Name
Date
Time
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Unit 5: Fractions, Decimals, and
Percents
The focus of Unit 5 will be on naming numbers as fractions, decimals, and percents.
Your child will use pattern blocks to review basic fraction and mixed-number
concepts
and notations, and will formulate rules for finding equivalent fractions.
In Fourth Grade Everyday Mathematics,
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*,
your child learned to convert easy fractions,
t
such as
and
to equivalent decimals and percents. For example,
can be
renamed as 0.5 and as 50%. Your child will now learn (with the help of a calculator)
how to rename any fraction as a decimal and as a percent.
In this unit, Everyday Mathematics
introduces two new games: Estimation Squeeze,
to practice estimating products; and Frac-Tac-Toe,
to practice converting fractions to
decimals and percents. These games, like others introduced
earlier, are used to reduce
the tedium that often comes with the drill of arithmetic skills. Your child will look
forward to playing these games. Both games use simple materials (calculator, number
cards, and pennies or other counters) so that you can play them at home.
Your child will explore historical data about the United States as the American Tour
continues. The class will study education
information from the past and compare it
with current information.
Please keep this FamilyLetter for reference as your child works
through Unit S.
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Vocabulary
Important
terms in Unit 5:
A graph that uses horizontal or vertical bars
bar graph
to represent data.
circle graph
A graph in which a circle and its interior
are divided into parts to show the parts of a set of data.
The whole circle represents the whole set of data.
The number below the line in a
denominator
fraction. In a fraction where a whole is divided into
equal parts, the denominator
represents the number of
equal parts into which the whole (the ONE or unit) is
divided. In the fraction ~, b is the denominator.
equivalent
fractions
denominators
t
Fractions that have different
but name the same amount
For example,
and ~ are equivalent fractions.
improper
fraction
A fraction whose numerator is
greater than or equal to its denominator. For example,
4 2'
5 4'
4 an d 12
24. are Improper fira ctiIOns. lEd
3'
n very ay
Mathematics, improper fractions are sometimes called
"top-heavy"
fractions.
mixed number
A number that is written using both
a whole number and a fraction. For example,
mixed number equal to 2
numerator
2-;\- is a
+ -;\-.
The number above the line in a fraction.
In a fraction where the whole is divided into a number
of equal parts, the numerator
··
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··
·
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·
·
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percent
(%) Per hundred, or out of a hundred. For
example, "48% of the students in the school are boys"
means that 48 out of every 100 students in the school
are boys.
Percent Circle
A tool on the Geometry Template
that is used to measure or draw figures that involve
percents (such as circle graphs).
PERCENT
CIRCLE
-1/4--repeating
decimal
a group of digi~
A decimal in which one digit or
repeated without end. For example,
0.333 ... and 0.147 are repeating decimals.
represents the number of
equal parts that are being considered.
In the fraction ~,
a is the numerator.
86
Use with Lesson 4./'
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Do-Anytime Activities
To work with your child on the concepts taught in this unit and in previous units, try these interesting and
rewarding activities:
. Help your child find fractions, decimals, and percents in the everyday world-in
newspaper
advertisements, on measuring tools, in recipes, in the sports section of the newspaper, and so on.
Over a period of time, have your child record daily temperatures
and keep track of the temperatures
in the morning and in the evening;
in a chart. Then have your child make a graph from the data. Ask
questions about the data. For example, have your child find the differences in temperatures from
morning to evening or from one day to the next
. Practice using percents in the context of tips. For example, have your child calculate
/0 or 10% of
amounts of money. Invite your child to find the tip the next time the family goes out for dinner.
Ask your child to identify 2-dimensional and 3-dimensional shapes around the house.
Building Skills through Games
In Unit 5, your child will practice operations and computation
skills by playing the following
games. For detailed instructions, see the Student Reference Book.
Multiplication
Bull's-Eye See Student Reference Book, page 284
Two players use 4 each of the number cards 0-9, a six-sided die, and a calculator to play.
