Transcript 1 - Notre Dame Academy

Review
Factors – Multiples – Prime Numbers
Learn Alberta
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?page=lessons&l
esson=m6lessonshell07.swf
Activity
Let’s add and subtract mixed
numbers
Videos
Ways to Measure
•
Day 1
http://www.youtube.com/watch?v=9caqSJ4sN8Y
•
Day 2
http://www.youtube.com/watch?v=mKarbrOme_Y
•
Day 3
http://www.youtube.com/watch?v=UUZ517r3PYk
Activity
Let’s Measure Objects
•
•
•
•
Measure your shoe
Measure your pencil
Measure your textbook
Measure you desk top
Common Denominators
Student Outcome: I will learn about multiples and how it relates to common denominators
•
What is a common denominator?
Definition
-a common multiple of the
fractions denominators
Fraction
Fraction
2/5
3/4
Or
-Making equivalent fractions
with the same denominator
(common)
Multiples of 5
Multiples of 4
Common Denominators
Student Outcome: I will learn about multiples and how it relates to common denominators
What is a common denominator?
Definition
-a common multiple of the
fractions denominators
Fraction
Fraction
1/3
1/2
Or
-Making equivalent fractions
with the same denominator
(common)
Multiples of 3
Multiples of 2
Common Denominators
Student Outcome: I will learn about multiples and how it relates to common denominators
•
What is a common denominator?
Definition
-a common multiple of the
fractions denominators
Fraction
Fraction
5/8
1/6
Or
-Making equivalent fractions
with the same denominator
(common)
Multiples of 8
Multiples of 6
Determine the “Equivalent Fraction”
Student Outcome: I will be able to model and explain equivalent fractions
•
Which of the models below are examples of common
denominators?
Determine the “Equivalent Fraction”
Student Outcome: I will be able to model and explain equivalent fractions
•
Which of the models below are examples of common
denominators?
Equivalent Fractions
Equivalent Fractions
http://www.learnalberta.ca/content/memg/Division03/Equivalent%20Fractions/index.h
tml
Modelling Equivalent Fractions
Student Outcome: I will be able to model and explain equivalent fractions
•
How can you make the fraction into more equal parts (a larger,
but equal fraction)
•
Multiples: the product of a given number and a natural number
like 1,2,3,...
•
Example: multiples of 2 are 4,6,8,10,...
Make Equivalent Fractions
Student Outcome: I will be able to model and explain equivalent fractions
•
Make equivalent for the examples below.
1.
2.
1 = 3 = 6 =
= 12 = 15
3
9
12
27
36
Fill in the correct numerator and denominator.
One fraction is incorrect when compared to 1/3. Which one? Why?
Make Equivalent Fractions
Student Outcome: I will be able to model and explain equivalent fractions
•
Make equivalent for the examples below.
1.
2.
=
=
=
=
=
Make Equivalent Fractions
Student Outcome: I will be able to model and explain equivalent fractions
•
Make equivalent for the examples below.
1.
4
5
=
=
=
=
2.
2
3
=
=
=
=
Have you notice a pattern (rule) of equivalent fractions?
Hint…denominators and numerators
Make Equivalent Fractions
Student Outcome: I will be able to model and explain equivalent fractions
Using Pattern Blocks make equivalent
fractions for:
1
2
4
6
2
3
Homework
Page 234-235:
2,11,14,19,20
12b,d
2,5,6,10,11,14
2,5,6,9,10,12a,c
Show Me What You Know #1
Adding Fractions of Different Denominators
Student Outcome: I will understand adding fractions with different (unlike) denominators.
Multiples
http://www.learnalberta.ca/content/memg/index.html?term=Division03/Multiple/index.html
Common Multiples
http://www.learnalberta.ca/content/memg/index.html?term=Division03/Common_Multiple/inde
x.html
Activity
Let’s Measure Objects
•
Find a friend 5 different times and measure 5
different objects.
Adding Fractions of Different Denominators
Student Outcome: I will understand adding fractions with different (unlike) denominators.
•
You will be able to model and understand how to add fractions
of different denominators
1
2
+
1
3
New Addition Fraction
Statement
How can you add the two fractions together if they are NOT equal
sections (denominators)? Hint…find the lowest common multiple!
