Comparing Fractions Objective To provide practice ordering sets of fractions.


 Miles Hudson
 1 years ago
 Views:
Transcription
1 Comparing Fractions Objective To provide practice ordering sets of fractions. epresentations etoolkit Algorithms Practice EM Facts Workshop Game Family Letters Assessment Management Common Core State Standards Curriculum Focal Points Interactive Teacher s Lesson Guide Teaching the Lesson Ongoing Learning & Practice Differentiation Options Key Concepts and Skills Compare fractions. Order fractions. Explain strategies used to compare and order fractions. Use patterns to compare and order fractions. [Patterns, Functions, and Algebra Goal ] Key Activities Students use Fraction Cards to determine whether a fraction is greater or less than another fraction and then order sets of Fraction Cards from to. They also compare fractions to and write different sets of fractions in order. Ongoing Assessment: Informing Instruction See page 67. Ongoing Assessment: Recognizing Student Achievement Use journal page 06. Materials Math Journal, pp. 0 and 06 Study Link 7 Fraction Cards (Math Journal, Activity Sheets and 6) slate calculator (optional) pattern blocks (optional) Playing Over and Up Squares Student Reference Book, p. 7 Math Masters, p. 9 per partnership: sixsided dice colored pencils Students practice plotting ordered number pairs on a coordinate grid. Playing Angle AddUp Math Masters, pp per partnership: of each of number cards and of each of number cards 0 and 9 (from the Everything Math Deck, if available) fullcircle protractor (transparency of Math Masters, p. 9) dryerase markers straightedge Students draw angles and then use addition and subtraction to find the measures of unknown angles. Math Boxes 7 9 Math Journal, p. 07 Students practice and maintain skills through Math Box problems. Study Link 7 9 Math Masters, p. Students practice and maintain skills through Study Link activities. READINESS Sorting Fractions Math Masters, p. 9 scissors tape Students explore relative sizes of fractions. ENRICHMENT Using Digits to Create Fractions Math Masters, p. 0 Students use digits to create specified fractions. EXTRA PRACTICE Playing Fraction TopIt Student Reference Book, p. 7 Math Masters, p. 06 Fraction Cards (Math Journal, Activity Sheets and 6) Students practice comparing and ordering fractions. Advance Preparation Teacher s Reference Manual, Grades 6 pp Lesson 7 9 6
2 Getting Started Mental Math and Reflexes Write fraction addition problems involving tenths and hundredths on the board. Students find the value of x. Suggestions: _ + _ = x_ 6 _ + = x_ 9 _ + _ = x_ 7 7_ + _ = x_ 0 90 _ + _ = x_ 0 60 _ + _ = x_ 0 0 9_ + + _ 0 = x_ 0 0 = x_ 0 9 6_ + 9_ 0 = x_ 0 79 Math Message Work with a partner to solve Problems and on journal page 0. Study Link 7 FollowUp Partners compare answers. Ask students to explain how they solved Problems 9 and. Date LESSON 7 9 Nancy Quinn Diego 6 Paula Kiana 6 Time Comparing Fractions Math Message: Eating Fractions Quinn, Nancy, Diego, Paula, and Kiana were given chocolate bars to share. All bars were the same size.. Quinn and Nancy shared a chocolate bar. Quinn ate of the bar, and Nancy ate _. Who ate more? Nancy How much of the bar was left?. Diego, Paula, and Kiana each ate part of the other chocolate bars. Diego ate _ of a bar, Paula ate _ of a bar, and Kiana ate _ 6 of a bar. Who ate more, Diego or Paula? Diego How do you know? Sample answer: Diego ate _, which is more than. Paula ate _, which is less than. Comparing Fractions with Turn your Fraction Cards fractionside up. Sort them into three piles: fractions less than fractions equal to fractions greater than You can turn the cards over to check your work. When you are finished, write the fractions in each pile in the correct box below. Less than,, 0_,, _, _ 6, _, _ 9, 0,,,, Student Page Equal to, _, _ 6, _,, 6 Greater than _, _, _, _, _, _ 6, 6_, 6_ 9, 6,,,, 9 Teaching the Lesson Math Message FollowUp (Math Journal, p. 0) WHOLECLASS DISCUSSION Students should have had no trouble concluding that Nancy ate more chocolate than Quinn (Problem ), but they may have had more difficulty comparing the amounts eaten by Diego and Paula (Problem ). Ask them to share their solution strategies. Students might have used any of these strategies: If Diego s chocolate bar were divided into equal pieces and Paula s into equal pieces, Diego s pieces would have been larger than Paula s pieces. There would be more chocolate in two of Diego s pieces than in two of Paula s pieces, so Diego ate more chocolate than Paula did. Diego ate more than half a bar ( _ is more than half). Paula ate less than half a bar ( _ is less than half). So Diego ate more. Only of Diego s bar is left, but _ of Paula s bar is