5 Mathematics Curriculum
|
|
- Octavia Lamb
- 4 years ago
- Views:
Transcription
1 New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic C Place Value and Rounding Decimal Fractions 5.NBT.4 Focus Standard: 5.NBT.4 Use place value understanding to round decimals to any place. Instructional Days: 2 Coherence -Links from: G4 M1 Place Value, Rounding, and Algorithms for Addition and Subtraction -Links to: G6 M2 Arithmetic Operations including Dividing by a Fraction Students generalize their knowledge of rounding whole numbers to round decimal numbers to any place in Topic C. In Grades 2 and 4, vertical number lines provided a platform for students to round whole numbers to any place. In Grade 5, vertical number lines again provide support for students to make use of patterns in the base ten system allowing knowledge of whole number rounding (4.NBT.3) to be easily applied to rounding decimal values (5.NBT.4). The vertical number line is used initially to find more than or less than half way between multiples of decimal units. In Lesson 8, students are encouraged to reason more abstractly as they use place value understanding to approximate by using nearest multiples. Naming those nearest multiples is an application of flexibly naming decimals using like place value units. To round (53 ones 805 thousandths) to the nearest hundredth, students find the nearest multiples, (53 ones 800 thousandths) and (53 ones 810 thousandths) and then decide that is exactly halfway between and, therefore, must be rounded up to A Teaching Sequence Towards Mastery of Place Value and Rounding Decimal Fractions Objective 1: Round a given decimal to any place using place value understanding and the vertical number line. (Lessons 7 8) Topic C: Place Value and Rounding Decimal Fractions 1.C.1
2 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson 7 Objective: Round a given decimal to any place using place value Suggested Lesson Structure Fluency Practice (12 minutes) Application Problems (8 minutes) Concept Development (30 minutes) Student Debrief (10 minutes) Total Time (60 minutes) Fluency Practice (12 minutes) Find the Midpoint 5.NBT.4 Compare Decimal Fractions 5.NBT.3b Rename the Units 5.NBT.2 Sprint: Find the Midpoint (7 minutes) Materials: (S) Personal white boards (7 minutes) (2 minutes) (3 minutes) NOTES ON MULTIPLE MEANS OF REPRESENTATION: Vertical number lines may be a novel representation for students. Their use offers an important scaffold for students understanding of rounding in that numbers are quite literally rounded up and down to the nearest multiple rather than left or right as in a horizontal number line. Consider showing both a horizontal and vertical line and comparing their features so that students can see the parallels and gain comfort in the use of the vertical line. Note: Practicing this skill in isolation will help students conceptually understand rounding decimals in this lesson. Compare Decimal Fractions (2 minutes) Materials: (S) Personal white boards Note: This review fluency will help students work towards mastery of comparing decimal numbers, a topic they were introduced to in Lesson 6. T: (Write ) On your personal boards, compare the numbers using the greater than, less than, or equal sign. S: (Write < on boards.) Repeat the process and procedure: NOTES ON MULTIPLE MEANS OF ENGAGEMENT: Sprints like Compare Fractions may be made more active by allowing students to stand and use their arms to make the >, <, and = signs in response to teacher s question on board C.2
3 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson forty-seven tenths twenty-four and 9 thousandths 3 tens Rename the Units (3 minutes) Note: Renaming decimals in common units will strengthen student understanding of place value. T: (Write 1.5 = tenths.) Fill in the blank. S: 15 tenths. T: (Write 1.5 = 15 tenths. Below it, write 2.5 = tenths.) Fill in the blank. S: 25 tenths. T: (Write 2.5 = 25 tenths. Below it, write 12.5 = tenths.) Fill in the blank. S: 125 tenths. Repeat the process for 17.5, 27.5, 24.5, 24.3, and Application Problems (8 minutes) Craig, Randy, Charlie, and Sam ran in a 5K race on Saturday. They were the top 4 finishers. Here are their race times: Craig: 25.9 minutes Randy: 32.2 minutes Charlie: minutes Sam: minutes Who won first place? Who won second place? Third? Fourth? Concept Development (30 minutes) Materials: (S) Personal white boards, place value charts, markers Problem 1 Strategically decompose 155 using multiple units to round to the nearest ten and nearest hundred. T: Work with your partner and name 155 using as many hundreds as possible. Then name it using as many tens as possible, and then using as many ones as possible. Record your ideas on your place value chart. 16 tens = hundred 5 tens 5 ones 15 tens 5 ones 155 ones 15 tens + 5 ones = tens = C.3
4 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson T: Which of these decompositions of 155 helps you round this number to the nearest 10? Turn and talk. S: 15 tens and 5 ones. The one that shows 15 tens. This helps me see that 155 is between 15 tens and 16 tens on the number line. It is exactly halfway, so 155 would round to the next greater ten which is 16 tens or 160. T: Let s record that on the number line. (Record both nearest multiples, halfway point, number being considered, then circle rounded figure.) T: Using your chart, which of these representations helps you round 155 to the nearest 100? Turn and talk to your partner about how you will round. S: The one that shows 1 hundred. I can see that 155 is between 1 hundred and 2 hundred. The midpoint between 1 hundred and 2 hundred is is past the midpoint, so 155 is closer to 2 hundreds. It rounds up to 200. T: Label your number line with the nearest multiples and then circle your rounded number. 2 hundreds = hundred + 5 tens = hundred = 100 MP.6 Problem 2 Strategically decompose 1.57 to round to the nearest whole and nearest tenth. T: Work with your partner and use your disks to name 1.57 using as many ones disks, tenths disks, and hundredths disks as possible. Write your ideas on your place value chart. S: (Students work and share.) 1 one 5 tenths 7 hundredths T: What decomposition of 1.57 best helps you to round this number to the nearest tenth? Turn and talk. Label your number line and circle your rounded answer. S: (Students share.) 15tenths 7 hundredths 157 hundredths 16 tenths = tenths + 7 hundredths = tenths + 5 hundredths = tenths = 1.50 Bring to students attention that this problem set parallels conversions between meters and centimeters as different units are being used to name the same quantity that is 1.57 meters = 157 centimeters. 1.C.4
