M5N1. Students will further develop their understanding of whole numbers.

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M5N1. Students will further develop their
understanding of whole numbers.

• A. Classify the set of counting numbers into
  subsets with distinguishing characteristics
  (odd/even, prime/composite)
• B. Find multiples and factors
• C. Analyze and use divisibility rules.

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Even and Odd Numbers Even numbers can be divided
evenly into groups of two. The number four can be
divided into two groups of two. Odd numbers can
NOT be divided evenly into groups of two. The
number five can be divided into two groups of two
and one group of one. Even numbers always end
with a digit of 0, 2, 4, 6 or 8. 2, 4, 6, 8, 10,
12, 14, 16, 18, 20, 22, 24, 26, 28, 30 are even
numbers. Odd numbers always end with a digit of
1, 3, 5, 7, or 9. 1, 3, 5, 7, 9, 11, 13, 15, 17,
19, 21, 23, 25, 27, 29, 31 are odd numbers.  

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Even or Odd?

• 26
• Even
• 31
• Odd
• 70
• Even
• 157
• odd

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Prime Composite

• The numbers 0 and 1 are neither prime nor
  composite.

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Prime Or Composite?

• 35
• Composite
• 41
• Prime
• 0
• Neither
• 1
• Neither

                                                
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Factors

• When a number is written as a product of counting
  numbers, those counting numbers are called
  factors.
• List the factors for the following numbers-tell
  if prime or composite.
• 28
• 1,2,4,7,14,28 (C)
• 23
• 1,23 (P)
• 27
• 1,3,9,27 (C)

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Multiples

• A multiple of a number is the product of the
  number and any counting number.
• D

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Divisibility Rules

• 2 If the last digit is even
• 3 If the sum of the digits is divisible by 3
• 4 If the last two digits form a number divisible
  by 4
• 5 If the last digit is a 5 or a 0
• 6 If the number is divisible by both 2 and 3
• 9 If the sum of the digits is divisible by 9
• 10 If the number ends in 0, it is divisible by
  10.

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Lets Practice

• Tell whether each number is divisible by
  2,3,4,5,6,9,or 10
• 393
• 3
• 3,012
• 2,3,4,6
• 990
• 2,3,5,6,9,10

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M5N2. Students will further develop their
understanding of decimal fractions as part of the
base-ten number system

• A. Understand place value

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1. D 2. B 4. B 5. B
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M5N4. Students will continue to develop their
understanding of the meaning of common fractions
and compute with them.

• A. Understand division of whole numbers can be
  represented as a fraction
• B. Understand the value of a fraction is not
  changed when both its numerator and denominator
  are multiplied or divided by the same number
  because it is the same as multiplying or dividing
  by one.
• C. Find equivalent fractions and simplify
  fractions.
• E. Explore finding common denominators using
  concrete, pictorial, and computational models.
• G. Add and subtract common fractions and mixed
  numbers with unlike denominators.
• H. Use fractions (proper and improper) and
  decimal fractions interchangeably.
• I. Estimate products and quotients.

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Fractions As Division Problems

• Any fraction can be thought of as a division
  problem. For example, when 2 units are separated
  into 3 equal parts, each is 2/3 of 1 unit.
• 2/3 can be written as 2 divided by 3

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Equivalent Fractions

• Remember To find an equivalent fraction you can
  divide or multiply. You must always divide or
  multiple BOTH the numerator and denominator by
  the same number.

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Time To Practice

• LearningPlanet.com - Fraction Frenzy

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Simplifying Fractions

• You can divide the numerator and the denominator
  by the GCF of the numbers.
• You can cancel common factors
• Find the simplified form of each of the following
  fractions.
• 39/15
• 13/5 or 2 3/5
• 28/42
• 2/3

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Practice equivalent fractions using pictorial
models

• Melvin's Make a Match PBS Kids

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Estimate Each Sum Or Difference

• 5/6 7/8
• 2
• 75 ¼ -36 1/8
• 40
• 1/9 4/5 1/3 1/15
• 1 1/2

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Fraction Practice-Write Answer In Simplest Form

• 4 ¾ 5 ¾
• 10 ½
• ¼ 1/8
• 3/8
• 11/12 2/3
• 1 7/12
• 6 5/12 3 2/3
• 10 1/12

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Fraction Practice-Write Answer In Simplest Form

• 7/8 5/8
• ¼
• 7- 3 1/6
• 3 5/6
• ¾ - 1/8
• 5/8
• 6/8 5/16
• 7/16
• 9 ¼ - 6 3/8
• 2 7/8

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Relate Fractions Decimals

• Write each decimal as a fraction or mixed number
  in simplest form.
• 0.8
• 4/5
• 3.6
• 3 3/5
• Write each fraction or mixed number as a decimal.
• 1/5
• 0.2
• 3 ¾
• 3.75

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M5N5 Students will understand th meaning of
percentage.

• A. Model percent on 10 by 10 grids.

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To change a decimal into a percent you multiply
by 100. This is the same as moving the decimal
two places to the right. So this problem would
be 67 .
Percent ______
Percent ______
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M5A1. Students will represent and interpret the
relationship between quantities algebraically

• A. Use variables, such as n or x, for unknown
  quantities in algebraic expressions.
• B. Investigate simple algebraic expressions by
  substituting numbers for the unknown.
• C. Determine that a formula will be reliable
  regardless of the type of number (whole numbers
  or decimal fractions) substituted for the
  variable.

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1. 11 2. 4 3. 4 4. 13 1. 24 2. 420 3. 90 4.
60 5. 140
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M5D1. Students will analyze graphs

• A. Analyze data presented in graphs.
• B. Compare and contrast multiple graphic
  representations (circle graphs, line graphs, bar
  graphs, etc.) for a single set of data and
  discuss the advantages/disadvantages of each.

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