dominos for multiplication and division of mixed numbers
TRANSCRIPT
Classroom Strategies Blackline Master Page 63I -61
Dominos for Multiplication and Division of Mixed Numbers
1 1/3 x 3 1/2
4 2/3
6 1/3 ÷ 2 20/33
2 4/9 2 1/3 ÷ 2 1 1/3 ÷ 2 1/5 2 1/3 ÷ 11/3 1 3/4 3 1/2 ÷ 11/3
2 5/8 1 4/5 x 21/2 4 1/2 1 1/3 x 13/8 1 5/6
1 23/336 1/3 ÷ 12/3 3 4/5 5 1 6/7 x 2
7/9 2 3/4 ÷ 11/4 3 2/9 1 3/4 ÷ 21/4 8 2/3 7 1/4 ÷ 21/4
4 1/3 ÷ 1/21 2/3 x 2 3/8 3 23/24 5 1/4 ÷ 11/2 3 2/3 ÷ 11/2 3 1/2
3 1/61 1/6
2 1/3 ÷ 13/8
2 1/53 5/7
Instructions: When matching dominos, match stars to stars.
1 1/2 x 3 1/2
Page 64 Classroom Strategies Blackline MasterI - 62
Decimal Dice
Targets Team 1 Target Problem Value0.1
0.2
1
2
10
20
100
200
BigBoy
Targets Team 2 Target Problem Value0.1
0.2
1
2
10
20
100
200
BigBoy
Name_______________________________________________Date____________
Classroom Strategies Blackline Master Page 65I - 63
Addition and Subtraction of Fractions Square Puzzle
8/15
13/15 - 1/3
1/2 + 3/4
1 1/4
1/3 - 1/6
1/6
7/8 - 3/4
1/8
1/6 + 3/4
11/12
5/6 - 1/2
1/35/12 - 1/3
1/12
5/12 + 3/4
1 1/65/12 + 2/3
1 1/12
11/12 - 2/3
1/4 11/12 - 1/4
2/37/12 + 1/6
3/4
5 /9 -
1 /3 2/9
7/9 - 2/31 /9
3 /8
- 1/ 3 1/24
3 /5
+ 11
/ 15
1 1/3
1 /8
+ 1 /
5 13/401 /
8 +
3 /5 29/40
1/5 + 2/919
/ 45
1/3 + 3/514/ 1
53/10 + 3/59 /
103 /
10 -
1 /5
1/10
3 /5
- 1/ 3 4/15
3 /5
- 2/ 9 17/45
4/9 7/85/83/5
5 /9
7 /9
1 /5
4 /5
3/104/10
7/105/12
1/22/5
5/63/8
Page 66 Classroom Strategies Blackline MasterI - 64
Name_______________________________________________Date____________
Fraction Blocks
1
1/2
1/2
1/31/3
1/3
1/4 1/4
1/4 1/4
1/6
1/61/6
1/61/6
1/6
1/12
1/12 1/121/12
1/12
1/121/121/12
1/12 1/12 1/12
1/12
I. This diagram shows one way to make 1/2. The number sentence is 1/12 + 1/6 + 1/4 = 1/2.
Find as many ways as possible to make 1/2. Write the number sentences.
II. Use your pieces to solve these problems involving subtraction of fractions. Complete the subtraction table below.
1/4 1/6
1/12
1 1/2 1/3
1/4 1/6
1/12
11/2 1/3 1/4 1/6 1/12
-
Cut out these fraction pieces tohelp you find answers to theproblems below.
Classroom Strategies Blackline Master Page 67I - 65
Tenths Recording Sheet
Page 68 Classroom Strategies Blackline MasterI - 66
Tenths and Hundredths Recording Sheet
Classroom Strategies Blackline Master Page 69I - 67
Name_______________________________________________Date____________
Chicken and Tortilla Casserole
Number of Servings 8 16 4 20 28
Number of bonelesschicken breast halves 8
Jars of salsa verde 1
Cups of light sour cream 1
Cups of half and half 1/2
Corn tortillas
Cups of shredded cheddar cheese 4
Cups of gratedparmesan cheese
1/3
Chocolate Chip Cookies
Dozens 5 2.5 15 7.5 12.5
Sticks of Butter 2
3/4
Cups of brown sugar
Eggs 2
Teaspoons of vanilla 1
Teaspoons of salt 1/2
Teaspoons of baking soda 1
Cups of flour 21/4
Cups of chocolate chips 2
Recipe WorkoutComplete the charts to reduce or increase the number of servings.
