56.7 ÷ 9

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

Thursday 11/6

Retakes should be graded by Wednesday and scores updated in PowerSchool by Thursday

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...

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?

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.)

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

After completing the Check-your-understanding Questions, which were important for everyone to do?

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)

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.

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).

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:

3. Answers

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.

After reviewing your tests, I see that EVERYONE has been working hard and doing their best. The time you are spending thinking and working together is paying off. I am proud of YOU.

Open Pear Assessment. On your paper test, make a smiley face by the questions you correctly answered. Make a check mark by the ones you missed.

When you look at PowerSchool, Qs 1-3 are U4T1 (adding), Qs 4-6 are U4T1 (subtracting), Qs 7-9 are U4T2 (multiplying), Qs 10-12 are U4T5 (dividing)

Here's how I graded this assessment: There were 3 questions per learning goal: mild, medium, and spicy. If you correctly answered 3 questions, score is a 4; if 2 were correct, score is a 3; if 1 was correct, score is a 2; if none were correct, score is a 1

Refer to the Proficiency Levels to know what your work says about where you are right now in terms of your understanding on the key learning target(s):

The most important part of the test happens right now: reviewing your work and learning from mistakes.

1. Find an expert to help you with the problem you missed. Compare and contrast your work and their work. Discuss what you notice. Ask questions. Think. Don't copy.

2. On your corrections worksheet, neatly rewrite the problem, show your thinking, and circle the correct answer.

3. Before moving to the next problem, write down your mistake and what you will do to not make that mistake again.

* If you are curious to know what 3's and 4's looked like, review the randomly chosen exemplars (provided in class)

BTC p107 Tax Collector

These are 12 envelopes, each one with some money in it. This is your money. I am just holding it for you. But, you can have any of these envelopes whenever you want. You just have to ask for it. So, which one do you want first? [They choose the 12]

OK. There you go. This envelope is now gone.

Right [snap fingers]. I forgot to tell you that we have to pay taxes on this money. And because you took the $12, the tax collector will take the 1, 2, 3, 4, and 6 envelopes [cross out the envelopes as you say the numbers]. Why does the tax collector take these envelopes?

Right! The tax collector takes the factors of whatever envelope you took. Ok, so which envelope do you want. [They choose 11]

Ok. But I forgot to mention that the tax collector always wants some taxes. So, when you choose an envelope there must always be at least one envelope for the tax collector to take -- one factor for the tax collector to take. So, can you take the $11?

[No.] So, which envelope can you take?

Ok. You take the $10. What does the tax collector take? [$5]

Ok. What next? [Nothing].

Ok. Now the tax collector is very kind and does not want to see anything go to waste, so they will take the rest of the envelopes [cross the rest out].

While working whole-class, you got $22 in total. You can get way more money! Your job is to work with your group to get more than $22.

Factors: the numbers you multiply together to get a specific product. (e.g. 1, 2, 3, 4, and 6 are all factors of 12). A factor is a number that divides another number evenly, with no remainder.

Common factors: Factors that are shared (e.x. the numbers 6 and 12 share a factor of 2)

Greatest Common Factor (GCF): the largest shared factor (e.x. the largest common factor between the numbers 6 and 12 is 6)

Prime number: a whole number greater than 1 that has only two factors: 1 and itself (e.g., 2, 3, 5, 7).

Use factor trees and prime numbers to find the GCF

Use The Ladder Method to find the GCF. Multiply ALL the numbers on the left side of the ladder. (Don't include the bottom numbers when multiplying.)

1. CYUqs (do some with factor trees and some with the ladder method):

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

Turn to your neighbor and describe what a factor is.

After completing the Check-your-understanding Questions, which were important for everyone to do?

What would you do if you were asked to find the GCF of 3 (or more numbers)?

Can we find the greatest common factor of 60, 24, and 48

On the blank side, write your first and last name and U5T1. Then, find the GCF of:

A. 24 and 30

B. 60 and 80

Lists will always work, but can be time-consuming.

The Ladder Method can be used to find the LCM too. Multiply ALL the numbers on the outside: (the numbers on the left and the numbers on the bottom.

What is the difference between the GCF and the LCM (compare and contrast)?

1. CYUqs (do some with lists and some with the ladder method):

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

U5T2 Entry Ticket

Show the distributive property algorithm, starting with an expression and sharing the factor outside the parentheses with the terms inside.

Note: If you simplify both sides (working inside parentheses first), you will get the same numbers (a.k.a they are equivalent expressions)

Unit 5 Test is this Thursday 11/20

GCF via Ladder Method

LCM via Ladder Method

p11: 1-10; p13: 17-25 (Volume 1, Ch1-1)

Rewrite the problem. Show your thinking (factor trees with prime numbers OR the Ladder Method). Label and circle your answer (GCF = or LCM =).

Work together. If you need help, get help. And be sure to check answers while you're working.

A ratio is tool for comparing two quantities of the SAME things

It tells you how much of one thing there is compared to another thing.

Today, we're going to relate factors and multiples to ratios.

Ratios show up in many places in real life: morning oatmeal 2 parts water to 1 part oats; cinnamon roll recipe calls for 15 cups of flour to 3 cups of milk

Scale up: want to make oatmeal for MORE than just my family

Scale down: want to make LESS, so we don't have so much left over

Now that you know how a ratio table works (how all the ratios are connected), let's look at a ratio table with missing numbers.

#1 Can't figure it out? Don't see a pattern? Add a row and scale down

#2 You can always scale down, scale up or vice versa

1. 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

Before discussing the GCF and LCM problems, turn to your elbow partner and tell them which one is the smaller and which one is the bigger: factors or multiples.

When you are in agreement, show each other at least one LCM and one GCF problem from yesterday that you answered correctly.

Discuss any problems that were challenging.

After completing the Check-your-understanding Questions, which were important for everyone to do?

A unit rate is a special kind of ratio that compares two DIFFERENT things, but makes the second number equal to one single unit (1).

When you're finding the unit rate, are you scaling up or down?

When you use the unit rate to find a larger number, is that scaling up or down?

The numbers you are using to scale up or down, what kind of numbers are they?

1. 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

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).

Take out your Chromebook and some things to write with. If needed, you may use your graphic organizer. No multiplication charts, 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 5 Answer Key 2025

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.