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Please make sure your name and date are on each of your posts so you receive credit for contributing!

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Operations and algebraic thinking Thu Dinh 2/3/20

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Operations and algebraic thinking Thu Dinh 2/3/20

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I learned that when I have a problem with order of operations ,I have to read carefully and check my answers.Some challenges I have are the order and forgetting multiplication and division goes first.I will study Gemdas without the E to get a better understanding of it .

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Ronin Nguyen
February 2nd, 2020

Order of operation can trick you if you forget that multiplication and division go before addition and subtraction. To remember that multiplication and division goes before addition and subtraction, you can do more order of operation problems

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I learned that you'll have to cancel out numbers when you need to find out what the variable is. I also learned that when doing algebraic expressions, you'll have to group the variables and numbers to find out an answer.

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A important thing that I learned that is KCF. Some common mistakes I see is that some students don’t switch operation to it’s opposite.
I will remember this concept by mastering my multiplication beyond 12’s to the 20’s and by studying this concept every 2 days.

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Joshua Rubio- Multiplying Decimals  2\3\2020

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Joshua Rubio- Multiplying Decimals  2\3\2020

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Multiplying decimals can trick lots of people by thinking to line up the decimal, when you don't. What I reviewed was that when you're done multiplying, however many digits you find behind the decimal, is how many spaces the decimals moves to the left.(Moving the decimal only happens while you're on the answer). I will remember this this by multiplying values, numbers, and items that include decimals at home.

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Converting fractions to decimals MASUMEH MIRZA 2-3-20

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Converting fractions to decimals MASUMEH MIRZA 2-3-20

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What i  learned and I have to be aware of is covertion of fractions to decimals it gets tricky because you have to find out how is___ going to be a tenth hundredth or a thousandth and one way I can remember is by looking at the factors of each denominator and making that into a hundredth thousandth or tenth

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Esme Ramos 2/3/20
Dividing whole numbers is hard in the beginning but gets easier as you practice. One way its is hard is that there might be reminders and the question is something along the lines of "How many buses do we need?"
So if the answer is 30 and a reminder of 4 it is 31. It isn't always like that sometimes when you get a reminder that means you solved it wrong. People commonly mix up the tens place and the ones place. Some also subtract wrong. I study my notes and practice dividing daily.

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What I learned is that you can also multiply the denominator which is a faster way to simplify. What's tricky is that you may forget to simplify and just leave it as a mixed number.

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Written By: Bryanna Bowman 2/3/2020
Today I reviewed dividing decimals by whole numbers.
Something important to remember is to line up your decimal points. A challenge or mistake is forgetting to add your decimal point to your quotient after you divide. I will remember this by continuing to study my notes on a daily basis.

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Dividing Decimals with Decimals (Whole Numbers) Justin Nguyen 02/03/20

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Dividing Decimals with Decimals (Whole Numbers) Justin Nguyen 02/03/20

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I learned that you can remove the decimal point from the decimals to either do one digit division or double digit division to make it easier for you. This sometimes becomes tricky from how students can be intimidated and multiply wrong or didn’t use correct value when removal of decimal point. I can remember this by always removing the decimal point when dividing decimals (to each other) and if the decimal point isn’t in the same place, it wouldn’t be impossible to divide (according to my knowledge).

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A math concept I did today was multiplying fractions. I need to remember that I have to put a denominator of one for whole numbers when multiplying whole numbers by a fraction. A common mistake students plus I make when multiplying fractions is getting their products wrong when they multiply. This usually happens when they don’t know their multiples. I will remember what I have learned by practicing my multiplication skills with fractions daily.

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Ismael Fernandez 2/2/20
Comparing Decimals
I learned that when you are comparing decimals you have to line up the decimal places and then compare the numbers. Many people would look at the numbers and just look at the last one and not loom at the others. To remember what a greater than and less than sign is take your left hand and make it into an L then its less than. Take your right hand and make that into an L but it would be backwards like this ⅃, if it is like this then it is greater than.

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Victor Tran Dividing Decimals by whole numbers

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Victor Tran Dividing Decimals by whole numbers

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An important thing to know that when dividing decimals is that if you can't divide anymore add a zero and common mistake is that students would put in a remaninder and that would be wrong.To remember this i will come to padlock and read it.

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Dividing Whole Numbers with Decimals Fernanda Truong 2/3/20

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Dividing Whole Numbers with Decimals Fernanda Truong 2/3/20

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It is an important thing to learn your factors once it comes to dividing. There's some difficulties with the factors and not having to put in the right digit in the proper place when it comes to dividing decimals. It was a trap because academic students might not realize that they need to add the decimal point. It can confuse academic teachers and students.

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Natalie Nguyen Converting decimals to fractions 2-3-20

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Natalie Nguyen Converting decimals to fractions 2-3-20

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I learned that you have to look at the place value the fraction is in before you turn it into a decimal.This makes it easier to turn the fraction into a decimal, also you have to check your work before you convert it and that is an important step of conversion.

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I reviewed multi-step problems and I remembered that there are many steps in a multi-step problems.The common mistake that students make is that students forget that there are more than one -step in a multi-step problem and that they have to complete all the steps. I will remember doing multi-step problems by searching for more than two numbers and following the operations that are instructed in the word problem.

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By Danny Do
Date: 2/3/20

I reviewed over a very simple subject called "Adding and Subtracting Decimals" and it is exactly what you think it is. Decimals are a tiny dot between numbers like this "1.06". It is important to always include this extra part because its part of the question that you need to answer. Take "2.65 + 1.92" if you add the ones you only get 3 and you got the question wrong. You have to add the digits after the decimal in order to get it right. So it will be "2.65 + 1.92 = 4.57" and same goes for subtraction. "3.23 - 1.56" will equal to 1.67. If you were to say misplace the decimal you will also get that wrong.

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Tiffany Lam
2/3/20
I reviewed multiplying proper fractions today. An important thing to remember is to multiply across from numerator to numerator to denominator to denominator. A common mistake students make is forgetting to simplify the product. A way I can can remember what I’ve learned is following these steps: 1)
Multiply the numerator and denominator 2) Simplify.

