Unit 3: Lesson 1 Decimals as Equal Divisions

Transcription

1 Unit 3: Lesson 1 Strategy Problem: Each photograph in a series has different dimensions that follow a pattern. The 1 st photo has a length that is half its width and an area of 8 in². The 2 nd is a square with an area of 16 in². The 3 rd has a width that is 2 inches less than the length and an area of 24 in². What are the dimensions and area of the fifth frame? Explain your answer.

2 Unit 3: Lesson 1 Decimals as Equal Divisions Targets: I understand decimals as equal divisions of a whole. I can relate fractions and decimals.

3 Unit 3: Lesson 2 Tyraand Kyle bought packages of paper plates. Each package had the same number of plates. Tyrabought a total of 32 plates and Kyle bought a total of 56 plates. How many paper plates could have been in each package? Explain how you found your answer.

4 Unit 3: Lesson 2 Equate and Compare Target: I can model and identify equivalent decimals

5 Unit 3: Lesson 3 Multistep Problem: Tyneeds $115 for a trip. He has $25 saved. To earn the rest, Ty works 3 hours per day 3 days per week. He received a $2 an hour raise and now earns $8 an hour. For taxes, $5 per day is subtracted from his earnings. If Tyworks for one week, how many more days must he work to earn the money?

6 Unit 3: Lesson 3 Thousands to Thousands Targets: I can read, write, and model whole and decimal numbers. I can compare and order decimals numbers.

7 Unit 3: Lesson 4 Reasoning: A rectangle has a perimeter of 10 cm and an area of 6 cm². If the length and width triple in length, will the perimeter also triple? If so, explain why.

8 Unit 3: Lesson 4 Adding and Subtracting Decimals Vocabulary: meter (m) decimeter (dm) centimeter (cm) millimeter (mm) Targets: I can find decimal sums and differences. I can estimate and measure lengths using metric units.

9 Unit 3: Lesson 5 Algebra: Write the rule for each given function table below. Input Output Input Table 1 Output Table 2

10 Unit 3: Lesson 5 Billions to Billionths Targets: I can recognize place values from billions to billionths. I can read, write, compare, and order very large numbers. I can represent numbers in different ways. Vocabulary: standard form word form short word form expanded form

11 Unit 3: Lesson 6 Elapsed Time Wilson attended a seminar that started at 8:30 A.M. The schedule of events is shown below. Seminar Schedule Welcome 1 st Meeting 2 nd Meeting Workshop Finale 15 min 2 hr 25 min 2 hr 35 min 1 hr 20 min 25 min At what time did the seminar end?

12 Unit 3: Lesson 6 Use Place Value Targets: I can make the greatest and the least possible numbers using a given set of numbers. I recognize relationships among place values to billions.

13 Unit 3: Lesson 7 The teacher had two pieces of fabric with equal lengths. She cut one into 10 equal pieces and the other into 100 equal pieces. Carla used 7 out of the 10 pieces. Each piece is 10 in. long. Rodrigo used 74 out of the 100 pieces. Each piece is 1 in. long. Who had fewer inches of fabric remaining? Express this amount as a fraction and a decimal of the whole piece.

14 Unit 3: Lesson 7 Add Whole Numbers and Decimals Targets: I can align numbers to prepare for addition. I can explain different methods for addition.

15 What Went Wrong? Adam wanted to place a fence around his garden that measures 7.3 yd long and 2.5 yd wide. He found the perimeter to be 1.96 yd. He knows this amount is incorrect. Why? What happened? Give the correct perimeter. Unit 3: Lesson 8

16 Unit 3: Lesson 8 Addition to Millions Targets: I can align numbers according to their place values to prepare for adding. I use and explain different methods for addition.

17 Unit 3: Lesson 9 Subtract Whole and Decimal Numbers Targets: I explore the relationship between addition and subtraction I can explain solution methods for multi-digit subtraction *Teacher note: Daily routine problem is the same as Lesson 8 (?)

18 Unit 3: Lesson 10 Logic: Franco, Tom, Gail, and Jaqui want to run for club president, vice-president, treasurer, and secretary. Gail does not want to be treasurer or secretary. Tom does not want to be vice-president or treasurer. How many ways can they run?

19 Unit 3: Lesson 10 Place Value Word Problems Targets: I can solve problems with large numbers and decimal numbers. I can write word problems.

20 Unit 3: Lesson 11 Strategy Problem: Each student needs 5 inches of string. Paul and Mari did not have any. The teacher gave Paul ¼ of the string from the school supply closet. Then Paul gave ½ of this to Mari. Mari had just enough string. How much string is left in the school supply closet.