This game provides practice in estimating products.
Estimation Squeeze
See Student Reference Book, page 268
This is a game for two players who use a single calculator. The game provides practice in
estimating products.
Frac-Tac-Toe See Student Reference Book, pages 274-276
This is a game for two players. Game materials include 4 each of the number cards 0-10, pennies
or counters of two colors, a calculator, and a gameboard. The gameboard is a 5-by-5 number grid
that resembles a bingo card. Several versions of the gameboard are shown in the Student Reference
Book. Frac-Tac-Toe helps students practice converting fractions to decimals and percents.
Fraction/Percent
Concentration
See Student Reference Book, page 278
This game provides help in memorizing some of the easy fraction/percent
equivalencies.
Two or three players use 1 set of Fraction/Percent Concentration Tiles and a calculator to play.
Jse with Lesson 4.7.
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As You Help Your Child with Homework
As your child brings assignments home, you may want to go over the instructions together,
clarifying them as
necessary. The answers listed below will guide you through this unit's Study Links.
Study Link 5.1
1.
9
~
4·10
Study Link 5.7
2.
14
3.
S.
70
6.
4
5
1. a. 2
b. 8
16
2. a. 6
b. 18
3. a. 4
b.
4
9
4. a. 6
b.
6
3
22' or 11
7. a. 9
b.
f of the
Sample answer: They have
to ride.
is 3
iof 24
miles is 3 miles. So
* 3 = 9 miles.
8. a. $9
b.
distance left
iof 24
1.
4
2 5
S. l'V3
7 22. lZ.
•
8
3
8. Answers vary.
4.
= 85%;
1...12. 1..lZ..1.1
•
6' 6
8' 25' 4' 20' 16
$130
S. 10
Study Link 5.3
1. 4
2. 12
= 1
4. 1.
4
S. Q8
9
c. 0.27 or 0.27
14 -- 08. 75 -- 88/0;
0/
43 -- 0.75 -- 75°//0; 16
i; = 0.6 = 60%; ~6= 0.85
f = 0.375 = 38%
4. 26' or 23; 6' or 3
6 2.1.·.!l
•
6' 6
2 16
-
c. 0.4
Study Link 5.8
Study Link 5.2
1 5
-
d. 0.3
miles
$15
3. 22; 2
2
1
c. 8,or
4
6
1
c. 18'
or 3
1
6.
3. 1; 4
1.
6. 24 = 1.1.
4
4
7. 8' or 18 cups 8. 8lnc h
7.
Study Link 5.4
6
2. .12
1. 10
18
9. Answers vary.
4; If 80% is 16 words, then 10% is
2 words. So 100% is 10
iof 16 words, or
* 2, or 20 words. The test
had 20 words. Louis missed 20 - 16
7.
= 4 words.
$10,000
Study Link 5.9
3., =
4. no
S. no
2.
The circle graph; Sample answer: Because percent
33
6.
7. =
8. =
9.
10. no
11.
12. no
13. 6
14. 4
1S. 12
16. 21
17. 40
18. 2
means per 100, or out of 100, the graph shows 100
chose blue. If 100 students were in the class, 33 of
them would have chosen blue.
3. Bar graph
Study Link 5.5
4. Line graph
1.9
1. 0.4
2.
S. 60.9
6. 160.6
9. 297.9
10. 316.0
3. 20.7
4. 24.0
7. 181.3
8. 296.4
Study Link 5.10
1.
a.
50%
b.
15%
c.
35%
Study Link 5.11
Study Link 5.6
7
1.10;
1
3
Check your child's circle graph.
9
110; 210; 410
Study Link 5.12
2. 9.5
3. a.
15
1
45' or 3
d. 0.2
88
b. 0.3
e.
1
3
45' or 15
c.
1
9
45' or "5
-
f. 0.06
1. lan's recipe calls for
t
cup of flour.
2.
Melise scored 84% on her spelling test.
3.
Renee had $0.65 left after buying lunch.
Use with Lesson4.~