1. What percentage of the hundredths grids below are shaded in?
|
|
- Silas Cummings
- 6 years ago
- Views:
Transcription
1 Math Review Fractions, Ratio and Percent (Units 6 & 7) 1. What percentage of the hundredths grids below are shaded in? 45% 75% 5% 2. Write one part-to-whole and one part-to-part ratio for the following picture. Tell what your ratio represents and what type of ratio it is. Part-to-part: Part-to-whole: : : whole 4:5 5:9 : : whole 5:4 4:9 3. Write an equivalent ratio for the two ratios in number 2. Answers can vary. Some possibilities include: (Main idea here is that whatever you do to one side you must also do to the other side of the ratio. Such as multiply by 2 ) 4:5 5:4 8:10 10:8 12:15 15:12 16:20 20:16 4:9 5:9 8:18 10:18 12:27 15:27 16:36 20:36 4. Fill in the table below: Decimal Fraction P-t-W Ratio Percent /100 2:100 2% /100 34:100 34% /100 78:100 78% /100 9:100 9% /100 45:100 45%
2 5. Which is greater? Explain why using pictures, numbers and words. 75% or 18 = 90% Picture: Option 1 - Hundreds Grid 20 Numbers: 75% = 75/100 = = 18 x 5 = x 5 = 100 (If I multiply 20 by 5 it will equal 100, so I can multiply the numerator by 5 and create an equivalent fraction which is out of 100. This will make the number easier to compare.) 75% 18/20 = 90% 90/100 is 90% Picture: Option 2 - Number Line 18/20 is greater than 75%. To demonstrate this first I changed 18/20 into a percent so that it would be easier to compare the numbers. To change 18/20 into a percent I will make an equivalent fraction that has a denominator of 100. The denominator has to be 100 because that is what percent means; out of 100. There are 5 twenties in 100 so by multiplying the fractions numerator and denominator by 5 I can create an equivalent fraction. When I multiply the numerator by 5 the answer is 90. My equivalent fraction is 90/100, which is the same as 90%. On my hundreds grids you can see that when I shade in 90 squares on one and I shade 75 squares in the other, more of the grid is shaded when I shade 90, simply because 90 is greater than 75. On the number line, 90 is closer to 100% than 75.
3 6. Place the following numbers on a number line. 35% 0.60 = 60% 5% 7 = 70% 10 Explain how you placed one of the numbers. (Be sure to use your math language benchmarks, half, tenths, less than, greater than ) My number line starts at 0 and stops at 100. I chose these numbers because percent is out of 100. Percent can go beyond but all of my numbers will fit in the range of Multiples of 10 are used as my benchmarks to help me space my numbers accurately and evenly is sixty hundredths. This means out of 100 I have 60. Since it is already out of 100 I can change it to percent easily is the same as 60% because they both mean 60 out of 100. On my number line I find the 60 position which I already labeled as a benchmark. If explaining 35% answer should include: 35 is greater than 30 but is less than 40 so it will be in between the 30 and 40 benchmarks. Each benchmark is a multiple of ten so I will need to put a mark halfway between these to show 35. It needs to go halfway because 5 is half of ten. 7. Our class made $300 at the bake sale. 20% of the money will go toward decorations for the class, 40% of the money will go towards a new DVD player and the rest will go towards a pizza party. How much money will be spent on each item? Show your work! add 30 add 30. and so on $ $300 To find 10% (which is one jump on my number line), I divide 300 by 10. I am dividing it by 10 because 10% is one tenth of 100.
4 = 30.so 1 jump on my number line will be worth 30. Once I label my number line I can see how much 20% and 40% of 300 are. 20% of $300 equals $60 because.. 10% of 300 is 30. To reach 20% on my number line, I need to make 2 jumps. This means I have 2 jumps of x 30 = % of $300 equals $120 because.. 10% of 300 is 30. To reach 40% on my number line, I need to make 4 jumps. This means I have 4 jumps of x 30 = 120. Therefore, our class spent $60 on decorations and $120 for a new DVD player. Altogether we have spent = $180. To find out what is left over for a pizza party, I will subtract it from the total I started with = $120. There is $120 left over for a pizza party. 8. Sarah was baking cupcakes for her class. The recipe called for 3 cups of flour, 2 eggs, and 1 cups of sugar. In order for her to have enough cupcakes for all her classmates, she had to use 12 cups of flour. How much sugar and how many eggs will Sarah need now? Show all your work! flour:eggs flour:sugar 3: 2 3:1 3 x 4 = 12 2 x 4 = 8 3 x 4 = 12 1 x 4 = 4 12:? 12:? Ans: 12: 8 Ans: 12: 4 Original Recipe I need to repeat the recipe 4 times to get 12 cups of flour. To maintain the ratio (and the proper recipe) each time I add 3 cups of flour I must also add 2 eggs. Original Recipe I need to repeat the recipe 4 times to get 12 cups of flour. To maintain the ratio (and the proper recipe) each time I add 3 cups of flour I must also add 1 cup of sugar. The ratio of flour to eggs is 3 to 2. This means that for every 3 cups of flour, Sarah will need to add 2 eggs. If she uses 12 cups of flour that means she has repeated the ratio 4 times. My picture shows that if I wanted to have 12 cups of flour, I had to repeat this recipe 4 times. There are 3 cups each time so 3 cups x 4 = 12. When I repeat the recipe that means the egg portion of the recipe is being repeated also because every time she adds 3 cups of flour, she has to add 2 eggs. So if the recipe is repeated 4 times then there would be 2 x 4 = 8 eggs in it.
