Module 2 lesson 8
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This document provides instruction on dividing fractions and mixed numbers. It begins with having students convert mixed numbers to improper fractions. Then it provides an example of dividing a mixed number by a fraction, showing the process of first converting the mixed number to an improper fraction before dividing. Students are given practice problems and a matching game to reinforce the concept before closing with an exit ticket. The goal is for students to learn how to divide fractions and mixed numbers by first converting mixed numbers to improper fractions.
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Module 2 lesson 8
This document provides an overview of a lesson on dividing fractions and mixed numbers. It includes:
1) Learning objectives for students to divide fractions by mixed numbers by first converting mixed numbers to improper fractions, and to use equations to find quotients.
2) An example problem walking through dividing a mixed number by a fraction.
3) A matching game activity for students to practice dividing fractions and mixed numbers.
4) A closing reflection question comparing dividing fractions by mixed numbers to previous work dividing fractions.
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This document outlines the key points from a lesson on the relationship between visual fraction models and equations. It includes steps for reviewing homework, definitions of the reciprocal and inverse of a fraction, an example of using fraction models to represent multiplication, and exercises for students to practice relating fraction models to number sentences. The student outcome is for students to formally connect fraction models to multiplication through the use of multiplicative inverses.
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The document is notes from a math lesson on multiplying and dividing rational numbers. It includes instructions for homework problems, examples of multiplying and dividing fractions and decimals, and discusses how to determine whether the answer should be positive or negative based on the signs of the numbers. The closing asks students to reflect on how word problems indicate whether to multiply or divide rational numbers and whether the answer will be positive or negative.
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Short division is a faster method of long division where students do the multiplication and subtraction mentally rather than writing it out. The steps involve dividing the number into the dividend, placing the answer above, multiplying the answer and divisor in your head, subtracting that product from the dividend, and writing the remainder. This allows students to solve division problems more quickly.
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This document contains notes from a math lesson on multiplying and dividing rational numbers. It includes examples of problems and their solutions, as well as rules for determining the sign of the product or quotient based on the signs of the factors or dividend and divisor. There is a problem set for homework and an exam is scheduled for the following Tuesday.
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Module 2 lesson 8
This document provides an overview of a lesson on dividing fractions and mixed numbers. It includes:
1) Learning objectives for students to divide fractions by mixed numbers by first converting mixed numbers to improper fractions, and to use equations to find quotients.
2) An example problem walking through dividing a mixed number by a fraction.
3) A matching game activity for students to practice dividing fractions and mixed numbers.
4) A closing reflection question comparing dividing fractions by mixed numbers to previous work dividing fractions.
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This document outlines the key points from a lesson on the relationship between visual fraction models and equations. It includes steps for reviewing homework, definitions of the reciprocal and inverse of a fraction, an example of using fraction models to represent multiplication, and exercises for students to practice relating fraction models to number sentences. The student outcome is for students to formally connect fraction models to multiplication through the use of multiplicative inverses.
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The document is notes from a math lesson on multiplying and dividing rational numbers. It includes instructions for homework problems, examples of multiplying and dividing fractions and decimals, and discusses how to determine whether the answer should be positive or negative based on the signs of the numbers. The closing asks students to reflect on how word problems indicate whether to multiply or divide rational numbers and whether the answer will be positive or negative.
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Short division is a faster method of long division where students do the multiplication and subtraction mentally rather than writing it out. The steps involve dividing the number into the dividend, placing the answer above, multiplying the answer and divisor in your head, subtracting that product from the dividend, and writing the remainder. This allows students to solve division problems more quickly.
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This document contains notes from a math lesson on multiplying and dividing rational numbers. It includes examples of problems and their solutions, as well as rules for determining the sign of the product or quotient based on the signs of the factors or dividend and divisor. There is a problem set for homework and an exam is scheduled for the following Tuesday.
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This mathematics lesson teaches students to interpret division of whole numbers by fractions using visual models. Students begin by drawing and describing fractions using fraction cards. They then work through examples of dividing fractions by whole numbers, such as dividing 3/4 lb of trail mix among 6 friends. Students represent the division problems using number lines and fraction bars divided into equal parts. In exercises, students rewrite division problems as multiplication and model the answers. The lesson aims to help students understand that dividing a fraction by a whole number results in a smaller quotient.
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This document provides a lesson on converting decimal division problems into whole number division problems using fractions. It includes examples of dividing decimals to find how many items can be purchased or made. Students are expected to estimate answers before calculating, then compare their estimate to the calculated answer. Exercises include dividing decimals to find how many pounds of trail mix or packs of gum were purchased based on total costs, and how many candles or cupcakes can be made from given amounts of wax or batter.
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This document contains a multi-part math exam review with multiple choice and short answer questions. It provides practice problems covering topics like geometry, ratios, equations, expressions, and word problems. The review is designed to help students prepare for their math final exam.
