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A project of the Graduate Center, CUNY
UNIT 2: LESSON 01 Exit Ticket
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date: _______________
Exit Ticket
How many parts is the whole divided into?
The whole is divided into _________ parts.
How many parts are colored in?
__________ parts are colored in.
Write the fraction __________.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 1 Student Activity Sheet 1
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Equal Shares
Directions: Show how you would divide the food so that everyone receives an equal share.
The Garcia Family has 4 bowls of rice.
The Rahman Family has 2 bowls of rice.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 1 Student Activity Sheet 1
NYS Common Core LL SIFE Curriculum • 2
The Okeke Family has 3 bowls of rice.
The Smith Family has 5 bowls of rice.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 02 Fraction Circles Manipulatives
NYS Common Core LL SIFE Curriculum • 1
LL SIFE MATH: Unit 2: Lesson 2Fraction Vocabulary Match-Up
fraction ¼¼
¼¼
numerator
denominator
¼¼
¼¼
¼¼
¼¼
half
whole
½ ¼¼
A project of the Graduate Center, CUNY
UNIT 2: LESSON 02 Student Activity Sheet 2
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Fraction Circles
Directions: Look at the fraction pieces. Answer the following questions.
1. What color is 1 whole?
2. What color is one-third?
3. What color is one-fifth?
4. What color is one eighth?
5. What color is one-tenth?
Directions: Look at the fraction pieces. Answer the following
questions.
6. What fraction does orange represent?
7. What fraction does purple represent?
8. What fraction does red represent?
9. What fraction does white represent?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 02 Student Activity Sheet 2
NYS Common Core LL SIFE Curriculum • 2
Directions: Using a square, draw a picture to represent each fraction below.
1. One- half 3. Three-fourths
2. Five-fifths 4. Three-fifths
3. Two- thirds 5. Six-sixths
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Exit Ticket
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________
Exit Ticket
Date: _______________
1. Name the fraction below.
2. Draw a picture to represent the
fraction below. 38
Teacher Comments:
Date: _______________
1. Name the fraction below.
2. Draw a picture to represent the
fraction below.
38
Teacher Comments:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Pattern Blocks Manipulatives
NYS Common Core LL SIFE Curriculum • 1
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Pattern Blocks Manipulatives
NYS Common Core LL SIFE Curriculum • 2
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Pattern Blocks Manipulatives
NYS Common Core LL SIFE Curriculum • 3
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Student Activity Sheet 3
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Pattern Blocks: Fractions
Directions: Use the pattern blocks to answer the following questions.
Hexagon
Triangle
Rhombus
Trapezoid
1. Which shape represents one whole?
2. Which shape represents one-half?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Student Activity Sheet 3
NYS Common Core LL SIFE Curriculum • 2
3. Which shape represents one-third?
4. Which shape represents one-sixth?
5. How many triangles are needed to make 1 whole? Represent
this amount as a fraction.
6. How many trapezoids are needed to make 1 whole? Represent
this amount as a fraction.
7. Find two shapes that represent the same fraction.
a. Draw a picture.
b. What are the names of the shapes?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 03 Student Activity Sheet 3
NYS Common Core LL SIFE Curriculum • 3
c. What fractions do they represent?
LL SIFE Math: Unit 2: Lesson 7Fraction Number Lines
A project of the Graduate Center, CUNY
0 1
0 1
0 1
0 1
0 1
0 112
0 113
23
0 124
14
34
0 115
45
25
35
0 116
46
26
36
56
0 117
57
27
37
67
47
0 118
58
28
38
68
48
78
0 119
59
29
39
69
49
79
89
0 1210
810
410
610
110
310
510
710
910
A project of the Graduate Center, CUNY
UNIT 2: LESSON 04 Student Activity Sheet 4
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Comparing Fractions
Directions: First, make a prediction by comparing the fractions
below. Make your prediction using <, >, or =. When you are finished,
work with your group and use the fraction pieces to check your
predictions.
< > =
1. 13 1
4 2. 1
8 1
5
3. 12 1
8 4. 1
12 1
8
5. 15 1
6 6. 1
4 1
2
7. What do you notice about all the numerators?
8. What do you notice about the denominators?
9. Were your predictions correct? Why or why not?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 04 Student Activity Sheet 4
NYS Common Core LL SIFE Curriculum • 2
9. Sally told the teacher that she can tell which fraction is greater
by looking at the denominators. She said the fraction with the
larger denominator is the bigger fraction. Is Sally correct?
Explain your answer. Use pictures and examples to support your
answer.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Exit Ticket
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Exit Ticket
Directions: Place the fractions 2/5 and 7/8 where you think they should go on the number line.
Then choose two fractions and explain why you placed them where you did.
Date: _______________
I placed the fraction __________ between __________ and __________
because ____________________________________________________________
_____________________________________________________________________
I placed the fraction __________ between __________ and __________
because ____________________________________________________________
_____________________________________________________________________
Teacher Comments:
0 1 1/2
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Fraction Value Line Up Cards
NYS Common Core LL SIFE Curriculum • 1
12
24
1
12
14
34
28
58
13
19
1
10
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Fraction Value Line Up Cards
NYS Common Core LL SIFE Curriculum • 2
9
10
38
44
56
15
16
18
99
100
35
23
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Fraction Value Line Up Cards
NYS Common Core LL SIFE Curriculum • 3
25
46
68
35
3
10
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Student Activity Sheet 5
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Comparing Fractions with Common Numerators and Denominators
Part 1: Use the <, >, = symbols to compare the fractions below.
