Unformatted text preview:

Slide 1One Note on the Standard AlgorithmInterpreting Our AnswersOn your calculator:On MY calculatorNow try:Order of OperationsCan you…What have I learned?What have I learned?What have I learned?Can I explain…Slide 13Slide 14Slide 1527984 ÷ 82Slide 17Do I Understand???Do I Understand?Make this true for order of operations*Don’t forget to sign in!*Division in MediaOne Note on the Standard AlgorithmInterpreting Our Answers•400 students are going on a field trip. If each bus can fit 83 students, how many busses are necessary?•400÷83=4R68•4 means:•68 means:•Answer is:On your calculator:Calculate: 3 • 4 – 8 ÷ 2 =On MY calculator3 • 4 – 8 ÷ 2 =Now try:(3 • 4) – (8 ÷ 2) = 3 • (4 – 8) ÷ 2 = 3 • (4 – (8 ÷ 2)) =Order of Operations•Parenthesis•Exponents•Multiplication/Division•Addition/SubtractionNote: We use parenthesis to “override” the order of operationsCan you…•Give examples of related facts?•Show 4 different ways to find: 37 • 41?•Show 4 different ways to find: 2795 ÷ 23?•Explain why each solution method applies to multiplication or division?•Vocabulary: factor, product, partial product, dividend, divisor, quotient, remainder•Write word problems for: repeated addition, repeated measure, area, Cartesian product, repeated subtraction, and partitive division?What have I learned?•Can you give an example of each model?–Repeated addition–Repeated subtraction–Repeated measures–Partition (Partitive)–Cartesian Product–Rectangular Area–ArraysWhat have I learned?•Commutative, associative, distributive properties. Write examples, and when are they used?•Identity and inverse properties Write examples and when are they used?•Related facts. If 6 • 3 = 18, then…What have I learned?•Show 35 • 24 using 4 different methods. –At least 1 from videos; at least 1 from explorations•Show 2977 ÷ 14 using 4 different methods.–At least 1 from videos; at least 1 from explorationsCan I explain…•Why each different solution method is an example of multiplication or division?•Vocabulary: factor, product, partial product, dividend, divisor, quotient, remainderExplain what is wrong:“50 ÷ 7 is the same as 50 ÷ 10, (which is 5) then because I adding 3 to the divisor I now need to subtract 3: 5 - 3 = 2.”•Estimate 35 • 49.•Show 3 different ways to find:35 • 49.•Estimate 27984 ÷ 82. •Show 27984 ÷ 82 using the scaffolding method.•35 • 49 is about 35 • 50. •Think: 30 • 50 = 1500, and 5 • 50 = 250, so 1750.•Methods: rectangular area, lattice multiplication, Egyptian Duplation, any of the methods used by the kids.•27984 ÷ 82: 82 • 1 = 82; 82 • 10 = 820; 82 • 100 = 8,200; 82 • 1000 = 82,000.So, the quotient is between 100 and 1000, and is closer to 100. Now: 8 • 3 = 24, so guess 300.27984 ÷ 82•82 • 1 = 82; 82 • 10 = 820; 82 • 100 = 8,20082 ) 27984 24600 3384 1640 1744 1640 104 82 22 1 20 20 300I’m thinking of a number. It is less than 50. When I divide it by 8, I get a remainder of 5. But when I divide it by 7, I get a remainder of 2. Use the manipulatives to find my number.Do I Understand???•Given: 4 7X 3 9 4 2 3 1 4 1__ 1 8 3 3•Question: Without doing any work, what is 30 • 47? How do you know?Do I Understand?•Given: 208 R 718 ) 3751 36151144•Question: Without doing any work, what is 200 • 18? How do you know?Make this true for order of operations12 ÷ 4 - 2 • 5 = 30What other values can we get using 12 ÷ 4 - 2 •


View Full Document

UA MATH 302A - Study Notes

Download Study Notes
Our administrator received your request to download this document. We will send you the file to your email shortly.
Loading Unlocking...
Login

Join to view Study Notes and access 3M+ class-specific study document.

or
We will never post anything without your permission.
Don't have an account?
Sign Up

Join to view Study Notes 2 2 and access 3M+ class-specific study document.

or

By creating an account you agree to our Privacy Policy and Terms Of Use

Already a member?