Name _______________ Period _________ Oregon Focus Numerator GCF Composite Number Prime Number LCD Mixed Number www.oregonfocus.com Username: grantspass Password: oregon62 Block 3 ~ Understanding Fractions Self-Assessment Name______________________________________________ Per______________ Track your understanding. Lesson Target # Progress (shade this in) 3.1 I can find the greatest common factor (GCF) of a set of numbers. Starting… Getting there…. Got it!! 3.2 I can write equivalent fractions. Starting… Getting there…. Got it!! 3.3 I can write fractions in simplest form. Starting… Getting there…. Got it!! 3.4 I can find the least common multiple for a set of numbers. Starting… Getting there…. Got it!! 3.4 I can find the least common denominator for a set of fractions. Starting… Getting there…. Got it!! 3.5 I can compare fractions with like and unlike denominators to find the smallest or largest fraction. Starting… Getting there…. Got it!! 3.6 I can write improper fractions as mixed numbers. Starting… Getting there…. Got it!! 3.6 I can write mixed numbers as improper fractions. Starting… Getting there…. Got it!! 3.7 I can use a customary ruler to measure inches and fractions of an inch. Starting… Getting there…. Got it!! Look at your ratings to answer the following questions. What do I understand well? What do I still need to work on? What is my plan to improve? pg. 3 DATE: ________________ WARM-UP: ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.1 ~ Greatest Common Factor Name__________________________________________ Period______ Date____________ List the factors of each number. State whether each number is prime or composite. 1. 6 2. 9 3. 10 4. 13 5. 17 6. 12 Use a Venn diagram, list or prime factorization to find the greatest common factor of each set of numbers. 7. 3, 9 8. 12, 16 9. 15, 25 10. 14, 35 11. 8, 12, 16 12. 18, 24, 36 13. Courtney has 27 chocolate chip cookies and 36 oatmeal raisin cookies. She needs to arrange them on trays. She doesn’t want to combine either type of cookies and she wants the same number on each tray. What is the largest number of cookies she can have on each tray? 14. Andrew has 48 country CDs and 72 rock CDs. He wants to arrange them on shelves so that the two types of CDs are separate, but he wants the largest number of CDs on a shelf as possible. How many CDs should he put on each shelf? 15. The agriculture class is selling flowers. They want to arrange them so that they are all in equal rows with no row containing different types of plants. Using the numbers from the table provided, what is the largest number of plants they can put in each row? ©2014 SMC Curriculum Marigolds Pansies Primroses 48 pots 24 pots 36 pots Core Focus on Decimals & Fractions DATE: ________________ WARM-UP: Good to Know! A fraction represents part of a whole number. The denominator in a fraction cannot be 0. The line between the numerator and the denominator can be read “out of.” ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.2 ~ Equivalent Fractions Name__________________________________________ Period______ Date____________ Draw a model of each fraction on the rectangle provided. Circle whether each pair of fractions is equivalent or not equivalent. 1. 3 4 7 8 2 3 4 6 Equivalent? Yes / No Equivalent? Yes / No 2. 3. 2 5 5 8 Equivalent? Yes / No Solve each problem. 4. William claimed that 14 of his gumballs were yellow. Christine said that 83 of her gumballs were yellow. Did they have the same fraction of yellow gumballs? Show your work. 5. Marena painted painted 8 10 4 5 of her room a new color. Her friend, Kimberly, also painted her room. She of her room. Did they each paint the same fraction of their rooms? Show your work. Find the missing number for each equivalent fraction. 6. 3 4 12 7. 9. 7 21 9 10. 95 19 100 11. 9 27 9 13. 8 18 54 14. 1 3 18 12. 49 7 77 6 24 10 8. 42 7 60 Write two fractions that are equivalent to each fraction. 15. 5 8 16. 8 10 17. 3 9 18. 1 6 19. 4 5 20. 