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Math Warm Up 10 minutes 1. 62 (10) =3. 36 (13) = 2. 5 (4) =4. 9 (6) = 5. At the sport store, Jeff bought 4 cans of tennis balls and 3 packs of golf balls. There are 3 tennis balls in each can and 6 golf balls in each pack. Did he buy more tennis balls or more golf balls?

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Quote of Day Your current safe boundaries were once unknown frontiers. - Anonymous

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Math Chapter 2-1 Multiplication Properties Standard: Algebra and Functions 1.3: Apply and commutative, associative, and distributive properties; and justify each step in the process. Mathematical Reasoning 3.3: Develop generalizations of the results and the strategies used and apply them in the new problem. Content Objective: We will use multiplication properties and mental math strategies to compute mentally. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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The order in which numbers are multiplied does not affect the product. 5 (20) = 20 (5) The way in which factors are grouped does not affect the product. 3 x (2 x 5) = (3 x 2) x 5 The product of one and any number is that number. 45 (1) = 45 Commutative Property Associative Property Identity Property

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Property of Zero Distributive Property Added The product of zero and any number is zero. 9,999 (0) = 0 Multiplying a factor by a group of addends yields the same result as multiplying that factor by each addend and then adding the products. 6 x (5 + 4) = 6 (5) + 6 (4) number to be added: a number that is to be added

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Math Warm Up 10 minutes 1. 0.254 + 3 =3. 8,356 + 8.3 = 2. 465 + 5,100 =4. 7.523 – 6.23 = 5. Alana bought a stamp for $3. She was told that next year it would be worth $6, the year after that $12, and the year after that $24. If the stamp continues to increase in value this way, what will it be worth in 6 years?

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Quote of Day To win without risk is to triumph without glory. - Pierre Corneille

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Math Chapter 2-2 Multiplying Whole Numbers and Decimals Standard: Number Sense 2.1: Multiply with decimals Content Objective: We will multiply large whole numbers and decimals. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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Multiply by the ones column. Multiply by the tens column. Add the partial products. Step 1: 26,328 X 15 ______ Step 2: Step 1: 131640 Step 2: + 263280 ---------- Step 3: 394,920 Step 3:

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Math Warm Up 10 minutes 1. 56 /7 =3. 48 / 6 = 2. 35 / 5 =4. 64 / 8 = 5. A bear weighs about 20 times the weight of a cub. The bear weighs 360 kilograms. How much does the cub weigh?

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Quote of Day To succeed... you need to find something to hold on to, something to motivate you, something to inspire you. –Tony Dorsett

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Math Chapter 2-3 Interpret the Remainder Standard: Mathematical Reasoning 2.5: Express the solution clearly and logically by using the appropriate mathematical function. Mathematical Reasoning 2.2: Apply strategies and results from simpler problems to more complex problems. Content Objective: We will interpret quotients and remainders in division. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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Underline, circle, or highlight key words/concepts. Re-read the question and ask yourself what is the problem really asking me to solve. What mathematical function is it asking you to do to solve for the problem? Solve and check your work Step 1: Step 2: Step 3: Step 4:

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Math Warm Up 10 minutes 1. 86.15 ( 6.1) =3. 216 (12) = 2. 415 (0.04) = 4. Jamie wants to buy 5.4 feet of wood for a bookshelf. The wood costs $3 a foot, and Jamie has $17.50. Does he have enough for all the wood he wants? Explain your answer.

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Quote of Day Courage faces fear and thereby masters it - Martin Luther King, Jr.