21 Unit 3: Lesson 11 Properties and Strategies Targets: I use the Commutative, Associative, and Distributive properties to compute mentally. I apply properties to realworld situations. Vocabulary: Commutative Property of Addition Associative Property of Addition Distributive Property

22 Unit 3: Lesson 12 Mental Math: Find the number that is 0.1 greater and the number that is 0.1 less than each of the given numbers. 1. 6,789, , 3. 89,105.13, ,355.4,

23 Unit 3: Lesson 12 Pictographs With Large Numbers Targets: I understand progressively larger increments to one million. I can read and construct pictographs with large numbers.

24 Alexis said she subtracted a 5-digit number from a 6- digit number to find a 4-digit difference. Is this possible? Create an axample to support your answer. Unit 3: Lesson 13

25 Unit 3: Lesson 13 Round Numbers on Graphs Vocabulary: scale estimate front-end estimation Targets: I can read scales that show large rounded numbers to 100 million. I can identify the halfway point between two numbers that are multiples of ten. Estimate by rounding large numbers.

26 Dagmar factored 8, Gregg factored 9, and Francesca factored 10. They said that the numbers all have the same amount of factors. Is this correct? Explain your answer. Unit 3: Lesson 14

27 Targets: Unit 3: Lesson 14 Bar Graphs and Rounding I can read and construct bar graphs with large numbers. I can round numbers to the hundred millions. Vocabulary: bar graph double-bar graph I can identify the halfway point with numbers to the hundred millions.

28 Unit 3: Lesson 15 Linh has red, white, and black shirts. She has khaki, black, and white pants. She does not wear the same color shirt and pants together, and does not wear white with black. Can she make 8 outfits? If not, what could she do so she can?

29 Unit 3: Lesson 15 Round and Estimate with Decimals Targets: I can use a number line and place value to round decimals. I can estimate decimal sums and difference.

30 Geometry: A given right triangle has a perimeter of 12 M and an area of 6 m². Is it possible to make a rectangle that has the same perimeter and area? Give examples to support your answer. Unit 3: Lesson 16

31 Unit 3: Lesson 16 Discrete and Continuous Data Targets: Vocabulary: discrete data continuous data I can compare and contrast discrete and continuous data represented in tables and graphs. I can interpret double and triple line graphs. I can make single line graphs.

32 Unit 3: Lesson 17 Homework Review: Tara earned twice as many points as Jerome. Jerome s points are exactly three times more than Wylie s points. Altogether they have 40 points. How many points does each person have?

33 Unit 3: Lesson 17 Graph With Decimal Numbers Targets: I can round decimal numbers to the nearest tenth, hundredth, and thousandth. I can read and construct graphs with decimal scales and decimal numbers.

34 Reasoning: = Write another addition problem equaling the same sum. (Make sure you use decimal numbers in your problem) Unit 3: Lesson 18

35 Unit 3: Lesson 18 Classify Word Problems Targets: I understand and apply a classification system for common addition and subtraction situations. I can solve word problems with both additive and multiplicative comparisons.

36 In a toothpaste survey, 5 of the first 15 people surveyed liked a toothpaste. If 30 people will be surveyed altogether, predict the number of people who will not like the toothpaste. Give a reason to support your answer. Unit 3: Lesson 19

37 Unit 3: Lesson 19 Situation and Solution Equations Targets: I can solve word problems with unknown addends. I can write a situation equation and convert it to a solution equation. Vocabulary: situation equation solution equation

38 Estimation: Victoria will serve 58 guests one mini hamburger. Each hamburger uses 1/8 lb of meat and a roll. Meat costs $4.39 a pound and rolls cost $3.82 for a package of 6. About how much will it cost to buy supplies for the guests? Unit 3: Lesson 20

39 Unit 3: Lesson 20 Comparison Problems Targets: I can solve addition and subtraction problems mentally using place value concepts. I can represent and solve comparison word problems. I understand and apply comparison language.

40 Unit 3: Lesson 21 Reasoning: Describe two situations in which creating a line graph is the best tool for displaying data. Describe two situations in which a constructing a bar graph is the best tool for displaying data.

41 Unit 3: Lesson 21 Two-Step Word Problems Targets: I can write and solve word problems that involve two steps. I can identify relevant information in problems. Vocabulary: range median mode

42 Unit 3: Lesson 22 Use Mathematical Processes Targets: I solve a variety of problems using mathematical concepts and skills. Vocabulary: hypothesis I use the mathematical processes of problem solving, connections, reasoning and proof, communication, and representation.