Adding and subtracting mixed #'s - step 1: create common denominators if they are not there! (2) Step 2: Add or subtract (you can add/subtract the whole #'s first and then the fractions or the fractions and then the whole #'s or vice-versa...doesn't matter).
NOTE: You may need to borrow "from the wholes" on some of the subtraction problems (see example below!)

Example: 1 1/2 - 7/8 = _____

step 1 - common denominators: 1 4/8 -7/8 = _____

Ok, so you can't take 7/8 away from 4/8 so we're going to have to borrow some 8ths from our 1 whole...1=8/8 which we can combine with the 4/8 we already have....this would make our number sentence look like this:

12/8 - 7/8= 5/8 (the 12/8 is is the 8/8 + 4/8 from above)

Should be DONE in journal....

By tomorrow (11/22) the following assignments should be DONE in your math journal: (1) Bits & Pieces II: Investigation 1.2 A-D; (2) ACE Questions 16-30 on page 10; Bits & Pieces II: Investigation 2.1 A-F and ACE Question #1 on pg. 24

and

Our Earth Science foldable will be done/finished by Tuesday too!

Percents

- Percent as "out of 100"

- Three equivalencies:
1/4 = .25 x 100 = 25%

- so from fraction to percent just 2 steps:
step 1: numerator divided by denominator = decimal value
step 2: decimal value x 100 = % value
that's it!

Using percents....

strategy 1:
use the definition of percents to make equivalent fractions
18% of people like chocolate ice cream best. How many people out of 200 like chocolate ice cream best?

18/100 = 36/200 so 36 people

strategy 2 (same problem);
multiply decimal equivalent by proposed total of people
0.18 x 200= 36 people