This week we continue our EOG review as we focus on EOG goal 4 and 5. Goals 4 and 5 focus on probability and basic algebra concepts. This week we will break into 10 stations and students will work on 2 stations per day. Below are the stations
Station 1 - Order of Operations
Station 2 - Properties (commutative, associative, distributive, identity)
Station 3 - Writing Expressions
Station 4 - Inequalities
Station 5 - Probability
Station 6 - Combining like terms
Station 7 - Solving Equations
Station 8 - Evaluating Expressions
Station 9 - Expression EOG word problems
Station 10 - Ratios/ Equivalent fractions (we didnt cover this much in class, so students will practice a few of these type of questions in case they show up on the EOG)
Students all know that I will be checking their red folders at the end of the week to see the work that they got done during our 3 weeks of review stations. They will receive a quiz grade based on their effort / completion of the station work.
Tuesday, May 15, 2012
Friday, May 11, 2012
Friday May 11, 2012
I apologize for the long break between posts as thing have been crazy busy for the last week around Holly Shelter Middle School. EOGs are fast approaching and everyone is working hard to have their students prepared for success.
This week in math class we continued our review stations. The topic this week was geometry and the coordinate plane. The five stations from this week are as follows
Station 1 - Transformations on the coordinate plane
Students plot points on the coordinate grid then reflect, translate, and rotate the image into each quadrant. There is a set of 11 questions that were to be answered after plotting the points.
Station 2 - EOG word problems
Similar to last week, students saw EOG sample questions. They were to highlight key words/ numbers, draw a picture, graph, or diagram, then solve the word problems. I provided an answer key so they could check their work when finished
Station 3 - Area and Circumference of Circles / Area and Perimeter of irregular shapes
Students were given 2 worksheets to practice finding Area and Circumference of a circle as well as finding the area and perimeter of irregular shapes.
Station 4 - Small group instruction with Mr. Culp
In our small group we used dry erase boards to practice our vocabulary and apply the vocab words to sample problems. I would give the students a vocab word, and they would draw what that word meant on their board. We also spent a lot of time finding missing angles in each type of triangle.
Station 5 - Vocabulary / Formula foldable
We all did station 5 together on Monday when we created a foldable from construction paper. We created 8 "windows" on the foldable and wrote our important formulas and vocabulary words on the foldable. Students were to refer to their foldable while working on their other 4 stations. Important information included
Area of a circle,
circumference of a circle,
Supplementary angles
Complementary angles
Area of a triangle
This week in math class we continued our review stations. The topic this week was geometry and the coordinate plane. The five stations from this week are as follows
Station 1 - Transformations on the coordinate plane
Students plot points on the coordinate grid then reflect, translate, and rotate the image into each quadrant. There is a set of 11 questions that were to be answered after plotting the points.
Station 2 - EOG word problems
Similar to last week, students saw EOG sample questions. They were to highlight key words/ numbers, draw a picture, graph, or diagram, then solve the word problems. I provided an answer key so they could check their work when finished
Station 3 - Area and Circumference of Circles / Area and Perimeter of irregular shapes
Students were given 2 worksheets to practice finding Area and Circumference of a circle as well as finding the area and perimeter of irregular shapes.
Station 4 - Small group instruction with Mr. Culp
In our small group we used dry erase boards to practice our vocabulary and apply the vocab words to sample problems. I would give the students a vocab word, and they would draw what that word meant on their board. We also spent a lot of time finding missing angles in each type of triangle.
Station 5 - Vocabulary / Formula foldable
We all did station 5 together on Monday when we created a foldable from construction paper. We created 8 "windows" on the foldable and wrote our important formulas and vocabulary words on the foldable. Students were to refer to their foldable while working on their other 4 stations. Important information included
Area of a circle,
circumference of a circle,
Supplementary angles
Complementary angles
Area of a triangle
Tuesday, May 1, 2012
Tuesday May 1, 2012
This week we begin our 3 week long EOG review stations. This week will focus on EOG goal 1. I have created 4 different stations that students will complete this week. On Friday, students will take a quiz made up of questions that they should have seen at the stations. They will also receive a grade based on their participation this week. I will be checking their folders to see what they completed at each station. Below are the 4 stations they will see this week
Station 1 - Computers
Students have the opportunity to play different fraction, decimal, percent, and scientific notation games. If they answer the question correctly, they get to play a quick game. If they answer incorrectly, they do not play the game.