15 25 ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.2C ~ Equivalent Fractions Name__________________________________________ Period______ Date____________ Connect each fraction in the left column with an equivalent fraction from the right column. 1. 4 9 49 105 2. 4 5 64 80 3. 7 15 52 117 Solve each problem. 4. There is a fraction that is equivalent to fraction? 5. There is a fraction that is equivalent to fraction? 6 7 . The sum of its numerator and denominator is 78. What is that 9 10 . The sum of its numerator and denominator is 57. What is that 25 6. There is a fraction that is equivalent to 30 . The difference between the denominator and numerator is 1. The sum of the denominator and numerator is 11. What is that fraction? 7. There are two equivalent fractions that have a least common denominator of 14. The sum of both of the denominators is 56. The sum of both of the numerators is 12. The smaller numerator is over the smaller denominator. What are these two equivalent fractions? DATE: ©2014 SMC Curriculum ________________ Core Focus on Decimals & Fractions WARM-UP: Good to Know! Change a fraction into simplest form by repeatedly dividing by common factors until the only common factor between the numerator and denominator is 1. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: Lesson 3.3 ~ Simplifying Fractions ©2014 SMC Curriculum Core Focus on Decimals & Fractions Name__________________________________________ Period______ Date____________ Write each fraction in simplest form. If the fraction is already in simplest form, write simplest form. 1. 8 10 2. 5 7 3. 3 32 4. 6 18 5. 9 45 6. 14 49 7. 10 95 8. 12 17 9. 36 48 10. 101 111 11. 12. 18 20 98 102 Use the following graph. Write each fraction in simplest form. Favorite Subjects Subjects math 13. What fraction of the students said history was their favorite subject? 35 language arts 70 50 science 45 history 0 20 40 60 Num ber of Students 80 14. What fraction of the students said math was their favorite subject? Favorite Subjects Solve each problem. 15. A cup of chopped carrots weighs 16. A newborn baby was ©2014 SMC Curriculum 21 36 10 32 pound. Simplify this measurement. yard long. Simplify this measurement. Core Focus on Decimals & Fractions Lesson 3.3C ~ Simplifying Fractions Name__________________________________________ Period______ Date____________ A percent is a ratio that compares a number to 100. When a number is written as a percent, the % symbol is placed after the number. Fractions are also ratios that compare one number to another. For example, 10 10 10% is the same as 100 which can be read “ten out of one hundred”. When simplified, 100 = 101 or “one out of ten”. Changing a percent to a fraction: 75% = ? Write the value of the percent in the numerator of the fraction over a denominator of 100. Simplify the fraction. Change each percentage to a simplified fraction. 75% = 75 100 75% = 1. 50% 2. 25% 3. 92% 4. 80% 5. 32% 6. 64% = 7. Rachel told her friend that 60% of the students voted for her in the school election. a. What fraction of the students voted for Rachel? b. How can this fraction be read? _____ out of every ______ people voted for Rachel. Sarah collected information from a survey. The results were recorded on a bar graph. Use the results from the graph to answer each question. Percentage of Students Favorite Color of Car 45 40 35 30 25 20 15 10 5 0 8. What fraction of the students chose blue as their favorite color of car? 42% 28% red blue 30% silver 9. What fraction of the students chose silver or red altogether as their favorite colors of cars? Color ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ________________ WARM-UP: Least Common Multiples List the multiples of the given numbers until you find the first multiple that is common to all given numbers. - OR Use prime factorization of the given numbers to identify prime factors. Identify the common prime factors. Find the product of the common prime factors and any remaining factors. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.4 ~ Least Common Multiple Name__________________________________________ Period______ Date____________ List the first five non-zero multiples for each number. 