Scribd
Upload
33 views40 pages

Chapter 2

This document is a Grade 7 Mathematics guide focused on Chapter 2, which covers decimals, fractions, and integers. It outlines key skills such as converting between fractions and decimals, comparing fractions, finding GCF and LCM, and performing operations with integers. The document includes exercises and examples to reinforce learning and understanding of these mathematical concepts.

Uploaded by

naweyeeminn70
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
33 views40 pages

Chapter 2

This document is a Grade 7 Mathematics guide focused on Chapter 2, which covers decimals, fractions, and integers. It outlines key skills such as converting between fractions and decimals, comparing fractions, finding GCF and LCM, and performing operations with integers. The document includes exercises and examples to reinforce learning and understanding of these mathematical concepts.

Uploaded by

naweyeeminn70
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
ee ee eee eee eee SSS S'S Uwe Grade 7 Mathematics CONGRATULATIONS! CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS YOU HAVE JUST COMPLETED -) CHAPTER 2! You should now be able to do the following: ¢ Convert between fractions and decimals Convert between mixed numbers and improper fractions Compare fractions Find the GCF and LCM Add and subtract fractions Add and subtract integers You are doing great! Keep up the good work. {tis unlawful to photocopy oF This guides served. 1 from Dynamie Classroom Ine nly. All rights res Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS, 82 ©. 14,214 d. 12, 15,20 6. Add or subtract the following numbers. Leave any improper fractions as mixed numbers and reduce your answer if necessary. a, 55422 a.3,2, 1,0, b. 63,0, 1,0, 9. Fillin the less than (=) or the greater than (>) symbol to show the relationship between each pair of numbers. 10. Find cach sum or difference, a S-7 b. -3=(-4 +5) c. 8-6 d. -3-(-5+4) The temperature went from -12° C at midnight to 5 degrees above at 10:00 am. How much warmer did it get? {tis unlawul to photocopy or reproduce content without permission trom Dynamic Classroom Inc. ‘This guide is leensedto the end user for PERSONAL use only. All rights reserved, Grade 7 Mathematics CHAPTER 2- DECIMALS, FRACTIONS, AND INTEGERS at CHAPTER 2 TEST 1. Write each of the following fractions or mixed numbers as decimals. 7 at a bs n $e 425 2 3 e. 35 fis 2, Show each decimal as a fraction or mixed number. Reduce if ne a. 0.261 b. 3.03 ce, 0.001 2b e977 £1088 g. 0.005 h, 0.015 3. Find each unknown to make equivalent fractions. ret 1735 2 3 4, Find the greatest common factor of each set of numbers. a. 21, 14 b. 30, 18, 12 c. $0, 75, 100 d. 15, 35,40 5, Find the least common multiple of each set of numbers. a. 30, 20 b. 6, 18,20 ‘ts uniaivtulto photocopy or reproduce content without permission from Dynamic Classroom inc. hie guido licenced to tho end user for PERSONAL use only. Allrights reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS 8 13. fone fifth of a number is 15 what is the number? 14, A pizza was eaten as follows: Arlene ate three eighths of it, Sue and Jack each ate one quarter, How much was left over? 1S, Mrs, Ramsden began a trip with three quarters ofa tank of gas. She used up three fifths of the tank on the trip. What fraction of the tank was left? Addition and Subtraction of Integer 16, What integer comes next in each of the following number pattems? a. -9,-6,-3,0, b 4,3, 17. Fill in the less than (<) or the greater than (>) symbal to show the relationship between each pair of numbers. a bo 2__ & 4. -1__o ® £4 18, Find each sum or difference. a 244 b. 2-5 e 441-2 d ea. -74+8-1 f 19. The temperature at noon on a winter day was -5° C, many degrees did it warm up? By 3:00 pm it had warmed up to 2° C, By how 20. A bird was flying at an altitude of 29 m abave sea level and directly beneath ita fish was 12 m below sea level (-12 m), How far apart were they? |tis untavitl 10 photocopy or reproduce content without permission from Dynamic Classroom Ine. ‘This guide is licensed to the end user for PERSONAL use only, All ights reserved. QAGBAEABAAARAARBARAARARARARALRAAAEEEEOEEenenmnnnmnne eS SS SSCS CCC CCC CC CECE EEG Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 79 e. 150, 75,25 f 22,33, 11 9. Two horses are racing on a circular track, The first horse takes 8 minutes to complete a lep and the second horse takes 6 minutes. If they both leave the starting gate at the same time and continue to run laps, how long would it be before they arrive at the starting gate at the same time? 10. Find the sum or difference of the following fractions with like denominators. Simplify or reduce the answer if necessary. a4 4,21 aot b ptate oe: Bak © jo” i niet I. Find the sum or difference of the following fractions with unlike denominators, Simplify of reduce the answer if necessary. 