BIG IDEA 1: Develop an understanding of and fluency with multiplication and division of fractions and decimals BIG IDEA 1:


 Clinton Horton
 2 years ago
 Views:
Transcription
1 BIG IDEA 1: Develop an understanding of and fluency with multiplication and division of fractions and decimals Multiplying and Dividing Decimals Explain the difference between an exact answer and an estimated answer to a problem? Give an example. How does frontend estimation differ from the clustering method of estimation? When factors have decimals, where in the product is the decimal placed? How would you determine the reasonableness of an estimated answer? Convince your classmate. Write a rule for multiplying and dividing decimals numbers. Have a classmate test your rule. What is the relationship between a quotient, divisor and a dividend? Do your classmates agree? How would you determine which operation; division or multiplication is needed to solve a problem? What approach would you use when choosing the correct graphic representation of a multiplication or division problem involving decimals? Invent a real world problem involving multiplication or division of a decimal number. Does it make sense? MA.6.A.1.1, GR MA.6.A.1.3 MA. 6.A.1.2 BIG IDEA 1: Develop an understanding of and fluency with multiplication and division of fractions and decimals Multiplying and Dividing Fractions Compare and contrast the process of repeated addition and multiplication? What prediction can you make about the product of reciprocals? Does this prediction always hold true? Using a model, show how to multiply or divide a fraction by a fraction, whole and mixed number? How would you write a whole number as an improper fraction? How is multiplying by an improper fraction similar to multiplying by a mixed number? Give an example of a fraction and a whole number whose product is a fraction, whole or mixed number. Explain the steps involved in multiplying two mixed numbers or two improper fractions. How would you use the GCF to determine if a fraction is simplified? Can you think of a counter example? Show how you would use the distributive property when multiplying a whole number with a mixed number. How do you find the reciprocal of a mixed number? When you rewrite division as multiplication, for which number do you find the reciprocal? MA.6.A.1.1 MA.6.A.1.3 MA.6.A.1.2
2 BIG IDEA 2: Connect ratio and rates to multiplication and division Ratio and Rates What is a ratio? Describe three ways in which a ratio can be written. Give an example of each. What distinctions can you make between a ratio and a proportions How could you use equivalent ratios to solve proportions? How would you use multiplication or division to find equivalent ratios? Invent your own real world problem that can be solved using ratios How would you compare rates and ratios to solve realworld problems? Invent your own realworld problems that represent situations involving ratio and rate. Translate situations involving ratio and rate from realworld contexts to equations or expressions? When solving rate problems, why do you think finding the unit rate first is important? MA.6.A.2.1 MA.6.A.2.2, GR BIG IDEA 3: Linear Equations and Inequalities How would you describe a solution of an equation or an inequality? How are addition, subtraction, multiplication and division used to solve a one step equations and inequalities? Explain how you would solve a one or two step linear equation, inequality or formula? Write a rule for solving a one or two step linear equation or inequality. Let your classmate check your rule? How would you translate a real word situation into a mathematical equation or inequality? Present your steps to your class, and see if they agree. How would you approach choosing a representative graph for a given equation or inequality? Invent your own real world problem situations in which division, multiplication, addition or subtraction could be used to find the solution. Let a classmate find the solution of your equation. Make any adjustments necessary. MA.6.A.3.2 MA.6.A.3.4, GR
3 BIG IDEA 3: Linear Functions How would you describe a function? How would you identify a table, graph, or equation that represents a linear function or other simple relations? How would you analyze a table or graph to identify or describe a rate of change? How would you graph an equation or inequality? What information would you use? How would you represent a linear function using ordered pairs and a graph? How would you determine if a given ordered pair is a solution for a particular function? How would you identify representations of the same relationship, including translating among graphs, equations, tables and words? MA.6.A.3.6 BIG IDEA 3: Expressions Make a list of words which describes addition, subtraction, multiplication and division. Can you think of a counter example, when one of your words would actually describe something else? How would you determine an equation from an expression? How do you evaluate each? Make up your own algebraic expression that describes a real world situation. Let a class mate solve it. How do you know when to use a variable when translating words into mathematical expressions? Based on what you know, how would you explain what to do when writing phrases as numerical expressions and algebraic expressions? What information would you use to support the view that an expression can be written using different phrases? How would you determine if a given value of the variable is a solution for the expression? How would you use tables to translate expressions? MA.6.A.3.1 MA.6.A.33 /GR
