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Unit 3: Multiplying and Dividing with Decimals
Test Date: Standards: Understand the place value system. MCC5.NBT.2 Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10. MCC5.NBT.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. |
Unit 4 Test Fractions: Adding, Subtracting, Multiplying and Dividing
Test: September 11, 2015
Unit 4: Fractions
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Addition and Subtraction Fraction HelpDividing Fractions
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fractions_-_dividing_fractions.ppt | |
File Size: | 858 kb |
File Type: | ppt |
Games for practice:
http://mrnussbaum.com/stockshelves/
http://www.mathnook.com/math/skill/coordinategridgames.php
http://www.funbrain.com/co/
http://www.ixl.com/math/grade-5/graph-points-on-a-coordinate-plane
http://jmathpage.com/JIMSGeometrycoordinates.html
http://mrnussbaum.com/stockshelves/
http://www.mathnook.com/math/skill/coordinategridgames.php
http://www.funbrain.com/co/
http://www.ixl.com/math/grade-5/graph-points-on-a-coordinate-plane
http://jmathpage.com/JIMSGeometrycoordinates.html
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Unit 5 Geometry:
Test: October 7th, 2015
Standards: Classify two-dimensional figures into categories based on their properties
MCC5.G.3Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category.For example, all rectangles have four right angles and
squares are rectangles, so all squares have four right angles.
MCC5.G.4Classify two-dimensional figures in a hierarchy based on properties
Jeopardy Review for Test on October 7th:
Padlets: http://padlet.com/sugark/37ysd4dkgg28
https://jeopardylabs.com/play/geometry-unit-62
MCC5.G.3Understand that attributes belonging to a category of two-dimensional figures also
belong to all subcategories of that category.For example, all rectangles have four right angles and
squares are rectangles, so all squares have four right angles.
MCC5.G.4Classify two-dimensional figures in a hierarchy based on properties
Jeopardy Review for Test on October 7th:
Padlets: http://padlet.com/sugark/37ysd4dkgg28
https://jeopardylabs.com/play/geometry-unit-62
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Helpful Games:
http://www.sheppardsoftware.com/mathgames/menus/geometry.htm
http://classroom.jc-schools.net/basic/mathgeom.html
http://www.mathplayground.com/index_geometry.html
http://www.mathplayground.com/tangrams.html
http://www.sheppardsoftware.com/mathgames/menus/geometry.htm
http://classroom.jc-schools.net/basic/mathgeom.html
http://www.mathplayground.com/index_geometry.html
http://www.mathplayground.com/tangrams.html
http://www.mathplayground.com/ASB_Kangaroo_Hop.html
http://www.math-play.com/Geometry-Math-Games.html
http://www.math-play.com/polygon-or-not/polygon-or-not.html
http://www.math-play.com/classifying-triangles/Triangles-Drag-and-Drop-Game.html
https://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm
http://www.mathplayground.com/geoboard.html
http://www.math-play.com/Geometry-Math-Games.html
http://www.math-play.com/polygon-or-not/polygon-or-not.html
http://www.math-play.com/classifying-triangles/Triangles-Drag-and-Drop-Game.html
https://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/QuadShapesShoot.htm
http://www.mathplayground.com/geoboard.html
Unit 7 Volume and measurement
Test: November 13, 2015
Standards:
MCC5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
MCC5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MCC5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems
MCC5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
a. A cube with side length 1 unit, called a “unit cube,” is said to have “one cubic unit” of volume, and can be used to measure volume.
b. A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units.
MCC5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units.
MCC5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.
a. Find the volume of a right rectangular prism with whole- number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes.
b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems.
c. Recognize volume as additive. Find volumes of solid figures composed of two nonoverlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems
MCC5.MD.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multistep, real world problems.
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volume.ppt | |
File Size: | 587 kb |
File Type: | ppt |
converting_units_cm_to_m.ppt | |
File Size: | 1321 kb |
File Type: | ppt |
grams_and_kilograms_power_point.pptx | |
File Size: | 1656 kb |
File Type: | pptx |
Grade 6 Unit 1
Test Date: February 5, 2016
Standards:
MCC6.NS.1 Interpret and compute quotients of fractions, and solve word problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. For example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because ¾ of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share ½ lb. of chocolate equally? How many ¾ - cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length ¾ mi and area ½ square miles?
MCC6.NS.2 Fluently divide multi-digit numbers using the standard algorithm.
MCC6.NS.3 Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
MCC6.NS.4 Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1-100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4(9 + 2).
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finding_the_greatest_common_factor.ppt | |
File Size: | 364 kb |
File Type: | ppt |
the_distributive_property.ppt | |
File Size: | 1285 kb |
File Type: | ppt |
Games for Extra Practice:
http://studyjams.scholastic.com/studyjams/jams/math/fractions/greatest-common-factor.htm
http://www.fun4thebrain.com/beyondfacts/lcmsnowball.html
http://www.fun4thebrain.com/beyondfacts/lcmsnowball.html
http://www.math-play.com/Factors-and-Multiples-Jeopardy/Factors-and-Multiples-Jeopardy.html
http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm
http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm
Jeopardy Review made by 5.2 Students:
https://jeopardylabs.com/play/grade-6-unit-115
https://jeopardylabs.com/play/grade-6-unit-113
https://jeopardylabs.com/play/grade-6-unit-117
https://jeopardylabs.com/play/grade-6-unit-110
https://jeopardylabs.com/play/grade-6-unit-114
https://jeopardylabs.com/play/grade-6-unit-15
https://jeopardylabs.com/play/grade-5-unit-16
https://jeopardylabs.com/play/grade-6-unit-115
https://jeopardylabs.com/play/grade-6-unit-113
https://jeopardylabs.com/play/grade-6-unit-117
https://jeopardylabs.com/play/grade-6-unit-110
https://jeopardylabs.com/play/grade-6-unit-114
https://jeopardylabs.com/play/grade-6-unit-15
https://jeopardylabs.com/play/grade-5-unit-16
Grade 6 unit 2: Rate, ratio, and proportion
Test Date: March 4, 2016
STANDARDS:
MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
MCC6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
MCC6.RP.3c Find a percent of quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.
MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.
STANDARDS:
MCC6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
MCC6.RP.2 Understand the concept of a unit rate a/b associated with a ratio a:b with b ? 0 (b not equal to zero), and use rate language in the context of a ratio relationship.
MCC6.RP.3 Use ratio and rate reasoning to solve real-world and mathematical problems, e.g. by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.
MCC6.RP.3a Make tables of equivalent ratios relating quantities with whole number measurements, find missing values in tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
MCC6.RP.3b Solve unit rate problems including those involving unit pricing and constant speed.
MCC6.RP.3c Find a percent of quantity as a rate per 100, (e.g. 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole given a part and the percent.
MCC6.RP.3d Use ratio reasoning to convert measurement units, manipulate and transform units appropriately when multiplying or dividing quantities.
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Helpful Games for Ratio and Proportion:
http://www.softschools.com/math/ratios/ratio_coloring_game/
http://www.mathgametime.com/games/dirt-bike-proportions
http://www.mathgametime.com/games/ratio-blaster-math-game
http://www.arcademics.com/games/ratio-stadium/ratio-stadium.html
http://mathsnacks.com/ratiorumble_game_en.html
http://www.softschools.com/math/ratios/ratio_coloring_game/
http://www.mathgametime.com/games/dirt-bike-proportions
http://www.mathgametime.com/games/ratio-blaster-math-game
http://www.arcademics.com/games/ratio-stadium/ratio-stadium.html
http://mathsnacks.com/ratiorumble_game_en.html
Unit 3: Expressions
Test Date: 4/1/16
Jeopardy Review:https://jeopardylabs.com/play/unit-3-expressions5
Study Guide: http://campbellms.typepad.com/files/monday-study-guide-unit-3.pdf
STANDARDS
MCC6.EE.1 Write and evaluate expressions involving whole-number exponents.
MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5-y.
MCC6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
MCC6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
MCC6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
MCC6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them.) For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
ESSENTIAL QUESTIONS
How are exponents useful in solving mathematical and real world problems? How are properties of numbers helpful in computation?
What strategies can I use to help me understand and represent real situations using algebraic expressions and equations? What properties and conventions do I need to understand in order to simplify and evaluate algebraic expressions?
MCC6.EE.1 Write and evaluate expressions involving whole-number exponents.
MCC6.EE.2 Write, read, and evaluate expressions in which letters stand for numbers.
MCC6.EE.2a Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation "Subtract y from 5" as 5-y.
MCC6.EE.2b Identify parts of an expression using mathematical terms (sum, term, product, factor, quotient, coefficient); view one or more parts of an expression as a single entity. For example, describe the expression 2(8 + 7) as a product of two factors; view (8 + 7) as both a single entity and a sum of two terms.
MCC6.EE.2c Evaluate expressions at specific values of their variables. Include expressions that arise from formulas used in real-world problems. Perform arithmetic operations, including those involving whole-number exponents, in the conventional order when there are no parentheses to specify a particular order (Order of Operations).
MCC6.EE.3 Apply the properties of operations to generate equivalent expressions. For example, apply the distributive property to the expression 3(2 + x) to produce the equivalent expression 6 + 3x; apply the distributive property to the expression 24x + 18y to produce the equivalent expression 6(4x + 3y); apply properties of operations to y + y + y to produce the equivalent expression 3y.
MCC6.EE.4 Identify when two expressions are equivalent (i.e., when the two expressions name the same number regardless of which value is substituted into them.) For example, the expressions y + y + y and 3y are equivalent because they name the same number regardless of which number y stands for.
ESSENTIAL QUESTIONS
How are exponents useful in solving mathematical and real world problems? How are properties of numbers helpful in computation?
What strategies can I use to help me understand and represent real situations using algebraic expressions and equations? What properties and conventions do I need to understand in order to simplify and evaluate algebraic expressions?
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review_problems.pdf | |
File Size: | 163 kb |
File Type: |
Helpful Practice Sites:
https://www.khanacademy.org/math/in-seventh-grade-math/algebraic-expressions/terms-expression/e/identifying-parts-of-expressions
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-writing-expressions/e/writing_expressions_1
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-evaluating-expressions/e/evaluating_expressions_1
http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-game.html
https://www.khanacademy.org/math/in-seventh-grade-math/algebraic-expressions/terms-expression/e/identifying-parts-of-expressions
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-writing-expressions/e/writing_expressions_1
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-expressions-and-variables/cc-6th-evaluating-expressions/e/evaluating_expressions_1
http://www.math-play.com/Algebraic-Expressions-Millionaire/algebraic-expressions-game.html