and Decimals
Chapter
1 Parts of a Whole Chapters 1 and 2 are contained in Volume 2A.

Chapters 3 and 4 are contained in Volume 2B.
1-1 Parts of a Whole and Parts of a Set ................................4. Standards Addressed

in This Chapter
2NS4.0, 4NS1.5
2NS4.0 Students understand that
1-2 Recognize, Name, and Compare Unit Fractions ........11
fractions and decimals may refer to parts
2NS4.1 of a set and parts of a whole.
Progress Check.................................................................18 2NS4.1 Recognize, name, and
1 1
1-3 Representing Fractions....................................................19 compare unit fractions from ___ to __.
12 2
2NS4.3, 4NS1.7 2NS4.3 Know that when all
fractional parts are included, such as four-
fourths, the result is equal to the whole and
Assessment to one.
Study Guide .....................................................................26 4NS1.5 Explain different interpretations
of fractions, for example, parts of a whole,
Chapter Test .....................................................................28 parts of a set, and division of whole
numbers by whole numbers; explain
Standards Practice ...................................................30 equivalence of fractions (see Standard
4.0).
4NS1.7 Write the fraction represented
by a drawing of parts of a figure; represent
a given fraction by using drawings; and
relate a fraction to a simple decimal on a
Bixby Creek Bridge on Highway 1, south of Carmel number line.
vii
Roy Ooms/Masterfile
Contents
Chapter
2 Equivalence of Fractions
Standards Addressed
in This Chapter
2-1 Equivalent Fractions and
2NS4.3 Know that when all
Equivalent Forms of One ..............................................34 fractional parts are included, such as four-
2NS4.3, 3NS3.1, 4NS1.5 fourths, the result is equal to the whole and
to one.
2-2 Mixed Numbers and Improper Fractions....................41
2NS4.3, 4NS1.5, 5NS1.5 3NS3.1 Compare fractions represented
by drawings or concrete materials to show
Progress Check 1 .............................................................50 equivalency and to add and subtract
1
simple fractions in context (e.g., __ of a
2-3 Least Common Denominator 2 2
pizza is the same amount as __ of another
and Greatest Common Factors ......................................51 4 3
pizza that is the same size; show that __ is
4NS1.5 1 8
larger than __).
4
2-4 Compare and Order Fractions...................................... 59 4NS1.5 Explain different interpretations
3NS3.1, 6NS1.1 of fractions, for example, parts of a whole,
parts of a set, and division of whole
Progress Check 2 .............................................................68 numbers by whole numbers; explain the
equivalence of fractions (see Standard
2-5 Simplify Fractions ...........................................................69 4.0).
3NS3.1, 4NS1.5
5NS1.5 Identify and represent
on a number line decimals, fractions,
Assessment mixed numbers, and positive and negative
integers.

Study Guide .....................................................................77
6NS1.1 Compare and order
Chapter Test .....................................................................82 positive and negative fractions, decimals,
and mixed numbers and place them on a
Standards Practice ...................................................84 number line.
Alabama Hills, Owens Valley
viii
Daryl Benson/Masterfile
Contents
Chapter
3 Operations with Fractions Chapters 1 and 2 are contained in Volume 2A.

Chapters 3 and 4 are contained in Volume 2B.
3-1 Add Fractions with Like Denominators .......................4 Standards Addressed

3NS3.2, 6NS2.1
in This Chapter
3NS3.2 Add and subtract simple
3-2 Subtract Fractions with Like Denominators ...............11 1 3
fractions (e.g., determine that __ + __ is the
3NS3.2, 6NS2.1 1 8 8
same as __).
2
Progress Check 1 .............................................................18
5NS2.0 Students perform calculations
3-3 Multiply Fractions ...........................................................19 and solve problems involving addition,
subtraction, and simple multiplication and
5NS2.0, 5NS2.5, 6NS2.1
division of fractions and decimals.
3-4 Divide Fractions ............................................................. 25 5NS2.5 Compute and perform simple
5NS2.5, 6NS2.1 multiplication and division of fractions
and apply these procedures to solving
Progress Check 2 .............................................................32 problems.
3-5 Add Fractions with Unlike Denominators ..................33 6NS2.1 Solve problems involving
3NS3.2, 5NS2.0, 6NS2.1 addition, subtraction, multiplication, and
division of positive fractions and explain
3-6 Subtract Fractions with Unlike Denominators ...........39 why a particular operation was used for a
given situation.
3NS3.2, 5NS2.0, 6NS2.1
Progress Check 3 .............................................................45

Assessment
Study Guide .....................................................................46
Chapter Test .....................................................................50
San Diego Harbor
Standards Practice ...................................................52
ix
Jeremy
Jeremy Woodhouse/Masterfile
Woodhouse/Masterfile
Contents
Chapter
4 Positive and Negative Fractions

and Decimals Standards Addressed
in This Chapter
4-1 Introduction to Decimals ...............................................56
3NS3.4 Know and understand that fractions and
3NS3.4, 4NS1.6, 4NS1.7 decimals are two different representations of the
1
same concept (e.g., 50 cents is __ of a dollar,
2
4-2 Decimals and Money ......................................................63 3
__
75 cents is of a dollar).
4
2NS5.1, 2NS5.2
4NS1.6 Write tenths and hundredths in decimal
and fraction notations and know the fraction and
Progress Check 1 .............................................................72 decimal equivalents for halves and fourths
1 2 3
(e.g., _ = 0.5 or 0.50; __ = 1_ = 1.75).
4-3 Compare and Order Decimals ......................................73 2 4 4
4NS1.7 Write the fraction represented by a drawing
5NS1.5, 6NS1.1 of parts of a figure; represent a given fraction by using
drawings; and relate a fraction to a simple decimal on
4-4 Compare and Order Fractions and Decimals ............ 81 a number line.
5NS1.5, 6NS1.1, 4NS1.7 2NS5.1 Solve problems using
combinations of coins and bills.
Progress Check 2 .............................................................88
2NS5.2 Know and use the decimal
4-5 Add Decimals ..................................................................89 notation and the dollar and cent symbols for money.
4NS2.0, 5NS2.0, 5NS2.1, 7NS1.2 5NS1.5 Identify and represent on a

number line decimals, fractions, mixed numbers, and
4-6 Subtract Decimals........................................................... 97 positive and negative integers.
4NS2.0, 5NS2.0, 5NS2.1, 7NS1.2 6NS1.1 Compare and order positive and
negative fractions, decimals, and mixed numbers and
Progress Check 3 ...........................................................104 place them on a number line.
4NS2.0 Students extend their use and

4-7 Multiply Decimals.........................................................105 understanding of whole numbers to the addition and
5NS2.0, 5NS2.1, 7NS1.2 subtraction of simple decimals.
5NS2.0 Students perform calculations and solve

4-8 Divide Decimals ........................................................... 113 problems involving addition, subtraction, and simple
5NS2.0, 5NS2.1, 7NS1.2 multiplication and division of fractions and decimals.
7NS1.2 Add, subtract, multiply, and divide

Progress Check 4 ...........................................................120 rational numbers (integers, fractions, and terminating
decimals) and take positive rational numbers to
4-9 Operations with Positive whole-number powers.
and Negative Numbers ............................................... 121 5NS2.1 Add, subtract, multiply, and divide
4NS1.8, 5NS2.1, 6NS2.3, 7NS1.2 with decimals; add with negative integers; subtract
positive integers from negative integers; and verify the
reasonableness of the results.
Assessment 4NS1.8 Use concepts of negative numbers
(e.g., on a number line, in counting, in temperature, in
Study Guide ...................................................................128 “owing”).
Chapter Test ...................................................................134 6NS2.3 Solve addition, subtraction,

multiplication, and division problems, including
those arising in concrete situations, that use positive
Standards Practice .................................................136 and negative integers and combinations of these
operations.
Antelope Valley
Daryl Benson/Masterfile
SC AV E N G E R
HUNT
Let’s Get Started
Use the Scavenger Hunt below to learn where things are
located in each chapter.
1 What is the title of Chapter 1?
2 What is the Key Concept of Lesson 2-1?
3 What are the four steps of problem solving?
4 What are the vocabulary words for Lesson 2-5?
5 How many Examples are presented in Lesson 1-3?

6 What are the California Standards covered in Lesson 2-4?
7 List two ways in which fractions are represented on

page 23?
8 What do you think is the purpose of the Standard Practice

on pages 30–31?
9 On what pages will you find the Study Guide for Chapter 1?
10 In Chapter 2, find the logo and Internet address that tells

you where you can take the Online Readiness Quiz.
1
Chapter
1 Parts of a Whole
We use fractions every day.
Any time we want to describe parts of a whole or parts of
a set, we can use fractions. For example, three out of eight
3
players, or __ of the players, are on the red practice squad.
8
Copyright © by The McGraw-Hill Companies, Inc.
2 Chapter 1 Parts of a Whole

Larry Dale Gordon/Getty Images
STEP 1 Quiz Are you ready for Chapter 1? Take the online
readiness quiz at ca.mathtriumphs.com to find out.
STEP 2 Preview Get ready for Chapter 1. Review these skills and compare
them with what you’ll learn in this chapter.
What You Know What You Will Learn
You know that half of one dollar is Lessons 3-1 and 3-2
50 cents. Half of 50 cents is a quarter,
or 25 cents. 1
1 1
2 2
1 1 1 1
4 4 4 4
You know that when you have a pizza Lessons 3-2 and 3-3
and share it among 8 people that you
The pizza is divided into 8 equal
cut it into 8 equal-sized pieces.
parts. The entire pizza can be
8
Each person gets an equal-sized piece. represented by the fraction __.
8
1
__
Each person gets of the pizza.
8
If one person ate 4 pieces, he would

4 , or __
have eaten __ 1 , of the pizza.
8 2
1
4 pieces = __ 1
1 piece = __
2 8
1 of the pizza is greater than __
__ 1 of
2 8
the pizza.
3
(bkgd)Larry Dale Gordon/Getty Images, (tl)Michael Houghton/StudiOhio, United States coin images from the United States Mint, (bl br)Burke/Triolo Productions/FoodPix/Jupiter Images
Lesson
2NS4.0 Students understand
1-1 Parts of a Whole and that fractions and decimals may
refer to parts of a set and parts
Parts of a Set of a whole.

4NS1.5 Explain different
interpretations of fractions, for
example, parts of a whole, parts of a
set, and division of whole numbers by
KEY Concept whole numbers; explain equivalence
of fractions.
In a fraction , the number above the fraction bar is
called the numerator . The number below the fraction bar
VOCABULARY
is called the denominator .
fraction
a number that represents
part of a whole or part of
a set
1 1 1 3
A fraction names part of a whole . Examples: __, __, __, __
2 3 4 4
The flag of France is divided into three equal parts: red, white, numerator
1 of the whole flag. the number above the bar
and blue. Each color of the flag represents __ in a fraction that tells
3
number of red parts
______________________ = __ 1 how many equal parts are
being used
number of colors in flag 3
5 ← numerator
__
6
denominator
the number below the bar
in a fraction that tells
how many equal parts are
in the whole or the set
5
__
6 ← denominator
whole
Notice that the “whole” is the area of all of the flag. Each the entire amount or
1 , represents an equal area of the flag.
color, or __ object

3
A fraction can also name part of a set.
In a chess set that contains 32 pieces, 16 of the pieces are
16
pawns. Among all the chess pieces, ___ are pawns.
32
number of pawns
16 _____________________
___ =
32 number of pieces in all
When using a whole shape, parts are regions of equal size inside the
whole. When using sets, all of the items together make up the entire set.
(t)Matthias Kulka/zefa/Corbis, (b)Comstock Images/Alamy
Example 1 YOUR TURN!
Write a fraction that represents the shaded Write a fraction that represents the
region of the rectangle. shaded region of the circle.
1. How many equal
parts make up the
whole circle?
What is this number
1. Ten equal parts make up the whole. This called?
number is the denominator.
2. Three parts are shaded. This number is
2. How many parts are shaded?
the numerator.
What is this number called?
3. Write the fraction, numerator over
denominator. .
3
___ Numerator
10 3. Write the fraction. ______
Denominator
Write a fraction that represents the number Write a fraction that represents the
of circles in the set. number of turtles in the set.
1. There are 7 objects in the set.

7 is the denominator.
1. How many animals are in the set
2. There are 2 circles in the set. altogether?
2 is the numerator. What is this number called?
3. Write the fraction.
2
__
7 2. How many turtles are in the set?
What is this number called?
Numerator
3. Write the fraction. ______
Denominator
GO ON
Lesson 1-1 Parts of a Whole and Parts of a Set 5

(l)Dorling Kindersley/Getty Images, (r)Stockdisc/PunchStock
Who is Correct?
Write a fraction to represent the number of Xs in the set.
Reina Tate Toshi

9
__ 4
__ 5
__
5 9 9
Circle correct answer(s). Cross out incorrect answer(s).
Guided Practice
Write a fraction to represent each situation.
1 the shaded region of the square
number of shaded parts ______

______________________ =
number of equal parts
2 the number of suns in the set

number of suns in set
_________________________ = ______

number of objects in the set
Draw a figure. Divide

3
2 . Use equal parts of
Draw a picture to model the fraction __ it into 3 equal parts.
3 Shade 2 parts.
a whole.
number of shaded parts

______ = ______________________

Step by Step Practice
4 Write a fraction to represent the number of

people in the group with their arms raised.
Step 1 Count to find the denominator.
people make up the whole group.
Step 2 Count to find the numerator.
people have their arms raised.
numerator
Step 3 Write the fraction: ____________ = ______
denominator
Draw a picture to model the fraction. Use equal parts of a whole.

