Math 2017-2018 (Period 6) Assignments
- Instructor
- Mr. Joseph Quinn
- Term
- 2017-2018 School Year
- Description
-
CLMS 6th Grade Math 2017-2018 period 6
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Assignment
**Math**
Periods 1, 3 & 6
Lesson: Unit 3: End-of-Unit Assessment
**Science**
Periods 2 & 4
CW: Plate Tectonics Key Terms
CW: Read "The Theory of Plate Tectonics" (Ch. 4, Section 5)
CW: Complete the worksheet "The Theory of Plate Tectonics"
Due:
Assignment
**Math**
Standards:
**Science**
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Due:
Assignment
**Math**
LESSON 5
Math Homework
HW: TBA
- Explain orally and in writing that if two ratios have the same rate per 1, they are equivalent ratios.
- Compare speeds and prices by calculating rates per 1, and use language like “meters per minute” and “dollars per pound.”
Unit 3 Family Materials
Standards:
**Science**
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Due:
Assignment
**Math**
LESSON 5
Math Homework
HW: TBA
- Explain orally and in writing that if two ratios have the same rate per 1, they are equivalent ratios.
- Compare speeds and prices by calculating rates per 1, and use language like “meters per minute” and “dollars per pound.”
Unit 3 Family Materials
Standards:
**Science**
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Due:
Assignment
**Math**
LESSON 4
Unit 3 Family Materials
Standards:
6.RP.A.3.d
Use ratio reasoning to convert measurement units; manipulate and transform units appropriately when multiplying or dividing quantities.
Homework
HW: TBA
**Science**
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Due:
Assignment
**Math**
LESSON 17
- Apply understandings of ratio, rates, and percent to a less well-defined problem.
Unit 3 Family Materials
Standards:
6.G.A
Solve real-world and mathematical problems involving area, surface area, and volume.
6.RP.A
Understand ratio concepts and use ratio reasoning to solve problems.
Homework
HW: Complete Unit 3, Lesson 17
**Science**
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Due:
Assignment
**Math**
Unit 3, LESSON 15
-
Students have practiced solving three different types of percentage problems (corresponding to finding AA, BB, or CC respectively when A% of BB is CC). This lesson focuses on finding “A% of BB” as efficiently as possible. While the previous lesson used numbers that students could calculate mentally, the numbers in this lesson are purposefully chosen to be difficult for students to calculate mentally or to represent on a double number line diagram, so as to motivate them to find the simplest way to do the calculation by hand.
The third activity hints at work students will do in grade 7, namely finding a constant of proportionality and writing an equation to represent a proportional relationship.
- Lesson Plans: Unit 3, Lesson 15
15.3
Unit 3 Family Materials
** Please Review today's Lesson Notes from class:
Standards:
6.RP.A.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.6.RP.A.3.c
Find a percent of a 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.
Homework
HW: Unit 3, Lesson 15 Practice Problems
**Science**
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Due:
Assignment
**Math**
LESSON 15
Unit 3 Family Materials
** Please Review today's Lesson Notes from class:
Standards:
6.RP.A.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.6.RP.A.3.c
Find a percent of a 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.
Homework
HW: no homework tonight. *Periods 1 & 3 see science below
**Science**
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Due:
Assignment
**Math**
LESSON 15
Unit 3 Family Materials
** Please Review today's Lesson Notes from class:
Standards:
6.RP.A.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.6.RP.A.3.c
Find a percent of a 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.
Homework
HW: no homework tonight. *Periods 1 & 3 see science below
**Science**
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Due:
Assignment
**Math**
Lesson:
Lesson Goals
- To review previous taught concepts for the CAASPP testing which will begin next Monday, April 23rd.
** Please Review today's Lesson Notes from class:
Homework
HW: *There is no homework tonight.
Note: I don't foresee any homework until after testing. :-) * I know don't be too sad. :-(
**Science**
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Due:
Assignment
**Math**
LESSON 1
Lesson Goals
- Extend number line diagrams to represent negative numbers.
- Understand that positive and negative numbers are used together to describe quantities that have values both greater than and less than zero.
- Understand conventions for using positive and negative numbers in the contexts of temperature and elevation.
* Teacher Lesson Notes
** Lesson Notes from class:
Family Connection: Unit 7: Rational Numbers
Negative Numbers and Absolute Value
Math Standards:
6.NS.C.5
Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation.
6.NS.C.6
Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates.Homework
HW: Unit 7, Lesson 1_Practice Problems (1 to 4)
**Science**
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Due:
Assignment
**Math**
LESSON 13
Lesson Goals
- Know automatically that 10% of is 1/10 times, 25% is 1/4 times 50% of is 1/2 times, and 75% of is 3/4 times.
