An equivalent number refers to numbers that have the same value but may be represented in different forms.

1. Fractions: 1/2 and 2/4 are equivalent because they represent the same amount of a whole.

2. Decimals: 0.5 and 0.50 are equivalent because they represent the same value.

3. Percentages: 50% and 0.5 are equivalent because they represent the same portion of a whole.

1. Determine if the following pairs of numbers are equivalent:

a) 3/4 and 6/8

b) 0.25 and 1/4

c) 75% and 0.75

a) To determine if 3/4 and 6/8 are equivalent, we can simplify the fractions. Both fractions reduce to 3/4, so they are equivalent.

b) To determine if 0.25 and 1/4 are equivalent, we can convert 0.25 to a fraction: 0.25 = 25/100 = 1/4. Therefore, 0.25 and 1/4 are equivalent.

c) To determine if 75% and 0.75 are equivalent, we can convert 75% to a decimal: 75% = 0.75. Therefore, 75% and 0.75 are equivalent.

Understanding equivalent numbers allows us to compare and manipulate numbers in different forms, such as fractions, decimals, and percentages. Practice identifying and working with equivalent numbers to strengthen your understanding of this important mathematical concept.

.Study GuideArea and Circumference of Circles Activity LessonArea of Circles Activity LessonCircumference of Circles Worksheet/Answer key

Area and Circumference of Circles Worksheet/Answer key

Area and Circumference of Circles Worksheet/Answer key

Area and Circumference of Circles Worksheet/Answer key

Area and Circumference of Circles

Geometry (NCTM)

Use visualization, spatial reasoning, and geometric modeling to solve problems.

Use geometric models to represent and explain numerical and algebraic relationships.

Measurement (NCTM)

Apply appropriate techniques, tools, and formulas to determine measurements.

Select and apply techniques and tools to accurately find length, area, volume, and angle measures to appropriate levels of precision.

Develop and use formulas to determine the circumference of circles and the area of triangles, parallelograms, trapezoids, and circles and develop strategies to find the area of more-complex shapes.

Connections to the Grade 6 Focal Points (NCTM)

Measurement and Geometry: Problems that involve areas and volumes, calling on students to find areas or volumes from lengths or to find lengths from volumes or areas and lengths, are especially appropriate. These problems extend the students' work in grade 5 on area and volume and provide a context for applying new work with equations.