34! Ce ae eee ty 10 * 306 * F000 a a2 © 39730 25 ~ i00 12. Add or subtract the following mixed numbers. Simplify or reduce the answer if necessary. gigya a. 2341} Bat ¢ 107+25—5 i 52 at @ BE+25 B15, Itis unlawful to photocopy oF reproduce content without permission from Dynamic Classreom ine. ‘This guide is licensed to the end user for PERSONAL use only. All ights reserved. Grade 7 Mathematies CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS. 78 , 8 e. Lise Comparing and Ordering 5. Compare each pair of fractions by placing one of the following symbols in between them: > greater than; < less than; and = equal, Fractions ac od A. b 3 2 3 2 4 10 6 a: 2 s 8 7 47 8 6. Arrange the following numbers from smallest to largest. 2 4,% 2202 a. 3, 032, 4, = b. 5,5,0.2,03 1 z i eiperg: 2 eo 1F, 12, 5,13 a. 35, 34,29, 2 “atest Common Factor and Least Common Multiple 7. Find the greatest common factor (GCF) for each set of numbers. a 20,35 b. 50,75 120, 180 d. 28, 42 ©. 30,42, 63 £150, 75, 300 8. Find the least common multiple (LCM) for each set of numbers. a. 6,912 b. 15,45 ce. 7, 14,21 d. 15, 20,30 {tis unlawstulto photocopy or reproduce content without permission from Dynamic Classroom Inc, This guide is licensed to the end user for PERSONAL use only, Allrights reserved. Seeseseegeeeeeeeeeeeeeeee see ee SEES SESE SEES SESS I Grade 7 Mathematics CHAPTER 2~ DECIMALS FRACTIONS, AND INTEGERS, 7 EXTRA PRACTICE — CHAPTER 2 Converting Decimals and Fractions |. Write each of the following common fractions as decimals. 1 3 as a 20 * Too 8 u 20 30 s nz n 30 2. Show each mixed number as a decimal. a. b. 23 1 ¢. d. los Pa . 0 3. Show each decimal as a fraction or mixed number (show in reduced form where it applies). a. 0.007 b. 2.25 ©, 0.555 d. 0.015 © 5.05 £ 1.0909 4, Find each unknown to make equivalent fractions, 4 8 a tet aed iz ag {js unlawtu to photocopy or reproduce content without permission from Dynamic Classroom Inc This quide is licensed tothe end user for PERSONAL uso only, All rights reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS. 16 ENRICHMENT TOPIC Multiplication and Division of Integers Number patterns can be used to illustrate that “a positive number multiplied or divided by a negative number gives a negative answer” and that a “negative number multiplied or divided by a negative rauinber gi i Examples 2*5=10 2 2x2=-4 2 2x12 2 2x0-0 2x2=4 2 2x-l=? Qx1=2 2 2*2 20-0 4 2x3 7 We already know that a Look at the pattem Look at the pattem, What rhe positive times a positive gives a positive product, and that a number times What numbers go in place of ? The numbers are -2, -4, -6, and -8. From this pattem we numbers go in place of ? numbers are 2, 4, and 6, From this pattern we have a z210 is equal to zero. have a positive times a negative is a negative, negative times a negative isa positive, Exercises 2.5¢ 1. Find each product or quotient, a -6%-7 b o 3x-5x.2 4. 30-10 2% -2%-2%-2 £ (I2+-4)x5 Write an integer which is equal 10 the product of -3 and -5, less the product of 7 and 2. 3, [am a number equal to twice the product of -8 and -5, less three times the product of 7 and 8. Who am I? Inia untawstul to photocopy or reproduce content without permission from Dynamic Classroom Inc, ‘This guide is licensed to the end user for PERSONAL use only. Allrights resarved, DARARARARARARARABRAAAARADAAAAAAABRAAAALADAADLOaOOae, Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 5 4, ‘The table below shows the number of strokes the players in a golf cournament were either above (4) or else below (-) the expected (par) score, Final Scores for the Tournament Name of Player Smith Quong Anderson Cowley Rodriquez Dhillon Jones a, By how many strokes did Smith win the tournament? c. What was the difference in strokes between the best score and the worst score? Extra for Experts 5. Write an integer which is $ more than -3. 6, Write an integer which is 6 less than -2. "Number of Strokes Over (+) or Under (-) Par 5 b, How many stokes fewer did it take Cowley than it took Jones? d, What was the ratio of the number of players who were above par to the number who were below? 7. The stock market began the day at 1125 points. By noon it had dropped 54 points. Next it recovered 22 points by 1:00 and then dropped 48 points by the close of the day. How many points was it at by the end of the day? Ic 1s untawtul to photocopy or reproduce content without permission rom Dynamie Classroom Inc. This quide is licenced to the end user for PERSONAL use only. All ights reserved. Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS. 74 fy (remember to work inside of brackets first) a, 3-2-3) b. -442--1 3. The table below shows the Jowest recorded temperature at a ski resort for each day of'a week. Use this informat Wn to answer each question. Lowest Temperature of the Day Lowest Day of the Week ‘Temperature in Degrees Celsius Monday -0 Tuesday 3 Wednesday Thursday Friday Saturday Sunday a, How much warmer was iton Saturday, How much warmer was it on Friday than on than on Wednesday? Tuesday? c. What was the difference in temperatures d, How many degrees difference was it between between Saturday and Tuesday? the highest and lowest daily temperatures for the entire week? ce, What was the ratio of the number of days. f What was the ratio of the number of days below zero to the number of days in the above zero to