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**Chapter 5**Adding and Subtracting Fractions Click the mouse or press the space bar to continue. Splash Screen**Adding and Subtracting Fractions**5 Lesson 5-1Rounding Fractions and Mixed Numbers Lesson 5-2Estimating Sums and Differences Lesson 5-3Adding and Subtracting Fractions with Like Denominators Lesson 5-4Problem-Solving Strategy: Act It Out Lesson 5-5Adding and Subtracting Fractions with Unlike Denominators Lesson 5-6Problem-Solving Investigation: Choose the Best Strategy Lesson 5-7Adding and Subtracting Mixed Numbers Lesson 5-8Subtracting Mixed Numbers with Renaming Chapter Menu**Rounding Fractions and Mixed Numbers**5-1 Five-Minute Check (over Chapter 4) Main Idea California Standards Key Concept: Rounding to the Nearest Half Example 1 Example 2 Example 3 Example 4 Lesson 1 Menu**Rounding Fractions and Mixed Numbers**5-1 • I will round fractions and mixed numbers. Lesson 1 MI/Vocab**Rounding Fractions and Mixed Numbers**5-1 Standard 5MR2.5Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. Standard 5NS1.1Estimate,round, and manipulate very large (e.g., millions) andvery small (e.g. thousandths)numbers. Lesson 1 Standard 1**Rounding Fractions and Mixed Numbers**5-1 Lesson 1 Key Concept 1**Rounding Fractions and Mixed Numbers**5-1 Round 3 to the nearest half. 1 7 Lesson 1 Ex1**Rounding Fractions and Mixed Numbers**5-1 The numerator of is much smaller than the denominator, and is less than . 1 1 1 1 7 7 4 7 Answer: So, 3 rounds to 3. Lesson 1 Ex1**Rounding Fractions and Mixed Numbers**5-1 Round 4 to the nearest half. 1 9 • 4 • 4 • 4 • 4 Lesson 1 CYP1**Rounding Fractions and Mixed Numbers**5-1 Round 5 to the nearest half. 3 5 Lesson 1 Ex2**Rounding Fractions and Mixed Numbers**5-1 The numerator of is almost as large as the denominator, and is greater than . 3 3 1 3 5 5 4 5 Answer: So, 5 rounds up to 6. Lesson 1 Ex2**Rounding Fractions and Mixed Numbers**5-1 Round 5 to the nearest half. • 6 7 9 • 5 • 5 • 6 Lesson 1 CYP2**Rounding Fractions and Mixed Numbers**5-1 Find the length of the line segment to the nearest half inch. Answer: To the nearest half inch, the line segment is 1 in. long. Lesson 1 Ex3**Rounding Fractions and Mixed Numbers**5-1 • 1 in. • 1 in. Find the length of the line segment to the nearest half inch. • 1 in. • 2 in. Lesson 1 CYP3**Rounding Fractions and Mixed Numbers**5-1 Niraj needs 5 yards of fabric to make a costume. Should she buy 5 yards or 6 yards of fabric? Explain your reasoning. 7 1 7 1 1 8 2 8 2 2 Answer: She needs to buy 6 yards because 5 is more than 5 . If she buys 5 yards, she will not have enough material. Lesson 1 Ex4**Rounding Fractions and Mixed Numbers**5-1 Mahatma needs 6 yards of vinyl to cover the banquet tables. Should he buy 6 yards or 6 yards? • 6 3 1 8 2 • 6 • neither • 7 Lesson 1 CYP4**Estimating Sums and Differences**5-2 Five-Minute Check (over Lesson 5-1) Main Idea California Standards Example 1 Example 2 Example 3 Example 4 Example 5 Lesson 2 Menu**Estimating Sums and Differences**5-2 • I will estimate sums and differences of fractions and mixed numbers. Lesson 2 MI/Vocab**Estimating Sums and Differences**5-2 Standard 5MR2.5Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. Standard 5NS1.1Estimate, round, and manipulate very large (e.g., millions) and very small(e.g. thousandths) numbers. Lesson 2 Standard 1**Estimating Sums and Differences**5-2 Estimate + . rounds to . rounds to 1. 7 7 4 7 4 4 9 8 8 8 9 9 Answer: So, + is about + 1 or 1 . Lesson 2 Ex1**Estimating Sums and Differences**5-2 Estimate + . • 1 5 8 1 1 3 5 14 24 4 6 8 2 • 1 • 1 Lesson 2 CYP1**Estimating Sums and Differences**5-2 Estimate – . rounds to 1. rounds to 0. 19 19 19 1 1 20 20 20 5 5 Answer: So, – is about 1 – 0 or 1. Lesson 2 Ex2**Estimating Sums and Differences**5-2 Estimate – . 4 2 5 3 • 1 • 2 • 0 Lesson 2 CYP2**Estimating Sums and Differences**5-2 Estimate 7 + 3 . Round 7 to 7. Round 3 to 4. 5 1 5 1 5 7 5 7 5 7 Answer: So, 7 + 3 is about 7 + 4 or 11. Lesson 2 Ex3**Estimating Sums and Differences**5-2 Estimate 6 + 2 . 