Class Lessons
April 13, 2016Warm up: Division or Multiplication Speed Drill (timed)
My life in quotients and What is the Scenario? Intro to division Division word problems Group activities: Group A: Group B: Group C: Homework: 
April 20, 2016Speed drill Division
Review Label the parts of a division problem Two groups: Quiz After the quiz students will divide into two groups. Division: Multiplication: 
April 25, 2016Three group rotation.
Speed Drill: Multiplication and Division Group 1 Dice multiplication Group 2: Division Puzzle Group 3: Rearranging the division problems on the tables. 
April 27, 2016
7 minute division and multiplication drill.
Mastery quizes: Addition Subtraction quiz on page 8 and 11 Multiplication page 69 Division Multiplication dice. or Division dice khanacademy signup 
May 2, 2016
7 Minute division and multiplication drill
Subtraction of decimals from whole numbers. Word problems with decimals 
May 4, 2016
There will be no class, but you can drill yourself at home. (Remember to set a timer for 7 minutes.
Multiplication Drill Division Drill Also, if you check out the games on the current math tab you can practice the math concepts that we have been covering in class. See you all on Monday. 
May 11, 2016
Focus on Division and Subtraction Warm up: Transum 7 minute drills: Mixed Multiplication Division Division vocabulary and steps review Word problems wksht 1 wksht 2 wksht 3 wksht 4
Warm up: Function Box: Division A new way to divide Day Ten November 18, 2015 Warm up: Function boxes: Page. 18 Class activity Group work: #1 Two teams division race at the board either method is fine. #2 Group word problemsdivision problems Homework: Division Drill
Warm up: Function Box: Division A new way to divide Day Ten November 18, 2015 Warm up: Function boxes: Page. 18 Class activity Group work: #1 Two teams division race at the board either method is fine. #2 Group word problemsdivision problems Homework: Division Drill

Daily Graph Daily Map Multiplication Drill Subtraction Assessmentm up: Number of the day Charts and Maps: Timed multiplication drill How many problems can you get right in 7 minutes? Basic Subtraction assessment Class activity: Each student will recieve $1000.00(fake money) and then choose a computer to purchase from the weekly Office Depot ad. The students will first do the math to find out how much money they would have left if they purchased the computer. They will then make a word problem for thier classmates to solve about purchasing the computer. Notes/handouts: .5 x.5 grid paper this is a useful tool for learning to line up subtraction problems at all levels of difficulty. Word Problems Advanced subtraction with decimals Warm up: Number of the day Daily map and chart Notes: Clue words for word problems Class activity: Addition and subtraction word problems. Intro to subtration of fractions Notes:Adding and subtracting fractions with common denominators. Timed multiplication drill How many problems can you get right in 7 minutes? Homework: Assigned problems from the packets. Warm up: Identify equivalent fractions Timed multiplication drill How many problems can you get right in 7 minutes? Class activity:Students will be given cards with fractions on them. They will have to find a partner who has a fraction with the same denominator. The students will add or subtract their fractions as instructed. This will be repeated 34 times, each time the studnets will switch partners. Intro to subtration of fractionsNotes:Adding and subtracting fractions with common denominators. Homework: Subtraction test Review of the subtraction of fractions with common denominators. Warm up: Bar charts, mode, and range Timed multiplication drill Multiplication Tests: Selected pages. Instructions and practice for finding an average Average as a way to division. Warm up: What is the average age of the people in this room? Refer to your notes and the average formula. Classwork: Average word problems Multiple choice Division the box method Multiplication Warm up: Make the largest product possible Class activity: Each group of 2 people will receive $100 (fake) and and 2 envelopes. In the envelope is a advertisemnet for one of a variety of items. The other envelopes will contain a quantity. students will have to move around the room to find a partner with the right quantity so that they can spend as close to the 100 dollars as possible. The team with the least change left is the winner. Worksheets Warm up: Decimal number line Class activity: Decimal word problems Homework: Work on problems____ to _____. Teacher Resource: Giant numberline for your classroom.

