The purpose of this task is to help solidify students' understanding of …
The purpose of this task is to help solidify students' understanding of signed numbers as points on a number line and to understand the geometric interpretation of adding and subtracting signed numbers.
Students will learn about the twin STEREO spacecraft and how they are …
Students will learn about the twin STEREO spacecraft and how they are being used to track solar storms through reading a NASA press release and viewing a NASA eClips video segment. Then students will examine data to learn more about the frequency and speed of solar storms traveling from the Sun to Earth. This activity is part of the Space Math multimedia modules that integrate NASA press releases, NASA archival video, and mathematics problems targeted at specific math standards commonly encountered in middle school textbooks. The modules cover specific math topics at multiple levels of difficulty with real-world data and use the 5E instructional sequence.
This short video and interactive assessment activity is designed to teach fifth …
This short video and interactive assessment activity is designed to teach fifth graders about adding and subtracting with parentheses - missing number.
In Module 2 students apply patterns of the base ten system to …
In Module 2 students apply patterns of the base ten system to mental strategies and a sequential study of multiplication via area diagrams and the distributive property leading to fluency with the standard algorithm. Students move from whole numbers to multiplication with decimals, again using place value as a guide to reason and make estimations about products. Multiplication is explored as a method for expressing equivalent measures in both whole number and decimal forms. A similar sequence for division begins concretely with number disks as an introduction to division with multi-digit divisors and leads student to divide multi-digit whole number and decimal dividends by two-digit divisors using a vertical written method. In addition, students evaluate and write expressions, recording their calculations using the associative property and parentheses. Students apply the work of the module to solve multi-step word problems using multi-digit multiplication and division with unknowns representing either the group size or number of groups. An emphasis on the reasonableness of both products and quotients, interpretation of remainders and reasoning about the placement of decimals draws on skills learned throughout the module, including refining knowledge of place value, rounding, and estimation.
Find the rest of the EngageNY Mathematics resources at https://archive.org/details/engageny-mathematics.
Lesson OverviewStudents learn the definition of rational number, and they write rational …
Lesson OverviewStudents learn the definition of rational number, and they write rational numbers as ratios of integers and as repeating or terminating decimals.Key ConceptsStudents have been working with rational numbers throughout this unit, but the term rational number is formally defined in this lesson. A rational number is a number that can be written in the form pq, where p and q are integers. All the integers, fractions, decimals, and percents students have worked with so far in their math classes are rational numbers. Following are some rational numbers written as ratios of integers:36=361−1.2=−12105%=5100 −12=−12Any rational number can also be written as a decimal that terminates or that repeats forever in a regular pattern. For example, 35 = 0.6 and 711 = 0.63636363… Repeating decimals are often written with a bar over the digits that repeat. For example, 0.63636363… can be written as 0.63¯.There are numbers that are irrational. These numbers include π and the square root of any whole number that is not a perfect square, such as 2. The decimal form of an irrational number does not terminate, and the digits do not follow a repeating pattern. Students will study irrational numbers in Grade 8.Goals and Learning ObjectivesUnderstand the definition of rational number.Write rational numbers as ratios of integers.Write rational numbers as terminating or repeating decimals.SWD: Students with disabilities may have difficulty working with decimals and fractions, especially moving between the two. If students demonstrate difficulty to the point of frustration, provide direct instruction on the basics for finding equivalent fractions and decimals.ELL: Target and model key language and vocabulary. Specifically, focus on the term rational, as well as terms such as terminate. As you’re discussing the key points, write the words on the board or on large sheets of paper and explain/demonstrate what the words mean. Since these are important points that students will be using throughout the module, write them on large poster board so that students can use them as a reference. Have students record new terms, definitions, and examples in their Notebook.
This unit is an EQuIP Exemplar for adult education (http://achieve.org/equip). Students will …
This unit is an EQuIP Exemplar for adult education (http://achieve.org/equip). Students will connect their prior, real-world knowledge to the concept of order in mathematics. They will go through a discovery process with content that will build a deep, conceptual understanding of the properties of operations to explain why we perform operations in a certain order when we see just the naked numbers.
Students learn the connection between the counting sequence and experience from their …
Students learn the connection between the counting sequence and experience from their daily lives in this daily activity. It also helps give students a sense of how "many" each number is.
Students watch a dot get tossed from one number on a number …
Students watch a dot get tossed from one number on a number line to the opposite of the number. Students predict where the dot will land each time based on its starting location.Key ConceptsThe opposite of a number is the same distance from 0 as the number itself, but on the other side of 0 on a number line.In the diagram, m is the opposite of n, and n is the opposite of m. The distance from m to 0 is d, and the distance from n to 0 is d; this distance to 0 is the same for both n and m. The absolute value of a number is its distance from 0 on a number line.Positive numbers are numbers that are greater than 0.Negative numbers are numbers that are less than 0.The opposite of a positive number is negative, and the opposite of a negative number is positive.Since the opposite of 0 is 0 (which is neither positive nor negative), then 0 = 0. The number 0 is the only number that is its own opposite.Whole numbers and the opposites of those numbers are all integers.Rational numbers are numbers that can be expressed as ab, where a and b are integers and b ≠ 0.Goals and Learning ObjectivesIdentify a number and its oppositeLocate the opposite of a number on a number lineDefine the opposite of a number, negative numbers, rational numbers, and integers
The real world is seldom about whole numbers. If you precisely measure …
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
Whole numbers are no better than any others! Practice plotting values on …
Whole numbers are no better than any others! Practice plotting values on the number line as a passionate activist rises up and demands equity for all numbers, including fractions and decimals.
The real world is seldom about whole numbers. If you precisely measure …
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
The real world is seldom about whole numbers. If you precisely measure …
The real world is seldom about whole numbers. If you precisely measure anything, you're likely to get a decimal. If you don't know how to multiply these decimals, then you won't be able to do all the powerful things that multiplication can do in the real world (figure out your commission as a robot possum salesperson, determining how much shag carpet you need for your secret lair, etc.). Common Core Standards: 5.NBT.B.5, 5.NBT.B.7
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