1. 5 2. 8 3. 12 Use a list or prime factorization to find the least common multiple (LCM) of each pair of numbers. 4. 3 and 5 5. 6 and 8 6. 3 and 4 7. 8 and 10 8. 12 and 16 9. 10 and 12 10. 9 and 15 11. 12 and 15 12. 12, 24 and 36 Solve the problems. 13. Karen washes light clothes every five days. She washes dark clothes every six days. If she washed both light and dark clothes today, how many days until she once again washes both light and dark clothes on the same day? 14. Josh visits his parents every eight days. He visits his brother every twelve days. If he visited his parents and his brother today, how many days until Josh visits both his parents and his brother again on the same day? Find the least common denominator (LCD) of each pair of fractions. 15. 4 3 , 9 6 16. 3 3 , 5 4 17. 1 2 , 3 7 18. 3 8 , 6 12 19. 8 7 , 10 15 20. 4 10 , 21 14 ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.4C ~ Least Common Multiple Name__________________________________________ Period______ Date____________ Find the least common multiple of each set of numbers. 1. 6, 12, 15, 20 2. 9, 18, 24, 36 3. 11, 24, 66, 132 4. Patrick’s yard debris pick up comes every 14 days. Garbage pick-up comes every 7 days. Recycling is taken every 5 days. Every 20 days Patrick picks up all his neighbors’ compost. If all the waste collecting happened today, how many more days will it be until all four waste collections occur on the same day? Solve each problem. 5. Some common multiples of a number and 15 are 30, 60 and 90. What are three different values that would work for that number? 6. Some common multiples of two different numbers are 16, 32, 48 and 64. What are two possible values that would work for those two numbers? 7. What are two different values that would also work for the common multiples in Exercise #6? 8. Three fractions with different denominators that have a least common denominator of 18. The sum of the denominators is 30. What are three fractions that work? 9. Three fractions with different denominators that have a least common denominator of 12. The product of the three denominators is 24. What are three fractions that work? ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ________________ WARM-UP: Compare and order fractions with unlike denominators 1. Find the least common denominator (LCD) for the fractions in the set. 2. Write an equivalent fraction for each fraction in the set using the LCD. 3. Compare the numerators. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: In a recent survey, three-fifths of people liked peanut butter and jam. One-third liked grilled cheese sandwiches. Compare three-fifths and one-third to find which food was most popular. 1 1 1 , , List the following fractions from least to greatest: 2 6 3 Find a fraction between 1/6 and 1/2. Write in simplest form. Sarah washes light clothes every 2 days. She washes dark clothes every 4 days. She washed both light and dark clothes today. How many days until she washes both light and dark clothes again on the same day? a. Find the least common multiple of the two numbers in the problem. LCM = _______ b. Answer the question using the LCM: Sarah will wash both light and dark clothes again on the same day in _____ days. ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.5 ~ Ordering and Comparing Fractions Name__________________________________________ Period______ Date____________ Write the fraction for each drawing. Circle the largest fraction in each pair. 1. 2. Compare each pair of fractions. Replace the 3. 6 16 6. 1 3 9. 7 10 3 8 3 9 3 4 with to <, > or = to make a true sentence. 4. 1 3 7 18 5. 12 15 22 45 7. 6 7 3 14 8. 10 12 5 6 10. 2 3 3 7 11. 3 4 8 13 14. 3 1 7 , , 4 2 12 17. 2 7 , 3 8 Write each set of fractions in order from least to greatest. 12. 2 15 1 , , 3 18 6 13. 4 3 1 , , 5 10 2 Find a fraction between each pair of fractions. Write in simplest form. 15. 1 7 , 4 12 16. 3 4 , 8 5 Solve the problems. 18. Which is more, five-eighths of a dollar or four-ninths of a dollar? 