left. Since less of Diego s bar is left, he ate more. Next, ask students who ate more, Diego or Kiana. Have them explain their answers. Students might have used any of the following strategies: If Diego s chocolate bar were divided into 6 equal pieces, he would have eaten of the pieces because _ 6 is equivalent to _. Diego ate _ 6 of a bar and Kiana ate _ of a bar, so Kiana ate 6 more chocolate. Kiana has only 6 of her bar left, but Diego has left. Because 6 is less than, Kiana has less left over, so she must have eaten more. Finally, have students determine who ate more chocolate, Diego or Nancy, and give their reasoning. Discuss how they know Diego ate more. Math Journal, p. 0 _EMCS_S_MJ_G_U07_766.indd 0 /7/ : AM 66 Unit 7 Fractions and Their Uses; Chance and Probability
3 Ordering Fractions (Math Journal, Activity Sheets and 6) WHOLECLASS Tell the class that in this lesson they will use their Fraction Cards (Activity Sheets and 6) as a tool to help them compare and order fractions. Like Numerators Have students take out all the Fraction Cards with in the numerator (,,, and ) and turn them fractionside up. Ask them to line up the cards from (at the left) to (at the right). They can check by turning the cards over. Ask: What pattern do you notice? As the denominator gets larger, the fraction gets smaller. What is the reason for this pattern? As the denominator gets larger, the pieces get smaller because the whole is being divided into more pieces. NOTE Fractions with in the numerator are called unit fractions. Ongoing Assessment: Informing Instruction Watch for students who reason that, for example, is more than, so fifths must be larger than fourths. Remind students that the denominator represents the number of pieces the whole is divided into. Like Denominators Have students take out all the Fraction Cards with in the denominator ( 0_, _, _, _, 6_, _, and _ ). Ask them to turn the cards fractionside up and arrange them in a row from fraction to fraction. What pattern do you see? The larger the numerator is, the bigger the fraction is. What is the reason for this pattern? All the pieces are the same size, so more pieces make a bigger fraction. Different Numerators and Denominators Have students take out the cards for, _, _, _, and 6_, and turn them fractionside up. Have students line up these cards from fraction to fraction. Tell students to place the _ card in front of them. Name one of the other cards (, _, _, or 6_ ), and ask students whether the fraction is more or less than _ and how they know. Ask students to place that card in the correct position to the right or left of the _ card to indicate if it is smaller or larger than _. Name the rest of the cards one by one. Students place the cards in order while you ask for justification for each card s placement. Lesson
4 Adjusting the Activity ELL Draw a number line from 0 to on the board. Have students estimate the relative size of the fractions and order the fractions by writing them on the number line. 0 6 AUDITORY KINESTHETIC TACTILE VISUAL NOTE On journal page 06, you may want students to identify the relative positions of the fractions in Problems on a number line. Have students work with partners to order the following Fraction Cards:, _, _ 6, _, and _. They should begin with the cards fractionside up. They can check the order by turning the cards over. Discuss strategies. Comparing Fractions with _ (Math Journal, p. 0) Adjusting the Activity Have students follow the directions at the bottom of journal page 0 to sort the Fraction Cards into three categories: less than, equal to, and greater than. Ask students to look at the equalto pile. Have them explain how they know that the fractions in that pile are equal to _. Encourage them to draw pictures or use pattern blocks to justify their answers. Encourage partnerships to compare their sort to that of another group before recording their answers on journal page 0. Have students explain how a calculator can help determine whether a fraction is less than, equal to, or greater than. Possible strategies: Subtract the fraction from. If the difference is positive, it is less than. If the difference is 0, it is equal to. If the difference is negative, it is greater than. Add the fraction to. If the sum is less than, the fraction is less than. If the sum is, then the fraction equals. If the sum is greater than, the fraction is greater than. Find the decimal equivalent by dividing the numerator by the denominator, and compare each decimal to 0.. A U D I T O R Y K I N E S T H E T I C T A C T I L E V I S U A L Date LESSON 7 9 Ordering Fractions Time Write the fractions in order from to.. _, 7_, _, _,.,, 9,, Student Page 7 Ordering Fractions (Math Journal, p. 06) Students write