U4T1 Entry Ticket

Start 0:52 -Stop 1:55

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

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)

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

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

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

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.

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)

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

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

On the blank side, write: First name, last name, U4T2

2.9 x 30

1.5 x 5.42

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.

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...

One way to find the percent of a number is to change the percent into a decimal and multiply

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

U4T2 Entry Ticket

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

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?

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

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

Minimum day + Fall Fest

Happy Halloween!

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.