Adding Fractions of Different Denominators
Student Outcome: I will understand adding fractions with different (unlike) denominators.
•
You will be able to model and understand how to add fractions
of different denominators
1
2
+
1
3
New Addition Fraction
Statement
3 + 2
6
6
How can you add the two fractions together if they are NOT equal
sections (denominators)? Hint…find the lowest common multiple!
Adding Fractions of Different Denominators
Student Outcome: I will understand adding fractions with different (unlike) denominators.
•
You will be able to model and understand how to add fractions
of different denominators
+
New Addition Fraction
Statement
How can you add the two fractions together if they are NOT equal
sections (denominators)? Hint…find the lowest common multiple!
Adding Fractions of Different Denominators
Student Outcome: I will understand adding fractions with different (unlike) denominators.
•
You will be able to model and understand how to add fractions of
different denominators
+
New Addition Fraction
Statement
How can you add the two fractions together if they are NOT equal
sections (denominators)? Hint…find the lowest common multiple!
What have you NOTICED???
When adding fractions of different denominators the rules are…
1.
2.
3.
Example 1
1 + 1
2
3
Example 2
Example 3
=
3 + 2 2 + 1
6
6 4
2
=
2 + 2 1 + 1
4
4 4
3
=
3 + 4
12 12
=
5
6
=
4
4
=
7
12
What have you NOTICED???
When adding fractions of different denominators the rules are…
1. Both denominators must be the same
2. Find the lowest common denominator (multiple)
3. The numerators are multiplied by the same # it’s denominator is
multiplied by.
Example 1
Example 2
Example 3
1 + 1
2
3
=
3 + 2 2 + 1
6
6 4
2
=
2 + 2 1 + 1
4
4 4
3
=
3 + 4
12 12
=
5
6
=
4
4
=
7
12
What have you NOTICED???
When adding fractions of different denominators the rules are…
1. Both denominators must be the same
2. Find the lowest common denominator (multiple)
3. The numerators are multiplied by the same # it’s denominator is
multiplied by.
Example 1
Example 2
Example 3
2 + 1
5
3
=
=
1 + 2
4
6
=
=
3 + 1
8
4
=
=
Write the Subtraction or Addition Statement
a)
_
b)
+
c)
_
Write the Subtraction or Addition Statement
a)
b)
c)
Write the Subtraction or Addition Statement
a)
b)
c)
Homework
Page 242-243
5a,8b,9c,15,19a,22
16
3,6cd,9be,14,19a
21
3,4,6ace,9,11ace
Show Me What You Know #2
On the front
On the back
Activity
Let’s Measure Objects
Scavenger Hunt:
Measure the following:
1. Width of a classroom door
2. Length of a table in (room 228)
3. Width of blue table in the common area
4. Height of locker in the hallway
5. Width of window in the hallway (breakout room)
6. Height of water fountain
7. Height of grey garbage can (in hallway)
Mixed Numbers
Learn Alberta – Mixed Numbers and Improper Fractions
http://www.learnalberta.ca/content/mesg/html/math6web/index.html?pag
e=lessons&lesson=m6lessonshell02.swf
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
What is a mixed number?
: contains a whole number with a fraction.
: is the cousin of the improper fraction.
1
3 =
6
9
6
How?
Use pattern blocks to try and prove!!! How did you show this?
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
1
3
6
=
9
6
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
What is a mixed number?
: contains a whole number with a fraction.
: is the cousin of the improper fraction.
3
1
=
2
7
2
Use pattern blocks to try and prove!!! How did you show this?
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
3
1
2
=
7
2
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
2
2
3
=
8
3
Improper Fractions
Mixed Numbers
Student Outcome: I will learn the relationship between mixed numbers and improper
fractions.
23
=
6
18
=
5
Add Mixed Numbers
Student Outcome: I will be able to add mixed numbers.
1
1+1
1
4
+
1
2
4
1
2
3
++ +
=2
4
4
4
What steps do you think need to be done in order to find
the answer?
Add Mixed Numbers
Student Outcome: I will be able to add mixed numbers.
3
4
1 + 1
8
8
Steps:
1. Add the whole #’s
2. Find Lowest Common Denominators
3. Add the numerators
4. Place the fraction into lowest terms
Add Mixed Numbers (with uncommon
fractions)
Student Outcome: I will be able to add mixed numbers.
