8th Grade Equations with Roots and Radicals
|
|
- Teresa Anderson
- 5 years ago
- Views:
Transcription
1 Slide 1 / 87
2 Slide 2 / 87 8th Grade Equations with Roots and Radicals
3 Slide 3 / 87 Table of Contents Radical Expressions Containing Variables Click on topic to go to that section. Simplifying Non-Perfect Square Radicands Simplifying Roots of Variables Solving Equations with Perfect Square & Cube Roots Glossary & Standards
4 Slide 4 / 87 Radical Expressions Containing Variables Return to Table of Contents
5 Slide 5 / 87 Square Roots of Variables To take the square root of a variable rewrite its exponent as the square of a power. = (x 12 ) 2 = x 12 = (a 8 ) 2 = a 8 Can you find a shortcut to solve this type of problem? How would your shortcut make the problem easier?
6 Slide 5 (Answer) / 87 Square Roots of Variables To take the square root of a variable rewrite its exponent as the square of a power. = = Answer & Math Practice (x 12 ) 2 = x 12 (a 8 ) 2 = a 8 Answer: Divide the exponent inside of the square root by 2. The questions on this page address MP.8. [This object is a pull tab] Can you find a shortcut to solve this type of problem? How would your shortcut make the problem easier?
7 Slide 6 / 87 Square Roots of Variables If the square root of a variable raised to an even power has a variable raised to an odd power for an answer, the answer must have absolute value signs. This ensures that the answer will be positive. By Definition...
8 Slide 7 / 87 Square Root Practice Examples
9 Slide 8 / 87 Square Root Practice Try These. = x 5 = x 13
10 Slide 9 / 87 Square Root Practice How many of these expressions will need an absolute value sign when simplified? yes yes no no yes yes
11 Slide 10 / 87
12 Slide 10 (Answer) / 87
13 Slide 11 / 87
14 Slide 11 (Answer) / 87
15 Slide 12 / 87
16 Slide 12 (Answer) / 87
17 Slide 13 / 87
18 Slide 13 (Answer) / 87
19 Slide 14 / 87 5 A B C D no real solution
20 Slide 14 (Answer) / 87 5 A B C Answer D no real solution C [This object is a pull tab]
21 Slide 15 / 87 Simplifying Non-Perfect Square Radicands Return to Table of Contents
22 Slide 16 / 87 Simplifying Perfect Squares (Review) A number is a perfect square if you can take that quantity of 1x1 unit squares and form them into a square. 1 1 Unit Square 4 is a perfect square, because you can take 4 unit squares and form them into a 2x2 square. (Notice that the square root of 4 is the length of one of its sides, since that side times itself equals 4.) = 2
23 Slide 17 / 87 Non-Perfect Squares What About Numbers that are not Perfect Squares? How can we simplify 8? 8 is not a perfect square, and no matter how we arrange the square units, we will not be able to form them into a square. So, we know that we will not have a whole number, which we can multiply by itself, to equal 8.
24 Slide 17 (Answer) / 87 Non-Perfect Squares Math Practice This What slide About and the Numbers next 5 slides that address are not Perfect Squares? MP.4: Model with mathematics MP.5: Use appropriate tools strategically by showing different How methods can of we simplifying simplify 8? square roots with visual aids, when applicable. When solving the example problems thereafter, Ask: What do you already know about this problem? (MP.4) Which tool/manipulative would be best for this problem? (MP.5) 8 Can is not you a do perfect this mentally? square, and (MP.5) no matter how we arrange the square Will a units, calculator we will help? not (MP.5) be able to form them into a square. What tools do you need? (MP.5) Why do the [This results object is make a pull tab] sense? (MP.4) So, we know that we will not have a whole number, which we can multiply by itself, to equal 8.
25 Slide 18 / 87 Non-Perfect Squares What happens when the radicand is not a perfect square? 8 Rewrite the radicand as a product of its largest perfect square factor. click 8 = Simplify the square root of the perfect square. click When simplified form still contains a radical, it is said to be irrational.
26 Slide 19 / 87 Non-Perfect Squares What happens when the radicand is not a perfect square? 1. Rewrite the radicand as a product of its largest perfect square factor. 2. Simplify the square root of the perfect square. click click click When simplified form still contains a radical, it is said to be irrational.
27 Slide 20 / 87 Simplifying Non-Perfect Squares Identifying the largest perfect square factor when simplifying radicals will result in the least amount of work. Ex: Not simplified! Keep going! Finding the largest perfect square factor results in less work: Note that the answers are the same for both solution processes
28 Slide 21 / 87 Simplifying Non-Perfect Squares Another method for simplifying non-perfect squares is to use prime factorization and a factor tree. For example, 48 can be broken down as follows:
29 Slide 22 / 87 Simplifying Non-Perfect Squares (2) 3 = After you factor the number into all of its primes, you can circle each pair of numbers that exist to signify that they come outside of the radical. For each pair circled, one number comes out. If more than one pair of numbers are circled, join the numbers outside of the radical by a multiplication sign. Any numbers left without a match must stay inside of the radical. Multiply them together, if needed. Therefore, 48 simplifies to 4 3.
30 Slide 22 (Answer) / 87 Simplifying Non-Perfect Squares Teacher Notes You can add 48 a storyline for this method. For example, if the factors of 48 attend a speed dating 2 24party, each prime factor is looking for its match. If the prime 2(2) factors 3 = 4 3 find their match, 2 12 they walk out as one couple. If any factors can't find their match, they must 2 6remain at the party. Another one could 2 3be to "get out of jail", each prime number needs a "buddy" to After escape. you factor the number into all of its primes, you can circle each pair of numbers that exist to signify that they come outside of [This object is a pull tab] the radical. For each pair circled, one number comes out. If more than one pair of numbers are circled, join the numbers outside of the radical by a multiplication sign. Any numbers left without a match must stay inside of the radical. Multiply them together, if needed. Therefore, 48 simplifies to 4 3.
