On each number line, the distance from 0 to 1 represents one mile. These students each marked the distance they live from school on the number lines below.

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Presentation transcript:

On each number line, the distance from 0 to 1 represents one mile. These students each marked the distance they live from school on the number lines below. What distances did each student mark? Which students marked that they lived more than 1 mile from school? How do you know? Choose three students and show how their distance could be recorded in more than one way. PSB 10/26/15

Jose finds that a substance heats up at a rate of 1.8˚C per second and another at twice that rate. How long before the second substance reaches the boiling point of water if it starts at 0˚C? Round and record your answer to the nearest whole number. Warm Up 10/26/15

PSB 10/27/15 What other ways could you show or justify that each fraction is equivalent?

Draw and label three simple machines and then describe how they make work easier. Warm Up 10/27/15

PSB 10/28/15 Andrew writes 3 equivalent fractions below. _____ = 20 = ____ 7 14 Wendy says two of the missing numbers are 4 and 35. Yolanda says two of the missing numbers are 1 and 2. Who is correct? Show how you found your answer.

Caleb is observing an unknown substance and decides that its’ state of matter must be a gas because the substance takes the shape of its’ container. Do you agree or disagree with Caleb? Explain why. Warm Up 10/28/15

PSB 11/2/15

Warm Up 10/2/15

PSB 11/3/15 Sandy constructs a rectangular based prism with a volume that is 840 cm 3. The width is 10 cm and the length is 6cm. What is the height of the prism? Sandy shrinks the prism to have a volume of 486cm 3. The new width is 9 cm. What could be the measurement of each of the remaining dimensions?

Construct a graph to show the data. Warm Up 11/3/15

PSB 11/4/15

Warm Up 11/4/15

PSB 11/5/15 Explain how each equation is valid or invalid.

Warm Up 11/5/15

PSB 11/6/15

Warm Up 11/6/15