Grades 7/8 Mathematics Lesson Idea adapted from the ‘Young Mathematicians at Work” series by Catherine Towmey-Fosnot.

Slides:

Advertisements

Similar presentations

Math Facilitator Meeting January 17, 2013 Multiplication and Division of Fractions and Decimals Session 1.

Advertisements

Comparing and Ordering positive fractions, decimals and percents. I can compare and order positive fractions, decimals and percents. Created by: Rachel.

Ten Minute Math DECIMALS Find the EXACT answer. + *Remember to line up your decimals!

Common Core 3.NBT.2 ACOS 3.11 and 2003 COS 3.2 Marilyn Whatley Lincoln Elementary.

Lesson 17: Objective: Relate decimal and fraction multiplication

By the end of the lesson, you will be able to…

CLASSIFYING NUMBERS 8 th grade Math – Numeration Unit 7 π -√36 ¾ ….

Grade 5 Module 1 Lesson 8.

Rethinking Multiplication and Division

Adapted from: Dawn Smith RUSD Instructional Services.

Grade 5 Module 1 Lesson 13.

Grade 5 Module 1 Lesson 9.

 30% of the 6h grader class at LSL turned in their money to go on a field trip next Wednesday. What fraction represents the number of students that had.

Exponential Functions. Our presentation today will consists of two sections. Our presentation today will consists of two sections. Section 1: Exploration.

Math Workshop Math workshop is an inquiry-based model of differentiated instruction that fosters a deeper understanding of rigorous and rich mathematics.

L ESSON 2. Skip count by 3s up to 36. (crossing the tens) Skip count by 4s up to 48. (crossing the tens) Write 83 ones - _____ tens _____ ones Write 103.

Using Visualization to Extend Students’ Number Sense and Problem Solving Skills in Grades 4-6 Mathematics (Part 2) LouAnn Lovin, Ph.D. Mathematics Education.

Show what you Know? Name the fraction Write a fraction for the shaded part. Activity 1.

Basic Decimal Concepts 4.2

Module 6 Lesson 19.

Grade 5 Module 1 Lesson 15.

Lesson 9.2: Converting “Easy” Fractions to Decimals and Percents.

PERCENT – Decimal to percent Percent means “how many out of 100”. Think of your GRADE !!! So if you get a 90% on a test, it means you got 90 out of 100.

Probability With Number Cubes Today’s Learning Goals  We will continue to understand the link between part-whole ratios, decimals, and percents.  We.

Today we will show in various ways why decimal and percent equivalents for common fractions can represent the same value. represent – stand for value -

Learning the Language of Math ESOL. FRACTIONS Learning Outcome I can… * explain what is a fraction. * explain the difference between a whole number and.

Proportional Reasoning: Focused on Proportional Thinking Day 3 August 18, 2010 Paul Alves, Sonia Ellison & Trish Steele.

Lesson 10: I can multiply decimal fractions with tenths by multi-digit whole numbers using place value understanding to record partial products. 5th Grade.

Divide Fractions Lesson 2.3. Using Mental Math ÷How many groups of are in ? 1414 ÷ 3 How many groups of are in 3? 3434 ÷ 3 What are the 3 equal groups.

Math Module 3 Multi-Digit Multiplication and Division Topic F: Reasoning with Divisibility Lesson 24: Determine whether a whole number is a multiple of.

Everything you need to know ….eventually

Math Module 3 Multi-Digit Multiplication and Division

Bell Work Please write the fraction, decimal AND percent. 1)Convert 4/5 to a decimal and a percent. 1)Convert.675 to a fraction and a Percent. 1)Convert.

Long Division: Using Standard Algorithm Adapted from 21 st Century Lessons 1.

1 In mathematics, there is often more than one way to express a value or an idea. For example, the statement, “Three out of ten students who are going.

AMY BUCHERT- GALACTIC TIPS CLICK FOR ACTIVITY You will need to click the mouse to show answers for activities. This will allow you to control the timing.

Problem of the Day Fractions, Decimals, Percents.

Sharing Candy Bars 5.NF.35.NF.45.NF.6. ESSENTIAL QUESTIONS How can we determine how much someone gets in a fair-share situation if the fair share is less.

Statistics 11 Understanding Randomness. Example If you had a coin from someone, that they said ended up heads more often than tails, how would you test.

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 16: Understand and solve two-digit.

Grade Three: Fractions Unit 7 Finding Fair Shares.

5th Grade Chapter 19, Lesson 1

Be Exemplary with Intermediate Exemplars

BIG IDEA Percent / / out of 100.

Integer Operations X and ÷

MATH VOCABULARY & GUIDED QUESTIONS DAY 13.

Summarizing Strategies

Fill in your binder reminder with:

Use the “Adding Up” Strategy

Percents, Fractions, and Decimals

Exponential Functions

Investigations Lesson 1.2 Adding and Subtracting 2 Digit Numbers

Reflecting on Practice: Making Connections that Support Learning

Math Module 1 Ratios and Unit Rates

Math Facilitator Meeting January 17, 2013

Fractions and Decimals

Equivalent Fractions: Comparing Fractions to Benchmark Fractions

Solve Division Problems

Equivalent Fractions: Creating Common Denominators

Bell Work Cronnelly Span of tightrope: 19 feet

Unit 6: Ratios: SPI : Solve problems involving ratios, rates, and percents Remember to have paper and pencil ready at the beginning of each.

EQUIVALENT FRACTIONS MINI-LESSON

Free powerpoint template:

8th grade Math – Number Systems Unit

© School Improvement Liverpool Limited 2018

© School Improvement Liverpool Limited 2018

Objectives Find sums of infinite geometric series.

Stations Activity Review each case study with your partner.

Understanding Fractions: Part of a Whole

Black History Month – a lesson pack from Stonewall

Presentation transcript:

Grades 7/8 Mathematics Lesson Idea adapted from the ‘Young Mathematicians at Work” series by Catherine Towmey-Fosnot

Free template from 2 The Sandwich Problem A class in our school went on a field trip. They had a choice of where they could go. The chart below shows their options:

Free template from 3 Subway made 17 sandwiches for the students to share and sent them out as follows: 3 subs to the Museum 4 subs to the Nature Park 7 subs to Martello Tower 3 subs to Rockwood Park The Sandwich Problem

Free template from 4 The next day, a few students said that it wasn’t fair because some students got more to eat than others. What do you think about this? Were the students right…was it unfair?

Free template from 5 Turn to the person next to you and talk for a few minutes about whether you think the situation was fair. Remember… Location# of Subs delivered # of Students NB Museum34 Irving Nature Park 45 Martello Tower78 Rockwood Park35

Free template from 6 Let’s Investigate! How much did each student in each group get, assuming that the subs were all shared equally in each group? Which group got the most? Work with a partner to find the answer to the following two questions: Use any materials you want, or make drawings to help prove your thinking.

Free template from 7 Math Congress 1 or 2 groups present their findings discuss results as a class review various strategies that were used by students

Free template from 8 Journal Question What would happen if we combined the following groups: NB Museum and Martello Tower Nature Park and Rockwood Park Would it be fair in this scenario? Explain your thinking using pictures and words.

Free template from 9 Reference Twomey-Fosnot, C. and Dolk, M. (2002). Young Mathematicians At Work: Constructing Fractions, Decimals, and Percents. Portmouth, NH: Heinemann Publishing.