the number of days below zero? week? itis unlawtul to photocopy or reproduce content without permission from Dynamic Classroom Inc. ‘This guide is licensed to the end user for PERSONAL use only, All rights reserved, Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS 3 Addition and Subtraction of Integers Direction on the Number Line Operations of “+” and “." can be illustrated on a number line where movement to the right is positive and to the left is negative, negative direction positive direction 6 5 4 O71 345 6 Adding and Subtraction using the Number Line Use the following rules when adding or subtracting integers. Start with the fi eger. * Then travel on the number line the distance of the second (to the right when we add and to the left when we subtract, * When a negative is subtracted, we reverse the direction and move to the right to add. Example: 3-4 Begin at3 and move 4 units left to arrive at -1, S—— 4324012345 67 Other Examples: 2+3=5 Star at2and move 3 units right, Start at -3 and move 5 units right. Start at S and move 2 units left, Start at 2 and move 7 units left. Start at 4 and move 3 units right, Start at -S and move 7 units right. Exercises 2,5b 1, Find each sum or difference. a, 3-3 b. 2-8 c. 4~-2 4 e 21-3-20 f4e3 {tis uniawtl to photocopy or reproduce content without permission from Dynamic Classroom Inc. This guide is licensed to the end user for PERSONAL use only. All rights reserved. Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS, 72 Exercises 2.5a 1, What integer comes next in each of the following number patterns? 2,1,0,-1,2 b. 6.4,2,0,2 d. -8,-6,-4,-2,2 -15, +10, -5, 0, ? +30, -27,-24,? What integer goes in exch location on the number line? 3. Find each unknown, a. b. s+ & 124-12—__ a 214+ e 24+ _+6=6 4, Fill in the less than (<) or the greater than () symbol to show the relationship between each pair of numbers. aL e 3__-4 e 5-6 £42 Its unlawful to phetecopy oF reproduce content witnout permission from Dynamic Classroom Inc. This guide is licenced to the end usar for PERSONAL use only. Alrights reserved. DARAEELAEAALARAEARARARARAERERERERERERARARARARAEE SSSeeeeseeseesesesesesesesesesesesesesese sess EEE sEseseseseseseeggs Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS n 2.5 Addition and Subtraction of Integers Uses of Integers Sometimes itis important to talk about numbers with negative values. For example, temperatures below freezing are talked about as “below zero” or “minus degrees Celsius.” A temperature of § below zero is referred to as a temperature of -5° Celsius, We also talk about negative numbers when wwe discuss distances below sea level or strokes under par in a golf game. These negative numbers, when added to the set of Whole Numbers, produce the set of Integ ¢ Set of Integers The set of whole numbers consists of the following: 0, 1, 2, 3, 4, 5, .« Sometimes we want to use numbers to represent negative values, Examples: a, the temperature is 10 degrees helow zero (-10° b. the golfer finished the game $ under par (-5) c. the treasure chest was located 18 metres below t! d. the stock market dropped $9 points (-59) the sea (-18) When we take the set of whole numbers and then add their negatives, we have the set of Integers Example: ... -4,-3, -2, -1, 0,1, 2,3, 4yu0 When they are graphed on the number line, the set of integers is as follows, (negative direction) - < | —>+ (positive direction) wb 7-6 5 43 2-1 OT 345678 Sum of Opposite Integers Opposite integers are those that are an equal distance from zero on the number line. Examples of opposite integers are -9 and 9; -7 and 7; and -1 and 1. If we add opposite integers, we end up with a sum of zero. Example: 4+-4=0 (Start at 4 on the number line and go 4 units to the left (negative direction) to get to zero.) Comparing Integers Numbers that lie to the left on the number line are smaller than numbers to the right. - — | + (positive direction) D1o0Trias45678 amples: -Listess than @(-1<0) 2 is greater than -1 (2> 1) -Distess than 3(-2<3) is greater than -3 (0>-3) is less than 4 (-5 <4) 6 is greater than -7 (-6 > -7) tis untavitl 19 photocopy or reproduce content without permission from Dynamic Classroom Inc. ‘This guido is licensed to the end user for PERSONAL use only. All rghts reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS Extra for Experts 6. Bob and Jack were each drinking a glass of 9. milk while waiting for lunch o be served. By the time they were serve Bob had + ofa sass eft and Jack had & lett. How much milk in total did they drink? Ifone quarter ofa number is 11, what is the number? ‘One third of a first number is the same as one half of a second number, How much bigger is the first number? Sue, Jane and Brenda were given a total of 60 magazines to share, Sue took of them, Jane took Zand Brenda took +, The rest of the magazines were thrown away, How many of the magazines were thrown away? {tis unlawl 10 photocopy or reproduce content without pormission from Dynemie Classroom ine ‘This guide is licensed to the end user lor FERSONAL use only. All ights reserved. 70 iE i ll ii i ls Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS. 68 Examples with Solutions me denominator. 