Math Unit 5 Name: __________________________Teacher Check: __________________

Introduction to Fraction Operations

What You’ll Learn...• To determine if a number is divisible by

2, 3, 4, 5, 6, 8, 9, 10• To show why a number cannot be

divided by zero• To write fractions in lowest terms• To add and subtractions with like

denominators• To add fractions with like

denominators, using models and addition statements

• To subtract fractions with like denominators, using models and addition statements

Why is it important?• We use fractions everyday of our lives for cooking, shopping, telling

time, measuring and even sports

• Fractions allow us to look at the numbers that exist between whole numbers. This allows us to look at the world in more detail.

• Careers as athletes, business owners, teachers, artists, publishers, veterinarians, architects, or engineers would all require these mathematical skills.

Unit 5: Fractions

+ I understand what this is and can do it very well

√ I understand and can do most of this

− I have some trouble with this

× I have a big problem with this

2

Pre-quiz

check in

Lesson Key WordsPractice

Questions/ Projects

HW CheckPost-quiz

check in

5.1 Intro to Fractions whole vs. part Representing fractions

FractionsWholePartNumber lineFraction strip

7

5.2 Multiples and Factors What are multiples What are factors Factor rainbows Input output machines

FactorMultipleFactor rainbowCommon multiple

12-13

5.3 LCM and GCF Least common multiple Greatest common factor

Least common multipleGreatest common factor

19-20Bonus 22

5.4 Divisibility Rules Rockin’ Rules game 2, 5, 10 3, 6, 9 4, 8

divisibility 32-22

Chapter Review Black Belt Review Unit 5

Quiz

Unit 5: Fractions

Unit 5.1 Intro to Fractions

Investigate: (Text pg. 132) What are fractions and why do we use them?

A fraction is a ___________________________________. There are two parts to every fraction: a _______________ and a _______________.

When we think about fractions, it is important to think of them as parts of a whole

WHOLE FRACTION

Fractions in the Real World:

Where have you seen fractions in the real world?

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Unit 5: Fractions

Let’s look at two common uses of fractions in our everyday lives: money and time.

MoneyList as many ways to break this Loonie into fractions as possible.

TimeList as many ways as possible to break down the time on this clock as possible

4

Unit 5: Fractions

Example #1: I want to buy a .25 cent candy. How much change will I get from $1? Draw your answer

How can turn this into a fractions equation?

Example #2: There are 15 minutes left of class. How can I express this as a fraction?

Example #3: Talk to the person next to you. Come up with a scenario that others will have to solve as a fraction. You can use money, time or another real life example.________________________________________________________________________________________________________________________________________________________________________________________________

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Unit 5: Fractions

Representing Fractions on number lines

When we visualize fractions, it is useful to think of them on the number line. Fractions live between __________ _____________ such as 2, 5, 10 and 123.

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Unit 5: Fractions

What do you think?

5.2 Factors, Multiples,

Reflection: Talk to the person next to you about what you have noticed about fractions so far. What seems pretty straightforward? What is way too complicated? Is there anything you find easy/ difficult? Write down some of your ideas.

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Unit 5: Fractions

Investigate: (Text pg. 198) What is the difference between multiples and factors and why do we use them?

The ____________ is a number that is the result of multiplying one number by another specific number (for example, multiples of 5 are 0, 5, 10, 15, 20). Multiples make a pattern on the Hundred’s Chart:

A ____________ is the whole numbers that is multiplied to give the product.

Factor Trees

Multiples and Factors:

3 x 5 = 15 0 x 4 = 0

Multiple of both 3 and 5

Multiple of both 0 and 4

3 and 5 are factors of 15

0 and 4 are both factors of 0

8

Unit 5: Fractions

Link:

http://www.thefactortree.com/tour/student-tour/

Factor Tree is an interactive math program that adapts to each individual student.

9

Unit 5: Fractions

Explore:1. List the first few multiples of these numbers:

a. 3: 0, 3, 6, 9, ___, ___, ___b. 5: __, __, __, __, __, __, __c. 4: __, __, __, __, __, __, __

2. Look at the list you made in qu.1a. Is 12 a multiple of 4? _________b. Is 17 a multiple of 5? _________c. Is 0 a multiple of 3? ________ 4? _________ 5? __________

3. Write an example of a multiple. Give the question to a friend to solve.4. Rewrite the following statements in a way that means the same thing but

uses the word “factor”:a. 20 is a multiple of 5

b. 0 is a multiple of 8

c. 9 is a multiple of 1

d. 11 is a multiple of 4

Play Time!Find a partner. Get your pencils ready! Your goal is to find as many multiples of the following numbers as possible, before your partner.

