realizată de Sandra Diaz 14 zile în urmă
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Base 10 blocks
Flats are hundreds
Longs are tens
units are ones
15/5
15 into 5 groups is 3
Finding out how many things are inside a group
Traditional is long division
Downwards division
Video
Factor Trees
Multiplying two numbers is finding the area all the time.
Reinforces prior understanding
Is repeatable
Is efficient-ish
Reinforces prior understanding
Is repeatable
Is efficient enough
Finding a difference
Reinforces prior understanding
Is repeatable
Is efficient
Breaking down the numbers by place value
Reinforces prior understanding
Is repeatable
Is not very efficient
Combining numbers
Lattice lets you add big numbers without having to carry 10s or 100s.
Reinforces prior understanding
Is repeatable
Is very efficient
Scratch method depending on your base, you will slash for every set, and if left over you will continue to add until you run out. Like the video shows.
Reinforces prior understanding
Is repeatable
Is very efficient
Trading off numbers gives out numbers in order to get friendly numbers
Reinforces prior understanding
Is repeatable
Is not the most efficient, but is efficient
Friendly numbers combine numbers to get favorable numbers
Reinforces prior understanding
Is repeatable
Is not the most efficient, but is efficient
Left-to-right you add numbers based on place value starting at the left
Reinforces prior understanding
Is repeatable
Is efficient
Expanded form breaks down numbers based on place value
Reinforces prior understanding
Is repeatable
Is not very efficient
PEMDAS can be confusing
Use this instead:
Grouping
Exponents
M/D Divide or Multiply (Left to Right)
S/A Add or Subtract (Left to Right)
Decimals are fractions
Do not say line up your decimals, Say line up your whole numbers.
1.0 Ones
0.1 Tenths
0.01 Hundreths
0.001 Thousandths
*Do not teach to solve using improper fractions*
Top number is how many pieces we have
Bottom number is the size of the pieces
*Do not say cancel out* say "funky 1" instead
Less than symbol looks like an L <
Greater than symbol >
Reasoning for comparing fractions:
same denominator
numerator the same so went with (bigger/ smaller) pieces
anchor fractions ( bigger/ smaller than half)
Bigger or smaller pieces (number) away
Same sign gives you a positive answer
Different sign gives you a negative answer
Adding inverse: KCC or Keep Change Change