1. Find the sum or difference of the following fractions with the s 1,6, 4 liters 13 15° 15 is is” 1s 1s CS 3. Add or subtract the following mixed numbers. +34 Exercises 2.4 1. Find the sum or difference of the following fractions with like denominators. Simplify or reduce the answer if necessary. 3 2 a at be Gets nis & aoe ats . e Shets f 2, Find the sum o: difference of the following fractions with unlike denominators. Simplify o reduce the answer if necessary 442 57 20 It's unlawful to photocopy or reproduce content without permission from Dynamic Classroom Inc “This guide is licensed to the end user for PERSONAL use only. Allrights reserved ALRLABELERLARLULLALULBLAELABARALERLAELEEEAEALEELABLERERE a a OOOO OOOO ree wewuuuwuwueuUuN Grade 7 Mathematics CHAPTER 2~ DECIMALS. FRACTIONS, AND INTEGERS: 69 tate Tata o Bad, © oss 3. Add or subtract the following mixed numbers. Simplify or reduce the answer if necessary. gleql as+ds b. 32- e 15422434 ff 27 25t35 dogod 4 gl 1 2G 2ytly he 105 4. Jerry picked 10: bags of apples and June picked 8 bags. How many bags of apples did they pick together? 5. Mr, Janes had 4of a tank of gas in his car. If he added $a tank more, how full was the tank? itis unlawul to photocopy or reproduce content without permission from Dynamis Classroom Inc. This guide is licensed to the and user for PERSONAL uso only, Allrights reserved. CETTE TREES T ETT ESTEE EET EEEEEEEEEETEs Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 67 Now we can add the, sinee they are Bo ou of 10 pans (the denominator is the same) and the Rules to Add and Subtract Fractions with Different Denominators 1, Find the least common denominator (LCM of denominators), 2. Write equivalent fractions using this denominator. 3. Add or subtract the fractions. 4, Redui if necessary. Examples: The least common denominator of 2 and 4 is 4, Write both fractions with a denominator of 4. Add the numerators (this fraction cannot be reduced). 2 The least common denominator of 6 and 3 is 6. 2 Write both fractions with a denominator of 6. Subtract the numerators and reduce the fraction, Adding and Subtracting Fractions and Mixed Numbers To add or subtract mixed numbers, simply convert the mixed numbers into improper fractions, then add or subtract them as fractions. Convert the mixed number to an improper fraction, ot axa Write both fractions over the same denominator, Het og 32 Add numerators and write as. a mixed number, a) Itis unlawful to photocopy or reproduce content without permission from Dynamic Classroom inc, ‘This guide is licensed to the end user for PERSONAL uce only. Allrights reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS Examples with Solutions 1. Find the sum (simplify or reduce the answer if necessary). 142 a 1t+2 a 2 3030 8 be 3 « BS 107 70 13 y 22-2 q 2% Adding and Subtracting Fractions with Unlike Denominators Suppose you have two rectangles where 2 parts out of 5 are shaded in the first and 3 parts out of 10 are shaded in the second. ] If we divide the rectangle on the left into 10 parts, we can | see that that 2 parts out of § becomes 4 parts out of 10. {tis uniawvtul to photocopy oF reproduce content without permission from Dynamic Classroom inc, This guide is licensed to the end user for PERSONAL use only. Allrights reserved. ——————— Grade 7 Mathematics CHAPTER 2— DECIMALS FRACTIONS, AND INTEGERS. 65 2.4 Addition and Subtraction of Fractions Adding and Subtracting Fractions with the same Denominator Earlier we looked at a fraction as a part of'a whole, For example, if we had a rectangle separated into a 8 equal parts and 3 of them were shaded, we said that three parts out of eight or = of the rectangle was, shaded, What if we shaded another two parts? It would give us the next diagram, We shaded an additional two parts out of eight and ended 1 up with the above diagram. We could say that three eighths plus two eighths equals five eighths or 2 +2 = & Similarly, if we had taken to shaded parts away, we would have had three parts out of cight minus ‘wo parts out of eight to end up with one part out of eight (three cighths minus two eighths equals one eighth) or Rules for Adding and Subtracting Fractions with the Same Denominator Ifthe fractions have the same denominator, their sum is the sum of the numerators over the denominator, Ifthe fractions have the same denominator, their difference is the difference of the numerators over the denominator. Reduce if necessary, Examples: ‘tis uniaivtl to photocopy or reproduce content without permission ftom Dynamic Classroom ine. This quide is licensed to the end user for PERSONAL use only, Allrights reserved. Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS ©. 