Discuss the following question with a partner. Write your ideas in the space below.

How do you know than any number greater than 12 cannot be a factor of 12?

10

Unit 5: Fractions

Hint: Think about what numbers belong in the intersection of the circles and what numbers belong outside the circles.

Round 1:

Add ‘em up: YOU FRIEND

11

Unit 5: Fractions

Round 2

Add ‘em up: YOU FRIEND

12

Unit 5: Fractions

Due Date: ___________

Show You Know:

1. Count by 0’s from 0: 0, 0, 0, 0, ….a. Is 8 a multiple of 0? _____b. Is 0 a multiple of 8? _____c. What is the only number that is a multiple of 0? ______d. What is the only number that has o as a factor? ______

2. Show that 13 is a factor of 13 by counting by 13’s. Start at 0:3. Which whole numbers do you think are factors of themselves?

How did you come up with the answer?

4. Show that 1 is a factor of 8 by counting by 1’s, starting at 0.Which whole number has 1 as the factor? Explain.

5. Fill in the blanks:a. 0 x 1 = _____b. 0 x 2 = _____c. 0 x 3 = _____d. 0 x 4 = _____

Can you find a number that does not have 0 as the answer?

6. Rewrite each statement in a way that means the same thing as using the word “multiple”

a. 5 is a factor of 15

b. 3 is a factor of 0

c. any factor of 12 is at the most 12

d. any factor of a number (except 0) is at most the number13

Unit 5: Fractions

e. 6 is a factor of 6

f. any number is a factor of itself

Homework Reflection:

Which parts of the homework did you find pretty straightforward?

Which parts challenged you?

If you had difficulty with certain questions, what strategies did you use to solve the problem?

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Unit 5: Fractions

Organized Search (Input and Output machines)

Explore1. Alana uses a chart to find all the factors of 10 by pairing up

the numbers that multiply to give 10. She lists the numbers 1 to 10 in the 1st column, and the numbers you multiply by each one to get 10 in the 2nd column. If there is no number that multiples to 10, she leaves the box in the second column blank.

a. Why did Alana not list any 1st number greater than 10?____________________________________________

b. Why did Alana not list 0 as a 1st number?____________________________________________

2. Use Alana’s method to find all the pairs of numbers that multiply to give the following numbers:

a. 6

1st 2nd

1

2

3

4

5

6

7

b. 8

1st 2nd

1

2

3

4

5

6

7

8

c. 9

15

1st 2nd

1 10

2 5

3

4

5 2

6

7

8

9

10 1

1st 2nd

1

2

3

4

5

6

7

8

9

Unit 5: Fractions

d.

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Unit 5: Fractions

3. Make a factor tree to find all the pairs of numbers that multiply to give each number.

a. 20

b. 12

c. 15

d. 14

e. 25

f. 63

4. Finish the factor rainbow for each number:a. 6: 1 2 3 4 5 6

b. 8: 1 2 3 4 5 6 7 8

c. 12: 1 2 3 4 5 6 7 8 9 10, 11, 12

5.3 LCD and GCF

Investigate: (Text pg. 198) What is the difference between LCD and GCF

To list all the factors of a given number (ex. 2x4=8, 1x8=8), stop when you get to the number that is already part of the pair.

17

2:

3:

4:

Unit 5: Fractions

Lowest Common Multiples (LCM) and Greatest Common Factors (GCF):

Put the following terms into your own words.

Multiples: _________________________________________________________

Lowest Common Multiple: ______________________________________________

Greatest Common Factor: ______________________________________________

Explore:1. Mark the

multiples on the number lines:

2. Find the first 2 common multiples (after 0) of…a. 2 and 5: ______, ______.b. 3 and 6: ______, ______.c. 3, 4 and 6: _____, _____, ______.d. 2 and 4: _____, _____, ______.