5 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Problem Set 3 Strategically decompose to round to the nearest ten, one, tenth, and hundredth. T: Work with your partner and decompose using as many tens, ones, tenths, and hundredths as possible. Record your work on your place value chart. S: (Students share.) 0 tens 4 ones 3 tenths 8 hundredths 1 thousandth 43 tenths 8 hundredths 1 thousandth 438 hundredths 1 thousandth 4381 thousandths T: We want to round this number to the nearest 10 first. How many tens did you need to name this number? S: No tens. T: Between what two multiples of ten will we place this number on the number line? Turn and talk. Draw your number line and circle your rounded number. S: (Students share.) T: Work with your partner to round to the nearest one, tenth, and hundredth. Explain your thinking with a number line. Follow the sequence from above to guide students in realizing that the number rounds down to 4 ones, up to 44 tenths (4.4), and down to 438 hundredths (4.38). 1 ten = 10 5 ones = 5 4 ones thousandths 0 tens = 0 + Problem Set 4 Strategically decompose to round to the nearest one, ten, tenth, and hundredth. Follow the sequence above to lead students in rounding to the given places. This problem can prove to be a problematic rounding case. However, naming the number with different units allows students to easily choose between nearest multiples of the given place value. The decomposition chart and the number lines are given below. 0 tens 9 ones 9 tenths 7 hundredths 5 thousandths 99 tenths 7 hundredths 5 thousandths 997 hundredths 5 thousandths 9975 thousandths 1.C.5
6 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson ones tens tenths hundredths 10 ones = ten = tenths = ? hundredths? ones =9 0 tens + 99 tenths = hundredths 95? Repeat this sequence with and round to nearest ten, one, tenth, and hundredth. Problem Set (10 Minutes) Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems. On this Problem Set, we suggest all students begin with Problems 1, 2, 3, and 5 and possibly leave Problem 4 to the end if they still have time. Before circulating while students work, review the debrief questions relevant to the Problem Set so that you can better guide students to a deeper understanding of and skill with the lesson s objective. Student Debrief (10 minutes) Lesson Objective: Round a given decimal to any place using place value understanding and the vertical number line. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing 1.C.6
7 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. In Problem 2, which decomposition helps you most if you want to round to the hundredths place? The tens place? Ones place? Why? How was Problem 1 different from both Problem 2 and 3? (While students may offer many differences, the salient point here is that Problem 1 is already rounded to the nearest hundredth and tenth.) Unit choice is the foundation of the current lesson. Problem 3 on the activity sheet offers an opportunity to discuss how the choice of unit affects the result of rounding. Be sure to allow time for these important understandings to be articulated by asking the following: If a number rounds up when rounded to the nearest tenth, does it follow that it will round up when rounded to the nearest hundredth? Thousandth? Why or why not? How do we decide about rounding up or down? How does the unit we are rounding to affect the position of the number relative to the midpoint? Problem 3 also offers a chance to discuss how 9 numbers often round to the same number regardless of the unit to which they are rounded. Point out that decomposing to smaller units makes this type of number easier to round because the decompositions make it simple to see which numbers are the endpoints of the segment of the number line within which the number falls. Extension: Problem 6 offers an opportunity to discuss the effect rounding to different places has on the accuracy of a measurement. Which rounded value is closest to the actual measurement? Why? In this problem, does that difference in accuracy matter? In another situation might those differences in accuracy be more important? What should be considered when deciding to round and to which place one might round? (For some students, this may lead to an interest in significant digits and their role in measurement in other disciplines.) Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. 1.C.7
8 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint C.8
9 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint C.9
10 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Sprint 5 1 Name Date Fill in the table then round to the given place. Label the number lines to show your work. Circle the rounded number a. hundredths b.tenths c. tens tens 1s Tenths Hundredths Thousandths a. hundredths b. ones c. tens Tens Ones Tenths Hundredths Thousandths 1.C.10
11 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set Tens Ones Tenths Hundredths thousandths a. hundredths b. tenths c. ones d. tens 4. For open international competition, the throwing circle in the men s shot put must have a diameter of meters. Round this number to the nearest hundredth to estimate the diameter. Use a number line to show your work. 5. Jen s pedometer said she walked miles. She rounded her distance to 3 miles. Her brother rounded her distance to 2.5 miles. When they argued about it, their mom said they are both right. Explain how that could be true. Use number lines and words to explain your reasoning. 1.C.11
12 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket 5 1 Name Date Use the table to round the number to the given places. Label the number lines and circle the rounded value. 0 8 ones 5 tenths 4 hundredths 6 thousandths 85 tenths 4 hundredths 6 thousandths 854 hundredths 6 thousandths a. hundredths b. tens 1.C.12
13 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework 5 1 Name Date Round to the given place value. Label the number lines to show your work. Circle the rounded number. Use a separate sheet to show your decompositions for each one a. hundredths b. tenths c. ones d. tens a. hundredths b. tenths c. ones d. tens 1.C.13
14 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework a. hundredths b. tenths c. ones d. tens 4. On a major League Baseball diamond, the distance from the pitcher s mound to home plate is meters. a. Round this number to the nearest hundredth of a meter to estimate the distance. Use a number line to show your work. b. About how many centimeters is it from the pitcher s mound to home plate? 5. Jules reads that one pint is equivalent to liters. He asks his teacher how many liters there are in a pint. His teacher responds that there are about 0.47 liters in a pint. He asks his parents, and they say there are about 0.5 liters in a pint. Jules says they are both correct. How can that be true? Explain your answer. 1.C.14