4
5 __
7
Draw a whole with equal parts.
Shade parts.
Draw a picture to model the fraction. Use a set of objects.

3
6 __
Write a fraction to represent each situation.

7 What fraction of the set of balls are the footballs?
8 What fraction of the set of balls are neither baseballs nor footballs?
9 What fraction represents the shaded part of the rectangle?
GO ON

(t)David Woolley/Getty Images, (bl bcl)Getty Images, (bcr br)CORBIS
Step by Step Problem-Solving Practice Problem-Solving Strategies
Solve. ✓ Draw a picture.
Look for a pattern.
10 SNACKS Jennifer brought cookies to her after-school Guess and check.
meeting. She gave 5 friends 1 cookie each. She had Act it out.
2 cookies left. What fraction of the cookies was left? Work backward.
Understand Read the problem. Write what you know.
Five friends received cookie each.
There are cookies left.
Plan Pick a strategy. One strategy is to draw a picture.

Draw a circle to represent the cookie that each
friend received. Draw 2 shaded circles to represent
the cookies that were left.
Solve Count the total number of circles. This is the

number for the whole. It is the
of the fraction.
There are 2 cookies left. This is the number for the

part. It is the of the fraction.
part
______ numerator
= ____________ = ______
whole denominator
Check Look at the numbers in the problem. Does the

solution answer the question? Is it reasonable?
11 ONLINE SHOPPING Juan’s family ordered jackets online. Two

jackets were blue, one was red, and four were green. What fraction
of the jackets ordered was not blue? Check off each step.
Understand
Plan
Solve
Check
12 SCHOOL For a school party, Mr. Gomez brought 24 fruit bars.

His 19 students ate 1 bar each. What fraction of the fruit bars
was eaten?

13 Explain how the word not affected your answer for
Exercise 12.
Skills, Concepts, and Problem Solving

Write a fraction to represent each shaded region.
14 15
16 17
0 1
in.
18 19
Draw a picture to model each fraction. Use equal parts of a whole

or set.
2
__ 3
__
20 21
5 3
5
__ 2
__
22 23
6 4
24 Draw two pictures to model the fraction __4.

5
Use equal parts of a whole for one picture
and parts of a set for the other picture. GO ON

Bonhommet/PhotoCuisine/Corbis
Solve.
25 SHOPPING José had a $100 gift certificate. He spent $41 on shoes
and $32 on pants. What fraction of the gift certificate did he use?
26 WORDS What fraction of the letters in California are consonants?
27 SCHOOL Lakesha’s score on her math exam is shown at 23 out of 25 correct!

the right. What fraction of the questions did she answer
incorrectly?
28 PETS My friend told me that of her dog’s 5 puppies,

2 are females. How many female puppies are there?
__
5
How many puppies are there altogether?
Vocabulary Check Write the vocabulary word that completes

each sentence.
29 In a , the top number is the ,
and the bottom number is the .
30 The is an entire amount or object.
31 Writing in Math In your own words, describe what the numerator

and denominator of a fraction represent. Be sure to use the words
numerator and denominator.

or set.
2 4 3
32 __ 33 __ 34 __
5 4 8

Lesson
1-2 Recognize, Name, and 2NS4.1 Recognize, name, and

compare unit fractions from ___1
12
1
Compare Unit Fractions __
to .
2
by a drawing of parts of a figure;
represent a given fraction by using
KEY Concept drawings; and relate a fraction to a
simple decimal on a number line.
The pizzas shown are the same size, but are cut into pieces
that are different sizes.
VOCABULARY
unit fraction
A fraction that has 1 in
its numerator
1 1
Example: __ or __
3 7
numerator
1 1 the number above the bar
one piece = __ one piece = __ in a fraction that tells
6 8
Each piece is a unit fraction . A fraction with 1 in the how many equal parts are
being used
numerator is a unit fraction.
3 ← numerator
__
4
Compare the sizes. The pieces of pizza on the left are larger. (Lesson 1-1, p. 4)
__ 1
1 > __ denominator
6 8 the number below the bar
To compare unit fractions, compare the denominators. The how many equal parts
greater the denominator, the more parts. The more parts, the there are in the whole set
3
__
smaller each part is. The fraction with the lesser number in the
4 ← denominator
denominator is the greater unit fraction. (Lesson 1-1, p. 4)
1
_ 1
>_
6 < 8 so the unit
fraction
1
6
is greater. 6 8
1 unit Denominator
When you divide something into equal pieces, the more pieces you
1 is greater
divide it into, the smaller each piece will be. That is why __
1. 6
than __ GO ON
8
Lesson 1-2 Recognize, Name, and Compare Unit Fractions 11
Envision/Corbis
Example 1
Show where you make cuts to create the
__
1 1 1
unit fractions , , and . _ 1 unit
2 4 8
1. Make one cut to create two equal parts. Shade one part.
1.
The shaded part is the unit fraction __
2
2. Cut each half into two equal parts so that there are
four equal parts in all. Shade (in a different color) one
1.
part to show the unit fraction __
4
3. Cut each fourth into two equal parts so that there are
eight equal parts in all. Shade (in a different color) one
1.
part to show the unit fraction __
8
YOUR TURN!
Show where you make cuts to create the
__
1 1 1
unit fractions , , and . _
2 4 8
1 unit
1. Make one cut to create two equal parts. Shade one part.

What unit fraction does the shaded part represent?
2. Cut each half into two equal parts so that there are
four equal parts in all. Shade one part of the fourths.
What unit fraction does the shaded part represent?
3. Cut each fourth into two equal parts so that there are
eight equal parts in all. Shade one part. What unit fraction
does the shaded part represent?

Example 2
Name the unit fraction that represents the shaded region in each figure.
1 unit
1.
There are 3 equal parts. The unit fraction is __
3
1.
There are 6 equal parts. The unit fraction is __
6
1.
There are 12 equal parts. The unit fraction is ___
12
YOUR TURN!
Name the unit fraction that represents the shaded region in each figure.
1 unit
There are equal parts.
The unit fraction is .

GO ON

Compare. Write <, =, or > to make a true Compare. Write <, =, or > to make a true
statement. statement.
1
__ 1
__ 1
__ 1
__
3 4 7 9
1. The denominators of the fractions are 1. What are the denominators of the
3 and 4. fractions?
2. Write a comparison statement 3<4
for the denominators.
2. Write a comparison statement for the
Recall that the smaller denominator
denominators.
makes the greater unit fraction.
7 9
3. Write a comparison statement for the

fractions.
1
__ 1
__
7 9
1 1
3 4
3. Write a comparison statement 1 > __

__ 1
3 4
for the fractions.

Who is Correct?
Name the unit fraction for one piece of pizza that is cut into
10 pieces.
Damian Lloyd Emma

5
___ 1
___ 1
__
10 10 2
Guided Practice
1 Write the unit fraction that represents the shaded region.

2 Show a unit fraction in each circle. Name each unit fraction. Which
unit fraction is greater?

3
1 and ___
Show where you make cuts to create the unit fractions __ 1.
5 10
Shade each unit fraction.
1 . How many parts do
Step 1 The unit fraction is __ 1 unit
5
you need to create?
Step 2 Show the cuts using lines. Shade one

part. What unit fraction is shaded?
Step 3 Draw lines to divide each fifth in half. Shade one

part. What unit fraction is shaded?
Show where you make cuts to create each unit fraction.

1
4 __ How many equal parts do you need to create?
2
5
1
___ 6
1
__
10 6
Compare. Write <, =, or > to make each a true statement.

1
7 ___
1
__ 1
8 __
1
___
12 4 8 10
9
1
__ 1
__ 10
1
___ 1
__ GO ON
3 8 12 5
Solve. ✓ Draw a diagram.
Guess and check.
11 READING 1 of a book. Manu has read __
Tina has read __ 1
5 8 Act it out.
of the same book. Who has more left to read? Solve a simpler problem.
Understand Read the problem. Write what you know. Work backward.
Tina has read of the book. Manu has

read of the book.
Plan Pick a strategy. One strategy is to draw a diagram. Draw a rectangle to

represent the whole book. Show __ 1 and __
1 on separate rectangles.
5 8
Solve The shaded parts represent the part of the
book already read.
1 is larger than __
__ 1.
5 8
has read more of the book.
has more of the book left to read.
Check Does your answer make sense?
12 FARMING One-third of the wheat field has been harvested. One-fourth

of the cornfield has been picked. The fields are the same size. Which field
has had more harvested? Check off each step.
Understand

Plan
Solve
Check
13 In your own words, explain how to compare unit fractions.

Show where you make cuts to create each unit fraction.
14
1
__ 15
1
__
4 3

1
16 __
1
__ 1
17 __
1
__ 1
18 ___
1
__ 19
1
__ 1
__
8 4 3 5 12 8 2 5
20
1
__ 1
__ 21
1
___ 1
___ 22
1
__ 1
__ 23
1
___ 1
__
2 4 12 10 7 8 11 9
Solve.
24 NUTRITION William eats __1 of his daily fruit servings at breakfast.
3
1 of his daily fruit
Yancy eats __ servings at breakfast. Who eats more
4
of his fruit servings at meals other than breakfast?
25 BUSINESS Mr. Barber orders office paper each month. The order
includes __ 1 blue paper, and __
1 white paper, __ 1 pink paper. Of which
2 3 9
type of paper does Mr. Barber order the least amount?
Vocabulary Check Write the vocabulary word that completes each

sentence.
26 In a unit fraction, the is always 1.
27 When you compare unit fractions, look at the .
28 Writing in Math Examine the 1 1

1 4 5
unit fractions at the right. In your 3
own words, what can you say is true
when the denominator of a unit

fraction increases? Use the words
1 1 1
denominator and increases. 6 7 8
Spiral Review
SCHOOL _
Mark scored 18 on a quiz.
20
29 How many points was the quiz worth?
30 How many points did he get? (Lesson 1-1, p. 4)

Chapter
1 Progress Check 1 (Lessons 1-1 and 1-2)
Write a fraction to represent each unshaded region.

1 2
3 4
Draw a picture to model each fraction. Use equal parts of a whole or

set.
5 __
6 5
6 __
7 5
Write the unit fraction that represents each shaded region or part.
7 8

1
9 ___
1
__ 1
10 __
1
___ 1
11 __
1
__ 12
1
___ 1
___
11 8 5 10 3 2 12 11
Solve.
13 WORDS What fraction of the letters in California are vowels?
14 WORDS What fraction of the letters in Mississippi are i’s?
15 FITNESS Nina swam the length of the pool 5 times. What fraction
of her swim does one length represent?
16 FOOD Bo has one dozen apples to give his friends. Each person
got one apple. What fraction of Bo’s apples did each person get?
Lesson
2NS4.3 Know that when all
1-3 Representing Fractions fractional parts are included, such
as four-fourths, the result is equal
to the whole and to one.
by a drawing of parts of a figure;
KEY Concept represent a given fraction by using
drawings; and relate a fraction to a
simple decimal on a number line.
When the numerator and denominator of a fraction are equal,
the fraction equals 1.
VOCABULARY
fraction
a number that represents
part of a whole or part of
a set (Lesson 1-1, p. 4)
numerator
the number above the bar
being used (Lesson 1-1, p. 4)
denominator
the number below the bar
You can model fractions using fraction tiles, fraction circles, in the whole or set
and diagrams. (Lesson 1-1, p. 4)

1 _
Use fraction tiles to form a rectangle _
1
Draw fraction pieces to form a circle
5 8
equal to 1. Write the fraction that equals 1. equal to 1. Write the fraction that
equals 1.
1 1
8
1 1 1 1 1
5 5 5 5 5
1 tiles next to each other. It takes

1. Line the __
5 1 to equal the length of
five green tiles __
5
one blue tile (1).
1. How many __ 1 pieces does it take
1 tiles = 1
2. Five __ 8
5 to equal one whole circle?
5
__ =1 1 pieces = 1
5 2. Eight __
8
______ = 1
GO ON
Lesson 1-3 Representing Fractions 19

Write the unit fraction that represents the Write the unit fraction that represents the
shaded region. Then write a fraction with shaded region. Then write a fraction with
the same denominator that equals 1. the same denominator that equals 1.
1. Six wedges form a whole

circle.
1. 1. How many pieces form
2. The unit fraction is __ the entire strip?
6
6
__
3. = 1 2. What is the unit fraction?
6
3. ______ = 1
Who is Correct?
Write a fraction that is equal to one.
Caroline Eduardo Sal

6 =1
___ 1
__ 6
__
=1 =1
10 6 6

Guided Practice
Write the unit fraction that represents the shaded region or part of the
set. Then write a fraction with the same denominator that equals 1.
1
number of shaded parts ______
______________________ ______ = 1
=
2 number of shaded parts ______

______________________ = ______ = 1

3
1 fraction tiles to form a rectangle equal to 1. Write the
Use __
8
fraction that equals 1.
1
1
8
Step 1 Line up the left edge of the rectangle that represents

1 with a fraction tile.
1 fraction tiles to form a rectangle equal to 1.
Step 2 Use __
8 1 tiles are needed?
How many __
8
Step 3 1 tiles = 1
__ ______ = 1
8
Use each given size of fraction tile to form a rectangle equal to 1.

