Chapter 4 35

In this chapter we will begin to

learn about fractions

Before we start
Factor: a number that is multiplied by another number to make a product.

Greatest common factor: the largest number that two or more numbers can be divided by.
For instance, 4 is the greatest common factor of 16 and 20.

Number line: a line that illustrates a sequence of numbers, usually used as a visual means
to compare value.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

hapter 4!
Welcome to C
w e beg in the first lesson,
Before
at you'll need
let's review wh
is chapter.
to know for th
36 4.1. Fractions

Lesson 1
In this lesson, we will learn what a fraction is,
how to identify fractions, and how to write fractions

lea rn ab ou t fra ction s? It’s not as hard as it seems. First,

Are you ready to ood as
’s start by de fin ing wh at a fraction is. Fractions can be underst
let ces
of one wh ole. Fo r ins tan ce, if you cut an apple into 4 equal pie
equal parts
your friend , yo u an d your frie nd are both eating fractions of one
to share with
ry day without even realizing it!
whole apple. You use fractions eve

That’s right! Let’s

look at some exa
can be divided in co mples, starting wit
untless different w h a simple circle. A
different fractions ays, giving us an in circle
. The chart below finite number of
shows us just so
me of the possibilit
ies.

A circle is divided A circle is divided A circle is divided

into two equal parts. into three equal parts. into four equal parts.
One part is written as 21 One part is written as 31 One part is written as 41

A circle is divided A circle is divided A circle is divided

into five equal parts. into six equal parts. into seven equal parts.
One part is written as 51 One part is written as 1
6
One part is written as 71
 4.1. Fractions 37
Fractions are written as a top number, called a numerator, over a bottom
number, called a denominator. The numerator refers to a number of
parts, while the denominator refers to the total number of parts in the
whole. In the example above with the apple, if you ate 2 pieces and
gave 2 pieces to your friend, you both would have eaten 24 of the apple
slices. In this fraction, 2 is the numerator and 4 is the denominator.

Let’s look at some more examples!

4 2 2
7
of a banana bunch 17
of a school of fish 5
of a sea star

3 7 1
4
of an orange 15
of a cucumber 2
of a coconut

Let's review
Today we learned about fractions. Fractions are parts of one whole, and they are consist
of a numerator and a denominator. A fraction's numerator refers to the amount of parts
present, while the denominator refers to the number of parts that exist in one whole. For
instance, if you cut a piece of paper into 4 equal parts and use 1 part to make a drawing,
you have used 41 of the original paper. The numerator, 1, refers to the number of parts you
have used, and the 4 refers to the total number of parts you made when you cut the paper.

Makes sense, right? You’re now ready to complete Chapter 4, Lesson 1 in your
workbook!
38 4.2. Simplifying fractions

Lesson 2
In this lesson, we will learn how to simplify fractions

t you are cu tting up a pinea pp le to share with yourself and

Let’s imagine tha d ea ch of you eats 6 pieces. So,
eapp le int o 24 piece s, an
3 friends. You cut the pin
6 of the pineapple. Could you have cut the pinea
pple into
each person has eaten 24
rson the same amount of fruit?
fewer pieces, while giving each pe

The answer is yes! W

e can determine this
a process called sim through
plifying fractions. To
fractions is to make simplify
the denominator of th
as small as possible. e fraction
This is done by finding
greatest common fa the
ctor between the nu
denominator. Let’s si merator and
mplify 6 , to find out
pieces you could cut 24 how few
the pineapple into whi
each friend an equal le still giving
share.

6 First, we find all the factors of 6. They are 6, 1, 2, and 3.

24 Second, we find all the factors of 24. They are 24, 1, 2, 12, 3, 8, 4, and 6.

So, the greatest common factor between 6 and 24 is 6. We then divide the numerator and
denominator by this factor.

6 ÷ 6 1
=
24 ÷ 6 4
The resulting fraction is 41 . When you and your friends each ate 6 out of 24 pieces of
pineapple, you were each really eating 41 of the total fruit. Thus, 24
6
and 41 are equivalent
6
fractions. This means that even though 24 and 41 may look different, they are still the same
amount. Next time, you can divide the pineapple into 4 pieces and save yourself some time!
 4.2. Simplifying fractions 39

ractice
Now we will p Let’s start with 15
ctions! 25 . Do you
simplifying fra remember the step
s
from the last page
?

