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