Math is What You Do Rap

http://www.youtube.com/watch?v=VraI21bgVtc

Final Exam Review

1. (Ch.9) Proportional reasoning-- create a drawing that helps you visualize the relationship and determine an amount prior to increase/decrease

2. (Ch. 8 & Ch.3) Additive and multiplicative comparison--be able to explain and write problems that model these

3. (Ch.9) Proportional Reasoning--write a problem that models this

4. (Ch.7) Subtraction write problems that model “take away” and “comparison”.

5. (Ch.6) Use benchmark numbers to estimate fractional values

6. (Ch. 5) Estimate operations with percents, decimals, and fractions

7. (Ch. 4) Long division--use and explain the scaffolding method, sometimes called the ‘Big Seven’

8. (Ch 4) Division modeled using ‘Fair Share’ or ‘Repeated Subtraction.’

9. (Ch.2 & Ch.14) Working with Bases other than Ten—operations in other bases and converting to base ten or from base ten using an algebraic model

10. (Ch.12 & 13) Be able to model distance/time using a qualitative graph

Ch. 13 & 14 Test Review

You should be able to:
· write an equation based on a story or based on a graph
· write a story based on a graph
· use quantitative analysis to work through a multi-step problem that deals with speed vs. time
· create a speed vs. time graph based on information provided in a word problem
· create a distance vs. time graph based on information provided in a word problem
· create a total distance traveled vs. time graph based on information provided in a word problem

Great site for Number Sense

http://www.math-drills.com/numbersense.shtml

Thanks Trina for sharing this site.
If you use the site, let us know what you think on the comments.

CH.9, 10, & 12 Test Review

1. Create a drawing and give an explanation to illustrate and answer multiplicative reasoning
2. Create a drawing to represent fractional parts.
3. Use proportional reasoning to solve word problems
4. Use white (positive) and dark (negative) dots to model addition, subtraction and multiplication
5. Create a graph on a coordinate system
6. Determine slope of a line
7. Explain rate of change in context
8. Explain important points on the graph

Neighbor Numbers

Neighbor Numbers is a concept we teach children to help them estimate the value of fractions. Neighbor numbers help us determine the approximate value based upon its relationship to a known fraction.

Neighbor numbers are the fractions for which children have a conceptual understanding, such as ¼, ½, ¾, and 1.

A question involving neighbor numbers might be: ‘Which is larger 7/16 or 4/9?’, the child could compare these to ½. The reason they would pick ½ is because they recognize that:

• 7/16 is 1/16 less than 8/16 = ½
• 4/9 is ½/9 less than 4½/9 = ½ and ½/9 = 1/18
• and since 7/16 and 4/9 are both smaller than ½
• and 1/18 is smaller that 1/16
• then 4/9 is bigger than the 7/16
• because 7/16 is farther away from ½.

Neighbor numbers allow us to use logic instead of common denominators to determine the value of fractions.

Neighbor numbers are often used to quickly put a list of fractions in order from smallest to largest. For example, if you are asked to put these (½ 5/7 1/3 15/31) in order, neighbor numbers are the quickest method, as compared to finding common denominators. This is a very common problem for standardized tests.

Division by Fractions

Section 7.3
Dividing by a fraction can be thought about as repeated subtraction (a/b means how many ‘b’s or how much of ‘b’ is in ‘a’) or sharing equally (a/b means how much of ‘a’ does each ‘b’ get).

1/2 divided by 3/4 can be read as: (a) Repeated subtraction: How much of the three-fourths is in a half? To model this, consider the ½ as your whole and ask yourself what part of ¾ is in that whole. We know that two of the fourths is in the half, and those two fourths are 2/3 of the ¾. (b) Equal Share: If three-quarters gets a half, how much would a whole get? To model this you would first consider how much of the half is equally distributed in each of the three quarters (each qtr gets 1/6), then using that equal share you can determine how much is in the whole (4/6 = 2/3).

Here are some sample word problems (from 7.3 #15) that use fractions for division.

Repeated Subtraction:
· If a tortoise is timed traveling an average of 1 2/3 miles per hour, how long would it take the tortoise to travel 6 miles?
· Your holiday cookie recipe uses 1 2/3 cups of flour for each batch of cookies. How many batches of cookies can you make with the 6 cups of flour?
· How many 2 ¾ feet long strips of ribbon can be cut from a ribbon that is 7 ½ feet long?
· If your pea patch is only 7 ½ square yards and the melon plants you want to grow require 2 ¾ square yards each. How many melon plants can you put into your pea patch?

Sharing Equally:
· You have 7 ½ bags of mulch to cover 2 ¾ square yards of garden bed. If you want to distribute the mulch evenly over the garden bed, how many bags will you need to use for each square yard?
· If you want to share 1 7/8 pizza with 3 people, how much pizza would each person get?
· If you have 3 donuts in 1/3 of a box, how many donuts are in a whole box?