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Unit 5: Fractions

The Greatest Common Factor:

1. Find the factors of each number and then the GCF of each pair:

a. 2 and 10i. 2: 1, 2ii. 10: 1, 2, 5, 10iii. GCF: 2 .

b. 5 and 15i. 5: __, ___, ___, ___ii. 15: ___, ___, ___iii. GCF: ______

c. 6 and 30i. 6:ii. 30:iii. GCF: _____

d. 10 and 50i. 10:ii. 50:iii. GCF: ______

2. BONUS: If a is the factor of b, what is the GCF of a and b? __________

3. Find the factors of each consecutive number and then the GCF of each pair.a. 14 and 15

i. 14:

Work with a partner to solve this Bonus Question:

How can you find the second common multiple of two numbers from the first? The first common multiple of 18 and 42 is 126. What is the second common multiple?

Reminder: the factors of 24 are: 1, 2, 3, 4, 6 12 and 24, since 1x24 + 24 2x12=24 3x8=24

4x6=24

Consecutive means one number that comes after another number.

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Unit 5: Fractions

ii. 15:iii. GCF: ____

b. 20 and 21i. 20:ii. 21:iii. GCF: ____

c. What can you conclude about GCF and numbers that are consecutive: ___________________________________________________

4. How are GCF and LCM and the product of two numbers related?a. 3 and 4

i. GCF: _______ii. LCM: _______iii. 3 x 4 = _______

b. 2 and 5i. GCF: _______ii. LCM: _______iii. 2 x 5 = _______

c. 6 and 9i. GCF: _______ii. LCM: _______iii. 6 x 9 = _______

d. 10 and 15i. GCF: _______ii. LCM: _______iii. 10 x 15= _______

5. Circle the questions from Qu. 4 where the LCM is the product of two numbers.

6. BONUS: When the LCM is the product of the two numbers, the GCF is _____.

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Unit 5: Fractions

Due Date: ___________

Show You Know:

1. What is the LCM of…

a. 2 and 5 ___________b. 3 and 6 ___________

c. 2 and 4 ___________d. 3 and 4 ___________

2. Create three of your own LCM questions for someone to solve:a.b.c.

3. Find all the factors of each of the numbers below by dividing the number by the whole number in increasing order- divide by 1, 2, 3, 4, 5 and so on. How do you know when to stop dividing?

a. 20b. 22c. 26d. 65

4. Find the factors of each number and then the GCF for each:

a. 35 and 36i. 35:ii. 36:iii. GCF

b. 6 and 30i. 6:ii. 30:iii. GCF

c. 2 and 20i. 2:ii. 20:iii. GCF

5. Find the GCF, the LCM and the product of the two numbers:

a. 5 and 10i. GCF:ii. LCM:iii. 5 x 10 =

b. 3 and 5i. GCF:ii. LCM:iii. 3 x 5 =

c. 4 and 5i. GCF:ii. LCM:iii. 4 x 5 =

6. Lowest Common Multiples in Fractions EXAMPLE

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Unit 5: Fractions

a. How many pieces are in pie A? ___2____b. How many pieces are in pie B? ___3____c. Find the LCM of the number of pieces in pies A and B:

i. 2 and 3: 0, 6, 12, 18, 24ii. LCM: 6

d. Cut pie A and B into the number of pieces equal to the LCM: __6__e. How many pieces did you cut pie A into: ___6___f. How many pieces did you cut pie B into: ___6___

7. Lowest Common Multiples in Fractions

a. How many pieces are in pie A? ___________

b. How many pieces are in pie B? ___________c. Find the LCM of the number of pieces in pies A and B: ____________

d. Cut pie A and B into the number of pieces equal to the LCM.i. How many pieces did you cut pie A into: ______ii. How many pieces did you cut pie B into: ______

8. Lowest Common Multiples in Fractions EXAMPLEa. Write the name of each fraction:

A: B:

b. Find the LCM of the number of pieces in pies A and B: 22

Unit 5: Fractions

i. 3 and 4: 0, 12, 24, ii. LCM: 12

c. Cut pies A and B into the number of pieces equal to the LCM : _12_i. How many pieces did you cut pie A into: __12___ii. How many pieces did you cut pie B into: __12___

d. Write the new fraction for each pie:A: B

9. Lowest Common Multiples in Fractionsa. Write the name of each fraction:

A ____ B: ____

b. Find the LCM of the number of pieces in pies A and B: ____________

c. Cut pie A and B into the number of pieces equal to the LCM.i. How many pieces did you cut pie A into: ______ii. How many pieces did you cut pie B into: ______

d. Write the new fraction for each pie:

A ____ B: ____

BONUS HW Questions $10 ClementBucks each

1. Haleigh is the head of the local baseball league. She plans to divide the bats and balls equally among the as many teams as she can. There are 16 bats and 40 balls. What is the greatest number of teams she can divide them among? Use a diagram to help you determine the answer.