5 The ratio of flour to sugar is 3 to 1. This means that for every 3 cups of flour, Sarah will need to add 1 cup of sugar. If she uses 12 cups of flour that means she has repeated the ratio 4 times. My picture shows that if I wanted to have 12 cups of flour, I had to repeat this recipe 4 times. There are 3 cups each time so 3 cups x 4 = 12. When I repeat the recipe that means the egg portion of the recipe is being repeated also because every time she adds 3 cups of flour, she has to add 1 cup of sugar. So if the recipe is repeated 4 times then there would be 4 x 1 = 4 cups of sugar in it. 9. David got $60 for his birthday. He wants to put 40% of it in the bank. How much money will he put in the bank? Show your work! add 6 for each jump $ $60 First, I need to find 10% by dividing the total (60) by 10. Once I do that, I know what one jump on my number line will be = 6 (so one jump on the number line = 6) To find 40%, I need to make 4 jumps on my number line. (each worth 6 because 10%, or one tenth, of 60 is 6). 4 jumps x 6 per jump = 24. So, 40% of 60 is 24. So David will put $24 in the bank. 10. Sonya has 20 colored pencils. She uses 5 of the pencils to draw a picture. What percentage of the pencils did she use? Show your work = 5 x 5 = x 5 = 100
6 To find out what percentage this was, I need to create an equivalent fraction out of 100. I need to make my equivalent fraction out of 100 because that is what percent means out of 100. If I multiply 20 by 5, I can get 100. I must also multiply the numerator by 5 because I must do the same to each part of my fraction. This is necessary because my fraction 5/20 means that out of every 20, 5 are used. If I count 5 out of every 20, I would be repeating this 5 times to get to 100 total pencils. (See picture) Repeating the group 5 times shows what 100 pencils would look like. I have to also repeat the same portion that is used each time. 5 groups = 100 pencils because 20 x 5 gives me 100 pencils in total 25 out 0f the 100 are used (5 from each group of 20) because 5 x 5 = 25 You can also create an equivalent part-to-whole ratio to find the same answer because a fraction and part-to-whole ratio are the same thing just recorded a different way % of the school council are boys. There are 50 students in the school council. How many students are boys? add 5 for each jump
7 First, I need to find 10% by dividing the total (50) by 10. Once I do that, I know what one jump on my number line will be = 5 To reach 30% I need to make 3 jumps on my number line (each worth 5 because 10%, or one tenth, of 50 is 5). 3 jumps x 5 per jump = 15. So, 30% of 50 is 15. On the school council of 50 people, 15 are boys. 12. A Picture Improper Fraction Mixed Number 2 B 2 C Place the following numbers on the number line below. Be as accurate as possible and remember to use benchmarks. 2 = = 4 Explain how you split your line with benchmarks and how you knew where to place each number I started my number line at 1 because there are no numbers that are less than 1. I ended my line at 5 because there are no numbers greater than 5. I used the whole
8 numbers 2, 3 and 4 as my benchmarks between 1 and 5. These benchmarks will help me evenly and accurately space the numbers that I have to place on the number line. To place 13/3 on my number line I changed it to a mixed number first. The denominator is 3 so that tells me that there are 3 pieces in a whole. The numerator is 13 so that means I have 13 pieces that I must put into groups of 3. I can make 4 wholes and will have 1 piece left over. There are 4 wholes because 13 3 = 4 with a remainder of 1 (13 pieces split into groups of 3, because there are 3 pieces in a whole, equal 4 wholes and 1 piece left over.) 4 is greater than 4 and less than 5 so will be in between the 4 and 5 benchmarks on my number line. The denominator 3 tells me that there are 3 parts in a whole so I will split this section of the number line into 3 equal pieces. I need to show one third more than 4 so I will place my dot on the first line after the 4. Math words highlighted 14. You have 14 quarter pieces of pizza left over from a party. How many full pizzas are left? Model the amount as an improper fraction and a mixed number and explain your answer using pictures, numbers and words. 4 pieces 4 pieces 4 pieces 2 pieces = 14 pieces The denominator of a fraction tells you how many pieces are in a whole. If the pizza is cut into quarters this means that the denominator of my fraction will be 4 and that there are 4 pieces in a whole. The numerator of a fraction tells you how many pieces you have. Since there are 14 pieces, this means the numerator of my improper fraction will be 14. That means that my improper fraction will be 14/4. If I group the 14 pieces of pizza into groups of four to make full pizzas, I can make 3 full pizzas and there will be 2 more pieces in the next pizza. My mixed number will be 3 (or 3 ) because the whole number tells how many full pizzas I have and the fraction portion of my mixed number tells me how many pieces out of the next pizza I have.