- NOTE:
- 1/10 times is divided by 10
- 1/4 times is divided by 4
- 1/2 times is divided by 2
- 3/4 times is divided by 4 *then multiplied by 3
- NOTE:
* Teacher Lesson Notes
** Lesson Notes from class:
Family Connection Unit 3: Percentages
6.RP.A.3.c
Find a percent of a 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.Homework
HW: Unit 3, Lesson 13_Practice Problems (I am assigning this homework as "extra credit") Enjoy :-)
**Science**
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Due:
Assignment
**Math**
LESSON 12
Lesson Goals
- Use a tape diagram to solve problems of type A% of B is ? and type A% of ? is B.
*Teacher Lesson Notes
**Lesson Notes from class:
Family Connection Unit 3: Percentages
6.RP.A.3.c
Find a percent of a 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.HW: U3-L12_(12.4)
*Solutions
- See teacher's lesson notes for solutions
- See video solutions by Mr. Quinn
**Science**
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Due:
Assignment
**Math**
CW: U3-L11 Percentages and Double Number Lines
*Teacher Lesson Notes
**Lesson Notes from class:
Family Connection Unit 3: Percentages
Learning Goals: "Let's use double number lines to represent percentages."
- State explicitly what one is finding a percentage of.
- Use a double number line with percentages on one line and corresponding values on the other to solve problems of type A% of B is ? and type A% of ? is B.
- Understand that a percentage is a rate per 100.
6.RP.A.3.c
Find a percent of a 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.HW: U3-L11_Practice Problems
*Solutions
- Problems
**Science**
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Due:
Assignment
**Math**
CW: U3-L10 What are Percentages?
*Teacher Lesson Notes
**Lesson Notes from class:
Family Connection Unit 3: Percentages
Learning Goals:
|
6.RP.A.3.c
Find a percent of a 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.HW: U3-L10_Practice Problems
*Solutions
- Problems 1, 2, 3, 4 & 5, 6, 7
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 16: Solving More Ratio Problems
*Teacher Lesson Notes
**Lesson Notes from class:
Family Connection Unit 2:
Learning Goals:
- Apply double number lines, tables, and tape diagrams in solving problems in which the whole amount of something is given.
6.RP.A.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.
6.RP.A.3.a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.HW: U2-L16 Practice Problems
*Solutions
- Problems 1, 2, 3, 4 and 5, 6
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 15: Part-Part-Whole Ratios
*Teacher Lesson Notes
**Lesson Notes from class:
Family Connection Unit 2:
Learning Goals:
|
6.RP.A.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.
6.RP.A.3.a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.HW: U2-L15 Practice Problems
and
Lesson 15.3 (#3)
*Solutions
- Problems (1-2) , (3-4) , (5-6)
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 13: Tables and Double Number Line Diagrams
6.RP.A.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.
6.RP.A.3.a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.HW: U2-L13 (13.2 & 13.3) and copy summary in notebook
***Needed data chart for 13.3***
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 12: Navigating a Table of Equivalent Ratios
6.RP.A.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.
6.RP.A.3.a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.HW: U2-L12.3 & 12.4 and copy summary in notebook
Please enter your homework into Nearpod
**Science**
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Due:
Assignment
**Math**
CW: Correct/Review Mid-Unit 2 Test
Family Connection Unit 2:
6.RP.A.2
6.RP.A.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.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?HW: No homework
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 11: Representing Ratios with Tables
* Teacher Notes (Lesson Plans): Unit 2, Lesson 11
* Lesson Notes (See the actual lessons from today.)
Family Connection Unit 2:
Learning Goals
- Understand how a table can be used to represent equivalent ratios.
- Reinforce that equivalent ratios can be created by using a multiplier (a scale factor).
- Use precise language to explain how multipliers can be used to create equivalent ratios.
6.RP.A.3.a
Make tables of equivalent ratios relating quantities with whole-number measurements, find missing values in the tables, and plot the pairs of values on the coordinate plane. Use tables to compare ratios.
HW: U2-L11_Practice Problems
**Science**
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Due:
Assignment
**Math**
Period 1, 4, and 6
CW: Handout
* Using Rate Language V1
6.RP.A.2
6.RP.A.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.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?**Science**
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Due:
Assignment
**Math**
Periods 1, 3, & 6
CW: Mid-Unit 2 Test
Family Connection Unit 2:
6.RP.A.2
6.RP.A.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.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?HW: No homework
**Science**
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Due:
Assignment
**Math**
CW: Unit 2 Test Review_(Lessons 1 to 10)
- Compare situations in familiar contexts (recipes, prices, speeds) by finding and examining ratios that describe each situation and have the same first or same second values.
- Understand that the term “at the same rate” implies that the relevant ratios are equivalent.
6.RP.A.2
6.RP.A.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.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?HW: Study for the Mid-Unit 2 Test
**Science**
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Due:
Assignment
**Math**
CW: Unit 2-Lesson 10: Comparing Situations by Examining Ratios
- Compare situations in familiar contexts (recipes, prices, speeds) by finding and examining ratios that describe each situation and have the same first or same second values.
- Understand that the term “at the same rate” implies that the relevant ratios are equivalent.
