Progress Check 6. Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment


 Juliana Harper
 7 years ago
 Views:
Transcription
1 Progress Check 6 Objective To assess students progress on mathematical content through the end of Unit 6. Looking Back: Cumulative Assessment The MidYear Assessment in the Assessment Handbook is a written assessment that you may use to determine how students are progressing toward a range of GradeLevel Goals. Input student data from Progress Check 6 and the MidYear Assessment into the Assessment Management Spreadsheets. Materials Study Link 6 0 Assessment Handbook, pp. 9 99, 0,, and MidYear Assessment Assessment Handbook, pp.,, and slate CONTENT ASSESSED Identify place in numbers to billions. [Number and Numeration Goal ] Solve problems involving percent. [Number and Numeration Goal ] Convert among fractions, decimals, and percents. [Number and Numeration Goal 5] Find common [Number and Numeration Goal 5] Use paperandpencil algorithms to solve problems involving whole numbers. [Operations and Computation Goals and ] Add and subtract fractions with like [Operations and Computation Goal ] Add and subtract fractions with unlike [Operations and Computation Goal ] Use benchmarks to estimate sums and differences. [Operations and Computation Goal 6] Construct stemandleaf plots. [Data and Chance Goal ] Identify and use data landmarks; interpret data. [Data and Chance Goal ] Understand how sample size affects results. [Data and Chance Goal ] Measure to the nearest _ of an inch. [Measurement and Reference Frames Goal ] S ASSESSMENT ITEMS SELF ORAL/SLATE WRITTEN OPEN PART A PART B RESPONSE 6 5 0b 0d 6 5, 6 6 7, 6 9, 6 0, , 9c , 9 9b , 6, 6 6, 6 6, 5a, 6 7, 0a , 6 6 5b, 5c 0e 6, 6 9a Looking Ahead: Preparing for Unit 7 Math Boes 6 Study Link 6 : Unit 7 Family Letter Materials Math Journal, p. 0 Math Masters, pp. 6 Unit 6 Progress Check 6
2 Getting Started Math Message Self Assessment Complete the Self Assessment Assessment Handbook, p. 0. Study Link 6 0 FollowUp Briefly review students answers. Looking Back: Cumulative Assessment Math Message FollowUp Self Assessment, Assessment Handbook, p. 0 The Self Assessment offers students the opportunity to reflect upon their progress. Oral and Slate Assessments SMALLGROUP Problems and provide summative information and can be used for grading purposes. Problems and provide formative information that can be useful in planning future instruction. Oral Assessment. Decide if the sum or difference for each fraction epression is closest to 0, _, or. _ + _ 9 + _ 9 _ 5 + _ + _ 9 0 _  _ 9 _  5. Round the following numbers to the indicated place : 9 to the nearest ten to the nearest ten 60,605 to the nearest hundred,600.7 to the nearest tenth to the nearest whole number 0 Slate Assessment. Write the decimal and percent for each fraction: _ 0. 6 ; 66_ % _ 0 0.; 0% 7_ 0.; % 5. Rename as improper fractions: _ 7 7_ 7 _ 6 6_, or _ 6 _ 9_ Name Date Time 6 Self Assessment Think about each skill listed below. Assess your own progress by checking the most appropriate bo.. Read stemandleaf plots.. Make stemandleaf plots.. Eplain how sample size affects results.. Find common 5. Add and subtract fractions with like 6. Add and subtract fractions with unlike 7. Convert between fractions, decimals, and percents. Progress Check 6 Skills I can do this on my I can do this on I can do this if own and eplain my own. I get help or look how to do it. at an eample. Assessment Handbook, p. 0 Lesson 6 5
3 Name Date Time Progress 6 Written Assessment Check 6 Part A Fill in the ovals to match the words to their definitions.. Median smallest. Maimum smallest. Mode smallest. Minimum smallest 5. Sonia asked seven girls in her fifthgrade class how many CDs they own. Here are the results of her survey: a. What was the median number of CDs owned? b. Sonia concluded: The typical fifth grader owns about 5 CDs. Do you agree with her conclusion? Eplain. c. Describe two ways Sonia could improve her survey Answers vary. Sample answers: Ask more students. Ask boys and girls. 5. Circle the fraction pair represented by the drawing below. and and 9 5 and and 5 5 5CDs 6 5, or 5, or 6 5, or 7, or 5 5 Assessment Handbook, p. Name Date Time 6 Written Assessment continued 5. Write a pair of fractions with common denominators for the pictures in Problem. 