4 BIG IDEA 3: SI XTH GR AD E Properties How does the Commutative Property of Multiplication compare to the Community Property of Addition? What do you know about the Associative Property of Addition? Of Multiplication? When do you use the Distributive Property? Why do you think it is called the Distributive Property? Explain What do you know about the Identity Properties of Addition and Multiplication? What do you know about the Inverse Properties of Addition and Multiplication? MA.6.A.3.5 SUPPORT IDEA 4: Geometry and Measurement Circles and Polygons How would you use the value of π to determine the approximate circumference and area of circles? How would you find the missing dimensions of composite twodimensional, figures, given some of the dimensions, or the perimeter or area of the figure? How would you find the perimeter and areas of composite two dimensional figures made from convex and concave polygons, circles and semicircles? How would you find the area of a composite two dimensional figure? Describe how you would use formulas to determine a dimension of a plane figure or right prism, given its area or volume and the remaining dimensions? How would you establish the area of a plane figure or the volume of a right prism, given the dimensions? MA.6.G4.1 MA.6.G.4.2 MA.6.G.43 MA.6.A.3.4, GR
5 Equivalent Forms of Fractions, Decimals, and Percents SUPPORTING IDEA 5: Number and Operations Invent real world situations to represent the same number as a decimal, fraction, and a mixed number? How would you convert a decimal to fraction, a fraction to a decimal, or a mixed number to a decimal? Invent your own examples, using real world situations? Use a number line to order a group of fractions and decimal from least to greatest? Summarize your steps. How would you describe the relationship between a percent and the number 100? Use a 10 X 10 square grid to support your answer. Is that always true? Can you think of a counter example? Write a rule for converting percents to decimals and fractions. Does your rule always work? Can you use your rule to convert a decimal or fraction to a percent? Explain and adapt your rule if necessary. How would you find the missing value in a percent problem? Based on what you know about estimation, how would you use estimation to judge the reasonableness of the result(s) of computations with fractions, decimals and percents? MA.6.A.51 MA.6.A.52 MA.6.A.53, GR Measures of Central Tendency and Variability SUPPORTING IDEA 6 Data Analysis What approach would you use to find the mean, median, mode, and range of a group of numbers? Does this approach always work? Can you think of a counter example? Explain What is your opinion about the many different ways data can be presented (table, line plot, bar graph, double bar graph, or line graph)? Use data you have gathered and choose how it will be presented find the mean, median, mode, and range of your data. How would you identity which question can be answered given measures of central tendency or variability? How would you use real world data to make valid conclusions given measures of central tendency or variability? How would you find the missing data point in a set of data given the mean, median, or mode? MA.6.S.6.1, GR MA.6.S.6.2
TenMarks Curriculum Alignment Guide: EngageNY/Eureka Math, Grade 7
EngageNY Module 1: Ratios and Proportional Relationships Topic A: Proportional Relationships Lesson 1 Lesson 2 Lesson 3 Understand equivalent ratios, rate, and unit rate related to a Understand proportional
More informationConnected Mathematics 2, 6th Grade Units (c) 2006 Correlated to: Utah Core Curriculum for Math (Grade 6)
Core Standards of the Course Standard I Students will acquire number sense and perform operations with rational numbers. Objective 1 Represent whole numbers and decimals in a variety of ways. A. Change
More informationAGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School
AGS Math Algebra 2 Correlated to Kentucky Academic Expectations for Mathematics Grades 6 High School Copyright 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved AGS Math Algebra 2 Grade
More informationTennessee Senior Bridge Mathematics
A Correlation of to the Mathematics Standards Approved July 30, 2010 Bid Category 1313010 A Correlation of, to the Mathematics Standards Mathematics Standards I. Ways of Looking: Revisiting Concepts
More informationGrade 6. Prentice Hall. Connected Mathematics 6th Grade Units Alaska Standards and Grade Level Expectations. Grade 6
Prentice Hall Connected Mathematics 6th Grade Units 2004 Grade 6 C O R R E L A T E D T O Expectations Grade 6 Content Standard A: Mathematical facts, concepts, principles, and theories Numeration: Understand
More informationCourse Syllabus  Online Prealgebra
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 1.1 Whole Numbers, Place Value Practice Problems for section 1.1 HW 1A 1.2 Adding Whole Numbers Practice Problems for section 1.2 HW 1B 1.3 Subtracting Whole Numbers
More informationNUMBERS & OPERATIONS. 1. Understand numbers, ways of representing numbers, relationships among numbers and number systems.