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Unit 5: Fractions

2. Taylor Swift says that if 6, 10 and 15 are factors of a number, that means 2, 3 and 5 are also factors. Is she correct? Explain how you know:

Homework Reflection:

Which parts of the homework did you find pretty straightforward?

Which parts challenged you?

If you had difficulty with certain questions, what strategies did you use to solve the problem?

24

Unit 5: Fractions

5.3 Divisibility Rules

Investigate: (Text pg. 198) How do you determine if numbers are divisible?

Divisible: _________________________________________________________

How to Play “Divisibility Rock n’ Rule”1. Take a deck of cards, a Divisibility Key, and a bag of rocks.

2. Divide the cards face down evenly among players. Discard any extras.

3. Place the pile of rocks in the center of the playing circle.

4. As a group, decide on a type of exercise for each number on the Divisibility Key. Write the name of the activity that goes along with each number above the number at the top of each column.

5. Decide who will go first. The person on the right hand side of the first player becomes the “Rule Master” and is in charge of the Divisibility Key. The person on the left hand side is the "Challenger".

6. The first player turns over their top card. The “Rule Master” asks, “Is it divisible by 2?” If the player answers, “yes,” then he takes a rock from the pile. The process is repeated with the numbers 3, 5, 6, 9, and 10,

It’s the first day of summer camp. The campers have been divided into 9 groups. Hannah, the camp leader, has a box of 207 “Camp Thunderbird 2012” T-shirts. In her head, Hannah quickly figures out that she will be able to divide the 207 T-shirts equally among the 9 groups. How did she do this?

25

Unit 5: Fractions

with the player taking a rock for each “yes” answer. (For example a student should take three rocks for the number 10 because it is divisible by 2, 5, and 10.)

7. If the player to the left disagrees, they may “challenge” by saying “Challenge!” Then both players check with the “Rule Master” to see who is right. If the “Challenger” is correct, that person gets the rocks and the player must perform the corresponding exercise for each number that was incorrect. For example, if the number was not divisible by 3 and the player said that is was, they must do the activity assigned to the number 3, three times. If the challenger is incorrect, the original player gets to keep the rocks and the “Challenger” loses his or her turn and must perform the activity designated to each number that he challenged the appropriate number of times.

8. When every player has had a turn, the rocks are counted. Whoever has the most rocks gets to keep all the cards from that turn. The rocks are returned to the center pile and the winner of the round chooses one activity (warm up) for the group to do before starting the next round.

9. If there is a tie, both players involved in the tie turn over their next card and collect the rocks for that card. Whoever holds the card that earns the most rocks wins the round and chooses the activity (warm up) for the next round.

10. A player is out when they is out of cards; the player with all the cards at the end of the game is the winner.

11. To shorten the game, the teacher may set a time limit; the person with the most cards at the end of the allocated time is the winner.

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Unit 5: Fractions

My Divisibility Rules

Video Link:

http://goo.gl/HOOXg http://goo.gl/WDOhO

Divisibility Rules for 2, 5 and 10

In math, there are sometimes more ways to say the same thing. Example:

8 is a multiple of 2 2 is a factor of 8 2 divides 8

8 is divisible by 2 8 leaves no remainder when divided by 2

8 is one of the numbers when counting by 2’s from 0

27

Number divisible by:

My Hypothesis Actual Rule

2

3

4

5

6

9

10

Unit 5: Fractions

Divisibility Rules help us use mental math to calculate divisible numbers:

a. Highlight each number that is divisible by 2.b. Circle each number that is divisible by 5.c. Put and x through each number that is divisible by 10.

2: Look at that last digit of the highlighted numbers. What do you notice? _______________________________________________________

Are the digits odd or even: ______________.

5: Look at that last digit of the circled numbers. What do you notice? _______________________________________________________

Are the digits odd or even: ______________.

