CH 3, 4, & 5 Review

You should be able to:

1. Write word problems that use (a) comparison subtraction, (b) take-away model of subtraction, and (c) missing addend.
   
2. Analyze students' methods for adding, subtracting, multiplying, or dividing. (Analyze means be able to explain the child's procedure or solution method, whether their procedure is reasonable, and if they got the answer correct or not. )
   
3. Make a sketch that models the multiplication of two numbers (repeated addition, array, area, Fundamental Counting Principle), whether using whole numbers or fractions.
   
4. Write division word problems that use equal share or repeated subtraction models.
   
5. Estimate and explain your thinking when dividing very large numbers to determine an approximate percent.
   
6. Use scientific notation to solve problems with really big numbers or really small numbers and be able to convert those numbers into other units that provide a better understanding of what those numbers represent.

Story problems that models 3 divided by 4

Partitive (equal share):
There are 3 brownies and 4 children. If each child gets an equal amount of the brownies, how much does each get?

Repeated subtraction:
Asks how much of 4 is in 3.
I have 3 carrots, but I need to put 4 carrots into each bunch to sell them at the farmer’s market. How much of a bunch do I have?

Obviously, the equal share model is much easier to use when the numerator is smaller than the denominator.

Ice Cream Cone Problem

Where N = number of different ice cream flavors and 2 is the number of different cones

The number of two scoop combinations, if scoop one vanilla and scoop two chocolate is considered different from scoop one chocolate and scoop two vanilla: N*N*2.

The number of two scoop combinations, if scoop one vanilla and scoop two chocolate is considered the same as scoop one chocolate and scoop two vanilla: N*N*2 – N * (N – 1)

CH.1-2 Test

You should be able to:

• Use quantitative anaylsis to solve problems (i.e. the trains approaching each other)
  
• Take a number and use place value to think about the number in different ways. (Similar to our discussion about money--$235 can be thought of as 235 ones, 23 1/2 tens or 2.35 hundreds, etc.)
  
• Work with bases other than ten: (a) take a base ten number and convert it to another base, (b) take a number from another base and convert to base ten, and (c) add and (d) subtract numbers that are in other bases.

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