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Math Chapter 2-4 Dividing Whole Number Standard: Number Sense 2.2: Demonstrate proficiency with division, including division with long division with multi-digit divisors. Mathematical Reasoning 2.7: Check your results from the context of the problem. Content Objective: We will divide whole numbers and decimals by whole numbers. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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Use your estimate to help you place the first digit in the quotient. Divide the hundreds. Divide 26/23 Multiply 23(1) Subtract 26-23 Compare 3<23 Divide the tens. Bring down Divide 32/23 Multiply 23(1) Subtract 32-23 Compare 9<23 Divide the ones. Bring down Divide 92/23 Multiply 23(4) Subtract 92-92 Step 1: Example: 23/ 2,622 Step 2: Step 3: Write the remainder, if any, in the quotient.

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Re-check your computation by multiplication 23 (114) = 2,622 Step 4:

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Math Warm Up 10 minutes 1. 3.6 (10) =3. 0.673 (1,000) = 2. 4.31 (100) =4. 0.04054 (100,000) =

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Quote of Day With courage you will dare to take risks, have the strength to be compassionate, and the wisdom to be humble. Courage is the foundation of integrity. - Keshavan Nair

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Math Chapter 2-5 Dividing a Decimal by a Decimal Standard: Number Sense 2.2: Demonstrate proficiency with division, including division with long division with multi-digit divisors. Mathematical Reasoning 2.7: Check your results from the context of the problem. Content Objective: We will divide decimals by decimals. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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Think of a power of 10 that will make the divisor a whole number. 1.65 (100) = 165 Multiply the dividend and the divisor by the same power of 10. Place the decimal point in the quotient and divide. Step 1: 1.65 (100) = 165 1.65 / 13.2 Step 2: 165. /1320. Step 3: 165/1320 = 8.

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Math Warm Up 10 minutes 1. 3 ($1.75 + $3.50) =3. 50.5 (4.1) = 2. 100.87 – 96.48 =4. 52 (23.5) =

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Quote of Day We have no simple problems or easy decisions after kindergarten. - John W. Turk

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Math Chapter 2-6 Work Backward Standard: Mathematical Reasoning 3.2: Note the method of deriving the solution and demonstrate a conceptual understanding of the derivation by solving similar problems. Mathematical Reasoning 2.7: Make precise calculations and check your calculations to the context of the problem. Content Objective: We will solve problems by working backwards. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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What do you need to know? Underline, circle, highlight key words. How can you solve the problem? Use appropriate math functions. Compute using data collected. Re-read the question: What do I need to solve? How can I check my answer? Understand Plan Solve Look Back and Check

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Find a Pattern Draw a Diagram Work Backward Make a Table Write an Equation Use Logical Reasoning Problem-Solving Strategies

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Math Warm Up 10 minutes 1. 28 (52) =3. 129 (419) = 2. 715 (16) =4. 31 (8) = 5. A wolf had 10 pups in her third litter. The number of pups was twice as many as in her second litter, and her second litter had 3 more pups than her first. Find the number of pups in her first litter.

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Quote of Day A wise man makes his own decisions; an ignorant man follows the public opinion. - Chinese Proverb

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Math Chapter 2-7 Solving Multiplication and Division Equations Standard: Algebra and Functions 1.1: Write and solve one-step linear equations in one variable. Content Objective: We will solve multiplication and division equations. Language Objective: We will read, write and discuss the lesson and work together to practice the concepts.

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Multiplication and division are inverse operations. Use division to “undo” multiplication. Use multiplication to “undo” division. To undo dividing multiply BOTH sides by the same number. a =58 11 a x 11 = 58 x11 11 Since 11/11 = 1 a is by itself on one side of the equal sign. a = 58(11) Solve for the variable a a=638 To undo multiplication, divide BOTH sides by the same number. 6z = 114 6 6 Isolate the unknown variable by dividing both sides by 6. (or the number next to the unknown variable) z=114/6 Solve for the variable z z= 19

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ALGEBRA EQUATIONS ► Goals for solving equations – Isolate the variable, and use the inverse operations to undo the operation performed on the variable.

ALGEBRA EQUATIONS ► Goals for solving equations – Isolate the variable, and use the inverse operations to undo the operation performed on the variable.

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