# Let s Be Rational: Homework Examples from ACE

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1 Let s Be Rational: Homework Examples from ACE Investigation 1: Extending Addition and Subtraction of Fractions, ACE #7, #13, #20, #53 Investigation 2: Building on Multiplication of Fractions, ACE #2, #17, #23, #37 Investigation 3: Dividing with Fractions, ACE #1, #17, #18, #19, #34 Investigation 4: Wrapping Up the Operations, ACE #5, #6, #7, #28 Investigation 1: Extending Addition and Subtraction of Fractions ACE #7 For Exercises 7-12, determine whether the sum of the two Getting Close game cards is closest to 0, 1, 2. or 3. Explain. 7. and Possible Explanation: 7 8 is a little less than 1 and 4 9 is a little less than 1 2. Together, a little less than 1 and a little less than 1 2 is a little less than 11 2, which is closer to 1 than 2. Investigation 1: Extending Addition and Subtraction of Fractions ACE #13 For Exercises 13-15, you are playing a game called Getting Even Closer. In this game, yo have to estimate sums to the nearest ½ or 0.5. Decide if the sum of the two game cards turned up is closest to 0, 0.5, or 1. Explain. 13. The two cards shown are and " ; Possible Explanation: 3 5 is a bit more than half, and 1 10 is a small fraction, but not big enough to push 3 5 closer to 1 when the two are added together.

2 Investigation 1: Extending Addition and Subtraction of Fractions ACE #20 For Exercises 17-20, find two fractions with a sum that is between the two given numbers and There are many answers to this. One way to think about this problem is that because = 11 2 and = 2, and because we want the sum to be between and 2, we might choose two fractions between 3 4 and 1. We can make one fraction a little more than 3 4 and the other a little less than 1. For example,

3 Investigation 1: Extending Addition and Subtraction of Fractions ACE # The beans show represent of the total beans on the kitchen counter. How many total beans are there on the counter? 53. Solution: Because 9 beans represents 3 5 of the total, each group of 3 beans must be 1 5 of the total. We need 2 5 more to make the total, so we need 6 more beans. The picture below helps to describe our thinking.

4 Investigation 2: Building on Multiplication of Fractions ACE #2 2. a. Draw brownie-pan models to show whether or not of of a pan of brownies is the same amount as of of a pan of brownies. b. If the brown pans are the same size, how do the amounts of brownies from part a compare? c. Describe the relationship between of and of. 2. The brownie pan model is actually an area model and refers to problems students investigated in class. a. First identify 3 4 of a rectangular area by drawing vertical lines and cross-hatching 3 4 of the vertical strips. Next, divide this into thirds by drawing horizontal lines and lightly shading 2 3 of the horizontal strips (see the diagram below). The overlapping shaded and cross-hatched area is 2 3 of 3 4. This area is (Note that students may also notice that there are 3 vertical strips representing 3 4 of the pan, so 2 3 would be 2 of these vertical strips, or 2 4. This also shows that 2 4 is equivalent to 6 12.)

5 Second, Identify 2 3 of a rectangular area by drawing vertical lines and shading 2 3 of the vertical strips. Next, divide this into fourths by drawing horizontal lines and cross-hatching 3 4 of the horizontal strips (see the diagram below). The overlapping cross-hatched and shaded area is 3 4 of 2 3. This area is Note that for each procedure, we get the same area as a result. b. Depending on how students draw this area model, the first calculation will result in 6 12 which equals 1. The second area model and calculation also results in 2 6. This model leads to the common shortcut of multiplying the numerators and 12 denominators. c. Student should be able to connect this idea about multiplying fractions to what they know about multiplying whole numbers: that multiplication is commutative. The reason is perhaps not immediately obvious due to the use of the word of in these initial examples of fraction multiplication.

6 Investigation 2: Building on Multiplication of Fractions ACE # Find each product. Look for patterns to help you. a. 18 b. 18 c. 18 d a. Students might draw 18 objects and group these into three equal-sized groups of 6. So, 1 of 18 = 6. 3 b. If 1 3 of 18 = 6, then 2 of 18 should be twice as much, or c. If 1 3 of 18 = 6, the 5 of 18 it 5 times as much, or d. If students think of as the same as 5 3 they will get the same answer as in part c. Or they may think of this as and get = 30. 3

7 Investigation 2: Building on Multiplication of Fractions ACE #23 For Exercises 19-27, use an algorithm for multiplying fractions to determine each product Students might do this by renaming each factor as the numerators and denominators, to get = OR They might think of 1 4 of 8 3 = 2 43 and so = 86 3 = 28 2 (as before). 3 OR They might think of this as = times 1 4 of 8 3 = and then multiplying must be 43 times as much, or = = = Students have various ways to think about multiplication of mixed numbers, and all the correct ways involve logical steps, or algorithms, that they might use to solve these problems.

8 Investigation 2: Building on Multiplication of Fractions ACE # Multiple Choice: Which of the numbers below, when multiplied by will be less than? a. b. c. " d. 37. The goal for this set of multiple-choice problems (#36-38) is for students to use mathematical thinking rather than calculating the problem out. In class, students have been working on generalizing patterns in the multiplication of rational numbers. For this problem, students need to understand that to get a result less than 4 7 we must multiply by any number that is less than 1. For example, = From the available choices we know that choice a, multiplying 4 7 by 1 7, will produce an answer less than 4 (note that choice d. is different here than 7 in #36 & #38).