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Multiplying decimals
I learned that you can multiply the denominator which is a easier way to simplify or most people leave it just as a mixed number

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Shayna Do
2/3/20
The most important thing to remember about multiplying decimals is to check your work twice to see if it is correct. Some mistakes students make with this math concept is accidentally putting the decimals into the wrong place after multiplying. Reviewing and practicing this math concept will help me remember what I have learned.

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By: Annalyse O.
2-3-20
Today I reviewed multiplying mixed numbers and fractions.Some important things that you need to remember about studying this concept is that you need to make sure that when you're multiplying you go from numerator x numerator to get the product and then denominator x denominator. A few common mistakes that students make is forgetting the whole number and only doing the fractions or like just solving the fractions and leaving the whole number behind because there will be some answers on the test that's like that so it's easy to forget.it's easy to remember stuff like mixed numbers because anytime you think fraction or improper fraction mixed numbers go flying into your head because you have to turn a improper fraction to a mixed number for it to be you know it valid.

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I reviewed converting, multiplying and dividing fractions. Something I need to remember is to not add the denominator and to find the LCD. A common mistake students make is when the are doin KCF, they write the number the upside down. I'll remember what I've learned by remembering LCD and KCF.

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I reviewed kcf, how to add and subtract whole numbers, improper and proper fractions,and mixed numbers. I will keep practicing these skills so i can master and not forget them.

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I reviewed area and perimeter.I must remember how to find the sides of a square by already knowing the perimeter. some challenges are not being able to understand what the question says making them get a completely different answer. I can remember this concept by making it one of the things I study most on.

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Written by:Paula 2-3-20
Today I reviewed adding and subtracting decimals. And important thing to remember is that when you add or subtract decimals, you add a zero at the send of a while number. If you don’t your just making it harder for yourself. Common mistakes students make is not adding that zero. This makes it harder to subtract by a while number while using a decimal. I will remove all this by constantly checking by all my notes, and practicing this skill to get better and better at it.

https://www.google.com/url?sa=t&source=web&cd=7&ved=2ahUKEwj60MCK1rbnAhUOQK0KHfSAD7IQFjAGegQICRAL&url=https%3A%2F%2Fwww.mathsisfun.com%2Fadding-decimals.html&usg=AOvVaw3-2zaJ859aApdTVaaGHLvx

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Area and perimeter are similar and confusing in some ways because the question may be implying that it is area but you cant tell.

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Today I reviewed division. I reviewed how to divide large numbers and small numbers. I also learned that the dividend divided by the divisor. Students can make mistakes by dividing wrong and using the wrong numbers. I could remember how to divide by using my notes and do practice problems.