31 Slide 23 / 87 Try These. Non-Perfect Squares Practice
32 Try These. Prime Factoring Answer Slide 23 (Answer) / 87 Non-Perfect Squares Practice (3) (3) 2(5) [This object is a pull tab]
33 Slide 24 / 87 6 Simplify A B C D already in simplified form
34 Slide 24 (Answer) / 87 6 Simplify A B C D Answer already in simplified form A [This object is a pull tab]
35 Slide 25 / 87 7 Simplify A B C D already in simplified form
36 Slide 25 (Answer) / 87 7 Simplify A B C D Answer already in simplified form B [This object is a pull tab]
37 Slide 26 / 87 8 Simplify A B C D already in simplified form
38 Slide 26 (Answer) / 87 8 Simplify A B C D Answer already in simplified form A [This object is a pull tab]
39 Slide 27 / 87 9 Simplify A B C D already in simplified form
40 Slide 27 (Answer) / 87 9 Simplify A B C D Answer already in simplified form D [This object is a pull tab]
41 Slide 28 / Simplify A B C D already in simplified form
42 Slide 28 (Answer) / Simplify A B C Answer D already in simplified form B [This object is a pull tab]
43 Slide 29 / Simplify A B C D already in simplified form
44 Slide 29 (Answer) / Simplify A B C D Answer already in simplified form B [This object is a pull tab]
45 Slide 30 / Which of the following does not have an irrational simplified form? A B C D
46 Slide 30 (Answer) / Which of the following does not have an irrational simplified form? A B C D Answer D [This object is a pull tab]
47 Slide 31 / The diagonal of a square can be expressed by the formula d= 2a 2, where a is the side length of the square. Select the correct options to show the length of the diagonal of the square shown. Your answer should be a radicand in simplest form. d = A 3 B 4 C 9 D 1 E 2 F 3 9
48 Slide 31 (Answer) / The diagonal of a square can be expressed by the formula d= 2a 2, where a is the side length of the square. Select the correct options to show the length of the diagonal of the square shown. Your answer should be a radicand in simplest form. d = Answer C, E 9 A 3 B 4 C 9 D 1 E 2 F 3 [This object is a pull tab]
49 Slide 32 / The distance, d, in miles that a person can see to the horizon is calculated with the following formula. d = 3h 2 h = the person's height above sea level in feet. How far to the horizon would you be able to see from this vantage point? Your answer should be a radicand in simplest form. 100 ft above sea level d = A 3 B 4 C 5 D 5 E 6 F 10
50 Slide 32 (Answer) / The distance, d, in miles that a person can see to the horizon is calculated with the following formula. d = 3h 2 h = the person's height above 300 sea is level divisible in feet. by 2. How far to the horizon would you be able to see from this vantage point? Your answer should be a radicand in simplest form. Answer So, 100 ft above sea level = 150 d = A 3 B 4 C 5 D 5 E 6 F 10 C, E [This object is a pull tab]
51 Slide 33 / 87 Simplest Radical Form Note - If a radical begins with a coefficient before the radicand is simplified, any perfect square that is simplified will be multiplied by the existing coefficient. (multiply the outside) 2
52 Slide 34 / 87 Simplest Radical Form Likewise - If a radical begins with a coefficient before the radicand is simplified, any pair of primes that are circled will be multiplied by the existing coefficient. (multiply the outside) (3) (2)
53 Slide 35 / 87
54 Slide 35 (Answer) / 87
55 Slide 36 / Simplify A B C D
56 Slide 36 (Answer) / Simplify A B C D Answer A [This object is a pull tab]
57 Slide 37 / Simplify A B C D
58 Slide 37 (Answer) / Simplify A B C D Answer B [This object is a pull tab]
59 Slide 38 / Simplify A B C D
60 Slide 38 (Answer) / Simplify A B C D Answer B [This object is a pull tab]
61 Slide 39 / Simplify A B C D
62 Slide 39 (Answer) / Simplify A B C D Answer A [This object is a pull tab]
63 Slide 40 / Simplify A B C D
64 Slide 40 (Answer) / Simplify A B C D Answer C [This object is a pull tab]
65 Slide 41 / 87 Teachers: Use the questions found in the pull tab for the next 2 slides.
66 Slide 41 (Answer) / 87 MP.1: Make sense of problems and persevere in solving them. Teachers: MP.2: Reasoning quantitatively and abstractly. Use the questions found in the pull tab for the next 2 Ask: slides. What facts do you have? (MP.1 & MP.2) How could you start this problem? (MP.1) What does the letter/number _ represent in the problem? (MP.2) Math Practice [This object is a pull tab]
67 Slide 42 / When is written in simplest radical form, the result is. What is the value of k? A 20 B 10 C 7 D 4 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.
68 Slide 42 (Answer) / When is written in simplest radical form, the result is. What is the value of k? A 20 B 10 C 7 D 4 Answer B [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.
69 Slide 43 / When is expressed in simplest form, what is the value of a? A 6 B 2 C 3 D 8 From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.
70 Slide 43 (Answer) / When is expressed in simplest form, what is the value of a? A 6 B 2 C 3 D 8 Answer A [This object is a pull tab] From the New York State Education Department. Office of Assessment Policy, Development and Administration. Internet. Available from accessed 17, June, 2011.
71 Slide 44 / Which is greater or 6? Derived from
72 Slide 44 (Answer) / Which is greater or 6? Answer 6 [This object is a pull tab] Derived from
73 Slide 45 / Which is greater or 10? Derived from
74 Slide 45 (Answer) / Which is greater or 10? Answer 10 [This object is a pull tab] Derived from
75 Slide 46 / 87 Simplifying Roots of Variables Return to Table of Contents
76 Slide 47 / 87 Using Absolute Value When we simplify radicals, we are told to assume all variables are positive. But, why? Because, the square root of the square of a negative number is not the original number.