2 4
1 4
1 5
3 5
2 6
5 6
2 3
1 3
A project of the Graduate Center, CUNY
UNIT 2: LESSON 05 Student Activity Sheet 5
NYS Common Core LL SIFE Curriculum • 2
Part 2: Use the <, >, = symbols to compare the fractions below.
2 5
2 3
4 5
4 . 10
3 8
3. 6
5 8
5 6
A project of the Graduate Center, CUNY
UNIT 2: LESSON 06 Student Activity Sheet 6
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Comparing Fractions Part 2
Directions: First, make a prediction to compare the fractions below. Use <, >, or =. Then use the fraction pieces to check your predictions.
1. 23 6
9 2. 3
9 1
3
3. 12 2
4 4. 3
6 5
10
5. 88 5
5 6. 2
8 1
4
7. 45 8
10 8. 6
8 3
4
7. What do you notice about all of these fractions?
8. Were there any fractions that were equal to 1 whole?
9. What do we call two fractions that are equal?
A project of the Graduate Center, CUNY
UNIT 8: LESSON 08 Student Activity Sheet 8
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Creating Equivalent Fractions Using Ratio Tables
Directions: Use the ratio tables to help you make equivalent fractions. The first one has been started for you.
part 2 4 6
whole 3 6 8
part 1
whole 5
part 3
whole 4
part 10
whole 15
A project of the Graduate Center, CUNY
UNIT 2: LESSON 09 Multiplication Chart
NYS Common Core LL SIFE Curriculum • 1
X 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 10 12 14 16 18 20 22 24
3 3 6 9 12 15 18 21 24 27 30 33 26
4 4 8 12 16 20 24 28 32 36 40 44 48
5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 77 84
8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120
11 11 22 33 44 55 66 77 88 99 110 121 132
12 12 24 36 48 60 72 84 96 108 120 132 144
A project of the Graduate Center, CUNY
UNIT 2: LESSON 09 Student Activity Sheet 9
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Adding Fractions
Directions: Use the fraction pieces to find the sum. Write your answer.
Put the fraction in lowest terms if possible.
1. 13
+ 13
= 2. 14
+ 24
=
3. 25
+ 15
= 4. 312
+ 312
=
5. 610
+ 210
= 6. 78
+ 38
=
7. What do you notice about the denominators in each problem?
8. How do you add fractions when you have a common
denominator? Explain.
9. Were any of your answers greater than one whole? Explain how
you know if the sum is greater than one whole.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 09 Student Activity Sheet 9
NYS Common Core LL SIFE Curriculum • 2
Subtracting Fractions
Directions: Use the fraction pieces to find the difference. Write your
answer. Put the fraction in lowest terms if possible.
1. 23− 1
3= 2. 3
4− 1
4=
3. 45− 1
5= 4. 8
12− 5
12=
5. 910− 3
10= 6. 6
8− 5
8=
7. What do you notice about the denominators in each problem?
8. How do you subtract fractions when you have a common
denominator? Explain your answer.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 10 Student Activity Sheet 10
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Adding Fractions Part 2
Directions: Represent each addition problem using the fraction
circles. Find the sum. Put the fraction in lowest terms if possible.
1. 82
41+ = 2. =+
61
31
3. =+125
63 4. =+
21
42
5. =+31
21 6. =+
103
52
7. What do you notice about the denominators in each problem?
8. How do you add fractions that have different denominators?
Explain.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 10 Student Activity Sheet 10
NYS Common Core LL SIFE Curriculum • 2
Subtracting Fractions Part 2
Directions: Represent each subtracting problem using the fraction
circles. Find the difference. Put your answer in lowest terms if
possible.
1. 41
87− = 2. =−
31
65
3. =−103
54 4. =−
21
85
5. =−62
127 6.
7. What do you notice about the denominators in each problem?
8. How do you subtract fractions that have different denominators?
Explain.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 11 Student Activity Sheet 11
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Multiplying a Whole Number by a Fraction
Problem Drawing Equation
𝟏𝟏 ×𝟏𝟏𝟑𝟑 =
𝟐𝟐 ×𝟏𝟏𝟑𝟑 =
𝟑𝟑 ×𝟏𝟏𝟑𝟑 =
A project of the Graduate Center, CUNY
UNIT 2: LESSON 11 Student Activity Sheet 11
NYS Common Core LL SIFE Curriculum • 2
Problem Drawing Equation
𝟐𝟐 ×𝟐𝟐𝟑𝟑 =
𝟏𝟏𝟒𝟒 × 𝟐𝟐 =
𝟏𝟏𝟒𝟒 × 𝟑𝟑 =
A project of the Graduate Center, CUNY
UNIT 2: LESSON 11 Student Activity Sheet 11
NYS Common Core LL SIFE Curriculum • 3
Problem Drawing Equation
𝟑𝟑 ×𝟏𝟏𝟓𝟓 =
𝟐𝟐 ×𝟐𝟐𝟓𝟓 =
𝟑𝟑 ×𝟐𝟐𝟖𝟖 =
A project of the Graduate Center, CUNY
UNIT 2: LESSON 11 Student Activity Sheet 11
NYS Common Core LL SIFE Curriculum • 4
Wrap Up: Look at your answers. Do you see any patterns? Can you think of a rule for multiplying a whole number by a fraction that will work for all problems?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 11 Venn Diagram
NYS Common Core LL SIFE Curriculum • 1
A project of the Graduate Center, CUNY
UNIT 2: LESSON 12 Student Activity Sheet 12
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Finding the Product of Two Fractions
Directions: Use your fraction strips to help you answer the problems below.