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Let's now see if we can divide into larger numbers. And just as a starting point, in order to divide into larger numbers, you at least need to know your multiplication tables from the 1-multiplication tables all the way to, at least, the 10-multiplication. So all the way up to 10 times 10, which you know is 100. And then, starting at 1 times 1 and going up to 2 times 3, all the way up to 10 times 10. And, at least when I was in school, we learned through 12 times 12. But 10 times 10 will probably do the trick. And that's really just the starting point. Because to do multiplication problems like this, for example, or division problems like this. Let's say I'm taking 25 and I want to divide it by 5. So I could draw 25 objects and then divide them into groups of 5 or divide them into 5 groups and see how many elements are in each group. But the quick way to do is just to think about, well 5 times what is 25, right? 5 times question mark is equal to 25. And if you know your multiplication tables, especially your 5-multiplication tables, you know that 5 times 5 is equal to 25. So something like this, you'll immediately just be able to say, because of your knowledge of multiplication, that 5 goes into 25 five times. And you'd write the 5 right there. Not over the 2, because you still want to be careful of the place notation. You want to write the 5 in the ones place. It goes into it 5 ones times, or exactly five times. And the same thing. If I said 7 goes into 49. That's how many times? Well you say, that's like saying 7 times what-- you could even, instead of a question mark, you could put a blank there --7 times what is equal to 49? And if you know your multiplication tables, you know that 7 times 7 is equal to 49. All the examples I've done so far is a number multiplied by itself. Let me do another example. Let me do 9 goes into 54 how many times? Once again, you need to know your multiplication tables to do this. 9 times what is equal to 54? And sometimes, even if you don't have it memorized, you could say 9 times 5 is 45. And 9 times 6 would be 9 more than that, so that would be 54. So 9 goes into 54 six times. So just as a starting point, you need to have your multiplication tables from 1 times 1 all the way up the 10 times 10 memorized. In order to be able to do at least some of these more basic problems relatively quickly. Now, with that out of the way, let's try to do some problems that's might not fit completely cleanly into your multiplication tables. So let's say I want to divide-- I am looking to divide 3 into 43. And, once again, this is larger than 3 times 10 or 3 times 12. Actually, look. Well, let me do another problem. Let me do 3 into 23. And, if you know your 3-times tables, you realize that there's 3 times nothing is exactly 23. I'll do it right now. 3 times 1 is 3. 3 times 2 is 6. Let me just write them all out. 3 times 3 is 9, 12, 15, 18, 21, 24, right? There's no 23 in the multiples of 3. So how do you do this division problem? Well what you do is you think of what is the largest multiple of 3 that does go into 23? And that's 21. And 3 goes into 21 how many times? Well you know that 3 times 7 is equal to 21. So you say, well 3 will go into 23 seven times. But it doesn't go into it cleanly because 7 times 3 is 21. So there's a remainder left over. So if you take 23 minus 21, you have a remainder of 2. So you could write that 23 divided by 3 is equal to 7 remainder-- maybe I'll just, well, write the whole word out --remainder 2. So it doesn't have to go in completely cleanly. And, in the future, we'll learn about decimals and fractions. But for now, you just say, well it goes in cleanly 7 times, but that only gets us to 21. But then there's 2 left over. So you can even work with the division problems where it's not exactly a multiple of the number that you're dividing into the larger number. But let's do some practice with even larger numbers. And I think you'll see a pattern here. So let's do 4 going into-- I'm going to pick a pretty large number here --344. And, immediately when you see that you might say, hey Sal, I know up to 4 times 10 or 4 times 12. 4 times 12 is 48. This is a much larger number. This is way out of bounds of what I know in my 4-multiplication tables. And what I'm going to show you right now is a way of doing this just knowing your 4-multiplication tables. So what you do is you say 4 goes into this 3 how many times? And you're actually saying 4 goes into this 3 how many hundred times? So this is-- Because this is 300, right? This is 344. But 4 goes into 3 no hundred times, or 4 goes into-- I guess the best way to think of it --4 goes 3 0 times. So you can just move on. 4 goes into 34. So now we're going to focus on the 34. So 4 goes into 34 how many times? And here we can use our 4-multiplication tables. 4-- Let's see, 4 times 8 is equal to 32. 4 times 9 is equal to 36. So 4 goes into 34-- 30-- 9 is too many times, right? 36 is larger than 34. So 4 goes into 34 eight times. There's going to be a little bit left over. 4 goes in the 34 eights times. So let's figure out what's left over. And really we're saying 4 goes into 340 how many ten times? We're actually saying 4 goes into 340 eighty times. Because notice we wrote this 8 in the tens place. But just for our ability to do this problem quickly, you just say 4 goes into 34 eight times, but make sure you write the 8 in the tens place right there. 8 times 4. We already know what that is. 8 times 4 is 32. And then we figure out the remainder. 34 minus 32. Well, 4 minus 2 is 2. And then these 3's cancel out. So you're just left with a 2. But notice we're in the tens column, right? This whole column right here, that's the tens column. So really what we said is 4 goes into 340 eighty times. 80 times 4 is 320, right? Because I wrote the 3 in the hundreds column. And then there is-- and I don't want to make this look like a-- I don't want to make this look like a-- Let me clean this up a little bit. I didn't want to make that line there look like a-- when I was dividing the columns --to look like a 1. But then there's a remainder of 2, but I wrote the 2 in the tens place. So it's actually a remainder of 20. But let me bring down this 4. Because I didn't want to just divide into 340. I divided into 344. So you bring down the 4. Let me switch colors. And then-- So another way to think about it. We just said that 4 goes into 344 eighty times, right? We wrote the 8 in the tens place. And then 8 times 4 is 320. The remainder is now 24. So how many times does 4 go into 24? Well we know that. 4 times 6 is equal to 24. So 4 goes into 24 six times. And we put that in the ones place. 6 times 4 is 24. And then we subtract. 24 minus 24. That's-- We subtract at that stage, either case. And we get 0. So there's no remainder. So 4 goes into 344 exactly eighty-six times. So if your took 344 objects and divided them into groups of 4, you would get 86 groups. Or if you divided them into groups of 86, you would get 4 groups. Let's do a couple more problems. I think you're getting the hang of it. Let me do 7-- I'll do a simple one. 7 goes into 91. So once again, well, this is beyond 7 times 12, which is 84, which you know from our multiplication tables. So we use the same system we did in the last problem. 7 goes into 9 how many times? 7 goes into 9 one time. 1 times 7 is 7. And you have 9 minus 7 is 2. And then you bring down the 1. 21. And remember, this might seem like magic, but what we really said was 7 goes into 90 ten times-- 10 because we wrote the 1 in the tens place --10 times 7 is 70, right? You can almost put a 0 there if you like. And 90 with the remainder-- And 91 minus 70 is 21. So 7 goes into 91 ten times remainder 21. And then you say 7 goes into 21-- Well you know that. 7 times 3 is 21. So 7 goes into 21 three times. 3 times 7 is 21. You subtract these from each other. Remainder 0. So 91 divided by 7 is equal to 13. Let's do another one. And I won't take that little break to explain the places and all of that. I think you understand that. I want, at least, you to get the process down really really well in this video. So let's do 7-- I keep using the number 7. Let me do a different number. Let me do 8 goes into 608 how many times? So I go 8 goes into 6 how many times? It goes into it 0 time. So let me keep moving. 8 goes into 60 how many times? Let me write down the 8. Let me draw a line here so we don't get confused. Let me scroll down a little bit. I need some space above the number. So 8 goes into 60 how many times? We know that 8 times 7 is equal to 56. And that 8 times 8 is equal to 64. So 8 goes into-- 64 is too big. So it's not this one. So 8 goes into 60 seven times. And there's going to be a little bit left over. So 8 goes into 60 seven times. Since we're doing the whole 60, we put the 7 above the ones place in the 60, which is the tens place in the whole thing. 7 times 8, we know, is 56. 60 minus 56. That's 4. We could do that in our heads. Or if we wanted, we can borrow. That be a 10. That would be a 5. 10 minus 6 is 4. Then you bring down this 8. 8 goes into 48 how many times? Well what's 8 times 6? Well, 8 times 6 is exactly 48. So 8 times-- 8 goes into 48 six times. 6 times 8 is 48. And you subtract. We subtracted up here as well. 48 minus 48 is 0. So, once again, we get a remainder of 0. So hopefully, that gives you the hang of how to do these larger division problems. And all we really need to know to be able to do these, to tackle these, is our multiplication tables up to maybe 10 times 10 or 12 times 12.

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Intro to long division (remainders) (video) | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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Adding and Subtracting Decimals is important

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Adding and Subtracting Decimals is important

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Jefferson Pham 2/3/2020

In this math concept it is important to remember to add a zero in a place value when it's empty. Common students make is their place value. Sometimes they don't align their place value and they get this wrong. I can remember to not do that by looking at the decimal point and make sure its aligned

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Adding decimals: example 1 | Decimals | Pre-Algebra | Khan Academy

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2-3-20
Cody Ung

In this math concept, the main operations are addition, subtraction, multiplication, and division. In addition and subtraction there is a part, part, and whole. If the operation is multiplication or division, there is a group, an each, and a total. In division specifically, there is a dividend and a divisor. Place value is the value of a digit, and is most commonly used in a model. Some people mix up the dividend and the divisor. Many people often don’t label the models for place value so they often put the number in the wrong spot. I will remember what I have learned by memorizing that the dividend is what you start with and the divisor is what you divide by. I will also remember what I have learned about place value by labeling the charts and graphs of place value so I won’t place the number in the wrong spot.

