READY

Multi-Step Word Problem

100

The cafeteria had fifty-seven apples. For lunch they handed out twenty-seven to students and decided to use the rest to make pies. If each pie takes six apples, how many pies could they make? Restate the question

They can make _____ pies.

200

The cafeteria had fifty-seven apples. For lunch they handed out twenty-seven to students and decided to use the rest to make pies. If each pie takes six apples, how many pies could they make? Evaluate the steps

I need to subtract 27 from 57. Then divide the difference by 6

300

The cafeteria had fifty-seven apples. For lunch they handed out twenty-seven to students and decided to use the rest to make pies. If each pie takes six apples, how many pies could they make? Answer the problem

57 - 27 = 30 30/6 = 5

400

The cafeteria had fifty-seven apples. For lunch they handed out twenty-seven to students and decided to use the rest to make pies. If each pie takes six apples, how many pies could they make? Describe your solution

First, I subtracted 27 from 57 and I got 30 apples. Then I divided 30 by 6 to find out how many apples each pie would need. I got 5.

500

The cafeteria had fifty-seven apples. For lunch they handed out twenty-seven to students and decided to use the rest to make pies. If each pie takes six apples, how many pies could they make? Yield - Check your answer

Therefore, the cafeteria needs 5 apples per pie.

Equivalent Fractions

100

Draw a model to show the fraction 6/10 and two equivalent fractions Restate the question

R – Two fractions that are equivalent to 6/10 are _____ and _____

200

Draw a model to show the fraction 6/10 and two equivalent fractions Evaluate the steps

E – Multiply the numerator and the denominator by the same number to generate one equivalent fraction. You can also divide the numerator and denominator by common factor to create another equivalent fraction

300

Draw a model to show the fraction 6/10 and two equivalent fractions Answer the Question

First box - split into 30 pieces, 18 are shaded Second box - split into 5 pieces - 3 are shaded

400

Draw a model to show the fraction 6/10 and two equivalent fractions Describe your solution

To create my first equivalent fraction, I multiplied the numerator and the denominator of 6/10 by 3 and got 18/30. To create my second equivalent fraction, I divided my numerator and denominator by 2 because 2 is a common factor of 6 and 10 and my answer was 3/5. If I multiply or divide the both the numerator and denominator by the same number, I will not change the whole area that is shaded. I’m only changing the number of equal parts and the number of parts shaded. The fractions are all the same size, therefore, they are equivalent.

500

Draw a model to show the fraction 6/10 and two equivalent fractions

I used cross-multiplication to double check my fractions. The products are equal, therefore 6/10 is equal to 3/5 and 18/30.

Comparing Fractions

100

Becker catches a fish that is 3/12 of a yard long. To keep the fish it has to be longer than 2/3 of yard. Can Becker keep the fish? Restate the Question

R – Becker can keep the fish if 3/12 is longer than 2/3

200

Becker catches a fish that is 3/12 of a yard long. To keep the fish it has to be longer than 2/3 of yard. Can Becker keep the fish? Evaluate the steps

E – I can use benchmarks and common denominators to determine if 3/12 is longer 2/3.

300

Becker catches a fish that is 3/12 of a yard long. To keep the fish it has to be longer than 2/3 of yard. Can Becker keep the fish? Answer the question

3/12 < 1/2 2/3 > 1/2 Therefore 3/12 is less than 2/3

400

Becker catches a fish that is 3/12 of a yard long. To keep the fish it has to be longer than 2/3 of yard. Can Becker keep the fish? Describe your solution

First, I used the ½ benchmark to compare 3/12 and 2/3. When I cross-multiplied, I discovered that 3/12 is less than ½ and 2/3 is greater than ½. Therefore, 2/3 has to be greater than 3/12. I also use common denominators to confirm my answer. First, I multiplied my denominators 12 and 3 to find a common denominator, 36. Then I found my matching numerators: 3/12 = 9/36 and 2/3 = 24/36. Since 24 is greater than 9, I discovered that 24/36 is greater than 9/36. Therefore, 2/3 is greater than 3/12.

500

Becker catches a fish that is 3/12 of a yard long. To keep the fish it has to be longer than 2/3 of yard. Can Becker keep the fish? Yield - Is your answer correct?

Y – I used cross-multiplication to double check my fractions. The products are not equal, therefore 2/3 is greater than 3/12. This means that Becker cannot keep his fish.

Adding Fractions

100

Josie and Margo made 10 clay pots in art class. Josie painted 3/10 of the pots. Margo painted 4/10 of the pots. What fraction of the clay pots did they paint? Restate the question

R – Josie and Margo painted______ of the clay pots

200

Josie and Margo made 10 clay pots in art class. Josie painted 3/10 of the pots. Margo painted 4/10 of the pots. What fraction of the clay pots did they paint? Evaluate your steps

E – I can create a visual model to add the two fractions. I can also create a number line based on the denominator and use it to add the two fractions.

300

Josie and Margo made 10 clay pots in art class. Josie painted 3/10 of the pots. Margo painted 4/10 of the pots. What fraction of the clay pots did they paint? Answer the question

4/10 + 3/10 = 7/10

400

Josie and Margo made 10 clay pots in art class. Josie painted 3/10 of the pots. Margo painted 4/10 of the pots. What fraction of the clay pots did they paint? Describe your solution

My model shows the number of pots. Each pot is 1/10 of the total number of pots. I shaded in the 3 pots to represent what Josie painted and shaded in 4 pots to represent what Margo painted. Altogether, I can see that the painted 7 pots out of 10 pots or 7/10. I also used a number line to demonstrate the total. My number line was divided into tenths with a point at 3/10. Then I started at 3/10 and counted 4 tenths to the right to add 4/10. The fraction I stopped at was 7/10.

500

Josie and Margo made 10 clay pots in art class. Josie painted 3/10 of the pots. Margo painted 4/10 of the pots. What fraction of the clay pots did they paint? Yeild

To double check my answer, I added my numerators and kept my denominator the same. Josie and Margo painted 7/10 of the pots together.

Subtracting Fractions

100

Alberto’s water bottle had 5/6 of a liter in it. He drank 4/6 of a liter. What fraction of the bottle still has water in it? Restate the question

The bottle has _______ of a liter left.

200

Alberto’s water bottle had 5/6 of a liter in it. He drank 4/6 of a liter. What fraction of the bottle still has water in it? Evaluate your steps

E – I can create a visual model to subtract the two fractions. I can also create a number line based on the denominator and use it to subtract the two fractions.

300

Alberto’s water bottle had 5/6 of a liter in it. He drank 4/6 of a liter. What fraction of the bottle still has water in it? Answer the question

5/6 - 4/6 = 1/6

400

Alberto’s water bottle had 5/6 of a liter in it. He drank 4/6 of a liter. What fraction of the bottle still has water in it? Describe the solution

D – My model shows the water bottle divided into 6 equal parts. Each part is 1/6 of a liter. I shaded in 5 parts to show how much water as in the bottle. Then I crossed out 4 parts of the shaded parts because Alberto drank 4/6 of a liter. Then I counted the shaded parts left: 1/6 of a liter. I also drew a number line to show how I subtracted 5/6 – 4/6. I drew a number line divided into sixths with a point at 5/6. Then, I started at 5/6 and counted 4 sixths to the left to subtract 4/6. The fraction I stopped at was 1/ 6

500

Alberto’s water bottle had 5/6 of a liter in it. He drank 4/6 of a liter. What fraction of the bottle still has water in it? Yield - Is your answer correct?

Y – To double check my answer, I subtracted my numerators and kept my denominator the same. There was 1/6 of a liter left in the bottle.