12 x 1
2
The product of _____ and _____ is _____.
12 x 1
3
The product of _____ and _____ is _____.
12 x 1
4
The product of _____ and _____ is _____.
12 x 1
5
The product of _____ and _____ is _____.
13 x 1
2
The product of _____ and _____ is _____.
13 x 1
3
The product of _____ and _____ is _____.
13 x 1
4
The product of _____ and _____ is _____.
13 x 1
5
The product of _____ and _____ is _____.
Look at your products. Do you notice a pattern? Can you think of a rule that you can use to find the product of any fractions?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Student Activity Sheet 13
Directions: Use the pattern blocks to answer the questions below.
1. If the yellow hexagon block represents 1 whole pizza, fill in the blank with the amount of pizza that each pattern block represents.
= 1 whole pizza.
= _________________
=_________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 2
=_________________
2. What fraction of a pizza is represented by 2 blue rhombus blocks?
3. What fraction of a pizza is represented by 3 blue triangle blocks?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 3
Directions: Use the blocks to answer the following questions. Draw a
picture to represent how you solved the problem. Then, write the
answer to the equation.
4. Sally is having a pizza party. She has 3 pizzas. She wants to give
each of her friends ½ of a pizza to eat. How many friends can she
serve pizza?
3 ÷ 12
=____________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 4
5. Sally decides she wants to be able to invite more friends to her
party. She orders 4 pizzas. Each person at the party will get 1/3 of the
pizza. How many people will eat pizza at Sally’s party?
4 ÷ 13
=____________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 5
Look at your answers from problems 2 -5. What patterns do you
notice?
__________________________________________________________________
__________________________________________________________________
Additional Practice:
Use your pattern blocks or fraction circles to help you solve the
following problems:
Problem Drawing Answer
1 ÷𝟏𝟏𝟑𝟑
2÷𝟏𝟏𝟑𝟑
3÷𝟏𝟏𝟑𝟑
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 6
Problem Drawing Answer
1 ÷ 𝟏𝟏𝟐𝟐
2÷ 𝟏𝟏𝟐𝟐
3÷ 𝟏𝟏𝟐𝟐
1 ÷ 𝟏𝟏𝟒𝟒
A project of the Graduate Center, CUNY
UNIT 2: LESSON 13 Student Activity Sheet 13
NYS Common Core LL SIFE Curriculum • 7
Problem Drawing Answer
2÷ 𝟏𝟏𝟒𝟒
3÷ 𝟏𝟏𝟒𝟒
A project of the Graduate Center, CUNY
UNIT 2: LESSON 12 Student Activity Sheet 12
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Finding the Quotient of Two Fractions
Directions: Use your fraction strips to help you answer the problems below.
12 ÷ 1
2
The quotient of _____ and _____ is _____.
12 ÷ 1
3
The quotient of _____ and _____ is _____.
12 ÷ 1
4
The quotient of _____ and _____ is _____.
12 ÷ 1
5
The quotient of _____ and _____ is _____.
13 ÷ 1
2
The quotient of _____ and _____ is _____.
13 ÷ 1
3
The quotient of _____ and _____ is _____.
13 ÷ 1
4
The quotient of _____ and _____ is _____.
13 ÷ 1
5
The quotient of _____ and _____ is _____.
Look at your quotients. Do you notice a pattern? Can you think of a rule that you can use to find the quotient of any fractions?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Cooperative Learning Roles
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Cooperative Learning Roles
1. Reader: As the Reader, your job is to read the problem out loud
to your group. You may need to read the problem more than
once as you work to solve the problem.
2. Information Gatherer: As the Information Gatherer, your job is to
highlight or underline the important information from the
problem. Look for key signal words and numbers. Report the
important information to your group members.
3. Question Master: As the Question Master, your job is to find out
what the problem is asking you to solve. Be careful, sometimes
there may be more than one question. Report the question or
questions to your group members.
4. Recorder: As the Recorder, your job is to write down the
important information and question for your group. Write down
all the steps your group took to solve the problem. You will also
be in charge of writing the answer to the problem in a
complete sentence.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Fraction Word Problem Cards
NYS Common Core LL SIFE Curriculum • 1
Fraction Word Problem Cards
1.
Marissa must find the perimeter of a triangle. The sides of the triangle measure 5
8 meters, 1
4 meters, and 3
4 meters long. What is
the perimeter? 2.
Of all the students, 2
3 got to school by car, 1
5 took the bus, and 1
8
walked. How many more students came by car than walked? 3.
A recipe for 1 batch of sugar cookies calls for 8
12 tablespoon of
vanilla. If Lorena needs to triple the recipe, how many tablespoons of vanilla will she need?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Fraction Word Problem Cards
NYS Common Core LL SIFE Curriculum • 2
4.