15 First, we find all of the factors of 15. They are 15, 1, 5, and 3.

25 Then, we find all of the factors of 25. They are 25, 1, and 5.

We then look at all of the factors to determine the greatest common factor. The greatest common
factor between 15 and 25 is 5. We now divide both the numerator and the denominator by
the greatest common factor.

15 ÷ 5 3
=
25 ÷ 5 5
15 3 15 3
The simplified fraction of 25 is 5
. Thus, 25 and 5
are equivalent fractions.

Let's review
To simplify fractions, we always:
1. Find all of the factors of the numerator.
2. Find all of the factors of the denominator.
3. Find the greatest common factor between the numerator and denominator.
4. Divide both the numerator and the denominator by the greatest common factor.

This completes Lesson 2! You may now begin Chapter 4, Lesson 2 in your workbook.
40 4.3. Equivalent fractions

Lesson 3
In this lesson, we will learn more about equivalent fractions

te s t yo ur fraction skills The answer is simple! To

Now I want to f problem. 18Ima
gine determine
fere n t k ind o whether or not two fract
on a dif fractions, 34 an
d ions are
g ive n tw o equal, simplify both fract
you are hether or not ions. If two
14 . How can you tell w fractions simplify to the
? same fraction,
20
se a re eq u iva lent fractions then they are equivalent
the fractions.

! We start by factoring each

So, are 34 and 20 equal? Let’s find out
18 14
we did in the previous problems.
numerator and denominator, just like

The factors of 18 The factors of 14

18 are 18, 1, 9, 2, 6, and 3 are 14, 1, 2, and 7 14
34 The factors of 34 The factors of 20 20
are 34, 1, 2, and 17 are 20, 1, 2, 10, 4, and 5

The greatest common factor between 18 and 34 is 2, and the greatest common factor between
14 and 20 is 2. We can now divide and simplify each fraction.

18 ÷ 2 9
=
34 ÷ 2 17

14 ÷ 2 7
=
20 ÷ 2 10
7
9 while 14 simplifies to ,
Because 18
sim plifies to 17 20 10
18 and 14 are not equivalent fractions.
34
34 20
 4.3. Equivalent fractions 41

t’s so lve anot he r problem! Niteikapar

Le
es, and we are each
and I found 2 mango
go into 16 equal
eating 1. I cut my man
them. Niteikapar
pieces, and I ate 6 of
he r m an go into 24 equal pieces and
cu t
9 of th em . Ha ve w e eaten the same
ate
amount of mango?

Let’s start by
determining ou
fractions. Nikoo r
w ate 6 out of
1 6 pieces of m his
ango, so he ate 6
of the mango
. I ate 16
pieces, so I ate 9 9 out of my 24
o
we can factor 24 f my mango. Now
to find each fr
greatest comm action’s
on factor.

The factors of 6 The factors of 9

6 are 6, 1, 2, and 3 are 9, 1, and 3 9
16 The factors of 16 The factors of 24 24
are 16, 1, 2, 8, and 4 are 24, 1, 2, 12, 3, 8, 4, and 6

6
The greatest common factor between the numerator and denominator of 12 is 2. The greatest
9
common factor between the numerator and denominator of 24 is 3. Now we can divide each
fraction by its greatest common factor.

6 ÷ 2 3 9 ÷ 3 3
= =
16 ÷ 2 8 24 ÷ 3 8
42 4.3. Equivalent fractions

When we divide, we discove 6

r that 16
simplifies to , and simplifies 3
3 9
8 24 to .
This means that 6 , 9 , and 3 8
16 are
all equivalent fractions.24Even th8
ough
Niteikapar and I cut our mang
os into
different numbers of pieces, an
d even
though we ate different numb
ers of
pieces, we still ate the same
fraction
of a whole mango.

Did you know? The most common equivalent fraction is one whole. Just think of all of the
different ways you can write 1! There’s 11 , 22 , 33 , 44 , and the list goes on and on… how many
different ways can you write 1?

Let's review
y Equivalent fractions are fractions that have different numerators and denominators, but still
refer to the exact same amount.

y We can tell whether or not two fractions are equal if and only if they simplify to the same
fraction.

y We simplify fractions by finding the greatest common factor between the numerator
and denominator, then dividing both the numerator and denominator by this factor.