6. David was writing a report on sleep and dreams. He gave a survey to the students in his class. The following were three of the questions: A. About how many hours do you sleep each night? B. About how many dreams do you remember having in an average week? C. What time do you usually get up on a school day? The graphs below show the answers to two of these questions. Match the questions with their graphs. Write A, B, or C under each graph. Part B A Circle each stemandleaf plot with a median of. Put an through each stemandleaf plot with a mode of. There may be more than one. Stems Leaves Stems Leaves Stems Leaves 0s s 0s s 0s s B Martha s class made these estimates for the number of jellybeans in a jar:, 6, 5, 9,, 0, 5, 7, 55, 0, 9, 5, 5, 5, 7, 5 a. Eplain the mistake in the stemandleaf plot for the jellybean estimates. Sample answer: 5 appears only once, and it should appear times. 5 appears once; it should appear times. b. Correct the stemandleaf plot at the right. Assessment Handbook, p Stems Leaves 00s and 0s s Written Assessment Assessment Handbook, pp. Part A Recognizing Student Achievement Problems 6 provide summative information and may be used for grading purposes. Problems 5a, 6 Description Find and use data landmarks. 6, Add and subtract fractions with like 7, 9 Add and subtract fractions with unlike, 5 Find a common denominator. 5b, 5c Understand how sample size affects results. Part B Informing Instruction Problems 7 provide formative information that can be useful in planning future instruction. Problems Description 7 Read and interpret stemandleaf plots. Construct stemandleaf plots. 9ab 9c Add and subtract fractions with unlike Add and subtract fractions with common Find a common denominator. 0a 0d, 0e Convert between fractions, decimals, and percents. Understand how sample size affects results. Use the checklists on pages 67 and 69 of the Assessment Handbook to record results. Then input the data into the Assessment Management Spreadsheets to keep an ongoing record of students progress toward GradeLevel Goals. Open Response Assessment Handbook, p. Mean Age The openresponse item requires students to apply skills and concepts from Unit 6 to solve a multistep problem. See Assessment Handbook, pages for rubrics and students work samples for this problem. 6 Unit 6 Progress Check 6
4 MidYear Assessment Assessment Handbook, pp. The MidYear Assessment Assessment Handbook, pages provides an additional assessment opportunity that you may use as part of your balanced assessment plan. This assessment covers some of the important concepts and skills presented in Fifth Grade Everyday Mathematics. They should be used to complement the ongoing and periodic assessments that appear within lessons and at the end of the units. Please see the Assessment Handbook, pages 00 and 0 for further information. Looking Ahead: Preparing for Unit 7 Math Boes 6 Math Journal, p. 0 Name Date Time 6 Written Assessment continued 9. a. Use your ruler to draw a line segment that is in. long. b. If you erased inch from this line segment, how long would it be? c. If you drew a line segment twice as long as the original line segment, how long would it be? 0. One survey reported favorite types of books for fifth graders. The results of the survey were as follows: adventure books: % Adventure mystery books: 0% Mystery Comedy comedies: % Other other: 0% Number of Children a. Circle the bar graph that best represents the survey results. b. If 00 students answered the survey, how many of them chose adventures? c. If 0 students answered the survey, how many of them chose other? d. If 50 students answered the survey, how many of them chose mysteries? e. If you were trying to decide what kinds of books to buy for the library in your town, how many fifth graders would you interview? Answers vary. Eplain why you chose that number.. Eplain how you would use the multiplication rule to find common denominators for the fraction pair you circled in Problem.. Eplain one way to rename 5 as a percent without using a calculator. Sample answer: Rewrite 5 as 6, or or %, so 5 60%. 5 in. 6 in., or in. % of Children Answers vary. Adventure Mystery Comedy Other Sample answer: Multiply the denominators, and, to get the common denominator of. Assessment Handbook, p.. Mied Practice This Math Boes page previews Unit 7 content. Study Link 6 : Unit 7 Family Letter Math Masters, pp. 6 Home Connection The Unit 7 Family Letter provides parents and guardians with information and activities related to Unit 7 topics. Date 6 Math Boes Student Page Time. Use your calculator to rename each of the following in standard notation. a. 5 5 =,5 b. 7 = c. 9 = 79 d. 9 = 9,6. Write the following numbers in order from greatest to least. 50,00; 5,00; 5,000; 5,00,00; 500,00 5,00,00 500,00 5,000 50,00 5,00 6. Continue each pattern. a. 5,,,,, 50 b., 00, 5, 0, 56, 0 c., 7,, 9, 5, d. 60.5,, 6.5,, 6.5 e. 0.75,.50,.5,,.75. Complete the What s My Rule? table and state the rule. Rule out = in 0 in out , ,600, Write the mied number name and fraction name by each diagram. a. Mied number Fraction b. Mied number Fraction Whole heagon _ 5 5_ 6 6. Make true sentences by inserting parentheses. a. 5 = b = 5 c. 9 / = 9 d. 6 / 9 + = e. 7 / = Math Journal, p. 0 EMMJ_G5_U06_60.indd 0 // 6:5 PM Lesson 6 7
