Oops. We can't find what you're looking for.
U4 Model the World
T1
Glue & Review
Place value chart:
* Helps us to read decimal numbers correctly
* Helps us to line up decimal numbers correctly when adding or subtracting
T1
My Responsibilities
1. In your notebook, make meaningful notes for your forgetful selves
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Neatly show your thinking. Work top to bottom (up and down). Circle your answer.
p181: 1, 2, 3, 4, 5, 6, 10a; 183: 17, 18, 19, 20, 21, 22, 23, 24, 25; p182: 11 (Volume 1, Ch3-1)
Check answers as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T1
Launch
I added 3.1 and 4.65 and got an answer of 4.96 What was my mistake?
T1
Summarize
When adding or subtracting decimals, remember to line up the decimal points. DO NOT align the numbers on the right-hand side, like you would with whole numbers
In a whole number, the decimal point is after the last digit (e.g., 15+4.88 should be written as 15.00+4.88).
When numbers have different numbers of digits after the decimal point, add zeros to make the place values line up correctly. For example, 0.5 can be written as 0.50 to align with 1.25
Sum: the answer to an addition problem
Difference: the answer to a subtraction problem
Term: a part of an expression that is separated by addition or subtraction signs (e.g. in the expression 3.2 + 5, 3.2 and 5 are terms)
T1
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
Be sure to discuss page 181 #5
T1
Direct Instruction
To find the distance between two positive numbers, we can subtract. If we subtract the same number from both numbers, the distance stays the same (even though both numbers shift to the left).
We can use this flexibility to avoid having to annex lots of zeros and regroup multiple times.
T1
Entry Ticket (5 min)
On the blank side, write: First name, last name, U4T1
Use the standard algorithm. Show your work. Circle your answer.
1) 0.231 + 5.8
2) 18 - 0.03
T2
Vocabulary
Multiplication: the process of finding the total number of items when you have an equal number of groups (e.g. 2x6 is asking how many items are in two groups of six)
Product: answer to a multiplication problem
Factor(s): numbers that are multiplied
T2
Watch & Listen
1:20-3:06
T2
Notice? Wonder?
Start 0:52 -Stop 1:55
T2
Direct Instruction
Steps for multiplying using the standard algorithm:
Line up the digits vertically - starting on the right. (Place the factor with more digits on top.)
* Don't add (annex) zeros to the factors (e.g. don't write a factor of 3 as 3.000)
Multiply the top number by the ones digit of the bottom number, carrying over when necessary.
Multiply the top number by the tens digit of the bottom number, adding a zero as a placeholder in the ones place of the new row.
Add the results to get the final product
T2
Direct Instruction
After finding the product, move the decimal place to the left -- based on the number of decimal places in the factors
show the 'swoopies' (or bumpies)
If needed, annex one or more zeros in the product (e.g. 0.03 not .03)
T2
My Responsibilities
1. In your notebook, copy down today's notes:
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Show your work. Circle your answer
p199: 17, 18, 19, 21, 22, 26; p207: 20, 21, 22, 23, 25, 26 (Volume 1, Ch3)
Check answers in the back of the book as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Class Info
Friday is a retake day!
For summative assessment scores in PowerSchool that are less than 3
1. Go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities)
2. Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
3. If you get stuck, review your thinking, try different approaches, ask for help, and/or search.
4. Bring your Level 3 CYUQs to a retake day and trade me for a retake
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Direct Instruction
If you choose to remove decimal(s) while multiplying, be sure to rewrite the problem above your work. That way you can see where the decimals were located in the original problem.
T2
Consolidation
1. There are three types of problems like the problems you worked on today. But they are not in order. Your job is to figure out what order they should go in and why.
2. Is there something I can do right away without thinking too much? Can I do that for all of them?
(This draws attention to steps that are not invariant)
T2
My Responsibilities
1. Click to open your CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Verify that your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Entry Ticket (5 min)
On the blank side, write: First name, last name, U4T2
2.9 x 30
1.5 x 5.42
T3
Introduction
A percent is a special ratio that means "per one hundred".
It can be written using the percent symbol (%) and converted into fractions or decimals.