Tom had 1 4
16 yards of ribbon. He cut it into pieces 1
8 of a yard
long. How many pieces did he cut? 5.
Samuel walked on the treadmill for 5
6 hour and rode a bike for 7
12
hour. Then he did floor exercises for half an hour. How long did he work out in all? 6.
A rectangle has a length of 4 1
8 inches and a width of 2 3
16
inches. What is the area of the rectangle?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Fraction Word Problem Cards
NYS Common Core LL SIFE Curriculum • 3
7.
Mr. Smith ordered 1 pizza for his students. Joel ate 2
3 of the pizza
and Youssef ate 16 of the pizza. How much of the pizza is left?
8.
Jane is making cupcakes for her friends. She has 17
9 cups of
sugar to use at home. If she needs to make 4 batches of cupcakes, how many cups of sugar can she use for each batch?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Student Activity Sheet 15
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Fraction Word Problems Answer Sheet
Directions: Work with your group to solve the word problems using
the Cooperative Learning Roles. Show all your work and write your
answer in a complete sentence.
1.
Answer: __________________________________________________________
2.
Answer: __________________________________________________________
3.
Answer: __________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Student Activity Sheet 15
NYS Common Core LL SIFE Curriculum • 2
4.
Answer: __________________________________________________________
5.
Answer: __________________________________________________________
6.
Answer: __________________________________________________________
7.
Answer: __________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 15 Student Activity Sheet 15
NYS Common Core LL SIFE Curriculum • 3
8.
Answer: __________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: SET 3 Mid-Unit Assessment
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Mid-Unit Assessment
Directions: Identify the fraction for each picture below. Then identify the numerator and the denominator.
1. Fraction: _____________ Numerator:___________ Denominator:________
2.
Fraction: _____________ Numerator:___________ Denominator:________
3. Color in the fraction 34
A project of the Graduate Center, CUNY
UNIT 2: SET 3 Mid-Unit Assessment
NYS Common Core LL SIFE Curriculum • 2
Directions: Compare the fractions. Use <, >, or =. Then complete the sentence using the words less than, greater than, or equal to.
4. 15
13
One-fifth is ________________ one-third.
5. 36
12
Three-sixths is ________________ one-half.
6. 34
38
Three-fourths is ________________ three-eighths.
7. First, pick 2 points on the number line and label them with the correct fraction. Then, write an equivalent fraction.
8. Create equivalent fractions by completing the ratio table below.
2 4
10 30
A project of the Graduate Center, CUNY
UNIT 2: SET 3 Mid-Unit Assessment
NYS Common Core LL SIFE Curriculum • 3
Directions: Draw a model. Find the answer. Check your work using the calculator. 9. 3
5+ 1
5=
Model Equation
10. 7
8− 2
8=
Model Equation
11. 1
3+ 3
6=
Model Equation
A project of the Graduate Center, CUNY
UNIT 2: SET 3 Mid-Unit Assessment
NYS Common Core LL SIFE Curriculum • 4
12. 1
2− 1
4=
Model Equation
13. 1
3× 4 =
Model Equation
14. 3 ÷ 1
4=
Model Equation
A project of the Graduate Center, CUNY
UNIT 2: SET 3 Mid-Unit Assessment
NYS Common Core LL SIFE Curriculum • 5
15. Ally has four-tenths cups of sugar in her jar. She needs double the amount of sugar in her jar to make a birthday cake. How much sugar does she need to make the birthday cake?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 16 Decimal Place Value Chart: Hundredths
NYS Common Core LL SIFE Curriculum • 1
Decimal Place Value Chart: Hundredths
Wholes Tenths Hundreds
A project of the Graduate Center, CUNY
UNIT 2: LESSON 16 Decimal Place Value Chart: Thousandths
NYS Common Core LL SIFE Curriculum • 1
Decimal Place Value Chart: Thousandths
Wholes Tenths Hundredths Thousandths
A project of the Graduate Center, CUNY
UNIT 2: LESSON 16 Student Activity Sheet 16
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Reading and Writing Decimal Numbers
Directions: Draw a model of each decimal given. Then write the decimal number and the fraction equivalent.
1. Three-tenths
Model Decimal Fraction
2. Eight hundredths
Model Decimal Fraction
3. Two wholes and nine-tenths
Model Decimal Fraction
A project of the Graduate Center, CUNY
UNIT 2: LESSON 16 Student Activity Sheet 16
NYS Common Core LL SIFE Curriculum • 2
4. One whole and thirteen hundredths
Model Decimal Fraction
5. Forty-five hundredths
Model Decimal Fraction
6. Three wholes and four hundredths
Model Decimal Fraction
7. Compare and contrast fractions and decimals. How are they similar? How are they different?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 18 Student Activity Sheet 18
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Comparing Decimals
Directions: Compare the following decimal numbers. Use <,>, or =.
Show how you compare the decimals using a strategy (base ten
blocks or equivalent fractions).
Problem Show how you found your answer
1.
0.56 ___ 0.72
2.
0.81 ___ 0.9
3.
2.05 ___ 1.15
4.
1.3 ___ 1.08
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Grocery Store Problem 1
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Store Problem 1
Anita went to the grocery store to buy ingredients for her family dinner. She bought a bag of
rice for $3.12. She also bought a can of chicken for $3.17 and an onion for $2.20.