77 Slide 48 / 87 Using Absolute Value Take -2 for example. (-2) 2 = +4 But, 4 is not -2, it is +2. By definition square roots of numbers are positive. You started with a negative number (-2), and ended up with a positive number (+2). So, the square root of a number is the absolute value of the square root. 4 = 2 This accounts for +2 2 and (-2) 2.
78 Slide 48 (Answer) / 87 Using Absolute Value Take -2 for example. (-2) 2 = +4 MP.6: Attend to precision Emphasize the use of parentheses when But, 4 is not -2, raising it is +2. any negative number to a power. It shows how the negative sign is included each time the multiplication By definition square roots of numbers are positive. takes place. For example: You started with a (-2) negative 2 = (-2)(-2) number = 4 (-2), and ended up with a positive andnumber (+2) = -(2)(2) = -4 So, the square root of a number is the absolute value of the square root. [This object is a pull tab] Math Practice 4 = 2 This accounts for +2 2 and (-2) 2.
79 Slide 49 / 87 Using Absolute Value Easy enough. But what about when the radicand is a variable, and we don't know the sign of the unknown value? x 2 Is x positive or negative? We can't know, so we "assume all variables are positive".
80 Slide 50 / 87 Simplifying Roots of Variables The technical definition of "the square root of x squared" is "the absolute value of x". x 2 = x x x = x 2 x is positive x x - - = x 2 x is negative
81 Slide 51 / 87 Simplifying Roots of Variables Using Absolute Values When working with square roots, an absolute value sign is needed if: The power of the given variable is even. and The answer contains a variable raised to an odd power outside the radical. x 6 x 3 x 6 = x 3
82 Slide 52 / 87 But, Why? x 6 = x 3 x x x x x x = x x x Whether x is positive or negative, when it is multiplied by itself an even number of times, it will turn out to be a positive number. So, x is positive. However, if x is negative, when it is multiplied by itself an odd number of times, it will turn out to be a negative number. So, x could be negative. So, in order for x 6 = x 3, we must use an absolute value sign to indicate that x is positive. x 6 = x 3
83 Slide 53 / 87 Roots of Variable Practice More Examples Use expanded form to explain why absolute value must be used in these answers.
84 Slide 53 (Answer) / 87 Roots of Variable Practice More Examples Use expanded form to explain why absolute MP.3: Construct value viable must arguments be used in and these answers. critique the reasoning of others. MP.7: Look for and make use of structure. Math Practice Ask: Why do we need to use the absolute value in these problems? (MP.7) What do you know about taking square roots of numbers and the value of odd exponential terms that can apply to this problem? (MP.7) How can you prove that your answer is correct? (MP.3) [This object is a pull tab]
85 Slide 54 / 87 Simplifying Roots of Variables Divide the exponent by 2. The number of times that 2 goes into the exponent becomes the power on the outside of the radical and the remainder is the power of the radicand. x 7 = x x x x x x x = x 3 x Note: Absolute value signs are not needed because the radicand had an odd power to start.
86 Examples: Slide 55 / 87 Roots of Variables Examples Combining it all: 50x 4 y 12 z 3 z zz 25 2(x 2 ) 2 (y 6 ) 2 5 x 2 y 6 z 2z
87 Slide 56 / 87 Roots of Variables Practice Only the y has an odd power on the outside of the radical. The x had an odd power under the radical so no absolute value signs needed. The m's starting power was odd, so it does not require absolute value signs.
88 Slide 57 / 87
89 Slide 57 (Answer) / 87
90 Slide 58 / 87
91 Slide 58 (Answer) / 87
92 Slide 59 / Simplify A B C D
93 Slide 59 (Answer) / Simplify A B C D Answer C [This object is a pull tab]
94 Slide 60 / Simplify A B C D
95 Slide 60 (Answer) / Simplify A B C D Answer A [This object is a pull tab]
96 Slide 61 / 87 Solving Equations with Perfect Square and Cube Roots Return to Table of Contents
97 Slide 62 / 87
98 Slide 63 / 87 Squares and Cubes Practice Use the numbers shown to make the equations true. Each number can be used only once. (Problem from ) a. = b. 3 =
99 Slide 63 (Answer) / 87 Squares and Cubes Practice Use the numbers shown to make the equations true. Each number can be used only once. (Problem from ) Answer a. = b. 3 = [This object is a pull tab]
100 Slide 64 / 87 Squares and Cubes Practice Complete the Venn-Diagram to classify the numbers as perfect squares and perfect cubes (Problem from ) Perfect Squares Perfect Cubes
101 Slide 64 (Answer) / 87 Squares and Cubes Practice Complete the Venn-Diagram to classify the numbers as perfect squares and perfect cubes (Problem from ) Answer [This object is a pull tab] Perfect Squares Perfect Cubes
102 Slide 65 / 87 Solving Equations When we solve equations, the solution sometimes requires finding a square or cube root of both sides of the equation. When your equation simplifies to: x 2 = # you must find the square root of both sides in order to find the value of x. When your equation simplifies to: x 3 = # you must find the cube root of both sides in order to find the value of x.
103 Slide 66 / 87 Solving Equations Example Example: Solve. = Divide each side by the coefficient. Then take the square root of each side.
104 Slide 67 / 87 Example: Solving Equations Example Solve. Multiply each side by nine, then take the cube root of each side.
105 Slide 68 / 87 Notice! The answer is only a positive 3, not Why is the answer only positive and not both positive and negative?
106 Slide 69 / 87 Cube Roots The cube root of 27 is 3, and not -3, because when 3 is cubed you get x 3 x 3 = 27 If you were to cube -3, you would get x -3 x -3 = -27 Therefore, the cube root of -27 is -3. So we can take a cube root of a positive number AND take the cube root of a negative number!
