Grade Six Classroom Strategies Blackline Mastersmath.ncwiseowl.org/UserFiles/Servers/Server_4507209/File/Instructional Resources/G6NBL1...Classroom Strategies Blackline Master Page

Classroom Strategies Blackline Master Page 41I - 1

Grade Six

Classroom

Strategies

Blackline Masters

Page 42 Classroom Strategies Blackline Master s

Classroom Strategies Blackline Master Page 43 I - 1

Percent Models – Transparency Master

Page 44 Classroom Strategies Blackline Master I - 2

Percent Models

1. In the trolley mosaic above, find three different areas that represent 1% of the picture.Count the number of jelly beans in 1% of the picture. Now use that count to estimate thenumber of jelly beans in the entire trolley mosaic.

2. Estimate the percentage of the entire Jelly Belly mosaic that is represented by thetrolley mosaic. Use that figure to estimate the number of jelly beans in the entire JellyBelly mosaic.

3-4. In each figure below, count the number of pieces in 25% of the picture. Estimatethe number of pieces in the entire figure.

Jelly Belly MosaicHow many beans?_______

Trolley Mosaic1%______ 100% ______

25%_____ 100%_____ 25%_____ 100%_____

Name_______________________________________________Date____________


Fill a Grid

Player 1 Player 2

ScorePlayer 112345

ScorePlayer 212345

15%

23%

25%

10%20%

55%

17%

22%

18% 35%

1%

2%

3%4%5%

6%

7%

8%9% 10%

Name_______________________________________________Date____________


Decimal Drop

Trial 1: Capture distances with only decimeter markings

Name Trial 1 Trial 2 Trial 3 Average

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

Trial 2: Capture distances with centimeter markings


______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

Name_______________________________________________Date____________

Decimal Drop

Trial 1: Capture distances with only decimeter markings


______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

Trial 2: Capture distances with centimeter markings


______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

______________________ _____ _____ _____ _____

Name_______________________________________________Date____________

.

.


Name_______________________________________________Date____________

Modeling Exponentials

1. The figures above represent Base-10 blocks. The smallest one is a single block. The long blockis made of ten smaller blocks. The flat block is ten rows of ten or 100 small blocks. How many smallblocks are in the big cube? __________

A manufacturer makes these types of blocks, but not always with ten on a side. When orders come in,his order blank looks like this with x representing the length of the long block.

x 1 x x2 x3 Cost

2 ______ _______ ______ ______ ______

3 ______ _______ ______ ______ ______

4 ______ _______ ______ ______ ______

5 ______ _______ ______ ______ ______

10 ______ _______ ______ ______ ______

This way, buyers can choose the size of block they want, and how many of each shape they need.

Each single block costs $0.01.

2. If x = 2, sketch the different blocks below:

Single Long = x Flat = x2 Big Cube = x3.

3. What will be the cost of a long block and a flat (x + x 2)?

4. Will the cost of x + x2 = x3? Explain.


Modeling Exponentials - cont.

5. If x = 3, find the cost of each type of block.

Single Long = x Flat = x2 Big Cube = x3.

6. What will be the cost of a two long blocks? (x + x or 2x)

7. Will the cost of x + x = x 2? Explain.

8. When x = 4, find the cost of 3x2 + 2x3.

9. When x = 5, find the cost of 10x + x 3.

10. For which size block will 5x2 = x3?

11. For which size block will 2x = x2?

12. Can you think of a block size where x = x2 = x3?


Name_______________________________________________Date____________

Alien Flags

Flag of the Zleepadeeps Flag of the Humongons

The Zleepadeeps and the Humongons have decided to merge their colonies on a new planet.They would like a new flag, but the Zleepadeeps have stars on their flag while the Humongonsprefer comets.

Proposals

1. Use half the stars of the Zleepadeeps and half the comets of the Humongons. How many of each would there be?

2. The Zleepadeeps are not happy with the arrangement above. Instead they say “Use 1/2 ofour stars and 1/3 of your comets.” How many of each would this be?

3. Now the Humongons are unhappy. How about 1/2 of our comets and 1/3 of your stars?How many of each is this?

4. One ambassador suggests to use 6 stars and 6 comets. What fraction of the stars is this?What fraction of the comets?

5. It is finally decided that 1/4 of the stars will be used together with 3/10 of the comets.How many of each is this?

6. Sketch a nice arrangement for the new flag below.


Fractions, Decimals, Percent Hexagon Puzzle

25%

0.25

1/4

0.3

3/10

30%40

%

0.4

2/5

0.1

1/10

10%

3 /4

75%

0.75

1/2

0.5

50%

33 1

/ 3 %

1/3

0.3

33...

0.8

80%

4/5

0.6

60%

3/

5 70%

7/10

0.7

2/30

.6666...