5 Name Date Time STUDY LINK 6 Unit 7: Family Letter Eponents and Negative Numbers In Unit 7, your child will learn to write eponential and scientific notation for naming very large and very small numbers. These topics become increasingly important later on when your child begins algebra. If you have enjoyed playing math games in the past, you might want to play Eponent Ball during these lessons. Your child will also review how parentheses make epressions unambiguous and will learn rules that determine the order for performing operations in a mathematical epression. Finally, your child will learn to work with positive and negative numbers, using a variety of tools. For eample, your child will use number lines and red and black counters to model addition and subtraction problems. The counter activities are especially helpful. Students use counters to represent an account balance. The red counters $ represent a debit, and the black counters +$ represent a credit. If there are more red counters than black ones, the account is in the red, that is, the balance is negative. On the other hand, if there are more black counters than red ones, the account is in the black, that is, the balance is positive. By adding or subtracting red and black counters from an account, your child can model addition and subtraction of positive and negative numbers. To assist your child, you might want to eplain how a checking or savings account works. Students will practice their new skills in the Credits/Debits Game. Copyright Wright Group/McGrawHill Please keep this Family Letter for reference as your child works through Unit 7.
6 STUDY LINK 6 Unit 7: Family Letter cont. Vocabulary Important terms in Unit 7: account balance An amount of money that you have or that you owe. eponential notation A way to show repeated multiplication by the same factor. For eample, is eponential notation for. epression A mathematical phrase made up of numbers, variables, operation symbols, and/or grouping symbols. An epression does not contain symbols such as =, >, and <. in the black Having a positive balance; having more money than is owed. in the red Having a negative balance; owing more money than is available. negative number A number less than zero. nested parentheses Parentheses within parentheses in an epression. Epressions are evaluated from within the innermost parentheses outward following the order of operations. Eample: 6  /  / / = numberandword notation A way of writing a large number using a combination of numbers and words. For eample, 7 billion is numberandword notation for 7,000,000,000. opposite of a number A number that is the same distance from 0 on the number line as a given number but on the opposite side of 0. For eample, the opposite of + is ; the opposite of 5 is +5. order of operations Rules that tell the order in which operations in an epression should be carried out. The order of operations is:. Do operations inside grouping symbols first. Use rules inside the grouping symbols.. Calculate all the epressions with eponents.. Multiply and divide in order from left to right.. Add and subtract in order from left to right. parentheses Grouping symbols used to indicate which operations in an epression should be done first. scientific notation A system for writing numbers in which a number is written as the product of a power of 0 and a number that is at least and less than 0. Scientific notation allows you to write big and small numbers with only a few symbols. For eample, 0 is scientific notation for,000,000,000,000. standard notation Our most common way of representing whole numbers, integers, and decimals. Standard notation is baseten, place numeration. For eample, standard notation for three hundred fiftysi is 56. Copyright Wright Group/McGrawHill
7 STUDY LINK 6 Unit 7: Family Letter cont. As You Help Your Child with Homework As your child brings assignments home, you might want to go over the instructions together, clarifying them as necessary. The answers listed below will guide you through this unit s Study Links. Study Link 7. Should be 6 = 6 6 6; 6. Should be 9 = ; 5. Should be 7 = ; 6, _ 5 7, or _ 7 Study Link 7. billion. 0. trillion thousand; 0 6. million; , Study Link ; million. 60 million 5. 0 million 6. 5 Study Link 7. =  /. = +  /. =  + / 5. = +  / 6. 6 = a = _, or _ 9. p = _ 0. d = _, or _. y = 0 Study Link false. true 9. true 0. true. false. true. false. true 5. z = 9,0 6. r = 7,00 7. s =.5 Study Link 7 6. Sales were at their highest in 90. Sales dropped by 60 million from 90 to Before TV sets were common, more people went to the movies. 6 Study Link , ,., 5 _, 5 _ 7. F. F 9. T 0. T.  < ; T. f =.5 5. n = _ Study Link 7. <. >. >. > 5. debt 6. 5 cash a = 0 7. p = 5 Study Link u = 65, 66. e =. w = m = 5.6 Study Link 7 0. _ Number of Insects. _ Study Link 7. _ Insect Lengths 0 Average Length in.. _ = _ 7. 0, b = 0.6. a =,57. 7 _, or 7 R 7 Copyright Wright Group/McGrawHill