25,15 d, 40, 16,5 e 10,35, 14 f 12,20,60 Extra for Experts 3. Find the smallest possible number that could be used to complete the pattern of numbers in the left-hand column, Numbers Least Common Multiple Smallest Possible Missing Number (LCM) a 6,418 n 5,20, 60 714 126 d. 10, 100, 2100 e612 60 630 4, Two buses leave the same station at the same time, The first bus takes 12 minutes to complete a return trip and the second bus takes 20 minutes, If they both left at 8:00 am, at what time of day would they both arrive at the station at the same time? 5. Three ftiends walked around a circular track. It ook the first one 15 min, the second 25 min, and the third 30 min to complete one revolution. If they all began at the same time and continued walking at the same rates, how long would it take before they all met again at the starting point? {tis unlavitul to photocopy or reproduce content without permission from Dynamic Classroom ine, “This guide is licensed to the end userfor PERSONAL use only. Al rights feservec, o4 TELELCTLELALTLALELALLLLTTLLALLALATAETLATLALaAaTTaAgtaagTaage Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 63 3. Find (a) the GCF and (b) the LOM of the Ger following numbers: 44=2x2* LL x3x UT 44,66 Factors common to both are 2 x 11 GCF = 22 (largest factor that divides into both numbers). LCM 2x2 11 (prime factors of the 1) 2x2 11 3 (factors of 1% plus factors in the 2" not already listed) LCM = 132 (smallest multiple that both numbers divide into). Exercises 2.3 1. Find the greatest common factor (GCF) for each set of numbers, a, 20,70 b. 27,54 ¢, 40,72 d, 14,42 e, 30,45, 60 £120, 80, 200 g. 580, 145 h, 10, 30, $0, 90 2. Find the least common multiple (LCM) for each set of numbers. a 95 b, 14,35 Ics uniawtul to photocopy or reproduce content without permission trom Dynamic Classroom Inc. ‘This guide islicensed to the end user for PERSONAL use only. Alrights reserved. Grade 7 Mathematics CHAPTER 2— DECIMALS, FRACTIONS, AND INTEGERS. 2 Method 2; Find the LCM of 15 and 10. 33° Write as the product of prime factors. 15 10=2*5 Write as the product of prime factors. 3«5%2 — Selectall factors of the first and then add factors not there from the 2"? number. LCM=30 The product of the above factors (the smallest number that both 10 and 15 divide into). Examples with Solutions 1, Find the GCF of 40 and 50, 2. Find the LCM of | Write each number as the product of prime factors. 40=2«2%2%8 §0=2x5*5 Select those fuctors which are common to both. 2x 5=10. 10 is the greatest factor common to both numbers. Method #1 Write multiples of each number until you find the smallest one that is common to both. Multiples of 15 ~ 15, 30, 45, 60, 75, .. and multiples of 20 = 20, 40, 60, LEM = 60, which is smallest number that is a multiple of both, Method #2 Factor each number as products of prime factors 159=3%3 20=2%*%2%5 Use all of the factors of the first number and then add those from the second number that you do not already have. Start with 5 «3, next include 2 x 2. The LCM =5 x3%2*2=60, {tis unlawful to photocopy or reproduce content without permission from Dynamic Classreom Ino. ‘This guide is licensed to the end usar fer PERSONAL use only. All rghts reserved. ~pRaRRERAERARAARABARABAARABCAAAABARAEAAAAABDABARAE Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS 61 2.3. Greatest Common Factor and Least Common Multiple Greatest Common Factor ‘The greatest common factor (GCF) of two numbers is the largest number that is a divisor of both. It is sometimes called the greatest common divisor, It can be used to simplify (or reduce) fractions. To find the GCF of two numbers, use the following steps. 1, Write each number as a product of prime factors. 2, Select all of the prime factors common to both. 3, The product of those factors is the greatest common factor. Examples: |. Find the GCF for 20 and 28. 20=2*2™5 2% 2 is commonto both numbers. 28=2%2%7 isthe GCF 2. Find the GCF for 30 and 45. 30=32™5 45 *3x 3 «5 is common to both numbers. 15 is the GCF Least Common Multiple The least common multiple (LCM) is the smallest number (not zero) that is a multiple of both, It is used when adding and subiracting fractions. ‘To find the LCM of two numbers, use the following steps. 1. Write multiples of each number. 2. Select the smallest multiple common to both. oR 1. Write each number as the product of prime factors. 2, Select all of the prime factors from the first number and then select only those prime factors from the second that are not already there. 3. Find the product of those factors, Examples: Method 1: Find the LCM of 15 and 10. Multiples of 15 are 15, 30, 45, 60, 75, Multiples of 10 are 10, 20, 30, 40, 50, 60, 70, ... 30 is the smallest multiple for both numbers, Its unlaaful to photocopy or repreduce content without permission from Dynamic Classroom Inc. “This guide Is tensed to the end user for PERSONAL use only. All rights reserved. Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 60 $233 c dso F050 ae 59 6 f 7, Arrange each set of fractions, decimals, and mixed numbers from largest to smallest. 1 3 4 10 15, 05,13 b. 04) Sy Ge Ge Le 07, 5) La 8. The following numbers are supposed to be in order from smallest to largest. Which number is out of place? 