Write the fraction that equals 1.
1
4 __ fraction tiles
3
How many __ 1 tiles are needed to make 1?
3
The fraction is .
5
1 fraction tiles
__ 6
1 fraction tiles
___
2 12
Write the unit fraction that represents the shaded region or part of the
set. Then write a fraction with the same denominator that equals 1.
7 8
9 10
GO ON

Solve. Use fraction tiles or fraction circles. ✓ Use a model.
Look for a pattern.
11 BAKING Natalie baked biscuits for a family dinner. Her Guess and check.
brother ate 2 biscuits. The 3 other people ate one biscuit Solve a simpler problem.
each. There were no biscuits left over. Write a fraction to Work backward.
represent one biscuit.
Natalie’s brother ate biscuits.
3 other people ate biscuit each.
There were biscuits left over.
Plan Pick a strategy. One strategy is to use a model.
Solve + =
biscuits her biscuits biscuits
brother ate others ate in all
Use 1 fraction tile to model the whole batch of

1 tiles to model the biscuits her
biscuits. Use __
5
brother ate.

1 1
5 5
1 tiles to model the biscuits the 3 other

Use __
5
people ate.
1
1 1 1 1 1
5 5 5 5 5
One biscuit = ______.
Check Does your answer make sense? Does your answer

represent 1 biscuit?

3
12 SCHOOL Rico wrote __ of a book report last night. He wrote
7
6 pages. How many pages will Rico’s completed report be?
Check off each step.
Understand
Plan
Solve
Check
13 RECREATION Mr. Thad has a group of 9 students who play four-

square at recess. Each day, only 8 students can play. Mr. Thad made
a schedule so one player sits out each day. What fraction of
the students sits out each day?
14 COMMUNITY SERVICE Postcards need to be handed out for an

upcoming blood drive. Tamika and Jacob each hand out __1 of the
8
cards. More volunteers are needed so that each person does the
same amount of work as Jacob and Tamika. How many more
volunteers are needed?
15 What can you say is true about every unit fraction?

Be sure to use the words numerator and denominator.

Write the unit fraction that represents each shaded region or part of
the set. Then write a fraction with the same denominator that equals 1.
16 17
18 19
GO ON

Getty Images
Use each given size of fraction tile to form a rectangle equal to 1.
Write the fraction that equals 1.
20
1 fraction tiles
__ 21
1 fraction tiles
__
4 8
22
1 fraction tiles
__ 23
1 fraction tiles
__
6 3
Use fraction circles to identify each unit fraction shown. How many of
these fractions equal 1?
24 25
26 27
Circle the fraction in each group that is equal to one whole.

1
__ 2
__ 3
__ 4
__ 5
__ 1
__
28 29
3 3 3 5 5 5

8
__ 1
___ 4
__ 7
__ 11
___ 17
___
30 31
8 10 8 9 12 17
Solve.
32 NATURE Rafael planted 16 lettuce plants in his garden. One
morning he found a rabbit eating one of the plants. What fraction
of lettuce plants did the rabbit eat?
33 JOBS Keshia drives a package delivery truck. Each day she loads
the truck so that packages in the back half of the truck get
delivered before lunch. Packages in the front half of the truck are
delivered after lunch. What fraction of packages does Keshia
deliver by the end of the day?

sentence.
1
34 ___ is an example of a .
11
35 A is a number representing some part of a

whole.
36 Writing in Math Christine was asked to divide a circle into thirds

and show the unit fraction __1 . Christine drew the picture below.
3 1.
She said since the denominator is 3, the shaded region represents __
3
What is the problem with Christine’s picture of the unit fraction
1 ? Use the circle next to Christine’s to show how to correctly shade
__
3 1.
the unit fraction __
3
Spiral Review
Write a fraction to represent each shaded region or part of a set. (Lesson 1-1, p. 4)
37 38
39 40
41 FOOD Carly made a pound of trail mix that was __1 nuts. Kareem
1 nuts. Whose5trail mix had
made a pound of trail mix that was __
8
more nuts? (Lesson 1-2, p. 11)

Chapter
1 Study Guide
Vocabulary and Concept Check

denominator, p. 4 Write the vocabulary word that completes each sentence.
fraction, p. 4 1 A(n) is a number that represents part of a
numerator, p. 4 whole or part of a set.
unit fraction, p. 11
2 The number that represents how many equal parts
whole, p. 4 into which an object is divided is called the
.
3 The term that refers to the entire set or object is

the .
4 The number that represents how many equal parts

of the object are being used is called the
.
5 A(n) has a numerator equal to 1.
Label each diagram below. Write the correct vocabulary term in each blank.
6 7

Lesson Review
1-1 Parts of a Whole and Parts of a Set (pp. 4–10)
Write a fraction to represent

each situation.
Example 1
8 the shaded region of the hexagon Write a fraction to represent the shaded
region of the rectangle.
There are 12 equal parts

of the whole. This number
is the denominator.
There are 3 parts shaded.
9 the number of hearts in the set This number is the numerator.
_
Write the fraction. 3
12
26 Chapter 1 Study Guide

1-2 Recognize, Name, and Compare Unit Fractions (pp. 11–18)
Compare. Write < , =, or > to

make each a true statement.
Example 2
10
1
__ 1
__ 1
11 __
1
___ Compare. Write <, =, or > to make a true
6 5 7 11 statement.
12
1
__ 1
__ 1
13 ___
1
___ _1 _1
8 5 10 15 2 3
The denominators of the fractions are 2 and 3.
14
1
__ 1
___ 1
15 __
1
__
9 10 5 2 Write a comparison statement for the
denominators. 2 < 3
16
1
___ 1
___ 1
17 ___
1
__
20 25 18 3 Recall that the smaller denominator makes the
greater unit fraction. Write a comparison
statement for the fractions. 1 > 1 _ _
2 3
1-3 Representing Fractions (pp. 19–25)
Use each given size of fraction

tile to form a rectangle equal Example 3
to 1. Write the fraction that 1
Use __ fraction tiles to form a rectangle
equals 1. 2
equal to 1. Write the fraction that equals 1.
18
1 fraction tiles
__
3
1
19
1 fraction tiles
__
4 1
2
20
1 fraction tiles
___
10 1 tiles next to each other. It takes two
Line the __
2
21
1 fraction tiles
__
2
pink tiles __
2 ()
1 to equal the length of one red
tile (1).
22
1 fraction tiles
__
5 Two __1 tiles = 1
2
1 fraction tiles
__ 2
__ = 1
23
6 2
Chapter 1 Study Guide 27

Chapter
1 Chapter Test
Write a fraction to represent each shaded region or part of a set.

1
Draw a picture to show each fraction. Use equal parts of a whole or

parts of a set.
5
3 __ 4 __
1 5
3
__
6 5 3
Fill in the blanks to make each fraction equal 1.
6 ______ 7 ______

20 1
14
8 ______ 9
6
______
Write the unit fraction to represent each shaded region.

10 11
GO ON
28 Chapter 1 Test
Compare. Write < , =, or > to make each a true statement.
1
12 __
1
__ 1
13 __
1
__
9 8 3 6
14
1
____ 1
____ 15
1
___ 1
___
125 100 13 15
Solve.
16 MUSIC The Deerfield band has 60 members. Nineteen are
trumpet players. What fraction does this represent?
17 CAFETERIA On Wednesdays, __ 1 of the students buy pizza. On

1 of the same number 4of students buy sandwiches. Which
Fridays, __
2
item is bought by more students?
18 FINANCE Ava made a $50 payment on her phone bill of $78. What
fraction does this represent?
Correct the mistakes.

19 Eliza had a pizza that was cut into 8 equal slices. When Eliza
asked her friend Cora how much pizza she would like, Cora said
one-fourth. Eliza gave her four slices. How many slices should
Eliza have given Cora?
20 When asked what fraction of letters in Sacramento are a’s, Carol

answered 2. What was Carol’s mistake?
Chapter 1 Test 29
Chapter
1 Standards Practice
Select the best answer and fill in the corresponding circle on the sheet at right.
1 Selma shaded one section for each day 4 Which does NOT equal one
she exercised. Which fraction of these whole?
days did she exercise? 6 12
F _ H _
6 12
4
G _ J _8
4 9
1
A _ C _5
2 12
5
B _ 3
D _ 5 The Tigers beat the Royals in two out
7 4 of three baseball games. Which
shows the fraction of the games the
Tigers won?
2 Which model represents 6 ? _ 1 3
8 A _ C _
3 5
B _2 D _2
F H 5 3
6 Which fraction is equal to one whole?

G J
5
F _ 1
H _
5 2

3
G _ 6
J _
8 9
3 Which symbol makes the sentence 7 Which fraction does the shaded part of
true? the model represent?
1□1 _ _
5 3
A >
B = 1 3
A _ C _
4 10
C <
3
B _ 2
D _
D + 5 5
GO ON
30 Chapter 1 Standards Practice

8 Which symbol makes the sentence 12 Joey played 3 levels of his video game.
true? There are 7 levels in all. Which shows
_ _
1□ 1 the fraction of levels Joey played?
9 12
F > H < 3
F _ 4
H _
7 7
G = J +
G 7 _ J _3
7 10
ANSWER SHEET
9 Which fraction does the model Directions: Fill in the circle of each correct
represent? answer.
1 A B C D
2 F G H J
7 7 3 A B C D
A _ C _
10 14 4 F G H J
B _7 D _5
12 14 5 A B C D
6 F G H J
7 A B C D
10 How many tiles like the one shaded
below are there in 1? 8 F G H J
9 A B C D
10 F G H J
11 A B C D
F 1 H 12
12 F G H J
G 10 J 24
Success Strategy
11 Which symbol makes the sentence Read each question completely. Then think of the
true? answer in your head before looking at the answer
_ _
1□1 choices.
6 3
A > C -
B = D <
Chapter 1 Standards Practice 31

Chapter
2 Equivalence of
Fractions
You see fractions every day, such as __ 1 of a pie,
3
__ 2 of an 2inch
1 of the cost, __
of your team, __
4 3 3
of rain, and so on. To compare
fractions, you find equivalent
fractions.
32 Chapter 2 Equivalence of Fractions

Boden/Ledingham/Masterfile
STEP 1 Quiz Are you ready for Chapter 2? Take the online
readiness quiz at ca.mathtriumphs.com to find out.
STEP 2 Preview Get ready for Chapter 2. Review these skills and compare
them with what you’ll learn in this chapter.
What You Know What You Will Learn
You know that two items can look Lessons 2-1 and 2-5
different and yet be equal.
Equivalent fractions have the same
value.
1 and __
For example, __ 2 are equivalent
2 4
fractions.
ﬁve $10 bills $50
You know that there are Lesson 2-2

1 hamburgers below.
3 __
2 A mixed number has a whole number
part and a fraction part.
whole number 1
3__ fraction
2
You know how to order the coins Lessons 2-3 and 2-4
below from least to greatest.
Order fractions by finding equivalent
fractions that have common
denominators . Then order the
fractions from least to greatest.
1 , __
__ 1 , __ 3
2 , __
6 2 3 4
6 ___
2 , ___
___ 9
8 ___
, ,
12 12 12 12
33
(bkgd)Boden/Ledingham/Masterfile, (t)Michael Houghton/StudiOhio, (b)Mark Ransom/RansomStudios
Lesson
2-1 Equivalent Fractions and 2NS4.3 Know that when all

fractional parts are included,
Equivalent Forms of One such as four-fourths, the result

is equal to the whole and to one.
3NS3.1 Compare fractions represented
by drawings or concrete materials to
KEY Concept show equivalency and to add and
subtract simple fractions in context.
Equivalent fractions are fractions that have the same value . 4NS1.5 Explain different interpretations
of fractions, for example, parts of a
whole, parts of a set, and division of
1 unit whole numbers by whole numbers;
explain equivalence of fractions.
1
2 VOCABULARY
1 is equivalent to 2 .
2 4 equivalent fractions
1 fractions that represent
4
the same number
2 is equivalent to 3 .
4 6 3 6
Example: __ = __
4 8
1
6 value
3 is equivalent to 4 . the amount of a number
6 8
equivalent forms of one
1
8 different expressions that
4 is equivalent to 6 . represent the same
8 12
number
1 2
12 Example: __
2
So, 12 = 24 = 36 = 48 = 12
6 .
An equivalent form of one is any nonzero number divided

by itself.

