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1
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Chapter 4 Fractions and Decimals Click the mouse
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2
Chapter Menu
Fractions and Decimals
4

• Lesson 4-1 Greatest Common Factor
• Lesson 4-2 Problem-Solving Strategy Make an
  Organized List
• Lesson 4-3 Simplifying Fractions
• Lesson 4-4 Mixed Numbers and Improper Fractions
• Lesson 4-5 Least Common Multiple
• Lesson 4-6 Problem-Solving Investigation Choose
  the Best Strategy
• Lesson 4-7 Comparing Fractions
• Lesson 4-8 Writing Decimals as Fractions
• Lesson 4-9 Writing Fractions as Decimals
• Lesson 4-10 Algebra Ordered Pairs and Functions

3
Lesson 1 Menu
Five-Minute Check (over Chapter 3) Main Idea and
Vocabulary California Standards Click here to
continue the Lesson Menu
Greatest Common Factor
4
Lesson 1 Menu
Example 1 Identify Common Factors Example 2
Find the GCF by Listing Factors Example 3 Find
the GCF by Using Prime Factors Example 4
Real-World Example Example 5 Real-World Example
Greatest Common Factor
5
Lesson 1 MI/Vocab

• I will find the greatest common factor of two or
  more numbers.

• common factor
• greatest common factor (GCF)

6
Lesson 1 Standard 1
Preparation for Standard 6NS2.4 Determine the
least common multiple and the greatest common
divisor of whole numbers use them to solve
problems with fractions (e.g., to find a common
denominator to add two fractions or to find the
reduced form for a fraction).
7
Lesson 1 Ex1
Identify the common factors of 20 and 36.
First, list the factors by pairs for each number.
Answer The common factors of 20 and 36 are 1,
2, and 4.
8
Lesson 1 CYP1
Identify the common factors of 12 and 18.

1. 1, 2, 3, 6
2. 1, 2, 6
3. 1, 2, 4, 6
4. 1, 2, 3, 4, 6

9
Lesson 1 Ex2
Find the GCF of 36 and 48.
Write the prime factorization.
36
48
12 3
Answer The GCF of 36 and 48 is 2 3 or 6.
10
Lesson 1 Ex2
Check
Use a Venn diagram to show the factors. Notice
that the factors 1, 2, 3, 4, 6, and 12 are common
factors of 36 and 48 and the GCF is 12.
11
Lesson 1 CYP2
Find the GCF of 14 and 21.

1. 1
2. 2
3. 3
4. 7

12
Lesson 1 Ex3
Find the GCF of 21 and 28.
21
28
7 3
2 14
Answer The GCF of 21 and 28 is 7.
13
Lesson 1 Ex3
Check
Use a Venn diagram to show the factors. Notice
that the factors 1 and 7 are common factors of 21
and 28 and the GCF is 7.
14
Lesson 1 CYP3
Find the GCF of 15 and 25.

1. 1
2. 2
3. 5
4. 15

15
Lesson 1 Ex4
Ana sells bags of different kinds of cookies. She
made 27 selling bags of peanut butter cookies,
18 from chocolate chip cookies, and 45 selling
bags of oatmeal cookies. Each bag of cookies
costs the same amount. What is the most that Ana
could have charged for each bag of cookies?
16
Lesson 1 Ex4
factors of 27 1, 3, 9, 27 factors of 18
1, 2, 3, 6, 9, 18 factors of 45 1, 3, 5, 9,
15, 45
The GCF of 27, 18, and 45 is 9.
Answer So, the most Ana could have charged for
each bag of cookies is 9.
17
Lesson 1 CYP4
Joy bought presents for her three friends. She
spent 48 on Jonah, 36 on Louise, and 60 on
Brenden. Each gift cost the same amount. What is
the most each gift could have cost?

1. 1
2. 4
3. 18
4. 12

18
Lesson 1 Ex5
Ana sells bags of different kinds of cookies. She
made 27 selling bags of peanut butter cookies,
18 from chocolate chip cookies, and 45 selling
bags of oatmeal cookies. How many bags could Ana
have sold if each bag cost 9?
There is a total of 27 18 45 or 90.
Answer So, the number of bags of cookies Ana
could have sold is 90 9 or 10 bags.
19
Lesson 1 CYP5
If Joy spent 48 on Jonah, 36 on Louise, and 60
on Brenden, and each gift cost 12, how many
gifts did she buy?