How much money did Anita spend in all?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Student Activity Sheet 19
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Adding Decimals
Directions: Find the sum. Draw a model to represent the problem. Then, show your work using the algorithm.
1. 0.3 + 0.5 = Model Algorithm
0.3 0.5
Sum:
2. 0.09 + 0.20 =
Model Algorithm
0.09 0.20
Sum:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Student Activity Sheet 19
NYS Common Core LL SIFE Curriculum • 2
3. 1.45 + 0.12 =
Model Algorithm
1.45 .12
Sum:
4. 2.16 + 3.75=
Model Algorithm
2.16 3.75
Sum:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Teacher's Guide: Modeling Decimal
Operations
NYS Common Core LL SIFE Curriculum • 1
Teacher’s Guide: Modeling Decimal Operations
Modeling Addition: Students will model the first number in the cell on the left followed by the second number on the right. Find the sum and draw it underneath. Regrouping may be necessary but will be represented when they draw their final answer.
0.3 + 0.5 =
Model
0.3 0.5
Sum:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Teacher's Guide: Modeling Decimal
Operations
NYS Common Core LL SIFE Curriculum • 2
Modeling Subtraction: Students will model the first number and draw the representation. They will then strike out or take away the second number. If borrowing/trading is necessary they will need to draw this as well. Once students know they difference, they will draw their final answer underneath.
0.9 - 0.4 =
Model
Difference:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Teacher's Guide: Modeling Decimal
Operations
NYS Common Core LL SIFE Curriculum • 3
Modeling Multiplication: Students will first model the decimal number and draw the representation on top. They will then draw the decimal repeated the appropriate number of times. Draw the total underneath. Regrouping may be necessary but will be represented when they draw their final answer.
4 × 0.2 =
Model
Product:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 19 Teacher's Guide: Modeling Decimal
Operations
NYS Common Core LL SIFE Curriculum • 4
Modeling Division: Students will first model the decimal number and draw the representation on top. They will then split the decimal into the given number of groups and draw the amount in each group underneath. Trading/regrouping may be necessary but will be represented when they draw their final answer as the amount in each group.
0.8 ÷ 4 =
Model
0.2 0.2 0.2 0.2
A project of the Graduate Center, CUNY
UNIT 2: LESSON 20 Grocery Store Problem 2
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Store Problem 2
Randall went to the grocery store to buy potatoes. A large bag of potatoes cost $2.99. If
Randall has a five-dollar bill, how much money will he have left after buying the potatoes?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 20 Student Activity Sheet 20
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Subtracting Decimals
Directions: Find the difference. Draw a model to represent the problem. Then, show your work using the algorithm.
1. 0.9 - 0.4 = Model
Algorithm
Difference:
2. 0.34 - 0.11 =
Model
Algorithm
Difference:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 20 Student Activity Sheet 20
NYS Common Core LL SIFE Curriculum • 2
3. 1.45 - 0.26 = Model
Algorithm
Difference:
4. 2.44 – 1.74=
Model
Algorithm
Difference:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 21 Grocery Store Problem 3
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Store Problem 3
Mrs. Jackson is making an apple pie. The recipe calls for 3 pounds of apples. At the grocery
store, the apples cost $1.19 per pound. How much total money will Mrs. Jackson need to buy
the apples?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 21 Student Activity Sheet 21
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Multiplying a Whole Number by a Decimal
Directions: Find the product. Draw a model to represent the problem. Then, show your work using the algorithm.
1. 4 × 0.2 = Model
Algorithm
Product:
2. 0.06 × 4 =
Model
Algorithm
Product:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 21 Student Activity Sheet 21
NYS Common Core LL SIFE Curriculum • 2
3. 0.32 × 5 = Model
Algorithm
Product:
4. 2 × 1.3 =
Model
Algorithm
Product:
A project of the Graduate Center, CUNY
UNIT 2: LESSON 22 Grocery Store Problem 4
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Store Problem 4
Antonio bought four packs of gum at the grocery store. The total cost of the gum was $4.48.
How much did each pack of gum cost?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 22 Student Activity Sheet 22
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Dividing Decimals by a Whole Number
Directions: Find the quotient. Draw a model to represent the problem. Then, show your work using the algorithm.
1. 0.8 ÷ 4 = Model
Algorithm
2. 0.33 ÷ 3 =
Model
Algorithm
A project of the Graduate Center, CUNY
UNIT 2: LESSON 22 Student Activity Sheet 22
NYS Common Core LL SIFE Curriculum • 2
3. 0.54 ÷ 6 Model
Algorithm
4. 1.5 ÷ 3 =
Model
Algorithm
A project of the Graduate Center, CUNY
UNIT 2: LESSON 23 Decimal Word Problem Cards
NYS Common Core LL SIFE Curriculum • 1
Decimal Word Problem Cards
1.
Joe needed to buy an apple, banana and orange for the fruit
salad he was making. The apple cost $0.82. The banana cost
$0.25 and the orange cost $0.60. How much money will Joe
have to pay altogether?
2.
Isabel needs to buy 3 pounds of beef for her family dinner.
Each pound costs $4.10. How much total money with Isabel
pay for the beef?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 23 Decimal Word Problem Cards
NYS Common Core LL SIFE Curriculum • 2
3.
