Simplifying Fractions Activity · PDF fileSimplifying Fractions Activity Supplies: Class set...
8
Page 1 of 8 MCC@WCCUSD 11/13/12 Simplifying Fractions Activity Supplies: Class set of Page 3 for students to use in pairs (Leave the left column intact. Cut the decomposition column and simplified fractions into game pieces to match to the left column.) One copy of Page 3 for the key Student record sheets (Page 4), one per student Objective: Students will use decomposition as a method for simplifying fractions. Standards: 6NS 1.0 Students solve problems involving fractions, ratios, proportions and percentages. 6.RP.3a Make tables of equivalent ratios. Introduction: Many fractions can be simplified to show the part of a whole they represent. When simplifying, it is often faster to decompose than it is to divide the numerator and denominator by the same number. I Do (Note-taking): We can decompose in different ways and get the same simplified fraction. Decompose Traditional 25 9 = 5 5 2 2 2 2 3 3 • • • • • • = 100 36 100 36 2 100 2 36 ÷ ÷ = 50 18 = 2 50 2 18 ÷ ÷ = 25 9 = 100 36 4 100 4 36 ÷ ÷ = 25 9 = 100 36 4 25 4 9 • • = 25 9 =
Transcript of Simplifying Fractions Activity · PDF fileSimplifying Fractions Activity Supplies: Class set...
Page 1 of 8 MCC@WCCUSD 11/13/12
Simplifying Fractions Activity
Supplies: Class set of Page 3 for students to use in pairs (Leave the left column intact. Cut the decomposition column and simplified fractions into game pieces to match to the left column.)
One copy of Page 3 for the key
Student record sheets (Page 4), one per student
Objective: Students will use decomposition as a method for simplifying fractions.
Standards: 6NS 1.0 Students solve problems involving fractions, ratios, proportions and percentages. 6.RP.3a Make tables of equivalent ratios. Introduction: Many fractions can be simplified to show the part of a whole they represent.
When simplifying, it is often faster to decompose than it is to divide the numerator and denominator by the same number.
I Do (Note-taking): We can decompose in different ways and get the same simplified fraction.
Decompose Traditional
259=
55222233
••••••=
10036
10036
2100236
÷÷=
5018=
250218
÷÷=
259=
10036
4100436
÷÷=
259=
10036
42549••=
259=
Page 2 of 8 MCC@WCCUSD 11/13/12
We Do: Decompose Traditional
You Do (Partner Activity): Hand out fraction strips and playing pieces. “With your partner, you will have a strip of 10 fractions to simplify, cards for the decomposition for each problem, and cards with the simplified fraction for each problem.” Demonstrate the first match and the equivalent form of one.
102
252• 5
1
“It will be your job to match the cards with each problem. Some may have more than one answer.” Have students complete the matching activity. Debrief the matches after most groups are finished and have students record their work on the worksheets (Page 4). Explain that the two extra decomposition cards to show that there are different correct ways to decompose. Only one right answer needs to be shown on the worksheet.
*Extension to Multiplying Fractions (Partner Activity): “Decomposition is also efficient for multiplying fractions.” Repeat the same matching activity with the cards and records sheet on pages 8-9. (Record sheets for simplifying and multiplying can be copied back to back.)
4830
648630
÷÷
=
85=
4830
6865
••=
85=
4830
382235
••••=
85=
“What equivalent forms of one do you see?” [6 over 6, or 6 divided by 6]
“What equivalent forms of one do you see?” [3 over 3, or 3 divided by 3, 2 over 2, or 2 divided by 2]
4830
248230
÷÷=
2415=
324315
÷÷=
85=
Page 3 of 8 MCC@WCCUSD 11/13/12
102
252• 5
1
8118
9992
••
92
20050
52522525••••
•• 4
1
166
222223•••
• 8
3
168
2818
••
21
aa32
aa
••32
32
2418
3222332•••
•• 4
3
7260
332223225••••
••• 6
5
dccd2
2
1510
dccddc
••••••••
5352
cd32
126125••
62236••
•
Page 4 of 8 MCC@WCCUSD 11/13/12
Name _____________________________________________________ Period _____________
Decomposition Simplified Fraction
102
9992
••
41
2222
23•••
•
168
aa
••32
43
332223225••••
•••
dccd2
2
1510
*Why doesn’t 43 match with
2420 ? ___________________________________________________________
Page 5 of 8 MCC@WCCUSD 11/13/12
Warm-Up
CST/CAHSEE: 6NS 1.1/ 6.NS.6 Review: 5NS 1.4/ 4.OA.4
Which of the following fractions is closest to 0? Justify your choice.
A 125−
B 32−
C 65
D 43
Prime factor:
a) 60
b) 600
Current: 6NS 1.0/6.RP.3a
Simplify: 2420
Other: 6NS 1.1/ 6.NS.6
Which point shows the location of 23
on the
number line?
How do you know?
y
x
Page 6 of 8 MCC@WCCUSD 11/13/12
Warm-Up KEY
CST/CAHSEE: 6NS 1.1/ 6.NS.6 Review: 5NS 1.4/ 4.OA.4
Which of the following fractions is closest to 0? Justify your choice.
A 125−
B 32−
C 65
D 43
Prime factor:
a)
b)
Current: 6NS 1.0/6.RP.3a
Simplify:
Other: 6NS 1.1/ 6.NS.6
Which point shows the location of 23
on the
number line? [B]
How do you know?
[211
23 = which is between 1 and 2 on a
number line.]
y
x
less than one half to the left of 0 on a number line 5232
10660
•••=•=
52523210106
600
•••••=••=
65
3222522
2420
=
•••••=
65
424420
2420
=
÷÷=
Page 7 of 8 MCC@WCCUSD 11/13/12
52
43 • 522
23••
• 10
3
49
32 •− 223
3321•••••− 2
3−
35
52 • 35
52••
32
75
31 • 73
51••
215
821 •− 2
4211 •••− 4−
97
43 • 334
73••
• 12
7
74
87 • 742
47••
• 2
1
xx83
32 • x
x•••
••42332
41
516
41 • 54
44••
54
125
54 •
3225522•••
•• 3
1
34554••
•
7222227•••
••
Page 8 of 8 MCC@WCCUSD 11/13/12
Name ___________________________________________ Period _____________
Decomposition Simplified Fraction
52
43 •
49
32 •−
35
52 •
75
31 •
821 •−
97
43 •
74
87 •
xx83
32 •
516
41 •
125
54 •
*Write two equivalent forms of 32 . _________ , _________
52223⋅⋅
⋅