fractions in order from to. They choose their own set of fractions or mixed numbers and write them in order.. _, _, _ 9, _, _ _,, 7_, 6_, _ 7_. Choose fractions or mixed numbers. Write them in order from to. Answers vary. _ 6. Which fraction is larger: _ or _ 7? Explain how you know. Sample answer: than has a smaller denominator 7, so each fifth is bigger than each seventh. Math Journal, p. 06 Ongoing Assessment: Recognizing Student Achievement Journal page 06 Problem 6 Use journal page 06, Problem 6 to assess students ability to compare fractions and explain their strategies. Students are making adequate progress if their explanations include information such as the following: _ is larger than _ 7. The numerators are the same, so each fraction has the same number of pieces. The size of the pieces (denominator) needs to be compared. The smaller the denominator is, the bigger the pieces are. Some students may include pictures to support their answer or use a calculator to rename the fractions as decimals. _EMCS_S_MJ_G_U07_766.indd 06 /7/ : AM 6 Unit 7 Fractions and Their Uses; Chance and Probability
5 Ongoing Learning & Practice Playing Over and Up Squares (Student Reference Book, p. 7; Math Masters, p. 9) Students play Over and Up Squares to practice plotting ordered number pairs on a coordinate grid. See Lesson 69 for additional information. Playing Angle AddUp (Math Masters, pp ) To further explore the idea that angle measures are additive, have students draw angles and then use addition and subtraction to find the measures of unknown angles. Note that Round requires students to use addition to find the unknown angle measure. Rounds and require subtraction. The given measures of 90 and 0 degrees provide practice with complementary and supplementary angles. Date LESSON 7 9 Math Boxes. Sari spends of the day at school. Lunch, recess, music, gym, and art make up of her total time at school. How many hours are spent at these activities? hours Show how you solved this problem. Sample answer: of hr = hr; of hr = hr. Adena drew a line segment _ inch long. Then she erased inch. How long is the line segment now? Fill in the circle next to the best answer. A B C D _ 6 in. _ in. in. in.. Complete the table and write the rule. Rule: +.7 in out Math Journal, p. 07 _EMCS_S_MJ_G_U07_766.indd 07 Student Page 9 Time. Multiply. Use a paperandpencil algorithm., = 9 6. Write an equivalent fraction, decimal, or whole number. Decimal a b..0 c. d. 0.6 Fraction Complete. a. 7 in. = ft in. b. in. = ft 7 in. c. 6 ft = yd d. ft = yd ft e. 7 yd = 9 ft 0 0 /7/ : AM Math Boxes 7 9 (Math Journal, p. 07) INDEPENDENT Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lessons 7 and 7a. The skill in Problem 6 previews Unit content. Writing/Reasoning Have students write a response to the following: Explain why _ inch might have been given as a possible answer in Problem. Sample answer: Some students might incorrectly think that to subtract fractions you subtract the numerators and denominators. If this is done, then an incorrect answer is _ in. in. = _ in. Study Link 7 9 (Math Masters, p. ) INDEPENDENT Home Connection Students compare and order fractions. Name Date Time STUDY LINK 7 9 Compare and Order Fractions Write <, >, or = to make each number sentence true... > _ = Study Link Master < < 0 6. _ 7_ _ > _ 6 7. Explain how you solved Problem. Sample answer: Each fraction has 6 equal parts; parts are more than part.. Explain how you solved Problem. Sample answer: Fourths are bigger than tenths, so fourths are more than tenths. 9. Circle each fraction that is less than _ = Write the fractions in order from to.., 7_,,, _ 7.,, 0,, , _ 0, _, _, _ 0. Practice 6 of 0 =. _ 0 of = 7. _ 6 of = Math Masters, p. 06_EMCS_B_MM_G_U07_7696.indd // 9: AM Lesson
6 Name Date Time LESSON 7 9 TwoDigit Fractions Any fraction can be made from the digits 0 9. A fraction can have two digits like _ or _ 7 7 or many digits like _ 9. A fraction may not have a denominator of 0. Use any two digits to make each of the following fractions.. The possible fraction greater than 0 _. The fraction less than 9 _. The fraction greater than 9. The possible fraction 9. Make up your own problem. Answers vary. 9_ Differentiation Options READINESS Sorting Fractions (Math Masters, p. 9) Min Math Masters, page 0 To explore comparing fractions, have students sort fractions represented as area and numberline models into groups according to their relative size. When they finish the sort, have students describe how they chose their groups. About? 0 06_EMCS_B_MM_G_U07_7696.indd 0 // 9: AM Very small Almost a whole? 0? 