9 Rating Scale Information: 1 Answer is incorrect. 2- Answer is incorrect but shows evidence of some understanding. (Ex: may be partially right, maybe the first steps are correct ) 3- Answer is correct. Student has an understanding of the concept but might not have the more difficult questions correct. Explanations may be present but are not as detailed, or may lack use of math terminology. 4- Answer is correct and demonstrates higher level thinking (high quality) but may not be as detailed in the explanation as a 5 answer would be, or the student may need some assistance from the teacher. (ex, asked questions to clarify instructions, needed reminder to finish an answer.) 5 Answer is correct and explanation demonstrates higher level thinking. Explanations which include pictures, numbers and words are clear, detailed and use math language. Student work was completed independently. There will be no errors on this test. **If you are striving for a 5 on your test, be sure to support your calculations in longer answer questions with a diagram and an explanation that uses math language when it asks you to show your work and explain your answer. A 5 answer will be detailed and very clearly demonstrate a deep understanding of the concept. These students will also get the more difficult (higher level) questions completely right.
The bottom number in the fraction is called the denominator. The top number is called the numerator.
For Topics 8 and 9, the students should know: Fractions are a part of a whole. The bottom number in the fraction is called the denominator. The top number is called the numerator. Equivalent fractions
More informationMath Spring Operational Grade 5 PBA Item #11 Time on Chores M02372
Math Spring Operational 2015 Grade 5 PBA Item #11 Time on Chores M02372 Prompt Rubric Task is worth a total of 3 points. M02372 Rubric Score Description 3 Student response includes each of the following
More informationWorking on It Reflecting and Connecting
Lesson Summary Objectives This lesson will help students to: represent and compare fractions; relate decimal numbers to fractions; compare and order decimal numbers. Curriculum Expectations By the end
More informationPre-Algebra Unit 1: Number Sense Unit 1 Review Packet
Pre-Algebra Unit 1: Number Sense Unit 1 Review Packet Target 1: Writing Repeating Decimals in Rational Form Remember the goal is to get rid of the repeating decimal so we can write the number in rational
More information"No math concept is beyond the grasp of a child, if it is presented at the child's level." ~Jerry Mortensen. Mortensen Math
Fractions Mortensen Math http://crewtonramoneshouseofmath.blogspot.com/2014/07/base-ten-blocks-for-fractions-success.html When working with fractions, start with small denominators-keep the denominators
More informationMath Number Operations Fractions
Louisiana Student Standard 3.NF.A.1 Understand a fraction 1/b, with denominators 2, 3, 4, 6, and 8, as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction
More informationa) 1/2 b) 3/7 c) 5/8 d) 4/10 e) 5/15 f) 2/4 a) two-fifths b) three-eighths c) one-tenth d) two-thirds a) 6/7 b) 7/10 c) 5/50 d) ½ e) 8/15 f) 3/4
MATH M010 Unit 2, Answers Section 2.1 Page 72 Practice 1 a) 1/2 b) 3/7 c) 5/8 d) 4/10 e) 5/15 f) 2/4 Page 73 Practice 2 a) two-fifths b) three-eighths c) one-tenth d) two-thirds e) four-ninths f) one quarter
More informationMath Review Packet. Grades. for th. Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume Math in the Middle
Math Review Packet for th 5 th 6 Grades Multiplication, Division, Decimals, Fractions, Metric & Customary Measurements, & Volume 206 Math in the Middle Multiplying Whole Numbers. Write the problem vertically
More informationChapter 7 Math Guide
I can write fractions as a sum Write as unit fractions This means the fractions are broken into each individual unit/1 single piece. The fraction is /6. The model shows that pieces are shaded in. If you
More informationSquare Roots of Perfect Squares. How to change a decimal to a fraction (review)
Section 1.1 Square Roots of Perfect Squares How to change a decimal to a fraction (review) A) 0.6 The 6 is in the first decimal position called the tenths place. Therefore, B) 0.08 The 8 is in the second
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 information2.8 Estimating Square Roots
2.8 Estimating Square Roots YOU WILL NEED a calculator GOAL Use perfect square benchmarks to estimate square roots of other fractions and decimals. INVESTIGATE the Math Bay is preparing for the Egg Drop
More informationMultiplying Whole Numbers. Dividing Whole Numbers. ex: 3, ex: 6,
Multiplying Whole Numbers. Write the problem vertically. Multiply the ones digit of the bottom number by each of the digits in the top number, right to left 3. Bring down a zero and then multiply the tens
More informationFocus on Mathematics
Focus on Mathematics Year 4 Pre-Learning Tasks Number Pre-learning tasks are used at the start of each new topic in Maths. The children are grouped after the pre-learning task is marked to ensure the work
More informationWord. Problems. Focused Practice to Master Word Problems. Download the free Carson-Dellosa PEEK app and bring this product to life!