19. Which is longer, ©2014 SMC Curriculum 15 11 of a day or of a day? 16 24 Core Focus on Decimals & Fractions Lesson 3.5C ~ Ordering and Comparing Fractions Name__________________________________________ Period______ Date____________ Cross multiplying is another method to compare fractions. Cross multiplying is when you multiply the numerator of one fraction by the denominator of the other fraction. 3 4 8 11 To compare two fractions: 3 4 Multiply the numerator of one fraction by the denominator of the other fraction. 8 11 3 11 = 33 8 4 = 32 The fraction with the numerator that has the largest product is the largest fraction. 33 > 32 Use cross multiplying to compare each set of fractions using >, < or =. 1. 2 7 3 8 2. 5 9 4. 7 8 8 9 5. 3 10 6 11 6 20 3. 9 13 7 > 10 6. 5 12 4 11 Solve each problem. 7. Write 3 fractions in simplest form with different denominators that have a least common denominator of 16. Arrange them in order from least to greatest. 8. Write 3 fractions in simplest form with different denominators that have a least common denominator of 20. Arrange them in order from greatest to least. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ________________ WARM-UP: A number line can be used to show improper fractions and their equivalent mixed numbers. Rewriting Improper Fractions as Mixed Numbers 1. Divide the numerator by the denominator. The quotient is the whole number in the mixed number. 2. Write the remainder as the numerator over the original denominator. This is the fraction in the mixed number. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: Write an improper fraction as a mixed number in simplest form: a. For the fraction, 13 , divide the numerator (13) by the denominator (6) to get a whole number 6 quotient and the remainder. Whole number quotient: _______ 6 13 Remainder: _______ b. Write the quotient as the whole number. The remainder goes over the original denominator to make the fraction. Quotient 6 Remainde r Change the improper fraction 14/4 to a mixed number. ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.6 ~ Mixed Numbers and Improper Fractions Name__________________________________________ Period______ Date____________ Write each improper fraction as a mixed number in simplest form. 1. 22 7 2. 14 6 3. 27 10 4. 15 9 5. 45 12 6. 52 14 7. Find the mixed number that is equivalent to twenty-two fifths. 8. Fifty-three sevenths is equivalent to what mixed number? Write each mixed number as an improper fraction. 9. 3 16 10. 2 23 11. 1 34 12. 9 85 13. 4 53 14. 5 94 15. What improper fraction is equivalent to two and seven-eighths? 16. Write five and six-elevenths as an improper fraction. Write each set of improper fractions and mixed numbers in order from least to greatest. 17. 9 1 7 , 15 , 5 5 18. 8 4 , , 2 13 3 3 19. 6 34 , 17 13 , 5 16 4 Solve each problem. 20. A child napped for 2 34 hours. Write this time as an improper fraction. 21. A worm measured ©2014 SMC Curriculum 35 8 inches long. Write this measurement as a mixed number in simplest form Core Focus on Decimals & Fractions Lesson 3.6C ~ Mixed Numbers and Improper Fractions Name__________________________________________ Period______ Date____________ A jelly bean store charged per pound of jelly beans. For each person below, convert the improper fractions to mixed numbers. Then figure out how much each person spent on jelly beans using the table provided. Weight Price 5 pounds watermelon jelly beans 2 1 pound 4 $0.75 4 pounds black licorice jelly beans 3 1 pound 3 $1.10 1 pound 2 $1.50 2 pound 3 $2.20 3 pound 4 $2.25 1 pound $3.00 1. Samuel: 8 pounds orange jelly beans 2 TOTAL SPENT: ____________ 2. Lisa: 3. Mason: 7 pounds cherry jelly beans 4 35 pounds banana jelly beans 15 12 pounds tangerine jelly beans 8 15 pounds raspberry jelly beans 9 16 pounds grape jelly beans 12 9 pounds blueberry jelly beans 6 TOTAL SPENT: ____________ TOTAL SPENT: ____________ 4. Tyler: 5. Carrie: 14 pounds lemon jelly beans 8 15 pounds apple jelly beans 10 14 pounds spice jelly beans 7 18 pounds lime jelly beans 8 7 pounds blackberry jelly beans 2 16 pounds cinnamon jelly beans 6 TOTAL SPENT: ____________ TOTAL SPENT: ____________ 6. Who bought the most jelly beans? ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ________________ WARM-UP: Good to know! In many careers it is important to know how to measure accurately using a ruler. A ruler measures inches using different sized denominators. A foot-long ruler has 12 inches. Each inch is separated into sixteenths ( ) on the ruler using different sized lines, called tick marks. There are sixteen equally divided spaces between every inch on a ruler. ©2014 SMC Curriculum Core Focus on Decimals & Fractions DATE: ____________ LEARNING TARGET: VOCABULARY: NOTES & EXAMPLES: Measure the line using inches on a ruler. Measure to the nearest 16th of an inch. a. b. ________________________________ c. _____________________________________________________________ d. __________ Measure the line using inches on a ruler. Measure to the nearest 16th of an inch. a.___________________________________ b. _____________________________________________________________________________ ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.7 ~ Measuring in Inches Name__________________________________________ Period______ Date____________ Round to the nearest half inch. 1. 2 18 in 13 2. 3 16 in 3. 1 83 in 5. 1 85 in 13 6. 5 16 in Round to the nearest quarter inch. 4. 4 165 in Measure the length of each line to the nearest sixteenth of an inch. Write your answer in simplest form. 7. 8. 9. 10. Measure the length of each line to the nearest quarter of an inch. 11. 12. 13. 14. Draw a line that has the given length. 15. 1 85 inches 16. 15 16 inch 17. 3 inches 18. 2 34 inches 19. 3 12 inches ©2014 SMC Curriculum Core Focus on Decimals & Fractions Lesson 3.7C ~ Measuring Inches Name__________________________________________ Period______ Date____________ When you have measured using inches, you can find the amount of feet, yards or miles by converting your measurement. Use the conversion table below to answer the questions. When converting to larger units, divide ( ). The remainder is written as a fraction. The remainder goes over the divisor and the fraction is simplified. 12 inches = 1 foot 36 inches = 1 yard 3 feet = 1 yard 5,280 feet = 1 mile 1. Melanie measured the length of her bedroom as 138 inches. How many feet long was her bedroom? Convert to larger units divide. 138 _______ (number of inches in a foot) = __________ 2. Matthew measured the length of the tile around the fireplace as 60 inches long. How many yards was the length of the tile around the fireplace? 3. Tracey ran 6,600 feet. How many miles did she run? 4. Henry ran 13,200 feet. a. How many yards did he run? b. How many miles did he run? 5. Nancy measured the television as 52 inches wide. How many feet wide was the television? 6. Tori walked 5,940 feet. The next day she walked 11,220 feet. How many miles did she walk altogether? 7. Pete built a structure that was 29 inches tall. He then added another structure on top of that one that was 25 inches tall. a. How many feet tall was this structure altogether? b. How many yards tall was this structure altogether? ©2014 SMC Curriculum Core Focus on Decimals & Fractions Block 3 Review ~ Understanding Fractions 1. What is the greatest common factor of 28 and 42? A. 4 B. 6 C. 7 D. 14 2. Garrett had 72 MegaChoc Bars and 64 Caramel Melties. He wanted to put the most possible candy bars into bags without mixing the two types. Each bag needed an equal amount of candy. How many candy bars did he put in each bag? A. B. C. D. 6 candy bars 7 candy bars 8 candy bars 9 candy bars 6 ? 14 70 A. 18 C. 30 3 6 8 9 4. Which fractions are equivalent to that apply. 