Percents are used to express a part of a whole in a way that makes it easy to compare to other percentages.
T3
Real-world Connection
We recently surveyed students at FMS about Halloween. These are the number of students who responded by grade level.
These are some graphical representations for the question, how many pieces of candy can you eat in one (1) sitting:
From the displays, you can see that 39 sixth graders graders said they could eat more than 30 pieces and 35 seventh graders said they could eat more than 30 pieces.
39 > 35, so these numbers tell use that more 6th graders said they could eat > 30 pieces of candy in one sitting.
But there is a problem...
T3
Direct Instruction
One way to find the percent of a number is to change the percent into a decimal and multiply
T3
My Responsibilities
CYUqs: p151: 1, 2, 3, 4 * Hint: if you get a decimal answer, you know it's incorrect because you can't have a part of a student
p153: 18, 19, 20, 21
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T3
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T4
Vertical Collaboration
558 ÷ 9
1,250 ÷ 25
1,200 ÷ 25
18 ÷ 8
318 ÷ 8
532 ÷ 14
A group of eight friends correctly guessed the number of jelly beans in a jar. If there are 768 jelly beans and they decide to split them evenly, how many beans will each person get?
Mr. Olsen's ceiling is 356 inches long. He wants to create 5 sections for lighting. What will the distance be between each section?
T4
Summarize
Division: a method of distributing a group of things into equal parts
Quotient - answer to a division problem
Dividend - number you are dividing
Divisor - number you are dividing by
* A fraction is a division problem (The dividend is on top. The divisor is on the bottom)
Setup the long division correctly: "Top dog in the dog house" means that the number in the numerator goes under the long division sign.
Start by trying to divide one digit at a time (in the dividend)
When needed, use estimation or guess and try/check
If you end up with a "remainder", annex zeros in the dividend (to the right of the decimal) and keep dividing
T4
My Responsibilities
1. Verify that your notes are up to date:
2. CYUqs: (Volume 1 Ch3-5)
Mild -> p221: 21, 22; p219: 1, 3; p218: 1 -- Medium -> p219: 2 -- Spicy -> p221: 23, 25 (round to the tenths place)
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding. Milds:
Medium & Spicy:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Retake Day
A
Retake or Prepare (35min)
Trade your CYUqs for a retake.
If unprepared, open PowerSchool and review your progress. If you have a goal that is less than 3, go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities). Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
If your goals are all 3's or better, PLEASE go to Google Classroom and look at yesterday's CYUqs (10/30 Stu Responsibilities). I changed them (to make them "milder"). Please at least do the mild and medium questions.
A
Pass Back Papers
T5
Launch
56.7 ÷ 9
T5
My Responsibilities
CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Unit Test is This Week
Thursday 11/6
A
Class Info
Retakes should be graded by Wednesday and scores updated in PowerSchool by Thursday
T5
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
When rounding to the tenths place, look at the hundredths place and...
T5
Warmup
Devin bought eight packs of Pokémon Cards. If he spent $93.36, how much did each pack cost?
What is the quotient of 2.64 and 6?
What is the product of 0.4 and 5.2?
T5
Launch
It is possible to divide by decimals. HOWEVER, it is easier to change divisor to whole number by multiplying both the dividend and the divisor by a factor of 10
e.g. 2.7 ÷ 0.9 ; multiplying both by ten gives you 27 ÷ 9, which is way easier.
Multiplying both the dividend and the divisor by the same factor of 10 does not change the value of the quotient because you are essentially multiplying the entire division problem by 1, which is the multiplicative identity. (This is easier to see if you turn the division problem into a fraction first.)
T5
My Responsibilities
CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T5
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
A
Class Info
Three questions per operation : 1 mild, 1 medium, 1 spicy. 12 questions total. 42 minutes (if you start right away). 3.5 minutes per question. Paper test + Pear answer key. Calculator (no), multiplication chart (yes), graphic organizer (yes). No extra time (unless you have a plan with the school)
A
Entry Ticket (5 min)
Take out your Chromebook, something to write with, and something to write on. If needed, you may use a multiplication chart.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Decimals CFA. Do your work in your notebook.
When finished, you may work on your graphic organizer. No talking please.