7 th GRADE GLE S NUMBERS & OPERATIONS 1. Understand numbers, ways of representing numbers, relationships among numbers and number systems. A) Read, write and compare numbers (MA 5 1.10) DOK 1 * compare
More informationWITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6
May 06 VIRGINIA MATHEMATICS STANDARDS OF LEARNING CORRELATED TO MOVING WITH MATH INTERMEDIATE/MIDDLE (IM) GRADE 6 NUMBER AND NUMBER SENSE 6.1 The student will identify representations of a given percent
More informationMCAS/DCCAS Mathematics Correlation Chart Grade 4
MCAS/DCCAS Mathematics Correlation Chart Grade 4 MCAS Finish Line Mathematics Grade 4 MCAS Standard DCCAS Standard DCCAS Standard Description Unit 1: Number Sense Lesson 1: Whole Number Place Value Lesson
More informationMath + 4 (Red) SEMESTER 1. { Pg. 1 } Unit 1: Whole Number Sense. Unit 2: Whole Number Operations. Unit 3: Applications of Operations
Math + 4 (Red) This researchbased course focuses on computational fluency, conceptual understanding, and problemsolving. The engaging course features new graphics, learning tools, and games; adaptive
More informationGeorgia Department of Education
Fourth Grade 4.NOP.1 Multiplication and division; Find the factor pairs for a given whole number less than or equal to 100; recognize prime numbers as numbers greater than 1 with exactly one factor pair.
More informationWhat Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components
Contents Program Overview What Is Leaps and Bounds? A Research Foundation How to Use Leaps and Bounds Frequently Asked Questions Components ix x xiv xvii xix Teaching Notes Strand: Number Number Strand
More informationHPS Scope Sequence Last Revised June SUBJECT: Math GRADE: 7. Michigan Standard (GLCE) Code & Language. What this Standard means:
Number and Numeration MA.7.NS.1 (Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers; represent addition and subtraction on a horizontal or vertical
More information1 of 5 8/11/2014 8:24 AM Units: Teacher: AdvancedMath, CORE Course: AdvancedMath Year: 201213 Ratios s Ratios s Ratio Applications of Ratio What is a ratio? What is a How do I use ratios proportions to
More information4th Grade Mathematics Mathematics CC
Course Description In Grade 4, instructional time should focus on five critical areas: (1) attaining fluency with multidigit multiplication, and developing understanding of dividing to find quotients
More informationContent Area: Mathematics 3 rd Grade
Unit: Operations and Algebraic Thinking Topic: Multiplication and Division Strategies Multiplication is grouping objects into sets which is a repeated form of addition. What are the different meanings
More informationConnected Mathematics 2, 6 th and 7th Grade Units 2009 Correlated to: Washington Mathematics Standards for Grade 5
Grade 5 5.1. Core Content: Multidigit division (Operations, Algebra) 5.1.A Represent multidigit division using place value models and connect the representation to the related equation. 5.1.B Determine
More informationConnected Mathematics 2, 6th Grade Units 2006 Correlated to: Nebraska Mathematics Academic Standards (By the End of Grade 8)
8.1 Numeration/Number Sense 8.1.1 By the end of eighth grade, students will recognize natural numbers whole numbers, integers, and rational numbers. SE: Bits and Pieces I: 5 11, 12 18, 19 27, 28 34, 35
More information+ 4 ~ You divided 24 by 6 which equals x = 41. 5th Grade Math Notes. **Hint: Zero can NEVER be a denominator.**
Basic Fraction numerator  (the # of pieces shaded or unshaded) denominator  (the total number of pieces) 5th Grade Math Notes Mixed Numbers and Improper Fractions When converting a mixed number into
More information4 th Grade Mathematics Learning Targets By Unit
INSTRUCTIONAL UNIT UNIT 1: WORKING WITH WHOLE NUMBERS UNIT 2: ESTIMATION AND NUMBER THEORY PSSA ELIGIBLE CONTENT M04.AT.1.1.1 Demonstrate an understanding that in a multidigit whole number (through 1,000,000),
More informationMrs. Ambre s Math Notebook
Mrs. Ambre s Math Notebook Almost everything you need to know for 7 th grade math Plus a little about 6 th grade math And a little about 8 th grade math 1 Table of Contents by Outcome Outcome Topic Page
More informationAlex Benn. Math 7  Outline First Semester ( ) (Numbers in parentheses are the relevant California Math Textbook Sections) Quarter 1 44 days
Math 7  Outline First Semester (20162017) Alex Benn (Numbers in parentheses are the relevant California Math Textbook Sections) Quarter 1 44 days 0.1 Classroom Rules Multiplication Table Unit 1 Measuring
More informationI can use the four operations (+, , x, ) to help me understand math.