6.RP.A.2
6.RP.A.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.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Teacher's Notes: Unit 2, Lesson 9
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L10_Practice Problems
&
Copy Lesson 10 Summary in Notebook
*Please NOTE: I'm sorry, but I was unable to create the assignment for lesson 10 in Juno, so I will be collecting it and checking it on paper.
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
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Due:
Assignment
**Math**
CW: Unit 2, Lesson 9: Constant Speed (9.3) & *Ready For More
* Lesson Notes (See the actual lessons from today.)
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Recognize that the word “per” refers to “how much for one.”
- Use double number lines to find a wider range of equivalent ratios.
- Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Teacher's Notes: Unit 2, Lesson 9
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L9_Practice Problems &
Copy Lesson 9 Summary in Notebook
*Please NOTE: I'm sorry, but I was unable to create the assignment in Juno, so I will be collecting it and checking it on paper.
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
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Due:
Assignment
**Math**
CW: **Drag Racer Dragonfly and Unit 2, Lesson 9: Constant Speed
* Lesson Notes (See the actual lessons from today.)
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Recognize that the word “per” refers to “how much for one.”
- Use double number lines to find a wider range of equivalent ratios.
- Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Teacher's Notes: Unit 2, Lesson 9
**Teacher's Notes may be helpful when reviewing the lesson.
* Lesson Notes (See the actual lessons from today.)
HW: None
* Lesson Notes (See the actual lessons from today.)
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
* Lesson Notes (See the actual lessons from today.)
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Recognize that the word “per” refers to “how much for one.”
- Use double number lines to find a wider range of equivalent ratios.
- Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Teacher's Notes:
**Teacher's Notes may be helpful when reviewing the lesson.
* Lesson Notes (See the actual lessons from today.)
HW: U2-L8_8.3 (1 to 5)
*Please complete today's homework in your notebook and be prepared for the class discussion.
* Lesson Notes (See the actual lessons from today.)
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
CW: Apple Juice
* Lesson Notes (See the actual lessons from today.)
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Recognize that the word “per” refers to “how much for one.”
- Use double number lines to find a wider range of equivalent ratios.
- Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.
6.RP.A.3.b
Solve unit rate problems including those involving unit pricing and constant speed. For example, if it took 7 hours to mow 4 lawns, then at that rate, how many lawns could be mowed in 35 hours? At what rate were lawns being mowed?Teacher's Notes: Apple Juice (partial products)
**Teacher's Notes may be helpful when reviewing the lesson.
* Lesson Notes (See the actual lessons from today.)
HW: Izze and Eggs
* Lesson Notes (See the actual lessons from today.)
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Recognize that the word “per” refers to “how much for one.”
- Use double number lines to find a wider range of equivalent ratios.
- Set up a double number line diagram by drawing two parallel lines with tick marks at regular intervals that line up.
6.RP.A.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.
Teacher's Notes: Unit 2, Lesson 7
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L7_Practice Problems
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
|
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 6
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L6_Practice Problems
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
CW: Unit 2, Lesson 5: Defining Equivalent Ratios (continued)
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Create diagrams that represent equivalent ratios.
- Find sets of equivalent ratios.
- Explain the meaning of equivalent ratios using words and diagrams.
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 5
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L5_Practice Problems
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
Family Connection Unit 2:
- What are Ratios
- Representing Equivalent Ratios
- Solving Ratio and Rate Problems
Learning Goals
- Create diagrams that represent equivalent ratios.
- Find sets of equivalent ratios.
- Explain the meaning of equivalent ratios using words and diagrams.
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 5
**Teacher's Notes may be helpful when reviewing the lesson.
HW: Please finish today's lesson: 5.2: Tuna Casserole in your notebook. This will NOT be input into Juno, but needs to be in your notebook.
Notice: I still expect that you complete the homework on "paper" and then submit your answers using Jupiter Grades (Juno). I you are having issues correcting and submitting your answers online you may bring in the homework on paper and submit it to me instead. Please keep in mind that homework submitted on paper will need to be turned in the day it is due to receive full credit.
*Please use the online aspect as a grading tool. If you miss problems you may "redo" the exercise to receive full credit. Just make sure you are writing the correct answers on your assignment so that when you redo it you can get them correct and receive full credit.
*NOTE: I am not unreasonable and absolutely do not want any tears or frustration in math, so if you are having issues with anything concerning math please just stop and talk with me (at a convenient time). :-)
**Science**
Due:
Assignment
**Math**
Family Connection: Ratios
Learning Goals
- Understand that equivalent ratios represent mixtures that are comprised of multiple batches of the same recipe.
- Understand that “doubling the recipe” means “doubling each ingredient,” and more generally, multiple batches of a recipe result from multiplying the amounts of each ingredient by the same number.
- Understand and communicate that doubling, tripling, or halving a recipe for colored water yields the same resulting color.
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 4
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L4_Practice Problems *Also: Copy the summary from Unit 2, Lesson 4 into your notebook.