107 Slide 70 / 87 Cube Roots Examples
108 Try These: Solve. Slide 71 / 87 Squares and Cubes Practice ± 10 ± 8 ± 9 ± 7
109 Try These: Solve. Slide 72 / 87 Squares and Cubes Practice
110 28 Solve. Slide 73 / 87
111 Slide 73 (Answer) / Solve. Answer ±12 [This object is a pull tab]
112 29 Solve. Slide 74 / 87
113 Slide 74 (Answer) / Solve. Answer ±12 [This object is a pull tab]
114 30 Solve. Slide 75 / 87
115 Slide 75 (Answer) / Solve. Answer 2 [This object is a pull tab]
116 31 Solve. Slide 76 / 87
117 Slide 76 (Answer) / Solve. Answer 4 [This object is a pull tab]
118 Slide 77 / Solve 15 + x 2 = 40 Derived from
119 Slide 77 (Answer) / Solve 15 + x 2 = 40 Answer ±5 [This object is a pull tab] Derived from
120 Slide 78 / Solve 2 + x 3 = 10 Derived from
121 Slide 78 (Answer) / Solve 2 + x 3 = 10 Answer 2 [This object is a pull tab] Derived from
122 Slide 79 / A cube has a volume of 343 cm 3. a) Write an equation that could be used to determine the length, L, of one side. b) Solve the equation. Derived from
123 Slide 79 (Answer) / A cube has a volume of 343 cm 3. a) Write an equation that could be used to determine the length, L, of one side. b) Solve the equation. Answer a) L 3 = 343 b) L = 7 cm [This object is a pull tab] Derived from
124 Slide 80 / Estimate the area of the rectangle to the nearest tenth.
125 Slide 80 (Answer) / Estimate the area of the rectangle to the nearest tenth. Answer u 2 [This object is a pull tab]
126 Slide 81 / If the area of a square is square inches, what is the length, in inches, of one side of the square? A B C D
127 Slide 81 (Answer) / If the area of a square is square inches, what is the length, in inches, of one side of the square? A B C D Answer B [This object is a pull tab]
128 Slide 82 / Which equation has both 4 and -4 as possible values of y? A B C D From PARCC EOY sample test non-calculator #9
129 Slide 82 (Answer) / Which equation has both 4 and -4 as possible values of y? A B C Answer C D [This object is a pull tab] From PARCC EOY sample test non-calculator #9
130 Slide 83 / 87 Glossary & Standards Return to Table of Contents
131 Slide 84 / 87 Cube To multiply a number by itself and then again by itself. The product of three equal factors. What is 4 cubed? 4 3 = 4 x 4 x 4 = (4)(4)(4) = 64 What is the cube of 6? 6 3 = 6 x 6 x 6 = (6)(6)(6) = 216 What is 10 cubed? 10 3 = 10 x 10 x 10 = (10)(10)(10) = 1000 Back to Instruction
132 Slide 85 / 87 Cube Root A value that, when used in a multiplication three times, gives that number. Symbol: 3 "cube root" 3 64 = 4 (4)(4)(4) = 64 4x4x4 = = 6 (6)(6)(6) = 216 6x6x6 = 216 Back to Instruction
133 Slide 86 / 87 Power A power is another name for an exponent. It is a small, raised number that shows how many times to multiply the base by itself. Power 3 2 Base "3 to the second power" 3 2 = 3x = 3 x 3 x x x 3 3 Back to Instruction
134 Slide 87 / 87 Standards for Mathematical Practice MP1 Making sense of problems & persevere in solving them. MP2 Reason abstractly & quantitatively. MP3 Construct viable arguments and critique the reasoning of others. MP4 Model with mathematics. MP5 Use appropriate tools strategically. MP6 Attend to precision. MP7 Look for & make use of structure. MP8 Look for & express regularity in repeated reasoning. Click on each standard to bring you to an example of how to meet this standard within the unit.
8th Grade. Slide 1 / 87. Slide 2 / 87. Slide 3 / 87. Equations with Roots and Radicals. Table of Contents
Slide 1 / 87 Slide 2 / 87 8th Grade Equations with Roots and Radicals 2015-12-17 www.njctl.org Table of ontents Slide 3 / 87 Radical Expressions ontaining Variables Simplifying Non-Perfect Square Radicands
More informationSlide 1 / 180. Radicals and Rational Exponents
Slide 1 / 180 Radicals and Rational Exponents Slide 2 / 180 Roots and Radicals Table of Contents: Square Roots Intro to Cube Roots n th Roots Irrational Roots Rational Exponents Operations with Radicals
More informationAlgebra II Radical Equations
1 Algebra II Radical Equations 2016-04-21 www.njctl.org 2 Table of Contents: Graphing Square Root Functions Working with Square Roots Irrational Roots Adding and Subtracting Radicals Multiplying Radicals
More information8th Grade. Slide 1 / 97. Slide 2 / 97. Slide 3 / 97. 3D Geometry. Table of Contents. 3-Dimensional Solids. Volume. Glossary & Standards
Slide 1 / 97 Slide 2 / 97 8th Grade 3D Geometry 2015-11-20 www.njctl.org Table of Contents Slide 3 / 97 3-Dimensional Solids Click on the topic to go to that section Volume Prisms and Cylinders Pyramids,
More informationSection 3.1 Factors and Multiples of Whole Numbers:
Chapter Notes Math 0 Chapter : Factors and Products: Skill Builder: Some Divisibility Rules We can use rules to find out if a number is a factor of another. To find out if, 5, or 0 is a factor look at
More informationA. Incorrect! To simplify this expression you need to find the product of 7 and 4, not the sum.