3/4
2
Cups of granulated sugar
Page 70 Classroom Strategies Blackline MasterI - 68
Num
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Line
Mat
hN
ame_
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____
____
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__
01
23
45
01
23
45
01
23
45
01
23
45
Classroom Strategies Blackline Master Page 71I - 69
Num
ber
Line
Mat
hN
ame_
____
____
____
____
____
____
___
01
23
45
01
23
45
01
23
45
01
23
45
Page 72 Classroom Strategies Blackline MasterI - 70
3.2
0.8
2.6
2.1 1.5
1.9
0.2
1.2 0.3
3.6
Classroom Strategies Blackline Master Page 73I - 71
Page 74 Classroom Strategies Blackline MasterI - 72
Problem Discussion Cards
Problem 1
Ralph and his brother are at a carnival. Theyseparate from each other at the ferris wheel at1:00 pm, and they agree that they will eachcheck back at the ferris wheel from time totime to see whether the other is ready to leave.Ralph checks the ferris wheel every 15minutes, and his brother, Joe, checks in every24 minutes. At what time will they meet atthe ferris wheel again?
Would it have been better if Joe had checkedin every 25 minutes? When would they havemet again? Explain.
Problem 2
The managers of a refreshment stand aregoing to buy hotdogs and buns. The bunscome in packages of 24 or 30. The hotdogscome in packages of 18 or 40.
The owners want to buy enough of each sothat there is exactly one bun for every hotdogwith none left over. They have to orderenough to make at least 400 hotdogs.
No matter which size package they buy, thebuns cost ten cents each and the hotdogs cost25 cents each. Which size package and howmany of each should they buy to meet alltheir conditions?
Problem 3
Susan and Jim collect baseball cards. Susanhas her cards in an album with two rows offive cards on each page. Jim’s album has threerows of four cards on each page. They have thesame number of cards, and neither of them hasany empty spaces on a page. They have at least400 cards. What is the smallest number ofpages possible in each book?
Problem 4
A set of 100 open lockers is numbered from1-100. Sarah comes by and closes all thelockers with even numbers. Then, Sarahwalks past the lockers again and checks theones numbered with multiples of 3. If thelocker is closed, she opens it, if it is open, shecloses it. She repeats this with the multiplesof 4, 5, 6, … and so on to 100. When she hasfinished, which lockers will be open?Explain how you know.
Classroom Strategies Blackline Master Page 75I - 73
Tax CollectorThe object of this activity is to amass a greater sum than the tax collector’s. Each student needs agameboard and a set of number tiles called Paychecks. For each Paycheck selected, the studentpays taxes in the form of the factors of the Paycheck. If no factors are available, the tax collectorgets the whole Paycheck! Action continues until all number tiles or Paychecks are used. The tilesfor the student and the tax collector are totaled and the greater sum wins.Example: Student selects 10 and pays 1, 2, and 5 in taxes. Student selects 9 and pays 3 in taxes (1 isused). Student selects 6 and the tax collector gets it since 1, 2 and 3 are used. Play proceeds until allpaychecks are gone.
Taxpayer Tax CollectorTaxpayer
TotalsRound 1: ---------------- ----------------Round 2: ---------------- ----------------Round 3: ---------------- ----------------Round 4: ---------------- ----------------
Pay here!!
Page 76 Classroom Strategies Blackline Master
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Classroom Strategies Blackline Master Page 77
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45 46 47 48I - 75
Page 78 Classroom Strategies Blackline MasterI - 76
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Classroom Strategies Blackline Master Page 79I - 77
Page 80 Classroom Strategies Blackline MasterI - 78
3x2 n3 – n2 n2
n4
5a2 - a 2x2 + 1
x2 + x x2 + 4
h3 + h2
4w3 + 8 x4
5x3 2x2 + 10 x3
-2x2
r2 + 5 2
2m2 + 4.9 n3 – 0.9
Classroom Strategies Blackline Master Page 81I - 79
0
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7
6
5 1
23
4
EXPONENT EXPERTS
Page 82 Classroom Strategies Blackline MasterI - 80
Kronos wants to travel fromRigel Kentaurus to Earth.