20%

1/5

9/10

90%

5%

1/2

07/ 2

0

35%

3/8

15 / 40

95%

19 / 20

150%

9/ 6

5/8

0.14

1/1

2

85%

5/ 8

0.33

1/81

1/12

3/8

15%

45%65%

13%4 / 3

Classroom Strategies Blackline M

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I - 9

Nam

e_______________________________________________Date____________

Sp

ace S

hip

Sh

ap

e Up

Spaceship Shape Up

Put the spaceship pieces together.

Make sure that wherever two or more

rhombuses touch, the fractions or

decimals are equivalent as shown below.

The rhombuses should be placed inside each

hexagon so that each one has the shading

shown below.

3 8.15

15100

320

Page 52Classroom

Strategies Blackline Master

I - 10

6 10

3 5

.6.9

4 5

9 10

.8

8 10

.3

3 10.2

2 10

.7

7 10.1

2 20

1 10

1 2

4 10

.5

.62

.4.620

.33... 1 3 4 12

1 4

4 8 3

12 10

24

.25

.75 512

3 4

6 8

5 6

1012

2 3

.666...

6 9

2 5

6 16 3 8 1

5

Each completed hexagon should have the shading shown here. That is, whiteat the top, darker shade at the bottom, andmedium shade at the right side.


0.001

1.01%

1 1000.049

1 20

5.5%


9.5%

0.12

1 10

0.195

1 . 5

21%

Classroom Strategies Blackline Master Page 55I - 13

24.5%

0.26

1 4

0.2999

3 10

31.5%


32%

0.34

1 3

0.3902

1 5

40.5%

Classroom Strategies Blackline Master Page 57 I -15

49.5%

0.51

1 2

0.57

3 5

61%


66%

0.67

2 3

0.69

7 10

72.1%


72.2%

0.7624

3 4

0.79

4 5

85%


87%

0.9624

9 10

0.97

1 103%


Mathematical MessagePlace the numbers below in numerical order. If you wish, you may change the numbers to decimal form foreasy comparison. When the numbers are in order, the code letters will spell out a message.

Number List Code Letter Decimal Form Numerical Order Message1/5 M ____________ ____________ ________0.6 E ____________ ____________ ________9/11

I ____________ ____________ ________5/4 A ____________ ____________ ________10/6 N ____________ ____________ ________9/4 N ____________ ____________ ________4/3 T ____________ ____________ ________1/10

C ____________ ____________ ________3/4 space ____________ ____________ ________1/20

E ____________ ____________ ________1.0 space ____________ ____________ ________1.75 A ____________ ____________ ________6/5 R ____________ ____________ ________2.0 T ____________ ____________ ________15/6

N ____________ ____________ ________42/20 H ____________ ____________ ________0.9 H ____________ ____________ ________3/10 L ____________ ____________ ________2/3 L ____________ ____________ ________8/9 T ____________ ____________ ________0.4 space ____________ ____________ ________1/100

D ____________ ____________ ________4/5 W ____________ ____________ ________1.4 I ____________ ____________ ________9/5 L ____________ ____________ ________8/3 G ____________ ____________ ________1/2 H ____________ ____________ ________0.7 P ____________ ____________ ________3/2 O ____________ ____________ ________7/3 K ____________ ____________ ________1.9 space ____________ ____________ ________12/5 I ____________ ____________ ________1/8 I ____________ ____________ ________2.2 I ____________ ____________ ________1/4 A ____________ ____________ ________1/3 S ____________ ____________ ________1.0 space ____________ ____________ ________

