Download presentation

Presentation is loading. Please wait.

Published byHeriberto Blessing Modified over 2 years ago

1
Splash Screen Chapter 15 Decimals: Addition and Subtraction Click the mouse or press the space bar to continue. Chapter 15 Decimals: Addition and Subtraction Click the mouse or press the space bar to continue.

2
15 Decimals: Addition and Subtraction Chapter Menu Lesson 15-1Lesson 15-1Round Decimals Lesson 15-2Lesson 15-2Estimate Decimal Sums and Differences Lesson 15-3Lesson 15-3Problem-Solving Strategy: Work Backward Lesson 15-4Lesson 15-4Add Decimals Lesson 15-5Lesson 15-5Problem-Solving Investigation: Choose a Strategy Lesson 15-6Lesson 15-6Subtract Decimals

3
Lesson 1 Menu Five-Minute Check (over Chapter 14) Main Idea and Vocabulary California Standards Example 1: Round Decimals Example 2: Round Decimals Example 3: Round Decimals 15-1 Round Decimals

4
15-1 Round Decimals Lesson 1 MI/Vocab I will round decimals. decimal decimal point

5
15-1 Round Decimals Lesson 1 Standard 1 Standard 4NS2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.

6
Lesson 1 Ex1 About 2.93 million people live in San Diego County, California. How many people live in San Diego County when rounded to the nearest whole number? 15-1 Round Decimals

7
Lesson 1 Ex Round Decimals One Way: Use a Number Line 2.93 is between 2 and 3. It is closer to 3. So, round 2.93 to 3.

8
Lesson 1 Ex Round Decimals Another Way: Use Rounding Rules Use the same process that you use with rounding whole numbers

9
Lesson 1 Ex Round Decimals Answer: To the nearest whole number, 2.93 rounds to 3. About 3 million people live in San Diego County, California.

10
Lesson 1 CYP Round Decimals Round 4.65 to the nearest whole number. A.3 B.4 C.5 D.6

11
Lesson 1 Ex Round Decimals Round to the nearest whole number. Answer: To the nearest whole number, rounds to Use the rounding rules.

12
Lesson 1 CYP Round Decimals Round to the nearest whole number. A.89 B.88 C.87 D.86

13
Lesson 1 Ex3 A golfer had an average score of in one season. Round this score to the nearest tenth. Answer: To the nearest tenth, rounds to Round Decimals Use the rounding rules.

14
Lesson 1 CYP Round Decimals Round to the nearest tenth. A.92.2 B.92.3 C.92.4 D.92.5

15
End of Lesson 1

16
Lesson 2 Menu Five-Minute Check (over Lesson 15-1) Main Idea and Vocabulary California Standards Key Concept: Estimate Decimal Sums Key Concept: Estimate Decimal Differences Example 1: Estimate Sums Example 2: Estimate Differences 15-2 Estimate Decimal Sums and Differences

17
15-2 Estimate Decimal Sums and Differences Lesson 2 MI/Vocab I will use rounding to estimate sums and differences. estimate

18
15-2 Estimate Decimal Sums and Differences Lesson 2 Standard 1 Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.

19
Lesson 2 Key Concept Estimate Decimal Sums and Differences

20
Lesson 2 Key Concept Estimate Decimal Sums and Differences

21
Lesson 2 Ex1 Belkis rides her bike 4.6 miles on Saturday and 6.25 miles on Sunday. About how many miles does she ride her bike altogether on both days? Answer: So, Belkis rode her bike about 11 miles Estimate Decimal Sums and Differences Round 4.6 to 5. Round 6.25 to 6. You need to estimate Round each addend to the nearest whole number. Then add

22
Lesson 2 CYP Estimate Decimal Sums and Differences Adriano ran 2.3 miles on Friday and 3.45 miles on Saturday. About how many miles did he run altogether on both days? A.3 B.4 C.5 D.6

23
Lesson 2 Ex Estimate Decimal Sums and Differences Jairo has $ If he buys a CD that costs $16.99, about how much money will he have left? You need to estimate $38.55 – $ Round each decimal to the nearest whole number. Then subtract.