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Related Topics: More Numbers Lessons

In this lesson, we will look at place values for whole numbers and place values for decimal numbers.

In this lesson, we will learn

place value chart for whole numbers

place value chart for decimals

For more practice in place values, you could go to our Interactive Math Zone where you can generate worksheets according to your needs and get them marked online.
Place Value Chart for Whole Numbers

Each digit in a whole number has a place value, based on its position from the right, as seen in the following place value chart. Scroll down the page for more examples and solutions.

The value of a digit in the number is the digit multiplied by the place value.

The following table shows examples to distinguish between the place value of a digit and the value of a digit.

Place values for whole numbers
Place value to 100 Place Value to 100 000

Place Value Chart for Decimals

For decimals, the place value chart will include the decimal point and the positions after the decimal point as illustrated in the following table.

Remember that the place value after the decimal point is tenths.

Decimal place value to thousandths

How to determine the place value of the digits in a decimal and how to read decimals?
Example:
How to read each decimal in word
1) 0.6
2) 0.05
3) 3.8
4) 15.001

Rotate to landscape screen format on a mobile phone or small tablet to use the Mathway widget, a free math problem solver that answers your questions with step-by-step explanations.

You can use the free Mathway calculator and problem solver below to practice Algebra or other math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.

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Place Value Chart (examples, solutions, videos)

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Related Topics: More Numbers Lessons In this lesson, we will look at place values for whole numbers and place values for decimal numbers. In this lesson, we will learn place value chart for whole numbers place value chart for decimals For more practice in place values, you could go to our Interactive Math Zone where you can generate worksheets according to your needs and get them marked online.

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Multiplying mixed numbers and fractions 

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Multiplying mixed numbers and fractions 

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Annalyse O.

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Video transcript

right 5 and 1/4 as an improper fraction and an improper fraction is just a pure fraction where the numerator is greater than the denominator this right here it's not a pure fraction we have a whole number mixed with the fraction so we call this a mixed number so let's think about what 5 and 1/4 represents and let me rewrite it so if we're talking about 5 and 1/4 5 and 1/4 and you can literally think of this as 5 and 1/4 or 5 plus 1/4 that's what 5 and 1/4 represents so let's think about 5 5 is 5 holes or if you're thinking of pie we could draw literally 5 pies we could draw 5 pie so let me just cut up the pies from the get-go into 4 pieces since we're dealing with fourths so let me just cut up the pies right over here so that's 1 pie right over there let me copy and paste this copy and paste so I have two pies and then I have three pies and then I have four pies and then I have five pies so this is what the five represents five literally represents so let me circle all of this together that is the five part right there that is what five literally represents it represents five whole pies five whole pies now I have cut up the pies into four pieces so you can imagine each piece represents a fourth now how many pieces do I have in these five pies well I have four pieces per pie I have four pieces per pie four pieces per pie four pieces well let me just write it here four pieces per pie times times five pies is equal to 20 20 pieces or another way to think of it since each piece is 1/4 this is also equal to 20 times 1/4 or you could just write this as be equal to 20 fourths so we have five whole pies is equal to 20 24th let me write it like that twenty-fourths or we could write it as we can write it as 20 over 4 I've kind of done the same thing twice so that's what the five pies represent twenty-fourths or 20 pieces where each piece is 1/4 now the 1/4 right here represents literally one more fourth of a pie or one more piece of a pie so let me draw another pie here so let me draw another pie here so that is another pie cut it into 4 pieces but this 1/4 only represents one one of these pieces right this is one of the 4 pieces the 4 the denominator tells us how many pieces the one tells us how many of those pieces were dealing with so it's just this one piece over here that right there is the 1/4 now if we write 5 and 1/4 we just saw that the 5 the 5 right here is 20 fourths so we could write this so we could rewrite this so let me write it like this 5 and 1/4 5 and 1/4 can be re-written as this is the same thing as 5 plus 1/4 5 plus 1/4 which is the same thing as we just saw that 5 whole pie is the same thing as 20 fourths twenty-fourths and to see that these are the same thing you literally just divide 4 into 20 you get 5 and nothing is left over so 5 is the same thing is twenty-fourths and then this plus 1/4 the same thing as plus 1/4 so if I have twenty-fourths and I add one more fourth to it how many fourths do I have well I have 21 I have 21 fourths or another way of thinking about it this 5 is so this right here is that right there is 20 pieces 20 pieces of and you can even count it 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 but the quicker way is to say well we have 5 pies each of them have 4 pieces 5 times 4 is 20 this 1/4 right here represents one piece plus one piece so total we're going to have 21 21 pieces so we have 21 pieces where each piece is 1/4 so you could say we have 21 times 1/4 or 21 fourths pieces of pie however you want to think of it but we've we've solved the problem we're at an improper fraction we've written 5 and 1/4 is an improper fraction now I've gone through great pains to give you the intuition of what 5 and 1/4 means but there is a fairly straightforward process for getting straight to the improper fraction if you have if you have let me color code it so if you have 5 + 1 / 5 + 1 / 4 to convert it into an improper fraction you literally you're going to keep the same denominator so you're going to have the / 4 there but your numerator is going to be your your de not your your numerator of the fraction part before so it's going to be 1 plus your whole number times your denominator so 1 plus or actually let me do it the way I tend to think of it what I do is I take 4 times 5 so let me write that down 4 and I want to color code it 4 times 5 4 times 5 and then to that I add to that I add this numerator so I literally do 4 times 5 plus 1 and which is so this is equal to 4 times 5 is 20 plus 1 is 21 and that's over 4 so it's 21 forts and although this is kind of a fast way to do it we're literally doing the exact same thing that we did here in kind of a slower way we're saying ok 5 holes is the same thing as twenty-fourths so you take 5 and I figure that out times 5 times 4 and then I have one more fourth there so 4 times 5 plus 1 gets 20 one

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Writing mixed numbers as improper fractions (video) | Khan Academy

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Some important things that I learned is that make sure you are doing the steps in order.some common mistakes is that kids do the steps out of order and get an entire different answer. To help me understand this I tell myself," a sentence is not a sentence without order".