I Can Common Core! 4 th Grade Math I can use the four operations (+, , x, ) to help me understand math. Page 1 I can understand that multiplication fact problems can be seen as comparisons of groups (e.g.,
More information7 th grade Math Standards Priority Standard (Bold) Supporting Standard (Regular)
7 th grade Math Standards Priority Standard (Bold) Supporting Standard (Regular) Unit #1 7.NS.1 Apply and extend previous understandings of addition and subtraction to add and subtract rational numbers;
More informationGrade 4 Mathematics Indiana Academic Standards Crosswalk
Grade 4 Mathematics Indiana Academic Standards Crosswalk 2014 2015 The Process Standards demonstrate the ways in which students should develop conceptual understanding of mathematical content and the ways
More informationGrades 6 8 Innoventure Components That Meet Common Core Mathematics Standards
Grades 6 8 Innoventure Components That Meet Common Core Mathematics Standards Strand Ratios and Relationships The Number System Expressions and Equations Anchor Standard Understand ratio concepts and use
More informationFind the value of the expressions. 3 x = 3 x = = ( ) 9 = 60 (12 + 8) 9 = = 3 9 = 27
PreAlgebra Concepts Important Concepts exponent In a power, the number of times a base number is used as a factor order of operations The rules which tell which operation to perform first when more than
More informationMath 2 nd Grade GRADE LEVEL STANDARDS/DOK INDICATORS
Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop
More informationAdding Fractions with Different Denominators. Subtracting Fractions with Different Denominators
Adding Fractions with Different Denominators How to Add Fractions with different denominators: Find the Least Common Denominator (LCD) of the fractions Rename the fractions to have the LCD Add the numerators
More informationCorrelation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics
Correlation of USA Daily Math Grade 5 to Common Core State Standards for Mathematics 5.OA Operations and Algebraic Thinking (Mondays) 5.OA.1 Use parentheses, brackets, or p. 1 #3 p. 7 #3 p. 12 Brain Stretch
More informationGRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: Read (in standard form) whole numbers. whole numbers Equivalent Whole Numbers
CRAWFORDSVILLE COMMUNITY SCHOOL CORPORATION 1 GRADE LEVEL: FOURTH GRADE SUBJECT: MATH DATE: 2019 2020 GRADING PERIOD: QUARTER 1 MASTER COPY 1 20 19 NUMBER SENSE Whole Numbers 4.NS.1: Read and write whole
More informationElko County School District 5 th Grade Math Learning Targets
Elko County School District 5 th Grade Math Learning Targets Nevada Content Standard 1.0 Students will accurately calculate and use estimation techniques, number relationships, operation rules, and algorithms;
More informationCore Learning Standards for Mathematics Grade 6
Core Learning Standards for Mathematics Grade 6 Write and evaluate numerical expressions involving wholenumber exponents. Write, read, and evaluate expressions; identify parts of an expression using mathematical
More informationObjectives: Students will learn to divide decimals with both paper and pencil as well as with the use of a calculator.
Unit 3.5: Fractions, Decimals and Percent Lesson: Dividing Decimals Objectives: Students will learn to divide decimals with both paper and pencil as well as with the use of a calculator. Procedure: Dividing
More information2011 Summer Math Packet Students entering Fifth Grade Math
Name 0 Summer Math Packet Students entering Fifth Grade Math Rachel Carson Elementary PACKET MUST INCLUDE COVER SHEET WITH THE FOLLOWING INFORMATION CLEARLY PRINTED Students Name (first & last) 00 Homeroom
More information4 th Grade Curriculum Map
4 th Grade Curriculum Map 201718 MONTH UNIT/ CONTENT CORE GOALS/SKILLS STANDARDS WRITTEN ASSESSMENTS ROUTINES RESOURCES VOCABULARY September Chapter 1 8 days NUMBERS AND OPERATIONS IN BASE TEN WORKING
More informationWelcome to Norwalk High School!