6. Larry said he had 54 of his homework finished. Which of the following fractions would also be true for Larry? A. 2 3 B. 8 10 C. 10 15 D. 12 16 3 8 ? Circle all 3 7 21 7b. 42 18 7c. 39 23 7d. 45 7a. 1 4 and 4 16 9 6 C. and 24 18 9 12 E. and 24 32 ©2013 SMC Curriculum 9 6 and 24 16 9 12 D. and 48 32 15 18 F. and 40 48 B. YES NO YES NO YES NO YES NO 8. The height of one tulip measured 15 18 foot long. What is this measurement in simplest form? A. A. B. 24 D. 36 For numbers 7a – 7d, circle YES or NO to indicate whether each fraction is written in simplest form. 3. What is the greatest common factor of 18 and 45? A. B. C. D. 5. Which number makes the following set of fractions equivalent? C. 1 3 3 4 foot B. foot D. Core Focus on Decimals & Fractions 3 5 5 6 foot foot pg. 30 9. What is 20 35 written in simplest form? 2 9 5 C. 7 2 3 4 7 5 D. 8 A. B. A. B. C. D. For numbers 10a – 10d, circle YES or NO to indicate if the least common multiple of the two numbers given is 54. 10a. 10b. 10c. 10d. 13. Which symbol would replace the the following statement true? 6 and 9 9 and 18 18 and 27 27 and 54 YES NO YES NO YES NO YES NO 7 28 35 42 12. David reads with his children every 2 days. His mother reads with David’s children every 5 days. If they both read with David’s children today, how many days until they both read with the children on the same day again? A. 5 days 3 4 < > = For numbers 14a – 14d, use the information in the table below to determine whether each statement is TRUE or FALSE. 11. What is the least common denominator of 6 the fractions 145 and 21 ? A. B. C. D. to make Types of Cookies Oatmeal Raisin Cookies Amount on Plate Chocolate Chip Cookies 1 4 Sugar Cookies 6 16 Peanut Butter Cookies 3 24 2 8 14a. There are more oatmeal raisin cookies than peanut butter cookies. 14b. There are the same amount of chocolate chip cookies as oatmeal raisin cookies. 14c. There are less peanut butter cookies than sugar cookies. 14d. There are the same amount of chocolate chip cookies as peanut butter cookies. 15. Kezia had a bag of gummy bears. 1 3 TRUE FALSE TRUE FALSE TRUE FALSE TRUE FALSE 1 4 of the B. 10 days gummy bears were yellow. C. 12 days were red. 16 of the gummy bears were green. Put the fractions in order from least to greatest. D. 15 days ©2013 SMC Curriculum of the gummy bears A. 1 1 1 , , 3 4 6 B. 1 1 1 , , 4 3 6 C. 1 1 1 , , 3 6 4 D. 1 1 1 , , 6 4 3 Core Focus on Decimals & Fractions pg. 31 16. What is 14 3 D. 5 34 feet 20. What is the length in inches of the following line? as a mixed number? A. 3 13 B. 3 23 C. 4 23 D. 5 A. 2 inches B. 2 14 inches 1 3 C. 2 12 inches Rachel wanted to change mixed numbers to improper fractions. For numbers 17a – 17c, circle YES or NO to indicate whether the method she chose worked. 17a. For 4 52 , she multiplied 4 by 2, then added 5 to get 135 . YES NO B. 6 163 inches YES NO C. 6 165 inches 7 D. 6 16 inches 17c. For 5 14 , she multiplied 5 by 4, then added 1 to get 21 4 . YES NO 18. Which list shows the mixed numbers below in order from least to greatest? A. 19 31 , 2 15 , 10 15 B. 2 15 , C. 19 31 1 , , 25 10 15 D. 31 19 , 15 10 31 19 , , 2 15 15 10 16 3 E. 6 169 inches 22. Anna had a piece of pink ribbon that was 6 78 inches long. She had a piece of purple ribbon that was 6 34 inches long. She had a piece of yellow 13 ribbon that was 6 16 inches long. She had a piece 19 31 , 10 15 19. The height of a woman is this as a mixed number? 21. Which measurements equal 6 14 inches when rounded to the nearest quarter inch? Circle all that apply. 1 A. 6 16 inches 17b. For 7 23 , she added 7 and 2, then multiplied by 3 to get 27 3 . 2 15 , D. 2 34 inches feet tall. What is of red ribbon that was 6 12 inches long. Which color of ribbon was the longest? A. B. C. D. pink purple yellow red Jarett measured each line and recorded the measurement on each line. For numbers 23a – 23c, circle TRUE or FALSE to indicate the accuracy of his measurements. A. 5 14 feet B. 5 13 feet C. 5 23 feet ©2013 SMC Curriculum 23a. 23b. 23c. Core Focus on Decimals & Fractions 1 34 inches TRUE FALSE 1 12 inches TRUE FALSE inch TRUE FALSE 7 8 pg. 32 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 33 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 34 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 35 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 36 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 37 ©2013 SMC Curriculum Core Focus on Decimals & Fractions pg. 38
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