Today's Objective: After reviewing the concept by correcting last night's homework, students will practice expressing fractions as decimals and decimals as fractions.

We corrected last night's homework and I was pleased that so many people did so well! Quite a few papers ended up in the 100's box! We spent some class time working on another practice sheet, It isn't homework, and most of you finished it in class, but if it comes in completed on Monday, it is eligible for the 100's box! If you can spend five minutes checking it over, we can have quite a few papers added again on Monday!!! The worksheet has 11 problems on it!

I also handed out some notes and an extra practice paper if you want to do a bit more. Again, you don't have to complete these, they are just to help you! See images from that sheet below!

Homework is to have a nice weekend!

-Miss K :)

## Welcome to Miss K's Blog!!!

Welcome to my blog! I hope that you enjoy checking out all of the information, links, videos, notes and STUFF that I put on here. Please visit this page frequently and PARTICIPATE in the blog by leaving a comment! Thanks! -Miss K :)

**Reminder: Comments should be appropriate, kind, thoughtful and grammatically correct. I will DELETE comments that I think are inappropriate!****If you need to talk to me, please contact me via my school e-mail. Thank you.***Please note that all elements of this page are intended for educational purposes. All items included on this page are intended to be used within Fair Use guidelines. Please contact me if you have any concerns regarding any material included on this site. Thanks*## Friday, September 28, 2012

## Thursday, September 27, 2012

### Converting between Fractions and Decimals

Today's Objective: After learning how to convert, students will be able to express fractions as decimals and decimals as fractions.

Today we used three techniques to help us convert between fractions and decimals. One was easy, one was hard(ish) and the other was in between.

First, we realized that both fractions and decimals represent parts of a whole.

The first thing we did was the medium difficulty technique of changing a fraction into a decimal. We tried to make some simple fractions into equivalent fractions over either 10 or 100 so that we could easily convert them to decimals.

Thanks! Best of luck on tonight's homework!

-Miss K :)

Today we used three techniques to help us convert between fractions and decimals. One was easy, one was hard(ish) and the other was in between.

First, we realized that both fractions and decimals represent parts of a whole.

The first thing we did was the medium difficulty technique of changing a fraction into a decimal. We tried to make some simple fractions into equivalent fractions over either 10 or 100 so that we could easily convert them to decimals.

Next, we started working on the more complicated technique of dividing the fractions. To do this, we divided the numerator by the denominator, adding a decimal and annexing zeros to solve the problem.

We found that the answers sometimes stopped as a simple decimal (terminating) while others just kept on going (repeating).

The last, and easiest technique we used for converting was for making decimals into fractions.

We see it, say it (properly), write it (as a fraction), and simplify it!

Practice:

Tonight's homework is to complete both sides of the converting worksheet. I did a few problems with you in class, also shown below, so the work shouldn't take too long!

-Miss K :)

## Tuesday, September 25, 2012

### Comparing and Ordering Fractions

There are three basic ways that we can compare or order fractions: 1) Using logic and just thinking about the values 2) Comparing by multiplying "Up on a diagonal" as we cross multiply 3) Finding equivalent fractions with common denominators.

Here are some of the slides from class today and examples for tonight's homework, Comparing and Ordering worksheet. There are additional example on the worksheet itself and in the notes on the back of the worksheet. We were able to begin the assignment in class, so you shouldn't have too much homework tonight. If you are celebrating the holiday tonight and tomorrow and therefore are unable to complete the homework, please just let me know. Thanks!

Here are some of the slides from class today and examples for tonight's homework, Comparing and Ordering worksheet. There are additional example on the worksheet itself and in the notes on the back of the worksheet. We were able to begin the assignment in class, so you shouldn't have too much homework tonight. If you are celebrating the holiday tonight and tomorrow and therefore are unable to complete the homework, please just let me know. Thanks!

I hope that this information helps you MOOOOOOOve through the problems (ha ha ha) with success!

-Miss K :)

## Monday, September 24, 2012

### Quiz grades

FYI: The quizzes are graded, but as some students still need to take the quiz and I need to speak with some students, I am going to post grades later. Thank you.

-Miss K :)

-Miss K :)

### Mixed -> Improper -> Mixed -> Improper -> Mixed -> Improper

...and back again!

Tonight's homework is to complete worksheet 5-6, all problems! Work carefully and do the awesome job I know you can do!!!

-Miss K :)

## Friday, September 21, 2012

### Amazing

I think that the tight rope walking looks like the LEAST dangerous thing in this video.

-Miss K :)

-Miss K :)

### LCM!

Large Cold Men? Little Crazy Monkeys? Lotsa Chocolate Milk? Nope...

When we work with LCM, we are trying to find the smallest, shared multiple. To do that, we work backwards through the letters, first finding the multiples of the numbers we are given. You can and should use the pink multiplication chart that I gave you in class today to find multiples if you need it. Then begin to identify what numbers they share. You can see in the top example in the picture below that 2 and 8 share the multiples, 8, 16, 24, 32, 40.... (and many others).

Finally, we look to see what the smallest of the shared multiple is to identify the LCM. You can see that with 8 and 2, the LCM is 8! When we compared 15 and 16, the LCM is 240 because there isn't anything smaller. Sometimes you can multiply the two numbers to see what multiple they definitely share, but you need to be careful that there isn't a smaller one. For example, #22 on tonight's homework gives us the values 11 and 33. 11 X 33 = 363, but the LCM is much much smaller! The multiples of 11 are 11, 22, 33, 44, 55, 66... Wait a minute... 33? 33!

**33!!!!!**We already found our LCM!!!
Now, when do we use LCM is real life? People aren't going to come up to you randomly in real life and ask you for the LCM of 6 and 4, but your schedule may say that you have Lunch with a teacher every sixth day and Jazz band every fourth day and you want to find out how often you have both the same day! Here are the examples we completed in class today! (Thanks to Green class for allowing me to use your work!)

Tonight's homework is to finish the class sheet if you didn't finish in school. The problems are below, so if you lost the paper, just print out the image below!

I know that not everyone got a chance to play the online game that I shared in class. If you want to play, just click here!!!

Have a lovely weekend! See you Monday!

-Miss K :)

## Thursday, September 20, 2012

## Wednesday, September 19, 2012

### Argggggggg

Happy International Talk Like a Pirate Day!!!

Quiz tomorrow! Here are the notes from class which include answers from the study guide!

Tonight's homework is to STUDY!!!!

-Miss K :)

Quiz tomorrow! Here are the notes from class which include answers from the study guide!

Tonight's homework is to STUDY!!!!

-Miss K :)

Subscribe to:
Posts (Atom)