Welcome to Norwalk High School! You are about to embark on the next journey in your educational career. We are looking forward to a yearlong adventure with you in Algebra. There are a team of teachers
More informationNumber Sense and Decimal Unit Notes
Number Sense and Decimal Unit Notes Table of Contents: Topic Page Place Value 2 Rounding Numbers 2 Face Value, Place Value, Total Value 3 Standard and Expanded Form 3 Factors 4 Prime and Composite Numbers
More informationGrade 3: PA Academic Eligible Content and PA Common Core Crosswalk
Grade 3: PA Academic Eligible and PA Common Core Crosswalk Alignment of Eligible : More than Just The crosswalk below is designed to show the alignment between the PA Academic Standard Eligible and the
More informationDecide how many topics you wish to revise at a time (let s say 10)
1 Minute Maths for the Higher Exam (grades B, C and D topics*) Too fast for a firsttime use but... brilliant for topics you have already understood and want to quickly revise. for the Foundation Exam
More informationNSCAS  Math Table of Specifications
NSCAS  Math Table of Specifications MA 3. MA 3.. NUMBER: Students will communicate number sense concepts using multiple representations to reason, solve problems, and make connections within mathematics
More informationBracken County Schools Curriculum Guide Math. Grade 7 Math Unit 1: Decimal, Algebra, and Statistics Suggested Length: 5 weeks
Grade 7 Math Unit 1: Decimal, Algebra, and Statistics Suggested Length: 5 weeks Program of Studies 1. How do you evaluate and simplify algebraic expressions? 2. How can you use variables to represent everyday
More informationHIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Accelerated 7 th Grade Math Second Quarter Unit 3: Ratios and Proportional Relationships Topic C: Ratios and Rates Involving Fractions In Topic C,
More informationPennsylvania System of School Assessment
Mathematics, Grade 04 Pennsylvania System of School Assessment The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive blueprints, each structured with a common labeling
More informationAn ordered collection of counters in rows or columns, showing multiplication facts.
Addend A number which is added to another number. Addition When a set of numbers are added together. E.g. 5 + 3 or 6 + 2 + 4 The answer is called the sum or the total and is shown by the equals sign (=)
More informationNorthern York County School District Curriculum
Northern York County School District Curriculum Course Name Grade Level Mathematics Fourth grade Unit 1 Number and Operations Base Ten Time Frame 45 Weeks PA Common Core Standard (Descriptor) (Grades
More informationIntermediate A. Help Pages & Who Knows
& Who Knows 83 Vocabulary Arithmetic Operations Difference the result or answer to a subtraction problem. Example: The difference of 5 and is 4. Product the result or answer to a multiplication problem.
More informationVariables and expressions Block 1 Student Activity Sheet
Block 1 Student Activity Sheet 1. Record your understandings of key vocabulary for this topic. Vocabulary term My understanding of what the term means Examples that show the meaning of the term. a. Variable
More informationWheels Diameter / Conversion of Units
Note to the teacher On this page, students will learn about the relationships between wheel diameter, circumference, revolutions and distance. They will also convert measurement units and use fractions
More informationSummer Work th Grade Skills that are necessary for success in 7 th grade and beyond:
Summer Work 208 6 th Grade Math to 7 th Grade Math 6 th Grade Skills that are necessary for success in 7 th grade and beyond:  ability to add subtract, multiply and divide decimals and fractions  solve
More informationCCE Calendar for Session Delhi Region (Splitup Syllabus) Class VI Mathematics TERM I
CCE Calendar for Session 20162017 Delhi Region (Splitup Syllabus) Class VI Mathematics TERM I MONTHS CHAPTER/TOPIC SUB TOPICS TO BE COVERED NUMB ER OF PERIO DS SUGGESTED ACTIVITIES CH 1. Knowing Our
More informationconstant EXAMPLE #4:
Linear Equations in One Variable (1.1) Adding in an equation (Objective #1) An equation is a statement involving an equal sign or an expression that is equal to another expression. Add a constant value
More informationa. $ b. $ c. $
LESSON 51 Rounding Decimal Name To round decimal numbers: Numbers (page 268) 1. Underline the place value you are rounding to. 2. Circle the digit to its right. 3. If the circled number is 5 or more, add
More informationKeystone Exams: Algebra I Assessment Anchors and Eligible Content. Pennsylvania Department of Education
Keystone Exams: Algebra I Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment
More informationWrite numbers to 100,000 in standard form, word form, and expanded form
4 th Grade Math in Focus Chapter 1Working with Whole to 100,000 Comparing to 100,000 Adding and MultiDigit Write numbers to 100,000 in standard form, word form, and expanded form Compare and order numbers
More informationNUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS. Kindergarten:
Kindergarten: NUMBER, NUMBER SYSTEMS, AND NUMBER RELATIONSHIPS Count by 1 s and 10 s to 100. Count on from a given number (other than 1) within the known sequence to 100. Count up to 20 objects with 11
More informationTABLE OF CONTENTS. Number and Operations Algebra Geometry Measurement 35, 89, 148, 149, 150, 200, 252, 254, 274, 297
Mathematical Reasoning Level D Table of Contents TABLE OF CONTENTS About the Author...ii About This Book... vii How to Use This Book... vii Teaching Suggestions... vii General Comments... viii Answers...