Notice: As of February 26th, 2018
Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.
All assignments will be expected to be posted online to receive credit. Please see me if this is an issue about arranging an alternate solution.
**Science**
Due:
Assignment
**Math**
Lesson Goals
- Use the term “equivalent ratio” to refer to recipes that yield identically-tasting substances.
- Represent multiple batches of a recipe as a discrete diagram with circled groups.
- Understand that “doubling, tripling, or halving the recipe” means “doubling, tripling, or halving each ingredient.”
- Understand that doubling, tripling, or halving a recipe yields something that tastes the same.
Math Standards:
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 3
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L3_Practice Problems *Also: Copy the summary from Unit 2, Lesson 3 into your notebook.
Notice: February 26th, 2018
Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.
All assignments will be expected to be posted online to receive credit. Please see me if this is an issue about arranging an alternate solution.
**Science**
Due:
Assignment
**Math**
LESSON 2:
Lesson Goals
- Practice using the following language: The ratio of these to those is a : ba:b. The ratio of these to those is aato bb. For every aa of these, there are bb of those.
- Write different ratios to represent the same situation.
- Draw discrete diagrams to represent situations involving ratios.
- Understand and use the word “ratio” to describe an association between two or more quantities.
- Describe two or more quantities using the language, “The ratio of these to those is a : b " (or a to b ).
- Describe two or more quantities using the language, “For every of these, there are of those.”
Math Standards:
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 2
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L2_Practice Problems *Also: Copy the summary from Unit 2, Lesson 2 into your notebook.
Notice: February 26th, 2018
Starting on February 26th, 2018 you will also be submitting your homework online. You will be using Juno (JupiterGrades_"Tests & Lessons") to enter and check your answers.
All assignments will be expected to be posted online to receive credit. Please see me if this is an issue about arranging an alternate solution.
**Science**
Due:
Assignment
**Math**
Lesson Goals
- Practice using the following language: The ratio of these to those is a : ba:b. The ratio of these to those is aato bb. For every aa of these, there are bb of those.
- Write different ratios to represent the same situation.
- Draw discrete diagrams to represent situations involving ratios.
- Understand and use the word “ratio” to describe an association between two or more quantities.
- Describe two or more quantities using the language, “The ratio of these to those is a : b " (or a to b ).
- Describe two or more quantities using the language, “For every of these, there are of those.”
Math Standards:
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 2
**Teacher's Notes may be helpful when reviewing the lesson.
HW: None
**Science**
Due:
Assignment
**Math**
Lesson Goals
- Understand and use the word “ratio” to describe an association between two or more quantities.
- Describe two or more quantities using the language, “The ratio of these to those is a : b " (or a to b ).
- Describe two or more quantities using the language, “For every of these, there are of those.”
Math Standards:
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 1
**Teacher's Notes may be helpful when reviewing the lesson.
HW: U2-L1_Practice Problems
**Science**
Due:
Assignment
**Math**
Lesson:
Unit 2, Lesson 1: Introducing Ratios and Ratio Language
Parents please use the lesson notes below to check your child's notebook classwork.Lesson Goals
- Understand and use the word “ratio” to describe an association between two or more quantities.
- Describe two or more quantities using the language, “The ratio of these to those is a : b " (or a to b ).
- Describe two or more quantities using the language, “For every of these, there are of those.”
Math Standards:
6.RP.A.1
Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities. For example, “The ratio of wings to beaks in the bird house at the zoo was 2:1, because for every 2 wings there was 1 beak.” “For every vote candidate A received, candidate C received nearly three votes", or 3 votes for candidate A to 1 vote for candidate B.
Teacher's Notes: Unit 2, Lesson 1
**Teacher's Notes may be helpful when reviewing the lesson.
HW: "Ratios at home. Be prepared to share a ratio you created from items around your home.
**HW Solutions**
**Science**
Due:
Assignment
**Math**
Lesson: Test: Unit 6 Expressions and Equations *Enter and your answers into Juno (Jupiter Grades) Unit 6 Test. *Check and review your score and answers based on the "paper" version you took last Thursday.
Note: the change to question #8 (Choose all that "DO" apply instead of "Do NOT" apply.)Unit Overview:
Unit 6: Expressions and Equations
Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.
The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.
In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.
In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).
**Science**
Due:
Assignment
**Math**
Lesson: Test: Unit 6 Expressions and Equations
Note: the change to question #8 (Choose all that "DO" apply instead of "Do NOT" apply.)Unit Overview:
Unit 6: Expressions and Equations
Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.
The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.
In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.
In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).
**Science**
Due:
Assignment
**Math**
Lesson: Unit 6 Review (Day 3 of 3)
Unit Overview:
Unit 6: Expressions and Equations
Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.
The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.
In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.
In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).
**Science**
Due:
Assignment
**Math**
Lesson: Unit 6 Review (Day 2 of 3)
Unit Overview:
Unit 6: Expressions and Equations
Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.