10: Look at that last digit of the X numbers. What do you notice? _______________________________________________________

Are the digits odd or even: ______________.

Explore: 1. Choose 3 numbers with the last digit as 0 and write them as multiples of 10:

In math, there are sometimes more ways to say the same thing. Example:

8 is a multiple of 2 2 is a factor of 8 2 divides 8

8 is divisible by 2 8 leaves no remainder when divided by 2

8 is one of the numbers when counting by 2’s from 0

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

What are the divisibly rules for 2, 5, 10

2: ___________________________________________________________

5: ___________________________________________________________

10: __________________________________________________________

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Unit 5: Fractions

For example: 4,700 = 470 x 10____________ x ____________ x 10

____________ x ____________ x 10

____________ x ____________ x 10

2. In the first row, write the first 15 whole numbers greater than 0 that have 0 in the ones digit column. The write each number as a multiple of 10.

10 20 30

= ____ x10 1 2 3

3. Look for a pattern. The 1st number with ones digit is ___________ x 10.The 2nd number with ones digit is ___________ x 10.The 3rd number with ones digit is ___________ x 10.The 12th number with ones digit is ___________ x 10.The number with ones digit is ___________ x 10.

4. Are all whole numbers with ones digit 0 divisible by 10? Explain.

Divisibility Rules for 3, 6, 9:a. Highlight each number that is divisible by 3b. Circle each number that is divisible by 6.c. Put and x through each number that is divisible by 9.

3: Look at that last digit of the highlighted numbers. Calculate the sum of the digits of a few of these numbers:

for example: 9 + 3 = 12 1 + 2 = 3

_______________________________________________________

What do you notice? ______________.

0 1 2 3 4 5 6 7 8 9

10 11 12 13 14 15 16 17 18 19

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Unit 5: Fractions

6: Look at that last digit of the circled numbers. Calculate the sum of the digits of a few of these numbers: _______________________________________________________

What do you notice: ______________.

9: Look at that last digit of the X numbers. What do you notice? _______________________________________________________

Are the digits odd or even: ______________.

Explore:

What are the divisibly rules for 3, 6, 9.

3: ___________________________________________________________

6: ___________________________________________________________

9: __________________________________________________________

A number is divisible by 3 if it can be divided into equal groups of three. For instance, 12 is divisible by 3 because it can be divided into four groups of three.

12 =

3 + 3 + 3 + 3

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Unit 5: Fractions

1. Draw stick women and group them into 3s.a. 6:

b. 12:

c. 9

2. Draw stick women and group them into 3s. Write the remainder.a. 7 ÷ 3 = Remainder ______

b. 5 ÷ 3 = Remainder ______

c. 11 ÷ 3 = Remainder ______

3. Explain why (12 + 5 + 15 + 2) ÷ 3 has the same remainder as (5 + 2) ÷3.

4. Find the sum of the digits for each number below.

5. Write a rule to determine if a number is divisible by 3, by using the sum of its digits.

Is 327 divisible by 3?

Step 1: sum of digits … 3 + 2 + 7 = 12

12 ÷ 3 √

327 ÷ 3 √

A number is divisible by 3 if the remainder is 0 when you divide it by 3.

31

Number 28 37 42 61 63 87Sum of Digits

Unit 5: Fractions

6. Sort the numbers divisible by 3 and 9 in this Venn diagram. What do you notice about 3 and 9 for divisibility rules?

Divisibility Rules 3 and 9:

http://goo.gl/1LnGS

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Unit 5: Fractions

Divisibility Rules for 4 and 8a. Circle each number that is divisible by 4.b. Put an x through each number that is divisible by 6.

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Unit 5: Fractions

4: Look at that last digit of the highlighted numbers. What is the number formed by these two digits? Divide by 2. Is the quotient odd or even? If it’s even, divide by 2 again. Is the quotient a whole number or decimal?

For example: the last two digits of 1044 are 44

_______________________________________________________

_______________________________________________________

What do you notice: _____________________.

8: Look at that last digit of the X numbers. What do you notice? Divide by 2. Is the quotient odd or even? If it’s even, divide by 2 again. Is the quotient a whole number or decimal? _______________________________________________________

_______________________________________________________

_______________________________________________________

What did you notice: _____________________.