0 Fraction TopIt Student Page Materials set of Fraction Cards and (Math Journal, Activity Sheets and 6) Players to Skill Comparing fractions Object of the game To collect the most cards. Directions Advance Preparation Before beginning the game, write the fraction for the shaded part on the back of each card.. Deal the same number of cards, fractionside up, to each player: If there are players, 6 cards each. If there are players, cards each. If there are players, cards each.. Players spread their cards out, fractionside up, so that all of the cards may be seen.. Starting with the dealer and going in a clockwise direction, each player plays one card. Place the cards fractionside up on the table.. The player with the fraction wins the round and takes the cards. Players may check who has the fraction by turning over the cards and comparing the amounts shaded.. If there is a tie for the fraction, each player plays another card. The player with the fraction takes all the cards from both plays. 6. The player who takes the cards starts the next round. 7. The game is over when all cards have been played. The player who takes the most cards wins. Games Fraction Cards Fraction Cards ENRICHMENT Using Digits to Create Fractions (Math Masters, p. 0) Min To extend students ability to compare fractions, have them use digits to create specified fractions. For each problem, have students share their reasoning. EXTRA PRACTICE Playing Fraction TopIt (Student Reference Book, p. 7; Math Masters, p. 06) SMALLGROUP Min To practice comparing and ordering fractions, have students play Fraction TopIt. See Lesson 7 for additional information. Student Reference Book, p Unit 7 Fractions and Their Uses; Chance and Probability
7 Name Date Time Angle AddUp Materials number cards ( of each) number cards 0 and 9 ( of each) dryerase marker straightedge fullcircle protractor (transparency of Math Masters, p. 9) Angle AddUp Record Sheet (Math Masters, p. 09) Players Skills Drawing angles of a given measure Recognizing angle measures as additive Solving addition and subtraction problems to find the measures of unknown angles Objective To score the most points in rounds. Directions. Shuffle the cards and place the deck numberside down on the table.. In each round, each player draws the number of cards indicated on the Record Sheet. Copyright Wright Group/McGrawHill. Each player uses the number cards to fill in the blanks and form angle measures so the unknown angle measure is as large as possible.. Players add or subtract to find the measure of the unknown angle and record it in the circle on the Record Sheet. The measure of the unknown angle is the player s score for the round.. Each player uses a fullcircle protractor, straightedge, and marker to show that the angle measure of the whole is the sum of the angle measures of the parts. 6. Players play rounds for a game. The player with the total number of points at the end of the rounds wins the game. 07
8 Name Date Time Angle AddUp Example Example: In Round, Suma draws a, 7,, and. She creates the angle measures and 7 and records them on her record sheet. Round : Draw cards. + 7 = Using addition, Suma finds the sum of the measures of angles ABD and DBC. She records the measure of angle ABC on her record sheet and scores points for the round. Round : Draw cards. + 7 = Suma uses her fullcircle protractor to show that m ABD + m DBC = m ABC. A degrees 9 B 7 6 D Copyright Wright Group/McGrawHill C 0
9 Name Date Time Angle AddUp Record Sheet Game Round : Draw cards. + = Round : Draw cards. Round : Draw cards. + = 90 + = 0 Total Points = Copyright Wright Group/McGrawHill Game Round : Draw cards. Round : Draw cards. Round : Draw cards. + = + = 90 + = 0 Total Points = 09
Objective 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 informationParentheses 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 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 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 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 informationReading 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
More informationFactor Trees. Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers.
Factor Trees Objective To provide experiences with finding the greatest common factor and the least common multiple of two numbers. www.everydaymathonline.com epresentations etoolkit Algorithms Practice
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 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 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 informationSunriseSunset Line Graphs
SunriseSunset Line Graphs Objectives To guide children as they analyze data from the sunrisesunset routine; and to demonstrate how to make and read a line graph. www.everydaymathonline.com epresentations
More informationObjectives To review and provide practice with the lattice method for multiplication.