Day one: April 6, 2015
Today, I gave everyone lots of money! We split it up into denominations(place values) and then tabulated the amounts. We also talked about how to pronounce and spell large numbers. At the end of class, we checked out Worldometer and chose 6 different statistics. The homework was to write the numbers in words and to put the numbers into expanded form. Day two: April 8, 2015 Today, we continued to talk about place value and writing numbers in words. Then, we talked about the relationship between adding and multiplying (multiplying is just a faster and more accurate way to add). We also talked about rounding and watched a video about the rules of rounding. The rounding page was assigned as homework. Day three: April 13, 2015 We continued to discuss place value. First we went over the answers of the homework. Then, we worked on the days packet, which reviews place value concepts. The homework was to complete the last page of the packet. Day four: April 15, 2015 Today we started to discuss the order of operations and subtraction of decimals and large numbers. Remember to line things up correctly. The homework was to complete word problems 1116. We will continue working on the packet on Monday, so please remember to bring it to class. Day 5: April 20, 2015 Day 6: April 22, 2015 Day 7: April 27, 2015 Onward towards multiplication and word problems. Day 8: April 29, 2015 We continued to work on the word problem packet Day 9: May 4, 2015 Still working on the word problems Day 10: May 6, 2015 Yeah! We finally finished the word problems. Actually, the homework is to finish the last 10 problems in the packet. Day 11: May 11, 2015 From this point on out we will be working on multiplication and division. Most of the sheets come from commoncoresheets.com. All students are encouraged to check this site out and complete any work that interest you. Day 12: May 13, 2015 Day 13: May 18, 2015 Today we reviewed division and started to work on fractions. In addition, students were also given a TABE review (print pages 1524). Students should review the practice test. Final day quiz questions will be taken directly from the TABE review. Students only need to be prepared for addition, subtraction, multiplication, and division. Don't worry about the really hard stuff in the review. Day oneOct 19th
Standards: Understand that the three digits of a threedigit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens — called a “hundred.” b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones). (2.NBT.1) Read and write numbers to 1000 using baseten numerals, number names, and expanded form. (2.NBT.3) Use place value understanding to round whole numbers to the nearest 10 or 100. (3.NBT.1) Day Two Oct 21 Standards: Continue to focus on Day one standards Compare two threedigit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons. (2.NBT.4) Day three and four Oct. 26 & Oct. 28 Standards: Add up to four twodigit numbers using strategies based on place value and properties of operations. (2.NBT.6) Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (2.NBT.7) Mentally add 10 or 100 to a given number 100–900, and mentally subtract 10 or 100 from a given number 100–900. (2.NBT.8) Explain why addition and subtraction strategies work, using place value and the properties of operations. (2.NBT.9) Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. (3.NBT.2) Fluently add and subtract numbers within 20 using mental strategies. Know from memory all sums of two onedigit numbers. (2.OA.2) Day six: November 4th Standards: Count within 1000; skipcount by 5s, 10s, and 100s. (2.NBT.2) Multiply onedigit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. (3.NBT.3) Day seven and eight: November 9 & 11 Standards: Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. (3.OA.1) Understand division as an unknownfactor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8. (3.OA.6) Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. Know from memory all products of two onedigit numbers. (3.OA.7) Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (4.OA.1) Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add 8 and 7, then multiply by 2” as 2 ×(8 + 7). Recognize that 3 × (2100 + 425) is three times as large as the 2100 + 425, without having to calculate the indicated sum or product. (5.OA.2) Day nine and ten: November 16 & 18 Standards: Interpret wholenumber quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. (3.OA.2) Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = ÷ 3, 6 × 6 = ?. (3.OA.4) Apply properties of operations as strategies to multiply and divide.15 Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.) (3.OA.5) Day 1215 November 25, 30 December 7 & 9 Standards: Understand a fraction 1/b as the quantity formed by 1 part when a whole is partitioned into b equal parts; understand a fraction a/b as the quantity formed by a parts of size 1/b. (3.NF.1) Understand a fraction as a number on the number line; represent fractions on a number line diagram. (3.NF.2) • Represent a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. (3.NF.2a) Represent a fraction a/b on a number line diagram by marking off a lengths 1/b from 0. Recognize that the resulting interval has size a/b and that its endpoint locates the number a/b on the number line. (3.NF.2b) Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. (3.NF.3) Understand two fractions as equivalent (equal) if they are the same size, or the same point on a number line. (3.NF.3a) Recognize and generate simple equivalent fractions, e.g., 1/2 = 2/4, 4/6 = 2/3. Explain why the fractions are equivalent, e.g., by using a visual fraction model. (3.NF.3b) Express whole numbers as fractions, and recognize fractions that are equivalent to whole numbers. Examples: Express 3 in the form 3 = 3/1; recognize that 6/1 = 6; locate 4/4 and 1 at the same point of a number line diagram. (3.NF.3c) Compare two fractions with the same numerator or the same denominator by reasoning about their size. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (3.NF.3d) 