The distance is 4.3 light years.
A light year is 5.9 x 1012 miles.
This is the distance light travelsin one year.
Kronos can travel at 1,000,000miles per hour.
If he is 500 years old when heleaves Rigel Kentaurus, how oldwill he be when he reachesEarth?
Rigel Kentaurus
Centaurus
Rigel Kentaurus
Centaurus
Rigel Kentaurus
Centaurus
Rigel Kentaurus
Centaurus
Classroom Strategies Blackline Master Page 83I - 81
There are 2.6 x 108 people in theUSA.
The average amount of soft drinkconsumed per person in the U.S.is 44.1 gallons.
China has 1.3 x 109 people. If we gave all our soft drink forone year to China, how muchwould there be for each person?
The average amount of soft drinksconsumed per person in the UnitedStates is 44.1 gallons.
If we gave our yearly consumptionof soft drinks to China, how muchwould there be for each person?
Page 84 Classroom Strategies Blackline MasterI - 82
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Classroom Strategies Blackline Master Page 85I - 83
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Page 86 Classroom Strategies Blackline MasterI - 84
Name______________________________ Date______________
Tower of Hanoi
Minimum numberNumber of disks of moves
1 __________ 2 __________ 3 __________ 4 __________ 5 __________ 6 __________ 7 __________
There is an ancient legend that in the great tower of Hanoi there stand three diamondspindles. On the middle one there is a stack of 64 golden disks of different sizes, each onesmaller than the one below it. Monks in the temple have the task of moving the disks from onespindle to another, but they can move only one disk at a time, and they can never place a largerdisk on top of a smaller one. The legend says that when this task is complete, the temple willdisappear in a clap of thunder and the world will end. If the monks are very efficient and movethese disks in the quickest way possible with each move lasting only one second, how long do wehave until the world ends?
To find out how long we have until the world ends, start with a smaller problem andsearch for a pattern. If there was only one disk, how many moves would it take to transfer that?What if there were only two disks? Fill in the table below.
Can you find a pattern? According to the legend, how long do we have until the world ends?
Classroom Strategies Blackline Master Page 87I - 85
Name_______________________________________________Date____________
Modeling Exponentials
1. The figures above represent Base-10 blocks. The smallest one is a single block. The long blockis made of ten smaller blocks. The flat block is ten rows of ten or 100 small blocks. How many smallblocks are in the big cube? __________
A manufacturer makes these types of blocks, but not always with ten on a side. When orders come in,his order blank looks like this with x representing the length of the long block.
x 1 x x2 x3 Cost
2 ______ _______ ______ ______ ______
3 ______ _______ ______ ______ ______
4 ______ _______ ______ ______ ______
5 ______ _______ ______ ______ ______
10 ______ _______ ______ ______ ______
This way, buyers can choose the size of block they want, and how many of each shape they need.
Each single block costs $0.01.
2. If x = 2, sketch the different blocks below:
Single Long = x Flat = x2 Big Cube = x3.
3. What will be the cost of a long block and a flat (x + x2)?
4. Will the cost of x + x2 = x3? Explain.
Page 88 Classroom Strategies Blackline MasterI - 86
Modeling Exponentials - cont.
5. If x = 3, find the cost of each type of block.
Single Long = x Flat = x2 Big Cube = x3.
6. What will be the cost of a two long blocks? (x + x or 2x)
7. Will the cost of x + x = x 2? Explain.
8. When x = 4, find the cost of 3x2 + 2x3.
9. When x = 5, find the cost of 10x + x3.
10. For which size block will 5x2 = x3?
11. For which size block will 2x = x2?
12. Can you think of a block size where x = x2 = x3?
Classroom Strategies Blackline Master Page 89I - 87
Scientific Notation Square Puzzle
1.2 x 101
12
1.2 x 10 2
120
1.2 x 103
1.2
x 10
5 120,000
1,200,0001.02
1.02
x 1
0110.2
1.02 x 102
102
1020
1.02 x 104
10,200
2.1 x 101
2.1 x 102
210
2.1
x 10
3 2100
21,0
00
2.1 x 105
210,000
2.01
x 1
02 201
2.01 x 103
.201 x 104
2.01
x 1
04
20,100
2.01 x 105
3.1 x 101
31
3.1 x 10 2
3.1 x 10 4
31,0
00
3.1 x 106
3,100,000
3.01 x 103
3010
30,100
3.01 x 10 5301,
000
1.3
1.3
x 10
1
131.