Objectives To review and provide practice with the lattice method for multiplication. Teaching the Lesson materials Key Activities Students review the lattice method for multiplication with  and digit
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 informationThird Grade Math Games
Third Grade Math Games Unit 1 Lesson Less than You! 1.3 Addition TopIt 1.4 Name That Number 1.6 Beat the Calculator (Addition) 1.8 Buyer & Vendor Game 1.9 TicTacToe Addition 1.11 Unit 2 What s My Rule?
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 informationMAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL
MAKING MATH MORE FUN BRINGS YOU FUN MATH GAME PRINTABLES FOR HOME OR SCHOOL THESE FUN MATH GAME PRINTABLES are brought to you with compliments from Making Math More Fun at and Math Board Games at Copyright
More informationMy 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
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 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 informationGrade 4 Lesson 14: Number Lines and Mixed Numbers TEACHER MODELING/STUDENT COMMUNICATION
Grade 4 Lesson 14: Number Lines and Mixed Numbers Purpose: To form the beginning of a number line with fractions Materials: Bars, Transparent bars, Transparent Number Line (Transparency Kit), Master "
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 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 informationFractions as Numbers INTENSIVE INTERVENTION. National Center on. at American Institutes for Research
National Center on INTENSIVE INTERVENTION at American Institutes for Research Fractions as Numbers 000 Thomas Jefferson Street, NW Washington, DC 0007 Email: NCII@air.org While permission to reprint this
More informationMental Computation Activities
Show Your Thinking Mental Computation Activities Tens rods and unit cubes from sets of baseten blocks (or use other concrete models for tenths, such as fraction strips and fraction circles) Initially,
More informationU.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division.
Algorithm Project U.S. Traditional Long Division, Part 1 Objective To introduce U.S. traditional long division. www.everydaymathonline.com etoolkit Algorithms Practice EM Facts Workshop Game Family Letters
More informationFirst Grade Exploring TwoDigit Numbers
First Grade Exploring TwoDigit Numbers http://focusonmath.files.wordpress.com/2011/02/screenshot20110217at31019pm.png North Carolina Department of Public Instruction www.ncdpi.wikispaces.net
More informationby Teresa Evans Copyright 2005 Teresa Evans. All rights reserved.
by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. SAMPLE PAGES Please enjoy using these
More informationUnit 2 Number and Operations Fractions: Multiplying and Dividing Fractions
Unit Number and Operations Fractions: Multiplying and Dividing Fractions Introduction In this unit, students will divide whole numbers and interpret the answer as a fraction instead of with a remainder.
More informationContents. Sample worksheet from www.mathmammoth.com
Contents Introduction... 4 Warmup: Mental Math 1... 8 Warmup: Mental Math 2... 10 Review: Addition and Subtraction... 12 Review: Multiplication and Division... 15 Balance Problems and Equations... 19 More
More informationPermission is given for the making of copies for use in the home or classroom of the purchaser only.
Copyright 2005 Second Edition 2008 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser only. Part 1 Math Card Games to Play
More informationIntroduction Read aloud Pizza Fractions by Jerry Pallotta to give students a visual representation of fractions.
3rd th Grade Objective CCSS Math/Number and OperationsFractions:.NF. Extend understanding of fraction equivalence and ordering.. Compare two fractions with different numerators and different denominators
More informationUnderstand numbers, ways of representing numbers, relationships among numbers, and number systems
Equivalent Fractions and Comparing Fractions: Are You My Equal? Brief Overview: This four day lesson plan will explore the mathematical concept of identifying equivalent fractions and using this knowledge
More informationEveryday Math Online Games (Grades 1 to 3)
Everyday Math Online Games (Grades 1 to 3) FOR ALL GAMES At any time, click the Hint button to find out what to do next. Click the Skip Directions button to skip the directions and begin playing the game.