1044 1045 1046 1047 1048 1049 1050 1051 1052 1053

1054 1055 1056 1057 1058 1059 1060 1061 1062 1063

What are the divisibly rules for 4, 8

4: ___________________________________________________________

8: __________________________________________________________

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Unit 5: Fractions

Due Date: ______

Show You Know:

1. Write the first 15 numbers larger than 0 with the ones digit divisible by 2.Look for a pattern.

2 4 6 8 12 20

= ____ x 2 1 2 3

The number with ones digit is ___________ x 2.

2. Write down the first 10 numbers that are divisible by 3. Then divide the number by 3. Do you get a remainder?

3 6 9 10 13

= ____ x 3 1 2 3 3R__ 4R__

3. Circle the numbers that are divisible by 2.

17 3 418 312 64 76 234 89 167 94 560

4. Circle the numbers that are multiples of 5.

83 17 45 37 150 64 190 65 71 235 618

5. Underline the numbers in question 5 that are divisible by 10,6. Complete the table:

a. 3 x = 12 12 ÷ 3 = b. 2 x = 12 12 ÷ 2 = c. 1 x = 12 12 ÷ 1 = d. 0 x = 12 12 ÷ 0 =

7. Sort the numbers according to divisibility rule 6 and 9:35

Unit 5: Fractions

30 79 3996 12,517 31,974

8. Circle the numbers divisible by 5. Explain how you know.1010 554 605 902 900 325

9. Circle the numbers divisible by 4. Explain how you know.124 330 3048 678 982 1432

10. Use a Venn Diagram to sort the numbers divisible by 4 and 8.

11.11.11.11.11.11.Co

mplete the following Divisibility Rules Chart: (there is no rule for 7)A number is divisible by … If…

The number formed by the last two digits is divisible by 2 at least twice.The last digit is 0

The last digit is 0 or 5

The number is divisible by both 2 and 3.

The last digit is even (0,2,4, 6, 8…)

The number is divisible by 2 at least three times.The sum of the digits is divisible by 9

The sum of the digits is divisible by 3.

Before we move on to fractions…

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Unit 5: Fractions

Black belt in divisibility, factors and multiplesCan you answer the following questions? Try to earn a black belt in divisibility, factors and multiples.

White A grocery store sells apples in bags of 8 only. Using divisilibity, determine if you can buy exactly:

a. 116 applesb. 168 applesc. 194 apples

Yellow Anita says that if 6, 10 and 15 are factors of a number, 2, 3, and 5 must also be factors. Is she correct? How do you know?

Orange

There are 12 peaches on a tree. Four children shared them equally. When 12 more peaches were ripe, no children came to pick them. Can the peaches be shared among 0 children. Use this example to explain divisibility.

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Unit 5: Fractions

Green A shipment of flowers has arrived at Mr. Greenthumb’s nursery. He has to sort them into groups. Which flowers can he divide into groups of 2? Groups of 3? Explain.

Blue Help the students fill the balloons. If this pattern continued. How many balloons would inflate after 40 min?

a. 64b. 71c. 89d. 109

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Flower Number in Shipment

A daisies 336B roses 120C pansies 244D marigolds 118E lilies 321

Time Spent Total number of balloons

5 min 5

10 min 11

15 min 19

20 min 29

40 min

Unit 5: Fractions

Purple Students made necklaces in their Club. Which bead was blue on all the necklaces:

a. 60th

b. 40th

c. 30th

d. 15th

Red Emily notices this number pattern on the ski lift chairs.

4, 7 10, 13, 16, 19, 22…

If the pattern continues, what number was on the 25th chair?

a. 61b. 76c. 91d. 106

Brown Kevin, Remy and Gabriel worked part time at the pet store.The pet store was open seven days a week

- Kevin worked every second day- Remy worked every third day- Gabriel worked every fourth day

On Friday they all worked together.What was the next day that they all worked together

a. Mondayb. Wednesdayc. Thursdayd. Friday

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Unit 5: Fractions

Black This diagram shows the fraction of time Joseph spends on all his activities during a 24 hour period.

a. Use

divisibility to find factors of 24:

b. Use the factors of 24 to explain the fractions in lowest terms

c. Are there fractions that you could not rewrite in lowest terms? Which ones? Why?

d. How could you change the diagram now that you have written the fractions in the lowest terms?

