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).

Unit 5

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.

Minimum day

Start by opening PowerSchool. Click the overall grade.

On your Goal Sheet, check off each goal that you have a 3 or better in.

If you have a score of less than 3, leave the "Got It" blank.

Where it says "Date", that is the date you plan to retake and show me you understand!

At that the bottom of your goal sheet you see the NEXT STEPS for goals that are less than 3. Please follow those steps BEFORE the retake date: 12/4

Please raise your hand to let me know!

After reviewing your tests, I see that EVERYONE has been working hard and doing their best. I am proud of YOU.

Take a moment to reflect on the efforts you put into this unit:

During vertical collaboration, have you been working with your groups: engaging in the conversations, asking question when you're confused, really focusing on the math?

When working on the CYUqs, are you doing 8-12 problems? Are you focusing on the medium levels, trying a few spicy questions, checking answers, and asking for help if you need it?

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

When you look at PowerSchool, Qs 1-3 are U5T1, Qs 4-6 are U5T2, Qs 7-9 are U5T3*, Qs 10-12 are U5T4, Qs 13-15 are U5T5*

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. 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.

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

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

4. 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)