S

outheas
New Readers Press Job Link
1024 West Cherry Street
Vermillion, SD 57069
MATH SENSE®
Skills, Problem Solving, Tools, and Applications

TEACHER’S RESOURCE GUIDE

Decimals, Fractions, Ratios, and Percents

Michael Green

Acknowledgments
Reviewer
Jan Phillips, Assistant Professor
William Rainey Harper College Palatine, IL

Advisers
Connie Eichhorn, Supervisor of Transitional Services
Omaha Public Schools Omaha, NE

Lois Kasper, Instructional Facilitator

Board of Education of the City of New York New York, NY

Jan Phillips, Assistant Professor

William Rainey Harper College Palatine, IL

Mary B. Puleo, Assistant Director

Sarasota County Adult and Community Education Sarasota, FL

Margaret Rogers, Coordinator

San Juan Unified Adult Education Sacramento, CA

New Readers Press

Contents
Photocopy Masters .......... .. 45
1: Spinners
2: Tenths and Hundredths Grids
Numbers Smaller Than1....3
3: How to Get Back?
4: Fraction Figures
5: Five-Column Grids
6: Greater Than 1/2
Decinalso-2: «5:aeons 12 7: Card Deck #1
8: Reimbursing a Property Manager
9: Picturing Equations #1
10: Finding the Balance
Fractions. 4 ce Sopcuus)
sae 21 11: Decimal Weights
12: Writing Division Problems
13: Measuring Practice
14: Golden Anniversary
Ratio and Proportion ..... 32 15: Card Deck #2
16: Mileage and Miles per Gallon
17: Clocks
18: Extra! Extra!

PORCORIS 3 5 sc nes ay area 38 19: Adding Mixed Numbers

20: How Close? How Far?
21: Multiplying Fractions
22: Drawing a Picture
Math Sense ®: Decimals, Fractions, Ratios, and Percents 23: Picturing Equations #2
Teacher’s Resource Guide
ISBN 1-56420-389-1
24: Circle Graphs
Copyright © 2003, 1996 New Readers Press 25: Writing a Ratio
Division of ProLiteracy Worldwide
1320 Jamesville Avenue, Syracuse, New York 13210 26: Understanding Proportion
www.newreaderspress.com
All rights reserved. No part of this book may be reproduced 27: Where Are We?
or transmitted in any form or by any means, electronic or 28: Card Deck #3
mechanical, including photocopying,recording, or by any
information storage and retrieval system, without permission 29: Make Up the Question
in writing from the publisher.
Printed in the United States of America
30: Solving a Percent Equation
98765432
31: Making Sense of Data
All proceeds from the sale of New Readers Press materials
support literacy programs in the United States and worldwide. 32: Two-Step Percent Problems
Developer: Learning Unlimited, Oak Park, IL 33: Finding Discounts
Content Editing: Sybil M. Sosin Publishing Services
Series Editor: Judi Lauber
Production Director: Heather Witt
Illustrations: Linda Tiff, James P. Wallace
Cover Design: Kimbrly Koennecke
Casio fx-260 image courtesy of Casio, Inc. ATISWErEReys cio a... se Se
 Numbers Smaller Than 1

Unit Overview Talk About It page 13

The purpose of this unit is to introduce and explore Have students compare their lists with each other. If
ideas that will be expanded on in the rest of the their answers differ, you may want to explore the
book: writing and operating with fractions, decimals, following questions: “Js either answer ‘wrong’?
and percents; writing and solving equations; analyz- Why or why not?” Discuss whether there is always
ing and solving problems. Students will also use cal- one right answer when you work with numbers.
culators and measuring tools to reinforce and apply
ideas involving positive numbers smaller than 1. Working Together page 47
Have students discuss what factors affect their
When Do | Use Numbers Smaller Than 1? choice of transportation. Discuss the costs of owning
page 13 a car (including parking and insurance) and the need
Have students complete the checklist and answer the for planning when you use public transportation
questions individually. Then, have the class discuss (making connections, reading schedules, using trans-
how they used small numbers in the situations they fers). Using the list from question 2, ask students
checked. Also discuss the following question: “For how much of that list is fractions, how much is
what real-life skills would you need to learn about decimals, and how much is percents. Then have
these topics?” Indicate that there are no right and them express those amounts in fractions, decimals,
wrong answers to this question. and percents.

To find general information about Math Sense, including scope and

Activity Overview sequence charts, see www.mathsense.newreaderspress.com.

Student Book Lesson Pages in Activity Type PCM

SB TRG Number

Understanding Decimals 14 4 Hands-On 1

Reading Decimals 16 4 Reasoning
Writing Decimals 18 5 Communication
Comparing Decimals 20 5 Reasoning 2
Reading Digital Measurements 22 6 Cooperative Learning
Using Your Calculator 24 6 Cooperative Learning 3
Writing Expressions 26 i Cooperative Learning
Solving Word Problems 28 if Communication
Understanding Fractions 30 8 Cooperative Learning
The Size of Fractions 32 8 Reasoning ty, 2
Forms of Fractions 34 9 Hands-On
Equivalent Fractions 36 9 Hands-On
Filling in a Grid 38 10 Grid Activity ley (6
Reading Fraction Measurements 40 10 Reasaning
Understanding Percent ; 42 11 Hands-On if
Solving Multistep Problems 44 11 Communication

Unit 1 * Numbers Smaller Than 1 3

 Tell students to spin the paper clip on each spin-
ner and change a digit of the number. For example, if
they get 9 and thousandths, they should write their
SB p. 14 new number by changing the digit in the thousandths
Lesson Objectives place to 9: 3,427.709

* recognize place value names on both sides They should continue spinning until all seven
of the decimal point digits of their new number are different from those
in the original number.
* understand the value of a digit in a decimal
number

Common Difficulties
When students are learning the place value names for SB p. 16

decimals, they can become confused if they do not

Lesson Objectives
look at the ends of words to distinguish between tens
and tenths, hundreds and hundredths, and so on. ¢ read a decimal number correctly
¢ understand that a decimal has a two-part name
¢ read a decimal number with zero(s) following
Change a Digit
the decimal point
Purpose: introduce the ideas in the lesson e write a decimal number in words

Materials
e PCM 1: Spinners, p. 45 Where’s the Point?
* paper clips
Purpose: apply the ideas in the lesson
What to Do
Materials
Students can work individually or in pairs. Distribute
* newspaper or magazine articles that use
paper clips and two copies of PCM | to each student
decimals
or pair. Have students label the sectors of the two
10-part spinners so they look like the following What to Do
(tenths, hundredths, and thousandths are repeated):
Ask students to look through newspapers or maga-
zines and bring to class some articles that contain
numbers with decimals written to the tenths, hun-
dredths, or thousandths place. As an alternative, you
could supply the examples, or simply write several
such decimals on the board. Ask students to practice
saying each decimal.
Then write the same digits on the board, but put
thousands the decimal point in a different position. Ask stu-
dents how the number has been changed, and ask
th dth them to say the new decimal number.
Sree less hundredths
Have students form groups. Each group should
hundredths thousandths write a four- or five-digit number. Going around the
tenths
group, each student should put the decimal point in a
Write a seven-digit number like this (from thousands different position in the number, and the other stu-
to thousandths) on the board: 3,427.703 ’ dents in the group should say that decimal number.

4 Decimals, Fractions, Ratios, and Percents

What to Look For
Students should realize that only the last place value
name is used when they say a decimal number.
SB p. 20

Lesson Objectives
* compare decimals by placing zeros so the
SB p. 18 decimals being compared have the same
number of decimal places
Lesson Objectives
e use the symbols >, <, and = with decimals
e¢ write a decimal number

* understand that and or point indicates a Common Difficulties

decimal point Students should know that placing a zero at the end
of a decimal number does not change the number’s
ACivityy = value. For example, .5 = .50. Otherwise, students
Say It by the Numbers may not order decimals such as .35 and .5 correctly.

Purpose: apply the ideas in the lesson A CRI Vi ty ernst aiesnenerinestnntaces

Can You Place the Value?
Materials
¢ slips of paper Purpose: introduce the ideas in the lesson

What to Do Materials
Cut sheets of paper into slips—at least one slip for e PCM 2: Tenths and Hundredths Grids, p. 46
each student in the class. Write a decimal number on
What to Do
each slip. Follow these guidelines for the numbers:
Show students tenths and hundredths grids like those
e The whole-number part should be a number
on PCM 2. Demonstrate how to shade two grids to
from | to 9,999.
show that .3 = .30.
e The number should have decimal places to
hundredths or to thousandths. .30

e There should be at least one zero holding a

decimal place.
Distribute the slips to students. Ask each student to
read her or his number aloud, using and to represent
the decimal point. The other students should write
the digits and decimal point for that number, with
one student writing the number on the board. For
each number, ask the class to name the place the zero
is in. Then, on the board, add a zero to the right of
Write the following nine numbers on the board:
the number and ask a student to say the new decimal
number. .7 (tenths)
.70 (hundredths)
What to Look For
.77 (hundredths)
For a number like 123.056, the student saying the
.07 (hundredths)
number aloud should say “one hundred twenty-three
and fifty-six thousandths.” .070 (thousandths)
.770 (thousandths)

Unit 1 « Numbers Smaller Than 1 5

 .707 (thousandths) Activity

.700 (thousandths) What’s Your Number?

.007 (thousandths) Purpose: extend the ideas in the lesson
Distribute a copy of PCM 2 to each student. Ask
each student to do the following: What to Do

e List all the decimals that are written as tenths Have students draw four measurement tools, show-
and all the decimals that are written as ing a variety of the following and leaving space for
hundredths. Use the grids on PCM 2 to the digital numbers. They can use the student book
illustrate each decima: in these lists. art on pages 22 and 23 as a guide.

¢ Tell which of the nine decimals are equal odometer

tO cach other (07.0. 70 = «700; digital thermometer
77 = .770; .07 = .070) digital scale
e List the nine decimals under one of these Ask, “Is it clear on your drawing where the
headings: decimal point is, or where the whole number and
equal to seven tenths (.7, .70, .700) decimal are separated?”

equal to seven hundredths (.07, .070) Next, have students write numbers on their draw-
ings and exchange their drawings with a partner.
equal to seventy-seven hundredths (.77, .770)
Partners should take turns reading each other’s
not equal to .7, .07, or .77 (.707, .007) decimal numbers aloud, helping each other to write
¢ Ask students to use the < or > symbol and and read digital measurement amounts correctly.
compare each of the nine decimals first to .6, Ask, “Did your partner read the number you in-
thento .06. tended? If not, what number did you intend?”

t AA) Um 06
aoa SG Ueno 306
hl Seng te 20306
SB p. 24
O17 < 86 O07, = 06
Lesson Objective
LEAD Pec meno) OOS > 06
e add, subtract, multiply, and divide on a
TIO MEG ch iDea) 106 calculator
OTA). 26 109 221,06
Activity
HOO) 2>Hi) 00m > 06
How to Get Back?
SOU eae 0 007 <2 06
Purpose: extend the ideas in the lesson
Materials
¢ PCM 3: How to Get Back?, p. 47
SB p. 22 ¢ calculators

Lesson Objective What to Do

¢ become familiar with common digital Ask students to list situations in which they use
measurement tools calculators in daily life. Some examples might be
grocery shopping, keeping a check register, and on
their jobs.
2 Tell them that in this activity they will use calcu-
lators to find secret, or hidden, numbers.

6 Decimals, Fractions, Ratios, and Percents

 Have students work in pairs or small groups. What to Do
Distribute a copy of PCM 3 to each group. Go Have students work in groups of three to six.
through the first two examples with the class. For Distribute paper clips and two copies of PCM | to
example 1, tell them someone entered a hidden num- each group. Each group should fill out the two
ber on a calculator, then added 6.5; now the number 10-part spinners as follows:
showing on their calculator is 10.3. To get back to
the hidden number they should subtract 6.5 from
10.3. When they do that, they will see that the hidden
number was 3.8.
For example 2, students should suggest dividing
7.225 by 1.7 to find the original number, 4.25. Have
_ students make up more problems. One student se-
cretly records a number, then fills in Line B and
Box C. Another student fills in Line D and Box E,
and checks with the student who recorded the hidden
Spinner A Spinner B
number to see if the answer is correct.

What to Look For One person in the group selects a letter (for example,
When the operation on Line B is “add,” “subtract,” s) and spins the paper clip on spinner A. If that result
“multiply,” or “divide,” students should fill in Line D is “x 4” then everyone in the group writes the ex-
with “subtract,” “add,” “divide,” or “multiply,” re- pression “s x 4.” Each student spins the paper clip
spectively. In later lessons, students will see that they on spinner B for her or his own value for s, and eval-
are applying inverse operations. uates “s xX 4” using that value. The group can repeat
this several times, using different letters.

What to Look For

Students should write three lines for each problem.
SB p. 26
s X 4(spinnerA shows “x 4’)
Lesson Objectives 10 x 4 (spinner B shows 10)
¢ use a variable to represent an unknown number 10 x 4 = 40
e write expressions

Common Difficulties
As students start to write expressions, they may not SB p. 28
understand that the letters, or variables, represent
numbers. In the following activity, students evaluate Lesson Objectives
expressions, replacing each variable with several val- ¢ use the five-step problem-solving plan to solve
ues, to gain understanding that a variable represents word problems
a number. * use estimation as a problem-solving tool

Same Expression, Different Values “Words for Numbers” Problems

Purpose: extend the ideas in the lesson
Purpose: reinforce the ideas in the lesson
Materials
¢ PCM 1: Spinners, p. 45
¢ paper clips

Unit 1 * Numbers Smaller Than 1 7

 What to Do explain it to the class. The group that chose } and
Have students work in pairs or small groups. One time might say that their adult ed class is longer than
student makes up and writes an arithmetic problem, three-quarters of an hour.
such as: After this discussion, you might ask for some
103 57 251 15 everyday uses of mixed numbers. Examples might be
+47 — 40 x3 5 lumber (a two-by-four is actually 13" x 33"), hat
(120) (17) (753) (15) sizes, shoe sizes, interest rates, and so on.