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 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 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 informationOneInch Graph Paper
OneInch Graph Paper Classroom Strategies Blackline Master II  1 49 HalfInch Graph Paper 50 Classroom Strategies Blackline Master II  2 TwoCentimeter Graph Paper Classroom Strategies Blackline Master
More informationCopyright 2013 The National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved. This material may not be copied or
A W weet Copyright 203 The National Council of Teachers of Mathematics, Inc. www.nctm.org. All rights reserved. This material may not be copied or distributed electronically or in any other format without
More informationEVERY DAY COUNTS CALENDAR MATH 2005 correlated to
EVERY DAY COUNTS CALENDAR MATH 2005 correlated to Illinois Mathematics Assessment Framework Grades 35 E D U C A T I O N G R O U P A Houghton Mifflin Company YOUR ILLINOIS GREAT SOURCE REPRESENTATIVES:
More informationCOMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS
COMMON CORE STATE STANDARDS FOR MATHEMATICS 35 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving
More informationCBA Fractions Student Sheet 1
Student Sheet 1 1. If 3 people share 12 cookies equally, how many cookies does each person get? 2. Four people want to share 5 cakes equally. Show how much each person gets. Student Sheet 2 1. The candy
More informationThis 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
More informationMathematics Instructional Cycle Guide
Mathematics Instructional Cycle Guide Fractions on the number line 3NF2a Created by Kelly Palaia, 2014 Connecticut Dream Team teacher 1 CT CORE STANDARDS This Instructional Cycle Guide relates to the following
More informationYear 3 Mental Arithmetic Test Questions
Year 3 Mental Arithmetic Test Questions Equipment Required Printed question and answer sheet for the reader Printed blank answer page for child Stopwatch or timer Pencil No other equipment is required
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 informationTEKS TAKS 2010 STAAR RELEASED ITEM STAAR MODIFIED RELEASED ITEM
7 th Grade Math TAKSSTAARSTAARM Comparison Spacing has been deleted and graphics minimized to fit table. (1) Number, operation, and quantitative reasoning. The student represents and uses numbers in
More informationMMLA 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?
More informationCAHSEE on Target UC Davis, School and University Partnerships
UC Davis, School and University Partnerships CAHSEE on Target Mathematics Curriculum Published by The University of California, Davis, School/University Partnerships Program 006 Director Sarah R. Martinez,
More informationGraphic 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
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 informationUnit 6 Direction and angle
Unit 6 Direction and angle Three daily lessons Year 4 Spring term Unit Objectives Year 4 Recognise positions and directions: e.g. describe and find the Page 108 position of a point on a grid of squares
More informationGrades 4 and 5 Math. TEKS and TAKS Daily Distributive Practice
Grades 4 and 5 Math TEKS and TAKS Daily Distributive Practice 90 days of cumulative TEKS/TAKS practice tests Ninequestion tests designed to meet 3 levels of achievement in a single classroom I'm the largest
More informationSubject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1
Subject: Math Grade Level: 5 Topic: The Metric System Time Allotment: 45 minutes Teaching Date: Day 1 I. (A) Goal(s): For student to gain conceptual understanding of the metric system and how to convert
More informationWhere are the Cookies?
Grades 46 Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Field tested by Kentucky Mathematics Leadership Network Teachers If
More informationFraction Tools. Martin Kindt & Truus Dekker.  3n 4 
Fraction Tools  +  0  n + n Martin Kindt & Truus Dekker 0 Section A Comparing Fractions  Parts and pieces (). Of each figure, color part. Be as precise as possible.. Of each figure, color part. Each
More informationBISHOP SCHOOL K 5 MATH FACTS GUIDE
BISHOP SCHOOL K 5 MATH FACTS GUIDE INTRODUCTION This math fact guide is an outcome of several math related discussions among the staff. There is an agreement that the children need to know their math facts
More informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson 1: Overview Students review how to model fractions with fraction circles by ordering unit fractions, using 1half as a benchmark
More informationCounting Money and Making Change Grade Two
Ohio Standards Connection Number, Number Sense and Operations Benchmark D Determine the value of a collection of coins and dollar bills. Indicator 4 Represent and write the value of money using the sign
More informationGrade 5 Fraction Equivalency
Grade 5 Fraction Equivalency 5.N.7 Demonstrate an understanding of fractions by using concrete and pictorial representations to create sets of equivalent fractions compare fractions with like and unlike
More informationFRACTIONS: A CONCEPTUAL APPROACH
FRACTIONS: A CONCEPTUAL APPROACH A Singapore Math Topical Presentation Grades 6 Dr. Suchint Sarangarm Three distinct meanings of fractions Part of a Whole: the fraction indicates that a whole has been
More informationLesson 1: Readiness for Fractions (5 Bars and Fraction Bingo) Your group may select elements from one or both lesson plans.
