To write a word problem, analyze the way you would solve it yourself, and decide on the best method for your students to use.

The student does not demonstrate an understanding of the concept of repeated addition. How many legs and ears together does an elephant have? How many elephants did I see altogether?

Questions Eliciting Thinking How many elephants are there? Can you write a problem about the total number of ears on the elephants?

How would you solve this problem? How many ladybugs are there? Can you write a problem about the total number of spots on the ladybugs? Instructional Implications Expose the student to the use of manipulatives to model n groups of m objects in order to find the total number of objects.

How many sodas do I have all together? Ask the student to describe the number of groups and the number of objects in each group.

Guide the student to be explicit about the relationship between these numbers and the factors in a multiplication expression. Encourage the student to write repeated addition problems as multiplication problems and to use multiplication in any context in which repeated addition is involved.

Questions Eliciting Thinking Did you know that you can use multiplication as a shortcut for addition? How many times are you adding six? Can you write this as a multiplication expression?

Ask the student to make up word problems about things or people in his or her life. Then, ask the student to show this with a drawing of legs grouped by cat i.

Examples of Student Work at this Level The student miscounts the number ladybugs and writes 7 x 6 to find the total number of spots. The student omits an important piece of information in the word problem, such as the number of elephants.

The student reverses the order of the factors in the multiplication equation e. The two students sitting to the right are at Level III for this task. The student facing the camera is at Level IV.

Questions Eliciting Thinking Can you count the number of ladybugs again? I think you may have made a little mistake. Does it give you the same answer? Do you know the name of the property that allows you to switch the order of the factors?

Instructional Implications Expose the student to a variety of multiplication contexts, such as rate, price, multiplicative comparison, area and array, and combination problems. Have the student work with a partner and compare answers, reconciling any differences. Expose the student to arrays and expressing the number of objects in an array as a multiplication problem, r x c.

Introduce the terms row and column and explicitly relate the numbers of rows and columns to the factors in the multiplication problem. Use this context to introduce the Commutative Property of multiplication by interchanging the rows and columns Got It The student provides complete and correct responses to all components of the task.Finding Equivalent Fractions And Simplest Form Finding Equivalent Fractions and Simplest Form.

Students will use multiplication and division to show equivalent fractions. It's important to write fractions as "stacked", not side-by-side. This will help students when multiplying and dividing.

Show a few examples: 3/12 x 4/4 = 12/48 3/ Convert decimal to fraction. Convert from decimal to fraction. Convert to Fraction. Here you can find a decimal to fraction chart and also write any decimal number as a fraction.

Menu Pre-Algebra / Discover fractions and factors / Powers and exponents. We know how to calculate the expression 5 x 5. This expression can be written in a shorter way using something called exponents.

Write these multiplications like exponents. $$5\cdot 5\cdot 5=5^{3}$$ $$4\cdot 4\cdot 4\cdot 4\cdot 4=4^{5}$$ $$3\cdot 3\cdot 3\cdot 3=3^{4.

The fraction 3/9 is equal to 1/3 when reduced to lowest terms. One can create equivalent fraction just by multiplying the numerator and denominator of that reduced fraction by the same whole number.

Enter the numerator and denominator of any whole number in this online equivalent fraction calculator. These fractions have all been reduced to a simpler form as well.

4/12 = 1/3 14/21 = 2/3 35/50 = 7/ Click through the slideshow to learn how to reduce fractions by dividing. Let's try reducing this fraction: 16/ Since the numerator and denominator are even numbers, you . The answer is 3/ The prime factorization of this fraction is (3 x 3) / (3 x 11).

After canceling the common factor (3), the final, simplified answer is 3/ 2. 8/24 The fraction can be rewritten like this: (2 x 2 x 2) / (2 x 2 x 2 x 3). Cross out three 2s from the numerator and the .

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Fraction Decimal Calculator With Equivalents Table