24
Lesson 2 Ex Estimate Decimal Sums and Differences Answer: So, Jairo will have about $22 left. Round $38.55 to $39. Round $16.99 to $17. $38.55 $16.99 – $39 $17 – $39 $17 – $22

25
Lesson 2 CYP Estimate Decimal Sums and Differences Sonia has $ If she buys a pair of shoes for $24.99, about how much money will she have left? A.$18 B.$19 C.$20 D.$21

26
End of Lesson 2

27
Lesson 3 Menu Five-Minute Check (over Lesson 15-2) Main Idea California Standards Example 1: Problem-Solving Strategy 15-3 Problem-Solving Strategy: Work Backward

28
15-3 Problem-Solving Strategy: Work Backward Lesson 3 MI/Vocab I will solve problems by working backward.

29
15-3 Problem-Solving Strategy: Work Backward Lesson 3 Standard 1 Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

30
15-3 Problem-Solving Strategy: Work Backward Lesson 3 Standard 2 Standard 4NS3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multidigit numbers.

31
Lesson 3 Ex1 Rey has lacrosse practice in the evenings. He gets home from school and eats a snack for 15 minutes. Then he spends 1 hour doing his homework. It takes him 15 minutes to get to practice. Practice is at 5 P.M. What time does Rey get home from school? 15-3 Problem-Solving Strategy: Work Backward

32
Lesson 3 Ex1 Understand What facts do you know? Rey eats a snack for 15 minutes. He works on homework for 1 hour. It takes 15 minutes to get to practice at 5 P.M. What do you need to find? What time Rey gets home from school Problem-Solving Strategy: Work Backward

33
Lesson 3 Ex1 Plan Work backward to solve the problem Problem-Solving Strategy: Work Backward

34
Lesson 3 Ex1 Solve Start with the end result. Then work backward one step at a time Problem-Solving Strategy: Work Backward 5 P.M. – 15 minutes = 4:45 P.M. practice starts time to get to practice 4:45 P.M. – 1 hour = 3:45 P.M. time spent on homework

35
Lesson 3 Ex1 Solve 15-3 Problem-Solving Strategy: Work Backward 3:45 P.M. – 15 minutes = 3:30 P.M. time spent eating Answer: So, Rey gets home from school at 3:30 P.M.

36
Lesson 3 Ex1 Check Look back at the problem hour + 15 minutes = 1 hour and 30 minutes If he gets home at 3:30 P.M., one hour and 30 minutes later would be 5 P.M. The answer is correct Problem-Solving Strategy: Work Backward

37
End of Lesson 3

38
Lesson 4 Menu Five-Minute Check (over Lesson 15-3) Main Idea California Standards Example 1: Add Decimals Example 2: Add Decimals 15-4 Add Decimals Addition of Decimals

39
15-4 Add Decimals Lesson 4 MI/Vocab I will add decimals.

40
15-4 Add Decimals Lesson 4 Standard 1 Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. Standard 4MR2.1 Use estimation to verify the reasonableness of calculated results.

41
Lesson 4 Ex1 Odina slept 8.3 hours on Monday night and 7.66 hours on Tuesday night. How many hours did she sleep on the two nights combined? 15-4 Add Decimals Estimate = 16 Step 1Line up the decimal points. Write a 0 in the hundredths place as a placeholder

42
Lesson 4 Ex Add Decimals Step 2Add. Answer: So, Odina slept a total of hours. Add the digits in each place value. Then bring down the decimal point

43
Lesson 4 Ex Add Decimals Check for Reasonableness Since is close to the estimate of 16, the answer is reasonable.

44
Lesson 4 CYP Add Decimals Meredith studied for 2.4 hours on Tuesday night and 1.83 hours on Wednesday night. How many hours did she spend studying on the two nights combined? A.3.23 hours B.4.23 hours C.4.33 hours D.5.23 hours