Station 2 - EOG word problems
I have printed sample word problems from past EOG exams. Students will have markers and highlighters to pick out key terms and numbers from each problem. They can draw a diagram, number line, or table to help solve these problems. They are encouraged to cross out unreasonable answers until they are left with the correct answer. I have provided an answer key that shows the steps to solving each problem so they can check their answers
Station 3 - Number line / Calculator Station
Students are given a number line and 27 different values that must be placed correctly on the number line. Values are given in whole numbers, decimals, and fractions. If each value is placed in the correct location, they will solve the riddle "why do sharks swim in salt water?"
Station 4 - Problem Solving / Re-teach
This station includes a worksheet of sample problems from all of Goal 1. I will be working mainly with this station answering any questions or refreshing students on how to perform these operations. Questions include...
Adding and subtracting fractions with like denominators, adding and subtracting fractions with unlike denominators, finding the percent of a number, scientific notation, prime factorization, finding the GCF, and finding the LCM
Station 1 - Computers
Students have the opportunity to play different fraction, decimal, percent, and scientific notation games. If they answer the question correctly, they get to play a quick game. If they answer incorrectly, they do not play the game.
Station 2 - EOG word problems
I have printed sample word problems from past EOG exams. Students will have markers and highlighters to pick out key terms and numbers from each problem. They can draw a diagram, number line, or table to help solve these problems. They are encouraged to cross out unreasonable answers until they are left with the correct answer. I have provided an answer key that shows the steps to solving each problem so they can check their answers
Station 3 - Number line / Calculator Station
Students are given a number line and 27 different values that must be placed correctly on the number line. Values are given in whole numbers, decimals, and fractions. If each value is placed in the correct location, they will solve the riddle "why do sharks swim in salt water?"
Station 4 - Problem Solving / Re-teach
This station includes a worksheet of sample problems from all of Goal 1. I will be working mainly with this station answering any questions or refreshing students on how to perform these operations. Questions include...
Adding and subtracting fractions with like denominators, adding and subtracting fractions with unlike denominators, finding the percent of a number, scientific notation, prime factorization, finding the GCF, and finding the LCM
Tuesday, April 24, 2012
Tuesday April 24, 2012
This week we will be finishing up our final week of the cirriculum by looking at probability. Begining next week we will be splitting into small groups where every day students will be at a different station in preparation for the EOG test.
Here is what we are looking at this week
Monday- Experimental Probability: Performing an experiment to find out how likely an event is to occur
Tuesday- Tree Diagrams and Fundamental Counting Principle: Drawing a tree diagram to see all the possible outcomes of an event.
Wednesday- Compound events: What are the chances that one event happens as well as another event (chances of rolling a 1 then a 5)
Thursday- Dependent and Independent probability: Occurance of one event does or does not have an effect on the second event happening
Friday- Permutations and Combinations: An arrangement in which order is or is not important.
Since we are not spending a lot of time on probability, there will likely be a homework assignment nearly every night this week. Assignments are not long nor difficult, but students need to spend the time to get them completed so they get the extra practice they need. As always, please email me with any questions/ concerns you may have. nathan.culp@nhcs.net
Here is what we are looking at this week
Monday- Experimental Probability: Performing an experiment to find out how likely an event is to occur
Tuesday- Tree Diagrams and Fundamental Counting Principle: Drawing a tree diagram to see all the possible outcomes of an event.
Wednesday- Compound events: What are the chances that one event happens as well as another event (chances of rolling a 1 then a 5)
Thursday- Dependent and Independent probability: Occurance of one event does or does not have an effect on the second event happening
Friday- Permutations and Combinations: An arrangement in which order is or is not important.
Since we are not spending a lot of time on probability, there will likely be a homework assignment nearly every night this week. Assignments are not long nor difficult, but students need to spend the time to get them completed so they get the extra practice they need. As always, please email me with any questions/ concerns you may have. nathan.culp@nhcs.net
Thursday, April 19, 2012
Sample Quiz questions for Friday's quiz
Tomorrows quiz will include questions very similar to the following...