This packet is a double packet including both lessons: Lesson 1: Readiness for Fractions (5 Bars and Fraction Bingo) Lesson 2: Fractions and Fraction Names (8Bars) Your group may select elements from
More informationUnit 7 The Number System: Multiplying and Dividing Integers
Unit 7 The Number System: Multiplying and Dividing Integers Introduction In this unit, students will multiply and divide integers, and multiply positive and negative fractions by integers. Students will
More informationr the COR Common Core State Standards Learning Pathways
BUI LT fo COM r the MON COR E 2015 2016 Common Core State Standards Learning Pathways Table of Contents Grade 3...3 Grade 4...8 Grade 5... 13 Grade 6... 18 Grade 7...26 Grade 8...32 Algebra Readiness...36
More informationProbability and Statistics
Activity: TEKS: Overview: Problems Kids Care About (K.12) Probability and statistics. The student constructs and uses graphs of real objects or pictures to answer questions. The student is expected to:
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 informationparent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE
TM parent ROADMAP MATHEMATICS SUPPORTING YOUR CHILD IN GRADE THREE 3 America s schools are working to provide higher quality instruction than ever before. The way we taught students in the past simply
More informationAssessment 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
More informationThat s Not Fair! ASSESSMENT #HSMA20. Benchmark Grades: 912
That s Not Fair! ASSESSMENT # Benchmark Grades: 912 Summary: Students consider the difference between fair and unfair games, using probability to analyze games. The probability will be used to find ways
More informationRational Number Project
Rational Number Project Fraction Operations and Initial Decimal Ideas Lesson 12: Overview Students review ordering and equivalence and practice adding and subtracting decimals in problem solving contexts.
More informationFourth Grade Fractions
Fourth Grade Fractions http://upload.wikimedia.org/wikibooks/en/9/92/fractions_of_a_square.jpg North Carolina Department of Public Instruction www.ncdpi.wikispaces.net Overview The implementation of the
More informationMath Board Games. For School or Home Education. by Teresa Evans. Copyright 2005 Teresa Evans. All rights reserved.
Math Board Games For School or Home Education by Teresa Evans Copyright 2005 Teresa Evans. All rights reserved. Permission is given for the making of copies for use in the home or classroom of the purchaser
More informationAcing Math (One Deck At A Time!): A Collection of Math Games. Table of Contents
Table of Contents Introduction to Acing Math page 5 Card Sort (Grades K  3) page 8 Greater or Less Than (Grades K  3) page 9 Number Battle (Grades K  3) page 10 Place Value Number Battle (Grades 16)
More informationFractions of an Area
Fractions of an Area Describe and compare fractions as part of an area using words, objects, pictures, and symbols.. Circle the letter of each cake top that shows fourths. A. D. Each part of this rectangle
More informationGambling games. Lesson 6
Lesson 6 Gambling games SPECIFIC OUTCOMES Explore the connections among physical activity, emotional wellness and social wellness by becoming familiar with the definition of addiction learning the definition
More informationMATHEMATICS TEST. Paper 1 calculator not allowed LEVEL 6 TESTS ANSWER BOOKLET. First name. Middle name. Last name. Date of birth Day Month Year
LEVEL 6 TESTS ANSWER BOOKLET Ma MATHEMATICS TEST LEVEL 6 TESTS Paper 1 calculator not allowed First name Middle name Last name Date of birth Day Month Year Please circle one Boy Girl Year group School
More information+ = has become. has become. Maths in School. Fraction Calculations in School. by Kate Robinson
+ has become 0 Maths in School has become 0 Fraction Calculations in School by Kate Robinson Fractions Calculations in School Contents Introduction p. Simplifying fractions (cancelling down) p. Adding
More informationMath Games For Skills and Concepts
Math Games p.1 Math Games For Skills and Concepts Other material copyright: Investigations in Number, Data and Space, 1998 TERC. Connected Mathematics Project, 1998 CMP Original material 20012006, John
More informationLesson Description. Texas Essential Knowledge and Skills (Target standards) Skills (Prerequisite standards) National Standards (Supporting standards)
Lesson Description This lesson focuses on comparing simple interest and compound interest. Students discover the differences between simple and compound interest by creating a year chart using both methods.
More informationRepresenting Data Using Frequency Graphs
Lesson 25 Mathematics Assessment Project Formative Assessment Lesson Materials Representing Data Using Graphs MARS Shell Center University of Nottingham & UC Berkeley Alpha Version If you encounter errors
More informationAnnotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum.
Work sample portfolio summary WORK SAMPLE PORTFOLIO Annotated work sample portfolios are provided to support implementation of the Foundation Year 10 Australian Curriculum. Each portfolio is an example
More informationStudents will benefit from pencils with erasers, if possible since revisions are part of learning.