45
Lesson 4 Ex Add Decimals Kate spent $1.25 for a juice box and $1.79 for yogurt. How much did she spend in all? Estimate $1 + $2 = $3 Step 1Line up the decimal points. You need to find $ $1.79. $1.25 $1.79 +

46
Lesson 4 Ex Add Decimals Step 2Add. Add the digits in each place value. Regroup if necessary. Answer: So, Kate spent $3.04. $1.25 $ $3.

47
Lesson 4 Ex Add Decimals Check for Reasonableness The sum of $3.04 is close to the estimate of 3, so the answer is reasonable.

48
Lesson 4 CYP Add Decimals Jerome spent $2.55 on a sandwich and $1.75 on a bottle of juice. How much did he spend in all? A.$3.20 B.$4.20 C.$4.30 D.$4.75

49
End of Lesson 4

50
Lesson 5 Menu Five-Minute Check (over Lesson 15-4) Main Idea California Standards Example 1: Problem-Solving Investigation 15-5 Problem-Solving Investigation: Choose a Strategy

51
15-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 MI/Vocab I will choose the best strategy to solve a problem.

52
15-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 1 Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.

53
15-5 Problem-Solving Investigation: Choose a Strategy Lesson 5 Standard 2 Standard 4SDAP1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts.

54
Lesson 5 Ex1 JENNIFER: My friends and I have pets. We all have different kinds of pets. Among the three of us, we have a lizard, a cat, a gerbil, and a snake. I do not have a cat. Rondell’s pet is not a gerbil or a snake. Lorena’s two pets are not lizards. My pet does not begin with the letters s or g Problem-Solving Investigation: Choose a Strategy YOUR MISSION: Find with person owns each pet.

55
Lesson 5 Ex1 Understand 15-5 Problem-Solving Investigation: Choose a Strategy What facts do you know? You know the clues for each person’s pet. What do you need to find? You need to find which person owns each pet.

56
Lesson 5 Ex1 Plan Make a table to show what you know. Then use logical reasoning to find which person owns each pet Problem-Solving Investigation: Choose a Strategy

57
Lesson 5 Ex1 Solve Make a table. Write a yes or no for each fact that you are given. Once you write yes in the table, you can write no in the rest of the boxes in that row and column Problem-Solving Investigation: Choose a Strategy

58
Lesson 5 Ex1 Solve Answer: So, Jennifer owns a lizard. Lorena owns a gerbil and a snake. Rondell owns a cat Problem-Solving Investigation: Choose a Strategy

59
Lesson 5 Ex1 Check Look back at the problem. The solution matches the facts given in the problem. So, the answer is correct Problem-Solving Investigation: Choose a Strategy

60
End of Lesson 5

61
Lesson 6 Menu Five-Minute Check (over Lesson 15-5) Main Idea California Standards Example 1: Subtract Decimals Example 2: Subtract Decimals 15-6 Subtract Decimals Subtraction of Decimals

62
15-6 Subtract Decimals Lesson 6 MI/Vocab I will subtract decimals.

63
15-6 Subtract Decimals Lesson 6 Standard 1 Standard 4NS2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places. Standard 4MR2.1 Use estimation to verify reasonableness of calculated results.

64
Lesson 6 Ex Subtract Decimals A fruit stand sells a bag of grapes for $1.70 and a bunch of bananas for $1.19. What is the difference in price? Step 1Line up the decimal points. Estimate $1.70 – $1.19 $1.7 – $1.2 = $0.50 $1.70 $1.19 –

65
Lesson 6 Ex Subtract Decimals Step 2Subtract. Regroup if needed. $1.70 $1.19 – $0. Place the decimal point. Answer: So, the difference in price is $0.51.

