Elementary Ed. Math

Continued practice drawing fractions and models to solve. Use Arrays to show Multiplication

-Reviewed the Syllabus and designed our ideal classroom.-Created a poster analyzing Standards for Mathematical Practice "Make Sense of Problems & Persevere In Solving Them".-Discussion of the Number System and Roman Numerals

-Base 10 Binary System/ Powers of 10-Base 2 and Base 5 Binary Systems -Addition: Addend- The numbers being addedSum- The result of being added Counting on Strategy- The use of the Number line Closure Property, Commutative Property, Associative Property, and Identity Property of Addition

-Subtraction: Taking away # from the Sum Minuend: The part you start withSubtrahend: The part being taken away Difference: The result of subtraction -Take Away Model: Show using Chips/Coins/ Cubes -Number Line Model-Comparison Model: "Sara is 3 feet tall. Her older brother is 5 feet tall. How much taller is Sara's older brother?"-Missing Addend Model:6 = 4 + ______6 - 4 = 2Properties of Subtraction that DO HOLD-Closure Property: Whole # + Whole # = Unique Whole #-Identity Property:5 - 0 = 5 = 0 + 5

Algorithms of Multiplication -Standard Algorithm: Multiplying in Parts -Expanded Algorithm: When doing multi-digit multiplication, separate the tens and ones and multiply. EX: 35 X 15 --------------> 30 + 5 x10 + 5 525 -Partial Products: Multiply the digits in the ones place first and bring the answer down. Now multiply the digit in the ones place with the digit in the tens place and bring it below as well. Add the results of both together. 23 X 4 ----------------> 23 x 4 12 +80 92-Division:Dividend: The amount you have that is being shared, divided upDivisor- How what you "have" is being shared, broken upQuotient- The result of division Properties of Division that DO NOT hold: Associative Property Commutative Property Distributive Property

Algorithms for division Standard Algorithm: Divide, Multiply, Subtract, Bring Down.Partial Quotient: Can the divisor be put in the dividend 10 times? Work your way down the problem. Start of Exam 2 Content:Exponent Rules:Power of a Power Rule: For every whole number a, and natural numbers m and nSame Exponents:For whole numbers a and b, and natural numbers nOrder of Operations:Parenthesis ( ), Brackets [ ], Braces { }Exponents MultiplicationDivision Addition Subtraction How would you explain odd numbers and even numbers to students?Match pairs in boxes-odd if there are any leftovers Share into two equal groups Making partners (with students)

Vocabulary:Factor: Number being multipliedMultiple: The result you get from multiplying a number by a whole number (integer) Divisor: The number being used to divide, or a number that divides Divisible: Can be divided by a number without a remainder Divisibility Rules:2: A number is divisible by 2 if the units( ones) digit is even EX: 254--------> 4 is even 3: A number is divisible by 3 if the sun of the digits is divisible by EX: 2,571--------> 2+5+7+1=15 --------> 15 is divisible by 3 6: A number is divisible by 6 if the number is divisible by both 2 and 3 9: A number is divisible by 9 if the sum of the digits is divisible by 9. EX: 720,936--------> 7+2+0+9+3+6=27--------> 27/9=35:A number is divisible by 5 if the units (ones) digit is divisible by 5 EX:2505--------> 5 is divisible by 5 10: A number is divisible by 10 if the units(ones) digit is divisible by 10 EX: 67830--------> 0/10=0 4: A number is divisible by 4 if the last two digits is a number that is divisible by 4.EX: 344--------> 44/4=118: A number is divisible by 8 if the last 3 digits is a number that is divisible by 8. EX: 2568--------> 568/8=7111: A number is divisible by 11 if the sum of the odd power of 10 digits minus the sum of the even powers of 10 digits is divisible by 11 EX: 9482--------> (8+9) - (2+4)= 6-17=-11--------> -11/11=-17:No rule, Try division

Fraction Bars Practice with Irregular FractionsPractice with drawing representations and equations to solve word problems

Sums and Differences of fractions using fraction bars as models. IN CLASS PRACTICE

Comparing Fractions: Same Denominator/ Same Size Pieces- If the denominator are the same, compare the numerators, which one has more of the same size pieces? Same Numerator/Same Number of Pieces-If the fraction share the same numerator, compare the denominators:-The bigger the denominator, the smaller the pieces -The smaller the denominator, the bigger the pieces In class practice drawing models for mixed numbers and improper fractions.

Model for Multiplying Integers:Chip ModelDividing Integers:If the dividend and the divisor have same signs then their quotient is positive If the dividend and the divisor have different signs then their quotient is negative Fraction Parts:numerator- how many of the whole we are talking about denominator- how many pieces in the wholeProper Fraction: The numerator is smaller then the denominator Improper Fraction: The numerator is larger than the denominator Equivalent Fractions: Represent the same value, but use different numbers/size pieces

Vocabulary: Integer- Positive and Negative whole numbers including 0Origin- Beginning or Starting Point Absolute Value-Distance of the number from the origin Opposites- The number that is the same distance from the origin Integer Addition Methods: Number Line Method- Walking forward (Positives) and Walking backwards (Negatives)Show using Chips

Used GCF and LCM to solve Word Problems

Vocabulary:Square #s: Have an odd number of factors. 1, 4,9,16, and 25Composite #s: Numbers with more than two factors A number can be both composite AND squarePrime #s: Only have two factors. 1 and itself. 1 is not Prime or CompositeFactorization: A method of breaking numbers into factors Prime Factorization: Break a number into numbers that are only prime numbers Methods to find Greatest Common Factor and Least Common Multiple :1.) Intersection of Sets 2.) Prime Factorization Method 3.) Venn Diagram Method