Raymond brought $6.84 to the grocery store. He purchased a
gallon of milk for $2.69. How much money will Raymond have
left after buying the milk?
4.
Lucy and her two sisters bought a pack of soda for $3.75. If the
three girls split the cost of the soda equally, how much money
would each girl have to spend?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 23 Decimal Word Problem Cards
NYS Common Core LL SIFE Curriculum • 3
5.
Milly’s Market charges $5.67 for a large piece of fish. If I only
have $4.74, how much more money do I need to buy the fish?
6.
The Pizza Place charges $1.85 per slice of pizza. If your family
orders 6 slices, how much money will your family pay?
7.
Carl paid a total of $8.64 for 4 slices of pizza. What was the
price for each slice of pizza?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 23 Decimal Word Problem Cards
NYS Common Core LL SIFE Curriculum • 4
8.
Rachel needs to buy ingredients for her dinner. She needs to
buy 1 box of pasta for $0.96, a can of tomato sauce for $2.89,
and a bag of shredded cheese for $3.05. How much total
money will the dinner cost?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 1
10 x 10 Grid
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 2
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 3
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 4
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 5
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 6
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 7
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 10 x 10 Grid
NYS Common Core LL SIFE Curriculum • 8
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 I Have… Who has…? Card Group 1
NYS Common Core LL SIFE Curriculum • 1
I Have….Who has…..? Cards Group 1
I have…
1 whole
Who has… ?
110
I have…
0.1
Who has… ?
45100
I have…
0.45
Who has… ?
0.06
I have…
6100
Who has… ?
310
I have…
0.3
Who has… ?
2061,000
I have…
0.206
Who has… ?
20100
I have…
0.2
Who has… ?
1.7
I have…
17
10
Who has… ?
12
I have…
0.5
Who has… ?
34
I have…
0.75
Who has… ?
0.25
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 I Have… Who has…? Card Group 1
NYS Common Core LL SIFE Curriculum • 2
I have…
14
Who has… ?
2 9100
I have…
2.09
Who has… ?
1 710
I have…
1.7
Who has… ?
610
I have…
0.6
Who has… ?
51000
I have…
0.005
Who has… ?
910
I have…
0.9
Who has… ?
3 410
I have…
3.4
Who has… ?
0.006
I have…
61000
Who has… ?
0.01
I have…
1100
Who has… ?
1.007
I have…
17
1000
Who has… ?
1010
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 1
Percent Match-Up Cards
0.8
80%
0.08
8%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 2
0.4
40%
0.04
4%
0.5
50%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 3
0.05
5%
0.25
25%
0.75
75%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 24 Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 4
0.3
30%
0.03
3%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 25 Fraction-Decimal-Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 1
Fraction-Decimal-Percent Match-Up Cards
0.8
8
10
80%
0.08
8
100
8%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 25 Fraction-Decimal-Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 2
0.4
4
10
40%
0.04
4
100
4%
0.5
12
50%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 25 Fraction-Decimal-Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 3
0.05
5
100
5%
0.25
14
25%
0.75
34
75%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 25 Fraction-Decimal-Percent Match-Up Cards
NYS Common Core LL SIFE Curriculum • 4
0.3
30
100
30%
0.03
3
100
3%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 I Have… Who has…? Card Group 2a
NYS Common Core LL SIFE Curriculum • 1
I Have… Who has…? Cards Group 2a
I have…
100%
Who has… ?
210
I have…
20%
Who has… ?
65100
I have…
0.65
Who has… ?
0.09
I have…
9%
Who has… ?
710
I have…
70%
Who has… ?
14
I have…
25%
Who has… ?
2100
I have…
2%
Who has… ?
35%
I have…
35100
Who has… ?
85%
I have…
0.85
Who has… ?
34
I have…
75%
Who has… ?
0.08
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 I Have… Who has…? Card Group 2a
NYS Common Core LL SIFE Curriculum • 2
I have…
8%
Who has… ?
60% ?
I have…
0.6
Who has… ?
7100
?
I have…
7%
Who has… ?
410
?
I have…
40%
Who has… ?
310
?
I have…
30%
Who has… ?
90%?
I have…
0.9
Who has… ?
10% ?
I have...
0.1
Who has… ?
0.125?
I have…
1251000
Who has… ?
1% ?
I have…
1100
Who has… ?
4% ?
I have…
0.04
Who has… ?
0.80 ?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 I Have… Who has…? Card Group 2a
NYS Common Core LL SIFE Curriculum • 3
I have…
80%
Who has… ?
9%
I have…
9100
Who has… ?
95100
I have…
95%
Who has… ?
35100
I have…
35%
Who has… ?
44%
I have…
44100
Who has… ?
0.28
I have…
28%
Who has… ?
2 wholes
I have…
200%
Who has… ?
1.65
I have…
165%
Who has… ?
82%
I have…
0.82
Who has… ?
0.73
I have…
73100
Who has… ?
1010
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 I Have… Who has…? Card Group 2b
NYS Common Core LL SIFE Curriculum • 1
I Have… Who has…? Cards Group 2b
I have…
100%
Who has…?
210
I have…
20%
Who has…?
14
I have…
25%
Who has…?
30%
I have…
30100
Who has…?
710
I have…
70%
Who has…?
34
I have…
75%
Who has…?