66
Lesson 6 Ex Subtract Decimals Check for Reasonableness Since the answer of $0.51 is close to the estimate of $0.50, the answer is reasonable.

67
Lesson 6 CYP Subtract Decimals Find the difference between 2.25 and 1.4. A.1.85 B.0.85 C.0.05 D.0.80

68
Lesson 6 Ex Subtract Decimals Arati is 52.5 inches tall and her sister is 48.8 inches tall. How much taller is Arati than her sister? Step 1Line up the decimal points. Estimate 52.5 – – 49 = –

69
Lesson 6 Ex Subtract Decimals Step 2Subtract. Subtract the digits in each place value. Regroup if necessary – Answer: So, Arati is 3.7 inches taller than her sister.

70
Lesson 6 Ex Subtract Decimals Check for Reasonableness The answer 3.7 is close to the estimate of 4. So, the answer is reasonable.

71
Lesson 6 CYP Subtract Decimals Find the difference between 78.2 and A.231 B.2.31 C.23.1 D.0.231

72
End of Lesson 6

73
15 Decimals: Addition and Subtraction 15 Decimals: Addition and Subtraction CR Menu Five-Minute Checks Math Tool Chest Image Bank Addition of Decimals Subtraction of Decimals

74
15 Decimals: Addition and Subtraction IB Instructions To use the images that are on the following four slides in your own presentation: 1.Exit this presentation. 2.Open a chapter presentation using a full installation of Microsoft ® PowerPoint ® in editing mode and scroll to the Image Bank slides. 3.Select an image, copy it, and paste it into your presentation.

75
15 Decimals: Addition and Subtraction IB 1

76
15 Decimals: Addition and Subtraction IB 2

77
15 Decimals: Addition and Subtraction IB 3

78
15 Decimals: Addition and Subtraction IB 4

79
15 Decimals: Addition and Subtraction 15 Decimals: Addition and Subtraction 5Min Menu Lesson 15-1Lesson 15-1(over Chapter 14) Lesson 15-2Lesson 15-2(over Lesson 15-1) Lesson 15-3Lesson 15-3(over Lesson 15-2) Lesson 15-4Lesson 15-4(over Lesson 15-3) Lesson 15-5Lesson 15-5(over Lesson 15-4) Lesson 15-6Lesson 15-6(over Lesson 15-5)

80
15 Decimals: Addition and Subtraction 5Min 1-1 (over Chapter 14) A.< B.> C.= Compare. Write, or =

81
15 Decimals: Addition and Subtraction 5Min 1-2 (over Chapter 14) A.< B.> C.= Compare. Write, or =

82
15 Decimals: Addition and Subtraction 5Min 1-3 (over Chapter 14) A.< B.> C.= Compare. Write, or =

83
15 Decimals: Addition and Subtraction 5Min 1-4 (over Chapter 14) A.< B.> C.= Compare. Write, or =

84
15 Decimals: Addition and Subtraction 5Min 1-5 (over Chapter 14) Use a number line to order from greatest to least. 11, 11.9, 11, A. 11.9, 11.25, 11, B. 11, 11.9, 11.25, C. 11.9, 11, 11, D. 11, 11.9, 11,

85
15 Decimals: Addition and Subtraction 5Min 1-6 (over Chapter 14) Use a number line to order from greatest to least. A. 3.2, 3, 4, , 4.62, 3.2, B. 4, 4.62, 3, C. 4.62, 4, 3.2, D. 4.62, 4, 3,

86
15 Decimals: Addition and Subtraction 5Min 2-1 (over Lesson 15-1) Round 1.43 to the nearest whole number. A.1.5 B.1 C.2 D.0

87
15 Decimals: Addition and Subtraction 5Min 2-2 Round to the nearest whole number. A.26 B.20 C.27 D.30 (over Lesson 15-1)

88
15 Decimals: Addition and Subtraction 5Min 2-3 Round to the nearest whole number. A.53 B.50 C.53.5 D.54 (over Lesson 15-1)