A second student makes up a “context,” such as bus

stop, cafeteria, stamp collection, and so on. Then
each student in the group writes a word problem to
go with the arithmetic problem and the context. SB p. 32

Students should exchange word problems with Lesson Objectives

others in their group and solve the problem they get. * recognize the part of a whole represented by
Have them discuss how they solved their word prob- a fraction
lem. Ask, “Why did everyone in your group have the
e judge whether a fraction is greater than or
same answer?”
less than 5

Come to Order!
SB p. 30
Purpose: apply the ideas in the lesson
Lesson Objectives
Materials
¢ use a fraction to represent a part of a whole
¢ PCM 1: Spinners, p. 45
e understand the relationship between fractions
and decimals ¢ PCM 2: Tenths and Hundredths Grids, p. 46

° paper clips

Everyday Fractions What to Do

Have students work in small groups. Distribute
Purpose: introduce the ideas in the lesson
copies of PCM | and PCM 2 to each group. Ask stu-
What to Do dents to number the spinners on PCM | from | to 4,
1 to 6, or 1 to 10, as appropriate. Everyone in the
Draw this chart on the board:
group should select a spinner and spin the paper clip.
They should use their result as a numerator and the
number of sectors in the spinner as a denominator.
A group might generate 7, 4, 1g, etc.
Ask the groups to do and discuss the following:
¢ Use PCM 2 to draw, exactly or approximately,
Have students form groups, and let each group each fraction they generate.
choose one of the empty cells in the chart. Each cell * Compare each of the fractions to 4, using
has a fraction and a context related to it. Each group = smn i>:
should think of a familiar or everyday example of
e Order the group’s fractions from smallest to
how their fraction is used in their context and
largest.

8 Decimals, Fractions, Ratios, and Percents

 What to Look For
Be sure that students use the denominators as the
divisors when they convert fractions to decimals.
Bp.

Lesson Objectives
* recognize that a fraction represents division
e change an improper fraction to a mixed number SB p. 36
¢ change a mixed number to an improper fraction Lesson Objectives
e express a fraction as a decimal ¢ understand the concept of equivalent fractions

Common Difficulties ¢ multiply or divide by a fraction equal to 1 to

obtain an equivalent fraction
Learners sometimes switch the numerator and de-
nominator of a fraction when they write the fraction ¢ puta fraction in lowest terms
as a division problem or find a decimal value for the
Activity
fraction using a calculator.
Some Shady Figures
Activity nel
Purpose: apply the ideas in the lesson
Fractions on a Hundredths Grid
Materials
Purpose: apply the ideas in the lesson
e PCM 4: Fraction Figures, p. 48
Materials
e PCM 2: Tenths and Hundredths Grids, p. 46 What to Do
Write these three groups of fractions on the board:
¢ calculators

What to Do
Draw a 10-by-10 grid on the board. Tell students that Group C:
it represents a lene 1. Then write a fraction less
Distribute three copies of PCM 4 to each student.
than 1, such as {5 and ask oh students to come up
Tell each student to select one fraction from each
with a way to vs ey = on the grid.
group. Students should use one sheet for each frac-
If no one suggests using a calculator to approxi- tion they choose. They should write one fraction in
mate the fraction as the decimal .71, bring up that the box at the top of each sheet. Students should
idea. Then shade .71 (71 squares) on the grid. select the figures that can represent that fraction.
Distribute a copy of PCM 2 to each student. Then they should shade in parts of those figures to
Students will use only the hundredths grids. Ask a represent equivalent fractions. Then they should
student for any fraction between 0 and 1. Have other label each figure with the equivalent fraction that it
students use calculators to convert the fraction to a represents. For example, suppose their fraction is 3.
decimal. Then have them shade in the decimal on the They should select circle B, shade in 2 of the 3 parts,
hundredths grid. and label it 3. Then they should select circle D, shade
Next write these two fractions on the board: in 4 of the 6 parts, and label it 2. In all for the frac-
10 12
tion 4, they should select circles B and D, hexagon F,
21 3
triangles H and I, and square M.
Ask students to convert each fraction to a decimal
When students complete the activity, you can
using a calculator (Answers: .48 and .52) and shade
group together all the sheets for the same fraction
the decimals on a hundredths grid.
and compare them.
Finally, ask, “Which is larger, ten-twenty-firsts or
twelve twenty-thirds?” (53 is larger.)

Unit 1 « Numbers Smaller Than 1 9

 Reading Fraction Measureme
caegaeewiones

SB p. 38 SB p. 40

Lesson Objectives Lesson Objectives

¢ fill in fractions and decimals on a five-column ¢ become familiar with common measurement
grid tools that use fractions
* compare fractions and decimals to the * compare fractions using measurement tools
value 5
Activity
Activity —————— Mark My Riddle
Greater Than >
Purpose: introduce the ideas in the lesson
Purpose: reinforce the ideas in the lesson
Materials
Materials ¢ yardsticks
¢ PCM 5: Five-Column Grids, p. 49
What to Do
* PCM 6: Greater Than }, p. 50
Tell students, “Here is a riddle: How many one-
¢ Deck of playing cards with face cards removed
eighth-inch marks are there on a yardstick?”
What to Do Tell students that the riddle has many correct
Have students work in pairs. Distribute copies of answers, and the most important part of any answer
PCM 5 and PCM 6 to each student. Each pair of is the explanation. Ask them to think of as many
students will need a deck of playing cards. Students different answers and explanations as they can.
may make their own decks by writing the numbers Possible answers include:
1—10 four times on index cards. 288 (There are 8 marks per inch and
8 X,36 = 2838.)
1. Have students shuffle the cards and deal 18 to
each player. 144 (Only the marks at }, 3, 3 and { are ¢-inch
marks. The others are marks for quarter, half,
2. Students should write the numbers from their and whole inches. So there are 4 marks per
hands in the boxes on PCM 6. The goal is to inch, and 36 x 4 = 144.)
make as many proper fractions and decimals 36 (The }-inch mark is not a¢-inch mark. So
as possible with a value greater than 4 . there is one per inch.)
3. Once students are satisfied with the arrange- 1 (The mark at 1} inches is a 74-inch mark. So
ment of numbers on their worksheet, they there is only one ¢-inch mark.)
should grid the fractions and decimals on Have students discuss their answers among them-
PCM 5. selves and present their answers and explanations to
the class.
4. Have students circle the answers that-are
At the end of the discussion, point out that often
greater than 3. The student with the most
answers greater than 4 wins the game. it is useful to come up with more than one solution to
a problem. Multiple solutions show flexible thinking,
What to Look For and returning to a problem you think you have
As students grid in numbers, check grids for accu- already solved can give you new insights into it.
racy. Discuss strategies for comparing fractions and
decimals to 5.

10 Decimals, Fractions, Ratios, and Percents

 B. If the games end too quickly, students can put
down only two cards for a “War.”

C. Three or more players can compete together;

only those with winning, matching values take
Lesson Objectives
part in a “War.”
e understand that a whole is 100%
* recognize that percent refers to the number of
parts out of 100
e explore the relationship between percent, SB p. 44
decimals, and fractions
Lesson Objective
Activity ¢ use the five-step problem-solving plan to solve
One, Two, Three, War! multistep problems

Purpose: introduce the ideas in the lesson Activity : aed

Materials
We’re in Charge
¢ PCM 7: Card Deck #1, p. 51 Purpose: introduce the ideas in the lesson
¢ scissors
What to Do
What to Do Discuss this scenario with the class:
Describe the meaning of percent to students, and dis- Suppose Tina’s school had the highest success
tribute a copy of PCM 7 to each student. Have each rate on the GED tests last year, and as a result all the
student cut out the 16 cards, shuffle them, and find a adult ed students and their teachers have been invited
partner to play “War.” Here are the rules: to the State Education Building for a celebration.
1. Each player turns over the top card of his or her Tina’s class is in charge of transportation. How can
deck. The players compare these values, and they get everyone there?
the higher value wins the two cards. If the Lead a discussion, bringing out these initial
values are equal (for example, 25% and a 25% stages of problem solving:
and 75, 25% and .25), the two players say, 1. Understand the question.
“War!”
2. Decide what information is needed to solve
2. For “War” each player counts out three cards, the problem.
facedown, then turns over a fourth card and
compares values. If one value is higher, that 3. Describe how you might solve the problem.
player wins all the cards. If the values match,
it is “War” again.

3. The game ends when one player has no more

cards, or when a player runs out of cards during
a “War.”

Variation: For variety, change the rules in one of the

following ways:
A. In each comparison of cards, the lower value
wins the cards.

Unit 1 * Numbers Smaller Than I 11

 Decimals

Unit Overview Talk About It page 49

This unit explores operations with decimals: Have students describe how workers who make
addition, subtraction, multiplication, and division; change give their customers a chance to count the
introduces writing and solving one-step equations; change. For example, bank tellers and most cashiers
and works with decimals using estimating and count out the bills and change so the customer can
rounding. This unit also introduces metric check the amount, while a subway booth worker
measurement. often spreads out the change before pushing it
through the small window so the customer can see
When Do | Use Decimals? page 49 it. Ask, “Why is it important to cashiers that
Have students complete the checklist and answer the customers count their change before leaving the
questions individually. Start a discussion about these cashier’s window?”
and other real-life situations and equipment that
involve decimals, such as cash registers, dials and Working Together page 85
gauges on machinery, and digital thermometers and Have students discuss whether they prefer to stock
weight scales. Ask, “Did you learn how to use up on nonperishable items or buy just what they need
decimals in school, on the job, at home, or from for the coming days. As part of that discussion, ask
friends?” Have students look over the table of con- students how they use unit-pricing information to
tents for unit 2 and discuss how many of the lessons help decide whether larger sizes of items are better
reflect their everyday uses of decimals. bargains than smaller sizes.

To find general information about Math Sense, including scope and

Activity Overview sequence charts, see www.mathsense.newreaderspress.com.

Student Book Lesson Pages in Activity Type

SB TRG
Rounding and Estimating Decimals 50 13 Reasoning
Understanding the Question 52 is Communication
Adding Decimals 54 14 Hands-On
Subtracting Decimals 56 14 Hands-On
Addition and Subtraction Equations 58 14 Reasoning
Solving Addition and Subtraction Equations 60 15 Cooperative Learning
Balancing a Checkbook 62 16 Hands-On
Multiplying Decimals 64 16 Cooperative Learning
Gridding in Decimal Answers 66 16 Grid Activity
Dividing a Decimal by a Whole Number 70 17 Communication
Dividing by a Decimal 72 We Reasoning
Metric Measurement 74 18 Hands-On
Estimating with Friendly Numbers 76 18 Cooperative Learning
Order of Operations 78 18 Problem Solving
Calculators and Decimal Answers 80 19 Hands-On
Mileage and Miles per Gallon 82 19 Hands-On

12 Decimals, Fractions, Ratios, and Percents

 SB p. 52

SB p. 50
Lesson Objectives
Lesson Objectives ¢ identify the question being asked in a word
¢ round decimals to whole numbers, tenths, and problem
hundredths ¢ evaluate the information provided in a word
¢ use the symbol ~ when rounding numbers problem

Common Difficulties
Up
The Round Some learners jump right into a problem and assume
they know what the question is. By making up more
Purpose: extend the ideas in the lesson than one question for a problem, they may start to
realize that a clear understanding of the question is
Materials
vital for problem solving.
¢ PCM 1: Spinners, p. 45
* paper clips
That’s Another Question
What to Do
Purpose: introduce the ideas in the lesson
Let students work in groups. Distribute a copy of
PCM | to each group. Students should use the What to Do
six-part spinner, labeling two sectors “round down’ >

Ask a student to tell the class some numerical facts

and labeling the other four sectors “round up.”
about a subject such as getting to class or taking a
family outing. Write the facts on the board. An ex-
ample could be, “J took my three children to the zoo.
We left at eleven A.M. The bus trip took fifteen min-
utes and cost four dollars and fifty cents. I spent
twenty-two dollars and fifty cents on admission and
food. We got home at four P.M.”
Ask the class to come up with as many different
questions as they can using some or all of the infor-
mation. For each question, ask whether the question
can be answered based on the available facts.
In each group, one student should write a decimal
Possible questions include “How long were they
number that contains hundredths, such as 12.57, and
gone?” (can be answered) and “How much was
spin the paper clip.
spent on food alone?” (cannot be answered).
¢ If the clip points to “round up,” the other
students in the group write three decimal Ask, “For any written problem or set offacts, can
you always make up more than one question?”
numbers that round up to 12.57 (examples are
12.568, 12.569, and 12.565). Students should see that many questions are always
possible.
¢ If the clip points to “round down,” the other
students write three decimal numbers that Expansion/Reinforcement: When students are work-
round down to 12.57 (examples are 12.574, ing on the student book lesson, ask them to come up
12.571, and 12.573), with two or three “alternative questions” for each
problem. This can help them focus on what is, and
Each student in the group should have a turn picking
a number and spinning. what is not, the question in each problem.

Unit 2 * Decimals 13
 ‘Sub racting Decimals
SB p. 54 SB p. 56

Lesson Objectives Lesson Objectives

° line up decimal points and write placeholder ¢ subtract a decimal from a whole number
zeros in “empty” decimal places
e subtract a decimal from a decimal
e adda decimal and a whole number
* change a fraction to a decimal
e adda decimal and a decimal
Activity
* use grouping strategies
How Close to Last Month?
Activity
Purpose: apply the ideas in the lesson
Reimbursing a Property Manager
Materials
Purpose: apply the ideas in the lesson
* PCM 8: Reimbursing a Property Manager
Materials (Students should have their filled-in copies.)
¢ PCM 8: Reimbursing a Property Manager,
Note: Calculators should not be used for this activity
p: 2
so students get practice in writing numbers with the
Note: Calculators should not be used for this activity decimal points aligned.
so students get practice in writing numbers with the
What to Do
decimal points aligned.
Tell students that this is a continuation of the activity
What to Do from the previous lesson. Have them refer to their
Discuss the tasks involved in maintaining an apart- completed work on PCM 8. Tell them that last
ment building. Tasks could include cleaning hall- month’s expenses were as follows:
ways and laundry rooms, buying supplies, running Property 1 $82.55
advertisements for empty apartments, paying Property 2 $174.03
monthly operating bills, and so on.
Property 3 $50.90
Tell students to suppose that a property manager
Ask students to determine whether the expenses on
oversees three buildings, and she charges small ex-
PCM 8 for each property are more than or less than
penses for the buildings on a credit card. When the
last month’s expenses, and by how much.
bill comes, she labels each expense with the property
it belongs to, so each property owner can reimburse Note: Have students save their work from this activ-
her the correct amount. ity. It is referred to in “Balancing a Checkbook”
Distribute copies of PCM 8 to all students. Point (page 16).
out that the X’s indicate which property each ex-
pense belongs to. Tell students to copy the amounts
into the appropriate boxes. Then ask students to find Addition and —
the amount the manager should be reimbursed by Subtraction Equations
each of the three property owners and the total oe sop
eaniner
a A AIEEE ne

amount due. SBp.58

Note: Students should save their work from this Lesson Objectives
activity. It is referred to in the next lesson. * understand and write math equations
* use a variable to represent an unknown number