3 x
102
130
1.3
x 10
3 .13 x 10 4
1.3 x 104
13,000
130,0001.03
1.03 x 101
10.3
1.03 x 103
1030
103,
000
1.21
x 1
01 12.1
1211210
3.01
Page 90 Classroom Strategies Blackline MasterI - 88
Name_______________________________________________Date____________
Mathematical Message - I
Write each number below in decimal from. Then place the numbers in numerical order.When the numbers are in order, the code letters will spell out a message.
Exponential Form Code Letter Decimal Form Numerical Order Message
0.14 x 101 H ____________ ____________ ________
1.56 x 101 A ____________ ____________ ________
10.20 x 102 R ____________ ____________ ________
1.4 x 103 O ____________ ____________ ________
0.12 x 101 A ____________ ____________ ________
1.02 x 102 space ____________ ____________ ________
1.4 x 102 E ____________ ____________ ________
1.375 x 103 O ____________ ____________ ________
0.102 x 101 M ____________ ____________ ________
0.1145 x 102 I ____________ ____________ ________
1.2 x 102 W ____________ ____________ ________
1.32 x 104 L ____________ ____________ ________
1.02 x 101 space ____________ ____________ ________
10.84 x 101 P ____________ ____________ ________
11.45 x 102 space ____________ ____________ ________
0.132 x 101 T ____________ ____________ ________
1.2 x 103 T ____________ ____________ ________
1.2 x 101 S ____________ ____________ ________
1.145 x 102 O ____________ ____________ ________
0.14 x 102 space ____________ ____________ ________
Classroom Strategies Blackline Master Page 91I - 89
Scientific Notation Square Puzzle
7,800
6.1 x 10 3
4.5 x 1011.
7 x
102
61,000
170
1 x 10-1
350
4.5
3.5 x 10 2
4.2
7.8
x 10
2
6.1
780
0.0023
0.42
45
0.023
0.078
3500
0.1
3.5 x 10 3
0.4517
00
4.2 x 100
1.7 x 10 3
23,000
7.8
x 10
-1
2.3 x 10-3
0.78
610
1.7
x 10
-3
7.8 x 10-2
0.0045
1 x 10-4
2300
4.5 x 10-1
2.3 x 10 3
7.8
3.5
x 10
-1
2.3 x 104
0.35
1 x 10-20.
045
3500
00
6.1 x 102
4.5 x 10 -2
420.0001
2.3 x 10 -1
0.00017
3.5
x 10
5
0.001
350,000
7.8 x 100
2.3
x 10
-4
0.01
0.00023
7.8 x 101
0.17
4506.
1 x
101
4.2 x 101
1.7 x 10 -1
Cut out the squares above. Fit the squares together so that touching edges are equivalent.
Scientific Notation Square Puzzle
Page 92 Classroom Strategies Blackline MasterI - 90
Scientific Notation Team Game
Number in Play
Team Answer
The leader begins the game by writing a number in scientificnotation in one of the rectangles at the top of the board. On a team’sturn, they change the number according to the directions on thespinner. If they are correct, they move ahead one space; and thenumber in play is changed to the number the team just constructed. Ifincorrect, they move back one space, and the number in play remainsthe same. The winner is the first team to reach the finish. Suggestion:Play this on a laminated board or on transparency with dry erasemarker.
*Between decimal and scientificnotation.
Divideby 100
Change Form*
Go Back 2
Divide by 10
Lose a Turn
Multiply.by
100
Multiply by 1000Multiply
By 10
Divide by 2
Mult.by 2
Start Finish
MULTIPLY BY 100
MULTIPLY BY 10
MULTIPLY BY 1000
DIVIDE BY 10
DIVIDE BY 2
MULTIPLY BY 2
GO BACK 2
LOSE A TURN
CHANGE FORM *
DIVIDE BY 100
* Between decimal and scientific notation
SCIENTIFIC NOTATION TEAM GAME