89
15 Decimals: Addition and Subtraction 5Min 2-4 Round to the nearest whole number. A.67 B.70 C.60 D.68 (over Lesson 15-1)

90
15 Decimals: Addition and Subtraction 5Min 2-5 Round 3.16 to the nearest tenth. A.3.1 B.3 C.0 D.3.2 (over Lesson 15-1)

91
15 Decimals: Addition and Subtraction 5Min 2-6 Round 9.35 to the nearest tenth. A.9.3 B.9 C.9.4 D.10 (over Lesson 15-1)

92
15 Decimals: Addition and Subtraction 5Min 2-7 Round to the nearest tenth. A.49 B.48.5 C.48 D.48.1 (over Lesson 15-1)

93
15 Decimals: Addition and Subtraction 5Min 2-8 Round to the nearest tenth. A.92.7 B.93 C.92.1 D.92.6 (over Lesson 15-1)

94
15 Decimals: Addition and Subtraction 5Min 3-1 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.4 B.4.5 C.5 D

95
15 Decimals: Addition and Subtraction 5Min 3-2 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.49 B.50.5 C.50 D

96
15 Decimals: Addition and Subtraction 5Min 3-3 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.21 B.38 C.22 D – 8.27

97
15 Decimals: Addition and Subtraction 5Min 3-4 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.47.7 B.45 C.46 D – 19.51

98
15 Decimals: Addition and Subtraction 5Min 3-5 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.19 B.19.6 C.20 D

99
15 Decimals: Addition and Subtraction 5Min 3-6 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.52 B.53 C.52.6 D

100
15 Decimals: Addition and Subtraction 5Min 3-7 (over Lesson 15-2) Estimate. Round to the nearest whole number. A.$8.00 B.$7.50 C.$12.52 D.$7.00 $52.25 – $44.77

101
15 Decimals: Addition and Subtraction 5Min 4-1 (over Lesson 15-3) Solve. Use the work backward strategy. A number is added to 2. Next, the sum is divided by 3. Then, 1 is subtracted from the quotient. The result is 3. What is the number? A.2 B.7 C.10 D.12

102
15 Decimals: Addition and Subtraction 5Min 5-1 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A.0.12 B.12 C.1.2 D

103
15 Decimals: Addition and Subtraction 5Min 5-2 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A.9.6 B C.9.12 D

104
15 Decimals: Addition and Subtraction 5Min 5-3 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A B C D

105
15 Decimals: Addition and Subtraction 5Min 5-4 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A.$13.96 B.$12.86 C.$12.96 D.$12.97 $ $6.89

106
15 Decimals: Addition and Subtraction 5Min 5-5 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A B C D

107
15 Decimals: Addition and Subtraction 5Min 5-6 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A B C D

108
15 Decimals: Addition and Subtraction 5Min 5-7 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A.$71.02 B.$82.02 C.$82.12 D.$81.02 $ $19.52

109
15 Decimals: Addition and Subtraction 5Min 5-8 (over Lesson 15-4) Add. Use estimation to check for reasonableness. A.8.82 B.3.05 C.8.92 D

110
15 Decimals: Addition and Subtraction 5Min 6-1 (over Lesson 15-5) Use any problem-solving strategy to solve. Finn, Malik, and Kwag are all wearing different colored shirts. Their shirts are red, blue, or green. Malik’s shirt is not blue. Finn’s shirt color doesn’t start with an r or a g. Kwag’s shirt is green. What color shirt is each boy wearing? A.Finn: red; Malik: blue; Kwag: green B.Finn: blue; Malik: green; Kwag: red C.Finn: yellow; Malik: red; Kwag: green D.Finn: blue; Malik: red; Kwag: green

111
End of Custom Shows This slide is intentionally blank.

Similar presentations

© 2017 SlidePlayer.com Inc.

All rights reserved.

Ads by Google