14 Decimals, Fractions, Ratios, and Percents

Common Difficulties ¢ understand that addition and subtraction are
The skill of representing a picture or diagram with an inverse operations
equation is new and may be difficult for some stu-
Common Difficulties
dents. This activity focuses on that skill.
Some learners do not interpret x + 15 as
Activity “15 added to x,” and may not understand why they
Picturing Equations should use an inverse operation (“subtract 15”’)
to solve for x. To help students focus on inverse
Purpose: introduce the ideas in the lesson
operations, you can ask, “What was done to x to get
Materials x + 15?” Then point out that by subtracting 15,
they can return to x.
¢ PCM 9: Picturing Equations #1, p. 53

What to Do
Do Sy lindo
Distribute a copy of PCM 9 to each student. Discuss
problems 1 and 2, which are done as examples. Each Purpose: introduce the ideas in the lesson
problem has a diagram that illustrates the informa-
What to Do
tion in the problem. Each diagram is represented
with two addition equations and two subtraction Ask students to write a math expression for the
equations. Ask students what an equation with a “+” phrase “twenty-two less than an unknown number.”
sign can represent. Make sure they understand it can Discuss what is the same and what is different for all
represent joining two objects to form a larger one. their written expressions. (Students probably used
Also, ask students what an equation with a “—” sign different variables, but all should be in the form
can represent. They should say it can represent y — 22.)
taking an object away from a larger object. Ask students to describe what was done to their
Ask students to read the directions for problems unknown number (22 was subtracted). Then ask stu-
3-6. For each illustration they should write four dents to explain what they get if they add 22 to the
equations. expression y — 22. You can use specific values for
the unknown number to explain that y — 22 + 22
Variation: Ask students to write a word problem to results in the original value of the unknown number.
go with each illustration.
Have students work in groups. Give each group
What to Look For two simple addition expressions and two simple sub-
traction expressions, such asp + 18,r — 5,s + 30,
Students should be able to use descriptive language
and g — 150. Have students answer and discuss
like put together and take away to describe equations
three questions for each expression:
involving addition or subtraction. Also, they should
recognize that the “extra” information in problems 1. “What was done to the unknown number?”
5 and 6 does not affect the equations they write for (18 was added to p.)
the illustration.
2. “How can you get back to the unknown
number?”
(Subtract 18.)
Solving Additio
Subtraction -quati 3. “What seems to be the relationship between
-tinsin Shaoemenneaomemataenmemennwrn 5 addition and subtraction for these examples?”
SB p. 60 (They are opposites; each one undoes what the
other does; + 18 and — 18 combine to equal
Lesson Objectives Zero.)
¢ solve one-step addition and subtraction
equations that contain variables

Unit 2 * Decimals 15
 Activity
Balancing The Cashier’s Nightmare
SB p. 62 Purpose: apply the ideas in the lesson
Lesson Objective Materials
e add and subtract a series of decimals in a e calculators
real-life situation
What to Do
Activity
Write this sales tax information on the board:
Finding the Balance medication: 5% or 0.005
Purpose: apply the ideas in the lesson food, drink, cosmetics: 57% or 0.0575
general merchandise: 84% or 0.0825
Materials
¢ PCM 10: Finding the Balance, p. 54 Tell the class to suppose that their county has im-
posed a three-level sales tax rate, so stores have to
What to Do charge sales tax at a different rate for different kinds
Remind students of the property manager who uses a of items. Then the nightmare happened: the cash
register broke, and the cashiers had to use a calculator
credit card to charge small expenses for the mainte-
to find the tax and total cost for each item.
nance of three properties (TRG page 14 and PCM 8).
Distribute copies of PCM 10. Explain that the With the help of the class, make up a shopping
property manager has a budget of $1,000 per year for list with items and prices. The final list should have
the small expenses of each property. She uses a reg- two to four items from each of the three sales tax
categories. Some examples might be:
ister to keep track of the amount she has spent on
each of the three buildings. The property manager 10 lb. of oranges at $.69 per Ib. ($7.30)
needs to figure the balance for each of the three 12 bottles of aspirin at $5.43 per bottle ($65.49)
properties. Ask students to find the final balance 8 packages of paper plates at $2.35 per package
for each building. ($20.35)
Form groups of three to five students and declare
a contest: “Which group can be the first to find the
total cost of the shopping list?” (Total for above list
is $93.14.) Each group should decide which tax cate-
gory is appropriate for an item, and then calculate
Lesson Objectives
the cost, the tax, and the total cost for that item.
° place a decimal point in a product Finally, they should find the total for all of the items.
* multiply a decimal by a whole number
* multiply a decimal by a decimal
* add placeholder zero(s) to a product to keep
the correct number of decimal places SB p. 66

* use shortcuts to multiply a decimal by 10, 100, Lesson Objectives

or 1,000
¢ fill in decimal numbers on a five-column grid
* create decimal word problems

16 Decimals, Fractions, Ratios, and Percents

 Activity Activity
Decimal Weights Check, Please!
Purpose: reinforce the ideas in the lesson Purpose: introduce the ideas in the lesson

Materials What to Do
¢ PCM 5: Five-Column Grids, p. 49 Discuss this situation with the class:
¢ PCM 11: Decimal Weights, p. 55 Your adult ed class of 19 people has gone to a
restaurant. Ask, “What did you eat? What did you
What to Do drink? Was the service good? Most important, what
In this activity, students will work in pairs to write did you have for dessert?” Tell students that the bill
_and solve nine decimal word problems involving for food and drink came to $223.37, and because of
weights. The answers to the problems must contain the size of the group the restaurant automatically
no more than four digits and a decimal point. added a tip of 15%. Ask, “How much was the total
Give each student a copy of PCM 5 and each pair bill, including the tip?”
of students a copy of PCM 11. Have students take ($223.37 + $33.51 = $256.88)
turns selecting weights or numbers from PCM 11 to Discuss how to calculate what each person owes.
write a problem. Each number or weight can be used (Divide the total cost of $256.88 by 19;
only once. Each pair of students should write three $256.88 + 19 = $13.52.)
problems requiring addition, three requiring subtrac-
Expansion/Reinforcement: Ask students if the
tion, and three requiring multiplication.
amount of the tip is correct ($223.37 x .15 =
For example, if a student selects 1.9 kg, the num-
$33.5055; the restaurant rounded it to $33.51).
ber 4, and the operation multiplication, the problem
For a lively discussion, ask how the check should
might read: “A book weighs 1.9 kilograms. What is
be divided if some people did not order drinks, or
the weight of 4 of the books?” Answer: 7.6 kg
some had no dessert, or some wanted to reward the
Students should create an answer key for their
service with more than a 15% tip.
problems by filling in the grids on PCM S.

What to Look For

Check grids for accuracy. If students have trouble
creating situations for a particular operation, they SB p. 72

may use the problems in the student book on pages

Lesson Objectives
53, 55, and 63 as models.
¢ divide by a decimal
* use zeros and move the decimal point when
dividing by a decimal

Activity
Writing Division Problems
Lesson Objectives Purpose: apply the ideas in the lesson
e divide a decimal by a whole number Materials
e add zeros when needed in a division problem ¢ PCM 12: Writing Division Problems, p. 56

Note: Calculators should not be used for this activity

so students get practice moving and placing decimal
points.

Unit 2 ¢ Decimals 17
 What to Do * estimate using rounding and “friendly
Distribute copies of PCM 12. Have students work in numbers”
pairs and write out answers to problems 1—4. After * estimate using “easy 10s”
students have had time to work on the eight division
problems, discuss some of the patterns they see in Activity
problems 1 and 2, and in problems 3 and 4. Estimate the Price
Purpose: extend the ideas in the lesson

Materials
SB p. 74 * newspaper advertisements

Lesson Objectives What to Do

¢ become familiar with the metric system Bring, or ask students to bring, newspaper advertise-
¢ Jearn the words meter, gram, and liter, and the ment sections to class. Look for advertisements from
prefixes centi-, milli-, kilo-, hecto-, deko-, and grocery stores, convenience stores, or drugstores.
deci- Choose one ad and demonstrate how to estimate
using friendly numbers. Here are two examples:
¢ convert decimal units
¢ “This store is advertising six kiwis for one
dollar. Estimate—about how much is each
Measuring Practice kiwi?” (Look for friendly numbers. Show that
6 is close to 5, which is compatible with $1.00.
Purpose: apply the ideas in the lesson Divide $1.00 by 5. Each kiwi is a little less
than $.20.)
Materials
¢ “This meat is on sale for one dollar and ninety-
* PCM 13: Measuring Practice, p. 57
eight cents a pound. About how much would six
e metric rulers
pounds cost?” ($1.98 is about $2.00. 6 pounds
x $2.00 = $12.00. The meat would cost a
What to Do
little less than $12.00.)
Distribute a copy of PCM 13 and a metric ruler to
each student. For question 1, ask, “Jo the nearest Divide the class into groups. Give each group ads for
centimeter, what are the length and width of the large a variety of different products. Ask groups to choose
rectangle?” (21 cm by 16 cm). Then dis- quantities for several of the products and then esti-
cuss how to calculate the area of a rectangle mate their pretax prices. Encourage groups to use
(multiply the length by the width). Use the for- friendly numbers and to estimate with 10s whenever
mula A = / x w to find the area of the rectangle possible.
(336 square centimeters).
Ask students to find the rest of the measurements Order of
and perform the calculations called for on the PCM.
6 ‘i78 ! ,

Lesson Objectives
* use the order of operations to solve an equation
with more than one operation
* write expressions with two or more arithmetic
operations
Lesson Objectives
* understand the concept of “friendly numbers”

18 Decimals, Fractions, Ratios, and Percents

Activity 1. Each player turns over the top card of his or her
Golden Anniversary deck. The players then use calculators to
change the fractions on the cards to decimals.
Purpose: apply the ideas in the lesson
2. Players compare decimal values for the two
Materials
cards. The higher value wins the two cards.
¢ PCM 14: Golden Anniversary, p. 58
3. Two cards match in value if, when rounded
What to Do to the nearest tenth, the decimal values are the
Distribute copies of PCM 14 to all students and have same. (For this rule, cards that match are the
the class read and discuss it. Ask, “Js any scenario fractions ¢ and $, the fractions 2 and 3, the
more realistic than any other? Why?” fractions 4 and 3,and the fractions ° and 4.)
Have the students write arithmetic expressions
If the decimal values are equal, the two players
and explain their answers for the three scenarios.
say, “War.” They each put down three cards,
then turn over a fourth card, divide, and
compare values. If one value is higher, that
player wins all the cards. If the values match,
SB p. 80 it is “War” all over again.

Lesson Objectives 4. The game ends when one player has no more
¢ work with decimal numbers on a calculator cards or runs out of cards during a ““War.”

* practice rounding repeating decimals and

number series

Common Difficulties SB p. 82

In division problems, students sometimes switch the

Lesson Objectives
numbers before and after the [+] key. Similarly, they
sometimes switch the numerator and denominator ¢ calculate miles traveled

when they divide fractions. This activity focuses on ¢ calculate miles per gallon
which numbers go before and after the [=] key.

On the Road Again

War with Sixths
andSevenths Purpose: apply the ideas in the lesson
Purpose: apply the ideas in the lesson
Materials
Materials - e PCM 16: Mileage and Miles per Gallon, p. 60
e PCM 15: Card Deck #2, p. 59
° scissors
* scissors
¢ calculators
e calculators
What to Do
What to Do Distribute a copy of PCM 16 to each student.
Distribute a copy of PCM 15 to each student. Have Students should follow the instructions on the PCM
each student cut out the 15 cards, shuffle them, and and cut off the strip of numbers from the right side,
find a partner to play “War.” Here are the rules for cut out the window, and cut the two horizontal slots
this version of the game: in the paper (as marked). Then they should insert

Unit 2 * Decimals 19
 the strip so three numbers show in the window, as
shown here.

27,435.3
27,545.7
27,660.4
27,766.8
27,877.0

Gallons of
Gasoline
Used
28,228.5
5.41
28,336.7

Odometer Reading

28,926.4
29,043.3

Tell students to write two headings on a sheet of

paper, “Length of Trip” and “Miles per Gallon.”
Then they can use the PCM as follows:
1. Move the strip until two odometer readings
(left column) and one gas reading (right
column) show in the window.

2. Use the two odometer readings to calculate

the total distance of the trip, and record it on
the sheet of paper under “Length of Trip.”

3. Divide the distance by the number of gallons to

calculate the miles per gallon for the trip, and
record it on the sheet of paper under “Miles per
Gallon.” Students should round their answers to
the nearest tenth.

Expansion/Reinforcement: Students can add num-

bers to the odometer readings and gallons, and calcu-
late miles per gallon for their new data.

20 Decimals, Fractions, Ratios, and Percents

Unit Overview Talk About It page 87
The purpose of this unit is to explore operations with After the list is made, discuss the denominators for
fractions and mixed numbers. This unit also develops each item on the list (fractions of inches use denomi-
number sense for fractions, explores problems in- nators 2, 4, 8, and 16; mileage amounts on a car’s
volving fractions, and introduces writing and solving odometer use the denominator 10). Discuss why the
one-step multiplication and division equations. metric system is so widely used around the world
(the denominators are always multiples of 10).
When Do I Use Fractions? page 87
Have students complete the checklist and answer the Working Together page 133
questions individually. As a class, discuss these and Have students discuss strategies for identifying the
other real-life fraction applications. Ask where stu- largest and smallest sum or difference for the frac-
dents learned to work with fractions. tion cards. Have another set of fraction cards ready
to test and investigate the conjectures of the class.

To find general information about Math Sense, including scope and

Activity Overview harts, see www.mathsense.newreaderspress.com.