You’re now ready to open your workbook and begin Chapter 4, Lesson 4! Way to go!
 4.4. Fractions on the number line 43
Lesson 4
In this lesson, we will how to place
and how to identify fractions on the number line

olves
The last lesson in this chapter inv
line.
placing fractions on the number
is that
The first thing you need to know
because all fractions are parts
of one whole, all fractions exist
line.
between 0 and 1 on the number

0 1 2 3

Remember, fractions are equal parts

of one whole. So, to place a fraction
number line we can divide the segme on the
nt between 0 and 1 into equal parts, dep
on our denominator. Let’s try to place 5 ending
on the num ber line. We will draw 5 lines
between 0 and 1 to mark 1 , 2 , 3 , 4 6 5
6 6 6 , and . We do not need to add a line for 6
because 66 is one whole, and61 is alre6 6
ady marked on the number line.

0 1

5
To mark 6
, we simply find the fifth line between 0 and 1.

5
0 1
6

It's pretty simple, right? Let's try one

more example on the next page.
44 4.4. Fractions on the number line

Place 41 on the number line.

We start by locating the segment
between 0 and 1, because all
fractions are less than one whole.

0 1 2 3

Then, we draw lines for each fourth within one whole. This includes 41 , 24 , and 43 . Remember,
4
4
is one whole, and one is already on the number line, so we do not need to add a mark.

0 1

1
Lastly, we mark 4
out of the lines we drew. Because the numerator is 1, we mark the first line after 0.

1
0 1
4

line to visually
We can also use the number
compare the value of fractions. Let’s say
1 en though
we are comparing 2 and 3 . Ev
1

denominators,
these numbers have different
the same
we can sketch them both on
finding
number line. We start again by
the space between 0 and 1.

0 1 2 3
 4.4. Fractions on the number line 45
1
We can then divide this space into halves, to locate 2
.

0 1

Then, on the same line, in a different color, we can divide the line into thirds. Simply ignore
the 21 mark, to ensure you evenly divide the total segment between 0 and 1.

0 1

1 1 1 1
We can then mark both 2
and 3
. As we can see, 2
is slightly greater than 3
.

1 1
0 1
3 2

Let’s review
Today we learned how to place simple fractions on the number line.

To do this, we:
1. Identify the space between 0 and 1.
2. Divide this space by the denominator.
3. Count to find the placement of the numerator.

1 2 3
0 1
4 4 4

We can use this skill to visualize fractions, and to visualize the difference between simple
fractions.

You are now finished with Chapter 4, Lesson 4! Why don’t you open your workbook
and begin the practice problems?
46 Chapter 4. Summary

What we have learned?

Key terms:

Fraction y Numerator y Denominator y Simplified fractions y Equivalent fractions

Key points:

y Fractions occur when a whole is divided into any number of equal parts.

y Fractions are written as a numerator over a denominator. The numerator refers to

a number of parts, while the denominator refers to the total number of parts within the whole.

y We can simplify fractions by finding the greatest common factor between the numerator
and the denominator, and dividing both the numerator and denominator by this factor.

y It is possible for fractions to have different numerators and denominators but still refer to
the exact same amount. When this occurs, the fractions are called equivalent fractions.

y We can tell if two fractions are equivalent by simplifying both fractions.

y Fractions always exist between 0 and 1 on the number line.

y To place fractions on the number line, we divide the space between 0 and 1 into equal parts.
The denominator tells us how many parts. We then use the numerator to determine which
part references the original fraction, by counting from zero.

chapter on
This ends our
overed a lot
fractions! We c
Keep up
in this chapter.
!
the good work
 Chapter 5 47
In this chapter we will take
a closer look at decimals and fractions

Before we start
Before we begin this chapter, make sure you understand place values in decimals, as well as how
to define fractions and decimals. Chapter 1 explained the tenths and hundredths place values
in decimals, and Chapter 4 explored fractions. Flip through your book if you need some review
before beginning the next chapter.

Also, make sure you know the definition of division.

Division is the opposite of multiplication, and you can
find review about division in the index pages and times table
of this book.
48 5.1. Fractions, decimals, and percents

Lesson 1
In this lesson, we will learn about
the relationships between fractions, decimals, and percents

In this chapter, we will learn that fra

ctions
and decimals can often be interchang
eable,
if we know the proper way to transl
ate
one into another. We will also learn abo
ut
something new, called a percent.

First, let’s consider the names of the places values in decimals. We know the tenths and hundredths
place values. When we consider the tenths place value, we are actually referring to a number of
tenths out of the whole number 1.

Do you remember the definition of a fraction in Chapter 4? We called fractions parts of a whole.
Decimals are parts of one whole, and fractions are parts of one whole. Specifically, the tenths
place value in decimals refers to any number of parts, out of 10 total parts that are required
to make a whole.

