1. Use the number line to name a fraction which is equivalent to What number equals h so that the equation is true?

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1 Standards NF.2 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. Samples. Use the number line to name a fraction which is equivalent to What number equals h so that the equation is true? 7 x h h = Tim and Bill s mother made each of them a small pizza for supper. a. She cut Tim s pizza into halves and he ate piece. She cut Bill s into eighths. Tell how much Bill needs to eat of his pizza so that he and Tim eat the same amount and explain how you know. 5. Which model shows a fraction is equivalent to 2 5?

2 6. Larry ate 2 of a small lasagna. Sheila ate of a small lasagna. They each ate the same amount of lasagna. 8 Use a model to explain how they could have eaten the same amount. 7. Chris had 2 of a lemon pie to serve for desert at her dinner party. She had 6 people to serve. Use a model to show how she could cut the pie so that she has enough for all 6 people. 8. Look at the model below. Which model shows the fraction equivalent to after it is multiplied by? 9. Use the picture to complete the equation. 2 6 = 9

3 NF. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.. Each of three people started at the same point and ran in the same direction. Part A Quintrel ran mile and then stopped. Write a Q on the number line where he stopped. Gregory ran 5 mile and then stopped. Write a G on the number line where he stopped. 8 Henry ran mile and then stopped. Write an H on the number line where he stopped. Part B 2 Put each runner in order from who ran the farthest to that ran the shortest. 2. Use the model to help compare the fractions. Indicate the comparison using the symbols <, >, or = Harry of a chocolate frog. Ron ate of a chocolate frog. Who at the most? Draw a model to explain how 7 you know.

4 . Look at the comparison below. Write a fraction in the box that will make it true? 5 6 > 5. Nate drank bottle of water. Joi drank bottle of water. Nate drank more water than Joi. Use a model to 2 explain how that is possible. NF. Understand a fraction a with a > as a b sum of fractions. b NF.a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. NF.b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. NF.c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. NF.d. Solve word problems involving. What is the sum of ? 2. How many 6 are there in 5 6?. Calvin spent 7 8 of his allowance. He spent on a new video game and the rest on a new sweatshirt. 8 How much of his allowance did Calvin spend on the new sweatshirt?. Name the fraction that correctly completes the equation 2 =? ? 5. Provide the answer to the problem by writing an equation to represent the models. =

5 addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 6. Picture A shows how many dozens of eggs Farmer Jones collected. Picture B shows how many dozens of eggs Farmer Brown collected. How many more dozens of eggs did Farmer Brown collect than Farmer Jones? Picture A Picture B =? =? = NF.5 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. [-NF] NF.5a. Understand a fraction a/b as a multiple of /b. [-NFa] NF.5b. Understand a multiple of a/b as a multiple of /b, and use this understanding to multiply a fraction by a whole number. ACOS 5c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to. Complete the equations. = x 5 2. Choose the fraction that does not have a value of 2 a. 2 b. c. 2. The model is the same as x??.. =

6 represent the problem.. Which equation is another way to represent the models in question? a. 2 x 0 b. 0 x c. 0 x 2 d. 5 x 5. Ms. Fox made a pitcher of sweet tea. She put in scoops using a cup measuring scoop. How many cups of sugar did Mrs. Fox put in her sweet tea? MD. 22 Make a line plot to display a data set of measurements in fractions of a unit (/2, ¼, /8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. Coach Simmons recorded the distance each student in his P.E. class ran in 0 minutes. He wrote the information below. Organize the information Coach Simmons collected in the line plot. students 2 mile, 6 students, 5 students mile, students 6 mile, 2 students 7 mile, students mile Distance (mile) Run in 0 Minutes 2. Use the line plot you made above. What is the total distance run by all the students who completed more than one-half mile?