5 8 2,5) 1.09, 5 1 1 51 1g, 15,15 d. 2.25, 7, 25, 2.75 a 3 €. Sy 025, 5, O75 It ie uniawtul to photocopy or reproduce content without permission from Dynamic Classroom nc. This guide is licensed to the end user for PERSONAL use only. Allrights reserved. \EEBEEAAEABLABARABEALCALCACAREEaaaeaaaaaaaaaaaaa Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS “<” less than; and ‘The first one is done for you. ule! ale] ale] + ae ale ae cops| ole ole pe 5, Compare each pair of fractions. Which fraction is largest or smallest, or are they equal? a) as >t i bt 2 7 2 3 6, Arrange each set of fractions from smallest to largest. ri 2 1 = 32 itis unlawful to photocopy or reproduce content without permission from Dynami Classreom Ine, ‘his guide is licensed to tho ond user for PERSONAL use only, Allrights reserved. 59 Refer to the fraction wall shown below to determine the relationship between exch pair of fractions in Question #5. Use the following symbols to show it: “>” greater thal =" equal, Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS 58 2. Write each fraction as a decimal or a mixed number decimal. eas b. 28 re00 5 a a & 3 a b 2 4, Write each mixed number as an improper fraction. a b. 5s 5 itis unlawful to photocopy o- reproduce centent without permission from Dynamic Classroom Inc This guide is licensed to the end user for PERSONAL use only. All rights reserved, X LULLELLALLALLELLALAELADLARLADCARARETEETATAAaaaenasance Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS 57 Examples with Solutions 1. Compare each pair of fractions. Which is largest or smallest? a. Sand 4505 and3=06:4<2 z 508 at Sand 2=0.75 and = 0.7:3> 4 2. Arrange each set of fractions from smallest to largest. Write as decimals first to order by place value, then in original form. ‘Arrange each set of numbers from largest to smallest, Write as decimals first to order by place value, then in original form. 93 2 1 3 08 Fg 13, 17, 08 14,13 a 3,12, 5, 15 4, The following numbers are supposed to be in order from smallest to largest. Which number is out of place? $= 0.6, itis larger than 0.5 Exercises 2.2 1, Write each decimal as a fraction or mixed number in simplest form. a. 0.35 b. 0.101 c. 1.03 d. 5.005 47 6.09 itis unlawlul to photocopy or reproduce content without permission from Dynamic Classroom Inc. ‘This guide is licensed to the end user for PERSONAL use only, All rights reserved. g Grade 7 Mathematics CHAPTER 2— DECIMALS, FRACTIONS, AND INTEGERS, We will use the following symbols to show the relationship between numbers. > greater than < less than equals ¢ é ‘ Example: 3>2 5<8 2=8 Looking at the fraction wall, we ean see the following relations by the size of each of the corresponding parts. Ways to Compare Fractions ‘There are two easy ways to compare fractions: using decimals or using the same denominator. We will convert to decimals in the example below. Example: Which is bigger 2 or =? (you may want to use a calculator for this) (i) Write each as a decimal 83 = 0.375 and 1275 = 0.416 (ii) Using place value, we ean see that = = 0.416 is larger. Location on the Number Line We could also look at location on the number line to compare fractions in order of size. If on s located to the left of another, it is smaller or if one fraction larger. 1 3 3 2 4 1 For that . 1 Looking at the number line above, we can sce that + To order fraetions from smallest to largest or vice versa 1, Rewrite each fraction as a decimal fraction first. 2. Use place value to order them. 3, Re-write the fractions in their original forms. {tis uniawul to photocopy or reproduce conten: without permission from Dynamic Clessrcom Ine. ‘This guide islicensed to the end user for PERSONAL use only. Allrights reserved. PRAELAAALALEALAEALALEAEAAEAELELEALEREA EEE ARLEEARAE EE Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 3. Write each improper fraction as a mixed number. 4, Write each mixed number as an improper fraction, 1 gxa4_ 10 a 3t oxats 3 3 3 3 2 b. 122 2 oa y—E = 1000243 _ 2008 To0a Too 1000 1000 Comparing and Ordering Fractions and Decimals this is (0 use a fraction wall, 1 z z cas 2 z 2 x 3 z z z = a = z = 2 2 = 5 s = z z ze 6 smaller. It'S unlawful to photocopy or reproduce content without permission from Dynamic Classroom Inc. “This guide is leensed to the end user for PERSONAL use only. All rights reserved. Sometimes we need to compare two Itactions to discover which is larger or smaller. One way of doing. ‘The fraction wall above shows 2 value of | divided several times into sets of equal parts. By looking at the amount of space taken up by each part, we can tell which fractions are larger and which are Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS 5A Converting Fractions and Decimals In the previous section, we converted fractions to decimals using equivalent fractions with denominators that are powers of 10, or else by dividing the denominator into the numerator, Bx foes eee 223+ 5 Examples: 755 = 0.03, = 5 = 7p = OF and [= 3+ 20=0.15 We converted terminating deeimals to fraetions by just reading off the place value. " a wit, Examples: 0.031= 355. O.17=355, 2.09 Examples with Solutions 1, Write each decimal as a fraction or mixed number in simplest form, O13 13 hundredths, 0.13 = b. 0.007 7 thousandth, 0.007 = ©. 