# Lesson 3 1 3 Day 1 Teacher Notes

- Slides: 17

Lesson 3. 1. 3 Day 1 – Teacher Notes Standard: Preparation for 6. NS. 3 Operations with decimals. • Chapters 5 and 7 – Multiplying and dividing decimals Lesson Focus: Focus is to see how portions can be written in multiple ways, (fraction, decimal, percent, words, etc. ). (3 -39) • I can convert among fractions, decimals, and percents. Calculator: No Literacy/Teaching Strategy: Swapmeet

3 -33. Maribel is taking advantage of the sale at Cassie’s Cashew Shoppe. She wants to figure out how much she will save on a purchase of $34. Maribel’s percent ruler is shown below. Copy the ruler on your paper and help her figure out what 20% of $34 is.

p. 106 Day 1 3 -36 to 3 -39

3 -36. BUILD IT, DRAW IT, WRITE IT, SAY IT In Section 2. 2, you used a hundred block to represent the number 100. For your work in this section, you will use this block to represent one whole or 100%, also described as 1, as 100/100, or as one hundred out of one hundred. The block will be referred to as the 100% block. Since a whole block represents 100%, 50% (50/100, 5 out of every 10, or ) can be represented by the diagram right. When the large square block represents 100%, what do each of the other blocks you have worked with represent?

3 -36 (cont. ) Obtain a set of Base Ten Blocks or use: Base Ten Blocks (CPM) and a copy of the Lesson 3. 1. 3 A Resource Page from your teacher. For each of the portions listed below: • Build the portion on a 100% block. • Draw a diagram of the portion on your resource page. • Write the portion in at least two different equivalent representations. • Write out how you could use words to say or name the portion two different ways.

3 -37. Erik and Tate cannot agree on the amount shaded on the 100% block shown at right. Erik says, “It shows 2 tenths of the 100% block… and 3 hundredths of the block, ” while Tate says, “It shows 23 hundredths of the whole block. ” a. What would you tell Tate and Erik? Justify your response with words and pictures. b. Another representation of the number shown on the 100% block above is a decimal, which would be written as 0. 23. Compare this number to how Erik and Tate described the value. What similarities do you notice?

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