A circle has a radius of 4 cm, find the diameter, circumference, and area
Answers:
radius = 4cm
diameter = 8cm
Circumference = 25.12 cm
Area = 50.24 square cm
A triangle has angles of 90, 30, and "x". What is the value of x?
Answer: 60 degrees (every triangle has a total of 180 degrees)
What angle is supplementary to an angle of 60 degrees?
Answer: 120 degrees (supplementary angles have a sum of 180 degrees)
What angle is complementary to an angle of 30 degrees?
Answer: 60 degrees (supplementary angles have a sum of 90 degrees)
There will be a question that requires finding the perimeter and area of an irregular polygon (we did a worksheet on this in class today)
If students feel comfortable with the homework assignment from today, they will have no problem with the quiz tomorrow. We will take the first 15-20 minutes of class to go over the homework assignment before taking the quiz.
Here are the solutions to todays homework
1.) r = 6cm d = 12cm C = 37.68cm A = 113.04 sq cm
2.) r = 9m d = 19m C = 59.66m A = 254.34 sq cm
3.) 50 degrees (supplementary angles)
4.) 50 degrees (sum of a triangle is 180 degrees)
5.) 60 degrees (sum of a triangle is 180 degrees)
6.) Segment EF (parallel lines)
7.) Segment EA or FD (perpendicular lines)
8.) right triangle or scalene triangle
9.) P = 40 cm A = 60 sq cm
10.) P = 34 m A = 36 sq m
A circle has a radius of 4 cm, find the diameter, circumference, and area
Answers:
radius = 4cm
diameter = 8cm
Circumference = 25.12 cm
Area = 50.24 square cm
A triangle has angles of 90, 30, and "x". What is the value of x?
Answer: 60 degrees (every triangle has a total of 180 degrees)
What angle is supplementary to an angle of 60 degrees?
Answer: 120 degrees (supplementary angles have a sum of 180 degrees)
What angle is complementary to an angle of 30 degrees?
Answer: 60 degrees (supplementary angles have a sum of 90 degrees)
There will be a question that requires finding the perimeter and area of an irregular polygon (we did a worksheet on this in class today)
If students feel comfortable with the homework assignment from today, they will have no problem with the quiz tomorrow. We will take the first 15-20 minutes of class to go over the homework assignment before taking the quiz.
Here are the solutions to todays homework
1.) r = 6cm d = 12cm C = 37.68cm A = 113.04 sq cm
2.) r = 9m d = 19m C = 59.66m A = 254.34 sq cm
3.) 50 degrees (supplementary angles)
4.) 50 degrees (sum of a triangle is 180 degrees)
5.) 60 degrees (sum of a triangle is 180 degrees)
6.) Segment EF (parallel lines)
7.) Segment EA or FD (perpendicular lines)
8.) right triangle or scalene triangle
9.) P = 40 cm A = 60 sq cm
10.) P = 34 m A = 36 sq m
Wednesday, April 18, 2012
Wednesday April 18, 2012
This week we will continue to focus on geometry.
Monday - Types of angles and lines (no homework)
Tuesday - Triangle properties (homework: page 67 in math workbook)
Wednesday - Perimeter of irregular shapes (homework: page 80 in workbook)
Thursday - Area of irregular shapes (homework: worksheet)
Friday - Quiz on circles, lines, angles, triangles, perimeter or irregular shapes and area of irregular shapes
I will post sample quiz questions before Friday
Also, report cards should have gone home with students on Monday. I will continue to encourage students to stay focused and do their best to improve during the fourth quarter.
Monday - Types of angles and lines (no homework)
Tuesday - Triangle properties (homework: page 67 in math workbook)
Wednesday - Perimeter of irregular shapes (homework: page 80 in workbook)
Thursday - Area of irregular shapes (homework: worksheet)
Friday - Quiz on circles, lines, angles, triangles, perimeter or irregular shapes and area of irregular shapes
I will post sample quiz questions before Friday
Also, report cards should have gone home with students on Monday. I will continue to encourage students to stay focused and do their best to improve during the fourth quarter.
Thursday, April 12, 2012
Thursday April 12, 2012
Today was our final day of our end of quarter 3 benchmark assessment. Based on what I saw while observing students work, it looks like most were selecting a lot of correct answers.
Tomorrow, we will be back to classwork where we will cover how to find the area of a circle. There will be a workbook homework assignment over the weekend.