Parentheses in Number Sentences
Parentheses in Number Sentences Objective To review the use of parentheses. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationLine Plots. Objective To provide experience creating and interpreting line plots with fractional units. Assessment Management
Line Plots Objective To provide experience creating and interpreting line plots with fractional units. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationBox Plots. Objectives To create, read, and interpret box plots; and to find the interquartile range of a data set. Family Letters
Bo Plots Objectives To create, read, and interpret bo plots; and to find the interquartile range of a data set. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop
More informationIntroduce 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
More informationEveryday Mathematics GOALS
Copyright Wright Group/McGrawHill GOALS The following tables list the GradeLevel Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the
More informationComparing Fractions Objective To provide practice ordering sets of fractions.
Comparing Fractions Objective To provide practice ordering sets of fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management
More informationSubtracting Mixed Numbers
Subtracting Mixed Numbers Objective To develop subtraction concepts related to mixed numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationReview: Comparing Fractions Objectives To review the use of equivalent fractions
Review: Comparing Fractions Objectives To review the use of equivalent fractions in comparisons. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationAccentuate the Negative: Homework Examples from ACE
Accentuate the Negative: Homework Examples from ACE Investigation 1: Extending the Number System, ACE #6, 7, 1215, 47, 4952 Investigation 2: Adding and Subtracting Rational Numbers, ACE 1822, 38(a),
More informationMath 0980 Chapter Objectives. Chapter 1: Introduction to Algebra: The Integers.
Math 0980 Chapter Objectives Chapter 1: Introduction to Algebra: The Integers. 1. Identify the place value of a digit. 2. Write a number in words or digits. 3. Write positive and negative numbers used
More informationObjective To introduce the concept of square roots and the use of the squareroot key on a calculator. Assessment Management
Unsquaring Numbers Objective To introduce the concept of square roots and the use of the squareroot key on a calculator. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts
More informationHow 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 prealgebra. Answers that are not memorized will hinder your ability to succeed in algebra 1. Number Basics
More informationLINEAR INEQUALITIES. less than, < 2x + 5 x 3 less than or equal to, greater than, > 3x 2 x 6 greater than or equal to,
LINEAR INEQUALITIES When we use the equal sign in an equation we are stating that both sides of the equation are equal to each other. In an inequality, we are stating that both sides of the equation are
More informationNegative Integral Exponents. If x is nonzero, the reciprocal of x is written as 1 x. For example, the reciprocal of 23 is written as 2
4 (4) Chapter 4 Polynomials and Eponents P( r) 0 ( r) dollars. Which law of eponents can be used to simplify the last epression? Simplify it. P( r) 7. CD rollover. Ronnie invested P dollars in a year
More informationAlgebra 1: Basic Skills Packet Page 1 Name: Integers 1. 54 + 35 2. 18 ( 30) 3. 15 ( 4) 4. 623 432 5. 8 23 6. 882 14
Algebra 1: Basic Skills Packet Page 1 Name: Number Sense: Add, Subtract, Multiply or Divide without a Calculator Integers 1. 54 + 35 2. 18 ( 30) 3. 15 ( 4) 4. 623 432 5. 8 23 6. 882 14 Decimals 7. 43.21
More informationGrade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra
Grade 4 Unit 3: Multiplication and Division; Number Sentences and Algebra Activity Lesson 31 What s My Rule? page 159) Everyday Mathematics Goal for Mathematical Practice GMP 2.2 Explain the meanings
More informationChange Number Stories Objective To guide children as they use change diagrams to help solve change number stories.