1. 48 gifts
2. 36 gifts
3. 12 gifts
4. 60 gifts

20
End of Lesson 1
21
Lesson 2 Menu
Five-Minute Check (over Lesson 4-1) Main
Idea California Standards Example 1
Problem-Solving Strategy
22
Lesson 2 MI/Vocab

• I will solve problems by making an organized list.

23
Lesson 2 Standard 1
Standard 5MR1.1 Analyze problems by identifying
relationships, distinguishing relevant from
irrelevant information, sequencing and
prioritizing information, and observing patterns.
Standard 5NS1.4 Determine the prime
factors of all numbers through 50 and write the
numbers as the product of their prime factors.
24
Lesson 2 Ex1
Jessica is setting up four booths in a row for
the school carnival. There will be a dart game
booth, a ring toss booth, a face-painting booth,
and a virtual football booth. In how many ways
can the four booths be arranged for the school
carnival?
25
Lesson 2 Ex1
Understand
What facts do you know?

• There are four different booths dart game, ring
  toss, face-painting, and virtual football.
• The booths will be set up in a row.

What do you need to find?

• Find how many different ways the booth can be
  arranged.

26
Lesson 2 Ex1
Plan
Make a list of all the different possible
arrangements. Use D for darts, R for ring toss, F
for face-painting, and V for virtual football.
Organize your list by listing each booth first as
shown below.
D _ _ _ R _ _ _ F _ _ _ V _ _ _
27
Lesson 2 Ex1
Plan
D _ _ _ R _ _ _ F _ _ _ V _ _ _
Then fill in the remaining three positions with
the other booths. Continue this process until all
the different arrangements are listed in the
second, third, and fourth positions.
28
Lesson 2 Ex1
Solve
Listing D first
Listing R first
D R F V D R V F D F R V D F V R D V R F D V F R
R F V D R F D V R V D F R V F D R D F V R D V F
29
Lesson 2 Ex1
Solve
Listing F first
Listing V first
F V D R F V R D F D R V F D V R F R V D F R D V
V D R F V D F R V R F D V R D F V F D R V F R D
Answer There are 24 different ways the booths
can be arranged.
Lesson 2 Ex1
30
Lesson 2 Ex1
Check
Look back. Is each booth accounted for six times
in the first, second, third, and fourth positions?
31
End of Lesson 2
32
Lesson 3 Menu
Five-Minute Check (over Lesson 4-2) Main Idea and
Vocabulary California Standards Example 1 Write
Equivalent Fractions Example 2 Write Equivalent
Fractions Example 3 Write Fractions in Simplest
Form Example 4 Real-World Example
33
Lesson 3 MI/Vocab

• I will express fractions in simplest form.

• ratio
• equivalent fractions
• simplest form

34
Lesson 3 Standard 1
Preparation for Standard 5NS2.3 Solve
simple problems, including ones arising in
concrete situations, involving the addition and
subtraction of fractions and mixed numbers (like
and unlike denominators of 20 or less), and
express answers in the simplest form.
35
Lesson 3 Ex1
Replace the x with a number so the fractions are
equivalent.
Since 13 4 52, multiply the numerator and
denominator by 4.
Answer So, x 24.
36
Lesson 3 CYP1
Solve for x so the fractions are equivalent.

1. 24
2. 28
3. 30
4. 7

37
Lesson 3 Ex2
Replace the x with a number so the fractions are
equivalent.
Since 24 8 3, divide the numerator and
denominator by 8.
Answer So, x 5.
38
Lesson 3 CYP2
Solve for x so the fractions are equivalent.

1. 5
2. 10
3. 20
4. 15

39
Lesson 3 Ex3
One Way Divide by common factors.
A common factor of 14 and 42 is 2.


A common factor of 7 and 21 is 7.
40
Lesson 3 Ex3
Another Way Divide by the GCF.
factors of 14 1, 2, 7, 14
factors of 42 1, 2, 3, 6, 7, 14, 21, 42
The GCF of 14 and 42 is 14.
Divide the numerator and denominator by the GCF,
14.