The formula we will use to find the area of a circle is: pi x radius^2
When students return next week, we will be looking into some geometric concepts (we are not spending a lot of time on these because many are review from 4th and 5th grade).
Monday - parallel lines and angles
Tuesday - triangles
Wednesday - Perimeter of composite shapes
Thursday - Area of composite shapes
Friday - Quiz over circles, angles, and triangles
Tomorrow, we will be back to classwork where we will cover how to find the area of a circle. There will be a workbook homework assignment over the weekend.
The formula we will use to find the area of a circle is: pi x radius^2
When students return next week, we will be looking into some geometric concepts (we are not spending a lot of time on these because many are review from 4th and 5th grade).
Monday - parallel lines and angles
Tuesday - triangles
Wednesday - Perimeter of composite shapes
Thursday - Area of composite shapes
Friday - Quiz over circles, angles, and triangles
Monday, April 9, 2012
Monday April 9, 2012
I hope everyone enjoyed their spring break! I think it was a much needed rest for students and hopefully they come back ready to finish the year strong!
We are down to our final 3 weeks of instruction before we begin station work to prepare for the EOG exams. In the next 3 weeks, we will focus on properties of circles, types of angles, ratios, and rates of change.
This week we are getting into properties of circles. Today we introduced a few vocabulary terms and practiced a couple of examples of each. Tomorrow we will continue practicing these terms and focus on finding the circumference of different circles. Below are the vocabulary terms from today
Center
Chord
Radius
Diameter
Circumference and formula to find circumference
Pi
We are down to our final 3 weeks of instruction before we begin station work to prepare for the EOG exams. In the next 3 weeks, we will focus on properties of circles, types of angles, ratios, and rates of change.
This week we are getting into properties of circles. Today we introduced a few vocabulary terms and practiced a couple of examples of each. Tomorrow we will continue practicing these terms and focus on finding the circumference of different circles. Below are the vocabulary terms from today
Center
Chord
Radius
Diameter
Circumference and formula to find circumference
Pi
Monday, March 19, 2012
Monday March 19. 2012
We are FINALLY through with our fractions unit!
This week we will move on to our next unit: Integers and the Coordinate Plane
Students will be able to identify both positive and negative integers on a number line, compare and order positive and negative integers, plot points in the appropriate quadrant on the coordinate plane, perform translations, rotations, and reflections on the coordinate plane
This unit will continue for 2 weeks until the end of the 9 weeks.
This week we will move on to our next unit: Integers and the Coordinate Plane
Students will be able to identify both positive and negative integers on a number line, compare and order positive and negative integers, plot points in the appropriate quadrant on the coordinate plane, perform translations, rotations, and reflections on the coordinate plane
This unit will continue for 2 weeks until the end of the 9 weeks.
Monday, March 12, 2012
Week of March 12, 2012
Students will be preparing for a 2 part Unit Quiz this Thursday and Friday covering the entire Fractions Unit. Thursday will be short answer questions (solving fraction problems while showing their work) and Friday will be a multiple choice section. The multiple choice questions will range from basic fraction calculations to EOG style word problems. Below is a look at how we will prepare for the quiz
Monday - Begin review stations - Students may work with a partner to work on six stations. (1) Adding/ Subtracting fractions, (2) Multiplying / Dividing fractions, (3) Simplifying fractions, (4) Converting fractions to decimals and percents, (5) Word problems, and (6) solving fraction equations.
Tuesday - Continue review stations
Wednesday - Jeopardy style review game
Thursday - Short answer quiz
Friday - Multiple Choice quiz
This week will be our last week in our fractions unit.
Monday - Begin review stations - Students may work with a partner to work on six stations. (1) Adding/ Subtracting fractions, (2) Multiplying / Dividing fractions, (3) Simplifying fractions, (4) Converting fractions to decimals and percents, (5) Word problems, and (6) solving fraction equations.
Tuesday - Continue review stations
Wednesday - Jeopardy style review game
Thursday - Short answer quiz
Friday - Multiple Choice quiz
This week will be our last week in our fractions unit.
Friday, March 9, 2012
Friday March 9, 2012
Students did an excellent job this week solving 1 and 2 step equation with fractions. It was a tough week as I asked a lot of them by solving problems in class for 4 days straight. I assured them that Friday would be a more relaxing activity before we get back to work next week.