2
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Add the fractions
Can you cashing in
Add whole numbers
Place the fraction into
lowest terms
1 +
3
4
1
2
Add Mixed Numbers (with uncommon
fractions)
Student Outcome: I will be able to add mixed numbers.
2
1
+
3
4
1
2
Add Mixed Numbers
Student Outcome: I will be able to model adding mixed numbers.
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Add the fractions
Can you cashing in
Add whole numbers
Place the fraction into
lowest terms
Add Mixed Numbers
Student Outcome: I will be able to problem solve using mixed numbers.
Xavier got a new job at Perkins. At the start of his shift he
made 2 ½ chocolate pies for morning deserts. In the
afternoon he made another 3 1/3 pies. How many pies did
he make in all...show your work in both an illustration and
in addition statements.
Homework
Page 249-250
9b,11b,13,17,20
15
4c,6be,8b,10d,12
17
4,6ab,8ab,10ac,14
Show Me What you Know #3
On the front
On the back
Activity
Let’s Measure Objects
Measure the following:
Width and Length of 3 different objects.
Add the width and length together to find a total
Ex: 9 ½ + 16 ¾ = 9 2/4 + 16 ¾ = 25 5/4 = 26 ¼
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
3
3 1
2
4
1
2
+
4
1
= =
4
1
4
2
1
4
What steps do you think need to be done in order to find
the answer?
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
5
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Is borrowing/cashing
in required
Subtract the fractions
Subtract whole
numbers
Place the fraction into
lowest terms
2
3
2
1
3
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
3
3 1
1
4
1
erererrre2
1
+
4
2
4
2
=
4
What steps do you think need to be done in order to find
the answer?
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
1 + 4 = 5
4
4
4
“Cash In”
3 1
3
1
4
1
erererrre2
1
+
4
2
4
2
=
4
What steps do you think need to be done in order to find
the answer?
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
3
How can you solve this problem?
Hint - - Think of money
Draw it out
1
4
1
2
4
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
3
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Is borrowing/cashing
in required
Subtract the fractions
Subtract whole
numbers
Place the fraction into
lowest terms
1
4
1
2
4
“Cashing In”
Or
“Borrowing”
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
3
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Is borrowing/cashing
in required
Subtract the fractions
Subtract whole
numbers
Place the fraction into
lowest terms
1
4
1
2
4
“Cashing In”
Or
“Borrowing”
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
4
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Is borrowing/cashing
in required
Subtract the fractions
Subtract whole
numbers
Place the fraction into
lowest terms
1
3
1
2
3
“Cashing In”
Or
“Borrowing”
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
1.
2.
3.
4.
5.
Steps
Find Lowest Common
Denominators
Is borrowing/cashing
in required
Subtract the fractions
Subtract whole
numbers
Place the fraction into
lowest terms
Subtracting Mixed Numbers
Student Outcome: I will be able to subtract mixed numbers.
Subtracting Mixed Numbers
Student Outcome: I will be able to problem solve using mixed numbers.
In gym class Millz ran 3 3/4 laps. Taylor ran 27/12
laps. Who ran further and by how much? Show your
work...
Subtracting Improper Fractions
Student Outcome: I will be able to subtract improper fractions.
17 4
8
4
Subtracting Improper Fractions
Student Outcome: I will be able to subtract improper fractions.
17 4
8
4
Subtracting Improper Fractions
Student Outcome: I will be able to subtract improper fractions.
7
2
-
8
4
Subtracting Improper Fractions
Student Outcome: I will be able to subtract improper fractions.
7 = 14
2
4
-
8
4
Homework
Page 257-258:
4,6e,8c,13,16,20,21,23
12
4a,5e,7b,9f,15,19
20
4,5ace,8,9ace,11
Activity
Let’s Measure Objects
Measure the following:
Perimeter of 3 different objects.
Add the width + length + width + length together to find the perimeter
Ex: 4 ½ + 2 ¼ + 6 ¾ + 4 ½ = 4 2/4 + 2 ¼ + 6 ¾ + 4 2/4
= 16 8/4
= 18
Homework
Chapter Review
Pages 260-261(a,b for each question)