15 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Lesson 8 Objective: Round a given decimal to any place using place value Suggested Lesson Structure Fluency Practice Application Problems Concept Development Student Debrief Total Time (12 minutes) (6 minutes) (32 minutes) (10 minutes) (60 minutes) Fluency Practice (12 minutes) Rename the Units 5.NBT.3 Round to Different Place Values 5.NBT.4 Rename the Units (6 minutes) (6 minutes) (6 minutes) Note: Decomposing common units as decimals will strengthen student understanding of place value. T: (Write 13 tenths =.) Say the decimal. S: One and 3 tenths. Repeat the process for 14 tenths, 24 tenths, 124 tenths, and 524 tenths. T: Name the number of tenths. (Write 2. 5 tenths.) S: 25 tenths. NOTES ON MULTIPLE MEANS OF ACTION AND EXPRESSION: Learners with language differences may have more success in responding to today s sprint by writing rather than verbalizing responses. Often English language learners have receptive language abilities that exceed productive abilities, therefore allowing a choice of written response can increase their accuracy and allow for more confident participation. Repeat the process for 17.5, 27.5, 24.5, 24.3, and Repeat the entire process but with hundredths. T: (Write 37 hundredths =.) Say the decimal. S: 0.37 T: (Write 37 hundredths = Below it, write 137 hundredths =.) Say the decimal. S: 1.37 Repeat the process for 537 hundredths and 296 hundredths. T: (Write = thousandths.) Say the number sentence. S: = 548 thousandths. Lesson 8: Round a given decimal to any place using place value 1.C.15
16 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson T: (Write = 548 thousandths. Below it, write = thousandths.) Say the number sentence. S: = 1548 thousandths. Repeat the process for and Round to Different Place Values (6 minutes) Materials: (S) Personal white boards Note: Reviewing this skill introduced in Lesson 7 will help students work towards mastery of rounding decimal numbers to different place values. Although the approximation sign ( ) is used in Grade 4, a quick review of its meaning may be in order. T: (Project ) Say the number. S: 8 and 735 thousandths. T: Draw a vertical number line on your boards with 2 endpoints and a midpoint. T: Between what two ones is 8.735? S: 8 ones and 9 ones. T: What s the midpoint for 8 and 9? S: 8.5 T: Fill in your endpoints and midpoint. T: 8.5 is the same as how many tenths? S: 85 tenths. T: How many tenths are in 8.735? S: 87 tenths. NOTES ON MULTIPLE MEANS OF ENGAGEMENT: Turn and talk is a strategy intended to broaden active student participation by offering opportunity for all to speak during a lesson. Spend time in the beginning of the school year helping students understand what turn and talk looks like and sounds like by demonstrating with a student for the whole class. Modeling knee-to-knee, eye-to-eye body posture and active listening expectations (Can I restate my partner s ideas in my own words?) make for successful implementation of this powerful strategy. T: (Write ) Show on your number line and write the number sentence. S: (Students write between 8.5 and 9 on the number line and write ) Repeat the process for the tenths place and hundredths place. Follow the same process and procedure for Application Problem (6 minutes) Organic, whole-wheat flour sells in bags weighing kilograms. How much flour is this rounded to the nearest tenth? How much flour is this rounded to the nearest one? What is the difference of the two answers? Use a place value chart and number line to explain your thinking. Lesson 8: Round a given decimal to any place using place value 1.C.16
17 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Concept Development (32 minutes) Materials: (S) Personal place value boards Problem 1 Round to the nearest ten. T: Turn and talk to your partner about the different ways could be decomposed using place value disks. Show the decomposition that you think will be most helpful in rounding to the nearest ten. T: Which one of these decompositions did you decide was the most helpful? S: The decomposition with more tens is most helpful, because it helps me identify the two rounding choices: 4 tens or 5 tens. 5 tens or tens or 40 4 tens 9 ones 6 tenths 7 hundredths 49 ones 6 tenths 7 hundredths 496 tenths 7 hundredths T: Draw and label a number line and circle the rounded value. Explain your reasoning. Repeat this sequence with rounding to the nearest ones, and then tenths. Problem 2 Decompose and round to the nearest tenth and hundredth. Show your work on a number line. 9 ones 9 tenths 4 hundredths 9 thousandths 100 tenths = tenths 4 hundredths 9 thousandths 994 hundredths 9 thousandths 99 tenths = 9.9 T: What decomposition of best helps to round this number to the nearest tenth? S: The one using the most tenths to name the decimal fraction. I knew I would round to either 99 tenths or 100 tenths. I looked at the hundredths. Nine hundredths is past the midpoint, so I rounded to the next tenth, 100 tenths. One hundred tenths is the same as 10. Lesson 8: Round a given decimal to any place using place value 1.C.17
18 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson T: Which digit made no difference when you rounded to the nearest tenth? Explain your thinking. S: The thousandths, because the hundredths decided which direction to round. As long as I had 5 hundredths, I was past the halfway point so I rounded to the next number. Repeat the process rounding to the nearest hundredth. Problem 3 A decimal number has 1 digit to the right of the decimal point. If we round this number to the nearest whole number, the result is 27. What are the maximum and minimum possible values of these two numbers? Use a number line to show your reasoning. Include the midpoint on the number line. T: (Draw a vertical number line with 3 points.) T: What do we know about the unknown number? S: It has a number in the tenths place, but nothing else past the decimal point. We know that is has been rounded to 27. T: (Write 27 at the bottom point on the number line and circle it.) Why did I place 27 as the lesser rounded value? S: We are looking for the largest number that will round down to 27. That number will be greater than 27, but less than the midpoint between 27 and 28. T: What is the midpoint between 27 and 28? S: 27.5 T: (Place 27.5 on the number line.) T: If we look at numbers that have exactly 1 digit to the right of the decimal point, what is the greatest one that will round down to 27? S: If we go to 27.5, that would round up to 28. Repeat the same process to find the minimum value. To find maximum To find minimum Lesson 8: Round a given decimal to any place using place value 1.C.18
