Welcome!
Quiz 3
• Please use the explicit trade model for these
division problems by drawing a picture of base
ten blocks and include written explanations
for each step.
1. 153/2
2. 315/5
Book Shares
Solve: Use words, pictures and
numbers to answer the problem. Be
sure you can explain why your answer
is correct.
• 3/4 x 8
• 4 x 2/3
Solve: Use words, pictures and
numbers to answer the problem. Be
sure you can explain why your answer
is correct.
• 2/3 x 3/4
Solve: Use words, pictures and
numbers to answer the problem. Be
sure you can explain why your answer
is correct.
• 1/2 x 3/4
Use words, pictures and numbers to
answer the problem. Be sure you can
explain why your answer is correct.
• There were 3¾ gallons of lemonade in
the cooler for the class picnic. During the
picnic, the students drank ⅔ of this
lemonade. How many gallons did they
drink?
Use words, pictures and numbers to
answer the problem. Be sure you can
explain why your answer is correct.
• Carlos and his father were sharing a
large pizza. Carlos’ father ate ⅓ of the
pizza and Carlos ate ¾ of the rest. How
much of the whole pizza did Carlos eat?
Use words, pictures and numbers to
answer the problem. Be sure you can
explain why your answer is correct.
• Someone ate 1/10 of the cake, leaving only
9/10. If you eat 2/3 of the cake that is left,
how much of a whole cake will you have
eaten?
Use words, pictures and numbers to
answer the problem. Be sure you can
explain why your answer is correct.
• Gloria used 2 1/2 tubes of blue paint to paint
the sky in her picture. Each tube holds 4/5
ounce of paint. How many ounces of blue
paint did Gloria use?
Decimals/Percents
Big Ideas
1. Decimal numbers are another way of writing fractions.
2. The base-ten place-value system extends infinitely in both
directions.
3. The decimal point is a convention to indicate units position.
4. Percents are hundredths and another way to express fractions
and decimals.
5. Addition and subtraction with decimals are a simple extension
of whole numbers.
6. Multiplication and division of two numbers will produce the
same digits, regardless of the positions of the decimal points.
Copyright © Allyn and Bacon 2010
Connecting Fractions
and Decimals
• Base-ten fractions
— base-ten fraction models
— multiple names and formats
• Extending the place-value system
— a two-way relationship
— the role of the decimal point
— the decimal with measurement and monetary units
• Fraction–decimal connection
Copyright © Allyn and Bacon 2010
Introducing Percents
• Models and terminology
• Realistic percent problems
• Teaching percents
1. Limit the percents to familiar fractions
2. Do not suggest any rules or procedures
3. Use terms part, whole, and percent
4. Require students to use models or drawings
5. Encourage mental computation
• Estimation
Copyright © Allyn and Bacon 2010
Where Does the Decimal
Point Go?
• 23.408 + 3.6 + 124.052 + 7.75 = 1 5 8 8 1 0 0
Where Does the Decimal
Point Go?
• 714.6 − 35.0112 = 6 7 9 5 8 8 8
Where Does the Decimal
Point Go?
• 7.8 × 24.35 = 1 8 9 9 3
Where Does the Decimal
Point Go?
• 8.432 × 5.75 = 4 8 4 8 4
Where Does the Decimal
Point Go?
• 3.326 × 0.32 × 31.5 = 3 3 5 2 6 0 8
Where Does the Decimal
Point Go?
• 306.15 ÷ 75.4 = 4 0 6 0 3 4 4 8
Problem of the week
• Ann and Sue bought identical boxes of stationery.
Ann used hers to write 1-sheet letters, and Sue
used hers to write 3-sheet letters.
Ann used all the envelopes and had 50 sheets of
paper left, while Sue used all of the sheets of
paper and had 50 envelopes left.
How many sheets of paper and how many
envelopes were in the box to begin with?