0.25 25 hundredths, ( 3.8 3 and 8 tenths, 3.8 = e, 21.04 21 and 4 hundredths 2. Write each fraction as a decimal or a mixed number decimal. Bs 19 thousandths, 0.019 x00 bk 2 and 3 hundredths, 2.03 esr 3and+=3 + 1174=3.36 {tis unlawlul to photocopy or reproduce content without permission trom Dynamic Classroom ine. ‘This guide is iconsed to tho ond user lor PERSONAL use only. All ights reserved. REBAR ERAERARARARBRABARABAAAAABAABAABBEAAABRAAAA SE Ae Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS 83 2.2. Comparing and Ordering Fractions and Decimals — Review of Fractions and Decimals A proper fraetion is a common fraction in which the numerator is smaller than the denominator. Examples: hy, 4.24 These fractions are ull between 0 and 1 ator An improper fraction is a common fraction in which the numerator is larger than the denom 537 Examples: §,3,2 These fractions are all greater than |. ‘The number 1 can be written as a fraction in many ways and could be called 9 fraction of one Example Mixed Numbers A mixed number is greater than | and is a combination of a whole number and a proper fraction. 16342 Examples: 23,5415 ed numbers and vice versa, All improper fiactions ean be written as Converting Mixed Numbers and Improper Fractions One of the methods we looked at in converting between mixed numbers and improper fractions was 10 rewrite them using expanded form, Examples n to.a mixed number 2. From a mixed number to an improper fraction 2z=2 +2 gts = or multiply the denominator times the whole number and add the 3 e 1_Sx2t¢i_ 1 numerator, over the denominator 25 = = = > It untewdul to photocopy or rapreduce content without permission from Dynamic Classroom Inc “This guide is icensedto the end user for PERSONAL use only, Allrights reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS. 52 Ext for Experts Find each unknown, agai b. 379 u 8 a 2 & 03= he 6. Write each repeating decimal as a common fraction or mixed number. a. 05 b. 23 1 4. 2914 7. Solve each problem, Lam a number less than 5 witha single- b, Tam a three-digit terminating decimal le digit repeating decimal pattern, My than 1. If all of my digits are the same and are repeating decimal digits are four times perfect squares, who can I be? my whole number digit, Who cen I be? tis unlawful to photocopy or reproduce content without permission from Dynamic Classroom In, ‘This quide is licensed to the end user for PERSONAL use only, All rghts served, VRRECEeeeeeee eee ee ee ee eee Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS, SL 3. Show each decimal as a fraction or mixed number. a. 037 b. 0.09 © 8h d. 56.003 e. 10001 f 28.013, 7777 h 04 2.7 j. 418 Match each fraction or decimal on the left with an equivalent one on the right by drawing arrows from left to 2 3 = 12 au 3 DA 4 ©. 0.15 Ls 0.375 6 5 3 3 fag 4 It unlawful to photocopy or reprecluce contont without permission from Dynamic Classroom Ine. “This quide is licensed to the end user for PERSONAL use only, All rights reserved. Grade 7 Mathematics CHAPTER 2 DECIMALS, FRACTIONS, AND INTEGERS 1. Write each of the following common fractions as decimals, 9 a ht a5 tot O00 u 1 2 c2 20 2 nZ 2 7 id z a i 0 0 ® m n 8 30 Show cach mixed number as a decimal. ’ 7 aeeTT) m 8 T08 3 ¢ a1 i c et e £ 105 nlawful to photocopy or reproduce content without permission Irom Dynamie Clazeroom Ine. ‘This guide is tcensed to the end user for PERSONAL use only, All rights reserved, RALEEEEEEELEEACEAELEEEAEAEAAALEALEAEALEACEEEEEEEKE Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS 49 Converting Single Digit Repeating Decimals (look for patterns) Single Digit Repeating D Any fraction with a single-digit mumerator and a denominator of 9 can be written as a repeating decimal where the numerator repeats. nal Patterns ‘See what happens when the denominator is 90. Thirds are common fractions whese pattern should also be recognized, Look at patterns for other denominators. ‘A denominator of 11 is shown on the right. Denominator is 1+90= 0.0111... 2 5 +90 = 0.0555. 6 2 2+00= 2=6+90= Z=2+90= 0.0222... = 6 + 90 = 0.0666... 3-3 +99 = 0.0333... 2=7 + 90 = 0.0771... 0 36 .0444.. * +90= Ae4+90 Denominator is 3 2 3 Denomi 14 03 =2+ 3= 0.666... tor is 30, = 1+30= 0.0333... 30 ete, 2> 30 = 0.0666... Denominator is 11 1 vv .0909.. O.1818.. ete, Itis unlawful to photocopy or reproduce content without permission from Dynamyc Classroom Ine, ‘This guid is iconsed to the end user fot PERSONAL use only, All nghts reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS. 48 c. 0.4444. This is a repeating decimal. The pattern tells us that 0.4444. Check this answer by dividing 4 by 9. 3. Use pattems to write a repeating decimal asa fraction, 3 0.27, The pattern shows that when you have a denominator of 11, the numerators generate a repeating decimal that is a multiple of 0.09, Therefore 0.45 ==. 