Number Stories Objective To guide children as they use change diagrams to help solve change number stories. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationAlgebra Word Problems
WORKPLACE LINK: Nancy works at a clothing store. A customer wants to know the original price of a pair of slacks that are now on sale for 40% off. The sale price is $6.50. Nancy knows that 40% of the original
More informationFive 5. Rational Expressions and Equations C H A P T E R
Five C H A P T E R Rational Epressions and Equations. Rational Epressions and Functions. Multiplication and Division of Rational Epressions. Addition and Subtraction of Rational Epressions.4 Comple Fractions.
More informationMULTIPLICATION AND DIVISION OF REAL NUMBERS In this section we will complete the study of the four basic operations with real numbers.
1.4 Multiplication and (125) 25 In this section Multiplication of Real Numbers Division by Zero helpful hint The product of two numbers with like signs is positive, but the product of three numbers with
More informationAddition of Multidigit Numbers
Addition of Multidigit Numbers Objectives To review the partialsums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition
More informationEveryday Mathematics. Grade 4 GradeLevel Goals. 3rd Edition. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goals
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationMath Journal HMH Mega Math. itools Number
Lesson 1.1 Algebra Number Patterns CC.3.OA.9 Identify arithmetic patterns (including patterns in the addition table or multiplication table), and explain them using properties of operations. Identify and
More informationSECTION P.5 Factoring Polynomials
BLITMCPB.QXP.0599_4874 /0/0 0:4 AM Page 48 48 Chapter P Prerequisites: Fundamental Concepts of Algebra Technology Eercises Critical Thinking Eercises 98. The common cold is caused by a rhinovirus. The
More informationCalculator Practice: Computation with Fractions
Calculator Practice: Computation with Fractions Objectives To provide practice adding fractions with unlike denominators and using a calculator to solve fraction problems. www.everydaymathonline.com epresentations
More informationEveryday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration
CCSS EDITION Overview of 6 GradeLevel Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting
More informationLESSON 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.
More informationBuying at the StockUp Sale
Buying at the StockUp Sale Objective To guide children as they multiply using mental math and the partialproducts algorithm. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationIntroduction to Fractions, Equivalent and Simplifying (12 days)
Introduction to Fractions, Equivalent and Simplifying (12 days) 1. Fraction 2. Numerator 3. Denominator 4. Equivalent 5. Simplest form Real World Examples: 1. Fractions in general, why and where we use
More informationEveryday Mathematics. Grade 4 GradeLevel Goals CCSS EDITION. Content Strand: Number and Numeration. Program Goal Content Thread GradeLevel Goal
Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation
More informationComparing and Ordering Fractions
Comparing and Ordering Fractions Objectives To review equivalent fractions; and to provide experience with comparing and ordering fractions. www.everydaymathonline.com epresentations etoolkit Algorithms
More informationPOLYNOMIAL FUNCTIONS
POLYNOMIAL FUNCTIONS Polynomial Division.. 314 The Rational Zero Test.....317 Descarte s Rule of Signs... 319 The Remainder Theorem.....31 Finding all Zeros of a Polynomial Function.......33 Writing a
More information7 Literal Equations and
CHAPTER 7 Literal Equations and Inequalities Chapter Outline 7.1 LITERAL EQUATIONS 7.2 INEQUALITIES 7.3 INEQUALITIES USING MULTIPLICATION AND DIVISION 7.4 MULTISTEP INEQUALITIES 113 7.1. Literal Equations
More informationNCTM Curriculum Focal Points for Grade 5. Everyday Mathematics, Grade 5
NCTM Curriculum Focal Points and, Grade 5 NCTM Curriculum Focal Points for Grade 5 Number and Operations and Algebra: Developing an understanding of and fluency with division of whole numbers Students
More informationScope 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
More informationThe Distributive Property
The Distributive Property Objectives To recognize the general patterns used to write the distributive property; and to mentally compute products using distributive strategies. www.everydaymathonline.com
More informationCharlesworth 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
More informationFive 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
More informationMiddle Value (Median) of a Set of Data
Middle Value (Median) of a Set of Data Objectives To guide children as they sort numerical data and arrange data in ascending or descending order, and as they find the middle value (median) for a set of