More informationSection 2.3 Task List
Summer 2017 Math 108 Section 2.3 67 Section 2.3 Task List Work through each of the following tasks, carefully filling in the following pages in your notebook. Section 2.3 Function Notation and Applications
More information7 Mathematics Curriculum
New York State Common Core 7 Mathematics Curriculum GRADE Table of Contents 1 Percent and Proportional Relationships GRADE 7 MODULE 4... 3 Topic A: Finding the Whole (7.RP.A.1, 7.RP.A.2c, 7.RP.A.3)...
More informationAlgebra 1 B Semester Exam Review
Algebra 1 B 014 MCPS 013 014 Residual: Difference between the observed (actual) value and the predicted (regression) value SlopeIntercept Form of a linear function: f m b Forms of quadratic functions:
More informationObjective: Plot points, using them to draw lines in the plane, and describe
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 5 6 Lesson 7 Objective: Plot points, using them to draw lines in the plane, and describe patterns within the coordinate pairs. Suggested Lesson Structure
More informationYou found trigonometric values using the unit circle. (Lesson 43)
You found trigonometric values using the unit circle. (Lesson 43) LEQ: How do we identify and use basic trigonometric identities to find trigonometric values & use basic trigonometric identities to simplify
More informationSingapore Math 4U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous
Singapore Math 4U.S. Edition Class Description: Singapore math says that Singapore Primary Mathematics U.S. Edition "is a series of rigorous elementary math textbooks and workbooks meant to be part of
More informationGRADE 3 TEKS ALIGNMENT CHART
GRADE 3 TEKS ALIGNMENT CHART TEKS 3.2.A compose and decompose numbers up to,000 as the sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial
More informationCommon Core Math Tutorial and Practice
Common Core Math Tutorial and Practice TABLE OF CONTENTS Chapter One Number and Numerical Operations Number Sense...4 Ratios, Proportions, and Percents...12 Comparing and Ordering...19 Equivalent Numbers,
More informationIED Detailed Outline. Unit 1 Design Process Time Days: 16 days. An engineering design process involves a characteristic set of practices and steps.
IED Detailed Outline Unit 1 Design Process Time Days: 16 days Understandings An engineering design process involves a characteristic set of practices and steps. Research derived from a variety of sources
More informationSummer Solutions Problem Solving Level 4. Level 4. Problem Solving. Help Pages
Level Problem Solving 6 General Terms acute angle an angle measuring less than 90 addend a number being added angle formed by two rays that share a common endpoint area the size of a surface; always expressed
More informationLevel 1 Grade Level Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Mastery Level
Level 1 Grade Level 01.9 Page 1 of 2 ABE Mathematics Verification Checklist with Materials Used and Level M.1.1 Number Sense and Operations M.1.1.1 Associate numbers and words for numbers with quantities.
