- Today was been very fruitful with observations, conferences, and lesson planning. I have not had a chance to enter grades into the Teacher Access Center - Progress Reports will be sent home tomorrow! Thank you, as always, for your patience and flexibility!! :)
- We are still in need of donations for the class basket - please send in whatever you can if you can't send in $10. So far we only have 7 donations.
Six Flags Read to Succeed reading program: The program will begin on February 1st and if you want the foundation to enter your reading logs for you they must be returned by February 24th.
Young Author's Competition Entries are due by Feb. 16th!
Congrats to Kamal and Sunny for winning the Chess Championship this weekend! They will be advancing to states now!!
Math skill: Higher Order Thinking Skills - interpretting the remainder!
Interpreting Remainders
Look for the context of the problem to decide what to do with the remainder.
-Round up for things like “transportation or housing”
· Round the quotient up: Even though 155/55 was 2 remainder 35, we need to round up to 3 buses otherwise 35 people couldn’t come!
· Just the whole number: Look for times when it says “How many FULL ____” buses for example: 2 full buses (forget about the remainder)
· Just the remainder: When it says how many will be on the bus that is not full? (Remainder ONLY)
· Forget the remainder: Miss Serafin made 60 cookies for the class. There are 25 kids in the class. How many will each child get? Quotient = 2 remainder 10 – each child will get 2 – forget about the remainder
· Split the remainder up – only works with small remainders and things like cookies/food (can’t split up two brownies between 23 kids!!!)
Real World Problem: We are going to Fernbank Museum in March. HOTS – multi-step –
Each bus holds 60 people. How many busses will we need for….
525 children
16 teachers
34 chaperones
· How many busses will we need? _______10______
· How many will be full? ________9______
· Will there be any extra seats? __60- remainder (35) = 25 seats empty______
What I know:
38 kids total
8 kids in each van
Divide 38 by 8 = 4 remainder 6
NEED 5 VANSSSS!!!!!!!!! Those six aren’t walking J
What I know:
Jack has 26 raisins.
He needs 5 raisins for each cookie.
Set up problem: Divide 26 by 5 = 5 remainder 1
What do I do with the remainder????
How many cookies can he make??? 5 cookies. What about the extra raisin? Eat it, give it to the dog, throw it away…. FORGET ABOUT IT. It wants full numbers only!
TOTD: Ms. Serafin has 73 pencils to give out to her pink reading group. There are 8 kids in the group. How many pencils will each child get?
How many will she NOT give away?
73 pencils to be shared with 8 kids
73/8=9 remainder 1 -> each child will get 9. 1 is left over and won’t be shared.
Math test is FRIDAY!
Green study guide:
Name: _______________________ Date: _________________
Unit 5: Study Guide(ON)
Solve the following problems. Show your work.
1. 14 x 6 = _____ 805 x 3 = _____
87 ÷ 3 = _____ 453 ÷ 5 = _____
2. Use mental math to solve.
4 x 10 = _____ 8 ÷ 2 = _____
4 x 100 = _____ 80 ÷ 2 = _____
4 x 1,000= _____ 800 ÷ 2 = _____
60 x 8 = _____ 84 ÷ 4 = _____ 240 ÷ 6 = _____
3. Explain how to use mental math to solve 84 ÷ 4.
_________________________________________________________________________________________________________________________________________________________________________________
4. Cody plays in a baseball league with a total of 108 kids. If each team will have 9 players on the team, how many players will be on each team?
Equation: _____________________ ___________players will be on each team
5. Mrs. Usher will be recycling bottles this week. There are 46 classrooms with blue recycle bins. If each bin has 7 bottles in it, how many bottles will she recycle?
Equation: _____________________ She will recycle ________ bottles.
6. The following rectangle represents a multiplication problem. Use the rectangle to show the partial products of the problem and determine the answer.
5 x 115
115
5
Partial Products: _______________________________ 5 x 115 = ____________
7. Complete the multiplication equation represented by the array to demonstrate the distributive property.
6 X 18 = (6 x ____) + (6 x ____) = ________
Pink:
Name: _______________________ Date: _________________
Unit 5: Study Guide(ADV)
Solve the following problems. Show your work.
1. 514 x 6 = _____ 85 x 53 = _____
87 ÷ 3 = _____ 453 ÷ 25 = _____
2. Use mental math to solve.
4 x 10 = _____ 8 ÷ 2 = _____
4 x 100 = _____ 80 ÷ 2 = _____
4 x 1,000= _____ 800 ÷ 2 = _____
60 x 8 = _____ 84 ÷ 4 = _____ 240 ÷ 6 = _____
3. Explain how to use mental math to solve 84 ÷ 4.
_________________________________________________________________________________________________________________________________________________________________________________
4. Cody plays in a baseball league with a total of 108 kids. If each team will have 12 players on the team, how many players will be on each team?
Equation: _____________________ ___________players will be on each team
5. Mrs. Usher will be recycling bottles this week. There are 46 classrooms with blue recycle bins. If each bin has 22 bottles in it, how many bottles will she recycle?
Equation: _____________________ She will recycle ________ bottles.
6. The following rectangle represents a multiplication problem. Use the rectangle to show the partial products of the problem and determine the answer.
5 x 115
115
5
Partial Products: _______________________________ 5 x 115 = ____________
7. Complete the multiplication equation represented by the array to demonstrate the distributive property.
_____ X _____ = (____ x ____) + (____ x ____) = ________
Government Study Guide
Study Guide:
Name _________________________Date __________________________
Government Test: What you need to know:
Fill in the chart below to answer the following questions: 1. Name the 3 branches of National Government. 2. What people or group of people make up each branch of government? 3. What is the job for each branch of government?
Who is the leader of the local government?
Bonus: What is that person’s name?
What is the general assembly?
What is separation of power? How does it work?
Why do we need separation of power?
Who leads the state government?
Bonus: What is that person’s name?
Who leads the national government?
Bonus: What is that person’s name?
What is the person’s name that is directly underneath him (in the event the President can’t do his job anymore)?
What are taxes?
What do taxes do?
Level of Government | Leader of Level | What is the level of government in charge of? What services does it provide? |
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Be able to explain (in complete sentences) why it is important for the US to have 3 branches of government.
with ANSWERS
Name _________________________Date ________________________
Government Test: Study Guide with answers
Branch | Person/Group | Job |
Legislative
| House of Representatives And the Senate | Law Making |
Judicial
| Courts and Judges | Interpret/ Understand the law |
Executive
| President | Model citizen, what laws need to be made, approve laws |
» The leader of the local government is called the mayor. John’s Creek Mayor is ____________________.
» The general assembly is part of the state government.
» No branch of government can become too strong or powerful because of separation of power.
» The leader of the state government is called the governor. The Governor of Georgia is ___________________.
» The leader of the national government is called the president. The president is _______________________ and the Vice President is __________________.
» Taxes are money that citizens pay to the government that pays for government services.
Level of Government | Leader | Service |
National government | President/Vice President | Army, Navy (National Security), print currency, National Parks |
State government | Governor/Lt. Governor | Public Schools, Build State Roads, State Parks |
Local government | Mayor | Police, Fire, Emergency, Local Parks |
Be able to explain (in complete sentences) why it is important for the US to have 3 branches of government: Include Checks and balances and separation of power so that one branch does not become too controlling or powerful.
