Presentation on theme: "M5N1. Students will further develop their understanding of whole numbers. A. Classify the set of counting numbers into subsets with distinguishing characteristics."— Presentation transcript:
1M5N1. Students will further develop their understanding of whole numbers. A. Classify the set of counting numbers into subsets with distinguishing characteristics (odd/even, prime/composite)B. Find multiples and factorsC. Analyze and use divisibility rules.
2Even and Odd NumbersEven numbers can be divided evenly into groups of two. The number four can be divided into two groups of two.Odd numbers can NOT be divided evenly into groups of two. The number five can be divided into two groups of two and one group of one.Even numbers always end with a digit of 0, 2, 4, 6 or 8. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30 are even numbers.Odd numbers always end with a digit of 1, 3, 5, 7, or 9. 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31 are odd numbers. 1Odd2Even34567891011121Odd3579112Even4681012
6FactorsWhen a number is written as a product of counting numbers, those counting numbers are called factors.List the factors for the following numbers-tell if prime or composite.281,2,4,7,14,28 (C)231,23 (P)271,3,9,27 (C)
7MultiplesA multiple of a number is the product of the number and any counting number.D
8Divisibility Rules 2 If the last digit is even 3 If the sum of the digits is divisible by 34 If the last two digits form a number divisible by 45 If the last digit is a 5 or a 06 If the number is divisible by both 2 and 39 If the sum of the digits is divisible by 910 If the number ends in 0, it is divisible by 10.
9Let’s PracticeTell whether each number is divisible by 2,3,4,5,6,9,or 1039333,0122,3,4,69902,3,5,6,9,10
10M5N2. Students will further develop their understanding of decimal fractions as part of the base-ten number systemA. Understand place value
12M5N4. Students will continue to develop their understanding of the meaning of common fractions and compute with them.A. Understand division of whole numbers can be represented as a fractionB. Understand the value of a fraction is not changed when both its numerator and denominator are multiplied or divided by the same number because it is the same as multiplying or dividing by one.C. Find equivalent fractions and simplify fractions.E. Explore finding common denominators using concrete, pictorial, and computational models.G. Add and subtract common fractions and mixed numbers with unlike denominators.H. Use fractions (proper and improper) and decimal fractions interchangeably.I. Estimate products and quotients.
13Fractions As Division Problems Any fraction can be thought of as a division problem. For example, when 2 units are separated into 3 equal parts, each is 2/3 of 1 unit.2/3 can be written as 2 divided by 3
14Equivalent FractionsRemember: To find an equivalent fraction you can divide or multiply. You must always divide or multiple BOTH the numerator and denominator by the same number.
15Time To PracticeLearningPlanet.com - Fraction Frenzy
16Simplifying Fractions You can divide the numerator and the denominator by the GCF of the numbers.You can cancel common factorsFind the simplified form of each of the following fractions.39/1513/5 or 2 3/528/422/3
17Practice equivalent fractions using pictorial models Melvin's Make a Match | PBS Kids
22Relate Fractions & Decimals Write each decimal as a fraction or mixed number in simplest form.0.84/53.63 3/5Write each fraction or mixed number as a decimal.1/50.23 ¾3.75
23M5N5 Students will understand th meaning of percentage. A. Model percent on 10 by 10 grids.
24To change a decimal into a percent you multiply by 100 To change a decimal into a percent you multiply by This is the same as moving the decimal two places to the right. So this problem would be 67 %.Percent: ______%Percent: ______%
25M5A1. Students will represent and interpret the relationship between quantities algebraically A. Use variables, such as n or x, for unknown quantities in algebraic expressions.B. Investigate simple algebraic expressions by substituting numbers for the unknown.C. Determine that a formula will be reliable regardless of the type of number (whole numbers or decimal fractions) substituted for the variable.
27M5D1. Students will analyze graphs A. Analyze data presented in graphs.B. Compare and contrast multiple graphic representations (circle graphs, line graphs, bar graphs, etc.) for a single set of data and discuss the advantages/disadvantages of each.