41
Lesson 3 Ex3
42
Lesson 3 CYP3
43
Lesson 3 Ex4
The GCF of 3 and 24 is 3.
1
Mentally divide both the numerator and
denominator by 3.
8
44
Lesson 3 CYP4
45
End of Lesson 3
46
Lesson 4 Menu
Five-Minute Check (over Lesson 4-3) Main Idea and
Vocabulary California Standards Example 1 Mixed
Numbers as Improper Fractions Example 2 Improper
Fractions as Mixed Numbers
47
Lesson 4 MI/Vocab

• I will write mixed numbers as improper fractions
  and vice versa.

• mixed number
• proper fraction
• improper fraction

48
Lesson 4 Standard 1
Standard 5NS1.5 Identify and represent
on a number line decimals, fractions, mixed
numbers, and positive and negative integers.
49
Lesson 4 Ex1
50
Lesson 4 Ex1

51
Lesson 4 Ex1
Answer
52
Lesson 4 CYP1
53
Lesson 4 Ex2
5
4
23
20
3
54
Lesson 4 Ex2
Answer
55
Lesson 4 CYP2
56
End of Lesson 4
57
Lesson 5 Menu
Five-Minute Check (over Lesson 4-4) Main Idea and
Vocabulary California Standards Example 1
Identify Common Multiples Example 2 Find the
LCM Example 3 Real-World Example
58
Lesson 5 MI/Vocab

• I will find the least common multiple of two or
  more numbers.

• multiple
• common multiples
• least common multiple (LCM)

59
Lesson 5 Standard 1
Preparation for Standard 5SDAPS1.3 Use fractions
and percentages to compare data sets of different
sizes.
60
Lesson 5 Ex1
Identify the first three common multiples of 3
and 9.
First, list the multiples of each number.
multiples of 3 3, 6, 9, 12, 15, 18, 21, 24, 27,
1 3, 2 3, 3 3,
multiples of 9 9, 18, 27, 36, 45, 54,
1 9, 2 9, 3 9,
61
Lesson 5 Ex1
Notice that 9, 18, and 27 are multiples common to
both 3 and 9.
Answer So, the first three common multiples of
3 and 9 are 9, 18, and 27.
62
Lesson 5 CYP1
Identify the first three multiples of 6 and 12.

1. 6, 12, 18
2. 6, 12, 24
3. 12, 24, 36
4. 12, 24, 48

63
Lesson 5 Ex2
Find the LCM of 8 and 18.
Write the prime factorization of each number.
8
18
2 4
3 6
64
Lesson 5 Ex2
Identify all common prime factors.
8 2 2 2
18 3 2 3
Find the product of the prime factors using each
common prime factor only once and any remaining
factors.
Answer The LCM is 2 2 2 3 3 or 72.
65
Lesson 5 CYP2
Find the LCM of 7 and 21.

1. 7
2. 42
3. 21
4. 14

66
Lesson 5 Ex3
Liam, Eva, and Bansi each have the same amount of
money. Liam has only nickels, Eva has only dimes,
and Bansi has only quarters. What is the least
amount of money that each of them could have?
Find the LCM using prime factors.
5
10
25
5
2 5
5 5
Answer The least amount of money each of them
could have is 5 5 2 or 0.50.
67
Lesson 5 CYP3
Samuel, John, and Uma were all paid the same
amount of money in one-dollar, five-dollar, and
ten-dollar bills, respectively. What is the least
amount of money each of them could have been paid?

1. 10
2. 20
3. 25
4. 5

68
End of Lesson 5
69
Lesson 6 Menu
Five-Minute Check (over Lesson 4-5) Main
Idea California Standards Example 1
Problem-Solving Investigation
70
Lesson 6 MI/Vocab/Standard 1

• I will choose the best strategy to solve a
  problem.

71
Lesson 6 Standard 1
Standard 5MR2.6 Make precise calculations and
check the validity of the results from the
context of the problem.
72
Lesson 6 Standard 1
Standard 5SDAP1.2 Organize and display
single-variable data in appropriate graphs and
representations (e.g., histogram, circle graphs)
and explain which types of graphs are appropriate
for various data sets.
73
Lesson 6 Ex1
TROY This weekend, my family went to the zoo. We
spent a total of 42 on admission tickets. We
purchased at least 2 adult tickets for 9 each
and no more than three childrens tickets for 5
each. YOUR MISSION Find how many adult and
childrens tickets Troys family purchased.
74
Lesson 6 Ex1
Understand
What facts do you know?