Student Book Lesson Pages in Activity Type

SB TRG

Estimating the Size of Fractions 88 22 Reasoning

Adding and Subtracting Like Fractions 90 22 Hands-On
Choosing Necessary Information 92 23 Cooperative Learning
Writing Equivalent Fractions 94 23 Reasoning
Adding Unlike Fractions 96 29 Hands-On
Subtracting Unlike Fractions 98 24 Reasoning
Adding Mixed Numbers 24 Cooperative Learning
Subtracting Mixed Numbers 24 Reasoning
Working with Distances 25 Hands-On
Multiplying Whole Numbers and Fractions 25 Communication
Multiplying Fractions 26 Hands-On
Multiplying Whole and Mixed Numbers 26 Communication
Drawing a Picture 27 Hands-On
Dividing Fractions 27 Hands-On
Dividing with Mixed Numbers 28 Reasoning
Multiply or Divide? 28 Reasoning
Multiplication and Division Equations 29 Reasoning
Solving Multiplication and Division Equations 29 Cooperative Learning
Fractions and Your Calculator 30 Hands-On
Fractions and Money 30 Hands-On
Gridding in Fraction Answers 30 Grid Activity

Unit 3 ¢ Fractions 21
 Activity
A Fraction of the Time
SB p. 88 7 Purpose: introduce the ideas in the lesson

Lesson Objectives Materials

* recognize fractions close to 1 and to4 e: POM 17=Clocks, p61
¢ understand the relationship between the numer- What to Do
ator and denominator of fractions that are close
Ratgaind tent Draw a clock face on the board. Ask, “How many
: minutes are in one hour?” (60) Explain why a frac-
Activity eee tion of an hour will have a denominator of 60. For
How Glgce Gan Pe Get? example, 15 minutes = 4°. Shade the clock face, as
shown here, to represent 15 minutes.
Purpose: apply the ideas in the lesson

What to Do
Write = on the board. Ask students to write five
fractions with denominator 25. Give them the fol-
lowing guidelines for the fractions:
1. close to, but greater than 0 (example: 3 ) 15 minutes

2. close to, but less than (example: 55 Ask, “What fraction do we get when we add another
fifteen minutes to the clock?” (3) Shade the same
3. close to, but greater than4(example: 32 )
clock face to represent an additional 15 minutes, and
15 30
4. close to, but less than 1 (example: 33 ) write on the board: ¢ + % = 6:
Ask, “What’s another way Rerefer to thirty-
5. close to, but greater than 1 (example: 58
ee ?” (4 hour) shew that4}is simplified to
Ask volunteers to write their fractions on the board. 1Write on the board: 22 + 30° vy
As aclass, choose the fraction closest to 0, to 5 and
Distribute copies of Br 17. Have students work
to 1. Repeat this process, using o:
in pairs to do these problems:
Next, ask the class for fractions with denomina- 1
. Shade thirty minutes, then fifteen minutes. Add
tors 25 and 99 that are equal to 0 or to 1 (%, 3, 32, 99). the two ees Simplify the answer to lowest
Ask if they can write fractions with denominators
terms. (2 = 3 hour)
25 and 99 that mt He to 4. (Yes, if you allow frac-
tions like 42 or i
otherwise, no.) 2. Shade fifteen minutes, then five. Add. Simplify.

3. Shade ie minutes, then thirty. Add. Simplify.

40

4. Shade forty minutes lightly. Erase ten minutes.

SB p. 90 eS the fractions. Simplify.
oe 2. 4 hour)
Lesson Objectives
¢ add and subtract like fractions 5. Shade fifty minutes sisies Erase five minutes.
‘ ; , Subtract. Simplify. (& = } hour)
e change an improper fraction to a mixed number
¢ simplify a fraction to lowest terms :

22. Decimals, Fractions, Ratios, and Percents

 Choosing Necessary Information What to Do
Draw two squares as shown:
SB p. 92

Lesson Objectives
¢ identify necessary and extra information in
word problems
¢ solve problems that have extra information

Activity
Extra! Extra!
Tell the class to suppose that yesterday they ordered
Purpose: introduce the ideas in the lesson two square pizzas from Square Deal Pizza. Today,
+ of the pepperoni pizza remains and} of the green
Materials
pepper pizza remains.
e PCM 18: Extra! Extra!, p. 62
Four people want to share the leftover pepperoni
What to Do pizza, and two people want to share the green pepper
pizza. Ask, “If each of the six people receives one
Write these headings on the board:
slice, which slices will be larger, the pepperoni or
Question
the green pepper?” (The green pepper slices will
Necessary Information
be larger.)
Extra Information
Distribute a copy of PCM 18 to each student. Read Explanation: Each pepperoni slice is of the origi-
situation A. Explain that the example is just one of nal pie. Each green pepper slice is i of the original
many questions that can be written about situation A. pie. } = 4; 4 = 4; so %is the larger amount.
Discuss the necessary and extra information given
Expansion/Reinforcement: During the discussion,
for the example. (total cost for example = $208.50)
ask, “When does each person get a larger piece: when
Have students work in groups and write at least eight people share or when six people share?” Use
two questions for A, B, and C. Next, have groups de- their answers to discuss the fact that, for fractions with
velop two questions into word problems with both numerator | such as j and 3, the fraction gets smaller
necessary and extra information. Then have groups as the denominator gets larger.
exchange and solve each other’s word problems.

SB p. 96
SB p. 94
Lesson Objectives
Lesson Objectives
e add unlike fractions
¢ write equivalent fractions
¢ explain how to solve word problems
¢ find a common denominator for two fractions
Activity
Activity
Adding Time
Sharing Slices
Purpose: introduce the ideas in the lesson
Purpose: introduce the ideas in the lesson
Materials
¢ PCM 17: Clocks, p. 61

Unit 3 ¢ Fractions 23
 What to Do
Draw a clock face on the board. Ask, “How can you
represent one-half hour?” (5 = 3) “One-third
SB p. 100
hour?” (3 = % )“One-quarter hour?” (+ = #3).
If students did not use PCM 17 in “Adding and Lesson Objectives
Subtracting Like Fractions,” you may want to * write equivalent fractions
review that activity.
¢ add mixed numbers, regrouping when
Distribute a copy of PCM 17 to each student, and necessary
have students work in small groups. Ask each group
* write and solve mixed-number word problems
to solve the following two problems by shading in
the clock faces: Activity

1. Is one-half plus one-third plus one-fourth less Step by Step

than, equal to, or greater than one? Purpose: apply the ideas in the lesson
(2 +344 = 6 + @ + a = 6 whichis
greater than 1.) Materials
* PCM 19: Adding Mixed Numbers, p. 63
2. Is one-half plus one-third plus one-fourth plus
one-fifth plus one-sixth less than, equal to, or What to Do
greater than one and a half? Distribute a copy of PCM 19 to each student. Work
De ge AT a ahah dads 90-0 aI PPS
(s+at+atst+e=atortaoteat through the questions for the first problem with the
10 = 60>
60 87 Which
adn he less than 15.)
!
is
class. Discuss the steps taken to find the sum.
Ask groups to explain their solutions to the class. Have students work in pairs or small groups.
Each group should answer the questions for
Examples 2 and 3. Encourage groups to continue
working, making up their own mixed-number
addition problems.
SB p. 98

Lesson Objectives
e subtract unlike fractions

° estimate with fractions SB p. 102

Activity Lesson Objectives

Flour Power ° subtract mixed numbers, regrouping when
necessary
Purpose: introduce the ideas in the lesson
¢ estimate with mixed numbers
What to Do
Activity
Tell the class, “You are making muffins using a
recipe that calls for three-fourths cup offlour. But Draw the Problem
when you open the flour canister, you find you have Purpose: extend the ideas in the lesson
only one-third cup offlour. How can you calculate
how much more flour you need to finish the recipe?” What to Do
(§-3=- b = por a little less than+ cup) Write this problem on the board:
Ask volunteers to think of other situations where 4-23
they would need to subtract unlike fractions.
Ask, “How could you represent this subtraction
problem in a drawing?” Demonstrate the answer by

24 Decimals, Fractions, Ratios, and Percents

drawing 4 shaded circles as shown. Then erase the What to Do
shading in 2 circles. Tell the class: “You are visiting relatives in an unfa-
miliar neighborhood. You are told that there is a
bakery six and a half blocks away and a fruit store
Step 1 four and a quarter blocks away. How can you tell the

~OC
maximum and the minimum travel distance between
“This is four wholes.” the two stores?” Draw these diagrams on the board:
1 1
Re FS "4 You 6 B G You 6 > B

4 1
B. You 6 > B ohare
“Now we have taken two and three-
fourths away from four wholes.” ag{ FS FS

The answer is shown by the shaded portion of the Discuss how Figures A and C show the maximum
original four circles (1%). Write these subtraction travel distance between the two stores and figure B
problems on the board without giving the answers: shows the minimum distance.

2-13=@) Figure A: 63 + 44 = 10 blocks

8-74=(¢4) Figure B: 64 — 44 = 21 blocks
5-2%=(@4 Figure C: 63 + 44 = 103 blocks
5$-12= 63) Have students work individually or in small groups.
Distribute a copy of PCM 20 to each student. Ask
Ask students to work alone and to draw each prob-
students to label their diagrams with the correct
lem to find the answer. If you would like, write addi-
measurements and find the maximum and minimum
tional problems for students to draw—just be sure
distances. Encourage students to make up and solve
that the larger number is either a whole number or a
their own problems.
mixed number that contains a “friendly” fraction
such as 5.

SB p.104 SB p. 108

Lesson Objectives Lesson Objectives

e add and subtract distances using mixed ¢ understand the relationship between
numbers multiplying by the fraction 7 and dividing by
* write and solve mixed number problems the whole number 1
involving distances * understand that a fraction like3 is 5 times the
fraction }
e find a fraction of a whole number
How Close? How Far?
Purpose: extend the ideas in the lesson
Cooking for a Crowd
Materials
¢ PCM 20: How Close? How Far?, p. 64 Purpose: introduce the ideas in the lesson

e calculators Materials
¢ flip chart

Unit 3 * Fractions 25
 What to Do What to Look For
Before class begins, write this recipe on a flip chart. Students should see that to multiply by + they can
(Note: Save the recipe for use in the activity in divide by 4, and that to multiply by + they can
“Multiplying Whole and Mixed Numbers.”) divide by 2.
Chili Con Carne
2 onions (chopped) Multiplying Fractions -
1 clove garlic (chopped) BEL ne atte oasions—— —

5 pounds ground beef SB p.“110

4 cups canned tomatoes

Lesson Objectives
10 cups canned kidney beans
3 green peppers (chopped) * multiply fractions
2 teaspoons salt * cancel to simplify fractions when multiplying
3 teaspoons sugar
4 tablespoons chili powder Activity
Serves 24 Fractions in the Shade
Tell the class that they are cooking this recipe for Purpose: introduce the ideas in the lesson
a group, but they don’t know whether 6 or 12
BAS are elu Help them figure out that Materials
<== 4
l and 2
22 = A Then, as a class, calculate ¢ PCM 21: Multiplying Fractions, p. 65
what; and3 of each ingredient would be.
; What to Do
RAE Have students form small groups. Distribute a copy
@ onion (chopped) of PCM 21 to each student. Discuss the steps and the
+ clove garlic (chopped) art shown on the PCM.
1-7 pounds ground beef Have students follow the steps to illustrate the
t cup carmediomeiaes oemultiplication problems at the bottom of the

2+ cups canned kidney beans

+ green pepper (chopped)
enh teaspoon salt Me reying Whole ©
2

oa teaspoon sugar
— ee ae

1 tablespoon chili powder SBp.a

4 the amount
pl eben tats aah Lesson Objectives
1 onion (chopped)
* multiply a whole number by a fraction
a
g clave garlic (ehopped) '
¢ change a mixed number to an improper fraction
el ; :
Se OU ee ¢ multiply a whole number by a mixed number
RIPUDS conned iomalegs ¢ multiply a fraction by a mixed number
5 cups canned kidney beans

14 green peppers (chopped) Activity

1 teaspoon salt
Cooking for a Bigger Crowd
1+ teaspoons sugar Purpose: introduce the ideas in the lesson
2 tablespoons chili powder

26 Decimals, Fractions, Ratios, and Percents

 North, South, East, West
Materials
¢ flip chart with recipe for chili con carne
(page 26) Purpose: extend the ideas in the lesson

What to Do Materials
Display the chili con carne recipe and say, “Suppose ¢ PCM 22: Drawing a Picture, p. 66
you need to make this recipe for sixty people. By e rulers
what number should each ingredient be multiplied?”
What to Do
If students do not come up with the exact answer
of 25 (Sf = 3 + 4% = 24), lead them to it with these Distribute a copy of PCM 22 to each student. Have
number-sense questions: : students use their rulers to measure the picture for
problem 1 (distance between Division St. and
1. “What is the largest number that divides into
job is 13 blocks). Help them see that it is a scale
both twenty-four and sixty?” (It is 12.)
drawing, and that} cm = 1 block. Explain that
2. “What fraction of a recipe do we need for scale drawings let you find approximate values
twelve people?” » (a4
712
= 51 for unknown distances.
Have students work individually to complete
3. “How many groups of twelve people are in the
problems 2-4.
whole group?”
(5 groups, because 5 x 12 = 60) Expansion/Reinforcement: Since students are work-
ing with right triangles in this activity, you may want
4. “How many half recipes are needed?” (5
to introduce the Pythagorean theorem (a* + b* = c’)
recipe for each group of 12, or 5 x 3 recipe.
as another method to find the diagonal distance (the
That is 3 or 24 times the recipe.)
hypotenuse).
Then, as a class, multiply }by each amount in the
recipe to get the amount needed to serve 60.

ai the amount
SB p. 116
5 onions (chopped)

2+ cloves garlic (chopped) Lesson Objectives

¢ invert a fraction or a whole number
12+ pounds ground beef
e divide a fraction by a fraction
10 cups canned tomatoes
e divide a fraction by a whole number
25 cups canned kidney beans
e estimate with fractions
7+ green peppers (chopped)
5 teaspoons salt

7 + teaspoons sugar Seeing Is Believing

10 tablespoons chili powder Purpose: reinforce the ideas in the lesson

Materials
¢ chocolate bars with 12 sections (one bar for
each pair or small group of students)
SB p. 114
What to Do
Lesson Objective Have students work in pairs or small groups.
¢ draw pictures to help solve problems Distribute the candy bars. Tell students that they can
eat the candy once the activity is completed. Walk
students through the following questions:

Unit 3 ¢ Fractions 27
 1. “How many sections is each bar divided into?”
(12) “What fraction does each section
represent?” (75) “How many sections, or
SB A 118
twelfths, make up half of the bar?” (6)
Have students use the candy bars to find the Lesson Objectives
answer. Then have them write and solve an ¢ divide with mixed numbers
equation that reflects the last question.
¢ estimate with mixed numbers
fraction of the bar fraction represented
1 a by each section
MR gine Yu petonte51st Dressing up a Dressing
Dene Faw =o
number of sections in 5 the bar Purpose: introduce the ideas in the lesson

Using a candy bar as an example, say, “We What to Do

found how many sections (fractions of the Tell students, “Imagine you are making salad dress-
whole) there are in half of the candy bar. We ing that needs three and three-fourths cups of vine-
divided a fraction (5) by another fraction (4).” gar. You want to use raspberry vinegar and plain
Point out that the answer is larger than either vinegar. From experience, you know that ifyou use
of the two original fractions. Reinforce the raspberry vinegar for more than one-third of the
concept of inverting and multiplying by the total amount of vinegar, the dressing will be too tart.
“dividing fraction.” How can you find out how much raspberry vinegar
to use?”
Have students use the candy bars to answer the Students should realize that they need to divide:
following questions. Then have them write and
solve equations to match the questions.