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Hilina tucho
To I reviewed  what the math concept order of operation.some important things to remember about this is that you have the  use G EMS without the E. A common mistake that kids make is that they sometimes don’t do the operation steps correctly. I will remember this by studying a And looking back at this concept over and over again.

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Vanessa Khong

Some things to be remembered about this concept is that decimals are complicated and understanding place value is prior.Some common mistakes people make are that they are adding the decimals into the wrong place value.I could remember this by studying this topic every day and night.

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kevin multiplication and division 2/3/20

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kevin multiplication and division 2/3/20

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the one i did that said mu and the one to the left i acidently made but this is the one i am going to make when multiplying or dividing you need to make sure that if it multiplying 2 digit numbers that you add a 0 and in division is that you need to make sure that the dividen is correct and the divisor is correct

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By: Thao Chu
2/3/20

Some important things to remember is to put the decimal in the right place and simplify fractions. Some common mistakes is students make is not simplifying fractions and placing decimals in the wrong place. Things I will remember is to add an imaginary zero when dividing decimals and when you need to also to make sure you correctly simplify fractions.

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2/3/20
I learned that KCF can sometimes be tricky because you can forget to change the multiplication to divition or divition to multiplication and you can also get confunde by the decimals

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Adding Fractions Aresema Hagos 2/3/20   

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Adding Fractions Aresema Hagos 2/3/20   

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I learned about adding   fractions. Something important is that if the denominators are unlike make them like or equivalent.  Probably the biggest mistake that kids make is that they add when the denominators are unlike. I will remember by looking at the denominators and making sure they are alike.

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BY:ETTALINA
Somethings that you have to remember is that you have to look at the operations very carefully.Like if there is no operation between and number and parentheses you have to multiply.Another thing you can do is GEMS but no E like in our notebook.People make mistakes when they don’t do the parentheses first.When you do the parentheses then you have do multiplication or division because it is greater than addition and subtraction.

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Multiplying and dividing by 3 digit numbers

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Multiplying and dividing by 3 digit numbers

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By: Makayla Bounds
Some important things to remember is that you need to regroup properly and when move on to the next digit cross out what you have regrouped from the first time.
Some common mistakes is that students forget to regroup, bring down or put a place holder 0.
I will remember this by making notes on paper or I will look back at my math notebook.

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Converting fractions into decimals by Celene Hoang

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Converting fractions into decimals by Celene Hoang

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You can only convert into 10,100,1000. A common mistake is when you convert let’s say 1/4 some kids might 1.4. I will remember by convert fractions into decimals by practicing every single day.

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2/4/20
I practiced KCF today. Its where is you keep the first number change the division to multiplication. It is important to remember to change to multiplication not stay on division. A very common mistake people make is they  the wrong number is the equation. I can remember it by studying it and think of KFC like KCF.

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divide fractions and whole numbers anchor chart | teaching math | Teaching math, Fractions, Math fractions

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divide fractions and whole numbers anchor chart | teaching math

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number and operations on a number line: fractions

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number and operations on a number line: fractions

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written by: Bryanna Bowman 2/4/2020
the math concept I reviewed today was number and operations on a number line with fractions. Some important things to remember about this concept is whether or not your going from least to greatest. A common mistake is not going from greatest to least or least to greatest. I will continue to remember what iv'e learned by studying my notes on a daily basis.

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Subtracting Fractions Aresema Hagos 2/4/20.    In subtracting fractions you must Remember to make sure that the denominators are alike. Many students forget to do that and make a mistake, but you can remember by just looking at the denominators and making sure they are alike!

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Subtracting Fractions Aresema Hagos 2/4/20.    In subtracting fractions you must Remember to make sure that the denominators are alike. Many students forget to do that and make a mistake, but you can remember by just looking at the denominators and making sure they are alike!

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The math concept that we reviewed today was algebraic expressions .Some important thing to remember about algebraic expressions is that there is at least one variable in an expression and that a variable is a symbol or letter used to represent an unknown quantity or number. one common mistake is that the expression can be misread. I will remember what I have learned by making sure I make clear sense of the expressions.

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Putting Fractions on a Number Line - Justin Nguyen 02-04-20

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Putting Fractions on a Number Line - Justin Nguyen 02-04-20

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An important think you have to think about while doing this concept is comparing the fractions to put them in order; putting the fraction in its proper place. Students tend to put fractions on the number line by looking at the denominator and not the numerator too (and while also comparing). I can remember this by always checking the numerator as well as the denominator to compare.

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Algebraic expressions BY MASUMEH MIRZA 2-4-20

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Algebraic expressions BY MASUMEH MIRZA 2-4-20

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Algebraic expressions are basically a number disguised as a letter and you have to figure out what the number is “it’s probably gonna be in the directions “ and you take that number and multiply it by the number next to it here’s a example
Ex: a equals 5
2+3a =17
And it’s pretty easy if it’s addition but when it’s division or multiplication it gets difficult

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I reviewed expanded form today. Some important things to remember are always find the total for the expanded form first then answer the question. BEcause if you dont you will get the wrong answer and get something completely different. I can remember what i learned by solving expanded form questions and having someone grade me.

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The concept I reviewed today was measurement and data. One important thing to remember is to convert different measurements. Some of the challenges of this concept is, people often forget how to convert these measurements.
I will remember what I learned by using a measurement chart.

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Today, I reviewed multiplying improper fractions. I need to remember if the fraction is more than one, it is more than the whole number and it is less than 1, it is less than the whole number. The common mistakes student make is that they forget to simplify the improper fraction into a mixed number. I will remember by checking if the fraction is more or less than 1.

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Today I reviewed coordinates.I need to remember that the X axis is horizontal and Y axis vertical.I can sometimes forget writing the numbers in the wrong order.I can remember this by making a chart.

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I learned that decimals are very easy to solve. But a common mistake that people leave is forgetting the "." and ignoring it. This could cause many problems resulting in a wrong answer.