2100
I have…
2%
Who has…?
80%
I have…
810
Who has…?
50%
I have…
12
Who has…?
910
I have…
90%
Who has…?
0.08
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 I Have… Who has…? Card Group 2b
NYS Common Core LL SIFE Curriculum • 2
I have…
8%
Who has…?
10%
I have…
0.1
Who has…?
60%
I have…
0.6
Who has…?
0.4
I have…
40%
Who has…?
1
A project of the Graduate Center, CUNY
UNIT 2: LESSON 26 Student Activity Sheet 26
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Fraction, Decimal, and Percent
Directions: Use the base ten blocks and 10 x 10 grids to help fill in the
missing parts of the table.
Fraction Decimal Percent
80100
0.30
50%
0.4
910
10%
0.01
34
25%
A project of the Graduate Center, CUNY
UNIT 2: LESSON 27 Student Activity Sheet 27
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Cooking with Ratios
Directions: For each situation write the ratio. Then use the ratio tables to find out how much of each ingredient.
1. Each cup of tea gets 2 spoons of sugar.
The ratio of tea to sugar is __________.
For every ______ cup of tea, I need _____ teaspoons of sugar.
Cups of tea
Teaspoons of sugar
A project of the Graduate Center, CUNY
UNIT 2: LESSON 27 Student Activity Sheet 27
NYS Common Core LL SIFE Curriculum • 2
2. I need four oranges to make 1 glass of juice.
The ratio of oranges to glasses of juice is __________.
For every ______ glass of juice, I need _____ oranges.
oranges
Glasses of juice
3. I need 1 chicken to feed 8 people.
The ratio of chickens to people is __________.
For every ______ people, I need _____ chicken(s).
People
chickens
A project of the Graduate Center, CUNY
UNIT 2: LESSON 27 Student Activity Sheet 27
NYS Common Core LL SIFE Curriculum • 3
4. I have 10 piece of candy to share with 5 people.
The ratio of candy to people is __________.
For every ______ people, I need _____ pieces of candy.
For each person I need __________ pieces of candy
Candy bars
people
A project of the Graduate Center, CUNY
UNIT 2: LESSON 27 Student Activity Sheet 27
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Ratio Scavenger Hunt
Directions: Look around you and find 4 different ratios. Write your ratio in words and in numbers.
Then, identify whether the ratio is a part : part or part : whole. The first one has been done for
you.
Ratio in Words Ratio in Numbers Type of Ratio
blue pens to yellow pencils
9 : 17
9 to 17
𝟗𝟗𝟏𝟏𝟏𝟏
Part to Part
A project of the Graduate Center, CUNY
UNIT 2: LESSON 27 Student Activity Sheet 27
NYS Common Core LL SIFE Curriculum • 2
Ratio in Words Ratio in Numbers Type of Ratio
A project of the Graduate Center, CUNY
UNIT 2: LESSON 29 Student Activity Sheet 29
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Making Tea
1. Jacob wants to make the tea using this recipe for him and 3 of his friends. He says that he will need 3 scoops of tea, 4 cups of water, and 6 teaspoons of sugar. Do you agree or disagree with Jacob? Explain your thinking.
2. Jacob’s friend LaToya says that Jacob’s tea as won’t taste as strong, or be as sweet as the original recipe. How can Jacob change the ingredients so it will be taste as strong and sweet as the original recipe? Show how you got your answers.
Recipe for Tea
1 scoop of tea
1 cup of water
2 teaspoons of sugar
A project of the Graduate Center, CUNY
UNIT 2: LESSON 29 Student Activity Sheet 29
NYS Common Core LL SIFE Curriculum • 2
3. Jacob had more friends come to his house. Now he had to make tea for 10 people. He said that he was going to use 10 scoops of tea, 10 cups of water, and 20 teaspoons of sugar in order to make the tea taste the same as the recipe. Do you agree or disagree with Jacob? Explain your thinking.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 30 Student Activity Sheet 30
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Making Tea Part 2
Directions: First read each recipe. Then, match the recipes whose ingredients are in proportion to each other. You can cut out the cards to help you make matches.
Recipe 1
1 scoop of tea
2 cups of water
1 teaspoon of sugar
Recipe 2
1 scoop of tea
1 cup of water
4 teaspoons of sugar
Recipe 3
2 scoops of tea
3 cups of water
2 teaspoons of sugar
Recipe 4
2 scoop of tea
2 cups of water
8 teaspoon of sugar
Recipe 5
2 scoop of tea
4 cups of water
2 teaspoons of sugar
Recipe 6
10 scoop of tea
15 cups of water
10 teaspoons of sugar
Recipe 7
3 scoop of tea
3 cups of water
12 teaspoons of sugar
Recipe 8
4 scoop of tea
8 cups of water
4 teaspoons of sugar
Recipe 9
4 scoop of tea
6 cups of water
4 teaspoon of sugar
A project of the Graduate Center, CUNY
UNIT 2: LESSON 31 Student Activity Sheet 31
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Finding the Missing Terms in Proportions
Directions: Write each problem as a proportion. Then find the missing term. Show or explain how you got your answers.
1. One cake needs 2 cups of sugar. How many cups of sugar would 5 cakes need?
2. I can buy 3 pounds of bananas for $0.70. How much would 9
pounds cost?