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Unit 5: Fractions

Awesome Internet Games and iPad Apps for fractions, factors, and divisibility

Check out the following apps. Rate them on a scale of 1-5.

1- not helpful at all. Not fun either.2- Helpful but not fun3- Helpful and fun4- Really helpful and fun5- I LOVED this App!

App Graphic Description Rating

Factor Samurai

Factor samurai is a great way to learn times tables. You play as the samurai whose sacred duty is to cut all the numbers down to their prime factors.

Learn Divisibility Test

Learn section explains the divisibility test of all integers between 2 and 9 and all prime numbers between 11 and 50. Detailed examples are provided to make user understand the divisibility techniques rapidly.

Divisibility Dash

Digits appear on the screen and you make two digit numbers with these digits. The aim of the game is to make two digits numbers which are multiples of the divisor. For example if my divisor is 5 I might use digit 4 and 5 to make 45.

GCF This app is useful in the study of greatest common factors and least common multiples and calculations involving fractions.

AFactorTree AFactorTree is a combined interactive Coaching Calculator and Guide to prime factorization and its use in finding the Least Common Multiple and Greatest Common Divisor or Greatest Common Factor.

41

Unit 5: Fractions

Fractions The Fractions App provides an ideal visual practice environment for you to master fraction concepts. Create a fraction from everyday objects like pizza or a bar of chocolate.

Fraction Monkey

Fraction Monkey is an educational Angry Birds for kids. It teaches kids valuable math skills while they play in a safe world.

Explore 40 levels including the jungle, ocean and outer space

Launch flying cupcakes at the right answer to score big

Practice adding, subtracting, multiplying and dividing fractions

Fraction Circles

Fraction Circles is a Great Digital Manipulative. Complete the pies. Challenge your Knowledge of Fraction Names

Chicken Coop Fraction Game

In this hilarious educational game you will be shown a fraction and your job is estimate the decimal equivalent by placing a nest on a number line. Our hens are mathematical experts and they will fire their eggs towards the correct answer. If your estimate is good the eggs will be caught in the nest but if you’re too far out it all gets very messy.

Candy Factory

CandyFactory is an educational game that teaches the concept of fractions to middle school students based on splitting operations with partitioning and iterating. It consists of three levels: Level 1 teaches proper fractions as part-whole concept. Level 2 teaches proper fractions as whole concept.

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Unit 5: Fractions

Fraction Pizza

n chef's pizzeria your child masters the concept of naming simple fractions using pizza picture examples. Designed for grade levels 2-6, Pizza Fractions provides introductory practice with fractions in an approachable game-like environment.

Wings Your bird has lost its nest and coloured feathers - it needs your help! Use the accelerometer to fly with your bird across diverse islands, building a nest and winning colourful feathers. Along the way, the bird solves multiplication problems!

Motion Math Motion Math helps learners estimate four forms of fractions: numerator over denominator (1/2), percents (50%), decimals (.5), and pie charts. Perceiving fractions quickly and accurately is needed for advanced math success.

Play Lumosity: (don’t pay to sign up)

Lumosity exercises the brain in memory skills, arithmetic, problem solving and more.

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Unit 5: Fractions

To Recap: Divisibility Rules

2 - the last digit is even 3 – the sum of the digits is divisible by 3 4 - the last two digits for a number divisible by 4 5 – the laqst digits are 5 or 0 6 – the number is divisible by both 2 and 3 7 – you can double the last digits and subtract the sum to get a number

divisible by 7 8 – the last three digits form a number that is divisible by 8 9 – the sum of the digits is divisible by 9 10 – the number ends in 0

Factor a number that divides evenly (factors of 6 are 1, 2, 3, 6) factor rainbows are a useful visual tool for remembering factor pairs

Multiples the sequence numbers made in a patters (Ex 2, 4, 6, 8, 10…)

LCM Lowest Common Multiple refers to the lowest multiple that a pair of

numbers have in common (Ex. 2 and 3 LCM: 6)GCF

Greatest Common Factor is the highest factor that goes into both pairs. 96 and 60 both have factors of 1, 2, 3, 4, 12. Twelve is the GREATEST one in common.

Buzz Words for Math

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Unit 5: Fractions

Word Picture Example ProblemLeast common multiple

Common multiple

Factor

Factor rainbow

Fraction strip

Fractions

Greatest common factor

Multiple

Number line

Part

Whole

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