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Adding or Subtracting Mixed Numbers Fernanda Truong 2/4/20

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Adding or Subtracting Mixed Numbers Fernanda Truong 2/4/20

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The most important thing when it comes to subtracting or adding decimals is to always have the same denominator before adding or subtracting.
The short-cut to getting the wrong answer was that academic students may have fallen in to this trap because they didn't get the same denominator. To remember this, always check the denominators.

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By Danny Do
Date Feb. 4, 2020

Shapes always have certain characteristics that put them into groups of shapes. This is like how a square is also a rectangle, but not all rectangles are squares. One way of classification is the sides. This works by comparing the number of sides and the size of them. We can also classify them with angles. Depends on the angle degree and the classification of the angle. The subject is simple but this can cause a lot of confusion. So always check the characteristics and seek all the possible classifications.

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An important thing to remember is that you should read over the graph and key very carefully.A common mistake is that students skip over the key getting it wrong.The way i shall remember is that i will post this on Padlock.

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Mrs.Adams, as you know I was on a field trip and I missed math time so I have nothing to say about the math concepts.

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Today I reviewed multiplying. Some important things about multiplying is that you should double-checked your product to make sure you're correct and you should remember to carry over. Some challenges or mistakes students make are that the students double-checked if the product is correct ,so you don't get the question wrong. I could remember by reviewing my notes and do practice problems.

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In this video, we're going to multiply 36 times 27. So we're multiplying a two-digit number times another two-digit number. And the way that we're going to tackle it is we're going to first multiply 36 times 7, figure out what that is. Then we're going to multiply 36 times 20, figure out what that is, and then add those two numbers together. And what I want to do is first do this, just show you the process for how to multiply these two numbers. And then I'm going to do it again where we're going to think a little bit more about what the different numbers represent. So first let's start with the process. So I'm going to multiply 36 times 7 or 7 times 36. So I can start in the ones place. 7 times 6 is 42. Write the 2 down here. And then the 4, which represents 40, I can put in the tens place. 7 times 3 is 21, plus 4 is 25. So I could write the 25 right over here. There's no place to carry this 2, so I just wrote the 2 right over here in the hundreds place. Now let's move over. So let me clean this up so we don't get confused. So we just figured out what 7 times 36 is. It is 252. Now let's worry about what 36 times 20 is. And so what we're going to do is we're going to throw a 0 right over here, because we're now going to multiply 36 times something in the tens place. This isn't just a 2. This is a 20. So let's just go with the digits right now and then we'll think about it in terms of place value the second time around. 2 times 6 is 12. Write the 2 right over here. Carry the 1. 2 times 3 is 6, plus 1 is 7. So we just figured out that 36 times 20 is 720. And just think about what would've happened if we didn't put the 0 here. Then we would have figured out that 36 times 2 is 72, but this 2 isn't just a 2. This is a 20. So 36 times 20 is 720. And now we can add these two things because 36 times 27 is the same thing as 36 times 20 plus 36 times 7. So let's add these two numbers together. 2 plus 0 is 2. 5 plus 2 is 7. 2 plus 7 is 9. And we get 972. Now I'm going to do this exact same problem again. But this time, I'm going to really talk about what these digits represent. Hopefully the first pass, you kind of saw the process for doing it. Now we're going to think about what these digits actually represent. So we're going to multiply 36 times 7. So 7 times 6 is 42. We would write the 2 in the ones place, and then the 40 we can write in the tens place. This 4 represents 40. 7 times 30 is 210, plus 40 is 250. And we already had that 2 in the ones place, so we get 252. 36 times 7 is 252. Now let's clean this up. Now let's multiply-- 20 times 6 is going to give us 120. So let's write the 20 in the tens place, and then carry the 100, or carry the 1, which represents 100. Now, 2 times-- or I should say 20 times 30 is going to give you 600, plus one more 100 is going to give you 700. So we just figured out that 36 times 20 is 720. The 7 is in the hundreds place, 2 in the tens place. And then we can add again. And just like we did the last time, we got 972.

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Multiplying 2-digit numbers (video) | Khan Academy

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In this video, we're going to multiply 36 times 27. So we're multiplying a two-digit number times another two-digit number. And the way that we're going to tackle it is we're going to first multiply 36 times 7, figure out what that is.

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by Vanessa Khong 2/4/20

Some important things to be remembered about this topic is that you have to divide just like you would with whole numbers. Some mistakes people make is that they forget to move the decimal up.Something i could do to remember this is put an arrow above the decimal when i divide.

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When adding you may need to regroup. You can only regroup when you add something and it ends up greater than ten. This doesn’t necessarily need to be done When adding horizontally, but it does when adding vertically. Some people forget to regroup or simply add wrong. There is a lot of adding everyday , so I’m just always reminded about it.

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Dividing whole numbers
Remember when always dividing whole numbers your sum has to be less than your denominator people forget to bring the next number down and subtract and always look back at your notes if you forget

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Converting units of measurement and multiplying fractions. Some important things to remember is to always simplify. Mistakes students make is simplifying the wrong way or not find the GCF.

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Shayna Do
2/4/20
The important thing to remember about this math concept is to never leave an improper fraction alone after multiplying mixed numbers. Students often leave an improper fraction an answer after multiplying instead of turning it back to a mixed number. I will remember what I have learned my reviewing my math notebook.

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by: Ismael Fernandez 2-4-20
I learned that there are 4 different operations addition, subtraction, multiplication, and division. In division there is a dividend and a divisor. The dividend i what you start with and the divisor is what you divide by. With place value people don't put the numbers in the right place. I will remember that the dividend is what you start with and the divisor is what you divide by. With  place value  I will number the places so i don't put the wrong place.

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2-4-20
Cody Ung
In this math concept there are 3 main symbols used in comparing < (less than) > (greater than) = (equal to). You also need to line up the decimal for each number and annex 0s first, in order to start comparing the numbers. Many times people often forget to annex the 0, so they base of the comparison of the number of digits, instead of the value of the number. I will remember this by arranging the number in a stack format so I can see any 0s that need to be annexed, and to line up decimals of the number I’m comparing whenever I come across a comparing decimals problem

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Jefferson Pham 2/4/2020

I reviewed Equivalent fractions. A important thing to remember to multiply the fraction by 2/2 so it can be equivalent. A mistake that students make is they add 1 to the numerator and denominator and hope its right.
To avoid this mistake I simplify the fraction that I think is equivalent  to the fraction and if it ends up being that number then its correct.