A
Summarize
Click the link below to open the unit's graphic organizer:
Complete each box by adding notes, examples, and annotations (notes that explain what is happening in your examples). Refer to your notes, CYUqs, entry tickets, vertical collaboration, Google Search, etc. Work together. Help each other.
You may use the notes you make on this graphic organizer during the test (nothing else).
A
Review
There are three worksheets. Do at least 8 problems from each sheet. You choose the ones you want to do. Do the work in your notebook. Be neat. Be sure to check answers after you do each problem.
* Based on today's entry ticket, start with the operation that is the most difficult for you!
1. Add and subtract decimals:
1. Answers
2. Multiply decimals:
2. Answers
3. Divide decimals:
A
Test
Unit 4
A
Test Directions
Take out your Chromebook and some things to write with. If needed, you may use a multiplication chart and graphic organizer. No watches, calculators, or pencil pouches.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Unit 4 Answer Key.
When finished, put your test (with your name on it) and graphic organizer in the basket in the back. You may read (Sora), draw, write, work on an assignment, or rest. Do not talk.
A
Were you absent yesterday?
Please raise your hand to let me know!
Why, How, and What
In order to make sense of the world (DI1), students will attend to precision (SMP6), model with mathematics (SMP4), construct viable arguments and critique the reasoning of others (SMP3) while taking wholes apart, putting parts together (CC3)
Description
Solve and model real world problems. Add, subtract, multiply, and divide multi-digit numbers and decimals, in real-world and mathematical problems - with sense making and understanding, using visual models and algorithms. (p34)
Standards
- 6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
- 6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
- 6.NS.8 Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate.
- 6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes.”
- 6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, “This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar.” “We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger.” Expectations for unit rates in this grade are limited to non-complex fractions.
- 6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. a. Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios. b. Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed? c. Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent. d. Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
- Source:
- 2013 CACC Math Content Standards
T1
Glue & Review
Place value chart:
* Helps us to read decimal numbers correctly
* Helps us to line up decimal numbers correctly when adding or subtracting
T1
My Responsibilities
1. In your notebook, make meaningful notes for your forgetful selves
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Neatly show your thinking. Work top to bottom (up and down). Circle your answer.
p181: 1, 2, 3, 4, 5, 6, 10a; 183: 17, 18, 19, 20, 21, 22, 23, 24, 25; p182: 11 (Volume 1, Ch3-1)
Check answers as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T1
Launch
I added 3.1 and 4.65 and got an answer of 4.96 What was my mistake?
T1
Summarize
When adding or subtracting decimals, remember to line up the decimal points. DO NOT align the numbers on the right-hand side, like you would with whole numbers
In a whole number, the decimal point is after the last digit (e.g., 15+4.88 should be written as 15.00+4.88).
When numbers have different numbers of digits after the decimal point, add zeros to make the place values line up correctly. For example, 0.5 can be written as 0.50 to align with 1.25
Sum: the answer to an addition problem
Difference: the answer to a subtraction problem
Term: a part of an expression that is separated by addition or subtraction signs (e.g. in the expression 3.2 + 5, 3.2 and 5 are terms)
T1
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
Be sure to discuss page 181 #5
T1
Direct Instruction
To find the distance between two positive numbers, we can subtract. If we subtract the same number from both numbers, the distance stays the same (even though both numbers shift to the left).
We can use this flexibility to avoid having to annex lots of zeros and regroup multiple times.
T1
Entry Ticket (5 min)
On the blank side, write: First name, last name, U4T1
Use the standard algorithm. Show your work. Circle your answer.
1) 0.231 + 5.8
2) 18 - 0.03
T2
Vocabulary
Multiplication: the process of finding the total number of items when you have an equal number of groups (e.g. 2x6 is asking how many items are in two groups of six)
Product: answer to a multiplication problem
Factor(s): numbers that are multiplied
T2
Watch & Listen
1:20-3:06
T2
Notice? Wonder?
Start 0:52 -Stop 1:55
T2
Direct Instruction
Steps for multiplying using the standard algorithm:
Line up the digits vertically - starting on the right. (Place the factor with more digits on top.)