19 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson Encourage further discussion with the following: What if our number had exactly 2 digits to the right of the decimal point? Could I find a number larger than 27.4 that would still round down to 27? (Various answers could be expected: 27.41, 27.49, etc.). What is the largest possible value it could have? (27.49.) A similar discussion can take place in finding the minimum when students discover that 26.5 rounds up to 27. Lead students to discover that something different happens here. Can we find a number less than 26.5 with exactly 2 digits to the right of the decimal point that would still round up? (No, nothing smaller than ) Problem Set (10 minutes) Students should do their personal best to complete the problem set within the allotted 10 minutes. For some classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some problems do not specify a method for solving. Students solve these problems using the RDW approach used for Application Problems. On this Problem Set, we suggest all students begin with Problems 1 and 3 and possibly leave Problem 2 to the end if they still have time. Before circulating while students work, review the debrief questions relevant to the problem set so that you can better guide students to a deeper understanding of a skill with the lesson s objective. Student Debrief (10 minutes) Lesson Objective: Round a given decimal to any place using place value understanding and the vertical number line. The Student Debrief is intended to invite reflection and active processing of the total lesson experience. Invite students to review their solutions for the Problem Set. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the lesson. You may choose to use any combination of the questions below to lead the discussion. Compare our approach to rounding today and yesterday. How are they alike? How are they different? (Students will likely offer many accurate responses. However, lead the discussion toward the notion of our only choosing specific decompositions to round in today s lesson as opposed to naming every Lesson 8: Round a given decimal to any place using place value 1.C.19
20 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson decomposition in yesterday s lesson. Also explore which units (place values) are worthy of attention and which are not when rounding to a specific place value. Are there patterns to these choices?) Once a number rounds up at one place value, does it follow then that every place value will round up? Why or why not? (Encourage students to reference their problem sets as evidence of their reasoning. Problem 1(b) provides an example of differing unit choices resulting in differences in rounding up and down.) How does the place value chart help organize your thinking when rounding? Finding the maximum and minimum values poses a significant increase in cognitive load and an opportunity to build excitement! Make time to deeply discuss ways of reasoning about these tasks, as they are sure to be many and varied. Consider a discussion of Problem 3 that mirrors the one in the lesson: What if our number had exactly three digits to the right of the decimal? Can we find a value larger than that would round down to 13.7? (13.749) What about 4 places or 5 places to the right of the decimal? ( , ) Encourage students to generalize that we can get infinitely close to 13.5 with a decimal that has an infinite number of 9 s yet that decimal will still round down to We can find points on the number line as close as we like, and yet they will not be equal to Follow that with the discovery that this is not true for our minimum value. There is nothing smaller than that will round up to Math journals offer a venue for students to continue to explore maximum and minimum tasks beyond today s lesson. Exit Ticket (3 minutes) After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help you assess the students understanding of the concepts that were presented in the lesson today and plan more effectively for future lessons. You may read the questions aloud to the students. Lesson 8: Round a given decimal to any place using place value 1.C.20
21 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set 5 1 Name Date 1. Write the decomposition that helps you, and then round to the given place value. Draw number lines to explain your thinking. Circle the rounded value on each number line. a. Round to nearest tenth, hundredth, and whole number. b. Round to nearest tenth, hundredth, ten, and hundred. 2. A root beer factory produces 132,554 cases in 100 days. About how many cases does the factory produce in 1 day? Round your answer to the nearest tenth of a case. Show your thinking on the number line. Lesson 8: Round a given decimal to any place using place value 1.C.21
22 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Problem Set A decimal number has two digits to the right of its decimal point. If we round it to the nearest tenth, the result is a. What is the maximum possible value of this number? Use words and the number line to explain your reasoning. Include the midpoint on your number line b. What is the minimum possible value of this decimal? Use words and the number line to explain your reasoning. Include the midpoint on your number line. Lesson 8: Round a given decimal to any place using place value 1.C.22
23 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Exit Ticket 5 1 Name Date 1. Round the quantity to the given place value. Draw number lines to explain your thinking. Circle the rounded value on the number line. a to nearest tenth b to nearest hundredth Lesson 8: Round a given decimal to any place using place value 1.C.23
24 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework 5 1 Name Date 1. Round the quantity to the given place value. Draw number lines to explain your thinking. Circle the rounded value on the number line. a to nearest tenth, hundredth, and whole number b to nearest tenth, hundredth, ten, and hundred 2. A trip from New York City to Seattle is 2,852.1 miles. A family wants to make the drive in 10 days, driving the same number of miles each day. About how many miles will they drive each day? Round you answer to the nearest tenth of a mile. Lesson 8: Round a given decimal to any place using place value 1.C.24
25 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Homework A decimal number has two digits to the right of its decimal point. If we round it to the nearest tenth, the result is a. What is the maximum possible value of this decimal? Use words and the number line to explain your reasoning (1870 hundredths) 18.6 b. What is the minimum possible value of this decimal? Use words, numbers and pictures to explain your reasoning Lesson 8: Round a given decimal to any place using place value 1.C.25
5 Mathematics Curriculum
New York State Common Core 5 Mathematics Curriculum G R A D E GRADE 5 MODULE 1 Topic B Decimal Fractions and Place Value Patterns 5.NBT.3 Focus Standard: 5.NBT.3 Read, write, and compare decimals to thousandths.