Today students will be completing a "color by number" worksheet that I have prepared for them. They will also have a list of questions to answer based on how they colored their worksheet. Below is the assignment they will see in class.
Color by number
Write each color as a fraction, decimal, and percent
Fraction Decimal Percent
Color 1
Color 2
Color 3
Color 4
For example, if there were 80 total shapes to color and 20 of them were colored blue, they would write 20/80 as their fraction, .25 as a decimal, and 25% as percent.
Next week will be 3 days of review from our entire fractions unit before a quiz/ test on thursday and friday. More details next week!
Today students will be completing a "color by number" worksheet that I have prepared for them. They will also have a list of questions to answer based on how they colored their worksheet. Below is the assignment they will see in class.
Color by number
Write each color as a fraction, decimal, and percent
Fraction Decimal Percent
Color 1
Color 2
Color 3
Color 4
For example, if there were 80 total shapes to color and 20 of them were colored blue, they would write 20/80 as their fraction, .25 as a decimal, and 25% as percent.
Next week will be 3 days of review from our entire fractions unit before a quiz/ test on thursday and friday. More details next week!
Tuesday, March 6, 2012
Tuesday March 6, 2012
This week will be focused on solving 1 step algebra equations with fractions. This should be mainly review as we have already solved one step equations with whole numbers and decimals. Below are some examples of 1 step equations
Whole numbers - x + 14 = 26
subtract 14 from both sides to get x = 12
g - 7 = 12
add 7 to both sides to get g = 19
Fractions - m + 1/2 = 5/8
subtract 1/2 from both sides to get m = 1/8
k - 3/4 = 1/8
add 3/4 to both sides to get k = 7/8
Here is what the week looks like
Monday - Solving 1 step equations with addition and subtraction of fractions
Tuesday - Solving 1 step word problems with addition and subtraction of fractions
Wednesday - Solving 1 step equations with multiplication and division of fractions
Thursday - Solving 1 step word problems with multiplication and division of fractions
Friday - TBA
Whole numbers - x + 14 = 26
subtract 14 from both sides to get x = 12
g - 7 = 12
add 7 to both sides to get g = 19
Fractions - m + 1/2 = 5/8
subtract 1/2 from both sides to get m = 1/8
k - 3/4 = 1/8
add 3/4 to both sides to get k = 7/8
Here is what the week looks like
Monday - Solving 1 step equations with addition and subtraction of fractions
Tuesday - Solving 1 step word problems with addition and subtraction of fractions
Wednesday - Solving 1 step equations with multiplication and division of fractions
Thursday - Solving 1 step word problems with multiplication and division of fractions
Friday - TBA
Wednesday, February 29, 2012
Thursdays Quiz
The quiz thursday will consist of 4 matching questions, 4 fraction operation questions (adding like denominator, subtracting unlike denominator, multiplying, dividing), and 2 word problems. One word problem will require turning fractions and percents into decimals and finding the largest value. The second word problem will require adding 3 fractions with unlike denominators.
Each question will require students to be able to turn a mixed number into an improper fraction, perform the operation, then turn the improper fraction back into a mixed number and simplify. Students will receive partial credit if answers are not converted back to mixed numbers or not simplified.
Also, it is important that students show their work. I left lots of empty space on each question for showing their work. If more work is necessary, it should be turned along with the quiz. No work, no credit.
Each question will require students to be able to turn a mixed number into an improper fraction, perform the operation, then turn the improper fraction back into a mixed number and simplify. Students will receive partial credit if answers are not converted back to mixed numbers or not simplified.
Also, it is important that students show their work. I left lots of empty space on each question for showing their work. If more work is necessary, it should be turned along with the quiz. No work, no credit.
Monday, February 27, 2012
Monday Feb 27, 2012
Here is what the week ahead looks like in class. There will be 2 homework assignments at some point this week. One will be from the workbook, the other will be completing word problems that we are doing in class. Some students may have completed the word problems in class so they will not have it to do at home. There will be a quiz on Thursday that will cover adding/ subtracting fractions, multiplying/ dividing fractions, converting fractions to percents, and a word problem or 2.