Problem Solving Drill 05: Exponents and Radicals Question No. 1 of 10 Question 1. Simplify: 7u v 4u 3 v 6 Question #01 (A) 11u 5 v 7 (B) 8u 6 v 6 (C) 8u 5 v 7 (D) 8u 3 v 9 To simplify this expression you
More informationFebruary 07, Dimensional Geometry Notebook.notebook. Glossary & Standards. Prisms and Cylinders. Return to Table of Contents
Prisms and Cylinders Glossary & Standards Return to Table of Contents 1 Polyhedrons 3-Dimensional Solids A 3-D figure whose faces are all polygons Sort the figures into the appropriate side. 2. Sides are
More informationPutnam County Schools Curriculum Map 7 th Grade Math Module: 3 Expressions and Equations
Instructional Window: MAFS Standards Topic A: Putnam County Schools Curriculum Map 7 th Grade Math 2016 2017 Module: 3 Expressions and Equations MAFS.7.EE.1.1 Apply properties of operations as strategies
More information5.MP.1 5.MP.2 5.MP.3 5.MP.4 5.MP.5 5.MP.6 5.MP.7 5.MP.8 5.OA.1 5.OA.2 5.OA.3 5.NBT.1 5.NBT.2
Mathematical Practices (5.MP) The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. 5.MP.1 Make sense
More informationOklahoma C 3 Mathematics Standards
Oklahoma C 3 Mathematics Standards Fourth Grade Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and
More informationGrade 4. Massachusetts Curriculum Framework for Mathematics 42
Grade 4 Introduction In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationMohawk Local Schools. 5 th Grade Math
Mohawk Local Schools Quarter 5 th Grade Math 3 Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere in Solving them 2. Reasoning Abstractly & Quantitatively 3. Construct Viable
More informationMohawk Local Schools. 5 th Grade Math
Mohawk Local Schools Quarter 3 Critical Areas of Focus Being Addressed: o Fractions o Decimals o Geometry o 5 th Grade Math Curriculum Guide Mathematical Practices 1. Make Sense of Problems and Persevere
More information1-3 Square Roots. Warm Up Lesson Presentation Lesson Quiz. Holt Algebra 2 2
1-3 Square Roots Warm Up Lesson Presentation Lesson Quiz 2 Warm Up Round to the nearest tenth. 1. 3.14 3.1 2. 1.97 2.0 Find each square root. 3. 4 4. 25 Write each fraction in simplest form. 5. 6. Simplify.
More informationGrade K 8 Standards Grade 4
Grade 4 In grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients
More informationMathematics Grade 4. COMMON CORE STATE STANDARDS for MATHEMATICS
Mathematics Grade 4 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationDCSD Common Core State Standards Math Pacing Guide 5th Grade. Trimester 1
Trimester 1 CCSS Mathematical Practices 1.Make sense of problems and persevere in solving them. 2.Reason abstractly and quantitatively. 3.Construct viable arguments and critique the reasoning of others.
More informationMLSD Grade 4 Math
Grade 4 Math Required fluency Math equence 4 OA 5 4 NBT 2 4 NBT 4 p 4NBT 3 4 NBT 1 4 NBT 1 MLD Grade 4 Math 2014-2015 Add/ubtract within 1,000,000 (Fluent in the standards means fast and accurate. When
More informationAcademic Vocabulary: 5.MD.01 convert, measurement, measurement system, standard measurement unit, conversion factor
Emphasis: Understanding Volume Students expand their understanding of geometric measurement and spatial structuring to include volume as an attribute of three-dimensional space. In this Emphasis students
More informationGrade 2 Yearlong Mathematics Map
Grade 2 Yearlong Mathematics Map Resources: Approved from Board of Education Assessments: Performance Series, District Benchmark Assessments Common Core State Standards Standards for Mathematical Practice:
More information1.4. Skills You Need: Working With Radicals. Investigate
1.4 1 Skills You Need: Working With Radicals 1 2 2 5 The followers of the Greek mathematician Pythagoras discovered values that did not correspond to any of the rational numbers. As a result, a new type
More informationDiocese of Boise Math Curriculum 6 th grade
Diocese of Boise Math Curriculum 6 th grade compute fractions? When do we use Roman Numerals? Numbers, Operations Algebraic Thinking Know use number names the count sequence Use properties of multiplicatio
More informationFlorida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower
Florida Math 0018 Correlation of the ALEKS course Florida Math 0018 to the Florida Mathematics Competencies - Lower Whole Numbers MDECL1: Perform operations on whole numbers (with applications, including
More informationThe Absolute Value Symbol
Section 1 3: Absolute Value and Powers The Absolute Value Symbol The symbol for absolute value is a pair of vertical lines. These absolute value brackets act like the parenthesis that we use in order of
More informationStandards Map for a Basic Grade Level Program 2014 Mathematics Primary Adoption envisionmath California Common Core 2015
s Map for a Basic Grade Level Program 2014 Mathematics Adoption envisionmath California Common Core 2015 Common Core State s with California Additions Grade 4 Mathematics Common Core State s with California
More informationHouston County Schools Grade 4 Math
Grade 4 Math Operations and Algebraic Thinking [OA] Use the four operations with whole numbers to solve problems. Gain familiarity with factors and multiples. Generate and analyze patterns. Number and
More informationGrade 4 Math Proficiency Scales-T1
Measurement & Data Geometry Critical Thinking Communication Grade 4 Math Proficiency Scales-T1 Novice 1 and of the Make mathematical arguments and critique the reasoning of others. Partially Proficient
More informationCommon Core State Standards - Standards for Mathematical Practice
Common Core State Standards - Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop
More informationDiocese of Boise Math Curriculum 5 th grade
Diocese of Boise Math Curriculum 5 th grade ESSENTIAL Sample Questions Below: What can affect the relationshi p between numbers? What does a decimal represent? How do we compare decimals? How do we round
More informationMathematics - LV 4 (with QuickTables) Correlation of the ALEKS course Mathematics LV 4 to the Common Core State Standards for Grade 4 (2010)
Mathematics - LV 4 (with QuickTables) Correlation of the ALEKS course Mathematics LV 4 to the Common Core State Standards for Grade 4 (2010) 4.OA: Operations & Algebraic Thinking 4.OA.A.1: 4.OA.A.2: 4.OA.A.3:
More informationMississippi College and Career Readiness Standards for Mathematics Scaffolding Document. Grade 4
Mississippi College and Career Readiness Standards for Mathematics Scaffolding Document Grade 4 Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems 4.OA.1
More informationGain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):
More informationMathematics Grade 4 Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations- Fractions Measurement and Data
Mathematics Grade 4 All West Virginia teachers are responsible for classroom instruction that integrates content standards and mathematical habits of mind. Students in the fourth grade will focus on three
More informationPrairie-Hills Elementary School District 144 5th Grade ~ MATH Curriculum Map Quarter 1 Quarter 1 Domain(s):
Prairie-Hills Elementary School District 144 5 th Grade ~ MATH Curriculum Map Quarter 1 Quarter 1: August, September, and October Domain(s): Number and Operations in Base Ten Cluster(s): Perform operations
More informationCOURSE LEVEL UNIT/FOCUS Desired Results Transfer Meaning Acquisition
COURSE: Mathematics LEVEL: Grade 5 UNIT/FOCUS: Decimal Concepts Desired Results Related standard(s): 5.NBT.1 5.NBT.3 5.NBT.4 Transfer Students will be able to independently use their learning to Apply
More informationModule 7 Highlights. Mastered Reviewed. Sections ,
Sections 5.3 5.6, 6.1 6.6 Module 7 Highlights Andrea Hendricks Math 0098 Pre-college Algebra Topics Degree & leading coeff. of a univariate polynomial (5.3, Obj. 1) Simplifying a sum/diff. of two univariate
More informationSimplifying Square Root Expressions[In Class Version][Algebra 1 Honors].notebook August 26, Homework Assignment. Example 5 Example 6.