More informationAutumn  12 Weeks. Spring 11 Weeks. Summer 12 Weeks. Not As We Know It Limited 2014
A Year 5 Mathematician Planning of coverage and resources. Autumn  12 Weeks Spring 11 Weeks Summer 12 Weeks TARGETS NHM YR 5 Collins 5 Abacus 5 Abacus 6 LA Prior Step NHM 4 CPM 4 Ginn 4 Number, place
More informationAssessment Management
Facts Using Doubles Objective To provide opportunities for children to explore and practice doublesplus1 and doublesplus2 facts, as well as review strategies for solving other addition facts. www.everydaymathonline.com
More informationMeasuring 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
More informationFourth 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
More informationWelcome to Harcourt Mega Math: The Number Games
Welcome to Harcourt Mega Math: The Number Games Harcourt Mega Math In The Number Games, students take on a math challenge in a lively insect stadium. Introduced by our host Penny and a number of sporting
More informationChapter 4  Decimals
Chapter 4  Decimals $34.99 decimal notation ex. The cost of an object. ex. The balance of your bank account ex The amount owed ex. The tax on a purchase. Just like Whole Numbers Place Value  1.23456789
More informationReading and Writing Large Numbers
Reading and Writing Large Numbers Objective To read and write large numbers in standard, expanded, and numberandword notations. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
More informationUnit 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 L34) is a summary BLM for the material
More informationMultiplying Fractions by Whole Numbers
Multiplying Fractions by Whole Numbers Objective To apply and extend previous understandings of multiplication to multiply a fraction by a whole number. www.everydaymathonline.com epresentations etoolkit
More informationObjective To guide the development and use of a rule for generating equivalent fractions. Family Letters. Assessment Management
Equivalent Fractions Objective To guide the development and use of a rule for generating equivalent fractions. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game
More informationCommutative Property Grade One
Ohio Standards Connection Patterns, Functions and Algebra Benchmark E Solve open sentences and explain strategies. Indicator 4 Solve open sentences by representing an expression in more than one way using
More informationMATH 60 NOTEBOOK CERTIFICATIONS
MATH 60 NOTEBOOK CERTIFICATIONS Chapter #1: Integers and Real Numbers 1.1a 1.1b 1.2 1.3 1.4 1.8 Chapter #2: Algebraic Expressions, Linear Equations, and Applications 2.1a 2.1b 2.1c 2.2 2.3a 2.3b 2.4 2.5
More informationNF512 Flexibility with Equivalent Fractions and Pages 110 112
NF5 Flexibility with Equivalent Fractions and Pages 0 Lowest Terms STANDARDS preparation for 5.NF.A., 5.NF.A. Goals Students will equivalent fractions using division and reduce fractions to lowest terms.
More informationSolve 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
More informationSUNY ECC. ACCUPLACER Preparation Workshop. Algebra Skills
SUNY ECC ACCUPLACER Preparation Workshop Algebra Skills Gail A. Butler Ph.D. Evaluating Algebraic Epressions Substitute the value (#) in place of the letter (variable). Follow order of operations!!! E)
More informationClifton High School Mathematics Summer Workbook Algebra 1
1 Clifton High School Mathematics Summer Workbook Algebra 1 Completion of this summer work is required on the first day of the school year. Date Received: Date Completed: Student Signature: Parent Signature:
More informationExponents. Learning Objectives 41
Eponents 1 to  Learning Objectives 1 The product rule for eponents The quotient rule for eponents The power rule for eponents Power rules for products and quotient We can simplify by combining the like
More informationThe 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
More information6.3. section. Building Up the Denominator. To convert the fraction 2 3 factor 21 as 21 3 7. Because 2 3
0 (618) Chapter 6 Rational Epressions GETTING MORE INVOLVED 7. Discussion. Evaluate each epression. a) Onehalf of 1 b) Onethird of c) Onehalf of d) Onehalf of 1 a) b) c) d) 8 7. Eploration. Let R
More informationWays We Use Integers. Negative Numbers in Bar Graphs
Ways We Use Integers Problem Solving: Negative Numbers in Bar Graphs Ways We Use Integers When do we use negative integers? We use negative integers in several different ways. Most of the time, they are
More informationMathematics Scope and Sequence, K8
Standard 1: Number and Operation Goal 1.1: Understands and uses numbers (number sense) Mathematics Scope and Sequence, K8 Grade Counting Read, Write, Order, Compare Place Value Money Number Theory K Count
More informationBPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K5) 1
Grade 4 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:
More informationObjectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. materials. materials.
