## Thursday, March 31, 2016

## Tuesday, March 29, 2016

### FINDING THE AREA OF COMPOSITE FIGURES

Area of a triangle = 1/2 (base x height)

Area of square/rectangle/parallelogram = base x height

Students are going to want to "break up" the figure into triangles and squares/rectangles/parallelograms so they can apply the correct formula.

Remember to number each piece you create and then calculate the areas separately.

All all the areas together to get the total area for the figure.

### TANGRAMS, COMPOSITE FIGURES, & AREA OH MY!

Each student was given a set of Tangrams. They were instructed to

- Choose 4 of the pieces and create a figure.
- Trace the figure on page 66 of their math notebook.
- Examine the figure and tell how they could calculate the area of their shape. (Most students were very perplexed. However after some discussion they began to realize they had the proper tools necessary to actually do this.)
- Trace each individual shape within their figure. (At this point most students began to realize they could find the area of each piece and then total up the area)
- Number each piece in the figure.

I then gave the students the base and height measurements for each shape.

- small triangle - b=3cm h=2cm
- medium triangle - b=5cm h=4cm
- large triangle - b=8cm h=8cm
- parallelogram - b=3cm h=2cm
- square - b=3 h=3

Students were then asked to calculate the area of each piece they used in their figure. Next they added up the total area of all pieces to get the area of their composite figure. Below is an example from a student math notebook.

In conclusion students learned they are able to "Break up" the figure to make squares and triangles. These are the only 2 formulas they are using currently to find the area.

## Monday, March 28, 2016

### 3/28 PRACTICE & HOMEWORK

__BONUS - TYPE OF TRIANGLE__Triangles have a First, Middle, and Last Name

Their First name is based on their sides

Their Middle name is based on their angles

Their Last name is Triangle (LOL)

__Side Names:__Equilateral - all sides have equal length

Scalene - all sides have different lengths

Isosceles - 2 sides have equal lengths

__Angle Names:__Right - one angle is 90 degrees (right angle)

Acute - all angles are less than 90 degrees

Obtuse - one angle is greater than 90 degrees

## Thursday, March 24, 2016

## Monday, March 21, 2016

### STUDY GUIDE ANSWERS

1.) 3/4

3.) 3/50

5.) .20 20%

7.) .625 62.5%

11.) .006 3/500

12.) .228 57/250

16.

a. 3:4

b. 4:3

c. 1:1

d. 3:10

e. Many possible answers: 4:3 16:12 24:18

17.) 6 shirts at $17.99

18.) 1:3

19.) 40 girls

20.) 45 km

22.) 4 miles per hour

23.) 19 cars per day

25.)8

34.) 54

35.) 130

38.) 20

39.) 25

42.) 70

43.) 200

56.) 300 feet

57.) 68000 pounds

58.) .127 m

59.) 6,000,000 L

60.) 14.2 kg

3.) 3/50

5.) .20 20%

7.) .625 62.5%

11.) .006 3/500

12.) .228 57/250

16.

a. 3:4

b. 4:3

c. 1:1

d. 3:10

e. Many possible answers: 4:3 16:12 24:18

17.) 6 shirts at $17.99

18.) 1:3

19.) 40 girls

20.) 45 km

22.) 4 miles per hour

23.) 19 cars per day

25.)8

34.) 54

35.) 130

38.) 20

39.) 25

42.) 70

43.) 200

56.) 300 feet

57.) 68000 pounds

58.) .127 m

59.) 6,000,000 L

60.) 14.2 kg

## Friday, March 18, 2016

## Thursday, March 17, 2016

### 3/17/2016 HOMEWORK

Very thankful to have great resources available on the internet. I really like the worksheets from this site: homeschoolMath.net/worksheets

## Tuesday, March 15, 2016

## Friday, March 11, 2016

## Thursday, March 10, 2016

### PERCENTS

Add caption |

85/100 |

"I must write the number over 100" |

27% |

"I must read the decimal in word form to help me write it as a fraction over 100. Then I will have the percent, because all percents are a number over 100. |

The decimal point is being moved 2 places to the right every time. |

4/5 as a percent is 80%. I changed 4/5 to 80/100 by multiplying the numerator and denominator by 20. Then I got 80% because 80 over 100 is 80%. |

#1 - 46% = 46/100 = 23/50 #2 - 128% = 128/100 = 32/25 = 1 7/25 |

#1 - .01 x 78 = .78 or 1/100 x 78/1 = 39/50 = .78 #2 - .25 x 40 = 10 or 25/100 x 40/1 = 10 #3 - 1 x 78 = 78 or 100/100 x 78/1 = 78 #4 - .50 x 62 = 31 or 50/100 x 62/1 = 31 |

## Friday, March 4, 2016

### USING TABLES & PROPORTIONS TO SOLVE PROBLEMS

The following picture is of the class assignment. #1 and #4 have been done for the class to help them figure the remainder of the paper out.

## Tuesday, March 1, 2016

### RATES

Click the link to watch a short video descirbing Rates

LearnZillion

After the video everyone shared the notes they had taken. Below is the list I compiled.

In class we practiced determining if a ratio was a rate or a unit rate using right arm/left arm to share our answers. The following questions were used for practice.

LearnZillion

After the video everyone shared the notes they had taken. Below is the list I compiled.

In class we practiced determining if a ratio was a rate or a unit rate using right arm/left arm to share our answers. The following questions were used for practice.

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