Representing the Distributive Property Symbolically

Watch this video as many times as you need, then WSQ in your notes.

Summary:

1. What are the 3 ways you can represent multiplication?  (symbols)
2. Why do you multiply everything inside the parenthesis by the factor outside the parenthesis?
3. How do you use the GCF to help rewrite a problem using the distributive property?
4. When might it be useful to use the distributive property?

Dividing Fractions Using Models

Watch this video as many times as you need and complete the companions worksheet.

Using Multiplication to Convert Units of Measure

Watch this video as many times as you need.  Then WSQ in your notes.  Use the tables below the video to help you convert units.  If you are stuck on the last two problems, check below the conversion chart for more detailed solutions.

Summary:
1. How do I set up a unit conversion problem?
2. What are the steps to solving a unit conversion problem?
3. What is dimensional analysis?

Solutions to the last two problems:

Multiplying Fractions Using Models

Watch this video as many times as you need and complete the companions worksheet.

Prime Factorization

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems assigned during the video in your notes.

S = Summarize the video.  Answer the summary questions below.

Q = Question you have or a question someone else might have about the information in the video. This can also be a question that sparks discussion or causes other to think about the topic more deeply.

Summary:
1. What are prime numbers?
2. List the steps for finding the Prime Factorization of a number.
3. How can you simplify the Prime Factorization of a number once you have listed all of the prime factors?

4. How are factoring and evaluating related?

Converting Between Mixed Numbers and Improper Fractions

Watch this video as many times as you need, then WSQ in your notes.

Summary:
1. How do you turn an improper fraction into a mixed number?
2. How do you turn a mixed number into an improper fraction?

Volume

as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  Use the questions below to guide your summary.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. What is Volume?
2. How do you calculate the volume of a rectangular prism/cube?
3. What are the units you use when calculating volume?

Solution to Final Problem:

Dividing Mixed Numbers

Watch this video as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  Use the questions below to guide your summary.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. How do you change a mixed number into an improper fraction?
2. How do you change a whole number in to an improper fraction?
3. How do you divide with mixed numbers?

Dividing Fractions

Watch this video as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  Use the questions below to guide your summary.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. What is a reciprocal?
2. How can you find the reciprocal of a mixed number?
3. How do you divide fractions?

Solutions to Work:

Multiplying Mixed Numbers

Watch this video  as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. How do you turn a mixed number into an improper fraction?
2. How do you turn an improper fraction into a mixed number?
3. What are the steps for multiplying mixed numbers?

Multiplying Fractions by Fractions

Watch this video as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. List at least 3 observations you made while watching the video.  Be specific.
2. What is the relationship between the numerators in the factors and the numerator in the product?
3. What is the relationship between the denominators in the factors and the denominators in the product?
4. Write a rule for multiplying fractions.
5. Justify your answers in the work portion of the video with models.

Multiplying Fractions by Whole Numbers

Watch this video as many times as you need, then WSQ in your notes.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Summary Questions:

1. What operation does the word "of" usually tell you to use?
2. How can you write a whole number as a fraction?
3. What observations can you make about the product in relation to the factors (problem)?
4. Write a set of procedures for multiplying fractions by whole numbers.

Least Common Multiple

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems assigned during the video in your notes.

S = Summarize the video.  This can be done using bullets.  Answer the summary questions below.

Q = Question you have or a question someone else might have about the information in the video. This can also be a question that sparks discussion or causes other to think about the topic more deeply.

Summary:
1. What are multiples?
2. How do you find multiples of a number?
3. Define Least Common Multiple.
4. List the steps to finding the LCM of two or more numbers.

Solutions for Work:

GCF Using Venn Diagrams

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems assigned during the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video. This can also be a question that sparks discussion or causes other to think about the topic more deeply.

Finding and Listing Factors

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems assigned during the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video. This can also be a question that sparks discussion or causes other to think about the topic more deeply.

Summary:
1. What is a factor?
2. How can you find all of the factors of a given number?
3. How do you know when you have all of the factors of a given number?

Fractions Drag and Drop Practice

Click HERE to practice using technology to solve fraction problems.

GCF Using Prime Factorization

Watch this video as many times as you need. WSQ in your notebooks.  

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  See summary questions below.

Q = Question you have or a question someone else might have about the information in the video.

Summary:
1. What are the steps to using this method?
2. What are the pros of using this method?
3. What are the cons of using this method?

Finding and Listing Factors

Watch this video as many times as you need.  Complete all questions throughout the video.  Don't forget to WSQ in your notebooks.  Thank you PBSKids.org for the video clips.

W = Work out any problems you are given in the video in your notes.

S = Summarize the video.  This can be done using bullets.  List at least 3 things you learned from this video or important things to remember about this lesson.

Q = Question you have or a question someone else might have about the information in the video.

Introduction to Perimeter and Area

Watch the video as many times as you need.  Then, complete the 2 problems at the end of the video in your notebook.  

Also include on the page your WSQ.  (Where/when did you watch the video, Summary of the lesson, Question you have about the lesson. If you have no questions, write a question you think another person watching this video might have.)

Summary:
1. What is perimeter?
2. How do you find the perimeter of a figure?
3. What are the units you use for perimeter?
4. What is area?
5. How do you find the area of a rectangle?
6. What are the units you use for area?
7. Look up the formulas for finding the area of a TRIANGLE.

Dividing Fractions and Mixed Numbers

Watch the video as many times as you need.  Then, copy and complete the 8 questions on the last two slides of the lesson into your notebook.

Also include on the page your WSQ.  (Where/when did you watch the video, Summary of the lesson, Question you have about the lesson. (If you have no questions, write a question you think another person watching this video might have.)