2 3 7 12
=1 =1 =1 =1
2 3 7 12
When a fraction has the same numerator and denominator

(except zero), the fraction always equals 1. Remember that any
number multiplied by 1 or divided by 1 is equal to itself.
3 3 3 2 6
__ × 1 = __ → __ × __ = __
4 4 4 2 8
3 6
So, __ = __
4 8
You can name an endless number of fractions that are equivalent to

any fraction.
Complete the models to name an Complete the models to name an

equivalent fraction. equivalent fraction.
1 = ______
__ 1 = ______
__
3 6 2 8
1. What can you multiply the denominator 1. What can you multiply the denominator
3 by to get a denominator of 6? 2 by to get a denominator of 8?
2. Multiply 3 by 2 to get 6. So, multiply the 2. What fraction should you multiply by to
2 , an equivalent form of one.
fraction by __ get an equivalent fraction?
2
1 · __
1 _____ 2
3 2 2.
1 = __ 1 · ______ = ______ So, __
1 = ___ 1=
__ = = __ So, __ __ .
3 3 · 42 6 3 6 2 2· 8 2
Name two fractions equivalent to _6. Name two fractions equivalent to _

8
.
8 10
1. Multiply the original fraction by an 1. Multiply the original fraction by an

2.
equivalent form of one, such as __ 2.
equivalent form of one, such as __
2 2
6=6
__ · __
32
______ 12
= ___ 8
___ 8 ·______ = ______
8 8 · 42 16 = ____
10 10 ·
2. Multiply the original fraction by another
3 2. Multiply the original fraction by another
equivalent form of one, such as __. 3
3 equivalent form of one, such as __.
3
6=6
__ · __
3
______ 18
= ___
8 8 · 43 24 8
___ 8 ·______ = ______
= ____
10 10 ·
6 12 6 18
So, __ = ___ and __ = ___.
8 16 8 24
8 8
So, ___ = ______ and ___ = ______.
10 10
GO ON
Lesson 2-1 Equivalent Fractions and Equivalent Forms of One 35

Who is Correct?
Write an equivalent fraction for _
10
.
15
Palba Troy Felix

_ _ _
10 = 10 · 2 = 20
30
_ _ _
10 = 10 ÷ 5 = 2
3
_ _ _
10 = 10 · 10 = 100
225
15 15 · 2 15 15 ÷ 5 15 15 · 15
Guided Practice
1 Complete the models to name an 2 Complete the models to name two
equivalent fraction. __ 2
1 = ______ 4.
fractions equivalent to __
4 6
3
1 shaded.
This circle shows __
4

Which fractional part of a circle
1?
at the right is equal to __
4
3 1 2 2
Circle One = 8 Circle Two = 6 Circle Three = 6 Circle Four = 8
4
8.
Name a fraction equivalent to ___
10
Step 1 Choose an equivalent form of one
8
___ 8 ·______ = ______
= ____
10 10 ·
by which to multiply the fraction.

Complete to name an equivalent fraction.
6
2 = ______ 2 6 4 = ______
5 __ _____ · ______ = ______ 6 __
3 3 6 18
7 __ 8
1 = ______ 8
2 = ______
__ 12
2 3

✓ Draw a diagram.
Solve.
Look for a pattern.
9 NUTRITION Taneesha and Zoe each ate the same amount Guess and check.
4 of her pizza. If Taneesha’s
of their own pizzas. Zoe ate __ Solve a simpler problem.
6
pizza is divided into 12 equal pieces, how much did Work backward.
Taneesha eat?

Zoe ate of her pizza. Taneesha ate an
amount.
Plan Pick a strategy. One strategy is to draw a picture.

Draw 6 equal parts. Shade 4.
to show __
6
Draw another figure with twice as many parts.

4.
Shade to equal __
6
Solve Count the total parts and the shaded parts
of the second figure.
4
______ = __
6
8
Taneesha ate ___ of her pizza.
12
Check Does the answer make sense?
GO ON

10 FOOD Sharon’s dad baked two same-sized pans of brownies for
Sharon’s birthday party. One pan is cut into 12 equal pieces. The
other pan is cut into 36 equal pieces. One serving from the pan of
12 pieces consists of 1 piece. How many pieces from the second
pan equal one serving? Check off each step.
Understand
Plan
Solve
Check
5
11 KITES Thomas receives __ of a 100-foot kite string. Jordan
9
2 of a different 100-foot
receives __ string. Did they receive the same
3
amounts of string? Explain.
9
4 is equivalent to ___
12 Lakimbre said that __ because
5 10
4 + 5 = 9 and 5 + 5 = 10.
Explain what was incorrect in Lakimbre’s thinking. Be sure to use
the terms numerator and denominator in your explanation.

Complete each model to name an equivalent fraction.
13 14
2 = ______
__ 2 = ______
__
5 3

1 = ______
___ 6 ______
__
15 16 =
11 55 7 14
Name two equivalent fractions for each fraction.
17
1
__ 18
2
__
2 3
3
__ 5
__
19 20
5 7
3
__ 1
___
21 22
4 10
Solve.
23 CONSTRUCTION Pam had two pieces of wood the same length.
She cut the first piece into 6 equal parts. She cut the second piece
into 10 equal parts. How many parts from the second piece of
wood equal the same length as 3 parts from the first piece of
wood?
24 HOBBIES Tonya and Lois sewed same-sized quilts. Lois’s quilt

has 36 pieces; 9 of those are yellow. Tonya’s quilt has 12 yellow
pieces that cover the same area as Lois’s 9 yellow pieces.
How many pieces are in Tonya’s entire quilt?
25 SPORTS Two bicycle wheels are shown at the

right. One has 4 spokes, and the other has 16. Shade
in the area on the second tire to show the equivalent
fraction for the shaded area of the first.
Complete to show the equivalent fraction.
1 = ______
______
GO ON

sentence.
26 A(n) is any nonzero number
divided by itself.
27 are fractions that have the same value.
28 Writing in Math Write a letter to your friend Olivia describing

equivalent forms of one.
Spiral Review
Compare. Write <, =, or > to make each a true statement. (Lesson 1-3, p. 19)
29
1
__ 1
__ 30
1
__ 1
___ 31
1
__ 1
__ 32
1
__ 1
__
2 4 5 11 3 4 7 2
33 NUTRITION Katrina cut a cantaloupe into eight equal-sized
sections. Her family ate three sections for breakfast. What part of
the cantaloupe was eaten for breakfast? Has more of the cantaloupe
been eaten or more saved for a later time?
34 CLEANING Mr. Ling has a house with 14 windows. He washed

9 of the windows Saturday morning before lunch. What part of the
windows does he need to wash after lunch? Is that more or less
than he has already washed?
Write a fraction to represent each situation. (Lesson 1-1, p. 4)
35 the number of hands showing five fingers

up
36 the number of open mailboxes 37 the number of blue jerseys

(bl)Guy Grenier/Masterfile, (br)David Young-Wolff/Photo Edit
Lesson
2-2 Mixed Numbers and 2NS4.3 Know that when all

fractional parts are included,
Improper Fractions such as four-fourths, the result
is equal to the whole or to one.
4NS1.5 Explain different
KEY Concept example, parts of a whole, parts of a
set, and division of whole numbers
When the numerator of a fraction is greater than the by whole numbers; explain
equivalence of fractions.
denominator, it means you have more parts than the number 5NS1.5 Identify and represent on a
of parts into which the whole was divided. number line decimals, fractions,
mixed numbers, and positive and
In other words, you have more than one whole. negative integers.
VOCABULARY
= improper fraction
a fraction with a
numerator that is greater
than or equal to the
7 3 denominator
= 1 +
4
4 17 5
Examples: ___, __
3 5
A fraction in which the numerator is greater than the mixed number
7 is an
denominator is called an improper fraction . __ a number that has a
4 whole number part and
improper fraction.
a fraction part
3
7 of a pizza is the same as 1__
You can see that __ pizzas. The Example:
4 4 1
6__
3 fraction
number 1__ is called a mixed number . 2
4 whole number
The numbers below the number line show two groups
of fractions. Notice how the numerators differ from the
denominators.
1 1
1 12 2
2
1 2 3 4 5 6 7 8
0 4 4 4 4 4 4 4 4
The numerators are less The numerators are greater than

than the denominators. or equal to the denominators.
The values of the fractions to the right of 1 are greater

than 1. These can be written as improper fractions or
mixed numbers.
When solving a problem, you usually write your answer as a mixed

number, not an improper fraction.
GO ON
Lesson 2-2 Mixed Numbers and Improper Fractions 41

Envision/Corbis
Example 1
Change 3 _2 to an improper fraction using drawings.
5
1. Model the mixed number using circles.
5
__ 5
__ 5
__ 2
__
5 5 5 5
2.
2. Count the number of fifths that make 3__
5
There are 17 shaded fifths in the model.
17 .
Write 17 fifths as ___
5
YOUR TURN!
Change 2 _3 to an improper fraction using drawings.

4
1. Model the mixed number using circles.

3
2. Count the number of fourths that make 2__.
4
How many shaded fourths are in the model?
3
Write 2__ as an improper fraction.
4

Example 2
Change _
11
to a mixed number using fraction strips.
3
1. Model the improper fraction using strips. Mark strips to have three
equal sections.
wholes fraction
3=1
__ 3=1
__ 3=1
__ 2
__
3 3 3 3
2. Write the whole number part of the mixed number. 3
3. Write the fraction part of the mixed number. 2

__
3
4. Write the whole number and fraction parts together. 2
3__
2. 3
The mixed number is 3__
3
YOUR TURN!
Change _
17
to a mixed number using fraction strips.
7
1. Model the improper fraction using strips. Mark strips to have
equal sections. Shade in each fraction strip.
wholes fraction
7=
__ 7=
__ ______
7 7
2. Write the whole number part of the mixed number.
3. Write the fraction part of the mixed number.
4. Write the whole number and fraction parts together.

What is the mixed number?
GO ON

Example 3
Write 4 _2 as an improper fraction.
3
1. Find how many thirds are in 4. Multiply 4 by 3. 4 × 3 = 12
2. Add the number of thirds in the fraction. This 12 + 2 = 14
is how many thirds are in the improper fraction.
3. Write the total number of thirds as an improper 2 = ___
4__ 14
3 3
fraction.
2 4×3+2 12 + 2 14
4. Write Steps 1–3 as one process. 4__ = __________ = _______ = ___
3 3 3 3
YOUR TURN!
the whole number of the mixed number
Write 4_ as an improper fraction.
3
5
4× =
1. Find how many fifths are in 4.
Multiply 4 by 5. the denominator of the mixed number
2. Add the number of fifths in the fraction. This is how many

fifths are in the improper fraction.
+3=
3. Write the total number of fifths as an improper fraction.
4× + +
4. Write Steps 1–3 as one process. ________________ = _____________ = ______

5 5 5
Example 4
Write _
64
as a mixed number. denominator quotient
3
and divisor
numerator
1. Divide the numerator by the denominator.
2. The quotient is the whole number part of the mixed
remainder
number. The fraction part is written as __________.
divisor
remainder
64 1
___ = 21__
3 3

YOUR TURN!
Write _
32
as a mixed number.
5
1. Divide the numerator by the denominator.
2. What is the quotient?
This is the whole number part of the mixed
remainder 32
___
number. Write the fraction part as __________. =
divisor 5
Graph 2 _3 on a number line. Graph 3 _2 on a number line.

4 3
1. Write the mixed number as an improper 1. Write the mixed number as an improper
fraction. fraction.
3 2 × 4 + 3 8 + 3 11
2__ = _________ = _____ = ___ × +
2 = _____________________ =
4 4 4 4 3__
3
2. Draw a number line with marks in
fourths.
3 +
3. Draw a dot for 2__. ______________ = ______
4
3
24
2. Draw a number line with marks in
3 4 5 6 7 8 9 10 11 12 13 thirds.
4 4 4 4 4 4 4 4 4 4 4
2.
3. Draw a dot for 3__
3
2
33
3 4 5 6 7 8 9 10 11 12 13
3 3 3 3 3 3 3 3 3 3 3
Who is Correct?
Write 3 _3 as an improper fraction.
4
Belinda Aretha Amato

_ _
3 3·4+3 =
3 = 4
_ _
3
3 =
3·4+3 =
4
_ _
3 3·4+3 =
3 = 3
4 4 4
_ _
12 + 3 = 15
4
_ _
21 = 7 _ _
21 = 7
4 4 4 3 3
GO ON

Guided Practice
1
1 to an improper fraction using drawings.
Change 3__ 1 = ______
3__
2 2
2
14 to a mixed number using drawings.
Change ___ 14 =
___ ______
4 4
3
2 as an improper fraction.
Write 9__
3
Step 1 Find out how many thirds are in 9. Add the number of
thirds in the fraction.
× +
Step 2 Write the total number of thirds as an improper fraction.
· +
2 = __________________ = ______
9__
3

Write each mixed number as an improper fraction.
3 · +
4 1__ = __________________ = ______
7
3 8 1 = ______
5 2__ = ______ 6 2__ = ______ 7 7__
8 9 2
Write each improper fraction as a mixed number.
7=
__ ______ 14 =
___ ______ 31
___ ______
8 9 10 =
4 6 3

11
7 on the number line.
Graph 1__
8
8 9 10 11 12 13 14 15 16 17 18
8 8 8 8 8 8 8 8 8 8 8

Solve. Draw a diagram.
Look for a pattern.
12 NUMBER SENSE Akiko had friends over for quesadillas. Guess and check.
The quesadillas were divided into thirds. The friends ate a Act it out.
total of 22 pieces. Write an improper fraction and a mixed ✓ Work backward.
number for the total amount of quesadillas the friends ate.
The quesadillas are cut into .
The friends ate pieces.
Plan Pick a strategy. One strategy is to work backward.