More informationS1/2 Checklist S1/2 Checklist. Whole Numbers. No. Skill Done CfE Code(s) 1 Know that a whole number is a normal counting
Whole Numbers 1 Know that a whole number is a normal counting MNU 00a number such as 0, 1,, 3, 4, Count past 10 MNU 003a 3 Know why place value is important MNU 10a 4 Know that approximating means to
More informationMATH STUDENT BOOK. 6th Grade Unit 6
MATH STUDENT BOOK 6th Grade Unit 6 Unit 6 Ratio, Proportion, and Percent MATH 606 Ratio, Proportion, and Percent INTRODUCTION 3 1. RATIOS 5 RATIOS 6 GEOMETRY: CIRCUMFERENCE 11 RATES 16 SELF TEST 1: RATIOS
More informationParent s Guide to GO Math! Technology Correlation
hmhco.com Parent s Guide to GO Math! Technology Correlation Volume Made in the United States Text printed on 00% recycled paper Grade VOL 90 GO Math! Grade Not sure how to help your child with homework?
More informationMathematics Expectations Page 1 Grade 04
Mathematics Expectations Page 1 Problem Solving Mathematical Process Expectations 4m1 develop, select, and apply problemsolving strategies as they pose and solve problems and conduct investigations, to
More informationELEMENTARY EDUCATION SUBTEST II
ELEMENTARY EDUCATION SUBTEST II Content Domain Range of Competencies l. Mathematics 0001 0004 50% ll. Science 0005 0007 38% lll. The Arts, Health, and Fitness 0008 12% Approximate Percentage of Test Score
More informationStation Activities. for Mathematics Grade 6
Station Activities for Mathematics Grade 6 WALCH EDUCATION The classroom teacher may reproduce materials in this book for classroom use only. The reproduction of any part for an entire school or school
More informationAQA GCSE Linear Calculator Examination Foundation  June 9th 2016
Foundation  June 9th 2016 Clip Name of Clip Grade Comment 4 Reading Scales E, F and G Quick revision 9 Square and Cube Numbers E, F and G Quick revision 20 Decimal Places & Significant Figures E, F and
More informationAn Overview of Mathematics 4
An Overview of Mathematics 4 Number (N) read, write, represent, and describe whole numbers to 10 000 using concrete materials, pictures, expressions (e.g., 400 + 7), words, placevalue charts, and symbols
More informationMDEMEAP RELEASED ITEMS
RELESE ITEMS MTHEMTIS GRE 8 Fall 2008 MEMEP RELESE ITEMS 1 dd, subtract, multiply & divide rational numbers made positive fraction negative, then added additive inverse of solution made negative fraction
More informationMAT 0002 Final Review A. Acosta. 1. Round to the nearest thousand. Select the correct answer: a b. 94,100 c. 95,000 d.
1. Round 94156 to the nearest thousand. 94000 94,100 95,000 d. 94,200 2. Round $67230 to the nearest $100. $68000 $67000 $67200 d. $67300 3. Subtract: 851 (476 61) 314 1,266 436 d. 446 PAGE 1 4. From the
More informationMAT 0002 Final Review A. Acosta
1. The page design for a magazine cover includes a blank strip at the top called a header, and a blank strip at the bottom called a footer. In the illustration below, how much page length is lost because
More informationLesson 1 6. Algebra: Variables and Expression. Students will be able to evaluate algebraic expressions.
Lesson 1 6 Algebra: Variables and Expression Students will be able to evaluate algebraic expressions. P1 Represent and analyze patterns, rules and functions with words, tables, graphs and simple variable
More informationExponential and Logarithmic Functions. Copyright Cengage Learning. All rights reserved.
5 Exponential and Logarithmic Functions Copyright Cengage Learning. All rights reserved. 5.3 Properties of Logarithms Copyright Cengage Learning. All rights reserved. Objectives Use the changeofbase
More informationIntermediate Mathematics League of Eastern Massachusetts
Intermediate Mathematics League of Eastern Massachusetts Meet # 2 December 2000 Category 1 Mystery 1. John has just purchased five 12foot planks from which he will cut a total of twenty 3inch boards
More informationFraction Race. Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions]
Skills: Fractions to sixths (proper fractions) [Can be adapted for improper fractions] Materials: Dice (2 different colored dice, if possible) *It is important to provide students with fractional manipulatives
More informationMathematics Geometry Grade 6AB
Mathematics Geometry Grade 6AB It s the Right Thing Subject: Mathematics: Geometry: Ratio and Proportion Level: Grade 7 Abstract: Students will learn the six types of triangles and the characteristics
More information7 Days: August 17 August 27. Unit 1: TwoDimensional Figures
1 st Trimester Operations and Algebraic Thinking (OA) Geometry (G) OA.3.5 G.1.1 G.1.2 G.1.3 Generate and analyze patterns. Generate a number or shape pattern that follows a given rule. Identify apparent
More informationReal Numbers and the Number Line. Unit 1 Lesson 3
Real Numbers and the Number Line Unit 1 Lesson 3 Students will be able to: graph and compare real numbers using the number line. Key Vocabulary: Real Number Rational Number Irrational number NonIntegers
More informationGRADE 4. M : Solve division problems without remainders. M : Recall basic addition, subtraction, and multiplication facts.