2. “How many sections make up one-third of the

bar?” (4) You can use this problem to help students develop
is Sas ones number sense: 37 is 3 full cups plus 3 cup. So 33
goby Sige ee
divided by 3 is the same as 3 full cups divided by 3
3. “How many sections make up one-fourth of the
plus } cup divided by 3. Three full cups divided by 3
bar?” (3) is 1 cup; t cup divided by 3 is } cup. Adding,
(iar: he =4x
FI Dy
7 ie
=3
1+%= 11.
4. “If you have one-fourth of a candy bar, divided
into three pieces, what part of the entire bar is
each of the three pieces?” G)
a a alent al Creed
gt 3=4Ex9= SB p. 120

Explain that this represents a fraction divided Lesson Objective

by a whole number. Reinforce the concept of * recognize whether a problem involves
changing the whole number to a fraction and multiplication or division
multiplying. Point out that the answer is
smaller than the original fraction.
Activity
What’s New, Pussycat?
5. “If you have half of a candy bar and it is
Purpose: introduce the ideas in the lesson
divided into six pieces, what part of the entire
bar is each of these six pieces?” (+) What to Do
he OS EMS oii
g++ O= 9X E= 75 Tell the class, “A cat gets two-thirds of a can offood
each day. There are eight full cans in the pantry. Is

28 Decimals, Fractions, Ratios, and Percents

 there more or less than eight days’ worth offood? What to Look For
How do you know?” (More than 8 days, because Students should be able to describe the relationship
each can of food lasts more than 1 day.) between multiplication and division for each
“Would you multiply or divide to answer this problem.
problem?” (Divide, because multiplying 8 times 4
would give a number less than 8, and the number
should be more than 8.)
Say, “Each litter change uses one-quarter bag
of litter, and you have two full bags of litter. How
can you calculate the number of changes you can SB p. 124
make with this amount?” (Multiply 2 x 4 or divide
Lesson Objectives
2by+)
¢ understand that multiplication and division are
“Tf you change the litter every five days, how
inverse operations
many days’ worth of litter do you have?” (There are
8 changes, and 8 x 5 = 40 days.) ¢ write and solve one-step multiplication and
division equations that contain variables
What to Look For
Students should see that number sense, such as ACR
Vity emer
knowing that 8 cans of cat food, at $ can per day, will More Doing and Undoing
last more than 8 days, is important to help
Purpose: introduce the ideas in the lesson
them use math in their everyday lives.
What to Do
Remind students of the different ways to represent
multiplication and division in an equation:
5) « i) Sy 5-y See TY y3
Tell students, “Suppose the amount of rainfall this
SB p. 122 month was twenty times the amount last month.
Write a math expression for ‘twenty times an un-
Lesson Objectives
known number.”
¢ use a variable to represent an unknown number
Ask, “What will be the same and what will be
¢ write multiplication and division equations
different about all your written expressions?”
involving fractions and mixed numbers (Students probably used different variables, but all
answers should be in one of these three forms:
Activity
20 xX y; 20y; or 20 - y.)
More Picturing Equations
Ask, “What was done to your unknown num-
Purpose: introduce the ideas in the lesson ber?” (It was multiplied by 20.)
Say, “Explain what you get ifyou divide twenty
Materials
into the expression ‘twenty times y.’” (Students may
¢ PCM 23: Picturing Equations #2, p. 67
use specific values for their unknown number to ex-
plain that 20 x y + 20 results in the original value
What to Do
of the unknown number.)
Distribute a copy of PCM 23 to each student.
Have students form groups. Write on the board
Discuss problem 1, which is done as an example.
Then have students complete problems 2 and 3 ¢ the amount earned at $5 per hour for t hours
individually. ¢ an inheritance of M dollars divided equally
among 3 people

29 Decimals, Fractions, Ratios, and Percents Unit 3 ¢ Fractions 29

 Tell each group to
1. write each phrase as a mathematical expression
($5 x tM + 3)
SB p. 128
2. describe what is done to the unknown number
in each expression (f is multiplied by 5; M is Lesson Objectives
divided by 3) * change a fraction to a decimal
¢ round a decimal to hundredths
3. explain how to get back to the unknown number
(divide the product of 5t by 5: [5 x ¢ + 5]; mul- * solve problems that involve fractions
tiply the quotient of M + 3 by 3: [M + 3 x 3]) and money

Activity
Circle Graphs
SB p. 126 Purpose: extend the ideas in the lesson

Materials
Lesson Objectives
¢ PCM 24: Circle Graphs, p. 68
¢ use a calculator to convert fractions to decimals
® scissors
e add and multiply fractions
¢ calculators
Activity ===
What to Do
Choose the Best Way
Distribute a copy of PCM 24 to each student. Have
Purpose: reinforce the ideas in the lesson students cut out the protractor. Show them how to
use a protractor to measure angles. Ask, “How many
Materials
degrees are there in a right angle? In a straight line?
¢ calculators In a circle?” (90 degrees, 180 degrees, 360 degrees)

What to Do Draw a circle. Ask, “How can you show a wedge

or pie-shaped piece of a circle that represents two-
Write the following fractions on index cards: z, a
5 geo. won aS ee ar 5 sevenths of the circle?” (Possible methods: use a
16> 39 59 12> 25 8s 39 49 0> 5» and ¢«. Place the cards
calculator to find7of 360 [about 103] and use the
facedown on a desk at the front of the room.
protractor to draw the wedge; or find 4 of a full
Select two cards at random and have the students circle, which is about 5 14 degrees, and double it.)
add them using paper and pencil. Then have students
Have students form groups to create the circle
add them using a calculator. Select two more cards
graphs for PCM 24.
and have the students multiply them, first with pencil
and paper and second with a calculator. Ask, “When
is a calculator helpful? When is it better to use
pencil and paper?”
SB p. 130
Continue drawing cards and asking students to
add or multiply the fractions. Allow students to Lesson Objective
choose whether or not to use calculators.
* grid fractions and mixed numbers
Using the Casio f4r-260 for the GED
Activity
The Casio calculator can be used to solve fraction
Fabric Scraps
problems without first converting fractions to deci-
mals. Refer students to the Tool Kit, page 240, for i
Purpose: reinforce the ideas in the lesson
more information.

30 Decimals, Fractions, Ratios, and Percents

Materials
¢ PCM 5: Five-Column Grids, p. 49
¢ calculators (optional)

What to Do
Present the following situation to the students. Quilts
are often made from leftover pieces of fabric. Fabric
is measured in yards. Sarah has the following lengths
of fabric scraps: 2 2%, 12, 23, iz, Is, i, 23, and
te yards. Arrange the lengths of the scraps in order
from least to greatest and grid in the amounts on
grids 1 through 9 on PCM 5.
If students need more practice using calculators,
they can compare fractions by changing them to
decimals using division or the fraction key found
on the Casio fx-260 and most scientific calculators.
Remind students that they must grid mixed
numbers as improper fractions.
Answers:
1. 1/4 4. 6/5 TA T9OIS
TANS 5. 4/3 8. 8/3
3. 8 6. 11/6 9. 11/4

Using the Casio fx-260 for the GED

You can change mixed numbers to improper fractions
using the d/c function. Enter the mixed number, then
press and a%|

Unit 3 ¢ Fractions 31
 Ratio and Proportion

Unit Overview Talk About It page 135

The purpose of this unit is to explore ratio and pro- After brainstorming and making a list, discuss the
portion. Students will learn how to interpret, write, units for each of the ratios in the list. Discuss how
and use ratios; how to write and solve proportions; often costs appear in ratios (number of items per dol-
and how to use proportions in word problems and lar, number of dollars per item), or how often other
scale drawings. categories appear (lengths, capacities, and so on).
Finally, talk about how and when students compare
When Do | Use Ratio and Proportion? ratios and why comparing ratios is useful. Look
page 135 ahead in the unit to the Unit Rates lesson on student
Have students complete the checklist and answer the book page 142.
questions individually. As a class, discuss these and
other real-life situations that involve ratio and pro- Working Together page 157
portion. Ask students where they learned about ratio Have students discuss how they would deal with
and proportion. Have students look over the table of items that overlap categories. For example, if a stu-
contents for unit 4 and talk about how the lessons dent has one brown eye and one green eye, which is
reflect their everyday uses of ratio and proportion. their eye-color category? Ask students to think of
other examples, find solutions, and explain their
solutions to the class.

VES

To find general information about Math Sense, including scope and

Activity Overview sequence charts, see www.mathsense.newreaderspress.com.

Student Book Lesson Pages in Activity Type PCM

SB TRG Number
Fractions and Ratios 136 33 Communication
Writing a Ratio 138 33 Cooperative Learning
Ce
25
Ratios and Patterns 140 33 Reasoning
Unit Rates 142 34 Reasoning
Understanding Proportion 144 34 Hands-On
CE
Se 26
Making a Table 146 35 Reasoning
Solving Problems with Proportions 148 35 Cooperative Learning
Gridding in Ratio and Proportion Answers 150 36 Grid Activity 5
Calculators and Proportion Problems 152 36 Hands-On
Scale Drawings and Maps 154 36 Hands-On 27
eae

32 Decimals, Fractions, Ratios, and Percents

 ¢ convert units to write ratios that use the
same units

SB p. 136
Activity
Lesson Objectives Some of the Parts
e¢ understand ratios Purpose: introduce the ideas in the lesson
* write a ratio three ways
Materials
¢ simplify ratios
¢ PCM 25: Writing a Ratio, p. 69
Activity ¢ large and small paper clips (or other two-sized
Counting Coins or two-colored items)

Purpose: introduce the ideas in the lesson What to Do

Draw 5 circles and 2 squares on the board. Have the
What to Do
class answer and discuss these questions:
Ask students to count the number of different coins
1. “What is the ratio of circles to squares?”
they have with them. On the board, fill in a chart like
(5 to 2)
this with class totals:
2. “What is the ratio of squares to circles?”
Pennies | Nickels |Dimes ae an (2 to 5)

if 3 3. “What is the ratio offigures to circles?”

(7 to 5)
Ask a volunteer to compare the number of pennies to
nickels. Write the comparison on the board (75 to 4. “What is the ratio of squares to figures?”
23). Explain that “75 to 23” is a ratio, or a compari- (2 to 7)
son of two numbers. Ask, “Jf you have triangles and rectangles, and the
Ask students to state other ratios from the chart. ratio of triangles to figures is seven to ten, how could
“What is the ratio of dimes to all coins?” (7 to 117) you find the ratio of rectangles to figures?” (Since
“What is the ratio of all coins to pennies plus quar- 7 of the 10 figures are triangles, there are 3 rectan-
ters?” (117 to 84) gles. The ratio is 3 to 10.)

Reverse the questions. Ask, “What ratio is nine

Distribute copies of PCM 25 and paper clips to
to twenty-three?” (quarters to nickels) and “What all students. Do Part 1 as a class. Have students work
ratio is one hundred five to ten?” (pennies, nickels, through Part 2 in small groups. For each situation
one ratio is given, and students should write the five
and dimes to dimes and half dollars).
other ratios. They can use the large and small paper
Variation: If counting coins will not work well with clips to represent object A and object B.
your class, use other items, such as pencils, erasers,
and felt-tip and ballpoint pens.
Ratios and.
Writing aRatio SB p. 140
ee ee

Lesson Objectives
SB p. 138
¢ find equivalent ratios
Lesson Objectives
¢ explore number patterns using ratios
¢ write ratios with the numbers in correct order

Unit 4 * Ratio and Proportion 33

 Activity
in miles per hour?” (Rewrite2¢ as a fraction with
What’s the Scoop? 26 miles
denominator 1. Zions =
6.5 dies
“ihor = 6.5 miles per
hour)
Purpose: introduce the ideas in the lesson

What to Do
Write this chart on the board:
‘Understanding li portion
SB p. 144

Lesson Objectives
* recognize a proportion as two equal ratios
* use cross products to solve a proportion for an
Say, “Two scoops of hot chocolate mix makes one
unknown
cup of hot chocolate. How many cups does four
scoops make?” (2) “Six scoops?” (3) “How many * recognize similar figures as being in proportion
scoops does it take to make four cups of hot choco-
late?” (8)
Activity
Ratios of Distances
Extend the chart, finding ratios for additional
cups of hot chocolate until students are comfortable Purpose: apply the ideas in the lesson
with the pattern shown.
Materials
¢ PCM 26: Understanding Proportion, p. 70

What to Do
SB p. 142
Have students form small groups. Distribute a copy
Lesson Objectives of PCM 26 to each group. Do question 1 as a class
e understand rate as a ratio with 1 as the by asking, “How can you write the length to width
denominator ratio of the rectangle?” (3° is shown in number 1 on
the PCM.)
¢ find unit rate and unit price
To start question 2, tell students “Draw a hori-
Activity zontal line and a vertical line at pointA to make
Racing Speed another rectangle, so your diagram looks like this.”
ra

Purpose: introduce the ideas in the lesson

What to Do
Write velocity on the board. Define it for students
(rate of movement per time). Ask, “What combina-
tions of units measure velocity?” Examples could
. il hi .
include ™" and ""**, Write the examples on the
board.
Ask, “For these ratios, how are the numerators
alike, and how are the denominators alike?” (The
numerators all measure distance, the denominators Have students measure the length and width of their
all measure time.) new rectangle and write the ""8" ratio. Compare and
Ask, “Jf a marathon runner traveled twenty-six discuss the two ratios. (They are equal.) Then have
miles in four hours, how can you find her unit rate students do the rest of PCM 26.

34 Decimals, Fractions, Ratios, and Percents

What to Look For Activity sn

Students should see that the ratios for all the rectan-
gles are equal, and the rectangles are similar figures.
Purpose: apply the ideas in the lesson

What to Do
On the board, write a proportion with an unknown,
SB p. 146 such as 3 = 45. Ask a volunteer to make up a prob-
lem that this proportion can represent. For example,
Lesson Objectives if 5 students need 8 pieces of paper, how many stu-
* organize information in a table dents would use 32 pieces of paper?
¢ write and solve proportions Have the class solve the proportion. (8 x s =
160, s = 20; 20 students would use 32 pieces of
Activity oo paper.)
New Money, Old Money Have students form small groups. Write the fol-
lowing three problems on the board or a flip chart:
Purpose: introduce the ideas in the lesson

What to Do
(ee es a W

Ifeach new car sold has 5 tires, then. . .

Draw this table on the board:
(how many cars would 45 tires supply?)

Pennies
2000s | 1990s 1980s Pre-1980 | Totals
2. IfB=
a recipe that serves24 people uses 4
Nickels
tablespoons of hot sauce, then...
(how many tablespoons of hot sauce would
you need to serve 3 people?)