• You know that the family spent a total of 42.
• At least 2 adult tickets were purchased for
  9 each.
• No more than three childrens tickets were
  purchased for 5 each.

75
Lesson 6 Ex1
Understand
What do you need to find?

• You need to find how many of each ticket Troys
  family purchased.

76
Lesson 6 Ex1
Plan
Guess and check to find the number of adult and
childrens tickets purchased.
77
Lesson 6 Ex1
Solve
Answer So, Troys family bought 3 adult and 3
childrens tickets.
78
Lesson 6 Ex1
Check
Look back. Three adult tickets cost 3 9, or
27 and three childrens tickets cost 3 5 or
15. Since 27 15 42, the answer is correct.
79
End of Lesson 6
80
Lesson 7 Menu
Five-Minute Check (over Lesson 4-6) Main Idea and
Vocabulary California Standards Key Concept
Compare Two Fractions Example 1 Compare
Fractions Example 2 Compare Mixed
Numbers Example 3 Compare Data Sets Example 4
Real-World Example
81
Lesson 7 MI/Vocab

• I will compare fractions.

• least common denominator (LCD)

82
Lesson 7 Standard 1
Standard 5SDAP1.3 Use fractions and percentages
to compare data sets of different sizes.
83
Lesson 7 Key Concept
84
Lesson 7 Ex1
Step 1 The LCM of the denominators is 21. So,
the LCD is 21.
85
Lesson 7 Ex1
Step 2 Write an equivalent fraction with a
denominator of 21 for each fraction.


86
Lesson 7 CYP1

1. gt
2. lt

87
Lesson 7 Ex2
Step 1 The LCM of the denominators is 6. So, the
LCD is 6.
88
Lesson 7 Ex2
Step 2 Write an equivalent fraction with a
denominator of 6 for each fraction.


89
Lesson 7 CYP2

1. gt
2. lt

90
Lesson 7 Ex3
Ginny had 3 out of 4 hits in a baseball game.
Belinda had 4 out of 6 hits in that game. Who had
the greater fraction of hits?
Step 1 Write each quantity as a fraction.
91
Lesson 7 Ex3
Step 2 The LCD of the fractions is 12. So,
rewrite each fraction with a denominator of 12.


92
Lesson 7 CYP3
Heidi got 10 out of 12 answers correct on the
math quiz. Tiffany got 5 out of 6 correct on her
math quiz. Who had the greater fraction of
correct answers?

1. Tiffany
2. Heidi
3. They got the same fraction.
4. neither

93
Lesson 7 Ex4
Use the table to answer the following question.
What did the fewest number of people say should
be done with a penny?
You need to compare the fractions. The LCD of the
fractions is 100.
94
Lesson 7 Ex4
Rewrite the fractions with the LCD, 100.



Answer Since the least number is 3, the fewest
number of people were undecided.
95
Lesson 7 CYP4
According to the data in the table, who walked
the shortest distance?

1. Kayla
2. Nora
3. Mercedes
4. They all walked the same distance.

96
End of Lesson 7
97
Lesson 8 Menu
Five-Minute Check (over Lesson 4-7) Main Idea and
Vocabulary California Standards Example 1 Write
Decimals as Fractions Example 2 Write Decimals
as Fractions Example 3 Write Decimals as
Fractions Example 4 Write Decimals as
Fractions Example 5 Write Decimals as Mixed
Numbers
98
Lesson 8 MI/Vocab

• I will write decimals as fractions or mixed
  numbers in simplest form.

• rational number

99
Lesson 8 Standard 1
Preparation for Standard 5NS1.5
Identify and represent on a number line decimals,
fractions, mixed numbers, and positive and
negative integers.
100
Lesson 8 Ex1
Write 0.4 as a fraction in simplest form.
In the place-value chart, the last nonzero digit,
4, is in the tenths place. Say four tenths.
0
0
0
0
4
0
0
0
101
Lesson 8 Ex1
Write as a fraction.
0.4

2
Simplify. Divide the numerator and denominator by
the GCF, 2.

5

102
Lesson 8 CYP1
Write 0.8 as a fraction in simplest form.
103
Lesson 8 Ex2
Write 0.38 as a fraction in simplest form.
In the place-value chart, the last nonzero digit,
8, is in the hundredths place. Say thirty-eight
hundredths.
0
0
0
0
3
8
0
0
104
Lesson 8 Ex2
Write as a fraction.
0.38

