October 17 2017

Tuesday 10/17/17 – Math

Welcome to Math!

Please take out:

  • Module 5 packet
  • spiral notebook
  • pencil
  • Chromebook

Warm-Up:

Count by 4s and 8s

5.1: Dividing Whole Numbers

Learning Target copy

 

Learning Target: Students will be able to fluently divide multi-digit numbers using the standard algorithm.

Engage:

There are 10,845 books in a library. If 45 books can fit on a shelf, how many shelves are needed?

  • In this problem, which number is the divisor? The dividend? How could we estimate the quotient?

Explore:

Round each number to the tens, hundreds, thousands, ten thousands, and hundred thousands place:

  • 256,341
  • 968,398
  • 1,245,172
  • 2,045,917

Explain:

How can you check your answer to a division problem?

Example 2, p. 109:

  • What does the remainder mean in this problem?
  • Which value represents the dividend? Which represents the divisor?
  • Suppose Callie packs 10 books in each box. Will she have any books left over? How do you know?

Elaborate:

What steps should be used when dividing large numbers?

Guided Practice:

  • In a problem like 20 ÷ 5, which number goes inside the division house? What is this called? Which one goes outside? What is the name for this?
  • When would you use an estimate for your answer instead of the actual quotient?

Important Understandings:

  • You can use estimation to predict the approximate quotient of multi-digit whole numbers.
  • Use long division to find exact quotients. Copy down these steps:

  • Quotients sometimes include remainders “left over,” which can be written with an R or as a fraction.

 Expected – 5.1 Practice

Accelerated – 5.1 Quiz

 

Homework:

Expected & Accelerated:

  1. Finish dashboard assignments.

(Switch name cards for next class.)

October 16 2017

Monday 10/16/17 – Math

Welcome to Math!

Please take out:

  • Module 4 (5) packet
  • spiral notebook
  • pencil
  • Chromebook

Warm-Up:

Choral count by 3s and 7s

Solve the following problem two ways: 1) using a model and 2) using standard fraction operations.

Image result for pies

  • Suppose you have 2-3/4 pies and set aside 1/2 pie for a friend’s gathering. You will want to cut the remaining pies into slices that are 1/8 the size of a whole pie. How many of these slices will you have?

Expected – Module 4 Posttest and Module 5 Are You Ready?

Learning Target copy

 

Learning Target: Students will be able to solve problems involving  fractions.

  • Mod 4 Posttest
  • Mod 5 Are You Ready?
  • Use 5.1 Dividing Whole Numbers Interactive Student Edition to study the lesson and complete packet p. 107-110.

Accelerated – 5.1: Dividing Whole Numbers

Learning Target copy

 

Learning Target: Students will be able to show and explain how to divide multi-digit whole numbers.

  • Use 5.1 Dividing Whole Numbers Interactive Student Edition to study the lesson and complete packet p. 107-110.
  • Do 5.1 Practice assignment when finished

Homework:

Expected:

  1. Finish all assignments on dashboard.
  2. Complete 5.1 ISE and packet p. 107-110.

Accelerated:

  1. Finish all assignments on dashboard.

(Switch name cards for next class.)

October 11 2017

Weds.-Thurs. 10/11/17 – Math

Welcome to Math!

Please take out:

  • Module 4 packet
  • spiral notebook
  • pencil
  • Chromebook

Warm-Up:

Counting by 8s and 9s

Image result for multistep fraction problems

4.4: Solving Multistep Problems with Fractions and Mixed Numbers

Learning Target copy

 

Learning Target: Students will be able to interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions by using visual fraction models and equations to represent the problem.

Expected: 4.4 Practice (Ask for Quiz when finished.)

Accelerated: 4.4 Quiz (Ask for Mod 4 Posttest and Mod 5 Are You Ready? when finished.)

Homework:

Finish assignments on dashboard.

(Switch name cards for next class.)

October 6 2017

Friday 10/6/17 – Math

Welcome to Math!