Have students separate the coins they have into

pennies, nickels, dimes, and quarters. Then have
ey = ap
If it takes 10 minutes to check the air pressure
them separate each group according to the decade of all 18 tires on a large truck, then...
each coin was made. (how many tires can be checked in
Fill in the table with the class totals. Say, 45 minutes?)
“Suppose we call coins minted in the two thousands For each problem, the group should complete the
‘new’ coins. What is the ratio of new quarters to problem statement using the numbers in the pro-
all quarters?” Ask other questions to give students portion, then solve the proportion and explain the
practice reading and finding sums of columns and answer. (Answers: 9 cars; + tablespoon; 81 tires)
rows in a table.
What to Look For
Be sure students’ problems compare numbers in
the same order as the proportion, so their ratios
have corresponding units in the numerators and
denominators.
SB p. 148

Lesson Objectives
* use proportions to represent situations in word
problems
¢ write and solve proportions

Unit 4 * Ratio and Proportion 35

 Gridding in Ratio and Calculators
and —
Proportion posers Proportion Problems
meee
ic aoens —— Kee concer ane ccee asco anyones y

SB p. 150
SB p. 152

Lesson Objective
Lesson Objectives
¢ fill in answers to ratio and proportion problems
* use a variable to represent an unknown number
on a five-column grid
* use a calculator to solve proportions
Activity
Activity
Softball Stats
On Your Mark, Get Set, Keypress!
Purpose: reinforce the ideas in the lesson
Purpose: apply the ideas in the lesson
Materials
Materials
¢ PCM 5: Five-Column Grids, p. 49
¢ calculators
What to Do * clock with second hand (visible to all students)
Distribute a copy of PCM 5 to each student. On
the board, write these statistics for a ball player. What to Do
Say, “I will write a proportion on the board, and you
Games Played 5
will solve it to the nearest hundredth. Use your cal-
At Bats 25
culators. When you find the solution, record your
Hits 12
time. See ifyou can beat your own best speed.”
Walks 6
Strikeouts 3 When the second hand on the clock approaches
; 5.07 y
Singles 9 12, write a proportion such as 189 = 723. Have
Doubles 2 students solve it. (Students should multiply
Triples 0 5.07 x 7.23, then divide that product by 18.9.
Home Runs 1 y = 1.94)
Repeat. Use the same numbers, but vary their
Have each student write one ratio and one proportion positions and use different variables.
question based on the data. Select nine questions,
read them to the class, and have students grid in the
answers in lowest terms on PCM 5. Kea Drawings and Maps —
: | Reems acm <u ae ee a ew
Examples
SB p. 154
1. What is the ratio of strikeouts to walks?
(SG. 0i2)) Lesson Objectives

2. At this rate, if the player plays 50 games, * use proportions to interpret scale drawings
how many doubles will she hit? * use proportions to find approximate distances
(} = % and 2 x 50 + 5 = 20) on a map

What to Look For Activity

As students work, check grids for accuracy. Not all Where Are We?
tests require students to simplify fractions and ratios.
If students are preparing for a specific test, check the Purpose: apply the ideas in the lesson
requirements for that test.

36 Decimals, Fractions, Ratios, and Percents

 Materials
¢ PCM 27: Where Are We?, p. 71

* road maps with scale

e rulers

What to Do
Have students form small groups. Distribute a copy
of PCM 27 to each student and a road map to each
group. As a class, choose two locations on one map
and complete the top row of Part 1 on the PCM.
- Then have each group complete the rest of Part 1,
using their own maps. Tell students to measure the
distances along roads.
For Part 2, each group selects two locations on
their map. Students should describe three different
ways to get from one location to the other, then use
the map to find the total driving distance for each
route.

Unit 4 * Ratio and Proportion 37

 Percents

Unit Overview Talk About It page 159

The purpose of this unit is to explore percents. After talking about students’ questions, make a class
Students will convert percents, decimals, and frac- list of all the questions that can help students use
tions; use and solve the percent statement; apply percent to be better shoppers. Discuss words that
percents in statistics and discounts; solve two-step mean a percent or amount is being taken off a price
problems using percents; and find the percent of (sale, discount, coupon) and words that mean a
increase and decrease. percent or amount is being added to a price (tax,
tip, delivery charge).
When Do I Use Percents? page 159
Have students complete the checklist and answer the Working Together page 191
questions individually. As a class, discuss these and Have students name some common discounts (10%
other real-life situations that involve percents. Ask off, 20% off, + off). Discuss situations in which
students where they learned to work with percents. stores offer the biggest discounts (liquidation or out-
Have students look over the table of contents for of-business sales; after-Christmas sales on cards and
unit 5 and discuss how the lessons reflect their every- wrapping paper; sales on damaged items). Also, ask
day uses of percents. students to explain why “up to 5 off” does not mean
that all items are 50% off.

To find general information about Math Sense, including scope and

Activity Overview sequence charts, see www.mathsense.newreaderspress.com.
DS SEITE INIIE INSEL SOE NST EES TILT BSB E RO RSTO

Student Book Lesson Pages in Activity Type PCM

SB TRG Number

Understanding Percents 160 39 Hands-On

Estimating the Size of Percents 162 39 Hands-On
Changing Decimals and Percents 164 40 Hands-On 28
Changing Fractions and Percents 166 40 Communication
The Percent Statement 168 40 Reasoning
Does the Answer Make Sense? 170 41 Reasoning
The Percent Equation 172 41 Cooperative Learning 29
Solving a Percent Equation 174 4 Hands-On 30
Gridding in Percent Answers 176 42 Grid Activity 573i
Statistics and Percents 178 42 Reasoning
Using a Calculator with Percents 182 43 Communication
Two-Step Percent Problems 184 43 Cooperative Learning 32
Discounts 186 43 Reasoning 33
Percent of Increase/Decrease 188 44 Reasoning

38 Decimals, Fractions, Ratios, and Percents

 Ask, “How can you decide if the percent shown is
more or less than one-half?” Explain that 30% is
less than4 because 50% = 3 and 30% < 50%.
SB p. 160
Have students complete steps 1 and 2 individually.
Lesson Objectives
1. Tell students to shade boxes in the remaining
e explore the meaning of percent
five hundredths grids to represent the following
* write a percent as a fraction and as a decimal percents: 3%, 45%, 53%, and 110%. Students
will have to use the last two grids to represent
Activity 110%. Students’ grids should look like the ones
And Then There Were None below. Students may shade different boxes, but
the number of shaded boxes should be the
Purpose: introduce the ideas in the lesson’
same.
Materials
e PCM 2: Tenths and Hundredths Grids, p. 46

What to Do
Distribute copies of PCM 2. Have each student shade
in five squares on a hundredths grid. Ask, “What
fraction of the total is shaded?” (jax) “What fraction
of the total is not shaded?” (755) “Percent means ‘per
hundred,’ so another way to write these fractions is
five percent and ninety-five percent.”
Give students other amounts to shade in on the
other hundredths grids. Have them write the percents
of shaded and unshaded boxes.

2. Next, have students write each amount as a

percent and as a fraction. They can write their
SB p. 162 answers next to each grid.
Lesson Objectives 3%, 100 53%,i00
¢ estimate the size of percents 45%, 100 110%, 19
° recognize percents greater than 100% 3. In pairs or small groups, have students answer
these questions about their results:
Activity
(for 3%) “Is this amount greater than zero? Is
How Much? it close to one-half?”
Purpose: introduce the ideas in the lesson (for 45%) “Is this amount close to one-half?
Materials How do you know?”
¢ PCM 2: Tenths and Hundredths Grids, p. 46 (for 53%) “Is this amount greater than
one-half? How do you know?”
What to Do
Distribute two copies of PCM 2 to each student. (for 110%) “Is this amount greater than one?
Have them shade in 30 squares on a hundredths grid. How do you know?”

Unit 5 * Percents 39
 Activity
Ideal Apartment for Rent
SB p. 164 Purpose: extend the ideas in the lesson

Lesson Objective Materials

* interchange percents and decimals by moving e calculators
the decimal point
What to Do
Activity Have students tell you a sample monthly rent
Decimal War for studios, one-bedroom apartments, and three-
bedroom apartments. Write the numbers on the
Purpose: apply the ideas in the lesson
board as follows:
Materials Studio 1 BR 3 BR
* PCM 28: Card Deck #3, p. 72 rent: $350 $550 $975
° scissors

What to Do Tell the class, “Each of these apartments is getting

a rent increase offifty dollars per month. Does this
Distribute a copy of PCM 28 to each student. Have
across-the-board increase seem fair for all three
students cut out their own deck of 16 cards.
apartments?”
Have students form pairs and play “War.” (For a
Explain how to find 10% of a number. Use as an
review of the rules, see page 11.)
example that 10% of 270 is 27. Ask the class to de-
For each contest, students can decide whether the scribe whether each rent increase is greater than or
lower value or the higher value will win. less than a 10% increase. Using the numbers above,
What to Look For 10% increases would be $35, $55, and $97.50,
so only the studio’s rent increase is more than ten
Students should realize that these cards have equal
percent.
values:
Show students how to use a calculator to convert
25% = .25 = .250 = 25.0% a fraction to a decimal. Then ask them to find the per-
2.5 = 2.50 = 250% = 250.0% cent rent increase for each of the three apartments.
24% = 2.5% = 025 = 0250 30 ~ 14%,& ~ 9%,% ~ 5%)
10% = .10
50% = .50
p. 8

Lesson Objectives
SB p. 166
¢ use the percent statement
Lesson Objectives * identify the missing element in percent
* write a percent as a fraction problems

* write a fraction as a percent

Activity
* recognize commonly used fractions, decimals, How Many Times?
and percents
Purpose: introduce the ideas in the lesson

40 Decimals, Fractions, Ratios, and Percents

Materials Use a calculator to show that 15% of $35 is $5.25.
e calculators Then ask students to explain any errors on this
check. (15% of $35 # $15; the tip was subtracted,
What to Do not added; the total should be $40.25.)
On the board, write:
“% of the whole is equal to the part”
Help students generate examples to fit this statement
and write them on the board in the form of percent SB p. 172
statements. For example, in a class of 10 students,
Lesson Objectives
3 are male. Write: “30% of 10 is equal to 3. So,
70% of 10 is equal to 7.” ¢ change a percent statement to a percent
equation
Tell students that the sentences on the board are
called percent statements. * write a percent equation using a variable
¢ read a circle graph

Make Up the Question

SB p. 170
Purpose: apply the ideas in the lesson
Lesson Objective
* recognize when an answer is not sensible Materials
¢ PCM 29: Make Up the Question, p. 73
Activity
¢ calculators
Checking the Check
What to Do
Purpose: introduce the ideas in the lesson
Distribute a copy of PCM 29 to each student. Say,
Materials “In row one, make up a value for the original price
e calculators of a turtleneck sweater.” Suppose a student suggests
$50. Ask, “How can you calculate the savings and
What to Do the sale price?” (savings = 35% of $50 = $17.50;
Write this restaurant check on the board: sale price = $50 — $17.50 = $32.50).
2 lunch specials @ $8.00 Have students work in groups to make up values
$160.00 $160.00 for the shaded boxes in each row. Then they should
Service (15%) $24.00 24.00 calculate values for the other boxes in the row.
Pay this amount $184.00 $184.00
Have students use calculators to show that 15%
of $160 is $24. Then ask them to explain the error
on the check. (2 x $8.00 = $16.00; the tip was SB p. 174

calculated on the wrong amount.)

Lesson Objective
Write out another check they might receive: ¢ write and solve percent equations
5 lunch specials @ $7.00
$35.00 $35.00 Activity ===

Service (15%) $15.00 15.00 The Part pndaneawhole

Pay this amount $20.00 $20.00 Purpose: apply the ideas in the lesson

Unit 5 * Percents 41
 Materials What to Look For
* PCM 30: Solving a Percent Equation, p. 74 Make sure students use grids correctly. Students
¢ large and small paper clips should not use commas or dollar signs when they
write their answers at the top of a grid.
¢ calculators

What to Do
Statistics and Percents —
Have students form small groups. Distribute a copy ei asses as eet See

of PCM 30 to each student. Give each group a hand- SB p. 178

ful of small paper clips and a different number of
Lesson Objectives
large paper clips. Have each group discuss and solve
the six problems in number 1. As a class, discuss ¢ understand statistics
number 2. * use percents to create statistics
° label a circle graph

Activity

SB p. 176 Comparing Percents

Lesson Objectives Purpose: extend the ideas in the lesson
¢ fill in answers to percent problems on a Materials
five-column grid |
¢ calculators
¢ use data from circle graphs to solve problems
What to Do
Activity
Write the following chart on the board:
Make Sense of Data
Purpose: reinforce the ideas in the lesson
nares |e
Materials brown-eyed

¢ PCM 5: Five-Column Grids, p. 49

¢ PCM 31: Make Sense of Data, p. 75 Ask students to use this data to find
¢ percent of brown-eyed students in class
What to Do
3 = 60%)
Give each student a copy of PCM 5. You may
* percent of brown-eyed students in school
display PCM 31 on an overhead or make copies for
#5 = 58%)
students. Point out that the graphs shown on PCM
31 are similar to those printed in newspapers and Discuss the fact that 60% is greater than 58% even
magazines. though there are fewer brown-eyed students in the
Remind students that the entire circle represents class than in the entire school. Ask students to ex-
the whole, or 100%, and each wedge represents a plain the apparent contradiction.
part of the whole.
Expansion/Reinforcement: Have students make a
Have students solve the problems on PCM 31 and chart of the number of people in class who have
grid in the answers on PCM 5. brown, blue, green, or other color eyes. Figure
percents and compare.