1 4
0.1 = 0.4 =
10 10
2 5
0.2 = 0.5 = 10
10
3 6
0.3 = 0.6 =
10 10
7 8
0.7 = 0.8 =
10 10
 5.1. Fractions, decimals, and percents 49
9 10
0.9 = 1.0 =
10 10
We can do something similar in the hundredths place value. Hundredths translate to any fraction
with 100 as the denominator. For instance:

47 3
0.47 = 0.03 =
100 100
81 76
0.81 = 0.76 =
100 100

This brings us to the definition of per

cent. Percent refers to parts
per one hundred, and it is symbolized
with a % symbol.
50 5.1. Fractions, decimals, and percents

32
0.32 = = 32%
100
7
0.07 = = 7%
100
94
0.94 = = 94%
100
Let’s say you are taking
a test in school.
There are 25 question on
the test, and you
score a 20 out of 25. Re
member, fractions
are parts out of a whole,
and so when
we say 20 out of 25, we
are referring to
a fraction. Can we write
this fraction in
terms of hundredths, so
we can determine
our percent score on th
is test?

20 ?
=
25 100
If we know some factoring (or look at our times tables in this book), we know that 25 goes
into 100 4 times. We can change the denominator by multiplying by 44 , because 44 is equal to 1.
Remember, any number multiplied by 1 is equal to the original number, no matter how 1 appears.
We learned in Chapter 4 that we can write 1 as 11 , 22 , 33 , or any number over itself. If we multiply
the numerator and denominator by 4, we find:

20 4 80
× =
25 4 100
80
From our new knowledge about decimals and fractions, we know that 100
= 0.80 = 80%.
 5.1. Fractions, decimals, and percents 51

that
In the problem above, we saw
t of 25
the phrase out of from 20 ou
ction line
referred to a fraction. The fra
divide any
also means divided by. If we
r, we will
numerator by its denominato
form. Let’s
find its equivalent in decimal
g our place
test this process, rememberin
determine
value skills from Chapter 1 to
pla ce the decim al po int. Try 21 .
where to

0.5
1 1
2
= 1 divided by 2 2 1.00
2 - 10
00
Two cannot go into 1, but 2 goes into 10 5 times. By keeping the placement of the decimal
consistent, we see that 21 equals 0.5. From our lesson today, we know that 0.5 = 10
5
, and from
1
Chapter 4, we can simplify this fraction to 2 .

1
1 ÷ 2 = 0.5 = five tenths =
2
5 10
Now, can we convert this into a percent? We can multiply 10
by 10
to find this fraction
in hundredths.

5 10 50 This equals 0.50 or 50%

× =
10 10 100
1 5 50
So, 2
= 1 divided by 2 = 0.5 = five tenths = 10
= 100
= 0.50 = 50%.
52 5.1. Fractions, decimals, and percents

.
o n e m o re example
Let’s try nt
hat a re the equivale 2
W ?
a ls a nd percent of 5
decim ividing 2 by 5
.
a rt b y d
Let’s st

0.4
5 2.00
- 20
00
Five cannot go into 2, but five can go into 20 4 times. We carry the decimal point up, so we see
4
that 2 divided by 5 equals 0.4. From our lesson today, we know that 0.4 = 10 , and from Chapter 4
2
we can simplify this to 5 , which proves:

4 2
2 ÷ 5 = 0.4 = four tenths = =
10 5
4
Now, what is the percent equivalent to 10 ? 10 × 10 = 100, and so:

4 10 40
× = = 40%
10 10 100
2 4 40
We now know that 5
= 2 divided by 5 = 0.4 = four tenths = 10 = 100
= 0.40 = 40%.
 5.1. Fractions, decimals, and percents 53

lit t le int im id ating, but do

seem a to
This may all c h a p t e r is merely trying And, you’ll d
efinitely get
his
not worry. T he re are m ultiple ways the hang o
f it all throu
at t
show you th a m e q u an tity in math, practice! Be
fore we mo
gh
the s
of expressing y t o recognize th
is the workbo
ok, let’s rev
ve to
r a bilit
and you . what we ha iew
in the future ve learned
will help you today.

Let’s review
y Decimals and fractions can be equivalent, and we can recognize this if we know some
key rules.

y Decimals in the tenths place value refer to a fraction with 10 as a denominator.