Homework Assignment The following examples have to be copied for next class Example 1 Example 2 Example 3 Example 4 Example 5 Example 6 Example 7 Example 8 Example 9 Example 10 Example 11 Example 12 The
More informationGrade K 8 Standards Grade 5
Grade 5 In grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions
More informationInvestigations in Number, Data, and Space for the Common Core 2012
A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Kindergarten Mathematics Common Core State s with California
More information8th Grade. 3-Dimensional Solids. Slide 1 / 97 Slide 2 / 97. Slide 3 / 97. Slide 3 (Answer) / 97. Slide 4 / 97. Slide 5 / 97.
Slide / 97 Slide 2 / 97 8th Grade D Geometry 205--20 www.njctl.org Slide / 97 Table of ontents Slide () / 97 Table of ontents -Dimensional Solids Volume Prisms and ylinders Pyramids, ones & Spheres More
More information4.OA.1 4.OA.2. The Common Core Institute
Operations and Algebraic Thinking Cluster: Use the four operations with whole numbers to solve problems. 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement
More informationCommon Core Georgia Performance Standards Beginning Year at 4.2 (4.1 5 week recap)
Common Core Georgia Performance Standards 2013-2014 Beginning Year at 4.2 (4.1 5 week recap) 4.1 Recap 4 th Unit 4 4 th Unit 5 4 th Unit 6 4 th Unit 7 5 th Unit 1 5 th Unit 2 5 th Unit 3 Operations with
More informationGain familiarity with factors and multiples. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Prairie-Hills Elementary School District 144 4 th Grade ~ MATH Curriculum Map Quarter 1 Month: August, September, October Domain(s): Operations and Algebraic Thinking Number Base Ten (NBT) Cluster(s):
More informationLesson 4.02: Operations with Radicals
Lesson 4.02: Operations with Radicals Take a Hike! Sheldon is planning on taking a hike through a state park. He has mapped out his route carefully. He plans to hike 3 miles to the scenic overlook, and
More informationGeorgia Department of Education. Content standards for Grade 4 are arranged within the following domains and clusters:
Mathematics Grade 4 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More informationK HS
Page 36 Grade Four Content Standards Overview Critical Areas for COHERENCE in Grade Four Operations and Algebraic Thinking (4.OA) A. Use the four operations with whole numbers to solve problems. OA.1 OA.2
More informationMathematics Grade 5. COMMON CORE STATE STANDARDS for MATHEMATICS
Mathematics Grade 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication
More informationInvestigations in Number, Data, and Space for the Common Core 2012
A Correlation of Investigations in Number, Data, and Space for the Common Core 2012 to the Common Core State s with California Additions s Map Grade 2 Mathematics Common Core State s with California Additions
More informationGeometry Analytic Geometry
Slide 1 / 202 Slide 2 / 202 Geometry Analytic Geometry 2015-10-02 www.njctl.org Slide 3 / 202 Table of Contents Origin of Analytic Geometry The Distance Formula The Midpoint Formula Partitions of a Line
More information5 th Grade LEUSD Learning Targets in Mathematics
5 th Grade LEUSD Learning Targets in Mathematics 6/24/2015 The learning targets below are intended to provide a guide for teachers in determining whether students are exhibiting characteristics of being
More informationNorth Carolina Standard Course of Study 3-5 Mathematics for Implementation in Adopted June 2017
North Carolina Course of Study 3-5 Mathematics for Implementation in 2018-2019 Adopted June 2017 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct
More informationCommon Core Performance Standards Fifth Grade
Common Core Performance Standards Fifth Grade Common Core Performance Standards: Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Order of Operations and Whole Numbers Multiplying
More informationGrade 4 Overview. 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively.