19
Simplify. Divide the numerator and denominator by
the GCF, 2.

50

105
Lesson 8 CYP2
Write 0.75 as a fraction in simplest form.
106
Lesson 8 Ex3
Write 0.07 as a fraction in simplest form.
In the place-value chart, the last nonzero digit,
7, is in the hundredths place. Say seven
hundredths.
0
0
0
0
0
7
0
0
107
Lesson 8 Ex3
Write as a fraction.
0.07

108
Lesson 8 CYP3
Write 0.04 as a fraction in simplest form.
109
Lesson 8 Ex4
Write 0.264 as a fraction in simplest form.
In the place-value chart, the last nonzero digit,
4, is in the thousandths place. Say two hundred
sixty-four thousandths.
0
0
0
0
2
6
4
0
110
Lesson 8 Ex4
Write as a fraction.
0.264

33
Simplify. Divide by the GCF, 8.

125

111
Lesson 8 CYP4
Write 0.246 as a fraction in simplest form.
112
Lesson 8 Ex5
In 1955, Hurricane Diane moved through New
England and produced one of the regions heaviest
rainfalls in history. In a 24-hour period, 18.15
inches of rain were recorded in one area. Express
this amount as a mixed number in simplest form.
113
Lesson 8 Ex5
Write as a fraction.
18.15
18

3
Simplify.
18

20

18
114
Lesson 8 CYP5
Lee Redmond is the world record holder for the
longest fingernails. Her thumbnail is 30.2 inches
long. Express this length as a mixed number in
simplest form.
115
End of Lesson 8
116
Lesson 9 Menu
Five-Minute Check (over Lesson 4-8) Main
Idea California Standards Example 1 Write
Fractions as Decimals Example 2 Write Fractions
as Decimals Example 3 Fractions as
Decimals Example 4 Mixed Numbers
117
Lesson 9 MI/Vocab

• I will write fractions as decimals.

118
Lesson 9 Standard 1
Standard 5NS1.2 Interpret percents as a
part of a hundred find decimal and percent
equivalents for common fractions and explain why
they represent the same value compute a given
percent of a whole number.
119
Lesson 9 Ex1
120
Lesson 9 CYP1

1. 0.029
2. 0.29
3. 2.9
4. 0.0029

121
Lesson 9 Ex2
Since 4 is a factor of 100, write an equivalent
fraction with a denominator of 100.
122
Lesson 9 Ex2
Since 4 25 100, multiply the numerator and
denominator by 25.
0.25
Read 0.25 as twenty-five hundredths.
123
Lesson 9 CYP2

1. 0.5
2. 0.2
3. 0.25
4. 0.4

124
Lesson 9 Ex3
3
7
0.
5
8
3.000
2 4
6
0
56
4
0
40
0
125
Lesson 9 CYP3

1. 0.58
2. 0.675
3. 0.625
4. 0.526

126
Lesson 9 Ex4
Definition of a mixed number

3

Since 8 125 1,000, multiply the numerator and
the denominator by 125.


3

3 0.125 or 3.125
Answer The number of packs is 3.125.
127
Lesson 9 CYP4

1. 1.8 packs
2. 1.10 packs
3. 1.18 packs
4. 1.08 packs

128
End of Lesson 9
129
Lesson 10 Menu
Five-Minute Check (over Lesson 4-9) Main Idea and
Vocabulary California Standards Click here to
continue the Lesson Menu
Ordered Pairs and Functions
130
Lesson 10 Menu
Example 1 Naming Points Using Ordered
Pairs Example 2 Graphing Ordered Pairs Example
3 Graphing Ordered Pairs Example 4 Real-World
Example Example 5 Real-World Example
Ordered Pairs and Functions
131
Lesson 10 MI/Vocab

• I will use ordered pairs to locate points and
  organize data.