9 Investigation 3: Dividing with Fractions ACE #1 1. A latte is the most popular drink at Antonio s Coffee Shop. Antonio makes only one size of latte, and he uses cup of milk in each drink. How many lattes can Antonio make with the amount of milk in containers (a)-(c)? If there is a remainder, what does it mean? a. b. c a. This asks how many times goes into, or. One way to do this is to rename the fraction as. We know that would be 7, so would equal a third as much, or, which is 2 1 lattes. A common error of interpreting 3 this result is for students to think that is the remainder, but that is not the case. The result of the division, 2 lattes. says that Antonio can make 2 lattes, using, or, of a cup of milk, with 1 9 make only of a latte. of a cup of milk left over, which is enough to b. This asks how many times goes into, or. One way to do this is to rename the fraction as. We know that would be 5, so would equal half as much, or, which is 2 lattes. This says that Antonio can make 2 lattes, using or of a cup of milk, with of a cup of milk left over, which is enough to make of a latte. c. This asks how many times goes into 3, or 3. One way to do this is to rename the fraction 3 as. We know that would be 11. So with 3 cups of milk, Antonio can make 11 lattes. There is no remainder, so there is no milk left over.

10 Investigation 3: Dividing with Fractions ACE #17 For Exercises 17-19, find each quotient. Draw a picture to prove that each quotient makes sense Solution The 2 ways of thinking about division problems: There are two ways to think about division. The drawing that students choose will depend on how they think about the problem. a. We might think this problem says, We have of something and we want to divide it up in to three pieces. How big is each piece? This is the partition way of thinking about division. OR b. We might think of this as, We have of something and we want to find out how many times 3 will go into that. This the grouping way of thinking about division. Obviously 3 is too big to make even one group of 3, so the question becomes, What part of 3 will go into? Solution to #17: Thinking of this as partition, we need to find a way to break into 3 pieces. One way to do this would be to divide each into 3 pieces. These would be fifteenths, and there would be " shaded in the model below. Then we can " share these fifteenths into three groups; each group has a size of ".

11 Investigation 3: Dividing with Fractions ACE #18 & 19 For Exercises 17-19, find each quotient. Draw a picture to prove that each quotient makes sense Solution See the introduction to #17 above, which discusses the two ways to think about division, partition and grouping. 18. If we think of this as How many times will 5 fit into 1? we have to say that is the group size is 5, then only of the group size will fit into 1. If we think of this as to be divided into 5 pieces and asking How big is each piece? we can see that each piece is =. See #18 above.

12 Investigation 3: Dividing with Fractions ACE # Find the quotient. 2 1 = 34. Students may do this by renaming with common denominators: 2 1 = = " = " Students might think about this last step as " eighth of this, or ". = 15, so " will be an Note that this reasoning leads to the common shortcut of multiplying by the denominator and dividing by the numerator of the second fraction in a division problem, which is commonly called when dividing by a fraction, multiply by the reciprocal. The goal is for students to understand why this works.

13 Investigation 4: Wrapping Up the Operations, ACE #5 Find the value of N that makes each number sentence correct = N 5. Students may make a sketch of an area model or use a number line solve this problem. Whatever strategy they use, they will have to rename the two fractions with a common denominator. + = " + " = " " Investigation 4: Wrapping Up the Operations, ACE #6 Find the value of N that makes each number sentence correct N = 6. Students use fact families to rephrase this number sentence as = N. Renaming the fractions with a common denominator of 20, we have: N = = " " " " = "

14 Investigation 4: Wrapping Up the Operations, ACE #7 Find the value of N that makes each number sentence correct. 7. N = 7. Students use fact families to rephrase this number sentence as + = N. Renaming the fractions with a common denominator of 20, we have: N = + = " + " " = " " Investigation 4: Wrapping Up the Operations, ACE # Kalin walks at a steady rate of 3 miles per hour. The beach is 4 miles from his home. How long will it take Kalin to walk from his home to the beach and back to his home? 28. One solution is to calculate the time one way by dividing the distance by the rate, and then multiply that by two = = = = hours So one way it takes hours (which is about 1 hour and 10 minutes). Mutliplying that by two, to get the time for the two way trip, we get hours (which is about 2 hours and 19 minutes).

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1 Fractions Adding & Subtracting A fraction is a noninteger quantity expressed in terms of a numerator and a denominator. 1. FRACTION DEFINITIONS 1) Proper fraction: numerator is less than the denominator.

### Maths Progressions Number and algebra

This document was created by Clevedon School staff using the NZC, Maths Standards and Numeracy Framework, with support from Cognition Education consultants. It is indicative of the maths knowledge and

### 1.3. Properties of Real Numbers Properties by the Pound. My Notes ACTIVITY

Properties of Real Numbers SUGGESTED LEARNING STRATEGIES: Create Representations, Activating Prior Knowledge, Think/Pair/Share, Interactive Word Wall The local girls track team is strength training by

### GRADE 3 MODULE 1 Properties of Multiplication and Division and Solving Problems with Units of 2 5 and Terminology

GRADE 3 MODULE 1 Properties of Multiplication and Division and Solving Problems with Units of 2 5 and 10... Terminology Array (a set of numbers or objects that follow a specific pattern, a matrix) Column

### This explains why the mixed number equivalent to 7/3 is 2 + 1/3, also written 2

Chapter 28: Proper and Improper Fractions A fraction is called improper if the numerator is greater than the denominator For example, 7/ is improper because the numerator 7 is greater than the denominator

### Assessment for Learning Explain how you solved this problem. equipment to show your solution? STRAND CODE Year 2 Objectives Year 2 Year 2

BLOCK A Speaking and listening objectives for the block Explain how you solved this problem. Speak with clarity and Does everyone understand how the problem was Unit 1 intonation when reading and reciting

### Objective: Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 2 5 Lesson 18 Objective: Apply and explain alternate methods for subtracting from multiples of Suggested Lesson Structure Fluency Practice Application Problem