3
For instance, 0.3 = 10 .

y Decimals in the hundredths place value refer to fractions with 100 as a denominator.
39
For instance, 100 = 0.39.

y Fractions or decimals written in terms of hundredths can easily be converted into percent.
40
For instance, 100 = 0.40 = 40%.

3
y The bar in fractions stands for out of and divided by. 4
means both 3 out of 4 and 3 divided by 4.

1 2 3
y We can find equivalent fractions by multiplying by 1, in any form. 1 can be written as , , ,
1 2 3
and so on.

y We can find the decimal equivalent of a fraction by dividing the numerator by the denominator,
or by converting into a fraction with 10 or 100 as the denominator.

If you cannot remember all of this right away, it is okay! Keep your textbook
open as you complete Chapter 5, Lesson 1 in your workbook, and work slowly.
This will all become easier with more practice.
54 5.2. Images and words to represent fractions

Lesson 2
In this lesson, we will use
images and words to represent fractions and decimals

s from Chapter 4.
You already know how to visually identify fraction
ify fractions and decimals.
We also know how to identify some words that sign
Look at the examples below.

7
0.7 = seven tenths = 10 = seven out of ten = seven divided by ten = 70%

63
0.63 = sixty-three hundredths = 100
= sixty-three out of one hundred = sixty-three divided
by one hundred = 63%

1 3
One fourth = 4
Three fifths = 5

Now, can we convert the above fractions into decimals, to know the decimal represented by
the diagrams?
0.25
4 1.00
-8
4, so:
1
4
= 1 divided by 20
-20
0
 5.2. Images and words to represent fractions 55
1
= 0.25 = twenty-five hundredths = 25%
4
1
The above circle diagram of 4
also represents the decimal 0.25.

Now, can we find the decimal represented by the next circle? We know that 5, the denominator,
goes into 10 exactly 2 times. So, we can multiply 53 by 22 .

3 2 6
× =
5 2 10
6
We know that any denominator of 10 directly translates to a decimal, so 10
= 0.6. The above
circle with 3 out of 5 pieces shaded represents both 53 and 0.6.

l
s om e other visua
at
Let’s look f fractions an
d
les o Can you look at th
examp h e next page
! ese
o n t examples and deter
decimals mine how
we found the decim
als?

Let’s review
Today we reviewed the methods of writing decimal and fraction expressions. We also
learned how to look at a visual diagram, translate it into a fraction, and use either multiplication
or division to find an equivalent decimal.

Remember, we can find a decimal either by dividing the numerator by the denominator, or by
multiplying to find the fraction in terms of tenths or hundredths.

You may now complete Lesson 2 in your workbook!

56 5.2. Images and words to represent fractions

Three hatched eggs out of twelve laid eggs

3
3 out of 12 = = 0.25
12

Eight ants inside tunnels out of ten ants total

8
8 out of 10 = = 0.8
10
 5.2. Images and words to represent fractions 57
Two millipedes on a tree out of five millipedes total

2
2 out of 5 = = 0.4
5

Six butterflies out of eight are flying free

6
6 out of 8 = = 0.75
8

Three hermit crabs out of four have found shells to live in

3
3 out of 4 = = 0.75
4

This is the end of Chapter 5. Let’s rev

iew what we have learned.
58 Chapter 5. Summary

What we have learned?

Key terms:

y Out of: a phrase that signals a fraction when it appears between two numbers. For instance,
2
2 out of 10 is 10 .

y Divided by: a phrase that signals a fraction when it appears between two numbers, especially
when the first number is lesser than the second. For instance, 4 divided by 5 is 45 .

y Percent: symbolized by a %, this refers to a number out of 100. It is represented by any

fraction where the numerator is 100, and it is represented by the hundredths place value.

Key points:

y Fractions and decimals are interchangeable, if we know how to properly convert one into
another. The tenths place value always refers to a fraction with 10 as the denominator, and
the hundredths place value always refers to a fraction with 100 as the denominator. If we
want to find a decimal, but we have a fraction that isn’t written in terms of tenths, we have
a few options for how to solve. We can either divide the numerator by the denominator,
or we can multiply by 1 (in any form, including 22 , 55 , 88 , and so on) to achieve a denominator
of 10 or 100. Use the times table within this book is you have difficulty remembering the
factors of 10 and 100.

y Visual representations of fractions, like the ones we used in Chapter 4, also represent
decimals. First, we must identify the fraction depicted. Then, we can use the methods
mentioned above (like multiplying or dividing) to solve for a decimal.

Once you feel comfortable

with this final review, you
may move on to Chapter 6!
You’re doing a great job.