Word GRADE 8 Problems Focused Practice to Master Word Problems Real world applications Multi-step word problems Whole numbers, decimals, and fractions Ratio and proportion Percents and interest Metric
More informationSample: Do Not Reproduce RAT3 STUDENT PAGES. RATIONAL NUMBERS Student Pages for Packet 3: Ordering and Equivalence.
Name Period Date RATIONAL NUMBERS Student Pages for Packet : Ordering and Equivalence RAT. RAT.2 Ordering Fractions on a Number Line Use sense-making strategies to compare and order fractions. Identify
More informationFractions & Decimals Student Clinical Interview
Fractions & Decimals Student Clinical Interview Fractions Learning Pathway Curricular Connection QUESTION/PROMPT/VISUAL Anticipated Response Notes Unit Fractions Unit A Use proportional reasoning to make
More informationnumerator - how many parts count b) What fraction of the bar is shaded? d) What fraction of the rectangle is shaded?
. [Fractions] Skill. Illustrating proper fractions. numerator - how many parts count denominator - how many equal parts in one whole Q. What fraction of the circle is shaded? The circle is divided into
More informationGrade 7 Math notes Unit 5 Operations with Fractions
Grade 7 Math notes Unit Operations with Fractions name: Using Models to Add Fractions We can use pattern blocks to model fractions. A hexagon is whole A trapezoid is of the whole. A parallelogram is of
More informationAnswer Key. Easy Peasy All-In-One-Homeschool
Answer Key Easy Peasy All-In-One-Homeschool 4 5 6 Telling Time Adding 2-Digits Fractions Subtracting 2-Digits Adding and Subtracting Money A. Draw the hands on each clock face to show the time. 12:20 6:05
More informationMixed Numbers. represent the same amount. They are equivalent. An improper fraction shows an amount greater than 1 whole. is an improper fraction.
UNIT 5 STUDENT BOOK Mixed Numbers LESSO N Quick Review At At Home Sc h o o l Tyla arranged trapezoids. Her arrangement shows It also shows whole halves of a hexagon: hexagons plus half: and represent the
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 informationFirst Name: Last Name: Select the one best answer for each question. DO NOT use a calculator in completing this packet.
5 Entering 5 th Grade Summer Math Packet First Name: Last Name: 5 th Grade Teacher: I have checked the work completed: Parent Signature Select the one best answer for each question. DO NOT use a calculator
More informationAnswers Investigation 3
Applications. 7 and 2 are equivalent. It takes thirds to make whole, so 7 thirds is equivalent to 2 wholes and one third. 2. B. (See Figure.). Answers will vary. (See Figure 2.) Pay attention to whether
More informationThis book belongs to
This book belongs to This book was made for your convenience. It is available for printing from the website. It contains all of the printables from Easy Peasy's Math 4 course. The instructions for each
More informationMultiplication and Division MODELS
Multiplication and Divion MODELS Multiplication groups and arrays When we put objects into rows and columns like th we call it an array. Arrays can make it easier to work out how many objects there are
More informationPlace Value The value of a digit changes depending on its place in a number.
Place Value The value of a digit changes depending on its place in a number., hundred ten thousands hundreds tens ones thousands thousands In the two examples below, the digit 7 has different values. Math
More information1 /4. (One-Half) (One-Quarter) (Three-Eighths)
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 (One-Half) (One-Quarter) (Three-Eighths) The top number tells how many slices you have and
More informationUnit 7 Review. Explain how you know which is greater. Explain your strategies.
