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Round pairs of decimals to the nearest tenth and discover that two numbers the same distance apart don’t always round to the same number.
Students round four pairs of decimals to the nearest tenth and mark which pairs round to the same number.
Students find pairs of numbers that round to the same or different values while testing distances from the rounding cutoff.
Students will decide which of a broken calculator’s decimal comparisons are right or wrong, figure out the single rule it follows, and discover that the same rule makes it accidentally right sometimes.
Students identify correct and incorrect answers on the worksheet and analyze the mistaken rule used by the calculator.
Students predict the broken calculator’s responses for three decimals and decide if the answers are right or wrong.
We check the predictions together and reveal which comparisons the calculator got right or wrong.
Students will fill in the blanks so three fractions add to exactly 1.07, then discover that the hundredths must end in 7 because two tenths can only add tens of hundredths, never the ones place.
Students fill in the blanks so three fractions add to exactly 1.07, using each digit one through nine only once.
Students will fill in the blanks to place a fraction and a decimal exactly two hundredths apart.
Students fill in the blanks to create pairs of fractions and decimals that are two hundredths apart without repeating digits.
Students will fill in the blanks to find division expressions that equal exactly 5.
Students fill in the blanks of the equation using each digit from zero to nine only once to find solutions.
Students will fill in the blanks to find decimal pairs with a product of exactly 9.
Students fill in the blanks of the equation using each digit from zero to nine only once to find solutions.
Students will fill in the blanks to find decimal pairs with a difference of exactly 7.5.
Students fill in the blanks of an equation using each digit from zero to nine only once to find solutions.
Students will fill in the blanks to find decimal pairs that add to exactly 5.
Students fill in the blanks of an equation with unique digits to create true mathematical statements.
Using calculators, students will note patterns when multiplying decimals.
Students use calculators to multiply fifteen by whole numbers, observing patterns and predicting results when multiplying by decimals.
Students use their calculators to find products of fifteen multiplied by various numbers and write patterns they observe.
Finally, students practice predicting decimal multiplication problems and checking with their calculators.
In this math project, students will design and furnish suites and rooms in a hotel. Then they will use their talents to sell their hotel in a presentation.
First, your students will plan the big picture of their hotel: what will make it special?
Students start shopping for furnishings using a worksheet to track spending for their hotel’s regular rooms and suites.
They’ll break their spending down into five categories of their choosing.
Finally, they’ll determine their hotel’s potential profitability.
Students create a presentation that highlights their hotel’s features, aiming to attract specific types of guests and investors.
Students use authentic data to determine how much money they’d have if they sold an original iPod compared to selling an equivalent amount of Apple stock.
Students identify the information needed to compare the value of the first iPod to an investment in Apple stock.
Students use the iPod’s 2001 price to calculate what an equivalent Apple investment would be worth today.
Students create three ways to show the difference between the current values of an iPod and Apple stock today.
Students repeat their investigation for another product or company (or twice if you’d like!).
Students create a persuasive project using examples and data to argue whether to buy products or invest in companies.