The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.
In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.
In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).
**Science**
Due:
Assignment
**Math**
Lesson: Unit 6 Review
Unit Overview:
Unit 6: Expressions and Equations
Students begin the unit by working with linear equations that have single occurrences of one variable, e.g., x + 1 = 5 and 4x = 2
They represent relationships with tape diagrams and with linear equations, explaining correspondences between these representations. They examine values that make a given linear equation true or false, and what it means for a number to be a solution to an equation. Solving equations of the form px=q where px=q pand pqq are rational numbers can produce complex fractions (i.e., quotients of fractions), so students extend their understanding of fractions to include those with numerators and denominators that are not whole numbers.
The second section introduces balanced and unbalanced “hanger diagrams” as a way to reason about solving the linear equations of the first section. Students write linear equations to represent situations, including situations with percentages, solve the equations, and interpret the solutions in the original contexts (MP2), specifying units of measurement when appropriate (MP6). They represent linear expressions with tape diagrams and use the diagrams to identify values of variables for which two linear expressions are equal. Students write linear expressions such as 6(w - 4) and 6w - 24 and represent them with area diagrams, noting the connection with the distributive property (MP7). They use the distributive property to write equivalent expressions.
In the third section of the unit, students write expressions with whole-number exponents and whole-number, fraction, or variable bases. They evaluate such expressions, using properties of exponents strategically (MP5). They understand that a solution to an equation in one variable is a number that makes the equation true when the number is substituted for all instances of the variable. They represent algebraic expressions and equations in order to solve problems. They determine whether pairs of numerical exponential expressions are equivalent and explain their reasoning (MP3). By examining a list of values, they find solutions for simple exponential equations of the form a=b2 and 2x=32 and simple quadratic and cubic equations, e.g., 64=x364=x3.
In the last section of the unit, students represent collections of equivalent ratios as equations. They use and make connections between tables, graphs, and linear equations that represent the same relationships (MP1).
**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 11
Learning Targets:
- Use a diagram of a split rectangle to write different expressions with variables representing its area.
- Use the distributive property to write equivalent expressions with variables.
Math Standards:
6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.A.3
6.EE.A.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 + y and 4y are equivalent because they name the same number regardless of which number y y stands for.
**HW Solutions**
**Science**
Due:
Assignment
**Math**
Lesson:
*Period 6
LESSON 10
Learning Targets:
- Use a diagram of a split rectangle to write different expressions with variables representing its area.
- Use the distributive property to write equivalent expressions with variables.
Math Standards:
6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.A.3
6.EE.A.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 + y and 4y are equivalent because they name the same number regardless of which number y y stands for.
Periods 1 & 3
**HW Solutions**
Period 6
**HW Solutions**
**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 10
Learning Targets:
- I can use a diagram of a split rectangle to write different expressions with variables representing its area.
Math Standards:
6.EE.A.2
Write, read, and evaluate expressions in which letters stand for numbers.
6.EE.A.3
6.EE.A.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 + y and 4y are equivalent because they name the same number regardless of which number y y stands for.
6th Period Math does not have homework this evening.
**HW Solutions**
**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 9
Learning Targets:
- I can use a diagram of a rectangle split into two smaller rectangles to write different expressions representing its area.
- I can use the distributive property to help do computations in my head.
Math Standards:
3.MD.C.7.c
Use tiling to show in a concrete case that the area of a rectangle with whole-number side lengths a and b+c is the sum a x b and a x c. Use area models to represent the distributive property in mathematical reasoning.
3.OA.B.5
Apply properties of operations as strategies to multiply and divide.Students need not use formal terms for these properties.
**HW Solutions**
**Science**
Due:
Assignment
**Math**
Lesson: Quiz Unit 6, Lessons (1 to 5)
- use a tape diagram to represent a situation.
- tell whether or not an equation could represent a tape diagram.
- replace a variable in an equation with a number that makes the equation true, and know that this number is called a solution to the equation.
- match equations to real life situations they could represent.
- explain what a balanced hanger and a true equation have in common.
- write equations that could represent the weights on a balanced hanger.
- compare doing the same thing to the weights on each side of a balanced hanger to solving equations by subtracting the same amount from each side or dividing each side by the same number.
- explain why different equations can describe the same situation.
- solve equations that have whole numbers, fractions, and decimals.
- understand the meaning of a fraction made up of fractions or decimals.
- make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.
Math Standards:
6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5" as in 5 - y.
6.EE.A.2.c
6.EE.B
Reason about and solve one-variable equations and inequalities.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p**Science**
Due:
Assignment
**Math**
Lesson: Notebook Math Notes
Math Standards:
6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5" as in 5 - y.
6.EE.A.2.c
6.EE.B
Reason about and solve one-variable equations and inequalities.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p- use a tape diagram to represent a situation.
- tell whether or not an equation could represent a tape diagram.
- replace a variable in an equation with a number that makes the equation true, and know that this number is called a solution to the equation.