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Equivalent Fractions have the same value, even though they may look different.
These fractions are really the same:

Why are they the same? Because when you multiply or divide both the top and bottom by the same number, the fraction keeps it's value.
"Change the bottom using multiply or divide,
And the same to the top must be applied"
The rule to remember is:

Here is why those fractions are really the same:

× 2× 2

1

=

2

=

4

2

4

8

× 2× 2

And visually it looks like this:

See Fractions on the Number Line ...

... it shows many equivalent fractions.

Also see the Chart of Fractions with many examples of equivalent fractions.

Dividing

Here are some more equivalent fractions, this time by dividing:

÷ 3

÷ 6

18

=

6

=

1

36

12

2

÷ 3

÷ 6

Choose the number you divide by carefully, so that the results (both top and bottom) stay whole numbers.

If we keep dividing until we can't go any further, then we have simplified the fraction (made it as simple as possible).

Summary:

You can make equivalent fractions by multiplying or dividing both top and bottom by the same amount.

You only multiply or divide, never add or subtract, to get an equivalent fraction.

Only divide when the top and bottom stay as whole numbers.

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Equivalent Fractions have the same value, even though they may look different. These fractions are really the same: Why are they the same? Because when you multiply or divide both the top and bottom by the same number, the fraction keeps it's value.

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Written by:Paula  2-4-20
Today I reviewed the concept of equivalent fractions
When you do equivalent fractions, you can use a a model to help you. If you use a model, you need to make sure it’s even and exact. Some challenges kids come across is when you don’t do the models correctly. If you don’t this will make it harder for you to see if it’s equivalent or not. A way for me to remember this is to constantly look back at my math notes.

https://www.mathsisfun.com/equivalent_fractions.html

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2-4-20
Michelle Nduka
Today I reviewed multiplying fractions. Some of the important things I remember about this topic is fractions and multiplication. Some of the common mistakes students make with this math concept is usually minor, such as accidentally multiplying incorrectly. I will remember what you have learned by carefully reading the fraction that is given.

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By: Thao Chu
2/4/20

The important things to remember is that division is basically multiplying but instead of adding you subtract. The common mistakes that students make is putting the wrong numbers down so you would make a mistake while subtracting. I will remember division by studying the notes in the math journal.

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Adding and Subtracting Decimals Jennifer Phan 2/4/20

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Adding and Subtracting Decimals Jennifer Phan 2/4/20

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A concept I did today was adding and subtracting decimals to equal the quotient. Something I need to remember about adding and subtracting decimals is that I have to regroup when needed. A common mistake some make including me is forgetting to regroup. I will remember what I'v learned by practicing adding and subtracting decimals daily.

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Well i learn today was measurement. I use math rubric for converting them. Be careful multiplying and adding one mistake is oof. I will also review my notes.

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2/4/20
What I learned today is that when you do the fancy one you have to find the greatest common number.

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Some important things, in dividing fractions is that  the frat ions are bigger,in multiplying the fractions get smaller. Some mistakes people make is that they multiply wrong. What I tell myself is dividing is bigger, multiplying is smaller.

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By:Annalyse O.
2-4-20
Today i studied the math consept mesurement.The most important thing to remeber is to make sure you have all the mesurements correct. Some mistakes that students make is NOT reading the question or not understanding the question the right way.I will remeber this concept by looking over my notes in my math jornal.

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By: Makayla Bounds
2-4-20
Some important things to remember are that your know your conversions and the difference between them.
Some common mistakes are that students do not get the right conversion and they end up getting an inaccurate measurement.
I will remember what I have learned by studying the difference between the conversions so I can tell the difference between the similar ones.

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By:Natalie Nguyen
2-4-20
Today I learned how to turn fractions into decimals.When you convert I learned one important thing and that is to look at the fraction and then see If the fraction is closest to 10,100,or 1,000.Always check your work because sometimes people just look at the fraction and assume the answer.

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Tiffany Lam
2/3/20
My subject was about converting metric units. A thing to remember about this topic is identifying when to multiply or divide units. A common mistake students make is mixing up measurements/units. I will remember this by studying a conversion chart.

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Multiplying and dividing fractions
Important that you have to remember is to do the kcf so that when you solve out the problem you will get it right.Students forget to keep the number,change the operation,and 🤬 the other fraction.I will remember this by using the kcf.

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Some important things about factors are that factors are 2 numbers multiplied equaling the number.
Some common mistakes I see is that people don’t always list all the factors. I will remember this concept by studying it.

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Turn a whole number into a fraction by Celene Hoang Feb 5 20

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Turn a whole number into a fraction by Celene Hoang Feb 5 20

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You must put the total of the item at the bottom and the fraction at the top. Some students make the mistake of , let’s say you are converting 34 some people will put 34/1. I will remember how to do this by practicing it 1hr per week.

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Today,I learned area and perimeter.Some things I have to remember are area is multiply (lxw) while perimeter is about adding (l+w+l+w).Some challenges me and maybe other students have are when I forget want one is which (ex:perimeter is all about multiplying).You and I can remember this by making a graph/chart and check over your word because you can get the question wrong by common mistakes.

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Lauren hill 2/5/20 Multiplying decimals 

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Lauren hill 2/5/20 Multiplying decimals 

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Some important things to remember is NEVER forget about the numbers to bring down when doing this math concept and always bring your decimal down some common mistakes people do is forgetting to bring your decimal down always remember to bring your decimal down. And also when multiplying decimals you always move your decimal point to the left.

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By Danny Do
Date Feb. 5, 2020

Multiplying numbers.
Its very easy. All you need to do is get two numbers and put them into a equation like this.
"8 x 2" In order to multiply is to double the number depending on the number you multiply by. So this means that "8 x 2 = 16". This can also trick you because of equations like this "2 x 2 = 4". All you need to look for is not to add them.