Start by writing the improper fraction. Use the
improper fraction to write the mixed number.
Solve Write the improper fraction representing the

amount the friends ate.
______ number of pieces eaten

number of pieces in each quesadilla
Divide the numerator by the denominator to write

the mixed number.
3 22
The friends ate ______ or ______ quesadillas.
Check You can draw the quesadillas to verify

your answer.
GO ON

13 CRAFTS Janice had ribbon for a craft project. She cut each ribbon
into 8 equal parts. She used 23 of the parts. Write the number of
ribbon parts she used as an improper fraction and a mixed number.
Understand
Plan
Solve
Check
14 MANUFACTURING FunForAll Games packages 3 number cubes

in each game box. At the end the day, one production line had
14 number cubes left. Write the number of game boxes that can be
completed with the leftover number cubes as an improper fraction
and a mixed number.
3 11
15 Draw a diagram showing 2__ = ___ . Explain your diagram
4 4
using the words improper fraction, mixed number,
numerator, and denominator.

Change each mixed number to an improper fraction using drawings.
5 2 = ______
16 2__ = ______ 17 3__
6 3

5
__ 11 =
___ 10
___
18 = 19 20 =
2 2 3

1= 2= 3
21 1__ 22 4__ 23 2__ =
2 3 5
Solve.
24
1 on a number line.
Graph 2__
5
4 5 6 7 8 9 10 11 12 13 14
5 5 5 5 5 5 5 5 5 5 5
25 CARPENTRY Jason had pieces of wood that were the same length.
He cut each piece into 6 equal parts. He used 15 of the parts to
make a birdhouse. Write the number of pieces of wood he used as
an improper fraction and a mixed number.
26 FOOD Each pie at a party was cut as shown. At the party,

33 pieces of pie were eaten. Write the number of pies that
were eaten as both an improper fraction and a mixed
number.

each sentence.
27 A(n) is a fraction with a numerator that is

greater than or equal to the denominator.
3
28 The number 3__ is called a(n) .
4
29 Writing in Math 1 pound of coffee.

A coffee shop charges $2 for __
4
3
__
How much do they charge for 1 pounds of coffee? Explain.
4
Spiral Review
Name two equivalent fractions. (Lesson 2-1, p. 34)
30
1
__ 31
1
__
5 3
Bonhommet/PhotoCuisine/Corbis
Chapter
Name two equivalent fractions.
1
1
__ 2
3
__
3 4
3
2
__ 4
4
___
5 11
5 Complete the model to name two

2.
fractions equivalent to __
3

9
__ 13
___ 15
___
6 = 7 = 8 =
2 5 4
12 =
___ 33
___ 40
___
9 10 = 11 =
7 8 7
12
1=
6__ 13
2=
8__ 14
1=
2__
2 3 7

3 5 3
15 5__ = 16 1__ = 17 10__ =
4 8 7
Graph each mixed number on a number line.
18
2
1__ 1 2
4
1 2 3 4 5 6 7 8
0 4 4 4 4 4 4 4 4
19
1
1__
8 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
0 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8
6
2 miles. Lydia swam __
20 HOBBIES Ruri swam 1__ miles. Did they
3 3
swim the same length?

Lesson
2-3 Least Common Denominator (LCD)

and Greatest Common Factors 4NS1.5 Explain different
example, parts of a whole, parts
of a set, and division of whole numbers
KEY Concept by whole numbers; explain
equivalence of fractions.
A multiple of a number is the product of that number and any
whole number. To find the least common multiple (LCM) of
VOCABULARY
two or more numbers, list the multiples of each number. Then
find the least multiple the numbers have in common. least common multiple (LCM)
the least whole number
Multiples of 8 Multiples of 6 Multiples of 12 greater than 0 that is a
8×1=8 6×1=6 12 × 1 = 12 common multiple of two
or more numbers
8 × 2 = 16 6 × 2 = 12 12 × 2 = 24 Example: The LCM of
2 and 3 is 6.
8 × 3 = 24 6 × 3 = 18 12 × 3 = 36
least common denominator
8 × 4 = 32 12 × 4 = 48 (LCD)
6 × 4 = 24 the least common
multiple of the
The least common number in all three lists is 24. denominators of two or
The LCM is 24. more fractions, used as
a denominator
1
The least common denominator (LCD) of a set of fractions is Example: The LCD of ___
1 12
the LCM of their denominators. and __ is 24.
8
3 1 5 greatest common factor
The LCD for the fractions __, __, and ___ is 24. (GCF)
8 6 12
the greatest number that
The greatest common factor (GCF) of two whole numbers is is a factor of two or more
the greatest number that is a factor of both numbers. numbers
Example: The GCF of

Factors of 42 Factors of 54 30 and 75 is 15.
1 × 42 1 × 54 composite number
2 × 21 2 × 27 a number greater than
3 × 14 3 × 18 1 with more than two
6×7 6×9 factors
Example: 4 and 6
The greatest common number in both lists is 6. prime number
The GCF of 42 and 54 is 6. any whole number greater
than 1 with exactly two
Every composite number can be written as a product factors, 1 and itself
of prime numbers . A prime number is a whole number Examples: 7, 13, and 19
greater than one whose only factors are one and itself. prime factorization
expressing a composite
number as a product of
its prime factors
Example:
30 = 3 × 2 × 5
GO ON
Lesson 2-3 Least Common Denominator (LCD) and Greatest Common Factors 51
The prime factorization of a number is the product of
its prime factors.
One way to find the prime factorization is to use a factor tree.
Write the number that is being

factored at the top.
12 20 Choose any pair of

Continue to
whole number factors.
factor any
3 4 4 5
number that
is not a prime
number. 2 2 2 2
12 = 3 × 2 × 2 20 = 5 × 2 × 2
Find the least common denominator (LCD) Find the least common denominator (LCD)
__
1 1
of , , and .
1 _ __
1 1
of , , and _1
.
4 5 8 2 5 10
Find the LCM of the denominators. Find the LCM of the denominators.
1. List the multiples of each denominator. 1. List the multiples of each number.
4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40, 44, … 2:

5: 5, 10, 15, 20, 25, 30, 35, 40, 45, …
5:
8: 8, 16, 24, 32, 40, 48, …
10:
2. Circle the numbers that are common to all
three lists. The least of these numbers is 2. Circle the numbers that are common to
the LCM. all three lists. The least of these numbers
is the LCM.
4: 4, 8, 12, 16, 20, 24, 28, 32, 36, 40 , 44, …
5: 5, 10, 15, 20, 25, 30, 35, 40 , 45, … 2:
8: 8, 16, 24, 32, 40 , 48, …
5:
The LCM of 4, 5, and 8 is 40. 10:
The LCD of __ 1 , and __
1 , __ 1 is 40.
4 5 8 What is the LCM of 2, 5, and 10?
1 , __
What is the LCD of __ 1 , and ___
1?
2 5 10

Find the GCF of 20 and 36 by using Find the GCF of 25 and 60 by using
prime factors. prime factors.
1. Write the prime factorization. 1. Write the prime factorization.

20 36 25 60
5 4 6 6 5 6 10
3 3
2. The common prime factors are 2 and 2.

2. The common prime factor is .
So, the GCF of 20 and 36 is 2 × 2 or 4.
So, the GCF of 25 and 60 is .
Find the GCF of 42 and 56 by making a list. Find the GCF of 63 and 77 by making
a list.
1. List the factors by pairs.
1. List the factors by pairs.
Factors of 42 Factors of 56
Factors of 63 Factors of 77
1 , 42 1 , 56
2 , 21 2 , 28
3, 14 4, 14
6, 7 7 ,8
2. The common factors are 1, 2, 7, and 14.

2. The common factors are .
The GCF of 42 and 56 is 14.
The GCF of 63 and 77 is .
GO ON
Who is Correct?
Find the LCD of _5, _4, and _

11
.
6 9 12
Vera Pamela King

Factors of 6: 1, 2, 3, 6 6 x 9 x 12 = 648. , 24, 30, 36
Factors of 9: 1, 3, 9 The LCD is 648. Multiples of 6: 6, 12, 18
18 , 27, 36
6, 12 Multiples of 9: 1, 9,
Factors of 12: 1, 2, 3, 4, 12 , 24, 36
is 3. Th e LC D is 3. Multiples of 12: 1,
The GCF LCD is 36.
The LCM is 36. The
Guided Practice
1 Find the LCM of 3, 5, and 6. 2 Find the LCM of 10, 4, and 8.
Multiples of 3: Multiples of 10:

3 Find the GCF of 3, 12, and 36 by using prime factors.

Step 1 Write the prime factorization. 3 12 36
Step 2 The common prime factor
is .
So, the GCF of 3, 12, and

36 is .

Find the GCF of each set of numbers.
4 3 and 9
Factors of 3:
Factors of 9:
5 10 and 15 6 48 and 60
Find the LCM of each set of numbers.

7 2, 5, and 7 8 3, 6, and 7

Solve. Look for a pattern.
✓ Use logical reasoning.
9 MONEY The list below shows the amounts of money Solve a simpler problem.
that the club leader collected. Each member paid the same Work backward.
amount to attend a field trip. What is the most the trip Act it out.
could cost per member? Explain.
Understand Read the problem. Write what you know. Money Collected
from Members
The club leader collected: .
Monday $42
Each member paid the amount.
Tuesday $12
Plan Pick a strategy. One strategy is to use logical Wednesday $60
reasoning. You need to know the amount each
member paid. Logical reasoning tells you that
you must find the greatest common factor of the

amount of money collected each day.
Solve Write the factors of each amount.
Factors of 42 Factors of 12 Factors of 60
The GCF of 42, 12, and 60 is .
Check Did you answer the question? If each member

paid , could the club leader collect the
amounts listed?
GO ON
10 FOOD Su wants to ship baked goods to her cousin. She wants to
ship 14 oatmeal squares, 12 granola bars, and 8 lemon bars. She can
pack only one type of baked good in each box. She must pack the
same number of baked goods in each box. What is the greatest
number of baked goods that Su can pack in each box?
Understand
Plan
Solve
Check
1 , __ 5
1 , and __
11 CARPENTRY Three boards have thicknesses of __ inch.
2 4 8
What is the common denominator of the measures of the thickness
of the boards?
12 Explain the relationship between the LCD and the LCM.

Use an example.

