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S H O W W H AT Y O U K N O W
Quit
40–50 min
LESSON ORGANIZER
Student Materials
Pattern Blocks
coloured pencils
hundredths grids (PM 15)
triangular dot paper (PM 26)
1-cm grid paper (PM 23)
Assessment: Master 8.1 Unit Rubric: Fractions, Percents,
Ratios, and Rates, Master 8.4 Unit Summary: Fractions,
Percents, Ratios, and Rates
6
9 12
, , 14 21 28
6 9 12
, , 8 12 16
6 2 8
, , 9 3 12
1 2 4
, , 4 8 16
1
2
3
4
2
5
3
10
13
4
23
3
9
2
23
8
4
5
2 1
8
2 Sample Answers
2
3
3
6
3 1
2
2 or 2
1
40
4
, 3 or 3
3
12
12
6. a) 7
3
2
3
11
6
9
2
10
3
b) 2 1
6
3
2
3
5
1
2
4
5
6
9
2
27
1
6
6
1 7 9
So, 2, , 6 3 2
7
14
1
b) , 3 2
4
4
1 7 15
So, 3, , 4 2 4
35
1
5
c) , 1 20
4
4
13 7
6 3
14
6
11. of the buttons are red.
13 15
, 4
4
40% of the buttons are red.
12. a) 8 : 5 red buttons to blue buttons; 8 : 7 red
25 15
30
, 20 10
20
1 15 35
4 10 20
So, 1, , 9. a) The hundredths grid should show 14 squares
green, 45 squares yellow, 17 squares blue, and
24 squares red.
7
50
8
20
8
40
40%
20
100
8. a) , 2 , 9
20
17
100
b) Green: , 0.14; yellow: , 0.45; blue: ,
6
25
0.17; red: , 0.24
23
25
10. I can multiply the numerator and denominator in to get an equivalent fraction out of 100.
23
92
92%
25
100
92% 88%
Conner’s mark was greater.
42
11 7 10 9
6 3 3 2
1
5
2
1
d) 5, 4, 3, 2
2
6
3
6
c) , , , Unit 8 • Show What You Know • Student page 316
buttons to yellow buttons; 8 : 12 red buttons to
blue and yellow buttons; 12 : 8 blue and yellow
buttons to red buttons; 5 : 8 blue buttons to red
buttons; 5 : 7 blue buttons to yellow buttons; 5 : 15
blue buttons to red and yellow buttons; 15 : 5 red
and yellow buttons to blue buttons; 7 : 8 yellow
buttons to red buttons; 7 : 5 yellow buttons to blue
buttons; 7 : 13 yellow buttons to blue and red
buttons; 13 : 7 blue and red buttons to yellow
buttons; 8 : 20 red buttons to all buttons; 5 : 20 blue buttons to all buttons; 7 : 20 yellow buttons to
all buttons; 20 : 8 all buttons to red buttons; 20 : 5
all buttons to blue buttons; 20 : 7 all buttons to
yellow buttons
b) There would be 16 red buttons, 10 blue buttons, and
14 yellow buttons.
16 10 14 40
So, 40 : 16 describes all buttons to red buttons.
Home
Quit
13. a)
The shaded squares represent the orange juice, and the
blank squares represent the ginger ale.
b)
24%
Conner’s
40 %
c)
15 cups
14 cups
14. The snake will travel 54 m in 9 min.
54 m
Time (min)
1
2
3
4
5
6
7
8
9
Distance (m)
6
12
18
24
30
36
42
48
54
ASSESSMENT FOR LEARNING
What to Look For
Reasoning; Applying concepts
✔ Questions 1 and 2: Student understands the concepts of equivalent fractions and fractions in
simplest form.
✔ Question 6: Student draws pictures to represent improper fractions and mixed numbers.
Accuracy of procedures
✔ Questions 3 and 4: Student converts mixed numbers to improper fractions, and improper fractions
to mixed numbers.
✔ Questions 6, 7, and 8: Student compares and orders fractions, improper fractions, and mixed numbers.
✔ Question 9: Student relates fractions, decimals, and percents.
✔ Question 11: Student calculates percent.
✔ Questions 12 and 13: Student uses ratios to describe part-to-part and part-to-whole comparisons.
Problem solving
✔ Question 5, 10, and 14: Student solves problems involving fractions, percents, and/or rates.
Recording and Reporting
Master 8.1 Unit Rubric: Fractions, Percents, Ratios, and Rates
Master 8.4 Unit Summary: Fractions, Percents, Ratios, and Rates
Unit 8 • Show What You Know • Student page 317
43