- match equations to real life situations they could represent.
- explain what a balanced hanger and a true equation have in common.
- write equations that could represent the weights on a balanced hanger.
- compare doing the same thing to the weights on each side of a balanced hanger to solving equations by subtracting the same amount from each side or dividing each side by the same number.
- explain why different equations can describe the same situation.
- solve equations that have whole numbers, fractions, and decimals.
- understand the meaning of a fraction made up of fractions or decimals.
- make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.
**Science**
Due:
Assignment
**Math**
Lesson: Notebook Math Notes
Math Standards:
6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5" as in 5 - y.
6.EE.A.2.c
6.EE.B
Reason about and solve one-variable equations and inequalities.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x + p = q and xp = p for cases in which x, p and q are all nonnegative rational numbers.p**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 6
Learning Targets:
- I can use an expression that represents a situation to find an amount in a story.
- I can write an expression with a variable to represent a calculation where I do not know one of the numbers.
Math Standards:
6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5" as in 5 - y.
6.EE.A.2.c
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 6
Learning Targets:
- I can use an expression that represents a situation to find an amount in a story.
- I can write an expression with a variable to represent a calculation where I do not know one of the numbers.
Math Standards:
6.EE.A.2.a
Write expressions that record operations with numbers and with letters standing for numbers. For example, express the calculation “Subtract y from 5" as in 5 - y.
6.EE.A.2.c
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 5
Learning Targets:
- I understand the meaning of a fraction made up of fractions or decimals, like 21/0.007 or 5/5 / 3/2
- When I see an equation, I can make up a story that the equation might represent, explain what the variable represents in the story, and solve the equation.
Math Standards:
6.EE.B
Reason about and solve one-variable equations and inequalities.
6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x+p=q x + p = q and xp =qpx=qfor cases in which p p, qq and xx are all nonnegative rational numbers.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.**Science**
Due:
Assignment
**Math**
Lesson:
LESSON 4
Lesson Goals
- Identifying the following in an equation or expression
- coefficient
- variable
- term(s)
- constant
Math Standards:
6.EE.B
Reason about and solve one-variable equations and inequalities.
6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x+p=q x + p = q and xp =qpx=qfor cases in which p p, qq and xx are all nonnegative rational numbers.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.**Science**
Due:
Assignment
**Math**
- Represent addition and multiplication situations with equations in different forms.
- Fluently solve equations of the form x + y = z and xy = z
Math Standards:
6.EE.B
Reason about and solve one-variable equations and inequalities.
6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x+p=q x + p = q and xp =qpx=qfor cases in which p p, qq and xx are all nonnegative rational numbers.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.**Science**
Due:
Assignment
**Math**
- Represent addition and multiplication situations with equations in different forms.
- Fluently solve equations of the form x + y = z and xy = z
Math Standards:
6.EE.B
Reason about and solve one-variable equations and inequalities.
6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
6.EE.B.6
Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.6.EE.B.7
Solve real-world and mathematical problems by writing and solving equations of the form x+p=q x + p = q and xp =qpx=qfor cases in which p p, qq and xx are all nonnegative rational numbers.6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.**Science**
Due:
Assignment
**Math**
Lesson Goals
- Understand how a balanced hanger can represent a true equation.
- Write equations of the form x + y = z and xy = z to represent balanced hangers.
- Use balanced hangers to reason about finding solutions to equations of the form x + y = z and xy = z px=q.
Math Standards:
6.EE.B.7
**Science**
Due:
Assignment
**Math**
Lesson Goals
- Understand how a balanced hanger can represent a true equation.
- Write equations of the form x + y = z and xy = z to represent balanced hangers.
- Use balanced hangers to reason about finding solutions to equations of the form x + y = z and xy = z px=q.
Math Standards:
6.EE.B.7
**Science**
Due:
Assignment
**Math**
Lesson Goals
- Represent problems in context with equations of the form x + p = q and px = qpx=q.
- Understand that an equation can be true or false.
- Understand that, in an equation with a variable, a value substituted for the variable that makes the equation true is called a solution to the equation.
- Use substitution to determine whether a given number in a specified set makes an equation true.
- Understand that a letter standing in for a number is called a variable.
Math Standards:
6.EE.B.5
Understand solving an equation or inequality as a process of answering a question: which values from a specified set, if any, make the equation or inequality true? Use substitution to determine whether a given number in a specified set makes an equation or inequality true.
**Science**
Due:
Assignment
**Math**
Lesson Goals
• Use tape diagrams to reason about unknown values in equations of the form x + p = q and px = q .
• Use tape diagrams to reason about writing the equations and in different forms.
• Represent equations of the form and with tape diagrams.
Math Standards: 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
**Science**
Due:
Assignment
**Math**
Lesson: Notebook Notes_ Multiplying and Dividing Decimals Using Base 10 Multiplication and Divisioin
Learning Goals:
- Use an algorithm to calculate products of decimals.