Find the LCM of each set of numbers.
13 2, 3, 8 14 4, 5, 6
15 5, 6, 9, 10 16 3, 6, 18

Find the LCD of each set of fractions.
3 5 5
1 and ___
17 __ and __ 18 __
4 6 8 12
3
1 , __ 3 3 __
19 __ , and __ 20 __ , 1 , and __
2
3 4 5 4 3 9
3 __ 3 3 __ 5
21 __ , 2 , __
7 , and ___ 22 __ , 1 , __, and __
2
4 3 9 12 4 3 6 9
3 __
2 , __
__ 3 5 3 __3 7 5
23 , , and ___ 24 __ , , ___, and ___
3 4 8 12 4 5 10 12
Solve.
25 FLOWERS Rayna is planting flowers. She has enough flowers to
plant 6, 7, or 14 in each row. What is the least number of flowers
she could have?
BASKETBALL Use the table at the right for Exercises 26 and 27. The
numerator is the number of free throws made and the denominator
is the number of free throws attempted.
26 If you were to rewrite the stats to be fractions Last Night’s

with the least common denominator (LCD), Basketball Stats
what is the LCD of these fractions? Free
Player
Throws
9
___
Douglas
12
27 Rewrite each fraction with the LCD.
1
__
Simpson
9 1 = ______ 5
___ = ______ __
12 5 4
__
Torres
6
8
___
Rollins
10
4 = ______
__ 8
___ = ______
6 10 GO ON
each sentence.
28 is expressing a composite
number as a product of its prime factors.
29 The for two or more fractions is

the least common multiple of denominators of the fractions.
30 Writing in Math Explain the difference between finding the LCM

and the GCF of two numbers.
Spiral Review
Write each improper fraction as a mixed number. (Lesson 2-2, p. 41)
5 11 10
31 __ = 32 ___ = 33 ___ =
2 2 3
Write each mixed number as an improper fraction. (Lesson 2-2, page 41)
1 2 3
34 1__ = 35 4__ = 36 2__ =
2 3 5

Use each given size of fraction tiles to form a rectangle equal to 1.
Write the fraction that equals 1. (Lesson 1-2, p. 11)
1
37 __ fraction tiles
1
1
5 2 6
Solve.
40 POPULATION In Wallyville, __ 1 of the people are under the age
of 10. In Hoppsburg, __1 of the 7people are under the age of 10. In
3
1 of the people
Salston, __ are under the age of 10. Which has the
8
least fraction of people under the age of 10? (Lesson 1-3, p. 19)
41 INVITATIONS On Monday, Hannah told Austin that their wedding

invitations had to be mailed Friday. They decided to work an
equal amount of time each night to get the invitations ready. What
fraction of the invitations do they need to finish each night?
Lesson
3NS3.1 Compare fractions
2-4 Compare and Order Fractions represented by drawings or
concrete materials to show
equivalency and to add and subtract
simple fractions in context.
6NS1.1 Compare and order positive
and negative fractions, decimals, and
KEY Concept mixed numbers and place them on a
number line.
One way to compare fractions is to look at models.
VOCABULARY
< means
“is less than” common denominators
> means the same denominator
“is greater than” (bottom number) used in
two or more fractions
1 1 = means
2
> 4 equivalent forms of one
“is equal to”
different expressions that
one half is greater than one fourth represent the same
number
Another way to compare fractions is to find equivalent 3
Example: __
fractions that have the same denominators. Then compare 3
(Lesson 2-1, p. 34)
the numerators. Fractions with common denominators are
fractions that have the same denominator. least common multiple
(LCM)
Look again at the pizza slices. the least whole number
_1 greater than one that is a

common multiple of each
of two or more numbers
4 Example: The LCM of 3
and 5 is 15.
(Lesson 2-3, p. 51)
__ × __
1 = 1______
32 2
= __
2 2 × 42 4
Because the denominators are equal,

compare the numerators.
2 > __
__ 1
4 4
To order fractions, rename the fractions using their LCD.
Then compare the numerators of the fractions.
Recall that you can write equivalent fractions by multiplying

by an equivalent form of one .
GO ON
Lesson 2-4 Compare and Order Fractions 59

Envision/Corbis
Example 1
3 2
Use <, =, or > to compare and . _ _
8 3
Shade the models given.
3
1. The circle on the left has 8 sections. Use it to model __.
8
Shade 3 sections.
2. The circle on the right has 3 sections. Use it to
model __2 . Shade 2 sections.
3
3. Compare the shaded areas. The symbol < means
“is less than.”
3 __
__ <2
8 3
3
__ < 2
__
8 3
YOUR TURN!
2 4
Use <, =, or > to compare and . _ _
5 7
1. How many sections does the top fraction strip have?
2 . How many sections should you shade?

Use it to model __
5
2. How many sections does the bottom fraction strip have?

4 . How many sections should you shade?
Use it to model __
7
3. Compare the shaded areas.

Use <, =, or > to write a statement.
2
__ 4
__
5 7

Use <, =, or > to compare _2 and _4. Use <, =, or > to compare _5 and _2.
3 5 6 3
Rename the fractions using a common Rename the fractions using a common
denominator. denominator.
1. Find the LCM of 3 and 5. 1. Find the LCM of 6 and 3.
Multiples of 3 Multiples of 5 Multiples of 6 Multiples of 3

3×1=3 5×1=5
3×2=6 5 × 2 = 10
What common denominator should you
3×3=9 5 × 3 = 15 use?
3 × 4 = 12 2. Rename each fraction as an equivalent
fraction with the same denominators.
3 × 5 = 15
The LCD is 15. 5 ·______ = ______

5 = ____
__
6 6·
2. Rename each fraction as an equivalent
fraction with a denominator of 15.
2 2
__ · __
35 10
= ______ = ___ 2 ·______ = ______
2 = ____
__
3 3 · 45 15
3 3·
4 4
__ · __
3 12
= ______ = ___
5 5 · 43 15 3. Compare the numerators of the
equivalent fractions.
3. Compare the numerators 10 < 12
of the equivalent fractions.
Write a statement using the equivalent
10 ___
Write a statement using ___ < 12 fractions.
the equivalent fractions. 15 15
4. Replace the equivalent 2 < __
__ 4
4. Replace the equivalent fractions with the
fractions with the original 3 5
original fractions.
fractions.
GO ON

Example 3
Order the fractions _5, _3, and _
7
from least to greatest.
6 8 12
1. Find the LCM of 6, 8, and 12. Multiples of 6: 6, 12, 18, 24, 30, …
Multiples of 8: 8, 16, 24, 32, …
Multiples of 12: 12, 24, 36, …
The least number in all three lists of multiples is 24. The LCM is 24.
2. Write equivalent fractions that have 24 as their denominators.
5 5 · __
34 20 3 3
__ · __
3 9 7
___ 7 · __
2
3 14
__ = ______ = ___ = ______ = ___ = _______ = ___
6 6 · 44 24 8 8 · 43 24 12 12 · 42 24
3. Compare the numerators of the equivalent fractions. 9 < 14 < 20

4. Order the fractions from least to greatest.
9
___ 20
14 < ___ 3 5
7 < __
< ___ means that __ < ___ .
24 24 24 8 12 6
3 7 __ 5
So, from least to greatest, the fractions are __, ___ , .
8 12 6
YOUR TURN!
Order the fractions _2, _7, and _
4
from least to greatest.
3 9 18
1. Find the LCM for the denominators.
Multiples of 3:
Multiples of 9:

Multiples of 18:
What is the least number in all three lists of multiples?
The LCM is .
2. Write equivalent fractions that have in the denominators.
2 2· 7 7· 4 4·
__ = __________ = ______ __ = _________ = ______ ___ = __________ = ______
3 3· 9 9· 18 18 ·
3. Compare the numerators of the equivalent fractions.

< <
4. Order the fractions from least to greatest.
means that .
So, from least to greatest, the fractions are .

Who is Correct?
Use <, =, or > to compare _4 and _4.
5 8
Abigail
Erina
_4 = 4_ ·8 =_ 32
5 5·8 40 Anton
_4 = 4_ · =_
5 20 4 _ _
4
4 = 4, so 5 = 8
8 8 · 5 40
_4 > _4 32 > _
_ 20
5 8 40 40
Guided Practice
Use <, =, or > to compare the fractions. Shade the models given.
1
5
__ 3
__ 2
3
__ 4
___
6 4 5 10
3
2 and __
Use <, =, or > to compare __ 4 . Rename the fractions
6 9
using a common denominator.
Step 1 Find the LCM of 6 and 9.
Step 2 Rename each fraction to an equivalent fraction.
· ·
2 ____________ ______
__ 4 ____________ ______
__
= = = =
6 · 9 ·
Step 3 Compare the numerators. Write a statement

using the equivalent fractions.
Step 4 Replace the equivalent fractions with the 2

__ 4
__
6 9
original fractions.
GO ON

Order the fractions from least to greatest.
5 3 5
4 __, __, and ___ 5
1 , __
__ 5
2 , and __
6 8 12 2 3 9
·
______ = ____________ = ______
·
·
______ = ____________ = ______
·
·
______ = ____________ = ______
·

Solve. ✓ Draw a diagram.
Look for a pattern.
6 FITNESS Peter and Paul are twins. They are very close Guess and check.
1 inches tall, and Paul is 5 feet
in height. Peter is 5 feet 2__ Act it out.
4
5 Solve a simpler problem.
2__ inches tall. Who is taller?
8
Peter is 5 feet inches tall.
Paul is 5 feet inches tall.

Plan Pick a strategy. One strategy is to draw a diagram.
Compare the two heights. Both heights are 5 feet

and 2 inches. Only compare the fractional parts of
each boy’s height.
Draw a bar divided into 4 equal parts. Draw

another bar of equal length. Divide it into
8 equal parts.
5
1 and __
Solve Shade __ . Compare the shaded parts.
4 8
1 5
5 feet 2__ 5 feet 2__
4 8
So, Paul is taller than Peter.
Check Does the answer make sense?

Did you answer the question?

7 FOOD The school cafeteria has two same-sized pans. One has a
taco casserole that is cut into 36 equal pieces. Another has macaroni
and cheese that is cut into 24 equal pieces. At lunch, 24 pieces of
the taco casserole are eaten, and 21 pieces of the macaroni are
eaten. Which pan has more left in it?
Understand
Plan
Solve
Check
6 5
8 WEATHER On Wednesday, it rained __ inch in Columbus and ___ inch
8 12
in Cleveland. Which city got more rain?
5 3
9 Sarah said that __ is greater than __ because 5 > 3 and
8 4
8 > 4. Draw diagrams. Explain if Sarah is correct.

5 4
10 ___ __
10 8
6
___ 3
__
11
10 7
GO ON

1
12 __
3
__ 1
13 __
4
__
4 8 4 7

__ 5
1 and __ 5
1 and ___
__
14 15
4 6 8 12
__ 1 , and __
1 , __ 3 1 , __
__ 1 , and __
2
16 17
3 4 5 2 3 9
__ 2 , __
1 , __ 3
7 , and ___ __ 5
1 , __
1 , __ 2
18 19 , and __
2 3 9 12 2 3 6 9
3 __
2 , __ 3 5 3 ___
1 , __ 5
20 __ , , and ___ 21 __ , 7 , and ___
3 4 8 12 2 5 10 12
Solve.
3 5
22 BAKING Kelly needs 2__ cups of flour to make a cake. She has 2__
4 8
cups. Does she have enough? Explain.
23 ENTERTAINMENT Clara and Gwen went to the county fair.

There was a pie-eating contest. The top three contestants ate
5 7 pies, respectively. Which contestant
11 pies, and 5__
5__ pies, 5___
6 12 8
ate the most pie? Who ate the least?
24 SPORTS Felipe and Jamal each collected 6 soccer balls from the
1 > __
field. Divide the set of soccer balls to show that __ 1.
2 3
Circle 1 of the set of 6 soccer balls. Circle 1 of the set of 6 soccer balls.
2 3

Getty Images
sentence.
25 A(n) is the same denominator in
two or more fractions.
26 The is the least number greater

than 1 that is a common multiple of each of two or more numbers.
3
1 , __ 9
27 Writing in Math Graph __ , and ___ on the number line below.
2 5 10
Explain your reasoning.
0 1
Spiral Review
Solve. (Lesson 2-1, p. 34)
28 BAKING Ollie baked a pumpkin pie and a blueberry pie. Both

pies were the same size. He cut the pumpkin pie into 12 equal-
sized pieces. He cut the blueberry pie into 8 equal-sized pieces.
How many pieces of the pumpkin pie equal one-fourth of the pie?
How many pieces of the blueberry pie equal one-fourth of the pie?
29 GROCERIES A 5-pound bag of medium-sized potatoes has an

average of 20 potatoes. A 2-pound bag of small potatoes has an
average of 16 potatoes. How big are the potatoes in each bag?

or sets. (Lesson 1-1, p. 4)
2
30 __
7
31 ___
3 10
6
__ 1
__
32 33
6 4

Chapter
1 Write the prime factorization for 56.
Find the GCF of each set of numbers.