3. The tailor needs 1.5 yards of fabric to make a suit. How many suits can he make with 7.5 yards of fabric?
4. The baby drinks 6 bottles in 24 hours. How many bottles does
the baby drink in 48 hours?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 32 Student Activity Sheet 32
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Finding the Percent of a Number
1. A bottle of soda costs $2.00. You have a coupon for 10% off. How much money will you save with the coupon?
2. The bakery has a sale on donuts. If you buy a dozen donuts for $6.00, then you can get 25% off the total price. How much money can you save if you buy a dozen donuts?
3. A movie ticket costs $14.00. If you go to the movies in the morning your ticket will be 50% off. How much will you save on each ticket if you go to the movies in the morning?
4. The coat you want to buy costs $100.00. It is on sale for 75% off. How much money will the coat cost after the discount?
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Final Unit 2 Exam
1. Circle the fraction that is shown in the picture below.
a. ¼ b. ⅓ c. ⅕ d. ½
2. Compare the following fractions. Circle the correct symbol.
110
18
a. < b. > c. =
3. Circle the fraction that is equivalent to 23
a. 49
b. 66
c. 46
d. 612
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 2
4. Write the decimal equivalent for the fraction below. 310
5. Write the fraction equivalent for the decimal below. 0.02 6. Identify the decimal modeled below. Write it as a fraction and decimal.
Decimal Number: ____________ Decimal Fraction: ___________
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 3
Directions: Find the sum, difference, product, or quotient. Draw a model. Find the answer. Check your work using the calculator. 7. 0.4 + 0.3 =
Model Equation
8. 0.95 - 0.87 =
Model Equation
9. 0.54 ÷ 9 =
Model Equation
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 4
10. 0.12 × 4 =
Model Equation
11. Frank went to the grocery store to buy apples and oranges. The apples cost $1.57 and the oranges cost $2.18. How much total money will Frank spend at the grocery store?
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 5
12. Complete the chart below to find the equivalent fraction, decimal, and percent.
Model Fraction Decimal Percent
50%
0.25
110
A project of the Graduate Center, CUNY
UNIT 2: SET 7 Final Assessment
NYS Common Core LL SIFE Curriculum • 6
13. There are 14 boys and 12 girls. Write the ratio of boys to girls. 14. Circle the ratios that form a proportion.
a. 34
= 612
b. 34
= 68
c. 3
4= 9
8
d. 3
4= 9
18
15. Find the missing number in the proportion below.
810
=5
16. Two cakes need 5 cups of sugar. How many cups of sugar would 6 cakes need?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
My Favorite Recipe
Everybody must eat in order to live. The foods we eat depend
on many things. Every culture has a special or favorite food
that is unique to them.
Your task is to find a recipe that is unique to your culture. It
might be your favorite food that you eat all the time, or it might
be a dish that you only make for a celebration. Then, you will
use your math skills to adapt the recipe so it makes enough
food to feed everyone in the whole class.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 33 Performance Task: My Favorite Recipe: Part 1
NYS Common Core LL SIFE Curriculum • 2
My Favorite Recipe Worksheet
The name of my dish is: _________________________________________
This dish feeds __________ people.
The ingredients I need to make my dish are:
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
The directions to make this dish are:
First,____________________________________________________________
________________________________________________________________
Next,___________________________________________________________
________________________________________________________________
Then,___________________________________________________________
________________________________________________________________
________________________________________________________________
Last, __________________________________________________________
________________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Double the Recipe
Directions: Write your ingredients on the left side. Then write how
much you would have if you doubled your ingredients.
Original Ingredients Ingredients Doubled
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Show your work for how each ingredient was doubled.
How many people would your recipe feed if you made double the food?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 2
Half of the Recipe
Directions: Write your ingredients on the left side. Then write how
much you would have if you halved your ingredients.
Original Ingredients Ingredients Halved
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Show your work for how each ingredient was halved. How many people would your recipe feed if you only made half of the food?
A project of the Graduate Center, CUNY
UNIT 2: LESSON 34 Performance Task: My Favorite Recipe: Part 2
NYS Common Core LL SIFE Curriculum • 3
Recipe for the Class
Original Ingredients Ingredients for ______ students
1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10.
Explain in complete sentences how you would adjust your recipe to feed the whole class. If quantity served is not given, estimate how many it will serve and explain what you would do to feed everyone. Show your work. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
A project of the Graduate Center, CUNY
UNIT 2: LESSON 35 Performance Task: My Favorite Recipe: Part 3
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Grocery Shopping List
Directions: Write the ingredients and amounts you will need to buy to make the recipe for the whole class.
Ingredients Quantity (How many do I need to
buy?)
Total Price (How much will it cost?)
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
How much will all of your ingredients cost all together? Show your work and explain how you got your answer.
A project of the Graduate Center, CUNY
UNIT 2: LESSON 35 Performance Task Self-Assessment
Checklist
NYS Common Core LL SIFE Curriculum • 1
Name: ______________________ Class: _________ Date:_______________
Performance Task Self-Assessment Checklist
1. I found a recipe.
2. I wrote my recipe on the worksheet.
3. I found how many ingredients I would need to
make double the recipe. 4. I found how many ingredients I would need to
make half of the recipe. 5. I found how many ingredients I would need to
make food for the whole class.