* Don't add (annex) zeros to the factors (e.g. don't write a factor of 3 as 3.000)
Multiply the top number by the ones digit of the bottom number, carrying over when necessary.
Multiply the top number by the tens digit of the bottom number, adding a zero as a placeholder in the ones place of the new row.
Add the results to get the final product
T2
Direct Instruction
After finding the product, move the decimal place to the left -- based on the number of decimal places in the factors
show the 'swoopies' (or bumpies)
If needed, annex one or more zeros in the product (e.g. 0.03 not .03)
T2
My Responsibilities
1. In your notebook, copy down today's notes:
2. CYUqs → Do in your notebook. You chose where you want to start. If you need help, get help. If someone else needs help, give help.
Rewrite the problem. Show your work. Circle your answer
p199: 17, 18, 19, 21, 22, 26; p207: 20, 21, 22, 23, 25, 26 (Volume 1, Ch3)
Check answers in the back of the book as you’re working. If you make a mistake, fix it.
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Class Info
Friday is a retake day!
For summative assessment scores in PowerSchool that are less than 3
1. Go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities)
2. Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
3. If you get stuck, review your thinking, try different approaches, ask for help, and/or search.
4. Bring your Level 3 CYUQs to a retake day and trade me for a retake
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Direct Instruction
If you choose to remove decimal(s) while multiplying, be sure to rewrite the problem above your work. That way you can see where the decimals were located in the original problem.
T2
Consolidation
1. There are three types of problems like the problems you worked on today. But they are not in order. Your job is to figure out what order they should go in and why.
2. Is there something I can do right away without thinking too much? Can I do that for all of them?
(This draws attention to steps that are not invariant)
T2
My Responsibilities
1. Click to open your CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Verify that your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T2
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T2
Entry Ticket (5 min)
On the blank side, write: First name, last name, U4T2
2.9 x 30
1.5 x 5.42
T3
Introduction
A percent is a special ratio that means "per one hundred".
It can be written using the percent symbol (%) and converted into fractions or decimals.
Percents are used to express a part of a whole in a way that makes it easy to compare to other percentages.
T3
Real-world Connection
We recently surveyed students at FMS about Halloween. These are the number of students who responded by grade level.
These are some graphical representations for the question, how many pieces of candy can you eat in one (1) sitting:
From the displays, you can see that 39 sixth graders graders said they could eat more than 30 pieces and 35 seventh graders said they could eat more than 30 pieces.
39 > 35, so these numbers tell use that more 6th graders said they could eat > 30 pieces of candy in one sitting.
But there is a problem...
T3
Direct Instruction
One way to find the percent of a number is to change the percent into a decimal and multiply
T3
My Responsibilities
CYUqs: p151: 1, 2, 3, 4 * Hint: if you get a decimal answer, you know it's incorrect because you can't have a part of a student
p153: 18, 19, 20, 21
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T3
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
T4
Vertical Collaboration
558 ÷ 9
1,250 ÷ 25
1,200 ÷ 25
18 ÷ 8
318 ÷ 8
532 ÷ 14
A group of eight friends correctly guessed the number of jelly beans in a jar. If there are 768 jelly beans and they decide to split them evenly, how many beans will each person get?
Mr. Olsen's ceiling is 356 inches long. He wants to create 5 sections for lighting. What will the distance be between each section?
T4
Summarize
Division: a method of distributing a group of things into equal parts
Quotient - answer to a division problem
Dividend - number you are dividing
Divisor - number you are dividing by
* A fraction is a division problem (The dividend is on top. The divisor is on the bottom)
Setup the long division correctly: "Top dog in the dog house" means that the number in the numerator goes under the long division sign.
Start by trying to divide one digit at a time (in the dividend)
When needed, use estimation or guess and try/check
If you end up with a "remainder", annex zeros in the dividend (to the right of the decimal) and keep dividing
T4
My Responsibilities
1. Verify that your notes are up to date:
2. CYUqs: (Volume 1 Ch3-5)
Mild -> p221: 21, 22; p219: 1, 3; p218: 1 -- Medium -> p219: 2 -- Spicy -> p221: 23, 25 (round to the tenths place)
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding. Milds:
Medium & Spicy:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Retake Day
A
Retake or Prepare (35min)
Trade your CYUqs for a retake.