4 Mathematics Curriculum
New York State Common Core 4 Mathematics Curriculum G R A D E GRADE 4 MODULE 1 Topic F Addition and Subtraction Word Problems 4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.4 Focus Standard: 4.OA.3 Solve multistep word
Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations
Grade 4 - Module 5: Fraction Equivalence, Ordering, and Operations Benchmark (standard or reference point by which something is measured) Common denominator (when two or more fractions have the same denominator)
a. 3.452 x 10 = 34.52 b. 3.452 x 100 = c. 3.452 x 1000 = d. Explain how and why the value of the 5 changed in (a), (b), and (c). 1.A.
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set 5 1 1. Record the digits of the first factor on the top row of the place value chart. Draw arrows to show how the value of each digit changes
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic G: Use Place Value Understanding to Find 1, 10, and 100 More or Less than a Number 2.NBT.2, 2.NBT.8, 2.OA.1 Focus Standard:
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic E: Model Numbers Within 1000 with Place Value Disks 2.NBT.A Focus Standard: 2.NBT.A Understand place value. Instructional
2 Mathematics Curriculum
New York State Common Core 2 Mathematics Curriculum GRADE GRADE 2 MODULE 3 Topic C: Read and Write Three Digit Numbers Within 1000 in Unit, Numeral, Expanded, and Word Forms 2.NBT.3, 2.NBT.1 Focus Standard:
Mathematics Curriculum
New York State Common Core 3 G R A D E Mathematics Curriculum GRADE 3 MODULE 1 Topic B Division as an Unknown Factor Problem 3.OA.2, 3.OA.6, 3.OA.3, 3.OA.4 Focus Standard: 3.OA.2 Interpret whole-number
Unit 6 Number and Operations in Base Ten: Decimals
Unit 6 Number and Operations in Base Ten: Decimals Introduction Students will extend the place value system to decimals. They will apply their understanding of models for decimals and decimal notation,
Unit 1 Number Sense. In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions.
Unit 1 Number Sense In this unit, students will study repeating decimals, percents, fractions, decimals, and proportions. BLM Three Types of Percent Problems (p L-34) is a summary BLM for the material
Mathematical goals. Starting points. Materials required. Time needed
Level N of challenge: B N Mathematical goals Starting points Materials required Time needed Ordering fractions and decimals To help learners to: interpret decimals and fractions using scales and areas;
BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1
Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
This lesson introduces students to decimals.
NATIONAL MATH + SCIENCE INITIATIVE Elementary Math Introduction to Decimals LEVEL Grade Five OBJECTIVES Students will compare fractions to decimals. explore and build decimal models. MATERIALS AND RESOURCES
5th Grade Unit 1: Whole Number and Decimal Fraction Place Value to the One Thousandths (4 Weeks)
5th Grade Unit : Whole Number and Decimal Fraction Place Value to the One Thousandths (4 Weeks) Stage Desired Results Established Goals Unit Description Students continue to extend and apply their understanding
Estimating Differences. Finding Distances on a Map
Estimating Differences Problem Solving: Finding Distances on a Map Estimating Differences How do we use rounding to estimate differences? Sometimes subtraction is like addition. There are times when we
Five daily lessons. Page 23. Page 25. Page 29. Pages 31
Unit 4 Fractions and decimals Five daily lessons Year 5 Spring term Unit Objectives Year 5 Order a set of fractions, such as 2, 2¾, 1¾, 1½, and position them on a number line. Relate fractions to division
Scope and Sequence KA KB 1A 1B 2A 2B 3A 3B 4A 4B 5A 5B 6A 6B
Scope and Sequence Earlybird Kindergarten, Standards Edition Primary Mathematics, Standards Edition Copyright 2008 [SingaporeMath.com Inc.] The check mark indicates where the topic is first introduced
5 th Grade Common Core State Standards. Flip Book
5 th Grade Common Core State Standards Flip Book This document is intended to show the connections to the Standards of Mathematical Practices for the content standards and to get detailed information at
Mathematics Success Grade 6
T276 Mathematics Success Grade 6 [OBJECTIVE] The student will add and subtract with decimals to the thousandths place in mathematical and real-world situations. [PREREQUISITE SKILLS] addition and subtraction
Objective: Count 10 objects and move between all configurations.
Objective: Count 10 objects and move between all configurations. Suggested Lesson Structure Fluency Practice Application Problem Concept Development Student Debrief Total Time (12 minutes) (5 minutes)
4 th Grade Summer Mathematics Review #1. Name: 1. How many sides does each polygon have? 2. What is the rule for this function machine?
. How many sides does each polygon have? th Grade Summer Mathematics Review #. What is the rule for this function machine? A. Pentagon B. Nonagon C. Octagon D. Quadrilateral. List all of the factors of
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman
Introduce Decimals with an Art Project Criteria Charts, Rubrics, Standards By Susan Ferdman hundredths tenths ones tens Decimal Art An Introduction to Decimals Directions: Part 1: Coloring Have children
Mathematics Task Arcs
Overview of Mathematics Task Arcs: Mathematics Task Arcs A task arc is a set of related lessons which consists of eight tasks and their associated lesson guides. The lessons are focused on a small number
3. ROUNDING OFF DECIMAL NUMBERS TO THE NEAREST TENTH
3. ROUNDING OFF DECIMAL NUMBERS TO THE NEAREST TENTH Material: Decimal Board and materials Small gold circle Prepared problems Paper and pencil Presentation: 1. Form a number on the board with discs: 0.68.