Unit 7 Review `Name 1. Compare. Write or. Explain how you know which is greater. 2 2 5 7 2. Compare. Write or. Explain how you know which is greater. 1 18 19 19 3. Compare. Write,, or. Explain your strategies.
More informationMath Message. Mark and label 3 decimals on each number line below Writing Fractions and Decimals
Math Message Mark and label decimals on each number line below. 1..7. 2. 9.2 9. Writing Fractions and Decimals Write the numbers that your teacher dictates in the first column. Use the second column to
More informationOaktree School Assessment MATHS: NUMBER P4
MATHS: NUMBER P4 I can collect objects I can pick up and put down objects I can hold one object I can see that all the objects have gone I can help to count I can help to match things up one to one (ie.
More information5 th Grade MATH SUMMER PACKET ANSWERS Please attach ALL work
NAME: 5 th Grade MATH SUMMER PACKET ANSWERS Please attach ALL work DATE: 1.) 26.) 51.) 76.) 2.) 27.) 52.) 77.) 3.) 28.) 53.) 78.) 4.) 29.) 54.) 79.) 5.) 30.) 55.) 80.) 6.) 31.) 56.) 81.) 7.) 32.) 57.)
More informationmodel, compare, and order fractions and mixed numbers explore and model tenths and hundredths as decimals compare and order decimals add and subtract
- model, compare, and order fractions and mixed numbers explore and model tenths and hundredths as decimals compare and order decimals add and subtract decimals add and subtract money 270 The Grade 4 students
More informationHillhead High School. Fractions. What you need to know. S.O Grady 1
Fractions What you need to know S.O Grady What is a fraction? A fraction is a part of a whole (). Fractions consist of two numbers, a numerator and a denominator. Top number How many parts we have Bottom
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 1-1
More information6. Circle fractions that are more than.
Standard: 18.NF.1 explain why a fraction a/b is equivalent to a fraction (n x a/n x b) by using visual fraction models with attention to how the number and size of the parts differ even though the two
More informationExtra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million b) 6 billion c)
Master 4.27 Extra Practice 1 Lesson 1: Numbers in the Media 1. Rewrite each number in standard form. 3 a) 3.6 million b) 6 billion c) 1 million 4 2 1 d) 2 billion e) 4.25 million f) 1.4 billion 10 2. Use
More informationExtra Practice 1. Name Date. Lesson 1: Numbers in the Media. 1. Rewrite each number in standard form. a) 3.6 million
Master 4.27 Extra Practice 1 Lesson 1: Numbers in the Media 1. Rewrite each number in standard form. a) 3.6 million 3 b) 6 billion 4 c) 1 million 2 1 d) 2 billion 10 e) 4.25 million f) 1.4 billion 2. Use
More informationFractions Representing Part/Whole Relationships Content at a Glance
CLIP 1: Representing Simple representing simple fractions between 0 and 1 using denominators 1 to 10 inclusive using physical models, pictures, numbers, diagrams and making connections among representations
More informationRevised 2008 GRADE. Mathematics. A Student and Family Guide. Revised Based on TEKS Refinements
GRADE Revised 2008 Mathematics A Student and Family Guide Revised Based on TEKS Refinements Texas Assessment STUDY GUIDE Texas Assessment of Knowledge and Skills Grade 5 Mathematics A Student and Family
More informationGrade 6 Module 2 Lessons 1-19
Eureka Math Homework Helper 2015 201 Grade Module 2 Lessons 1-19 Eureka Math, A Story of R a t i o s Published by the non-profit Great Minds. Copyright 2015 Great Minds. No part of this work may be reproduced,
More informationMultiplication and Division
E Student Book 6 7 = 4 Name Series E Contents Topic Multiplication facts (pp. 7) 5 and 0 times tables and 4 times tables 8 times table and 6 times tables Date completed Topic Using known facts (pp. 8 )
More informationMATHEMATICS. Y4 Counting and Understanding Number 4207 Use decimal notation. Order decimal fractions. Equipment
MATHEMATICS Y4 Counting and Understanding Number 4207 Use decimal notation. Order decimal fractions. Paper, pencil, ruler Calculator Equipment Maths Go Go Go 4207 Use decimal notation Order decimal fractions
More informationMathematics 5 - Third Periodic Test Reviewer
PASIG CATHOLIC COLLEGE Grade School Department SY 2015-2016 Mathematics 5 - Third Periodic Test Reviewer 1. What is 0.637 written in words? 2. What is the place value of the underlined digit in 6.802971
More informationSERIES Addition and Subtraction
D Teacher Student Book Name Series D Contents Topic Section Addition Answers mental (pp. 48) strategies (pp. 4) look addition for a mental ten strategies_ look subtraction for patterns_ mental strategies
More informationImproper Fractions. An Improper Fraction has a top number larger than (or equal to) the bottom number.