Final exam review sheet # 1 2015
This document contains a review sheet for a math final exam. It includes multiple choice and short answer questions covering topics like geometry, algebra, ratios, and word problems. It also provides the answers to the multiple choice section. The short answer questions require showing work and include problems finding areas, writing equations, comparing ratios, and solving word problems involving money.
Lessons 12 13 merged
This document contains a math lesson on calculating the volume of rectangular prisms. It provides examples of three rectangular prisms with different heights but the same length and width, and has students write expressions for the volume of each. It then has students recognize that these expressions all represent the area of the base multiplied by the height. Students are asked to determine the volumes of additional prisms using this area of base times height formula.
Mod 5 lesson 12 13
This document contains notes from a math lesson on volume. It discusses determining the volume of composite figures using decomposition into simpler shapes. Students will practice finding the volume of various objects. The document contains examples of area problems and notes for students to solve.
G6 m5-c-lesson 13-t
1) This lesson teaches students the formulas for calculating the volume of right rectangular prisms and cubes. It provides examples of using the formulas to find the volume when given the length, width, height or area of the base.
2) Students complete exercises that explore how changes to the lengths or heights affect the volume. They discover that if the height is doubled, the volume is also doubled, and if the height is tripled the volume is tripled.
3) No matter the shape, when the side lengths are changed by the same fractional amount, the volume changes by that fractional amount cubed. For example, if the sides are halved, the volume is one-eighth of the original.
G6 m5-c-lesson 13-s
This document provides examples and exercises about calculating the volumes of cubes and rectangular prisms using formulas. It begins with examples of calculating the volume of a cube with sides of 2 1/4 cm and a rectangular prism with a base area of 7/12 ft^2 and height of 1/3 ft. The exercises then involve calculating volumes of cubes and prisms when dimensions are changed, identifying relationships between dimensions and volumes, and writing expressions for volumes.
G6 m5-c-lesson 12-t
This lesson teaches students about calculating the volume of rectangular prisms using two different formulas: 1) length × width × height and 2) area of the base × height. Students work through examples calculating the volume of various rectangular prisms using both formulas. They learn that it does not matter which face is used as the base, as the volume will be the same. The lesson reinforces that volume can be expressed in multiple equivalent ways and emphasizes using the area of the base times the height.
G6 m5-c-lesson 12-s
This document provides examples and problems about calculating the volume of rectangular prisms. It begins by showing different rectangular prisms and having students write expressions for the volume of each using length, width, and height. It explains that the volume can also be written as the area of the base times the height. Students then practice calculating volumes using both methods. Later problems involve calculating volume when given the area of the base and height or vice versa. The goal is for students to understand that the volume of a rectangular prism is the area of its base multiplied by its height.
Mod 5 lesson 9
1) The document outlines a math lesson plan for a week in May that includes topics on polygons, area, surface area, and volume.
2) On Tuesday, students will work on problem sets for Lesson 9 and 13, which cover finding the perimeter and area of polygons on the coordinate plane.
3) On Thursday, students will work on a Lesson 15 worksheet, and on Friday they are asked to bring in a rectangular prism from home to create a net and label edge lengths.
G6 m5-b-lesson 9-t
Lesson 9 focuses on determining the area and perimeter of polygons on the coordinate plane. Students will find the perimeter of irregular figures by using coordinates to find the length of sides joining points with the same x- or y-coordinate. Students will also find the area enclosed by a polygon by composing or decomposing it into polygons with known area formulas. The lesson provides examples of calculating perimeter and area, as well as exercises for students to practice these skills by decomposing polygons in different ways.
G6 m5-b-lesson 9-s
This lesson teaches students how to determine the area and perimeter of polygons on a coordinate plane. It includes examples of calculating area and perimeter of polygons. Students are given exercises to calculate the area of various polygons, determine both the area and perimeter of shapes, and write expressions to represent the area calculated in different ways. The lesson aims to help students practice finding area and perimeter of polygons located on a coordinate plane.
Mod 5 lesson 8
This document discusses a lesson on drawing polygons on the coordinate plane. The lesson objectives are for students to use absolute value to determine distances between integers on the coordinate plane in order to find side lengths of polygons. The document includes examples of polygons drawn on the coordinate plane and questions about determining their areas and shapes. It closes by asking students to complete an exit ticket to assess their understanding of determining areas of polygons using different methods, and how the polygon shape influences the area calculation method.
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Module 2 lesson 8
- 1. Module 2 Lesson 8 Dividng Fractions & Mixed Numbers.notebook December 11, 2013 Do-Now Convert the following mixed numbers into improper fractions. Remember: multiply the denominator by the whole number and then add the numerator. The denominator stays the same. 1
- 12. Module 2 Lesson 8 Dividng Fractions & Mixed Numbers.notebook December 11, 2013 Closing § How does the process of dividing a fracon by a mixed number compare with our previous work with division of fracons? Discuss similaries and differences. Please take out your exit ticket for Lesson 8, close your binder, and complete the exit ticket. This will be collected. 12