Day 27 Dividing Decimals

6th Grade Math Standards: Find the greatest common factor of two whole numbers less than or equal to 100 and the least common multiple of two whole numbers less than or equal to 12. Use the distributive property to express a sum of two whole numbers 1–100 with a common factor as a multiple of a sum of two whole numbers with no common factor. For example, express 36 + 8 as 4(9 + 2).
MA.4.a. Apply number theory concepts, including prime factorization and relatively prime numbers, to the solution of problems.

The Learning Objective: Multiply decimal numbers

Quote of the Day: “Group A (83% of the people in the study) were embarking on a career chosen for the prospects of making money now in order to do what they wanted later, and Group B (the other 17% of people in the study) had chosen their career path for the reverse reason, they were going to pursue what they wanted to do now and worry about the money later. The data showed some startling revelations: At the end of 20 years, 101 of the 1,500 people in the study had become millionaires. Of the millionaires, all but one - 100 out of 101 - were from Group B, the group that had chosen to pursue what they loved!” - John Maxwell

Question from Yesterday (as always from a student): Not really a question, but more of a statement. "If the factors are both less than one, the product is also less than one." This led to a further conclusion that if both factors are less than one, the product is less than the factors.

Assessment: Checking the homework, my favorite no, circumventing the room as students start tonight's homework, letting groups check each other for understanding of the notes.

Agenda:

1. Visual Pattern #5 
2. Review homework
3. Multiply, add, and subtract worksheet (we ended up doing #1, #8, and #13 because students on the whole that could do #1 could also do the other 6 problems)
4. Dividing decimals my favorite no (4.56 divided by 7)
5. Division of decimals notes. The only things I did were tell students to bring the decimal up immediately when the divisor was a whole number and to annex zeros if the dividend was a whole number (which they got a chance to try on their own during My Favorite No)
6. Division of decimals practice 

Glass-Half Full: The inventive spirit in me came up with the following script for students that needed a challenge.

After annexing zero, will the following always have 0 as a remainder?

• 3
• 4
• 5
• 6
• 7
• 9

I also had students divide 10, 11, 12, and 13 by 9 to see a pattern.

Regrets: I did not get the students out of their seats in the second part of class.

Link of the Day: An interesting slant on a parent's slant of common core math. Something for parents and teachers alike.