Math 8/30/2010-9/3/2010 Understand place value from hundredths to one million Model and explain multiplication and division of decimals Multiply and divide.

Math 8/30/2010-9/3/2010

•Understand place value from hundredths to one million•Model and explain multiplication and division of decimals

•Multiply and divide decimals•Understand the rules for multiplication and division of decimals•Use formulas to represent the relationship between quantities

•Use variables for unknown quantities

Monday 8/30/2010 M5N2 b. Analyze the effect on the product when a number is multiplied by 10, 100, 1000, 0.1, and 0.01.

Try this….1. Pick any decimal as your number, for 

example 12.3.

2. Multiply that number by 1000, 100, 10, 0.1, and 0.01.

3.  What is happening? 

4.  Is there a pattern?

5. What do you think would happen if you multiplied your number by 1,000,000?  0.00001?  

Task: Cut these strips out.   

Performance Task

All of these Symbols mean to MULTIPLY:

×.*7(5) =7x5

Preview of Multiplication Modeling

Problem Solving: Your ticket out of the door

Read the problem.

What is your strategy?

What operation(s) will you use to solve the problem?

Write your answer and explain it.

HOMEWORK:

Homework book: Lesson 13.5: 1-8

Study your 8’s (Jingle Bells) 

Tuesday 8-31-10Model multiplication and division of decimals.

Explain the process of multiplication and division, including situations in which the multiplier and divisor are both whole numbers and decimals. Multiply and divide with decimals including decimals less than one and greater than one.

Understand the relationships and rules for multiplication and division of whole numbers also apply to decimals

Dividend: A number that is divided by another number. 

Divisor:

A number by which another number is to be divided.

Quotient: A number that is the result of division (without remainders)

Division: An operation in which a number is shared or grouped into equal parts.

TASK: On construction paper, write out  and solve this problem:

Label the Dividend, Divisor, and Quotient.

All of these symbols mean to DIVIDE

All fractions are division problems.  The top number is divided by the bottom number. This is also how we find a percent.

Here is the “house” where we divide.

÷

⁄

45÷5 means: 5 45

How do I Divide?

www.coolmath4kids.com/long-division/long-division-lesson-1.html

www.mrnussbaum.com

Turn your paper so the columns are vertical (up and down). Divide Multiply Subtract Bring Down Compare

Practice with a partner: lessons 4.2 , 4.5, 5.2

Problem Solving: Your ticket out of the door

Read the problem.

What is your strategy?

What operation(s) will you use to solve the problem?

Write your answer and explain it. Homework: Lesson 4.2

Wednesday 9-1-10Dividing Decimals

Performance Task Lesson 14.1

You need a flat (hundred block); longs (tenths blocks), and units (hundredths blocks)

MODELING DIVISION How many tenths are in your hundreds 

block?

Place the longs on the block.

Count the longs.

How many groups of .2 are in your flat?

How many groups of .3 are in your flat?

How many groups of .4 are in two flats?

How many groups of .5 are in two flats?

Click icon to add picture

Do this task on graph paper:

More modeling:

What do I do with the decimals?

Watch the show! www.

mathsisfun.com/numbers/decimals-dividing-animation.html

www.eduplace.com/math/hmm/models/tm_5.htm

Use a skittle to move your decimal on your sheet.

Write the rules in your math journal.

Practice:

What is the point?Work with a partner to complete tasks 1-3.

Problem Solving: Your ticket out of the door

Read the problem.

What is your strategy?

What operation(s) will you use to solve the problem?

Write your answer and explain it.

What are the KEY WORDS? Homework: Lesson 14.1 (1-8) 

Just divide. No models or estimation

Thursday 9-2-2010

Review and Practice dividing whole numbers and decimals. Quick Draw

Mini Lesson: Patterns in Division: Lesson: 5.1

www.eduplace.com/math/hmm/models/tm_5.htm

Lesson 4.7 Solving Equations

Task: Take a magazine and cut any symbols that could be a variable. 

Create a variable collage

What is missing?

Magic TrianglesCreate a triangle for each equation. The biggest number goes on the top vertex.

C

27

9

÷ ÷

×

R

− −

+9 9

R-9=927÷C=9

The biggest number in a division or subtraction problem is the first one in the equation.

Small group practice and homework:

Work with a partner to practice solving equations. Lesson 4.7 in your math book Use alphabets to represent 

the variable in the problems

Homework: Lesson 4.7

You must create a magic Triangle for each equation. Yes, even the word problems. 

Problem Solving: Your ticket out of the door

Read the problem.

What is your strategy?

What operation(s) will you use to solve the problem?

Write your answer and explain it.

What are the KEY WORDS?

Friday 9-3-2010

Quick Draw: Multiply decimals Divide whole numbers Divide decimals EquationsFORMATIVE on above skills

Lesson 5.6 Order of Operations Create anagrams with 

PEMDAS

P.E.M.D.A.S

P.E.M.D.A.S.

Problem Solving: Your ticket out of the door

Read the problem.

What is your strategy?

What operation(s) will you use to solve the problem?

Write your answer and explain it.

What are the KEY WORDS?