0.18, and a what fraction is 0.45 equal to? SUMMARY TABLE. Relationships between Fractions and Decimals Converting Fractions to Decimals (Divide denominator into numerator) Denominators as Powers of 10 tos 375 : , Examples; $=4=05, $= =075 Convert the fraction to an equivalent one with a pis 2 = 30 a> y00 denominator that is a power of ten, then convert toa decimal Dividing Numerator by Denominator caer =5)4=08 Terminating The decimal form of a proper or improper fraction can be calculated by dividing the numerator by the denominator. The result will be a terminating or repeating decimal Converting Terminating Decimals to Fractions (Use place value) Use place value to convert the terminating Examples: decimal to a fraction with a denominator that is a 031 =24, 0.017222 power of ten and then reduce to lowest terms. = a8 035-3 =2 joo ~ 35 0.125 = 25 Too = Itis unlavitul to photocopy or reproduce content without permission from Dynamie Classroom Ine. ‘This guide is licensed to the end user for PERSONAL use only. Al ights reserved, REDAGZALALAEALAEAALAAAAEAEAEEARAREEAETATaeaaaaeaneeaeen GF EE CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS ar Below are some pattems that you should become familiar with, What do you think the decimal pattem would be forZ or for 2? ‘What do you think the decimal pattern would be ey 0 ao 5 on fy for = or for ‘What to you think the decimal pattem would be 3 7 for = or for 2? i" a Examples with Solutions 1. Write each fraction or mixed number as a decimal. 9 ; 5 ° ae ‘This fraction is already over a power of 10. Use place value, 5 = 0.09 23 ¥ 2 r . This fraction is already over a power of 10. Use place value. <=> = 0.023 e. 2 ‘This mixed number has a fractional part that is over a power of 10. 2% 23 ' 4 zie iy i a3 Either multiply by £ to make the denominator into 100 or else divide the numerator by the denominator. = eZ Divide the numerator by the denominator, = 0.225 28 . 23995 .2 Divide the numerator by the denominator. = = 0.2555. 2. Write each decimal as a fraction. a, 0.08 Using place value, this terminating decimal is eight hundredths, 0.08 = ws b, 0.025 Using place value this terminating deeimal is 25 thousandths. 0.025 = 25 = & 025 = x90 — 40 itis unlawful to phetocepy or reproduce content without parmission from Dynamic Classroom Inc, This guide is licensed to the end user for PERSONAL use only, All:ights reserved: Grade 7 Mathematics CHAPTER 2 - DECIMALS, FRACTIONS, AND INTEGERS at Below are some pattems that you should become familiar with. What do you think the decimal patter would be for 2 oF for 5? ‘What do you think the decimal pattern would be 5 By for = ot for 3? What to you think the decimal pattem would be 3 a for + or for 2? pre Examples with Solutions 1, Write each fraction or mixed number as a decimal, a. a “This fraction is already over a power of 10, Use place value. 25 = 0.09 3 ‘This fraction is already over a power of 10, Use place value. <25; = 0.023 e 25 ‘This mixed number has a fractional part that is over a power of 10. 255 = 23 d 2 Either multiply by : to make the denominator into 100 or else divide the numerator by the denominator. 2 = 0.12 eg Divide the numerator by the denominator. = 0.225 £2 Divide the numerator by the denominator. 0 2. Write each decimal as a fraction. a, 0.08 Using place value, this terminating decimal is eight hundredths. 0.08 = +75 b. 0.025 Using place value this terminating decimal is 25 thousandths. 0.025 = 2 = 4 025 = s900 = 40 Itis unlawful to photecopy or reproduce content without permission from Dynamic Classroom Ine, This guide is licensed to the end user for PERSONAL use only. Allrights reserved. Grade 7 Mathematics CHAPTER 2 ~ DECIMALS, FRACTIONS, AND INTEGERS, 46 2.1 Fractions and Decimals (terminating and repeating) Converting from Common Fractions to Decimals A fraction that can be re-written with a denominator of a power of 10 (10, 100, 1000, ...) will have a decimal numeral equal to its numerator and 2 decimal point location based on its place value. 2 Examples: Writeas a decimal. In cases where it is not obvious what the numerator would be if the denominator were a power of 10, divide the denominator into the numerator until the quotient either terminates or else a repeating pattern is established. Examples: Write as a decimal. 3: 40)3,000= 0.075 terminating 1 2s 2 a ng =: S0)1.00 = 0.02 terminating i repeating patter 3] 8 i S 5 repeating patter Fi MYL00 = 0.09 repeating pattem Note: a decimal with a repeating pattern can be shown either with dots at the end to show the pattern repeats or with a bar over the repeating digits, ++ or 1.032 Examples: 1, 0.2222... 0r 0.2 2. 3.5151S1..0r3.51 3 Converting from Decimals to Common Fractions To convert from a terminating decimal to a common fraction, read off the place value. ° an 5 les: 0.09= 2; 0.271 = 274; 42. Examples: 0.09= =: 0.271 = hea, os ‘To convert from a repeating decimal to a common fraction, look for a pattern. a1 Examples: 0.1=4, 0.2=2.03= Its uniawtul to photecopy or reproduce content without permission from Oynamie Classroom Inc This guide is licensed to the end user for PERSONAL use only. Allrights reserved. BUaseaeaeeaeaeaeaeaeaeaEeaeaEeeaEaeeaEeEeEaEeeaEeaEeEeeuueuerturtertntt wt tt } Grade 7 Mathematics CHAPTER 2~ DECIMALS, FRACTIONS, AND INTEGERS CHAPTER 2 DECIMALS, FRACTIONS, AND INTEGERS 2.1 Fractions and Decimals (terminating and repeating) 2.2 Comparing and Ordering Fractions and Decimals 2.3 Greatest Common Factor and Least Common Multiple 2.4 Addition and Subtraction of Fractions 2.5 Addition and Subtraction of Integers

You might also like