Please take out:

  • Module 4 packet
  • spiral notebook
  • pencil
  • Chromebook

Warm-Up:

Choral Count by 6s and 7s

Copy and complete the sentences in your spiral:

To divide mixed numbers:

  1. Write both mixed numbers as _____________.
  2. Find the ___________ of the divisor.
  3. __________ the dividend times the reciprocal of the divisor.

Correct Guided Practice p. 94 (1-9). Questions?

 

Image result for dividing mixed numbers

 

Lesson 4.3: Dividing Mixed Numbers

Learning Target copy

 

Learning Target: Students will be able to explain and demonstrate how to divide mixed numbers. 

Expected:

Do 4.3 Independent Practice p. 95-96 (odds).

  • Remember to estimate the quotient before actually solving a problem.
    • Use rounding and compatible numbers that make the division easy.
    • Ex: 27-1/4 ÷ 3-1/5 –> 27 ÷ 3 = 9. So my answer should be close to 9.
    • Ex: 33-1/6 ÷ 6-8/9 –> 30 ÷ 6 = 5. So my answer should be close to 5.

Accelerated:

Do 4.3 Practice on computer.

When finished, sign in on mangahigh.com using the School ID: 322479 

  1. Go to “assigned” and do the lessons there.
  2. Then you can go to the Game Center.

Homework:

  1. Finish today’s classwork.
  2. Continue working on dashboard assignments until you are caught up.
  3. Do MangaHigh “assigned” lessons and any other games you like.

(Switch name cards for next class.)

October 4 2017

Weds.-Thurs. 10/4-10/5/17 – Math

Welcome to Math!

Please take out:

  • Module 4 packet
  • spiral notebook
  • pencil
  • Chromebook

Warm-Up:

Counting by 3s & 4s

Do 4.2 Practice or Quiz on computer. (You will get 30 minutes.)

 

Lesson 4.3: Dividing Mixed Numbers

Learning Target copy

 

Learning Target: Students will be able to explain and demonstrate how to divide mixed numbers. 

Important understandings:

  • Diagrams can model mixed number division.
  • Mixed numbers should be rewritten as improper fractions (fractions greater than 1) before being divided.
  • Reciprocals are used to divide mixed numbers.
  • Area problems that have mixed number dimensions can be solved with reciprocals:
    • Ex: The area of Trista’s rectangular garden plot is 95 square feet. The length of the plot is 12 2/3 feet. What is the width? Write a division statement to represent the situation and then list the steps to solve it.

Important Vocabulary:

divisor, dividend, inverse, mixed number, numerator, denominator, fraction, improper fraction

Interactive Student Edition: UNIT – Number Operations –> Module 4 –> Lesson 4.3

Engage:

Think-Pair-Share: Suppose you have 1-3/4 lb of chocolate for making gifts. Each gift requires 1/4 lb of chocolate.

  • How many gifts can you make?
  • Draw a diagram that models the problem.

 

Explore:

  • Modeling Mixed Number Division – Explore Activity, p. 91
    • Discuss Reflect (1-3)

Explain:

  • Using Reciprocals to Divide Mixed Numbers – Example 1, p. 92
    • What is happening to the cereal? What is the question?
    • Why is 17-1/2 rewritten as 35/2?
    • What would happen if you did not simplify by using the GCF before multiplying
  • Discuss Reflect (4-5)
  • Your Turn (6), p. 93: Estimate the answer before actually solving the problem.
  • Solving Problems Involving Area – Example 2, p. 93
    • Why do you use division to find the width?
    • Suppose you had been given the width instead of the length. Could you use multiplication to find the length of the sandbox?
    • Remember: You cannot simplify in a division problem. Only once it has been changed to multiplication!
  • Discuss Reflect (7)
  • Do Your Turn (8-9) p. 94
    • Remember to include the units when reporting answers!

 

Homework:

Expected:

  1. Do all of the above and Guided Practice p. 94 (1-9).
  2. Continue working on dashboard assignments until you are caught up.

Accelerated:

  1. Do all of the above and Independent Practice p. 95-96 (odds).
  2. Continue working on dashboard assignments.

(Switch name cards for next class.)