Name_______________________________________________Date____________


Decimal Dice

Targets Team 1 Target Problem Value0.1

0.2

1

2

10

20

100

200

BigBoy

Targets Team 2 Target Problem Value0.1

0.2

1

2

10

20

100

200

BigBoy

Name_______________________________________________Date____________


Division of Mixed Numbers with Models

2 2/3 ÷ 2 1 1/3

2 2/3 ÷ 4 2/3

2 2/3 ÷ 1/6 16



2 2/3 ÷ 3 8/9

1 4/5 ÷ 3 3/5

1 4/5 ÷ 9 1/5



14/5 ÷ 1/10 18

1 4/5 ÷ 4 9/20

11/5 ÷ 3/10 4



2 2/5 ÷ 6

22/5 ÷ 3/10 8

2 2/5 ÷ 3

2/5

4/5


Multiplication and Division of Fractions Square Puzzle

3/8

1/2 ×××× 3/4

1/2 ÷ 3/4

2/3

1/3 ÷ 3/4

4/9

1/3 ×××× 3/4

1/4

1/6 ×××× 3/4

1/8

1/6 ÷ 3/4

2/95/12 ÷ 3/4

5/9

5/12 ×××× 3/4

5/165/12 ×××× 2/3

5/18

5/12 ÷ 2/3

5/85/12 ×××× 4/5

1/3

5/12 ÷ 4/5

25/48

5 / 9 ÷

3 / 4 20/27

5/9 ×× ×× 3/45 / 12

3 / 8 ÷

3 / 4 1/2

3 / 8 ××××

3 / 4 9/32

1 / 8 ÷

3 / 5 5/241 / 8

×××× 3 / 5 3/40

1/8 ×× ×× 3/43 / 32

1/8 ÷ 3/41 / 63/10 ×× ×× 3/49 / 40

3 / 10 ÷

3 / 4 2/5

3 / 5 ××××

3 / 4 9/20

3 / 5 ÷

3 / 4 4/5

8/137/11

7/154/7

9 / 17

7 / 13

4 / 13

3 / 5

3/105/6

3/73/4

7/127/8

1/97/9


Dominos for Multiplication and Division of Mixed Numbers

1 1/3 x 3 1/2

4 2/36 1/3 ÷ 2 20/33

2 4/9 2 1/3 ÷ 2 1 1/3 ÷ 2 1/5 2 1/3 ÷ 11/3 1 3/4 3 1/2 ÷ 11/3

2 5/8 1 4/5 x 21/2 4 1/2 1 1/3 x 13/8 1 5/6

1 23/336 1/3 ÷ 12/3 3 4/5 5 1 6/7 x 2

7/9 2 3/4 ÷ 11/4 3 2/9 1 3/4 ÷ 21/4 8 2/3 7 1/4 ÷ 21/4

4 1/3 ÷ 1/21 2/3 x 2 3/8 3 23/24 5 1/4 ÷ 11/2 3 2/3 ÷ 11/2 3 1/2

3 1/61 1/6

2 1/3 ÷ 13/8

2 1/5

3 5/7

Instructions: When matching dominos, match stars to stars.

1 1/2 x 3 1/2


Name_______________________________________________Date____________

Robot Packing Company

The robots are racing to see who can finish packing first. They have four cartons tofill. One is divided into four parts, one into 6, and two of them are divided into twelveparts. On his turn, each robot spins the spinner and fills a crate with the amount ofpacking material specified. The robots take turns until one of them can’t pack thefractional amount on the spinner. At the end of the game, the robot with the mostpacked is the winner.

Amount packed _____________ Amount empty ______________________________

Amount packed _____________ Amount empty ______________________________

1 4

3 6

2 4 2

12 1 6 3

12 4 12

2 6


Addition and Subtraction of Fractions Square Puzzle

8/15

13/15 - 1/3

1/2 + 3/4

1 1/4

1/3 - 1/6

1/6

7/8 - 3/4

1/8

1/6 + 3/4

11/12

5/6 - 1/2

1/35/12 - 1/3

1/12

5/12 + 3/4

1 1/65/12 + 2/3

1 1/12

11/12 - 2/3

1/4 11/12 - 1/4

2/3

7/12 + 1/6

3/4

5 / 9 -

1 / 3 2/9

7/9 - 2/31 / 9

3 / 8 -

1 / 3 1/24

3 / 5 +

11/ 15 1 1/3

1 / 8 +

1 / 5 13/401 / 8

+ 3 / 5 29/40

1/5 + 2/919/ 45

1/3 + 3/514/ 15

3/10 + 3/59 / 10

3 / 10 -

1 / 5 1/10

3 / 5 -

1 / 3 4/15

3 / 5 -

2 / 9 17/45

4/97/8

5/83/5

5 / 97 / 9

1 / 54 / 5

3/104/10

7/105/12

1/22/5

5/63/8


Name_______________________________________________Date____________

Fraction Blocks

1

1/2

1/2

1/31/3

1/3

1/4 1/4

1/4 1/4

1/6

1/61/6

1/61/6

1/6

1/121/12 1/12

1/121/12

1/121/121/12

1/12 1/12 1/12

1/12

I. This diagram shows one way to make 1/2. The number sentence is 1/12 + 1/6 + 1/4 = 1/2.

Find as many ways as possible to make 1/2. Write the number sentences.

II. Use your pieces to solve these problems involving subtraction of fractions. Complete the subtraction table below.

1/4 1/6

1/12

1 1/2 1/3 1/4 1/6 1/12

11/2 1/3 1/4 1/6 1/12

-

Cut out these fraction pieces tohelp you find answers to theproblems below.


Name_______________________________________________Date____________

Chicken and Tortilla Casserole

Number of Servings 8 16 4 20 28

Number of bonelesschicken breast halves 8

Jars of salsa verde 1

Cups of light sour cream 1

Cups of half and half 1/2

Corn tortillas

Cups of shredded cheddar cheese 4

Cups of gratedparmesan cheese 1/3

Chocolate Chip Cookies

Dozens 5 2.5 15 7.5 12.5

Sticks of Butter 2

3/4

Cups of brown sugar

Eggs 2

Teaspoons of vanilla 1

Teaspoons of salt 1/2

Teaspoons of baking soda 1

Cups of flour 21/4

Cups of chocolate chips 2

Recipe WorkoutComplete the charts to reduce or increase the number of servings.

3/4

2

Cups of granulated sugar

Documents

Grade Six Classroom Strategies Blackline Mastersmath.ncwiseowl.org/UserFiles/Servers/Server_4507209/File/Instructional Resources/G6NBL1...Classroom Strategies Blackline Master Page