42 Decimals, Fractions, Ratios, and Percents

 SB p. 182 p. 184

Lesson Objectives Lesson Objective

* use the percent key on a calculator * analyze and solve two-step percent problems
* use a calculator to solve percent problems

Two-Step Percent Problems

Buy Low, Sell High Purpose: apply the ideas in the lesson
Purpose: introduce the ideas in the lesson
Materials
Materials ¢ PCM 32: Two-Step Percent Problems, p. 76
e calculators * overhead transparency of PCM 32 and marker
* scissors
What to Do
¢ index cards or pieces of paper (10 per group)
Tell students to think about running a secondhand
store, where they buy old items, fix them up, and sell ¢ calculators
them at a profit.
What to Do
Ask, “Jf an item costs you ten dollars to buy and
fix up, and you sell it for twenty-two dollars, how can Write this chart on the board:
you express the profit to cost ratio as a percent?” Deck 1 Deck 2 Deck 3
(The profit is $12; the profit-cost ratio is 1%. 45 = 30% off $10 added discount 8% tax
120%.)
20% off + added discount 10% tax
Say, “Suppose an item costs twenty-five dollars to
$15 off $15 added discount 5% tax
buy and fix up and you want to make the same one
hundred twenty percent profit. How can you calcu- + off
late the selling price?” Students should give the Ask students to work in groups. Have each group
following series of answers: make three small decks of cards, copying Deck 1,
a =) 120%. = 1.20 Deck 2, and Deck 3 onto index cards or pieces of
roti
1.20 paper. Tell them to keep the decks separate.
P=
promt = $25 x 1:20 = $30 Distribute a copy of PCM 32 to each group. Use
the transparency and an overhead projector to walk
profit + cost = selling price
students through shopping trip 1. Tell students,
©30 + $25 = $55 “Suppose you have been shopping, and the cost of
Let students supply the cost and the percent for your items is one hundred seventy-five dollars.
the profit-cost ratio for three or four other items, and At the checkout counter, the cashier hands you the
calculate the selling prices. fifteen-dollar-off card from deck one, the one-fifth —
added-discount card from deck two, and the eight-
Using the Casio £r-260 for the GED
percent-tax card from deck three. Figure
On the Casio calculator, the percent key is the second the cost at each step.”
function of the [=] key. To access percent, press
cost of items = $175
and then [=].
minus $15 off = $160
minus~ added discount = $128
plus 8% tax = $138.24

Unit 5 * Percents 43
 Have groups complete the chart on their own and Sweater A: $39.95 — $9.99 = $29.96
share their results with the whole class. Sweater B: $34.25 — $5.14 = $29.11
(lowest sale price)
Expansion/Reinforcement: As students become
comfortable filling out the chart, ask them to Sweater C: $45 — $15 = $30.
consider these questions: Have students form small groups. Distribute a copy
of PCM 33 to each student. Say, “You want to buy a
1. Your items cost one hundred dollars and you complete outfit—shoes, slacks, shirt, and sweater.
have cards for both twenty percent off and The maximum amount you can spend, before sales
fifteen dollars off: Does it make a difference in tax, is one hundred fifty dollars.” Have students fill
which order the cards are used? (Yes. If you in the PCM.
take 20% off first then $15 off, the final cost is
$65; if you take $15 off first then 20% off, the
final cost is $68.) ‘Decrease
2. Your purchase is one hundred dollars and you SB p. 188
have cards for both thirty percent off and
twenty percent off. Does it make a difference in Lesson Objectives
which order the cards are used? (No; the final * find a percent of increase or decrease
cost is $56 either way.) * recognize the difference between a percent and
a percent of change

Common Difficulties

SB p. 186 When students use the percent equation for percent

of increase problems, they may mistakenly use the
Lesson Objectives final value rather than the original value as the
* use two-step percent problems to find a whole.
discount price
Activity
* use another method to find a discount price
Change the Price
Activity Purpose: introduce the ideas in the lesson
Shopping for the Perfect Outfit
What to Do
Purpose: apply the ideas in the lesson Write these headings on the board:
Materials Types of Decreases
° PCM 33: Finding Discounts, p. 77 Types of Increases
e calculators Ask students for examples for each heading. Write
students’ answers under the appropriate heading, and
What to Do discuss some common percents for that type of de-
Write on the board: crease or increase. Some examples of decreases
Price Discount might include sales, coupons, and employee dis-
counts. Examples of increases could be sales tax,
SweaterA $39.95 2096
SweaterB $34.25 15% delivery charges, rent increases, and salary raises.
SweaterC $45.00 $15 After the discussion, you can make the transition
to the lesson by telling students that they can use the
Ask, “Which sweater has the lowest sale price?
Explain your answer.”
percent equation to describe either an increase or a
decrease.

44 Decimals, Fractions, Ratios, and Percents

 PCM

1@ Spinners
Label the sections of the spinners according to your teacher’s directions.

To use a spinner, partially open a paper clip and place one end at the center of
the spinner. Hold it in place with the point of a pencil. Flick the other end of the
paper clip to spin it. If the paper clip lands on a line, spin again.

4-part spinner

6-part spinner 7 10-part spinner

Decimals, Fractions, Ratios, and Percents 45

 Tenths and Hundredths Grids

46 Decimals, Fractions, Ratios, and Percents

PCM

© ¥ How to Get Back?

A. Think of a B.Tell what you C. What is the D. How can you
number. (Do did to the calculator get back to
not show it!) hidden number. result? the hidden number?
number?

added 6.5 Ore subtract 6.5

multiplied by 1.7

[Be
deed

Laas

GaSe

[
Rear

Skee

Decimals, Fractions, Ratios, and Percents 47

 tcc
Be

560 6 &@
. B A A R
x]IN ES a

Decimals, Fractions, Ratios, and Percents

cy Five -Column Grids

| | CLEOOQOOQOEHEOE)
KMODOQOWDOOOOO)
KYW

©)
nn
COG

COOOHOOOO)
IOOOOOOO)

Decimals, Fractions, Ratios, and Percents 49

 i@

(Greater Than z
Rules of the Game

1. Use your cards to make five proper fractions and four decimal numbers.

2. The winner is the player with the most answers with a value greater than 3 .

3. You must use all your cards. Use each card only once.

Fractions: Use two cards to form each fraction.

, ne c a . a

Decimals: Use one to three cards to form each decimal number. Note that there
will not be enough cards to make all of the decimal numbers three digits.

pee.
FER
50 Decimals, Fractions, Ratios, and Percents
 |

+.) Reimbursing a Property Manager

Description Property 1 Property 2 Property 3 Amount

41 Michigan St. 819 Erie Blvd. 5 Ontario St.

replacement glass

extra lobby keys x $7.50

mailbox labels

lightbulbs, X<
cleaning supplies

lightbulbs,
cleaning supplies

lawn care supplies

det
outdoor furniture
post
oe
a
gas for grill

a
newspaper ad

newspaper ad

newspaper ad

painting supplies
:
Totals:

Property 1 Property 2 Property 3 Total

Expenses

52 Decimals, Fractions, Ratios, and Percents

 PCM

3) Picturing Equations #1
1. In her workshop, Jade took a 57-inch board and cut off 3 inches from one end
The remaining piece was m inches long.
57in.
3+m=57 ee ee
m+ 352457 min.

os! — 3 774
SJ —~ m= 3

3 in.

2. Casey drove 85 miles from Chicago to Milwaukee. Then he drove

another r miles. His total trip was 115 miles.

85 +r = 115 ae
LA 85)=) 115 Milwaukee¢

115 —r = 85 |
Gea a 115 mi.
85 mi.

Chicago e

For each of the following problems, write two addition equations and two
subtraction equations. (Note: there are “extra”? numbers in problems 5 and 6.)

3. a
38 a t
p 10
29
WA

46

Decimals, Fractions, Ratios, and Percents 53

54
t
Aytodoig z
Aysadoig ¢
Aystadoig
PCM

10
sasiey. ]e}0], sa3iey7) ]eq0], |
sosiey. [e10],

00°000‘T 00°000°T |__00°000'T

Arenue{ 4 G69 | S0°€r6 00°0 00°000‘T 66°6€ 10°096

S788 08°78 00°SCT 00°SZ8 00°0 10°096

00°0S 08'708 00°0S 00°S8 00°0S HUISie

Areniqajy

Decimals, Fractions, Ratios, and Percents

yore
judy 00°0S PSZ 08 00°05 00°SZZ 00°0S Shee

LSZ OF Or'e0S 66°82 10°969 TSC OV ice

=
e
- oun{ 00°0 Or'e0S G6°9S[ 90°6¢9 C9°6CS

66°6€ IV'€9P 1S9.9¢S

Finding the Balance

=
>|
si
jsn3ny 00°SZT
IV'8ee
COPS

8eE IV
66

CV
6€

6SC

Jaquis}dag
1aquiaAoN sczs |

13qo~poO
CO'PLL

Jaquiaceq
60s
TZ’6ST

TWNIA co
AONVIVd 2
PCM

Decimal Weights

O10,

Decimals, Fractions, Ratios, and Percents 55

 PCM

14) Writing Division Problems

Write and solve a division problem for each question.

1. A board is 6 meters long.

b
a. If the board is divided into
15 equal-sized pieces,
how long is each piece?

b. If the board is divided into

pieces that are 0.15 meter long,
how many pieces do you get?

2. Another board is 0.6 meter long.

b.
a. If the board is divided into
15 equal-sized pieces, how long
is each piece?

b. If the board is divided into

pieces that are 0.15 meter long,
how many pieces do you get?

3. A board is 12 meters long.

a. b. .
a. If the board is divided into 18 equal-
sized pieces, how long is each piece?
(Round to the nearest hundredth. )

b. If the board is divided into

pieces that are 0.18 meter long,
how many pieces do you get?
(Round to the nearest tenth.)

4. Another board is 1.2 meters long.

b
a. If the board is divided into 18 equal-
sized pieces, how long is each piece?
(Round to the nearest thousandth.)

b. If the board is divided into pieces

that are 0.18 meter long, how many
pieces do you get?
(Round to the nearest tenth.)

56 Decimals, Fractions, Ratios, and Percents

PCM

13 Measuring Practice

Use a metric ruler to solve the problems.

1. Measure the length and width, in centimeters, of the rectangle around

questions 1—4. Then find the area of the rectangle. A = / X w

length centimeters

width _ centimeters

area = square centimeters

2. You are planning to make yourself a pair of leather mittens. As a

start, use the back of this sheet and draw the smallest rectangle that
your hand will fit into. Measure the length and width of the rectangle
in centimeters, and calculate the area of the rectangle.

length = centimeters

width centimeters

area = square centimeters

3. As an art project, you are going to cover the front of a magazine with
l-centimeter squares. Select a magazine. Find the length and width
of its cover in centimeters, then calculate the area of the cover.

magazine:

length = centimeters

width centimeters

area = square centimeters

4. Select a book. Using the centimeter ruler, find the length and width
of the front cover, the binding, and the back cover. What is the total
area of the outside of the book?

area, =198 square centimeters

Decimals, Fractions, Ratios, and Percents 57

 PCM

109) Golden Anniversary

The 6 adult children of the Fiftieth Wedding Anniversary Expenses
Florenga family are throwing 1. music $ 600
a gala party for their parents’ 2. banquet hall and food 2,600
50th wedding anniversary. 3. full day in beauty salon for Mrs. Florenga 200
4. flowers, centerpieces 240
Here are the expenses:
5. limousine service for the family Ves.
6. bartender, champagne 675
7. video photographer 300
&. final video 350
total

Write arithmetic expressions for each scenario.

Scenario 1
The florists, longtime neighbors of the Florengas, asked if they could provide the
flowers and centerpieces for free, as their gift. The 6 children would split the rest
of the costs. What is each child’s share? Explain your steps.

Scenario 2
The youngest of the children, a video artist, is taking care of expenses 7 and 8. The
second oldest, who earns the most money, volunteered to pay for all of expense 2.
The other 4 children will split the remaining costs. How much will each person pay?
Explain your steps.

Scenario 3
After agreeing to follow scenario 2, the second-youngest child lost her job and
everyone agreed she did not have to help pay. Calculate how much each child’s
share will be if
a. the other 3 children divide all expenses except 2, 7, and 8.

b. the neighbors provide the flowers and centerpieces for free, and the other
3 children split the remaining costs except 2, 7, and 8.

58 Decimals, Fractions, Ratios, and Percents

 Card Deck #2
Cut out these cards and initial the back of each one.

em een ene,

Lo DOR oS DOA OS GEN AE OSE SOOO OE SSCS AANISS SATO Ease SIA ete Sie ea ree ESE eee es an CD ia BP eee oes epee ees

Pee nie nia aleca a eet lat oe alae ae etd a a ois oe aiea Seals ne nice ates eieimiave wsUslaelobe Soca aes Cece ee akicie wine oda aicod elated wesw eaweutneu emis wncis

Pe eee ee eta =o aietsete = ee ate ye eee ae ieee mies emia oe eomeleniowinls Sisldic aw a/c hace cme dm emims cabs Gina ciekime ce wmeiinlse eee ciclo mcie meena mele
 PCM

16 Mileage and Miles per Gallon

: 21 4353
57D
Cut Slot 27 5Abi7.
FP nn RE EON ae Te eee | 6.33
2/,660.4
7.05
: 2/,/66.8
| 6.83
Gallons of / 27,877.0
Gasoline 5.21
Used : 27,995.9

CUT OUTetWINDOW 28,113.1 i

Bs
) 28,228.5 5 At
Odometer Readings
: : 28,336.7 .

6.98
29,457.3
6:32
28,574.0
7.08
a. Sener Sah. sna 28,696.9
| 8.05
) 28,/97.5
| 6.54
| 28,926.4
6.20
29,043.3

4. Cut along line.

60 Decimals, Fractions, Ratios, and Percents

Clocks

Decimals, Fractions, Ratios, and Percents 61

 PCM

UES Extra! Extra!

Situation A. A clothing store sells shirts, pants, and jackets.

Question Necessary Information Extra Information

Example:
How much does it cost for Shirts cost $22.50 each and The shirts come in sizes
5 shirts and 3 jackets? jackets cost $32 each. S, M, L, XL; the jackets are
gray, blue, or red.

Situation B. A family went to the grocery store.

- Question Necessary Information Extra Information

Situation C. In a city, a dog walker walks all the dogs in several apartment buildings.

Necessary Information| _ Extra Information

beh
62 Decimals, Fractions, Ratios, and Percents
PCM

1h) Adding Mixed Numbers

. Do the fractions have the

same denominators?

. If no, find a common

denominator and rewrite
the numerators.

. Find the sum of the

fractions.

. Can you simplify the sum

of the fractions?

. If yes, write the fraction

in lowest terms.

. Is the sum of the fractions

greater than or equal to 1?

. Find the sum of all the

whole numbers and write
it here.

. Combine the sum of the

whole numbers with the
remaining fraction to find
the sum of the original
mixed numbers.

Decimals, Fractions, Ratios, and Percents 63

 PCM

74\)) How Close? How Far?

1. Your job is 54 miles away from your home, ? Job
and your school is 24 miles from your home.
Fill in the numbers on the diagrams at the
right, and find the maximum and minimum ]Job
@ Job
travel distances between your school
and your job.

Maximum
Minimum
School ¢ @ Home

e Home |School +
———aae cco!
Home

2. One of your uncles lives 103 miles from

your apartment, and your grandmother lives
5 miles from your apartment. Draw and
label three diagrams, like those for question 1.
Find the maximum and minimum travel
distances between those two relatives.

Maximum

Minimum

3. Make up your own maximum and minimum

problem. Draw two or three diagrams, and
find the maximum and minimum distances
for your problem.

Maximum

Minimum

64 Decimals, Fractions, Ratios, and Percents

 PCM

74H) Multiplying Fractions

1 1 1 1
4 4 4 4

| x |
oo|—

ool

Step 1 Steps 2 and 3

Step 1. The two denominators are 4 and 3. Divide one side of the square into
fourths and label each segment 4.Divide the other side of the square into thirds
and label each segment 4,

Step 2. The numerator for 3 is 3, so you will be shading 3 of the 4 boxes in some
of the rows. But how many rows will you shade? The numerator for 2 is 2, so
you will shade two rows.