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE
PAYCHEX, INC. BASIC BUSINESS MATH TRAINING MODULE 1 Property of Paychex, Inc. Basic Business Math Table of Contents Overview...3 Objectives...3 Calculator...4 Basic Calculations...6 Order of Operation...9
The Crescent Primary School Calculation Policy
The Crescent Primary School Calculation Policy Examples of calculation methods for each year group and the progression between each method. January 2015 Our Calculation Policy This calculation policy has
Unit 11 Fractions and decimals
Unit 11 Fractions and decimals Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Use fraction notation. Recognise simple fractions that are Page several parts of a whole;
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers
LESSON 5 - DECIMALS INTRODUCTION
LESSON 5 - DECIMALS INTRODUCTION Now that we know something about whole numbers and fractions, we will begin working with types of numbers that are extensions of whole numbers and related to fractions.
Mathematics Navigator. Misconceptions and Errors
Mathematics Navigator Misconceptions and Errors Introduction In this Guide Misconceptions and errors are addressed as follows: Place Value... 1 Addition and Subtraction... 4 Multiplication and Division...
Pre-Algebra Lecture 6
Pre-Algebra Lecture 6 Today we will discuss Decimals and Percentages. Outline: 1. Decimals 2. Ordering Decimals 3. Rounding Decimals 4. Adding and subtracting Decimals 5. Multiplying and Dividing Decimals
Reading and Writing Small Numbers
Reading Writing Small Numbers Objective To read write small numbers in stard exped notations wwweverydaymathonlinecom epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment
Fourth Grade Math Standards and "I Can Statements"
Fourth Grade Math Standards and "I Can Statements" Standard - CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and
Current California Math Standards Balanced Equations
Balanced Equations Current California Math Standards Balanced Equations Grade Three Number Sense 1.0 Students understand the place value of whole numbers: 1.1 Count, read, and write whole numbers to 10,000.
Minnesota Academic Standards
A Correlation of to the Minnesota Academic Standards Grades K-6 G/M-204 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley
Maths Assessment Year 4: Fractions
Name: Maths Assessment Year : Fractions 1. Recognise and show, using diagrams, families of common equivalent fractions. 2. Count up and down in hundredths. 3. Solve problems involving increasingly harder
Mathematics Grade-Level Instructional Materials Evaluation Tool
Mathematics Grade-Level Instructional Materials Evaluation Tool Quality Review GRADE 8 Textbooks and their digital counterparts are vital classroom tools but also a major expense, and it is worth taking
Measuring with a Ruler
Measuring with a Ruler Objective To guide children as they measure line segments to the nearest inch, _ inch, _ inch, centimeter, _ centimeter, and millimeter. www.everydaymathonline.com epresentations
Graphic Organizers SAMPLES
This document is designed to assist North Carolina educators in effective instruction of the new Common Core State and/or North Carolina Essential Standards (Standard Course of Study) in order to increase
Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org
Fun with Fractions: A Unit on Developing the Set Model: Unit Overview www.illuminations.nctm.org Number of Lessons: 7 Grades: 3-5 Number & Operations In this unit plan, students explore relationships among
Rounding Decimals S E S S I O N 1. 5 A. Rounding Decimals
S E S S I O N 1. 5 A Math Focus Points Rounding decimals to the nearest one, tenth, and hundredth Today s Plan ACTIVITY DISCUSSION Rounding a 9 Up SESSION FOLLOW-UP 45 MIN CLASS PAIRS INDIVIDUALS 15 MIN
Performance Assessment Task Bikes and Trikes Grade 4. Common Core State Standards Math - Content Standards
Performance Assessment Task Bikes and Trikes Grade 4 The task challenges a student to demonstrate understanding of concepts involved in multiplication. A student must make sense of equal sized groups of
Arc Length and Areas of Sectors
Student Outcomes When students are provided with the angle measure of the arc and the length of the radius of the circle, they understand how to determine the length of an arc and the area of a sector.
Lesson 13: The Formulas for Volume
Student Outcomes Students develop, understand, and apply formulas for finding the volume of right rectangular prisms and cubes. Lesson Notes This lesson is a continuation of Lessons 11, 12, and Module
Calculation Policy Fractions
Calculation Policy Fractions This policy is to be used in conjunction with the calculation policy to enable children to become fluent in fractions and ready to calculate them by Year 5. It has been devised
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS
PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION ELEMENTARY MATH GRADE 2 MATH IN FOCUS Length of Course: Term Elective / Required: Required Schools: Elementary Student Eligibility:
Sunny Hills Math Club Decimal Numbers Lesson 4
Are you tired of finding common denominators to add fractions? Are you tired of converting mixed fractions into improper fractions, just to multiply and convert them back? Are you tired of reducing fractions
My Math Chapter 8 Lesson 3. Use the two pictures below to answer the questions. Engage NY Lessons 5.4 (Appendix C)
7 Flex Day (Instruction Based on Data) Recommended Resources: Decomposing Fractions Pizza Share Give Em Chocolate 8 Use cuisinaire rods and tape diagrams to model equivalent fraction values. Determine
Georgia Standards of Excellence Grade Level Curriculum Overview. Mathematics. GSE Fifth Grade
Georgia Standards of Excellence Grade Level Curriculum Overview Mathematics GSE Fifth Grade These materials are for nonprofit educational purposes only. Any other use may constitute copyright infringement.