2 24 and 36 3 12, 20, and 32
Find the LCD of each set of fractions.
4 _1_ and _5_ 5 _5_ and ___

3
2 6 8 20
Use <, =, or > to compare the fractions. Rename the fractions using
a common denominator.
2
6 __
7
___ 3
7 __ _1_
9 10 4 5
8 _1_ and _2_ 9 _5_ and ___

7
3 5 9 18
10 _2_, _2_, and _3_ 11 _4_, _2_, and _3_

3 5 4 9 3 4

12
3
_3_, _1_, ___ 3
, and __ 13 _4_, ___ 9
7 , _1_, and ___
8 4 10 5 5 20 2 10
Solve.
14 MONEY Mrs. Hernandez’s monthly budget is shown at
the right. The most money is spent on food and health $"5&(03: #6%(&5
1
care. Which category has the next most money spent? Housing
/
1
Entertainment
/
15 ART One art museum features four types of paintings. Food and 2
/
Health Care 5
3
Modern art is _1_ of the collection. African art is ___ of the
2 16 Savings
collection. Asian art is _1_ of the collection and ___
2 is early
4 32
European. Which type of art has the least number of
pieces in the museum?
Lesson
2-5 Simplify Fractions 3NS3.1 Compare fractions

represented by drawings or
concrete materials to show
equivalency and to add and subtract
simple fractions in context.
4NS1.5 Explain different interpretations
KEY Concept of fractions for example, parts of a
whole, parts of a set, and division of
A fraction is in simplest form or lowest terms when the whole numbers by whole numbers;
explain equivalence of fractions.
numerator and the denominator of the fraction have no
common factor other than 1.
VOCABULARY
How many fourths of How much of this
simplest form
this pizza are left to eat? pizza is left to eat?
a fraction in which the
numerator and the
denominator have no
common factor greater
than 1
3
Example: __ is the
5
6
2 1 simplest simplest form of ___.
10
4 2 form
greatest common factor
1 is written in simplest form
The pizzas are equal in size. __ (GCF)
2 the greatest number that
because there is no number that will evenly divide into both is a factor of two or more
the numerator and the denominator. numbers
Example: The greatest
common factor of 12, 18,
and 30 is 6.
Any fraction can be written in simplest form by dividing

the numerator and denominator by the GCF. You can also
simplify using models and prime factorization.
Example 1
Write
8 _
in simplest form. Use models. fraction = simplest form
10
Shade an equivalent area and name the
simplified fraction.
1. Shade the circle segments so the shading in

both circles covers the same amount of each circle.
2. Count the total number of parts and the shaded
8
___ 4
__
parts of the circle on the right. Write the =
10 5
equivalent fraction.
GO ON
Lesson 2-5 Simplify Fractions 69

Envision/Corbis
YOUR TURN!
Write _
3
in simplest form. Use models. fraction = simplest form
15
Shade an equivalent area and name the
simplified fraction.
1. Shade the circle segments so the shading

in both circles covers the same amount of
each circle.
3
___ ______
2. Count the total number of parts and the =
15
shaded parts of the circle on the right. Write
the equivalent fraction.
Example 2
Write _
12
in simplest form. Divide by the GCF.
Remember a factor is a number
that is multiplied by another
20 number to get a product.
1. List all the factors of the numerator and the Example: 2 and 3 are factors of 6.
denominator.
Factors of 12: 1, 2, 3,
4, 6,12 Factors of 20: 1, 2,
4, 5, 10, 20
2. The greatest common factor (GCF) is the greatest
Both can be
factor the numbers have in common. The greatest 12
___ divided by
number in both lists is 4. Because 4 is the greatest 20 2 and 4.
number that will evenly divide both the numerator
and the denominator, 4 is the GCF.
12 12
___ ÷ __
34 3
= ________ = __

3. Divide the numerator and denominator by the GCF.
20 20 ÷ 44 5
3
12 in simplest form is __
4. So, ___ .
20 5
YOUR TURN!
Write _
15
50
1. List all the factors of the numerator and the denominator.
Factors of 15: Factors of 50:
2. What is the greatest number in both lists?
The GCF of 15 and 50 is .
3. Divide the numerator and 15 ÷______ ______

15 = ______
___ =
denominator by the GCF. 50 50 ÷
15
4. What is the simplest form of ___?
50

Example 3 Write the number that is
to be factored at the top.
Write _
18
in simplest form. Use prime factorization.
30
1. Use a factor tree to write the numerator 18 30
Choose any
as a product of prime numbers.
pair of whole
3 6 3 10
2. Use a factor tree to write the denominator as number factors
a product of prime numbers. of 18 and 30.
2 3 2 5
3. Replace the numerator with its prime factors.
Replace the denominator with its prime factors.
Find all equivalent forms of 1. Continue to factor each number
that is not a prime number.
3· 2·3
18 = _________
___
30 3· 2·5
4. Eliminate all equivalent forms of 1.
18 = 3
___ ·2·3
________ 18 __
___ 3
=
30 3·2·5 30 5
YOUR TURN!
Write _
12
in simplest form. Use prime factorization.
42
1. Use a factor tree to write the numerator 12 42
2. Use a factor tree to write the denominator

3. Replace the numerator with its prime factors.

Replace the denominator with its prime factors.
Find all equivalent forms of 1.
· ·
12 = _________________
___
42 · ·
4. Eliminate all equivalent forms of 1.

12 =
___
42
GO ON

Who is Correct?
Write _
18
in simplest form. Use any method.
45
Doug Julio Liza

18 = 3_
_ ·3·2 _ _ _
18 = 18 ÷ 9 = 2 _ _
18 = 18 ·9 =_
162
405
45 3·3·5 45 45 ÷ 9 5 45 45 · 9
18 = _
_ 2 _ _18 = 2 _
162
45 5 45 5 405
Guided Practice
6
1 Write __ in simplest form. Use models. Shade an equivalent area
8
and name the simplified fraction.
fraction = simplest form

_6_ = ______
8
2 Write _4_ in simplest form. Divide by the GCF.

8
÷
______ = ______________ = ______
÷
8
3 Write ___ in simplest form. Divide by the GCF.
18
÷
______ = ______________ = ______
÷

4
12 in simplest form. Use prime factorization.
Write ___
16
Step 1 Write the numerator as a product of prime numbers.
Step 2 Write the denominator as a product of prime numbers.

12 16
4 4 4
Step 3 Replace the numerator with its prime factors. Replace

the denominator with its prime factors. Find and
eliminate all equivalent forms of 1.
· ·
______ = _________________________________ = ______
· · ·
3
12 is __
Step 4 The simplest form of ___ .
16 4
Write each fraction in simplest form. Use prime factorization.
· ·
12 = _________________ = ______
5 ___
30 · ·
6
10
___ 7
15
___ 8
21
___
15 18 28
Write each fraction in simplest form. Divide by the GCF.

10
9 ___
24
10 ___
21
___
11
25 32 49
GO ON

Solve. Look for a pattern.
✓ Use logical reasoning.
12 LANDSCAPING Doris wants a border around her flower Solve a simpler problem.
bed. She can choose brown or red bricks of the same size. Work backward.
If she uses brown bricks, she will use 54 of the 72 brown Draw a diagram.
bricks she has. Write the fraction of the brown bricks she
will use in simplest form.
She would use ______ of the brown bricks.
Plan Pick a strategy. One strategy is to use logical

reasoning.
Simplify the fraction that shows how many brown

bricks she would use.
Solve Find the GCF of 54 and 72.
Divide the numerator and denominator by the

GCF.
Factors of 54: 1, 2, 3, 6, 9,
18, 27, 54
Factors of 72: 1, 2, 3, 4, 6, 8, 9, 12,

18, 24, 36, 72

÷
______ = _____________ = ______
÷
Check Use another method. Use prime factorization.

Simplify the fraction.
Does your answer make sense? Did you answer

the question?

13 FITNESS James and Nat run on the track after school each day.
16 18
James runs ___ of a mile in 4 minutes. Nat runs ___ of a mile in
24 27
the same time. James says he ran faster. Is he correct? Explain.

Understand
Plan
Solve
Check
14 SCHOOL Omar correctly answered 54 out of 60 questions on his

last test. What fraction of the questions did he answer correctly?
Simplify your answer to its simplest form.
What fraction of the questions did he answer incorrectly?
Simplify your answer to its simplest form.
15 Explain which method used for simplifying fractions you

prefer and why.

Write each fraction in simplest form. Use models. Shade an equivalent
area and name the simplified fraction.
3 ______
__ 8
___
16 = 17 = ______
6 12
Write each fraction in simplest form. Use the GCF.

36
___ 32
___ 60
____ 45
___
18 = 19 = 20 = 21 =
60 40 144 90
GO ON

Write each fraction in simplest form. Use prime factorization.
18
___ 25
___ 16
___ 27 =
___
22 = 23 = 24 = 25
27 30 48 39
Solve.
26 FOOD Ti took 48 cookies to a picnic. He brought 8 cookies home.
Write the fraction of cookies that were eaten in simplest form.
27 SPORTS Mario and Byron are playing a game where they each
get 10 chances to throw a basketball into a hoop. After
4 of the balls they throw.
playing 6 games, they both make __
5
How many throws do they each make?

sentence.
4
28 A fraction in is a fraction in The boys each made __
5
which the numerator and the denominator have no common of the baskets attempted.
factor greater than 1.
29 The is the greatest number

that divides evenly into two or more numbers.
30 Writing in Math Suppose that you had a fraction that had a

12x . What do you think this fraction is in
symbol in it, such as ____
15x

simplest form? Explain your reasoning.
Spiral Review
Find the LCM of each set of numbers. (Lesson 2-4, p. 59)
31 2, 10, and 25 32 2, 3, and 7
Solve. (Lesson 2-3, p. 51)

3
33 COOKING A potato soup recipe needs 2__ cups of milk. A
5
2 cups of milk.
broccoli soup recipe needs 2__ Which recipe requires
3
more milk?
Corbis
Chapter
2 Study Guide
Vocabulary and Concept Check

common denominators, p. 59 Write the vocabulary word that
composite numbers, p. 51 completes each sentence.
equivalent forms of one, p. 34 1 The least common multiple of the denominators (bottom
equivalent fractions, p. 34 numbers) of two or more fractions is the
.
greatest common factor (GCF),
p. 51 2 The is the
improper fraction, p. 41 least whole number greater than 0 that is a common
least common denominator multiple of two or more numbers.
(LCD), p. 51
3 A(n) is any
least common multiple (LCM), whole number with exactly two factors, 1 and itself.
p. 51
mixed number, p. 41 4 __34 = __68 is an example of .
prime factorization, p. 51 5 The greatest number that is a factor of two or more
prime number, p. 51 numbers is known as the
simplest form, p. 69 .
value, p. 34 6 A fraction is in
when the numerator and the denominator have no
common factor greater than 1.
Label each diagram below. Write the correct vocabulary term in

each blank.
7 8

Lesson Review
2-1 Equivalent Fractions and Equivalent Forms
of One (pp. 34–40)
Example 1
10
2 = ______
__
6 3
11
_1 = _2
4 8
Ask yourself, “What can I multiply the
denominator 4 by to get 8”?
Multiply 4 by 2 to get 8. Multiply the fraction
2.
by __
3 = ______ 2
__
4 8 1 1
__ · __
2
3 2
= ______ = __
4 4 · 42 8
1 = __
So, __ 2.
4 8

2-2 Mixed Numbers and Improper Fractions (pp. 41–49)

Example 2
1
12 __
2 Write 3 _2 as an improper fraction.
4
13
1
__ Multiply. 3 × 4
4 Add. 12 + 2
14
1 as an improper fraction.
Write 4__ Write the total number of fourths as an
5 improper fraction.
73 3 · 4 + 2 12 + 2 14
15 Write ___ as a mixed number. ________ = _______ = ___
4 4 4 4

2-3 Least Common Denominator (LCD) and
Greatest Common Factors (pp. 51–58)
Find the least common multiple

(LCM) of each set of numbers. Example 3
16 2, 4, and 7 Find the least common multiple (LCM) of

3, 4, and 6.
17 2, 5, and 6
List the multiples of each number.
18 9, 8, and 36 Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, …
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, …
19 4, 26, and 52 Multiples of 6: 6, 12, 18, 24, …
Find the numbers that are common in all three
lists. The least of these numbers is the LCM.
Multiples of 3: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, …
Multiples of 4: 4, 8, 12, 16, 20, 24, 28, 32, …
Multiples of 6: 6, 12, 18, 24, …
The LCM of 3, 4, and 6 is 12.
Find the greatest common factor

(GCF) of each set of numbers. Example 4
20 14 and 70 Find the greatest common factor (GCF) of

32 and 56 by using prime factors.
21 20 and 75 32 56
22 48 and 80 4 8 7 8
23 45 and 120 2 2 2 4 2 4
2 2 2 2
The common factors are 2, 2, and 2.

So, the GCF of 32 and 56 is 2 × 2 × 2 or 8.

2-4 Compare and Order Example 5
Fractions (pp. 59–67)
2.
1 and __
3 4 _
Use <, =, or > to compare and __. Shade the
24 Use <, =, or > to compare __ 4 5
6 8 models given.
The circle on the left has four sections.

_1 _2 3
6 8 Use it to model __. Shade 3 sections.
4
1 and __
2. The circle on the right has five sections.
25 Use <, =, or > to compare __
3 9 4 . Shade 4 sections.
Use it to model __
Rename the fractions using a 5
common denominator. Compare the shaded areas.
_1 _2 Use <, =, or > to write a statement. __3<4 _
3 9 4 5
3 5 11 Example 6
26 Order the fractions __, __, and ___
4 6 12
from least to greatest. 5 4 __
Order the fractions , , and
7 _
from least to
8 9 12
greatest.
Find the LCM of 8, 9, and 12.

3 ___
7 , __
27 __ , 11 Multiples of 8: 8, 16, 24, 32, 40, 48, 56, 64, 72, 80, …
8 4 14 Multiples of 9: 9, 18, 27, 36, 45, 54, 63, 72, 81, …
Multiples of 12: 12, 24, 36, 48, 60, 72, 84, …
The LCD of the fractions is 72.
Write equivalent fractions.
8 ___
___ 3 4
28 , , ___
30 15 45
5 5
__ · __
39 45 4 =4 · __
38 32
= ______ = ___ __ ______ = ___
8 8 · 49 72 9 9 · 48 72
7
___ 7 · __
36 42
= _______ = ___
12 12 · 46 72
Compare the numerators. 32 < 42 < 45

32 < ___
___ 45 means that __
42 < ___ 4 < ___ 5
7 < __
72 72 72 9 12 8

2-5 Simplify Fractions (pp. 69–76)
Example 7
29
6
Write __ in simplest form. Shade
8 Write _
6
in simplest form. Use models. Shade
10
an equivalent area and name the an equivalent area and name the simplified
simplified fraction. fraction.
Shade the circle segments so the shading in both

circles covers the same amount of each circle.
Count the total
number of parts and
the shaded parts
fraction = simplest form of the circle on the
right. Write the
6
__ ______ equivalent fraction.
=
8
fraction = simplest
form
6
___ = 3
__
10 5
Write each fraction in simplest form.