Objectives To review making ballpark estimates; and to review the countingup and tradefirst subtraction algorithms. Teaching the Lesson materials Key Activities Children make ballpark estimates for digit
More informationConsultant: Lynn T. Havens. Director of Project CRISS Kalispell, Montana
Teacher Annotated Edition Study Notebook Consultant: Lynn T. Havens SM Director of Project CRISS Kalispell, Montana i_sn_c1fmtwe_893629.indd i 3/16/09 9:17:03 PM Copyright by The McGrawHill Companies,
More informationMy Notes CONNECT TO SCIENCE
Mood Rings, Part SUGGESTED LEARNING STRATEGIES: Summarize/Paraphrase/ Retell, Vocabulary Organizer Tyrell and four of his friends from West Middle School went to a craft fair and they all decided to buy
More informationSummer Math Exercises. For students who are entering. PreCalculus
Summer Math Eercises For students who are entering PreCalculus It has been discovered that idle students lose learning over the summer months. To help you succeed net fall and perhaps to help you learn
More informationGrade 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)
More information1004.6 one thousand, four AND six tenths 3.042 three AND fortytwo thousandths 0.0063 sixtythree tenthousands Two hundred AND two hundreds 200.
Section 4 Decimal Notation Place Value Chart 00 0 0 00 000 0000 00000 0. 0.0 0.00 0.000 0.0000 hundred ten one tenth hundredth thousandth Ten thousandth Hundred thousandth Identify the place value for
More information5 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
More informationMATH 90 CHAPTER 1 Name:.
MATH 90 CHAPTER 1 Name:. 1.1 Introduction to Algebra Need To Know What are Algebraic Expressions? Translating Expressions Equations What is Algebra? They say the only thing that stays the same is change.
More information9.3 OPERATIONS WITH RADICALS
9. Operations with Radicals (9 1) 87 9. OPERATIONS WITH RADICALS In this section Adding and Subtracting Radicals Multiplying Radicals Conjugates In this section we will use the ideas of Section 9.1 in
More informationLESSON 4 Missing Numbers in Multiplication Missing Numbers in Division LESSON 5 Order of Operations, Part 1 LESSON 6 Fractional Parts LESSON 7 Lines,
Saxon Math 7/6 Class Description: Saxon mathematics is based on the principle of developing math skills incrementally and reviewing past skills daily. It also incorporates regular and cumulative assessments.
More informationCalculation 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
More informationHidden Treasure: A Coordinate Game. Assessment Management. Matching Number Stories to Graphs
Hidden Treasure: A Coordinate Game Objective To reinforce students understanding of coordinate grid structures and vocabulary. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM
More informationUnit 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;
More informationMathematics. What to expect Resources Study Strategies Helpful Preparation Tips Problem Solving Strategies and Hints Test taking strategies
Mathematics Before reading this section, make sure you have read the appropriate description of the mathematics section test (computerized or paper) to understand what is expected of you in the mathematics
More informationPAYCHEX, 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
More informationExponents. Exponents tell us how many times to multiply a base number by itself.
Exponents Exponents tell us how many times to multiply a base number by itself. Exponential form: 5 4 exponent base number Expanded form: 5 5 5 5 25 5 5 125 5 625 To use a calculator: put in the base number,
More informationSolutions of Linear Equations in One Variable
2. Solutions of Linear Equations in One Variable 2. OBJECTIVES. Identify a linear equation 2. Combine like terms to solve an equation We begin this chapter by considering one of the most important tools
More informationMath 0306 Final Exam Review
Math 006 Final Exam Review Problem Section Answers Whole Numbers 1. According to the 1990 census, the population of Nebraska is 1,8,8, the population of Nevada is 1,01,8, the population of New Hampshire
More informationAdding and Subtracting Positive and Negative Numbers
Adding and Subtracting Positive and Negative Numbers Absolute Value For any real number, the distance from zero on the number line is the absolute value of the number. The absolute value of any real number
More informationAddition Methods. Methods Jottings Expanded Compact Examples 8 + 7 = 15
Addition Methods Methods Jottings Expanded Compact Examples 8 + 7 = 15 48 + 36 = 84 or: Write the numbers in columns. Adding the tens first: 47 + 76 110 13 123 Adding the units first: 47 + 76 13 110 123
More informationSimplification Problems to Prepare for Calculus
Simplification Problems to Prepare for Calculus In calculus, you will encounter some long epressions that will require strong factoring skills. This section is designed to help you develop those skills.
