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Math 8/30/2010-9/3/2010

Math 8/30/2010-9/3/2010. Understand place value from hundredths to one million Model and explain multiplication and division of decimals Multiply and divide decimals Understand the rules for multiplication and division of decimals Use formulas to represent the relationship between quantities

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Math 8/30/2010-9/3/2010

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  1. Math 8/30/2010-9/3/2010 Understand place value from hundredths to one million Model and explain multiplication and division of decimals Multiply and divide decimals Understand the rules for multiplication and division of decimals Use formulas to represent the relationship between quantities Use variables for unknown quantities

  2. Monday 8/30/2010 M5N2 b. Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01. Try this…. Task: Cut these strips out. • Pick any decimal as your number, for example 12.3. • Multiply that number by 1000, 100, 10, 0.1, and 0.01. • What is happening? • Is there a pattern? • What do you think would happen if you multiplied your number by 1,000,000? 0.00001?

  3. Performance Task

  4. All of these Symbols mean to MULTIPLY: • × • . • * • 7(5) =7x5

  5. Preview of Multiplication Modeling

  6. Problem Solving: Your ticket out of the door • Read the problem. • What is your strategy? • What operation(s) will you use to solve the problem? • Write your answer and explain it. • HOMEWORK: • Homework book: Lesson 13.5: 1-8 • Study your 8’s (Jingle Bells)

  7. Tuesday 8-31-10Model multiplication and division of decimals.Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimals. Multiply and divide with decimals including decimals less than one and greater than one.Understand the relationships and rules for multiplication and division of whole numbers also apply to decimals • Dividend: A number that is divided by another number. • Divisor: • A number by which another number is to be divided. • Quotient: A number that is the result of division (without remainders) • Division: An operation in which a number is shared or grouped into equal parts. • TASK: On construction paper, write out and solve this problem: • Label the Dividend, Divisor, and Quotient.

  8. All of these symbols mean to DIVIDE • All fractions are division problems. The top number is divided by the bottom number. This is also how we find a percent. • Here is the “house” where we divide. • ÷ • ⁄ • 45÷5 means: • 5 45

  9. How do I Divide? • www.coolmath4kids.com/long-division/long-division-lesson-1.html • www.mrnussbaum.com • Turn your paper so the columns are vertical (up and down). • Divide • Multiply • Subtract • Bring Down • Compare • Practice with a partner: lessons 4.2 , 4.5, 5.2

  10. Problem Solving: Your ticket out of the door • Read the problem. • What is your strategy? • What operation(s) will you use to solve the problem? • Write your answer and explain it. • Homework: Lesson 4.2

  11. Wednesday 9-1-10Dividing Decimals Performance Task MODELING DIVISION How many tenths are in your hundreds block? Place the longs on the block. Count the longs. How many groups of .2 are in your flat? How many groups of .3 are in your flat? How many groups of .4 are in two flats? How many groups of .5 are in two flats? • Lesson 14.1 • You need a flat (hundred block); longs (tenths blocks), and units (hundredths blocks)

  12. More modeling: Do this task on graph paper:

  13. What do I do with the decimals? Watch the show! Practice: • www.mathsisfun.com/numbers/decimals-dividing-animation.html • www.eduplace.com/math/hmm/models/tm_5.htm • Use a skittle to move your decimal on your sheet. • Write the rules in your math journal.

  14. What is the point? Work with a partner to complete tasks 1-3.

  15. Problem Solving: Your ticket out of the door • Read the problem. • What is your strategy? • What operation(s) will you use to solve the problem? • Write your answer and explain it. • What are the KEY WORDS? • Homework: Lesson 14.1 (1-8) Just divide. No models or estimation

  16. Thursday 9-2-2010 • Review and Practice dividing whole numbers and decimals. • Quick Draw • Mini Lesson: Patterns in Division: • Lesson: 5.1 • www.eduplace.com/math/hmm/models/tm_5.htm • Lesson 4.7 Solving Equations • Task: Take a magazine and cut any symbols that could be a variable. • Create a variable collage

  17. What is missing?

  18. The biggest number in a division or subtraction problem is the first one in the equation. R 27 − ÷ ÷ − × + 9 9 9 C R-9=9 27÷C=9 Magic Triangles Create a triangle for each equation. The biggest number goes on the top vertex.

  19. Small group practice and homework: • Work with a partner to practice solving equations. • Lesson 4.7 in your math book • Use alphabets to represent the variable in the problems • Homework: Lesson 4.7 • You must create a magic Triangle for each equation. Yes, even the word problems. 

  20. Problem Solving: Your ticket out of the door • Read the problem. • What is your strategy? • What operation(s) will you use to solve the problem? • Write your answer and explain it. • What are the KEY WORDS?

  21. Friday 9-3-2010 • Quick Draw: • Multiply decimals • Divide whole numbers • Divide decimals • Equations FORMATIVE on above skills • Lesson 5.6 • Order of Operations • Create anagrams with PEMDAS

  22. P.E.M.D.A.S

  23. P.E.M.D.A.S.

  24. Problem Solving: Your ticket out of the door • Read the problem. • What is your strategy? • What operation(s) will you use to solve the problem? • Write your answer and explain it. • What are the KEY WORDS?

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