- Understand that multiplying divisor and dividend by the same power of ten does not change their quotient.
- Calculate quotients of decimals by multiplying the numerator and denominator by an appropriate power of ten and finding the quotient of the resulting whole numbers.
- Math Standards: 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW: Unit 5 Test tomorrow!!!!
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Use the four arithmetic operations on decimals to solve problems.
- Math Standards: 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW: No homework tonight :-)
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Understand that multiplying divisor and dividend by the same power of ten does not change their quotient.
- Calculate quotients of decimals by multiplying the numerator and denominator by an appropriate power of ten and finding the quotient of the resulting whole numbers.
Math Standards: 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW: **Period 6 "HW_Unit 5, Lesson 13_Practice"
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
Due:
Assignment
**Math**
Learning Goals:
- Understand that multiplying divisor and dividend by the same power of ten does not change their quotient.
- Calculate quotients of decimals by multiplying the numerator and denominator by an appropriate power of ten and finding the quotient of the resulting whole numbers.
Math Standards: 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW: ** "HW_Unit 5, Lesson 13_Practice"
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Understand that, like a whole number, a decimal can be partitioned into equal groups.
- Find quotients with decimal dividends and whole number divisors by partitioning into equal groups of base-ten units.
- Recognize that multiplying the dividend and the divisor by the same factor does not change the quotient.
Math Standards: 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
Lesson: Unit 5, Lesson 12_Dividing Decimals by Whole Numbers
HW: ** "HW_Unit 5, Lesson 12_Practice"
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Use long division to find quotients of whole numbers when the dividend is not a multiple of the divisor.
Math Standards: 6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.
HW: **Unit 5, Lesson 11_Practice (A) (#3 only)
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Use long division to find quotients of whole numbers when the dividend is a multiple of the divisor.
Math Standards: 6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.
HW: "HW_U5_L10_Practice"
****SOLUTIONS****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
Learning Goals:
- Use base-ten diagrams and use the partial quotients method to find quotients of whole numbers when the dividend is a multiple of the divisor.
Math Standards: 6.NS.B.2
Fluently divide multi-digit numbers using the standard algorithm.
HW: "HW_U5_L9_Practice"
****Solutions to HW****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
- Use an algorithm to calculate products of decimals.
- Understand how a multiplication algorithm works.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW: "HW_U5_L8_Practice"
****Solutions to HW****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
- Use area diagrams to represent and find products of decimals.
- Use area diagrams and partial products to make sense of a multiplication algorithm.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
HW Check: "HW: U5_L7_Practice Problems"
****Solutions to HW****
Please check and correct your answers using the answers listed in the back of your textbook.
**Science**
Due:
Assignment
**Math**
- Use area diagrams to represent and find products of decimals.
- Use area diagrams and partial products to make sense of a multiplication algorithm.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
****Solutions to HW****
Please check and correct your answers using the answers listed in the back of your textbook.
NOTE: There will be a quiz tomorrow on adding, subtracting and multiplying decimals.
**Science**
Due:
Assignment
**Math**
- To demonstrate your understanding of operations involving decimals.
CW: Unit 5_Mid-Unit Assessment (Quiz)
Science- Periods 2 & 4
- CW: Video notes
- Bill Nye Earth’s Crust
Due:
Assignment
**Math**
- How to add and subtract numbers involving decimals
- How to multiply factors involving decimals
6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CW: Notebook pages 29 & 31: "Operations with Decimals"
****Solutions to HW****
Please check and correct your answers using the answers listed in the back of your textbook.
NOTE: There will be a quiz tomorrow on adding, subtracting and multiplying decimals.
Due:
Assignment
**Math**
LESSON 6
- Use area diagrams to represent and find products of decimals.
- Use understanding of place value and fractions to compute products of decimals.
6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CW: Unit 5, LESSON 6: METHODS FOR MULTIPLYING DECIMALS
HW: U.5, L6_Practice (1 to 7)
****Solutions to HW****
Please check and correct your answers.
Lesson Synthesis
In this lesson, we saw additional ways to find the product of decimals: by converting the decimals to fractions and multiplying the fractions, and by using the area of a rectangle to represent multiplication.
- How can changing decimals to fractions help to find decimal products? (Writing the decimals as fractions allows us to use multiplication and division of whole numbers. It also tells us the size of the decimals relative to powers of 1/10.
Both kinds of information allow us to find the products.) - How can an area diagram represent decimal products? (If the side lengths of a rectangle represent two factors, then the area of the rectangle represents the product of those factors. We can specify the unit of length to match that of the decimals, find the area of one unit square, and use the area of each unit square to find the area of the rectangle.)
Due:
Assignment
**Math**
- Use understanding of place value and fractions to reason about multiplication of decimals and the placement of the decimal point in a product.
6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CW: Unit 5, Lesson 5: Decimal Points in Products (PART 1)
HW: U.5, L5_Practice: U.5, L.5_Practice
****Solutions to HW****
Please check and correct your answers.