Example 8
20
30 ___ =
28 Write _
15
18
31
14 =
___ List all the factors of the numerator and of the
35 denominator.
18
___
Factors of 15: 1, 3, 5, 15
32 = Factors of 18: 1, 2, 3, 6, 9, 18
50
The greatest number in both lists is 3. The GCF
9
___ of 15 and 18 is 3.
33 =
36
Divide the numerator and 15 = 15 ÷ __
3
________ 5
___ = __
7 =
___ denominator by the GCF. 18 18 ÷ 4
3 6
34
56 15 5
So, ___ in simplest form is __.
18 6
35
21 =
___
33

Chapter
2 Chapter Test
1
1
__ 2
9
___
6 12

2
3 3__ =
1
4 2__ = 5
4=
7__ 6
1=
4__
5 5 9 4

23
7 ___ = 8
27 =
___
4 12
Use <, =, or > to compare the pairs of fractions. Rename the

fractions using a common denominator.
9
1
__ 2
__ 3
__ 5
___
10
5 9 8 12
Find the least common multiple (LCM) of each set of numbers.

11 3, 7, and 9 12 2, 3, and 8

Order the fraction sets from least to greatest.
4 3 1
13 __, __, and __ 14
3
2 , __
__ 6
, and __
9 5 2 3 5 8
15
12 in simplest form. Use prime factorization.
Write ___
18
12 18
4 9
GO ON
82 Chapter 2 Test
18
16 Write ___ in simplest form. Divide by the GCF.
20
Solve.
17 ENTERTAINMENT At a reception, two cakes
were the same size. One cake was cut into
36 equal pieces. The other cake was cut into
48 equal pieces. At the end, there was exactly
the same amount of each cake remaining. If
12 pieces of the 36-piece cake were left, then
how many pieces of the 48-piece cake were
left?
18 CONSTRUCTION A carpenter had a stack of boards.

He cut each board into 4 equal pieces. He used 23 of
the pieces. Write an improper fraction and a mixed
number for the number of board pieces he used.
19 BUSINESS Matthew has a paper route. At the end

of each week he must collect the money due from his
customers. He was able to collect $75 of the $120 due.
What fraction of the total money did he collect? What
fraction of the amount due does he still need to collect?

Simplify both answers to lowest terms.
Correct the mistakes.

20 Tyler took 36 cupcakes to school for his classroom party. He
brought one dozen cupcakes home. He said that only
1 of the cupcakes were eaten. What mistake did Tyler make?
__
3
Chapter 2 Test 83
Eri Morita/Getty Images
Chapter
2 Standards Practice
Choose the best answer and fill in the corresponding circle on the sheet at right.
1 Marnie and Yago shared a pizza. The 5 Order these fractions from least to
pizza was cut into 8 equal pieces. If ___
greatest: 7 , 1 , 3 .
Yago ate 4 of the pieces, what fraction of 8 2 4
the pizza did he eat? 3 __ 3 __
7 , __
A __ ,1 1 , __
C __ ,7
1 7 8 4 2 2 4 8
A __ C __
2 8 3
1 , __
7 , __ 3 , __ 1
7 , __
B __ D __
3 8 2 4 4 8 2
B __ D 2
4
6
_
Rachel finished 4 of her homework
2 Which fraction is equal to 2 ? _ 6
before dinner. Her sister Sonia
3
_
finished 6 of her homework before
3
F __ 4
H __ 8
9 5 dinner. Which math sentence is
correct?
4
G __ 7
J ___ 6
4 > __ 6 < __
4
6 10 F __ H __
6 8 8 6
6
4 < __ 6
4 = __
G __ J __
6 8 6 8
3 Which symbol makes the sentence
true?
_7 □ _5 7 Which fraction is equal to the fraction at
12 6

point C on the number line?
A > C <
" # $ %
B = D +
0 1 2 3 4 5 6
10 10 10 10 10 10
1
A __ 2
C __
4 5
4 Which mixed number does the model
represent? 3
B ___ 3
D __
10 5
8
_
Write 8 in simplest form.
10
6 5
F 4__ H 3__ 4 1
6 8 F __ H __
5 2
3 1
G 3__ J 3__ 2 2
4 2 G __ J __
3 5 GO ON
84 Chapter 2 Standards Practice

9 Which fraction does the model ANSWER SHEET
represent? Directions: Fill in the circle of each correct
answer.
1 A B C D
7
A __ 5
C __ 2 F G H J
9 8
8 7 3 A B C D
B ___ D ___
12 12 4 F G H J
5 A B C D
10 Which shows one-fifth written in 6 F G H J

fraction form? 7 A B C D
5
F __ 1
H ___ 8 F G H J
1 15
9 A B C D
1
G __ 1
J ___
5 50 10 F G H J
11 A B C D
11 Which fraction is equal to the number at 12 F G H J

point C on the number line?
" # $
0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
Success Strategy
5
A __ 8
C ___
If you do not know the answer to a question, go on
5 12 to the next question. Come back to the problem, if
you have time. You might find another question
4
B __ 1
D __ later in the test that will help you figure out the
5 2 skipped problem.
12 Which symbol makes the sentence

true?
_1 □ _1
2 12
F > H <
G = J +
Chapter 2 Standards Practice 85

Index
models, 19–25, 34–40, 41–49
A ordering, 59–67 N
simplest form, 69–76
Answer sheet, 31, 85 simplifying, 69–76 number line, 41–49, 50, 67
unit, 11–17
ascending order, 59–67 Number Sense, 4, 11, 19, 34,
Assessment, 28–29, 82–83 41, 51, 59, 69
G numerator, 4–10, 11–17, 19–25,
51–58, 59–67, 69–76
C greater than, 59–67
California Mathematics Content

greatest common factor
(GCF), 51–58, 69–76
O
Standards, 4, 11, 19, 34, 41, 51,
59, 69 order, 59–67
Chapter Preview, 3, 33 I order fractions, 59–67
Chapter Test, 28–29, 82–83
improper fraction, 41–49
common denominators, 51–58, P
59–67
compare, 59–67 K prime factorization, 51–58
composite number, 51 prime number, 51–58
Correct the Mistakes, 29, 83 Key Concept, 4, 11, 19, 34, 41, Problem-Solving. See Step-by-
51, 59, 69 Step Problem Solving
Progress Check, 18, 50, 68
D L
denominator, 4–10, 11–17,
least common denominator R
19–25, 51–58, 59–67, 69–76
(LCD), 51–58
descending order, 59–67 Real-World Applications
least common multiple baking, 22, 66, 67
(LCM), 51–58, 59–67 baseball, 49
E

less than, 59–67 basketball, 57
like fractions, 67–69 business, 17, 83
equivalent forms of one, 34–40, cafeteria, 29
59–67 carpentry, 49
equivalent fractions, 34–40, M cleaning, 40
51–58, 59–67, 69–76 community service, 23, 49
Manipulatives construction, 39, 83
fraction circle, 5, 9, 10, 11, cooking, 48, 76
F 12, 13, 14, 15, 17, 18, 20, crafts, 48
24, 25, 34, 35, 36, 60, 63, entertainment, 66, 83
fraction, 4–10, 11–17, 19–25 65, 69, 75, 78, 80, 81 farming, 16
common denominators, 51–58, fraction strip (tiles), 3, 5, 6, 7, finance, 29
59–67 9, 11, 13, 14, 15, 16, 19, 20, fitness, 18, 64, 75
comparing, 59–67 22, 34, 35, 43, 60, 63, 65, flowers, 56
equivalent, 34–40, 51–58, 75 food, 18, 25, 38, 49, 56, 65,
59–67, 69–76 76
Math Reasoning. See Step-by- food service, 83
improper fractions, 41–49 Step Problem Solving
least common denominator groceries, 67
(LCD), 51–58 mixed number, 41–49 hobbies, 39, 50, 83
like, 59–67 money, 3 invitations, 49
mixed numbers, 41–49 jobs, 24
86 Index
kites, 38 Standards Practice, 30–31,
landscaping, 74 84–85 V
manufacturing, 48 Step-by-Step Practice, 7, 15, 21,
money, 55, 56 36, 46, 54, 63, 73 value, 34
music, 29
Step-by-Step Problem Solving Vocabulary, 4, 11, 19, 34, 41,
nature, 24
Practice, 8, 16, 22–23, 37–38, 51, 59, 69
number sense, 47
nutrition, 17, 37, 40 47–48, 55–56, 64–65, 74–75 Vocabulary and Concept
online shopping, 8 Draw a diagram, 16, 37, 64 Check, 26, 77
pets, 10 Draw a picture, 8
Vocabulary Check, 10, 17, 25,
population, 58 Use a model, 22
40, 49, 57, 66, 76
reading, 16 Use logical reasoning, 55, 74
school, 8, 10, 17, 23, 75 Work backward, 47
shopping, 10 Study Guide, 26–27, 77–81 W
snacks, 8 Success Strategy, 31, 85
sports, 39, 66, 76 whole, 4–10
weather, 65
Who is Correct?, 6, 14, 20, 36,
words, 10, 18 U 45, 54, 63, 72
Reflect, 9, 16, 23, 38, 48, 56,
whole numbers, 41–48
65, 75 unit fraction, 11–17
Writing in Math, 10, 17, 25, 40,
49, 57, 67, 76
S
simplest form, 69–76
Spiral Review, 17, 25, 40, 49,
57, 67, 76
Index 87

Math Triumphs

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Math Triumphs

Hochgeladen von

Copyright:

Verfügbare Formate

Authors

Basich Whitney • Brown • Dawson • Gonsalves • Silbey • Vielhaber

Lori Adamski Peek/Getty images

Send all inquiries to:

Volume 1 Place Value and Basic Number Skills

Volume 2 Fractions and Decimals

Volume 3 Ratios, Rates, and Percents

Volume 4 The Core Processes of Mathematics

4A Chapter 1 Operations and Equality

Volume 5 Functions and Equations

Frances Basich Whitney Kathleen M. Brown Dixie Dawson

Philip Gonsalves Robyn Silbey Kathy Vielhaber

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Viken Hovsepian Dinah Zike

Linda Anderson Cheryl L. Avalos Bonnie Awes Kathleen M. Brown

Carol Cronk Audrey M. Day Jill Fetters Grant A. Fraser, Ph.D.

Bobbi Anne Barnowsky Melody McGuire

Eppie Leamy Chung Monica S. Patterson

Judy Descoteaux Rechelle Pearlman

Paul J. Fogarty Armida Picon

Lisa Majarian Anthony J. Solina

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

1 Parts of a Whole Chapters 1 and 2 are contained in Volume 2A.

1-1 Parts of a Whole and Parts of a Set ................................4. Standards Addressed

Bixby Creek Bridge on Highway 1, south of Carmel number line.

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

Alabama Hills, Owens Valley

3 Operations with Fractions Chapters 1 and 2 are contained in Volume 2A.

3-1 Add Fractions with Like Denominators .......................4 Standards Addressed

Progress Check 3 .............................................................45

4 Positive and Negative Fractions

4NS2.0, 5NS2.0, 5NS2.1, 7NS1.2 5NS1.5 Identify and represent on a

4NS2.0 Students extend their use and

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc.

5NS2.0 Students perform calculations and solve

7NS1.2 Add, subtract, multiply, and divide

Chapter Test ...................................................................134 6NS2.3 Solve addition, subtraction,

2 What is the Key Concept of Lesson 2-1?

3 What are the four steps of problem solving?

4 What are the vocabulary words for Lesson 2-5?

5 How many Examples are presented in Lesson 1-3?

6 What are the California Standards covered in Lesson 2-4?

7 List two ways in which fractions are represented on

8 What do you think is the purpose of the Standard Practice

10 In Chapter 2, find the logo and Internet address that tells

Copyright © by The McGraw-Hill Companies, Inc.

2 Chapter 1 Parts of a Whole

What You Know What You Will Learn

If one person ate 4 pieces, he would

Parts of a Set of a whole.

Copyright © by The McGraw-Hill Companies, Inc.

Example 2 YOUR TURN!

1. There are 7 objects in the set.

Lesson 1-1 Parts of a Whole and Parts of a Set 5

Reina Tate Toshi

Circle correct answer(s). Cross out incorrect answer(s).

number of shaded parts ______

2 the number of suns in the set

Copyright © by The McGraw-Hill Companies, Inc.

Draw a figure. Divide

number of shaded parts

6 Chapter 1 Parts of a Whole

4 Write a fraction to represent the number of