Unit 5 Length. Year 4. Five daily lessons. Autumn term Unit Objectives. Link Objectives
Unit 5 Length Five daily lessons Year 4 Autumn term Unit Objectives Year 4 Suggest suitable units and measuring equipment to Page 92 estimate or measure length. Use read and write standard metric units
Decomposing Numbers (Operations and Algebraic Thinking)
Decomposing Numbers (Operations and Algebraic Thinking) Kindergarten Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by Kentucky
Math Questions & Answers
What five coins add up to a nickel? five pennies (1 + 1 + 1 + 1 + 1 = 5) Which is longest: a foot, a yard or an inch? a yard (3 feet = 1 yard; 12 inches = 1 foot) What do you call the answer to a multiplication
Solving Rational Equations
Lesson M Lesson : Student Outcomes Students solve rational equations, monitoring for the creation of extraneous solutions. Lesson Notes In the preceding lessons, students learned to add, subtract, multiply,
0.75 75% ! 3 40% 0.65 65% Percent Cards. This problem gives you the chance to: relate fractions, decimals and percents
Percent Cards This problem gives you the chance to: relate fractions, decimals and percents Mrs. Lopez makes sets of cards for her math class. All the cards in a set have the same value. Set A 3 4 0.75
WSMA Decimal Numbers Lesson 4
Thousands Hundreds Tens Ones Decimal Tenths Hundredths Thousandths WSMA Decimal Numbers Lesson 4 Are you tired of finding common denominators to add fractions? Are you tired of converting mixed fractions
Charlesworth School Year Group Maths Targets
Charlesworth School Year Group Maths Targets Year One Maths Target Sheet Key Statement KS1 Maths Targets (Expected) These skills must be secure to move beyond expected. I can compare, describe and solve
What Is Singapore Math?
What Is Singapore Math? You may be wondering what Singapore Math is all about, and with good reason. This is a totally new kind of math for you and your child. What you may not know is that Singapore has
Grade 4: Module 3B: Unit 3: Lesson 2 Reading Opinion Pieces, Part II: How Authors Support Their Opinions with Reasons and Evidence
Grade 4: Module 3B: Unit 3: Lesson 2 How Authors Support Their Opinions with Reasons and Evidence This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
1 ENGAGE. 2 TEACH and TALK GO. Round to the Nearest Ten or Hundred
Lesson 1.2 c Round to the Nearest Ten or Hundred Common Core Standard CC.3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. Lesson Objective Round 2- and 3-digit numbers
FIRST GRADE MATH Summer 2011
Standards Summer 2011 1 OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in
1. I have 4 sides. My opposite sides are equal. I have 4 right angles. Which shape am I?
Which Shape? This problem gives you the chance to: identify and describe shapes use clues to solve riddles Use shapes A, B, or C to solve the riddles. A B C 1. I have 4 sides. My opposite sides are equal.
Using Proportions to Solve Percent Problems I
RP7-1 Using Proportions to Solve Percent Problems I Pages 46 48 Standards: 7.RP.A. Goals: Students will write equivalent statements for proportions by keeping track of the part and the whole, and by solving
Lesson 1: Fractions, Decimals and Percents
Lesson 1: Fractions, Decimals and Percents Selected Content Standards Benchmarks Addressed: N-2-H Demonstrating that a number can be expressed in many forms, and selecting an appropriate form for a given
Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving
Section 7 Algebraic Manipulations and Solving Part 1 Expressions, Equations, and Inequalities: Simplifying and Solving Before launching into the mathematics, let s take a moment to talk about the words
3 Mathematics Curriculum
New York State Common Core 3 Mathematics Curriculum GRADE GRADE 3 MODULE 5 Table of Contents GRADE 3 MODULE 5 Fractions as Numbers on the Number Line Module Overview... i Topic A: Partition a Whole into
Tenths, Hundredths, and Thousandths
Mastery Drill Tenths, Hundredths, and Thousandths You remember that and can be written as common fractions or as decimal fractions. = 0. 0 = 0.0 two two Mixed numbers in or can also be written both ways.
1 3 7 5. 2 3 1 6. The pattern going to the right or the left from the decimal point is the same but there are two big differences:
Review of Place Values in Decimal Numbers A decimal number includes a decimal point and digit(s) to the right of the decimal point. Saying a decimal number aloud is very similar to saying a whole number
Parallel and Perpendicular. We show a small box in one of the angles to show that the lines are perpendicular.
CONDENSED L E S S O N. Parallel and Perpendicular In this lesson you will learn the meaning of parallel and perpendicular discover how the slopes of parallel and perpendicular lines are related use slopes
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 3-5 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
Grade 3: Module 1: Unit 1: Lesson 8 Paragraph Writing Instruction
Grade 3: Module 1: Unit 1: Lesson 8 This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. Exempt third-party content is indicated by the footer: (name
Lesson 4: Convert Fractions, Review Order of Operations
Lesson 4: Convert Fractions, Review Order of Operations LESSON 4: Convert Fractions, Do Order of Operations Weekly Focus: fractions, decimals, percent, order of operations Weekly Skill: convert, compute
Fraction Vocabulary. It is important that vocabulary terms are taught to students.
Rational Numbers Fractions Decimals Percents It is important for students to know how these 3 concepts relate to each other and how they can be interchanged. Fraction Vocabulary It is important that vocabulary
Progressing toward the standard
Report Card Language: The student can add and subtract fluently within 20. CCSS: 2.OA.2 Fluently add and subtract within 20 using mental strategies, by end of grade, know from memory all sums of two one-digit
Plumbing and Pipe-Fitting Challenges
Plumbing and Pipe-Fitting Challenges Students often wonder when they will use the math they learn in school. These activities answer that question as it relates to measuring, working with fractions and
Geometry Solve real life and mathematical problems involving angle measure, area, surface area and volume.
Performance Assessment Task Pizza Crusts Grade 7 This task challenges a student to calculate area and perimeters of squares and rectangles and find circumference and area of a circle. Students must find
Place Value (What is is the Value of of the the Place?)