Improper Fractions (seven-fourths or seven-quarters) 7 4 An Improper Fraction has a top number larger than (or equal to) the bottom number. It is "top-heavy" More Examples 3 7 16 15 99 2 3 15 15 5 See
More informationGrade 5 Module 3 Addition and Subtraction of Fractions
Grade 5 Module 3 Addition and Subtraction of Fractions OVERVIEW In Module 3, students understanding of addition and subtraction of fractions extends from earlier work with fraction equivalence and decimals.
More information29. Numbers & Operations Fractions Gr. 8 N-45
29. Numbers & Operations Fractions Gr. 8 N-45 pattern blocks laminated mat Cover the surface of the mat with pattern blocks of different sizes and different shapes. Do not leave any spaces between the
More informationMental Calculation Policy 2014
Mental Calculation Policy 2014 RECEPTION Children count reliably with numbers from one to 20 and place them in order. Children can say which number is one more or one less than a given number up to 20
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 information5th Grade. Divisibility Rules. Slide 1 / 239 Slide 2 / 239. Slide 3 / 239. Slide 4 / 239. Slide 6 / 239. Slide 5 / 239. Division. Division Unit Topics
Slide 1 / 239 Slide 2 / 239 5th Grade Division 2015-11-25 www.njctl.org Slide 3 / 239 Slide 4 / 239 Division Unit Topics Click on the topic to go to that section Divisibility Rules Patterns in Multiplication
More informationThe Willows Primary School Mental Mathematics Policy
The Willows Primary School Mental Mathematics Policy The Willows Primary Mental Maths Policy Teaching methodology and organisation Teaching time All pupils will receive between 10 and 15 minutes of mental
More information4 rows of 6 4 x 6 = rows of 4 6 x 4 = 24
Arrays 8/8/16 Array a rectangular arrangement of equal rows 4 4 rows of 6 4 x 6 = 24 6 6 6 rows of 4 6 x 4 = 24 4 Dimension the number of rows and columns in an array Multiplication the operation of repeated
More informationMath Released Item Grade 5. Fractions of Paint Cans Using Number Line M500200
Math Released Item 2018 Grade 5 Fractions of Paint Cans Using Number Line M500200 Anchor Set A1 A6 With Annotations Prompt M500200 Rubric Part A Score Description 1 This part of the item is machine-scored.
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 informationThank you for Downloading
Thank you for Downloading Get More FREE resources at You ve Got This Math YOU MAY Print as many copies as you would like for your OWN personal use Save this file on YOUR computer Share on a blog, facebook
More informationEquivalent Fractions
Grade 6 Ch 4 Notes Equivalent Fractions Have you ever noticed that not everyone describes the same things in the same way. For instance, a mother might say her baby is twelve months old. The father might
More informationFourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th
HIGLEY UNIFIED SCHOOL DISTRICT INSTRUCTIONAL ALIGNMENT Fourth Grade Quarter 3 Unit 5: Fraction Equivalence, Ordering, and Operations Part 2, Topics D-H Approximately 25 days Begin around January 4 th In
More informationFractions & Decimals. Eric Charlesworth. To O-we-o for being an outstanding meerkat. E. C.
Math Fractions & Decimals Eric Charlesworth To O-we-o for being an outstanding meerkat. E. C. Scholastic Inc. grants teachers permission to photocopy the reproducible pages from this book for classroom
More informationGo to Grade 4 Everyday Mathematics Sample Lesson
McGraw-Hill makes no representations or warranties as to the accuracy of any information contained in this McGraw-Hill Material, including any warranties of merchantability or fitness for a particular
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 informationEnd-of-Year Assessment
End-of-Year Assessment 1 Darlene solved a multiplication problem using U.S. traditional multiplication. Her work is shown at the right. a. Make an estimate for Darlene s problem. Does her answer make sense?