Grade 4 Overview Grade 4 content is organized into five domains of focused study as outlined below in the column to the left. The Grade 4 domains listed in bold print on the shaded bars are Operations
More informationCarnegie LearningÒ Middle School Math Solution Correlations Course 3 NCSCoS: Grade 8
MATHEMATICAL PRACTICES - 1 - Make sense of problems and persevere in solving them. Explain the meaning of a problem and look for entry points to its solution. Analyze givens, constraints, relationships,
More informationGrade 5. Massachusetts Curriculum Framework for Mathematics 48
Grade 5 Introduction In grade 5, instructional time should focus on four critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication
More informationEssential Understanding: What occurs when whole numbers and
Davison Community Schools ADVISORY CURRICULUM COUNCIL Phase II, April 20, 2015 Eric Larsen, Deb Stuart, Lisa Knopf, Jenny Berhe, Matt Lobban 5th grade Math (4th grade CAP) Course Essential Questions: How
More informationMathematics Grade 5. grade 5 33
Mathematics Grade 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication
More informationName Period Date. REAL NUMBER SYSTEM Student Pages for Packet 3: Operations with Real Numbers
Name Period Date REAL NUMBER SYSTEM Student Pages for Packet : Operations with Real Numbers RNS. Rational Numbers Review concepts of experimental and theoretical probability. a Understand why all quotients
More informationAlgebra II Chapter 6: Rational Exponents and Radical Functions
Algebra II Chapter 6: Rational Exponents and Radical Functions Chapter 6 Lesson 1 Evaluate nth Roots and Use Rational Exponents Vocabulary 1 Example 1: Find nth Roots Note: and Example 2: Evaluate Expressions
More informationG r a d e 1 0 I n t r o d u c t i o n t o A p p l i e d a n d P r e - C a l c u l u s M a t h e m a t i c s ( 2 0 S )
G r a d e 0 I n t r o d u c t i o n t o A p p l i e d a n d P r e - C a l c u l u s M a t h e m a t i c s ( 0 S ) Midterm Practice Exam Answer Key G r a d e 0 I n t r o d u c t i o n t o A p p l i e d
More informationFractions. 7th Grade Math. Review of 6th Grade. Slide 1 / 306 Slide 2 / 306. Slide 4 / 306. Slide 3 / 306. Slide 5 / 306.
Slide 1 / 06 Slide 2 / 06 7th Grade Math Review of 6th Grade 2015-01-14 www.njctl.org Slide / 06 Table of Contents Click on the topic to go to that section Slide 4 / 06 Fractions Decimal Computation Statistics
More informationCONSTRUCTING TASK: How Many Ways?
CONSTRUCTING TASK: How Many Ways? STANDARDS FOR MATHEMATICAL CONTENT MCC5.MD.3 Recognize volume as an attribute of solid figures and understand concepts of volume measurement. a. A cube with side length
More informationRadicals and Fractional Exponents
Radicals and Roots Radicals and Fractional Exponents In math, many problems will involve what is called the radical symbol, n X is pronounced the nth root of X, where n is 2 or greater, and X is a positive
More informationMath Glossary Numbers and Arithmetic
Math Glossary Numbers and Arithmetic Version 0.1.1 September 1, 200 Next release: On or before September 0, 200. E-mail edu@ezlink.com for the latest version. Copyright 200 by Brad Jolly All Rights Reserved
More informationThis assignment is due the first day of school. Name:
This assignment will help you to prepare for Geometry A by reviewing some of the topics you learned in Algebra 1. This assignment is due the first day of school. You will receive homework grades for completion
More informationThe descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade.
Mathematics Grade 5 The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade. Operations and Algebraic Thinking Students build
More informationThe descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade.
Mathematics Grade 5 The descriptions below provide an overview of the mathematical concepts and skills that students explore throughout the 5 th grade. Operations and Algebraic Thinking Students build
More informationMath Services Align with the Common Core State Standards Mathematics (K 6)
CORE Elementary Math Academy Alignment with Core State Standards CORE Elementary Math Academy emphasizes throughout each day the importance of teaching along the five proficiency strands identified by
More informationradicals are just exponents
Section 5 7: Rational Exponents Simplify each of the following expressions to the furthest extent possible. You should have gotten 2xy 4 for the first one, 2x 2 y 3 for the second one, and concluded that
More informationGrade 5 Unit 2 Volume Approximate Time Frame: 4-5 weeks Connections to Previous Learning: Focus of the Unit: Connections to Subsequent Learning:
Approximate Time Frame: 4-5 weeks Connections to Previous Learning: In third grade, students began working with area and covering spaces. The concept of volume should be extended from area. In fourth grade,
More informationGrade 5 Unit 2 Volume Approximate Time Frame: 4-5 weeks Connections to Previous Learning: Focus of the Unit: Connections to Subsequent Learning:
Approximate Time Frame: 4-5 weeks Connections to Previous Learning: In third grade, students began working with area and covering spaces. The concept of volume should be extended from area. In fourth grade,
More informationMiddle School Math Course 2
Middle School Math Course 2 Correlation of the ALEKS course Middle School Math Course 2 to the Indiana Academic Standards for Mathematics Grade 7 (2014) 1: NUMBER SENSE = ALEKS course topic that addresses
More informationMath 10- Chapter 2 Review
Math 10- Chapter 2 Review [By Christy Chan, Irene Xu, and Henry Luan] Knowledge required for understanding this chapter: 1. Simple calculation skills: addition, subtraction, multiplication, and division
More information6th Grade Arithmetic (with QuickTables)
6th Grade Arithmetic (with QuickTables) This course covers the topics shown below. Students navigate learning paths based on their level of readiness. Institutional users may customize the scope and sequence
More informationSWALLOW SCHOOL DISTRICT CURRICULUM GUIDE. Stage 1: Desired Results
SWALLOW SCHOOL DISTRICT CURRICULUM GUIDE Curriculum Area: Math Course Length: Full Year Grade: 5th Date Last Approved: June 2015 Stage 1: Desired Results Course Description and Purpose: 5th grade offers
More informationRadicals and Rational Exponents
Radicals and Rational Exponents CHAPTER 9 Purestock/SuperStock Math at Work: Computer Support Specialist OUTLINE Study Strategies: Know Your School 9.1 Radical Expressions and Functions 9.2 Rational Exponents