Monday - Practice converting fractions to decimals - dice activity
Tuesday - Fraction word problems
Wednesday - Jeopardy review
Thursday - Quiz
Friday - Quiz review
Monday - Practice converting fractions to decimals - dice activity
Tuesday - Fraction word problems
Wednesday - Jeopardy review
Thursday - Quiz
Friday - Quiz review
Friday, February 24, 2012
Friday Feb 24, 2012
Yesterday in class we looked at changing a fraction into a decimal, then changing that decimal to a percent. Students took notes on the steps necessary to do these conversions, then we practiced a couple of eog type examples. Students should be writing these examples in their notes or on the back of their outline. At the end of class, I gave a survey to each class to gather some data for todays assignment.
Today, students will be given a copy of the survey results and figure out what percent of the class chose each answer. I will allow them to work in pairs unless behavior becomes a problem.
Below are the steps we used to convert from fractions to decimals and decimals to percents
Fraction to decimal
-Convert mixed numbers or whole numbers to improper fractions and simplify if possible
-Divide numerator by denominator
Decimal to Percent %
Move decimal 2 places to the right
Add % symbol on the end
Percent to decimal
Move decimal 2 places to the left
Drop % symbol
Today, students will be given a copy of the survey results and figure out what percent of the class chose each answer. I will allow them to work in pairs unless behavior becomes a problem.
Below are the steps we used to convert from fractions to decimals and decimals to percents
Fraction to decimal
-Convert mixed numbers or whole numbers to improper fractions and simplify if possible
-Divide numerator by denominator
Decimal to Percent %
Move decimal 2 places to the right
Add % symbol on the end
Percent to decimal
Move decimal 2 places to the left
Drop % symbol
Tuesday, February 21, 2012
Progress Reports
Also, a reminder that progress reports will be going out tomorrow. Beginning this quarter, missing assignments go in the gradebook at zeros instead of 39. This makes it even more important that students are getting all assignments turned in.
The progress report will include 4 grades
-In class fractions dice activity
-Fractions quiz Feb 2
-Page 40 in workbook - multiplying mixed numbers
-Adding and subtracting fractions in class (coloring in fractions on graph paper)
If your child is missing any of these assignments, you will see a "2" as their grade. These assignments can still be turned in for late credit. I have extra copies of each assignment that can be taken home, but students need to ask me after class for the assignments
The progress report will include 4 grades
-In class fractions dice activity
-Fractions quiz Feb 2
-Page 40 in workbook - multiplying mixed numbers
-Adding and subtracting fractions in class (coloring in fractions on graph paper)
If your child is missing any of these assignments, you will see a "2" as their grade. These assignments can still be turned in for late credit. I have extra copies of each assignment that can be taken home, but students need to ask me after class for the assignments
Tuesday Feb 21, 2012
Today we will continue to practice adding, subtracting, multiplying and dividing fractions. The quiz on Thursday went better for some than others, but overall I feel that we still need more practice before moving on. Fraction operations are a huge concept in 6th grade, so we are going to take the extra time to get it right.
Today students will be working in stations. They will be able to use the others in their group for help, but they will each be turning in their own answer sheet and work. The 4 stations will be as follows...
Adding and subtracting fractions with like denominators
Adding and subtracting fractions with unline denominators
Multiplying fractions
Dividing fractions
Each student will work on 3 stations today. Tomorrow they will complete the 4th station. This should give students plenty of time to complete each station. We will grade our answers tomorrow. After completing the stations work, I have prepared a survey for each class that will give us data to use for the next lesson: converting fractions to decimals and percents
Today students will be working in stations. They will be able to use the others in their group for help, but they will each be turning in their own answer sheet and work. The 4 stations will be as follows...