More informationFSA Math Review. **Rounding / Estimating** **Addition and Subtraction** Rounding a number: Key vocabulary: round, estimate, about
FSA Math Review **Rounding / Estimating** Rounding a number: Key vocabulary: round, estimate, about 5 or more add one more-----round UP 0-4 just ignore-----stay SAME Find the number in the place value
More informationSummer Solutions Common Core Mathematics 4. Common Core. Mathematics. Help Pages
4 Common Core Mathematics 63 Vocabulary Acute angle an angle measuring less than 90 Area the amount of space within a polygon; area is always measured in square units (feet 2, meters 2, ) Congruent figures
More information20 Arithmetic: Fractions
MEP Y Practice Book B 0 Arithmetic: Fractions 0. Revision: Whole Numbers and Decimals In this section we revise addition, subtraction, multiplication and division of whole numbers and decimals, before
More informationSPECIMEN PAPER GROUP E MATHEMATICS
SPECIMEN PAPER GROUP E MATHEMATICS Time Allowed: 45 minutes Name: INSTRUCTIONS You will need a pencil and a ruler. No Calculator allowed. Write your answers in the spaces provided on this paper. Use any
More informationProperties of Numbers
Properties of Numbers 1. Write the number twelve thousand and forty-eight in figures. 2. Round two hundred and thirty-five to the nearest ten. 3. Which of these numbers is not a multiple of eight? Fifty-four,
More informationSummer Math Completed 5 th grade Entering 6 th grade
Name Date Summer Math Completed 5 th grade Entering 6 th grade Instructions: Please complete the following problems showing all work. This packet is due on the first day of school and will count as your
More informationMeasurement. Money. Teaching for mastery in primary maths
Measurement Money Teaching for mastery in primary maths Contents Introduction 3 01. Introduction to coins and notes 4 02. Understanding pounds and pence 4 03. Adding and subtracting money 5 04. Solving
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 informationChoose the correct answer. For 1 3, choose the number for the shaded box in the puzzle.
Choose the correct answer. Page 1 For 1 3, choose the number for the shaded box in the puzzle. For 4 5, use the number line. Choose the output for the empty box. 59 109 98 119 1 2 0 4 2 2 107 146 136 157
More informationMake Ten The aim of the game is to win two cards that total 10.
Mathmatic Activities to play at home Here is a selection of fun maths activities. These will help your child s understanding of, and confidence in, maths. Why not challenge your child to have a go at a
More informationReminder - Practicing multiplication (up to 12) and long division facts are VERY important!
1 Summer Math Reinforcement Packet Students Entering into 5th Grade Our fourth graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a
More information9. [Decimals] Tenths: There are 6 rows completely shaded 6 tenths Hundredths: There are 4 shaded squares in the shorter row. 4 hundredths = 0.
9. [Decimals] Skill 9.1 Counting tenths and hundredths in a 10 10 grid (1). Count the number of squares in 1 row or 1 column. Hint: Each row (or column) shows 10 tenths. The whole grid shows 100 hundredths.
More informationTHE ENGLISH SCHOOL ENTRANCE EXAMINATIONS Time allowed: 1 hour and 30 minutes
THE ENGLISH SCHOOL ENTRANCE EXAMINATIONS 2014 MATHEMATICS FIRST FORM Time allowed: 1 hour and 30 minutes Answer ALL questions. Show all necessary working on the question paper in the spaces provided and
More informationFantastic Fractions. Integrated Unit of Study. Martha A. Ban. Fantastic Fractions
Fantastic Fractions An Integrated Unit of Study by Martha A. Ban Atlantic Union Conference Teacher Bulletin www.teacherbulletin.org Page 1 of 46 Major Concepts Basic Fractions Fourths, Eights, and Tenths
More informationPart 1 Whole Numbers
Part Whole Numbers. Which number below is a factor of 32? 6 2 24 4. Which set does NOT contain any multiples of? 24, 36, 42, 54 2, 5, 20, 24, 6, 34, 42 6, 0, 4, 2. Which set of numbers below does NOT include
More informationMinute Simplify: 12( ) = 3. Circle all of the following equal to : % Cross out the three-dimensional shape.
Minute 1 1. Simplify: 1( + 7 + 1) =. 7 = 10 10. Circle all of the following equal to : 0. 0% 5 100. 10 = 5 5. Cross out the three-dimensional shape. 6. Each side of the regular pentagon is 5 centimeters.
More informationTargets for pupils in Year 6
TV addicts Ask your child to keep a record of how long he / she watches TV each day for a week. Then ask him / her to do this. Work out the total watching time for the week. Work out the average watching
More informationPerfect Squares that are Written as Fractions or Decimals
Math 9: Unit 1 Lesson 2 Perfect Squares that are Written as Fractions or Decimals Part 1: Fractions There are two ways to determine the square root of a perfect square that is written as a fraction: 1.