Lesson Synthesis
We can use our understanding of fractions and place value in calculating the product of two decimals. Writing decimals in fraction form can help us determine the number of decimal places the product will have and place the decimal point in the product
Due:
Assignment
**Math**
- Use understanding of place value and fractions to reason about multiplication of decimals and the placement of the decimal point in a product.
6.EE.A: Apply and extend previous understandings of arithmetic to algebraic expressions.
6.NS.B: Compute fluently with multi-digit numbers and find common factors and multiples.
CW: Unit 5, Lesson 5: Decimal Points in Products (PART 1)
HW: Unit 5, Lesson 5: Multiplying by Base 10
****Solutions to HW****
Please check and correct your answers.
Lesson Synthesis
We can use our understanding of fractions and place value in calculating the product of two decimals. Writing decimals in fraction form can help us determine the number of decimal places the product will have and place the decimal point in the product
Due:
Assignment
**Math**
- Use vertical calculations to add and subtract decimals, including calculations that require writing additional zeros and composing or decomposing a base-ten unit.
6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operationDue:
Assignment
**Math**
- Know that we can decompose a base-ten unit as 10 base-ten units of lower value (e.g., 1 tenth as 10 hundredths) when subtracting decimals.
- Use vertical calculation to subtract decimals, decomposing base-ten units and writing additional zeros as needed.
- Understand that writing additional zeros after the last non-zero digit in a decimal does not change its value.
6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operationDue:
Assignment
**Math**
- Understand that we can compose 10 like base-ten units as a base-ten unit of higher value (e.g., 10 tenths is 1 one) when adding decimals.
- Understand that adding and subtracting decimals requires combining digits that represent like base-ten units.
- Add and subtract decimals by writing the calculations vertically with digits in the same places aligned.
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.
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. 6.NS.B.3
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
**Science**
Due:
Assignment
**Math**
Family Materials: Warming Up to Decimals
- Activate prior knowledge about estimation and operations with decimals.
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.
Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.
* Lesson Rationale and Solutions (Teacher Notes)
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
kilo (k), hecto (h), deka (da), (*meter, liter, gram) deci (d), centi (c), milli (m)
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
*****PLEASE USE THE FOLLOWING SHEETS TO CORRECT YOUR ANSWERS AND CHECK YOUR WORK!*****
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
*****PLEASE USE THE FOLLOWING SHEETS TO CORRECT YOUR ANSWERS AND CHECK YOUR WORK!*****
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
Pages 35 to 37 in your WORKBOOK
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
PBIS Moments
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
**Science**
Due:
Assignment
**Math**
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 3/4 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 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?
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Assignment
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Assignment
**Math**
*Video link: GCF and LCD Ladder Method Explained
**ANSWERS WORKED OUT FOR "Ch. 1 Review (B)" **
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Assignment
**Math**
* GCF and LCD Ladder Method Explained
**Science**
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Assignment
Math
* GCF and LCD Ladder Method Explained
**** Here are the answers to page 44 "worked" out. Please use these to help correct your work and study for the quiz tomorrow! ****
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Assignment
Math
* GCF and LCD Ladder Method Explained
**** Here are the answers to page 44 "worked" out. Please use these to help correct your work and study for the quiz tomorrow! ****
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Assignment
Math
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Assignment
Math
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.
QUIZ Tomorrow on Lessons 1.1 to 1.3
***ADDITIONAL Log in procedures***
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Assignment
Math
Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.
***ADDITIONAL Log in procedures***
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Assignment
Math
Apply and extend previous understandings of arithmetic to algebraic expressions.
1. Write and evaluate numerical expressions involving whole-number exponents.
***ADDITIONAL Log in procedures***
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Assignment
Math
Apply and extend previous understandings of arithmetic to algebraic expressions. 1. Write and evaluate numerical expressions involving whole-number exponents.
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
***ADDITIONAL Log in procedures***
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Assignment
Math
**Work is done in the softcover workbook and therefore you will not be able to submit your answers online. You can do the work in the book, print out the sheet, or on a separate sheet of paper.**
***ADDITIONAL Log in procedures***
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Assignment
Math
**1 point EXTRA CREDIT FOR SUBMITTING
YOUR HOMEWORK ONLINE**
***ADDITIONAL Log in procedures***
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Assignment
Math
*At this time, all homework "work" will need to be turned in regardless if you submitted it online or not.
***ADDITIONAL Log in procedures***
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Assignment
Math
**EXTRA CREDIT FOR SUBMITTING
YOUR HOMEWORK ONLINE**
***ADDITIONAL Log in procedures***
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Assignment
Two Kinds of Division
Learn about the two different types of division problems. This video focuses on partitive and quotative models of division and when they're each useful.
**Number of GROUPS or what is in each GROUP**
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Assignment
Math
Two Kinds of Division
Learn about the two different types of division problems. This video focuses on partitive and quotative models of division and when they're each useful.
**Number of GROUPS or what is in each GROUP**