GRADE 4 Students will: Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as
More information7 th Grade Math Third Quarter Unit 4: Percent and Proportional Relationships (3 weeks) Topic A: Proportional Reasoning with Percents
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT 7 th Grade Math Third Quarter Unit 4: Percent and Proportional Relationships (3 weeks) Topic A: Proportional Reasoning with Percents In Unit 4, students
More informationDiocese of Erie Mathematics Curriculum Third Grade August 2012
Operations and Algebraic Thinking 3.OA Represent and solve problems involving multiplication and division 1 1. Interpret products of whole numbers. Interpret 5x7 as the total number of objects in 5 groups
More informationMath Mammoth Grade 6 End of the Year Test Notes
Math Mammoth Grade 6 End of the Year Test Notes This test is very long, because it contains questions on all major topics covered in Math Mammoth Grade 6 Complete Curriculum. Its main purpose is to be
More informationUNIT 2: RATIONAL NUMBER CONCEPTS WEEK 5: Student Packet
Name Period Date UNIT 2: RATIONAL NUMBER CONCEPTS WEEK 5: Student Packet 5.1 Fractions: Parts and Wholes Identify the whole and its parts. Find and compare areas of different shapes. Identify congruent
More informationSecond Quarter Benchmark Expectations for Units 3 and 4
Mastery Expectations For the Fourth Grade Curriculum In Fourth Grade, Everyday Mathematics focuses on procedures, concepts, and s in three critical areas: Understanding and fluency with multidigit multiplication,
More informationOutcome 9 Review Foundations and PreCalculus 10
Outcome 9 Review Foundations and PreCalculus 10 Level 2 Example: Writing an equation in slope intercept form SlopeIntercept Form: y = mx + b m = slope b = yintercept Ex : Write the equation of a line
More informationCCSS Math & Geometry. Version 1.0 July AMI, AMI/USA, and AMIEAA
CCSS Math & Geometry Version 1.0 July 2014 Math Cluster Overview Chart Domain Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base 10 Measurement and Data Geometry Number
More informationLesson 18: More Problems on Area and Circumference
Student Outcomes Students examine the meaning of quarter circle and semicircle. Students solve area and perimeter problems for regions made out of rectangles, quarter circles, semicircles, and circles,
More informationTEKSING TOWARD STAAR MATHEMATICS GRADE 6. Student Book
TEKSING TOWARD STAAR MATHEMATICS GRADE 6 Student Book TEKSING TOWARD STAAR 2014 Six Weeks 1 Lesson 1 STAAR Category 1 Grade 6 Mathematics TEKS 6.2A/6.2B ProblemSolving Model Step Description of Step 1
More informationCore Connections, Course 2 Checkpoint Materials
Core Connections, Course Checkpoint Materials Notes to Students (and their Teachers) Students master different skills at different speeds. No two students learn exactly the same way at the same time. At
More information1 /4. (OneHalf) (OneQuarter) (ThreeEighths)
LESSON 4: Fractions: A fraction is a part of a whole. Slice a pizza, and you will have fractions: 1 /2 1 /4 3 /8 (OneHalf) (OneQuarter) (ThreeEighths) The top number tells how many slices you have and
More informationGrade 4. COMMON CORE STATE STANDARDS FOR MATHEMATICS Correlations
COMMON CORE STATE STANDARDS FOR MATHEMATICS Standards for Mathematical Practices CC.K 12.MP.1 Make sense of problems and persevere in solving them. In most Student Edition lessons. Some examples are: 50
More informationIncoming Advanced Grade 7
Name Date Incoming Advanced Grade 7 Tell whether the two fractions form a proportion. 1. 3 16, 4 20 2. 5 30, 7 42 3. 4 6, 18 27 4. Use the ratio table to find the unit rate in dollars per ounce. Order
More information