• y-axis
• ordered pair
• x-coordinate

• y-coordinate
• graph

• coordinate plane
• origin
• x-axis

132
Lesson 10 Standard 1
Standard 5SDAP1.5 Know how to write
ordered pairs correctly for example, (x, y).
133
Lesson 10 Ex1
Write the ordered pair that names the point S.
Step 1 Start at the origin. Move right along the
x-axis until you are under point S. The
x-coordinate of the ordered pair is 1.
S
134
Lesson 10 Ex1
Step 2 Now move up until you reach point S. The
y-coordinate is 2.
Answer So, point S is named by the ordered pair
(1, 2).
135
Lesson 10 CYP1
Write the ordered pair that names the point T.

1. (2, 1)
2. (1, 2)
3. (1, 1)
4. (2, 2)

136
Lesson 10 Ex2
Graph the point T(2, 2).

• Start at the origin.
• Move 2 units to the right on the x-axis.
• Then move 2 units up to locate the point.
• Draw a dot and label the dot T.

T
137
Lesson 10 CYP2
Which of the graphs shows point N at (4, 3)?
138
Lesson 10 CYP2
139
Lesson 10 CYP2
140
Lesson 10 CYP2
141
Lesson 10 CYP2
Answer
142
Lesson 10 Ex3

• Start at the origin.

• Then move 0 units up to locate the point.
• Draw a dot and label the dot U.

U
143
Lesson 10 CYP3
144
Lesson 10 CYP3
145
Lesson 10 CYP3
146
Lesson 10 CYP3
147
Lesson 10 CYP3
Answer
148
Lesson 10 Ex4
Amazi feeds her dog, Buster, 2 cups of food each
day. Amazi made this table to show how much food
Buster eats for 1, 2, 3, and 4 days. List the
information as ordered pairs (days, food).
Answer The ordered pairs are (1, 2), (2, 4),
(3, 6), (4, 8).
149
Lesson 10 CYP4
Below is the continuation of the table in Example
4. Choose the answer that shows the information
in ordered pairs.

1. (10, 5), (12, 6), (14, 7), (16, 8)
2. (5, 10), (6, 12), (7, 14), (8, 16)
3. (5, 6), (7, 8), (10, 12), (14, 16)
4. (5, 5), (6, 6), (7, 7), (8, 8)

150
Lesson 10 Ex5
Graph the ordered pairs from Example 4. Then
describe the graph.
Answer
D
C
The ordered pairs (1, 2),
(2, 4), (3, 6), and (4, 8) correspond to the
points A, B, C, and D in the coordinate plane.
B
A
The points appear to lie on a line.
151
Lesson 10 CYP5
Choose the graph that has the ordered pairs (5,
3), (4, 2), (3, 1), and (2, 0) plotted correctly.
152
Lesson 10 CYP5
153
Lesson 10 CYP5
154
Lesson 10 CYP5
155
Lesson 10 CYP5
Answer
156
End of Lesson 10
157
CR Menu
Fractions and Decimals
4
Five-Minute Checks Math Tool Chest Image Bank
Greatest Common Factor Ordered Pairs and Functions
158
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159
IB 1
160
IB 2
161
IB 3
162
IB 4
163
5Min Menu
Fractions and Decimals
4
Lesson 4-1 (over Chapter 3) Lesson 4-2 (over
Lesson 4-1) Lesson 4-3 (over Lesson 4-2) Lesson
4-4 (over Lesson 4-3) Lesson 4-5 (over Lesson
4-4) Lesson 4-6 (over Lesson 4-5) Lesson
4-7 (over Lesson 4-6) Lesson 4-8 (over Lesson
4-7) Lesson 4-9 (over Lesson 4-8) Lesson
4-10 (over Lesson 4-9)
164
5Min 1-1
(over Chapter 3)
Find the sum.
0.5 4.6

1. 4.1
2. 9.6
3. 0.4
4. 5.1

165
5Min 1-2
(over Chapter 3)
Find the sum.
2.91 5.75

1. 8.76
2. 2.84
3. 8.66
4. 7.66

166
5Min 1-3
(over Chapter 3)
Find the difference.
8.5 5.8

1. 2.7
2. 14.3
3. 3.7
4. 3.3

167
5Min 1-4
(over Chapter 3)
Find the difference.
9.01 0.45

1. 9.46
2. 8.66
3. 9.44
4. 8.56

168
5Min 1-5
(over Chapter 3)
Find the sum.
4.3 8.99

1. 8.56
2. 13.29
3. 9.42
4. 12.29

169
5Min 1-6
(over Chapter 3)
Find the difference.
20 11.78

1. 9.32
2. 19.32
3. 8.22
4. 11.98

170
5Min 2-1
(over Lesson 4-1)
Identify the common factors of the set of numbers.
9, 15