Place Value (What is is the Value of of the the Place?) Second Grade Formative Assessment Lesson Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field-tested by
First Grade Exploring Two-Digit Numbers
First Grade Exploring Two-Digit Numbers http://focusonmath.files.wordpress.com/2011/02/screen-shot-2011-02-17-at-3-10-19-pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
GRADE 2 SUPPLEMENT. Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid. Includes. Skills & Concepts
GRADE 2 SUPPLEMENT Set A7 Number & Operations: Numbers to 1,000 on a Line or Grid Includes Activity 1: Mystery Numbers on a 101-200 Grid A7.1 Activity 2: What s My Number? A7.7 Independent Worksheet 1:
Converting Units of Measure Measurement
Converting Units of Measure Measurement Outcome (lesson objective) Given a unit of measurement, students will be able to convert it to other units of measurement and will be able to use it to solve contextual
Assessment For The California Mathematics Standards Grade 6
Introduction: Summary of Goals GRADE SIX By the end of grade six, students have mastered the four arithmetic operations with whole numbers, positive fractions, positive decimals, and positive and negative
Fractions in Grade 1
Fractions in Grade 1 Understanding of fractions and fractional fluency has been a major concern and hindrance to our students conceptual knowledge of fractions and the relationships among them. This unit
Lesson 11: Volume with Fractional Edge Lengths and Unit Cubes
Lesson : Volume with Fractional Edge Lengths and Unit Cubes Student Outcomes Students extend their understanding of the volume of a right rectangular prism with integer side lengths to right rectangular
Five Ways to Solve Proportion Problems
Five Ways to Solve Proportion Problems Understanding ratios and using proportional thinking is the most important set of math concepts we teach in middle school. Ratios grow out of fractions and lead into
MMLA Student Test/MathAssessments.MSCenters.Org. MMLA Mathematics Assessment Items
Page 1 of 42 MMLA Mathematics Assessment Items Name: Date: Multiple Choice Questions Select the one best answer for each question. 1. Which of the following sets of numbers are all of the factors of 24?
Representing Decimals (pages 102 105)
A Representing Decimals (pages 102 105) Decimals are numbers that are expressed using a decimal point. The decimal point separates the whole number part of the decimal from the part that is less than one.
Grade 7 Mathematics. Unit 3. Fractions, Decimals, and Percents. Estimated Time: 23 Hours
Grade 7 Mathematics Fractions, Decimals, and Percents Estimated Time: 23 Hours [C] Communication [CN] Connections [ME] Mental Mathematics and Estimation [PS] Problem Solving [R] Reasoning [T] Technology
Indicator 2: Use a variety of algebraic concepts and methods to solve equations and inequalities.
3 rd Grade Math Learning Targets Algebra: Indicator 1: Use procedures to transform algebraic expressions. 3.A.1.1. Students are able to explain the relationship between repeated addition and multiplication.
Rational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson : Overview Students estimate sums and differences using mental images of the 0 x 0 grid. Students develop strategies for adding
Lesson 1: Positive and Negative Numbers on the Number Line Opposite Direction and Value
Positive and Negative Numbers on the Number Line Opposite Direction and Value Student Outcomes Students extend their understanding of the number line, which includes zero and numbers to the right or above
Day One: Least Common Multiple
Grade Level/Course: 5 th /6 th Grade Math Lesson/Unit Plan Name: Using Prime Factors to find LCM and GCF. Rationale/Lesson Abstract: The objective of this two- part lesson is to give students a clear understanding
Algebra Unit Plans. Grade 7. April 2012. Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto
Algebra Unit Plans Grade 7 April 2012 Created By: Danielle Brown; Rosanna Gaudio; Lori Marano; Melissa Pino; Beth Orlando & Sherri Viotto Unit Planning Sheet for Algebra Big Ideas for Algebra (Dr. Small)
Curriculum Alignment Project
Curriculum Alignment Project Math Unit Date: Unit Details Title: Solving Linear Equations Level: Developmental Algebra Team Members: Michael Guy Mathematics, Queensborough Community College, CUNY Jonathan
Developing Base Ten Understanding: Working with Tens, The Difference Between Numbers, Doubling, Tripling, Splitting, Sharing & Scaling Up
Developing Base Ten Understanding: Working with Tens, The Difference Between Numbers, Doubling, Tripling, Splitting, Sharing & Scaling Up James Brickwedde Project for Elementary Mathematics jbrickwedde@ties2.net
SQUARES AND SQUARE ROOTS
1. Squares and Square Roots SQUARES AND SQUARE ROOTS In this lesson, students link the geometric concepts of side length and area of a square to the algebra concepts of squares and square roots of numbers.
5 th Grade Texas Mathematics: Unpacked Content
5 th Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 3-1 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
Ready, Set, Go! Math Games for Serious Minds
Math Games with Cards and Dice presented at NAGC November, 2013 Ready, Set, Go! Math Games for Serious Minds Rande McCreight Lincoln Public Schools Lincoln, Nebraska Math Games with Cards Close to 20 -
MATHS ACTIVITIES FOR REGISTRATION TIME
MATHS ACTIVITIES FOR REGISTRATION TIME At the beginning of the year, pair children as partners. You could match different ability children for support. Target Number Write a target number on the board.
How do you compare numbers? On a number line, larger numbers are to the right and smaller numbers are to the left.
The verbal answers to all of the following questions should be memorized before completion of pre-algebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
OA4-13 Rounding on a Number Line Pages 80 81
OA4-13 Rounding on a Number Line Pages 80 81 STANDARDS 3.NBT.A.1, 4.NBT.A.3 Goals Students will round to the closest ten, except when the number is exactly halfway between a multiple of ten. PRIOR KNOWLEDGE