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Warm up

Warm up. $90.00. $120.00. Blue team met 5/6 or their goal. Red team met 2/3 of their goal. Which team raised more money? How do you know?. $90.00. $120.00. Blue met 5/6 of their goal. Red team met 2/3 of their goal.

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Warm up

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  1. Warm up $90.00 $120.00 Blue team met 5/6 or their goal Red team met 2/3 of their goal Which team raised more money? How do you know?

  2. $90.00 $120.00 Blue met 5/6 of their goal Red team met 2/3 of their goal If we divide 120 into 3 equal parts then we can add 2 of those 3 parts together to find out how much 2/3 of $120.00 is. 120 divided by 3 equals 40. 40 plus 40 equals 80, so the red team raised $80.00. $80.00 is 2/3 of $120.00 If we divide 90 into 6 equal parts then we can add 5 of those 6 parts together to find out how much 5/6 of $90.00 is.90 divided by 6 equals 15. 15 X 5=75,so the blue team raised $75. $75. is 5/6 of $90.00

  3. Objective • In Investigation 1, you used fraction strips to help determine what the fraction of a fundraising goal students had reached. You interpreted fractions as parts of a whole. In this investigation, you will explore situations in which fractions are used to make comparisons.

  4. Sid and Susan are going hiking on the AppalachianTrail in Virginia with a group of friends.They are packing snack foods that are easy to carry and to eat.Their favorite is licorice (LIK uh rish) lace, a rope candy that looks like a long, round shoelace. Sid packs a licorice lace to share on the hike. LAUNCH

  5. LAUNCH QUESTIONS • In this problem you will be putting fractions on a number line and finding other fraction names for the fractions. As you work, look for patterns to create additional equivalent fractions. • In the summary of the problem, you should be able to find at least one efficient strategy for finding fractions equivalent to a given fraction.

  6. Notch or mark Note: Once the licorice lace is marked Sid can not undo the mark. If it becomes necessary to remark the licorice lace because additional equal shares are needed, then Sid must find a way to include the original marks with the new marks.

  7. Explore • Turn to page 20 in the Bits and Pieces I section. Using Lab Sheet 2.1, answer questions A-C.

  8. EXPLORE • If you had a fraction strip folded into thirds, what lengths could you measure using the thirds mark? • What led you to decide to make 12 cuts when the number of people increased from 4 to 6? • How can you explain that getting 1 / 2 of a lace is the same as getting 6 / 12 of the lace?

  9. Summarize • What fraction of the lace will each of the six students get when the lace is cut into twenty-fourths? • Is the same as ? How can we be sure? • How is the number of people ( 4 and then 6) related to the number of cuts you made? • 12 and 24 are common multiples of 4 and 6

  10. In question B how many of you used twelfths so that each of the six hikers would have received 2/12 of the lace. • In question C how many of you used twenty-fourths so each of the 8 hikers would receive 3/24. • If we started with a brand new lace we could have cut it into 8 pieces and each hiker would receive how many pieces of the whole? • So, is 1/8 the same as 3/24?

  11. How are the number of pieces the lace was divided into in questions A, B, and C related? 1/24 1/8 2/8 3/8 4/8 1/12 1/6 2/6 3/6 4/6 5/6 3/12 How can 2/8 and 3/12 be the same amount?

  12. ACE QUESTIONS • Turn in your books to Page 28 • PROBLEMS 1-3, 46-48

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