2 2 5 9 3 9 • 9 • 9 • 9 • 10 Lesson 2 CYP3**Estimating Sums and Differences**5-2 Estimate 9 – . Round 9 to 9 . Round to . 4 4 3 4 3 3 5 7 7 7 5 5 Answer: So, 9 – is about 9 – or 9. Lesson 2 Ex4**Estimating Sums and Differences**5-2 Estimate 7 – . 7 3 16 7 • 7 • 7 • 7 • 6 Lesson 2 CYP4**Estimating Sums and Differences**5-2 An electrician needs a piece of wire 3 feet long for one job and a piece 1 feet long for another job. How much wire should she buy for both jobs? 2 5 3 6 The electrician wants to make sure he has enough wire for the job, so he rounds up. Lesson 2 Ex5**Estimating Sums and Differences**5-2 Round 3 to 4 and 1 to 2. 5 2 6 3 Estimate4 + 2 = 6 Answer: So, the electrician needs about 6 feet of wire. Lesson 2 Ex5**Estimating Sums and Differences**5-2 A cowboy needs 8 feet of rope to lasso a horse and 9 feet to lasso a bull. How much rope should he buy to lasso both? 1 6 3 7 • 18 feet • 19 feet • 20 feet • 17 feet Lesson 2 CYP5**Adding and Subtracting Fractions with Like Denominators**5-3 Five-Minute Check (over Lesson 5-2) Main Idea and Vocabulary California Standards Key Concept: Add Like Fractions Key Concept: Subtract Like Fractions Example 1 Example 2 Example 3 Adding and Subtracting Fractions with Like Denominators Lesson 3 Menu**Adding and Subtracting Fractions with Like Denominators**5-3 • I will add and subtract fractions with like denominators. • like fractions Lesson 3 MI/Vocab**Adding and Subtracting Fractions with Like Denominators**5-3 Standard 5NS2.3Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractionsand mixed numbers (likeand unlike denominators of 20 or less), and express answers in the simplest form. Lesson 3 Standard 1**Adding and Subtracting Fractions with Like Denominators**5-3 Lesson 3 Key Concept**Adding and Subtracting Fractions with Like Denominators**5-3 Lesson 3 Key Concept**Adding and Subtracting Fractions with Like Denominators**5-3 Find the sum of + . Estimate1 + = 1 7 3 7 3 9 9 9 9 Lesson 3 Ex1**Adding and Subtracting Fractions with Like Denominators**5-3 1 1 1 9 2 9 3 1 7 + 3 7 9 9 9 9 10 9 Compare 1 to the estimate. 1 is about 1 . 1 Add the numerators. + = Simplify. = Write as a mixed number. = Check for Reasonableness Lesson 3 Ex1**Adding and Subtracting Fractions with Like Denominators**5-3 Find the sum of + . 2 1 3 3 3 6 • 1 • 1 Lesson 3 CYP1**Adding and Subtracting Fractions with Like Denominators**5-3 Find – . Write in simplest form. 12 2 15 15 2 12 – 2 12 10 15 15 15 15 2 3 Subtract the numerators. – = Simplify. or = Lesson 3 Ex2**Adding and Subtracting Fractions with Like Denominators**5-3 Find – . Write in simplest form. 3 6 3 9 9 9 Lesson 3 CYP2**Adding and Subtracting Fractions with Like Denominators**5-3 During track practice, Casey ran of a mile, and Ruben ran of a mile. How much farther did Casey run than Ruben? 13 7 1 18 18 3 7 13 – 7 13 18 18 18 1 6 3 18 Answer: Casey ran of a mile further than Ruben. Subtract the numerators. – = Simplify. or = Lesson 3 Ex3**Adding and Subtracting Fractions with Like Denominators**5-3 1 22 8 Joy’s hair is of a yard long. Janelle’s is of a yard long. How much longer is Joy’s hair than Janelle’s? 2 16 32 • yard 15 7 • yard 16 16 • yard • 1 yard Lesson 3 CYP2**Problem-Solving Strategy: Act It Out**5-4 Five-Minute Check (over Lesson 5-3) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 4 Menu**Problem-Solving Strategy: Act It Out**5-4 • I will solve problems by acting them out. Lesson 4 MI/Vocab**Problem-Solving Strategy: Act It Out**5-4 Standard 5MR2.3Use a variety of methods, such as words, numbers,symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning. Lesson 4 Standard 1**Problem-Solving Strategy: Act It Out**5-4 Standard 5NS2.3 Solve simple problems, including ones arising in concrete situations, involving the addition and subtraction of fractions and mixed numbers. Lesson 4 Standard 1**Problem-Solving Strategy: Act It Out**5-4 Jacqui is using a roll of craft paper to make five art projects. Each project uses the same amount of paper. The roll of craft paper had 11 yards on it. She already used 2 yards for one project. Is Jacqui going to have enough paper for four more projects? 1 5 4 8 Lesson 4 Ex 1