Breaking Numbers Down

Players take turns breaking down a number by multiplication. 

• The first player starts with a whole number. 
• The next player makes a string of two numbers that multiply to give the first. 
• The next player then can break down one of the two numbers, making a three number string. 
• The last player who can break it down is the loser of the game. 
• Numbers chosen must be able to be broken down more than twice. 
• A player may challenge if they disagree with a breakdown, or if they say it's the end but it's not. 
• Players may not reuse starting numbers. 1 may not be used in the breakdown. You can't use a number that's been used this session.
• As you play, what patterns do you notice?

Homework

• PW 34 (1-15)
• PW 35 (1-11)

Division & Measurement

Objectives:

• I will use models to represent division of fractions.
• I will combine measurement skills and fraction division to solve problems.

November Process Words:

• Adapt
• Verify

Opening: Please create a visual model that describes this problem and its solution.
I have 3/4 of a whole cake. I want to divide it equally into 2 containers. How much cake will be in each container?

Group work / explanation (Review of last night’s HW)

Groups of 4 will solve the problem and explain to the class.

1. I have 1/2 of a cake. It fills up exactly 3/4 of my container.
    a. How much cake will fit in 1/4 of the container?
    b. How much cake will fit in 1 whole container?

2. I have 3/4 of a cake. It fills up exactly 2/3 of my container.
    a. How much cake will fit in 1/3 of the container?
    b. How much cake will fit in 1 whole container?


Measurement & Dividing:
Please complete each in your notebook. Make sure to draw a sketch and to show the work of your group’s problem solving.

1. If a lincoln is the width of Lincoln Way, how many lincolns are there between the science building light pole and the MPR bottom floor light pole?

2. How many lincolns are there in one large concrete block?

3. How many lincolns are there in a half of a large concrete block?

4. How many lincolns are there in one-third of a large concrete block?

5. If the distance between science building light-poles is 3/4 of your trip, where will you be at the end of your journey?

Assessment on Friday - Please complete PW51

Fractions: Explaining the operations

I hope you had a great weekend!

Objectives:

• I will use models to represent division of fractions.
• I will summarize the four basic operations with fractions.

Language

• I will create visuals with explanations that describe a mathematical concept.

November Process Words

• Adapt
• Verify

Opening: With a partner (selected by the magic cards!), please create a model using construction paper that shows the following problems (one model / problem):

1. A serving is 3/4 of a Snickers bar, how many servings can be made from 1/2 bar.

2. If a serving is 5/8 of a bar, how many servings can be made from 1/2 of a Snicker's bar.

Please create a model (sketch) in your notebook to show

1. I have 3 whole cakes. They fill up exactly 2/3 of my container.
     a. How much cake will fit in 1/3 of my container?
     b. How much cake will fit in 1 whole container?

2. I have 1/2 of a cake. it fills up exactly 3/4 of my container.
     a. How much cake will fit in 1/4 of the container?
     b. How much cake will fit in 1 whole container?

3. I have 3/4 of a cake. it fills up exactly 2/3 of my container.
     a. How much cake will fit in 1/3 of the container?
     b. How much cake will fit in 1 whole container?


4. 2/5 of a room can be painted in 3/4 of an hour. How much can be painted in 1 hour?

Dividing Fractions

Opening: Last class was spent reviewing the idea behind common denominators. Today, we will begin with a short assessment on this topic.

Objectives:

• I will use models to represent division of fractions.
• Return to estimation - what skills am I using when estimating?

Estimating: How many sheets of toilet paper are on the roll?


Two Scenarios - whiteboard it!
A) Sally has 12 marbles and she wants to give 3 to each friend. To how many friends can she give her marbles?


b) Sally has 12 marbles and she wants to distribute them among three friends. How many marbles will she give to each friend?


To do:

1. Draw a diagram that shows each scenario.
2. What do the two scenarios have in common?
3. What is different about the two scenarios?

Serving Size

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Working with fractions

Some problems for today...


1. How does subtracting 1/3 from 2/5 compare with subtracting 1/10 from 2/5? Which set of fractions will produce a larger difference? Explain your answer.

2. Will adding 4/7 and 3/8 result in a number that is closest to 0, 1, or 2? Explain your answer.

Where are the common denominators in these problems? Are they necessary?

3. Find 2/3 of 7/8. Will the answer be 7/8, less than 7/8, or more than 7/8? Explain your answer. What does it mean to find “2/3 of” some amount? What operation is implied?


Directions: Describe the operation the problem is suggesting, estimate a solution, and explain how you know it is reasonable. Use a model or diagram to find the exact answer.



1. You have a 2 1/3 pound bag of bird seed. Your bird feeder holds 5/6 pound of bird seed. How many
times can you fill your bird feeder from the bag of bird seed?

2. If I I had 2 1/2 pizzas, and I ate a third of that, how much would I have eaten? How much would be left?