Step 3. The whole square has 12 boxes, so each little rectangle is i. Six little
rectangles are shaded, so 3 x g - 4.

Simplify: 6 = 4

Use these squares to illustrate the product of each multiplication problem below.

Decimals, Fractions, Ratios, and Percents 65

 PCM

22 Drawing a Picture
1. Division Street is 5 blocks east of your home. job N
Your job is 12 blocks north of your home.
Label the distances on the scale drawing at right.
Then measure the diagonal distance between
Division Street and your job.

Scale: 1 block = + centimeter

home Division St.

2. You left home, bicycled 8 miles north on a

straight road, then turned west onto a straight
path and went another 6 miles. Draw and label
a scale drawing. Measure the diagonal distance
between your home and the spot to which you rode.
Scale: 1 mile = - centimeter

3. A bee left its hive and flew 1,600 feet south, then
turned around and flew 100 feet north. Then the
bee flew 800 feet west. Draw and label a scale
drawing. Use it to find the diagonal distance
between the hive and the bee’s location.
Scale: 100 feet = S centimeter

4. Make up your own distance problem. Then make

a scale drawing and answer the problem.

66 Decimals, Fractions, Ratios, and Percents

 ie

23 Picturing Equations #2
Equations

1. Anna has 40 square paving tiles to make a patio. She can make a patio
4 squares wide or 5 squares wide. How long would each patio be?
L
7S oyera)
4 40 AO =
| aeee
|
L

2. Henrietta has 100 square paving tiles to make a patio. She can make a patio
20 squares long or 10 squares long. How wide would each patio be? Write
a multiplication and a division equation for each patio.
20

WwW 100 |

Ww 100

10

3. Make up a problem like questions 1 and 2. Draw two diagrams, and write
a multiplication problem and a division problem for each diagram.

Decimals, Fractions, Ratios, and Percents 67

 PCM

r2/%) Circle Graphs Total: $360

Carefully cut out the protractor at the bottom of this sheet.

1. You just received a $360 tax refund. On a separate sheet of

paper, list how you plan to spend that $360. (You should have
at least five items on your list.) Then use the protractor to make
a circle graph for your items.

Total: $100 2. At an amusement park, you spent exactly $100 on the following:

parking games

entrance fees food

rides souvenirs
Total: $100

Make up costs for the six items that add up to exactly $100.
Then show the six amounts in a circle graph.

apa Total: $
3. Make up your own list of four to six items and find the total cost.
Represent the individual costs in a circle graph.

Total:

68 Decimals, Fractions, Ratios, and Percents

 PCM

Writing a Ratio
Part 1
Object A: large paper clip Object B: small paper clip

1. AtoB

SS
—
SS
SS
ao
rey Ss
5. total to A

6. total to B
total: 8

Part 2
Use paper clips or other items to represent object A and object B.

2. A to total

3..BtoA

4. B
to total

5. total to A

6. total to B

Decimals, Fractions, Ratios, and Percents 69

 PCM

26 Understanding Proportion

. Measure the length and width of the large rectangle, length 36

in squares. Write the ratio of the length to the width. width 24

. At point A, draw a horizontal line to the left and a vertical Rectangle A

line down to form a new rectangle. Measure the length
' length |
and width of rectangle A. Write the ratio of the achaa
length to the width.

} , Rectangle B:
. Draw horizontal and vertical lines to form new rectangles
from points B, C, and D. Measure the length and width Rectangle C:
of each rectangle, and write each ee ratio on the right.
wae Rectangle D:

. Find the cross products of the ratios for rectangles

A and B. Are rectangles A and B proportional?

. Find the cross products for rectangles B and C;

rectangles C and D; and rectangles A and D.
Is each pair of rectangles proportional?

70 Decimals, Fractions, Ratios, and Percents

 PCM

21 Where Are We?

Part 1

Two locations | | Distance betwee @UActual distance

on map then ap (inch 1 _ between them (miles)

Part 2

Driving nigance between

abe two locations

Decimals, Fractions, Ratios, and Percents 71

 Card Deck #3

att reat tea ose TE mr mi it eo mel lem tet et

Li i ee ee ee en pn een een

Made wmrae cian ma ae ech Re arse ed ccc cate toe Semis USte ateae ee IC Te ci aa a et oe

SRA Ret Ryn ied mack Keeler). tat eae ee RE Mcp Rea ea SR i: SAR a REISE
ey
y+) Make Up the Question

-_

Decimals, Fractions, Ratios, and Percents 73

 PCM

30 Solving a Percent Equation

1. Use large and small paper clips to write and solve / Example:
each equation. | 12 large clips
10 small clips

a. What percent of the number of large clips is the number : % 4 = 83%

of small clips? :

b. What percent of the number of small clips is the number

of large clips?

c. What percent of the number of large clips is the total

number of paper clips?

d. What percent of the number of small clips is the total

number of paper clips?

e. What percent of the total number of paper clips is the

number of large clips?

f. What percent of the total number of paper clips is the

number of small clips?

2. In the six equations above, sometimes the percent is more than 100% and
sometimes it is less than 100%. How can you tell, before you solve the
percent equation, if the percent will be more than 100%?

74 Decimals, Fractions, Ratios, and Percents

 PCM

cH Making Sense of Data

Solve the following problems. Record your answers in five-column grids.

If 4,000 people voted in the election, Election Results

how many voted for

1. Smith? Smith Clark

24%
2. Clark?

By Lee?

Lee
32%

If 500 people answered the survey, how many

4. said Yes?
: 9 Telephone Survey:
>. said No: “Should the city tneeaces
use public funds to build 58%
6. were undecided? a new football stadium?”

If the total budget is $30,000,

School Yard Improvement Budget
how many dollars will be spent on

7. fencing? —§ Landscaping

8. playground equipment? a ea
1 Fencing
9. landscaping?

Decimals, Fractions, Ratios, and Percents 75

 PCM

32 Two-Step Percent Problems

Fill in the dollar amounts for each transaction in shopping trip 1.

| Shopping Trip 1 Shopping Trip 2

Example:

Total cost of items

Deck 1

+ added discount
DOCK De = cee sae acerca a tn a cea cate cme teat

8% tax

Deck ar dl) Aah a eee

a ee ah

Final cost

Fill in shopping trips 2, 3, and 4 in the chart as follows:

Step 1. Select a total cost between $100 and $500, and write it in the first row.

Step 2. Draw one card from Deck 1, one from Deck 2, and one from Deck 3.
Write the values in the correct rows.

Step 3. Find your cost at each step and your final cost.

76 Decimals, Fractions, Ratios, and Percents

 PCM

cKy Finding Discounts

Calculate the sale price for each item.

| Original | Original

es) 5 Er
es) se an foes[sm |
om fool =|
on foo[ = |
Es = = evil
$62.75 $15.00

= pes
cee
slacks: $33.75 $7.00

oe
$35.00 $72.50 $10.00

Now select one complete outfit (shoes, slacks, shirt, sweater) so the total cost
of the outfit is less than $150.

Sie
| Sweater

Decimals, Fractions, Ratios, and Percents 77

 Answer Key
PCM 12: Writing Division Problems
1. a. .4 meter b. 40 pieces
|
OSIRIS
4 40
Answers not given within the TRG activity pages are / 15]6.0 15)6 —e le }600

Biven Bee | 2. a. .04 meter b. 4 pieces

04 4
PCM 8: Reimbursing a Property Manager ‘
15].60 .15).60 —> 15]60
Activity: Reimbursing a Property Manager
3. a. .67 meter b. 66.7 pieces
Total expenses: $298.40
Property 1: $70.39 oe on
Property 231 $15071 18] 12.000 .18)12 —*» 18.}1200.00

Property 3: $68.30 4. a. .067 meter b. 6.7 pieces

ctivity: How How CloseClos to Last

Activity: ast Month?
Month? : a we
i 18] 1.2000 .18]1.2 —» 18.]120.00
Property 1: $12.16 less than last month : i
Property 2: $14.32 less than last month PCM 14: Golden Anniversary
- Property 3: $17.40 more than last month | Answers are based on the total cost of $5,550.
oy ; | 1. $885 each
PCM 9: Picturing Equations #1 (5,550 — 240) = 6 = 885
= ieae micS > = " = a 2. youngest child: $650; second oldest: $2,800; other
Baie eee 4 children: $525 each (5,550 — 300 — 350 —
tea re ok ac Malla 2,800)
+ 4 = 525
38.5 = a0 20. Aaa ' :
Ae (age aT ler a : 3a. youngest: $650; second oldest: $2,800; other 3
: x , é ‘ i EA | children: $700 (5,550 — 2,800 — 300 — 350) +
Bh ae Aes a Gy ae Sy = hy i 3 = 700
Gg Sa37 aa 4s Pipe soe eal) i
ee ey NG esa : 3b. youngest: $650; second oldest: $2,800; other3
: children: $620 (5,550 — 2,800 — 300 — 350 —
PCM 10: Finding the Balance 240) + 3 = 620
Bapeal Pasperne? Progeny PCM 16: Mileage and Miles per Gallon
Changes: | Totaly |Chetees ieCoa meena eee / Lengthof Trip |GallonsofGasoline | Miles per Gallon
1,000.00 1,000.00 1,000.00 '
Jan. 56.95 | 943.05 | 0.00 |1,000.00] 39.99] 960.01 /
Feb. 88.25 | 854.80 |125.00 | 875.00 0.00} 960.01 i
Mar. 50.00 | 804.80 | 50.00] 825.00] 50.00} 910.01 |
ae 50.00 | 754.80 | 50.00 eaN 50.00| 860.01
May 251.40 | 503.40 | 78.99 | 696.01 |251.40 608.61 | |
June 0.00 | 503.40 | 56.95 | 639.06] 78.99] 529.62 :
July 39.99 | 463.41] 82.55] 556.51| 0.00} 529.62 /
125.00 | 338.41 544.22 | 70.39 |
0.00 | 338.41 §31.93| 56.95

106.48 |159.71 | 158.20] 68.30| 109.05 :

IEEE
ESS
CeUS
‘seasons
LOLASE EAONSN

78 Answer Key
 PCM 19: Adding Mixed Numbers Part 2

A. B. c: & —__|Situation 1|Situation 2]Situation 3|Situation4

1. no 1. no 1. no
la 3% la. 2 3 la. & 4%
2. + th Gy 2, 4H 2. Atototal | 6to10 | 4to13
2a. yes 2a. yes 2a. no
2p. 13, 2b. 1s 3. no
3. "yes 3. ves Bas 13 4. B tototal 9 to 13 8104 | sto12|
3a. 26 3a. 36 4. 11348
5. total to A
4, 264, 4, 3635
6. total to B 13to9| 4to3d
PCM 20: How Close? How Far?
1. maximum: 8] miles 2. maximum: 1634 miles
SA
minimum: 3% miles
5 Ai
minimum:
1
547 miles
:
PCM 26: Understanding Proportion
36
3. Answers will vary. 1. 24
2. rectangle A: 38
PCM 21: Multiplying Fractions
3. rectangle B:
2 BP baal dt Sieameos
Seg 3 Bae AN) rectangle C: Ke
IN

PCM 22: Drawing a Picture rectangle D: als

Sloe
BIO
4. yes
1. 13 blocks
Du yes

Z turning 3. hive
your 6 mi. point PCM 30: Solving a Percent Equation
location 1. Equations will vary.
1,700 ft. 1,500 ft. 2. If the part is greater than the whole, the percent will
10 mi. 8 mi. be greater than 100%.

800 ft.
ben's —<=«— 100 ft. PCM 31: Making Sense of Data
home location 1. 960
4. Answers will vary. 1,760
1,280
PCM 23: Picturing Equations #2
130
1. patio 4 squares wide will be 10 squares long
80
patio 5 squares wide will be 8 squares long
290
2. patio 20 squares long will be 5 squares wide
patio 10 squares long will be 10 squares wide $4,800

3. Answers will vary. $16,200

Sus
WN
BSP
ee $9,000
PCM 25: Writing a Ratio
Part1
12.3't0.5 4. 5to8
2. 3to8 5.,.8 103
S25) 1O%S 6. 8to5

Answer Key 79
 PCM 33: Finding Discounts

$21.00

$25.00

$65.00

80 Answer Key
J »
 ~Math Sense
Decimals, Fractions, Ratios, and Percents
Complete and comprehensive, the Math Sense series helps’
adults gain the range of math skills they need to succeed in life
and work, and om standardized tests, including the GED. Stu-
dents overcome math anxiety, discover math as interesting and
purposeful, and develop good number sense.

R-XXtolsmo) celelalrd-temelcolllaleM (ol limjicelatets

¢ Skills lessons present instruction and practice in math skills including
computation and solving word problems.
Tools lessons emphasize using objects, such as the Casio fx-260 calculator,
or concepts, such as estimation, all within real-life context.
so: come 4:0EG
- MOOG? Geena ES7:FIX
5:RAD
G@IG:SCI
=SG:GRA
eao:KORU
¢ Problem Solver lessons. strengthen estimation and reasoning skills and
Geers, Se CONDO Ce >GRA
help students build strategies for solving single and multistep problems.
SHIFT —_ aT 10% ex
(0)0) ee, <a Co * ON ¢ Application lessons provide practice with realistic situations that require
dee a sins 7 cos tans mathematics.
aye 999 Aad sin i cos tan
Vt eee) on xmy Tax L xv = Min
$m --- =) x”) MR Totally comipliant Tibia ele)ia] pos of the GED 2002
Math test
~ < By Bee ein ~ =

Ry = rn) 7trons sabes : a

¢ Coverage of all content areas
a ENG ¢ Problem-solving strategies for GED-type problems
: ° ¢ Instruction in Casio fx-260 calculator, graphic skills — using graphs, tables,
R=P P-R and diagrams — and standard and coordinate grids
* GED-type Practice Tests — Part I with calculator, Part II without, mixed
% Bo =
word problems, set-up problems, grids, and graphic-based problems

Se Lparalperd

elt esfolaTolfate Mm
(-roleiut-lariele) ole]al
¢ Five user-friendly teacher’s resource guides with photocopy masters
¢ Everything needed for placement and ongoing assessment

Whole Numbers and

pY-Yol laurel mace ledilelicmm celiles-Mmelale Mma—
Wisteelcciaalsaime pen Bieler.
PNI@[=1@)(@ Re]se mez
Comprehensivs

New Readers Press NGS .980-d

UA
UVAAN
WM
ISBN 1-56420-389-1
Division of ProLiteracy” Worldwide

Syracuse, New York

800-448-8878
www.newreaderspress.com 9 781564° 203892