1. 3
2. 3 and 6
3. 1 and 6
4. 1 and 3

171
5Min 2-2
(over Lesson 4-1)
Identify the common factors of the set of numbers.
6, 42

1. 1 and 3
2. 1, 2, 3, and 6
3. 1, 2, and 3
4. 1, 3, and 6

172
5Min 2-3
(over Lesson 4-1)
Find the GCF of the set of numbers.
13, 15

1. 3
2. 5
3. 1
4. 2

173
5Min 2-4
(over Lesson 4-1)
Find the GCF of the set of numbers.
22, 104

1. 2
2. 4
3. 1
4. 11

174
5Min 2-5
(over Lesson 4-1)
Find the GCF of the set of numbers.
24, 42, 72

1. 3
2. 2
3. 6
4. 12

175
5Min 3-1
(over Lesson 4-2)
Solve. Use the make an organized list strategy.
Luis is displaying sports balls for sale. He has
a soccer ball, a baseball, and a basketball. How
many different ways can he arrange these balls on
a table?

1. 3 ways
2. 6 ways
3. 12 ways
4. 9 ways

176
5Min 4-1
(over Lesson 4-3)
D. simplest form
177
5Min 4-2
(over Lesson 4-3)
D. simplest form
178
5Min 4-3
(over Lesson 4-3)
D. simplest form
179
5Min 4-4
(over Lesson 4-3)
D. simplest form
180
5Min 4-5
(over Lesson 4-3)
D. simplest form
181
5Min 5-1
(over Lesson 4-4)
182
5Min 5-2
(over Lesson 4-4)
Write 3 as an improper fraction.
183
5Min 5-3
(over Lesson 4-4)
184
5Min 5-4
(over Lesson 4-4)
C. 4
185
5Min 5-5
(over Lesson 4-4)
B. 1
D. 0
186
5Min 6-1
(over Lesson 4-5)
Find the LCM of the set of numbers.
9, 12

1. 3
2. 72
3. 1
4. 36

187
5Min 6-2
(over Lesson 4-5)
Find the LCM of the set of numbers.
5, 9

1. 3
2. 90
3. 45
4. 14

188
5Min 6-3
(over Lesson 4-5)
Find the LCM of the set of numbers.
3, 11

1. 33
2. 99
3. 3
4. 66

189
5Min 6-4
(over Lesson 4-5)
Find the LCM of the set of numbers.
4, 6, 12

1. 24
2. 12
3. 6
4. 36

190
5Min 6-5
(over Lesson 4-5)
Find the LCM of the set of numbers.
2, 4, 7

1. 14
2. 21
3. 56
4. 28

191
5Min 7-1
(over Lesson 4-6)
Solve this problem. A clothing store sells 4
different styles of shoes in 3 different colors.
How many combinations of style and color are
possible?

1. 24
2. 7
3. 12
4. 4

192
5Min 8-1
(over Lesson 4-7)

1. lt
2. gt

193
5Min 8-2
(over Lesson 4-7)

1. lt
2. gt

194
5Min 8-3
(over Lesson 4-7)

1. lt
2. gt

195
5Min 8-4
(over Lesson 4-7)

1. lt
2. gt

196
5Min 9-1
(over Lesson 4-8)
Write 0.55 as a fraction in simplest form.
197
5Min 9-2
(over Lesson 4-8)
Write 0.08 as a fraction in simplest form.
198
5Min 9-3
(over Lesson 4-8)
Write 3.125 as a mixed number in simplest form.
199
5Min 9-4
(over Lesson 4-8)
Write 4.04 as a mixed number in simplest form.
200
5Min 10-1
(over Lesson 4-9)

1. 0.7
2. 0.07
3. 7.10
4. 0.71

201
5Min 10-2
(over Lesson 4-9)

1. 0.505
2. 5.50
3. 0.55
4. 0.055

202
5Min 10-3
(over Lesson 4-9)

1. 0.625

B. 2.625
D. 8.25
203
5Min 10-4
(over Lesson 4-9)

1. 3.5

C. 0.4545
D. 3.4545...
204
End of Custom Shows
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