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October 24, 2006
We continue to work on our long division. It gets a little easier every day. This skill needs to be practiced every day. In addition, we began a very special project. It involves math, technology and food. What a great combination! Your children will tell you more about it as we proceed.
Posted by Jennings at 01:49 PM
Study Guide 6-4 in your workbook. Do #'s 1-8 and then do 9-20 (odd numbers only). We will check and review tomorrow and have a short quiz to check your understanding.
Posted by Jennings at 01:44 PM
After a week of finding equivalent fractions, I think we've just about got it! Now we can begin to apply what we've learned. We have discovered that we can add and subtract fractions with 'like' denominators just by adding or subtracting the numerators. However, if the denominators are not the same...we first have to find the 'least common denominator' so they will be the same. The first step in doing this is to "Stack" the fractions so they are one on top of another. Out to the side, we find the (LCD) Least common denominator. {This is exactly the same as finding the least common multiple. Students list the multiples of the larger number first and then see if the smaller number is a factor as well}. After we find a common denominator, we multiply each numerator by the same number we used to get the denominator (what you do to the bottom, you must do to the top). Now you have created equivalent fractions. Now we can add or subtract the numerators. DON'T FORGET TO SIMPLIFY YOUR ANSWER!! (double bobsled).
Posted by Jennings at 01:41 PM
October 11, 2006
7th grade will be having a cumulative test next Tuesday. The test will cover fact families, word problems, parentheses, subtraction with remainders, 1/2,1/4,1/10 fractions and factors. We have been reviewing these daily and will continue through Monday.
On Tuesday, Oct 24, we will be taking several of our math concepts and put them to use in a class project. We will be preparing and baking brownies. Together will will alter the recipe so that we can feed more or less people. This way we will have to change our fractions. We will also be using our measurement skills and basic math facts. Yummy, I can't wait!
Posted by Jennings at 01:18 PM
Do the worksheet on 'Finding Equivalent Fractions" See 'Classwork' for explanations!
Posted by Jennings at 01:10 PM
This week we've been learning how to find equivalent fractions and how to reduce fractions to their simplest terms. We've been using fraction stacks and paper cutting activities along with a great deal of in-class examples. This process can be confusing, but the students seem to be 'getting it'.
Fractions that name the same number. To find an equivalent fraction, you multiply or divide the numerator AND the denominator of a fraction by the SAME number ( not zero). Ex. 5/6 = x/18 we multiplied 6 x 3 to get 18, therefore we must multiply 5 by the same thing. 3x5 - 15 so our numerator will be 15. therefore 5/6 = 15/18.
To find all the equivalent fractions you could just keep multiplying the fractions.
To reduce a fraction or ratio to it's simplest form, we used the double'bobsled'. 4/16 if you bobsled 4 and 16...you look for a number that can 'go into both', starting with the lowest prime number and working your way up. We divide 4 and 16 by two and our answers will be 2/16. We know that we can further bobsled so we divide 2 and 16 by 2 and we get 1 and 8. Therefore, our reduced fraction is 1/8. 4/16 = 1/8. It's really simple once you've worked out a few. The students caught on quickly. If the numbers can not be bobsledded then the number is already in simplest form. Sometimes the number is given as a ratio or other than fraction form. If this is the case, the answer should be given as the original ratio. Ex. 4:16 = 4/16 = 4 out of 16 - 4 to 16. These are all the same ratios just written a different way!.
Posted by Jennings at 01:08 PM
October 06, 2006
Today we reversed and changed mixed numbers to improper fractions. By the end of the class they were saying "this is easy"". HW is in the workbook section 5-5 #'s 1-12. On Monday we will review both concepts and then have a quiz. My notes for how to do this are posted under the general information section of the blog You can also look at the parent letter if you haven't seen it in our child's notebook. Next week we will be working on 'reducing' fractions. Have a great weekend!
Posted by Jennings at 04:38 PM
Class notes...
P. 2
Posted by Jennings at 09:07 AM
October 05, 2006
We've begun the third unit of the new Georgia Standards - read on to see parent letter
We have begun the third unit of the new Georgia standards. You should have received a 'parent letter' this week explaining the goal and objectives for this unit and ways you can help your child at home, This unit covers fractions, decimals and percents. We began by understanding that a fraction is a 'part of the whole' and did several demonstrations with manipulatives. The students seemed to catch on quickly. The material will get more difficult as we proceed, but we will take it slow and steady so they will understand what they are learning.
I will continue posting HW assignments and other announcements. I am also beginning to experiment with my blog. I am going to attempt to scan and post many of my class notes and then hopefully add in other documents like the parent letters and study guides for each unit.
HW for tonight was Workbook, section 5-4 PRACTICE. Only the problems changing improper fractions to mixed numbers!
Posted by Jennings at 09:30 PM