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123RF - Millions of Creative Stock Photos, Vectors, Videos and Music Files For Your Inspiration and Projects.

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Order of operation is where the is an equation with multiple symbols like subtracting,adding, dividing, and multiplication. If anything  is in parentheses the you do that first and then in bar lines do that second. A common mistake people do in order of operation is that if adding is in parentheses they do multiplication first even though it is not in parentheses. You can remember it by OOO for the three's o

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Today I reviewed decimals and operations. You have to remember the operation, the decimal point if there is one, and where it goes. You can really forget those easily. I can Use all of my skills and strategies.

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Victor Tran 2-5-20 Simplifying Fractions 

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Victor Tran 2-5-20 Simplifying Fractions 

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A important thing to remember is that you need to find the GCF for both fractions.A challenge for finding the GCF for fractions that have a lot of digits.A common mistake is missing a factor for one of the fractions leading to a wrong answer.I will remember this by reading this post everyday.

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By: Thao Chu
2/5/20

The most important thing to remember is that there is always a key for line plots. A common mistake students make is reading the key for the line plot wrong and that also make students read the line plot wrong. I will remember this by reading the Padlet Tink Tank and all the post on there.

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I reviewed multiplication and division of fractions and whole numbers. I also reviewed estimating fractions and whole numbers. It is important to remember to always simplify and estimating and rounding are two different things when it comes to this math concept. Most people forget to simplify and they confuse estimating and rounding and they get it mixed up. To not make these mistakes i will make sure to practice this math concept so i don't forget.

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Some important things to remember about this concept is that to make the denominators equal
Some common mistakes I see is that some students don’t simplify. I will remember this concept by studying.

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Dividing Fractions - Justin Nguyen 02/05/20

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Dividing Fractions - Justin Nguyen 02/05/20

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When doing this concept, you likely use the method KCF; Keeping the divisor fraction, Changing the symbol, and Flipping the dividend fraction. Students tend to get confused in word problems and switch the dividend with the divisor instead which causes them to get the wrong quotient. I can remember what I’ve learned by always writing KCF in division problems that involves fractions.

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basisWritten By: Bryanna Bowman 2/5/2020
Today the math skill I reviewed was multiplying and dividing fractions. Something to remember when your doing this is that you you kcf ( keep, change, 🤬 ). Something that kids might get confused with or struggle with is using kfc instead of kcf. To remember this I will study my notes on a daily basis.

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Tiffany Lam
2/5/20
I learned about dividing fractions by whole numbers. An important thing to remember is to do KCF (Keep, Change, 🤬). A common mistake students make is mixing up the divisor and divided. I will remember this by following this rule: 1) identify divisor (what you start with), 2) identify dividend (what equal groups we’re making), 3) multiply by reciprocal (ex: 3/1 to 1/3), 4) simplify.

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I created a line plot and measured books today. The common mistakes people make with this unit is that they miscount because they count it too fast or they use the wrong measurement like instead of inches they used centimeters.

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CONVERSION OF MEASUREMENT BY MASUMEH MIRZA 2-5-20

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CONVERSION OF MEASUREMENT BY MASUMEH MIRZA 2-5-20

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i learned that when you convert measurements you have to do many steps like see what converts to what and most important what _ equals
heres a example
2 feet = 24 inches

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Unit conversion: centimeters to meters | Measurement and data | 5th grade | Khan Academy

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Today, I reviewed adding and subtracting fractions. I need to remember that I need to simplify, find the LCD, and don't add the denominator. Students make the mistake where they add or subtract the denominators and forget to simplify the number to a mixed number. I will remember by multiplying the denominator to the LCD and adding/subtracting then simplify.

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As you might know there are three types of sides and have different angles. Isosceles, scalene, and equilateral. Equilateral triangle for example, has three equal sides that has a sum of 180°. Each side is 60°. An isosceles triangles has at least has 2 equal sides and can be equilateral. The last example is a scalene triangle, a scalene is uneven and has different angles and sides, but all triangles have to be 180°. Students' common mistake was that they don't know the if isosceles is equilateral or equilateral is an isosceles. It is like quadrilaterals! For example, an isosceles trapezoid but a trapezoid is not an isosceles trapezoid. To remember this, always ask yourself; is it equal? It is always important to identify if it's equal.

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Joshua Rubio- multiplying Whole Numbers- 2/5/2020

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Joshua Rubio- multiplying Whole Numbers- 2/5/2020

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What I reviewed was you always need to check if your multiplication is correct. If your multiplying by tens or anything above the tens place, when you get to the tens place, you need to annex a zero ( add or move a zero) to the ones place on the second number you’re working on. Some people don’t multiply right, and have a hard time doing so. Some people just make simple mistakes, like thinking of writing eight but you write nine. I will multiply commonly and make sure I check my work carefully.

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By:Natalie Nguyen 2-5-20
Today, I learned about multiplying and dividing decimals.The most important thing to remember about this is to turn the denominator into a common denominator before you divide or multiply.Also some challenges people make is not finding the common denominator .

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Multiplying and Dividing Fractions STAAR Review || TEKS 6.3E

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The concept I reviewed today was fractions.  An important thing I learned was when a whole number is divided by a bigger whole number, the quotient is a fraction. Some common challenges some students make are figuring out what is the dividend and divisor.  I will remember what I learned by remembering what is the dividend and divisor.

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Shayna Do
2/5/20
The important thing to remember about adding/subtracting decimals is to put the decimals in the right place, where the decimals point meet in a straight vertical line. Students often accidentally put decimals in the wrong place, and when they do, they end up with an incorrect answer after solving a problem. I will avoid this problem by reminding myself to remember this mistake when I solve a addition/subtraction problem for decimals.

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Ettalina 2/5/20
Things to remember in this concept is to know that there will be two or more operations. Also use the operations correctly. People only do one of the operation or they don't see it. I will remember when I see two or more operations in a expression.

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Mixed Operations - Addition, Subtraction & Multiplication | Mathematics Grade 4 | Periwinkle