If unprepared, open PowerSchool and review your progress. If you have a goal that is less than 3, go to Google Classroom > Classwork. Scroll down to find the student responsibilities for the unit and target you are looking for (e.g. U1T1 Student Responsibilities). Click View Instructions. Review the notes. Do the CYUQs (to a level 3 or better) and check answers as you’re working.
If your goals are all 3's or better, PLEASE go to Google Classroom and look at yesterday's CYUqs (10/30 Stu Responsibilities). I changed them (to make them "milder"). Please at least do the mild and medium questions.
A
Pass Back Papers
T5
Launch
56.7 ÷ 9
T5
My Responsibilities
CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
A
Unit Test is This Week
Thursday 11/6
A
Class Info
Retakes should be graded by Wednesday and scores updated in PowerSchool by Thursday
T5
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
When rounding to the tenths place, look at the hundredths place and...
T5
Warmup
Devin bought eight packs of Pokémon Cards. If he spent $93.36, how much did each pack cost?
What is the quotient of 2.64 and 6?
What is the product of 0.4 and 5.2?
T5
Launch
It is possible to divide by decimals. HOWEVER, it is easier to change divisor to whole number by multiplying both the dividend and the divisor by a factor of 10
e.g. 2.7 ÷ 0.9 ; multiplying both by ten gives you 27 ÷ 9, which is way easier.
Multiplying both the dividend and the divisor by the same factor of 10 does not change the value of the quotient because you are essentially multiplying the entire division problem by 1, which is the multiplicative identity. (This is easier to see if you turn the division problem into a fraction first.)
T5
My Responsibilities
CYUqs:
You are all going to do some of these. But, there are three things for you to keep in mind. First, do your own. Second, you choose where to start. Third, check your work with the students around you, and if you need help, get help. And if someone needs help, give help.
Check answers to make sure you are understanding:
2. Be sure that your notes are your notes are up to date:
3. Stuck? Choose to persevere: review your thinking, try different approaches, ask for help, search
T5
Discuss (2 min)
After completing the Check-your-understanding Questions, which were important for everyone to do?
A
Class Info
Three questions per operation : 1 mild, 1 medium, 1 spicy. 12 questions total. 42 minutes (if you start right away). 3.5 minutes per question. Paper test + Pear answer key. Calculator (no), multiplication chart (yes), graphic organizer (yes). No extra time (unless you have a plan with the school)
A
Entry Ticket (5 min)
Take out your Chromebook, something to write with, and something to write on. If needed, you may use a multiplication chart.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Decimals CFA. Do your work in your notebook.
When finished, you may work on your graphic organizer. No talking please.
A
Summarize
Click the link below to open the unit's graphic organizer:
Complete each box by adding notes, examples, and annotations (notes that explain what is happening in your examples). Refer to your notes, CYUqs, entry tickets, vertical collaboration, Google Search, etc. Work together. Help each other.
You may use the notes you make on this graphic organizer during the test (nothing else).
A
Review
There are three worksheets. Do at least 8 problems from each sheet. You choose the ones you want to do. Do the work in your notebook. Be neat. Be sure to check answers after you do each problem.
* Based on today's entry ticket, start with the operation that is the most difficult for you!
1. Add and subtract decimals:
1. Answers
2. Multiply decimals:
2. Answers
3. Divide decimals:
A
Test
Unit 4
A
Test Directions
Take out your Chromebook and some things to write with. If needed, you may use a multiplication chart and graphic organizer. No watches, calculators, or pencil pouches.
DO NOT SIGN IN TO YOUR CHROMEBOOK. If you are signed in, sign out. Click the Apps in the bottom left corner > Pear Assessment > Login with Google (sign in with your FCUSD email @student.fcusd.org). Sign in again with @student.fcusd.org and your password > Continue
Click Start Assessment to open the Unit 4 Answer Key.
When finished, put your test (with your name on it) and graphic organizer in the basket in the back. You may read (Sora), draw, write, work on an assignment, or rest. Do not talk.
A
Were you absent yesterday?
Please raise your hand to let me know!