Inv.1.3 (9/28 Homework)

Investigation 1.3 (purple worksheet) Tips/Hints: Use Soleil's Strategy for finding the value of a fractional portion!

Steps

1) Identify the fraction represented if it's not given
2) Identify the value of the whole or the total
3) Divide your whole by the denominator of the fraction you "have"
4) Multiply the quotient from step 3 by your numerator
Example: Billy bought a bag of 20 cookies and ate 3/4 of it.

20 /4 = 5

3 x 5 = 15 cookies eaten by Billy

*Note on division: When you divide, the divisor (in this case 4) chops the dividend (in this case 20) into 4 groups and gives you the value of 1 of these groups (the quotient or answer)....OR you could say you can create 5 groups of 4 out of 20....OR if you had to SHARE 20 things among 4 people each person gets 5. Grouping or Sharing - whichever makes more sense to YOU!

Now, some of you will read the example problem and say "of" means multiply, which it mostly does....but this would require the students to divide the fraction and then multiply by the fractions decimal equivalent (i.e.: 0.75 x 20 = 15). While this way is more efficient, we haven't studied place value yet so I'm not ready to explain WHY this works to the students yet.

Hint for tonight's Green worksheet homework - Like mentioned in class today, you can always find common multiples of 2 numbers by multiplying them by EACH OTHER
Example:
If I wanted to find common multiples of 4 and 5....4x5=20
20 is thus a common multiple of BOTH! To find more common multiples I would then just count by 20's. So additional common multiples would be 40, 60, 80, etc.

Factor Game Rules

These are the rules to the Factor Game - if your sixth grader can explain them to you without this all the better! Let them teach you...you never learn something better than when you have to teach it!
1) Player A chooses a # on the game board and circles it.
2) Using a different color (or "circling" it with a square works too), Player B circles all of the factors of the # A chose (can't circle the number itself even though it is a factor because it has already been taken - a number can't be circled twice!) You get the value of the numbers you circle as points.
3) Player B now circles a new number and Player A circles all of the factors of the number that are not already circled.
4) The players take turns choosing numbers and circling factors.
5) IF a player circles a number that has no factors left because they have already been circled that player DOES NOT get the points for that number and then loses their next turn. You have to pick a number that has factors your opponent can circle!
6) THE GAME ENDS when you cannot do the latter, i.e. when there are no numbers left with uncircled factors.
7) Total up the points and see who wins! Winner does tacky victory dance!

Hola!
Switching gears...going to be working on identifying factors and multiples for about a week.
Example:

3 x 4 = 12
3 and 4 are both factors of 12
12 is a multiple of both 3 and 4.

It's all about perspective...if you're looking for factors of a PARTICULAR number just think of all of the whole numbers you can multiply together to GET that number. Those are the factors (hint: factors ALWAYS come in pairs)

On the other hand, if you have a particular number and want to find the multiples of that number, just start multiplying that number by ANY WHOLE NUMBER and the product will be a multiple of that number. See example above!

"Hidden" Multiplication

Ok, we're going to begin weening you off of using "x" to represent multiplication in preparation for working with variables in algebra.
Examples:

* We can represent 5 x (5+3) by just getting rid of the "x" multiplication symbol and snuggling the 5 right up on the addition problem in the parenthesis. So it would look like this: 5(5+3)
or five multiplied by the sum of three and 5. Thus, the multiplication symbol is "hidden."

With "x" and then without
5x5 = (5)(5)
5 x (4-2) = 5(4-2)
5x(10) = (5)(10)

Remember, the order of operations still applies so in the second example in the columns you would have to find the difference BEFORE multiplying.
Good luck!

Everything up to 9/13 and HELPFUL EXAMPLES/HINTS

* Exponent practice worksheet (it's blue!) Remember, the shrimpy little number (the power or exponent) floating off to the right is telling you how many times to MULTIPLY the big number (the base) by ITSELF!!!

Example:



* Magnifying Me Biography
* Signed Parent contact information from the pink "Mr. White Things to know" worksheet
* Order of operations vocabulary in math journal
* Order of operations practice worksheet (it's tan and has an A and B side)
Remember to focus on the OPERATIONS between the numbers and to rewrite the number sentence after solving each component on the PEMDAS list until it's all done!
Example:


See how after doing each step in the order of operations the number sentence is re-written...after the "P" step, the (10-2), the number sentence is rewritten with everything the same except for the 8, which was inserted into the problem because it's the difference inside the parenthesis! Doing this will prevent errors!!!

Good Luck!