Suggestions and/or Directions for Implementing Extended Concept (2) Activities Students will benefit from pencils with erasers, if possible since revisions are part of learning. Students should be allowed
More informationSticky Note Bingo (Cover Up)
Skills you can practice with this game: Sticky Note Bingo (Cover Up) Letter names (caller says letter name, shows letter as necessary) Letter sounds (caller says word, child finds letter for the beginning
More informationSuch As Statements, Kindergarten Grade 8
Such As Statements, Kindergarten Grade 8 This document contains the such as statements that were included in the review committees final recommendations for revisions to the mathematics Texas Essential
More informationSummer Math Reinforcement Packet Students Entering into 2 nd Grade
1 Summer Math Reinforcement Packet Students Entering into 2 nd Grade Our first graders had a busy year learning new math skills. Mastery of all these skills is extremely important in order to develop a
More informationComparing Sets of Data Grade Eight
Ohio Standards Connection: Data Analysis and Probability Benchmark C Compare the characteristics of the mean, median, and mode for a given set of data, and explain which measure of center best represents
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 informationVoyager Sopris Learning Vmath, Levels CI, correlated to the South Carolina College and CareerReady Standards for Mathematics, Grades 28
Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156159 Module 4: Lesson 7: 220223 2. Reason both contextually
More informationNCTM Content Standard/National Science Education Standard
Title: BASEic Space Travel Brief Overview: This unit introduces the concepts of bases and exponents (or powers) in order to gain a deeper understanding of place value. Students will assume the role of
More information4. Write a mixed number and an improper fraction for the picture below.
5.5.1 Name Grade 5: Fractions 1. Write the fraction for the shaded part. 2. Write the equivalent fraction. 3. Circle the number equal to 1. A) 9 B) 7 C) 4 D) 7 8 7 0 1 4. Write a mixed number and an improper
More informationMath 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
More informationBeads Under the Cloud
Beads Under the Cloud Intermediate/Middle School Grades Problem Solving Mathematics Formative Assessment Lesson Designed and revised by Kentucky Department of Education Mathematics Specialists Fieldtested
More informationGame 9. Overview. Materials. Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes
Game 9 Cross Out Singles Recommended Grades 3 5 Time Instruction: 30 45 minutes Independent Play: 20 30 minutes Quiet Dice Rolling dice can create lots of noise. To lessen the noise, consider using foam
More informationMultiplying Integers. Lesson Plan
Lesson Plan Video: 12 minutes Lesson: 38 minutes Previewing :00 Warm up: Write 5 + 5 + 5 + 5 = on the board. Ask students for the answer. Then write 5 x 4 = on the board. Ask the students for the answer.
More informationMath 728 Lesson Plan
Math 728 Lesson Plan Tatsiana Maskalevich January 27, 2011 Topic: Probability involving sampling without replacement and dependent trials. Grade Level: 812 Objective: Compute the probability of winning
More informationFactor Game. Overview of Lesson. Duration. Materials. Vocabulary. Math Solutions Lesson from the Classroom. A Lesson for Grade 5
Math Solutions Lesson from the Classroom Factor Game A Lesson for Grade 5 Featured in Math Solutions Online Newsletter, Issue 36 The lesson was adapted from the Math Solutions publications Enriching Your
More informationNUMBER CORNER YEARLONG CONTENT OVERVIEW
August & September Workouts Calendar Grid Quilt Block Symmetries Identifying shapes and symmetries Calendar Collector Two Penny Toss Probability and data analysis Computational Fluency Mental Math Fluently
More informationUnit 4 Measures time, mass and area
Unit 4 Measures time, mass and area Five daily lessons Year 4 Spring term (Key objectives in bold) Unit Objectives Year 4 Estimate/check times using seconds, minutes, hours. Page 98 Know and use the relationships
More informationNumerator Denominator
Fractions A fraction is any part of a group, number or whole. Fractions are always written as Numerator Denominator A unitary fraction is one where the numerator is always 1 e.g 1 1 1 1 1...etc... 2 3
More informationLesson/Unit Plan Name: Number Lines, Fractions, and Bar Models
Grade Level/Course: Grades and Lesson/Unit Plan Name: Number Lines, Fractions, and Bar Models Rationale/Lesson Abstract: Students will be able to use bar models to help them identify points on a number
More informationAim To help students prepare for the Academic Reading component of the IELTS exam.
IELTS Reading Test 1 Teacher s notes Written by Sam McCarter Aim To help students prepare for the Academic Reading component of the IELTS exam. Objectives To help students to: Practise doing an academic
More information