More informationTHE POWER RULES. Raising an Exponential Expression to a Power
8 (5) Chapter 5 Eponents and Polnomials 5. THE POWER RULES In this section Raising an Eponential Epression to a Power Raising a Product to a Power Raising a Quotient to a Power Variable Eponents Summar
More informationReview of Basic Fraction Concepts
Review of asic Fraction Concepts Objective To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions. www.everydaymathonline.com epresentations etoolkit lgorithms
More informationDecimal Notations for Fractions Number and Operations Fractions /4.NF
Decimal Notations for Fractions Number and Operations Fractions /4.NF Domain: Cluster: Standard: 4.NF Number and Operations Fractions Understand decimal notation for fractions, and compare decimal fractions.
More informationTo Evaluate an Algebraic Expression
1.5 Evaluating Algebraic Expressions 1.5 OBJECTIVES 1. Evaluate algebraic expressions given any signed number value for the variables 2. Use a calculator to evaluate algebraic expressions 3. Find the sum
More informationUnit 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,
More information5th 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
More informationGrade 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
More informationSimplifying Exponential Expressions
Simplifying Eponential Epressions Eponential Notation Base Eponent Base raised to an eponent Eample: What is the base and eponent of the following epression? 7 is the base 7 is the eponent Goal To write
More informationUsing Proportions to Solve Percent Problems I
RP71 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
More informationTeaching PreAlgebra in PowerPoint
Key Vocabulary: Numerator, Denominator, Ratio Title Key Skills: Convert Fractions to Decimals Long Division Convert Decimals to Percents Rounding Percents Slide #1: Start the lesson in Presentation Mode
More information1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P5)
Grade 5 Key Areas of Focus for Grades 35: Multiplication and division of whole numbers and fractionsconcepts, skills and problem solving Expected Fluency: Multidigit multiplication Module M1: Whole
More informationObjective To guide exploration of the connection between reflections and line symmetry. Assessment Management
Line Symmetry Objective To guide exploration of the connection between reflections and line symmetry. www.everydaymathonline.com epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family
More informationCommon Core State Standards for Mathematics Accelerated 7th Grade
A Correlation of 2013 To the to the Introduction This document demonstrates how Mathematics Accelerated Grade 7, 2013, meets the. Correlation references are to the pages within the Student Edition. Meeting
More informationThe majority of college students hold credit cards. According to the Nellie May
CHAPTER 6 Factoring Polynomials 6.1 The Greatest Common Factor and Factoring by Grouping 6. Factoring Trinomials of the Form b c 6.3 Factoring Trinomials of the Form a b c and Perfect Square Trinomials
More informationZero and Negative Exponents and Scientific Notation. a a n a m n. Now, suppose that we allow m to equal n. We then have. a am m a 0 (1) a m
0. E a m p l e 666SECTION 0. OBJECTIVES. Define the zero eponent. Simplif epressions with negative eponents. Write a number in scientific notation. Solve an application of scientific notation We must have
More informationFIDDLIN WITH FRACTIONS
FIDDLIN WITH FRACTIONS Special Area: Connections (Fourth and Fifth Grade) Written by: (Dawn Ramos, Joan Johnson, Mindy Wilshusen, St. Mary s School) Length of Unit: (6 Lessons) I. ABSTRACT The purpose
More informationLevel 1  Maths Targets TARGETS. With support, I can show my work using objects or pictures 12. I can order numbers to 10 3
Ma Data Hling: Interpreting Processing representing Ma Shape, space measures: position shape Written Mental method s Operations relationship s between them Fractio ns Number s the Ma1 Using Str Levels
More informationA.2. Exponents and Radicals. Integer Exponents. What you should learn. Exponential Notation. Why you should learn it. Properties of Exponents
Appendix A. Exponents and Radicals A11 A. Exponents and Radicals What you should learn Use properties of exponents. Use scientific notation to represent real numbers. Use properties of radicals. Simplify
More information