More informationExponents and Real Numbers
Exponents and Real Numbers MODULE? ESSENTIAL QUESTION What sets of numbers are included in the real numbers? CALIFORNIA COMMON CORE LESSON.1 Radicals and Rational Exponents N.RN.1, N.RN. LESSON. Real Numbers
More informationCurriculum at a Glance Kindergarten- Grade 5
Curriculum at a Glance Kindergarten- Grade 5 Students learn to reason and communicate, be problem-solvers, value mathematics and feel confident in their ability to apply concepts and skills. Creating such
More informationSTANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA II. 3 rd Nine Weeks,
STANDARDS OF LEARNING CONTENT REVIEW NOTES ALGEBRA II 3 rd Nine Weeks, 2016-2017 1 OVERVIEW Algebra II Content Review Notes are designed by the High School Mathematics Steering Committee as a resource
More information1. 24x 12 y x 6 y x 9 y 12
Regents Review Session #2 Radicals, Imaginary Numbers and Complex Numbers What do you do to simplify radicals? 1. Break the radical into two radicals one that is a perfect square and one that is the other
More informationThinking. Addition and Multiplication Patterns. Solving Word Problems. Identifying, Drawing, Examining, Classifying Quadrilaterals
Gwinnett County Public Schools Mathematics 2012-2013 Third Grade Curriculum Map 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Operations and
More informationGeorgia Standards of Excellence Fourth Grade Curriculum Map
Georgia Standards of Excellence Fourth Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Whole Numbers, Place Value and Rounding In Computation MGSE4.NBT.1 MGSE4.NBT.2 MGSE4.NBT.3
More informationANNUAL NATIONAL ASSESSMENT 2014 ASSESSMENT GUIDELINES MATHEMATICS GRADE 7
ANNUAL NATIONAL ASSESSMENT 2014 ASSESSMENT GUIDELINES MATHEMATICS GRADE 7 INTRODUCTION The 2014 cycle of Annual National Assessment (ANA 2014) will be administered in all public and designated 1 independent
More informationStudent Learning Targets for CCSS and Mathematical Practices
Student and DUSD 3 rd Grade: Quarter 1 Unit Standards for Place Value and Comparing and Ordering Numbers 3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100. M03-S1C3-01
More informationMath 1 Variable Manipulation Part 2 Exponents & Roots
Math 1 Variable Manipulation Part 2 Exponents & Roots 1 PRE-ALGEBRA REVIEW: WORKING WITH EXPONENTS Exponents are shorthand for repeated multiplication of the same thing by itself. For instance, the shorthand
More informationGeorgia Department of Education
Mathematics Grade 4 In Grade 4, instructional time should focus on three critical areas: (1) developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing
More information1201 Common Mathematics Assessment - June 2013 Answer Sheet. Name
1201 Common Mathematics Assessment - June 2013 Answer Sheet Name Mathematics Teacher: 1. A B C D 2. A B C D 3. A B C D 4. A B C D 5. A B C D 6. A B C D 7. A B C D 8. A B C D 9. A B C D 10. A B C D 11.
More informationAgile Mind Mathematics 6 Scope and Sequence, Indiana Academic Standards for Mathematics
In the three years prior Grade 6, students acquired a strong foundation in numbers and operations, geometry, measurement, and data. Students are fluent in multiplication of multi-digit whole numbers and
More informationMISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 3 DRAFT
Grade 3 Critical Areas In Grade 3, instructional time should focus on four critical areas: 1. developing understanding of multiplication and division and strategies for multiplication and division within
More informationRussell County Schools Grade 2 Math Pacing
Operations and Algebraic Thinking [OA] Represent and solve problems involving addition and subtraction. Add and subtract within 20. Work with equal groups of objects to gain foundations for multiplication.
More informationGwinnett County Public Schools Mathematics Fourth Grade Curriculum Map
Gwinnett County Public Schools Mathematics 2012-2013 Fourth Grade Curriculum Map 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Unit 1 Unit 1 Unit 3 Unit 4 Unit 6 Unit 7 Unit 8 Geometry Measurement
More information8 th Grade Mathematics Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the
8 th Grade Mathematics Unpacked Content For the new Common Core standards that will be effective in all North Carolina schools in the 2012-13. This document is designed to help North Carolina educators
More informationRational and Irrational Numbers can be written as 1_ 2.
? L E S S O N 1.1 Rational and Irrational Numbers ESSENTIAL QUESTION 8.NS.1 Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion;
More informationRussell County Schools Pacing Guide Grade 5 Math. Overview
ussell County Schools Pacing Guide Overview Operations and Algebraic hinking [OA] Write and interpret numerical expressions. Analyze patterns and relationships. Number and Operations in Base en [NB] Understand
More information3 rd Grade Math 4 th Grade Math
3 rd Grade Math 4 th Grade Math Standards for Mathematical Practice Mathematical Practices are listed with each grade s mathematical content standards to reflect the need to connect the mathematical practices
More informationSWALLOW SCHOOL DISTRICT CURRICULUM GUIDE. Stage 1: Desired Results
SWALLOW SCHOOL DISTRICT CURRICULUM GUIDE Curriculum Area: Math Course Length: Full Year Grade: 6th Date Last Approved: June 2015 Stage 1: Desired Results Course Description and Purpose: In Grade 6, instructional
More informationJackson County Schools Curriculum Pacing Guide
Jackson County Schools Curriculum Pacing Guide - Third Grade 1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Numbers and Operations in Base
More informationChinle USD CURRICULUM GUIDE. SUBJECT: Math GRADE: Kindergarten TIMELINE: First Quarter. I will count by ones to 10. Introduce (0-10) Ones Tens number
Counting and Cardinality (CC) Know number names and the count sequence. Count to tell the number of objects. Compare numbers. (0-10) K.CC.1. Count to 100 by ones and by tens... I K.CC.2. Count forward
More informationLesson 2.2 Exercises, pages
Lesson. Exercises, pages 100 105. Write each mixed radical as an entire radical. a) 6 5 b) 6 # 5 # 180 7 # 108 c) - 5 () # d) 5 5 # 5 8 # 5 65 # 0 150. Write each entire radical as a mixed radical, if
More information4 Unit 7: Fractions and Decimals (19 days)
Elementary Pacing Guide by Quarter Content Area: Mathematics Grade: 4 th Quarter Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 1 Unit 1: Place Value and Multi digit Addition and Subtraction
More information