Adding and subtracting fractions with like denominators
Adding and subtracting fractions with unline denominators
Multiplying fractions
Dividing fractions
Each student will work on 3 stations today. Tomorrow they will complete the 4th station. This should give students plenty of time to complete each station. We will grade our answers tomorrow. After completing the stations work, I have prepared a survey for each class that will give us data to use for the next lesson: converting fractions to decimals and percents
Wednesday, February 15, 2012
Quiz questions
Here are 4 questions that will appear on the quiz Thursday
1 2/3 x 2 2/5
Answer: 4
4/7 ÷ 2/3
Answer: 6/7
5/12 + 5/12
Answer: 5/6
3/5 + 2/15
Answer: 11/15
Quiz will include multiplication, division, addition, and subtraction of fractions and mixed numbers. All questions will come from examples on my blog or homework/ classwork from the last 2 weeks. Remember, all answers must be given as a simplified (always!) mixed number (when possible)
1 2/3 x 2 2/5
Answer: 4
4/7 ÷ 2/3
Answer: 6/7
5/12 + 5/12
Answer: 5/6
3/5 + 2/15
Answer: 11/15
Quiz will include multiplication, division, addition, and subtraction of fractions and mixed numbers. All questions will come from examples on my blog or homework/ classwork from the last 2 weeks. Remember, all answers must be given as a simplified (always!) mixed number (when possible)
Wednesday Feb 15, 2012
Today we will continue practicing adding and subtracting fractions with unlike denominators. We will review last nights homework (finding the least common multiple of a set of numbers), then use our skills we learned yesterday for some in class practice.
There will be a quiz tomorrow covering multiplying, dividing, adding, and subtracting fractions. The addition and subtraction problems will come from the problems we practice in class today. The multiplication and division will come from homework or classwork from last week. I will post some sample questions later today
There will be a quiz tomorrow covering multiplying, dividing, adding, and subtracting fractions. The addition and subtraction problems will come from the problems we practice in class today. The multiplication and division will come from homework or classwork from last week. I will post some sample questions later today
Tuesday, February 14, 2012
Tuesday Feb 14, 2012
This week we will shift our focus from multiplication and division to addition and subtraction of fractions.
Yesterday we began with adding and subtracting fractions with like denominators. I like to compare adding and subtracting fractions with like denominators to combining like terms. I used the following example in class
If I have 5 apples and add 3 apples, how many apples to I have?
Answer: 8 apples
We can look at fractions with like denominators the same way
If I have 5/10 (five tenths) and I add 3/10 (3 tenths), how many tenths do I have?
Answer: 8/10 (eight tenths)- this can then be simplified to 4/5
I added the numerators, but I do not change the denominators when adding or subtracting fractions with like denominators. Just like when I added 5 apples and 3 apples, the apples did not change, I just have more of them
We did an activity in class where students used graph paper to represent parts of a whole by drawing and shading a given number of boxes to. The parts of the whole that they shaded represents a fraction that was added or subtracted from another fraction.
Today (Tuesday), we will begin adding and subtracting fractions with different denominators. In this case, we must first find a common denominator and rewrite the original fractions as equivalent fractions with common denominators. Once they are rewritten as equivalent fractions with a common denominator, we can add or subtract the numerators and the denominators stay the same. Below are the steps that we are using in class
1.) Convert any mixed numbers to improper fractions
2.) Find a common denominator (LCM of denominators)
3.) Rewrite original fractions as equivalent fractions with a common denominator (multiply top by same # as bottom)
4.) Add or subtract numerators, denominators stay the same
Yesterday we began with adding and subtracting fractions with like denominators. I like to compare adding and subtracting fractions with like denominators to combining like terms. I used the following example in class
If I have 5 apples and add 3 apples, how many apples to I have?
Answer: 8 apples
We can look at fractions with like denominators the same way
If I have 5/10 (five tenths) and I add 3/10 (3 tenths), how many tenths do I have?
Answer: 8/10 (eight tenths)- this can then be simplified to 4/5
I added the numerators, but I do not change the denominators when adding or subtracting fractions with like denominators. Just like when I added 5 apples and 3 apples, the apples did not change, I just have more of them
We did an activity in class where students used graph paper to represent parts of a whole by drawing and shading a given number of boxes to. The parts of the whole that they shaded represents a fraction that was added or subtracted from another fraction.
Today (Tuesday), we will begin adding and subtracting fractions with different denominators. In this case, we must first find a common denominator and rewrite the original fractions as equivalent fractions with common denominators. Once they are rewritten as equivalent fractions with a common denominator, we can add or subtract the numerators and the denominators stay the same. Below are the steps that we are using in class
1.) Convert any mixed numbers to improper fractions
2.) Find a common denominator (LCM of denominators)
3.) Rewrite original fractions as equivalent fractions with a common denominator (multiply top by same # as bottom)
4.) Add or subtract numerators, denominators stay the same
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