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 informationHoughton Mifflin Harcourt. Texas Go Math! Grade 4. correlated to MegaMath Video Activities Grades 3 6
Houghton Mifflin Harcourt 2015 correlated to Grades 3 6 Unit 1 Number and Operations: Place Value, Fraction Concepts, and Operations Module 1: Whole Number Place Value 1.1 Place Value and Patterns The
More informationCEM 11+ Preparation Series Maths Booklet 25
BM6.25 CEM 11+ Preparation Series Maths Booklet 25 Name: Date started: Try to work neatly Ask for help if you get stuck Show how you got your answers Section A Section B Section C WM65.7: Investigating
More information7 Mathematics Curriculum
Common Core 7 Mathematics Curriculum GRADE Table of Contents Percent and Proportional Relationships GRADE 7 MODULE 4 Module Overview... 3 Topic A: Finding the Whole (7.RP.A., 7.RP.A.2c, 7.RP.A.3)... Lesson
More informationPyle Middle School Summer Math Packet Incoming C2.0 Math 7
Pyle Middle School Summer Math Packet Incoming C2.0 Math 7 Dear Student and Parent, The purpose of this packet is to provide a review of objectives that were taught the previous school year and provide
More informationObjective: Investigate patterns in vertical and horizontal lines, and. interpret points on the plane as distances from the axes.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 5 6 Lesson 6 Objective: Investigate patterns in vertical and horizontal lines, and Suggested Lesson Structure Fluency Practice Application Problem Concept
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 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 informationSUBTRACTION 5.NBT.7 SUBTRACTION OF DECIMALS: DIFFERENT NUMBERS OF DECIMAL PLACES TEACHER MODELING/STUDENT COMMUNICATION
SUBTRACTION 5.NBT.7 SUBTRACTION OF DECIMALS: DIFFERENT NUMBERS OF DECIMAL PLACES Purpose: To subtract decimals having different numbers of decimal places Materials:, Blank for Subtracting s (attached),
More information1. Numbers & Operations Place Value Gr. 7 N-1a,b
1. Numbers & Operations Place Value Gr. 7 N-1a,b Ghetto Blaster Cassette NUMBERS Student Recording Cassette answer sheet 1. On your answer sheet write the following as numbers: Whole numbers: a) eight
More informationGeorgia Department of Education Common Core Georgia Performance Standards Framework Fifth Grade Mathematics Unit 2
PRACTICE TASK: Adapted from Investigations in Number, Data, and Space: How Many Tens? How Many Ones? Addition, Subtraction, and the Number System. STANDARDS FOR MATHEMATICAL CONTENT MCC5.NBT.7 Add, subtract,
More informationHundreds Grid. MathShop: Hundreds Grid
Hundreds Grid MathShop: Hundreds Grid Kindergarten Suggested Activities: Kindergarten Representing Children create representations of mathematical ideas (e.g., use concrete materials; physical actions,
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 informationImproper Fractions: Parts of Sets
Improper Fractions: Parts of Sets Pathway 1 OPEN-ENDED Markers sometimes come in boxes of 8. A full box is 1 whole. markers would fill 8 of a box. 1 marker would fill 1 8 of a box. 8 and 1 8 are proper
More informationMATH NUMBER SENSE 3 Performance Objective Task Analysis Benchmarks/Assessment Students: 1. Students understand place value of whole numbers.
Students: 1. Students understand place value of whole numbers. 1. Count, read, and write whole numbers to 10,000. Count to 10,000 Which numbers are whole numbers? Whole number 0, 15.3, 4/5, 8, 25 1/2 Count
More informationNumber Systems and Fractions
Number Systems and Fractions Section 1: Fractions A. Adding and Subtracting Fractions The rule: When adding or subtracting fractions find a common denominator in order to add or subtract the fractions.
More informationReading and Writing Decimals
Reading and Writing Decimals Home Link - Use the place-value chart below to complete Problems 8. Ones s s. Tenths 0.s _ 0 s Hundredths 0.0s _ 00 s Thousandths 0.00s _,000 s 7-9 Write each decimal in words..98
More informationEssential Mathematics. Study Guide #1
Math 54CM Essential Mathematics Name Date Study Guide # Exam # is closed book and closed notes. NO CALCULATORS. Please clearly show any work necessary to get partial credit. Be sure to show your answer
More informationTriangles, Rectangles, Squares, and Circles
LESSON Name 2 Teacher Notes: page 27 Triangles, Rectangles, Squares, and Circles Refer students to Circle on page 4 in the Student Reference Guide. Post Reference Chart Circle. Use the compasses from the
More information!!!!!!!!!!!!!!! Rising 6 th Grade Summer Interactive Math Practice
Rising 6 th Grade Summer Interactive Math Practice Rising Sixth Grade Summer Math Packet I. Place Value Write each number in word form, in expanded form, expanded notation, name the place of the underlined
More information