Week+2-3+November+5,+6,+7,8

= Math Warm-ups: = = "24" =

= Attribute Trains = = =



Building with hundredths grids to develop number sense for rational numbers

= 7th grade tasks will be addressing: = = = //:// =Work on investigation one from //Stretching and Shrinking.//= = = = 6th grade tasks will be addressing: = Apply and extend previous understandings of multiplication and division to divide fractions by fractions.
 * **7.RP.2c and d**
 * **Represent proportional relationships by equations. //For example, if total cost t is proportional to the number n of items purchased at a constant price p, the relationship between the total cost and the number of items can be expressed as t = pn.//**
 * **Explain what a point (//x//, //y//) on the graph of a proportional relationship means in terms of the situation, with special attention to the points (0, 0) and (1, //r//) where r is the unit rate.**
 * **7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples: simple interest, tax, markups and markdowns, gratuities and commissions, fees, percent increase and decrease, percent error.**

6.NS.1 Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using visual fraction models and equations to represent the problem. // For //example, create a story context for (2/3) ÷ (3/4) and use a visual fraction model to show the quotient; use the relationship between multiplication and division to explain that (2/3) ÷ (3/4) = 8/9 because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷ (c/d) = ad/bc.) How much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 3/4-cup servings are in 2/3 of a cup of yogurt? How wide is a rectangular strip of land with length 3/4 mi and area 1/2 square mi?

=Work on investigation one from //Comparing and Scaling.//=

= 8th grade tasks will be addressing: =
 * **8.EE.7. Solve linear equations in one variable.**
 * **8.F.1. Understand that a function is a rule that assigns to each input exactly one output . The graph of a function is the set of ordered pairs consisting of an input and the corresponding output**.
 * **8.F.4. Construct a function to model a linear relationship between two quantities. Determine the rate of change and initial value of the function from a description of a relationship or from two (//x, y//) values, including reading these from a table or from a graph. Interpret the rate of change and initial value of a linear function in terms of the situation it models, and in terms of its graph or a table of values.**

=Work on investigation one from //Thinking with Mathematical Models.//=