A Story of Units Lesson 7 Homework 5.1 Answers

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For those who are looking for the answers of A Story of Units Lesson 7 Homework 5.1, here is the information for you. Please match the correct answers here to your answers and count how much you get right.

Homework:

1. 4 ones + tenths; 43 tenths; 430 hundredths

a. 430 hundredths = 4.3

b. 43 tenths = 4.3

c. 4 ones = 4

2. 22 tens + 5 ones + 2 tenths + 8 hundredths + 6 thousandths; 225 ones + 2 tenths + 8 hundredths + 6 ones; 2,252 tenths + 8 hundredths + 6 thousandths

a. 22,529 hundredths = 225.29

b. 225 ones = 225

c. 23 tens = 230

3. 8 ones + 9 tenths + 8 hundredths + 4 thousandths; 89 tenths + 8 hundredths + 4 thousandths; 898 hundredths + 4 thousandths

a. 898 hundredths = 8.98

b. 90 tenths = 9.0

c. 9 ones = 9

d. 1 ten = 10

4.

a. 18.39 m

b. 1,838.6 cm

5. 1 pint = 0.473 liters

0.473 = 0.47

0.473 = 0.5

Teachers round to hundredths, while parents round to tenths.

If you have done all the questions from A Story of Units Lesson 7 but have not checked the answer yet, here are the right answers of all questions included in this lesson. Do not forget to mark which one is right and which one is not and count the how many answers you get right so that you can improve your math in the next lesson.

Side A:

  1. 5
  2. 0.5
  3. 0.005
  4. 15
  5. 1.5
  6. 2.5
  7. 3.5
  8. 7.5
  9. 1.5
  10. 0.15
  11. 0.25
  12. 0.35
  13. 0.75
  14. 0.15
  15. 0.015
  16. 0.025
  17. 0.035
  18. 0.075
  19. 6.5
  20. 16.5
  21. 38.5
  22. 0.45
  23. 8.55
  24. 2.85
  25. 0.035
  26. 0.135
  27. 0.375
  28. 85
  29. 95
  30. 8.5
  31. 9.5
  32. 0.85
  33. 0.95
  34. 0.085
  35. 0.095
  36. 26.5
  37. 7.85
  38. 1.265
  39. 29.5
  40. 9.95
  41. 7.95
  42. 1.595
  43. 1.795
  44. 3.995

Side B:

  1. 15
  2. 1.5
  3. 0.15
  4. 0.015
  5. 5
  6. 0.5
  7. 1.5
  8. 2.5
  9. 6.5
  10. 1.5
  11. 0.15
  12. 0.25
  13. 0.35
  14. 0.65
  15. 0.15
  16. 0.015
  17. 0.025
  18. 0.035
  19. 0.065
  20. 7.5
  21. 17.5
  22. 47.5
  23. 0.75
  24. 4.75
  25. 2.35
  26. 0.025
  27. 0.125
  28. 0.475
  29. 85
  30. 95
  31. 8.5
  32. 9.5
  33. 0.85
  34. 0.95
  35. 0.085
  36. 0.095
  37. 36.5
  38. 6.85
  39. 1.465
  40. 39.5
  41. 9.95
  42. 6.95
  43. 1.295
  44. 6.995

Problem Set:

1. Ones + 1 tenth; 31 tenth; 310 hundredths

a. 310 hundredths = 3.1

b. 31 tenth = 3.1

c. 0 tens

2. 11 tens + ones + 3 tenths + 7 hundredths + 6 thousandths; 115 ones + 3 tenths + 7 hundredths + 6 thousandths; 1,153 tenths + 7 hundredths + 6 thousandths; 11,537 hundredths + 6 thousandths

a. 11,538 hundredths = 115.38

b. 115 ones = 115

c. 12 tens = 120

3. 9 tenths + 9 hundredths + 4 thousandths; 99 hundredths + 4 thousandths; 944 thousandths

a. 99 hundredths = 0.99

b. 10 tenths = 1.0

c. 1 one = 1

d. 0 tens = 0

4. 2.135 hundredth à 2.14 m

5. 2.549

2.549

Jen rounded to the ones, while her brother rounded to the tenths. Jen rounded up, while her brother rounded down.

Exit Ticket:

a. 855 hundredths = 8.55

b. 1 ten = 10

So, how many questions of A Story of Units do you get right? You can try to count everything and evaluate what is lacking if there is any. It has been known that practice makes perfect, so please do practice a lot and do not get tired practicing the same thing all over again. While you may want to focus on the aspect that you are lacking, please do not forget about the one that you are currently good at as well. The one thing that you are good at might become your lacking point later if you do not practice and forget some of them.

Mathematics is known as a logical story and it is best taught that way. The main character of the story at the elementary level is called the unit. The term “unit” is used to call the basic building block of arithmetic. Themes like measurement, fractions, and place value run throughout-every given the amount of time which equals its significance in the story. The story peaks when a student learns to add, manipulate fractions, or find the area of a circle.

A Story of Units focuses on the essential instructional shifts needed to implement the CCLS. All principles, articulated as 6 shifts: coherence, fluency, focus, application, deep understanding, and dual intensity. It was all done by the New York State Department of Education and simplified into three (focus, coherence and rigor) by the Student Achievement Partners and the Publishers Criteria. It helps the teachers or the instructors to understand what is needed to implement the important changes. The thing called A Story of Units reflects the teaming of those three instructional shifts most important to teaching the CCLS: rigor, coherence, and focus. The first one involves the supporting shifts or fluency, and conceptual understanding, and application and all of them are done with a dual intensity pressing on practicing and understanding. All of them are needed to teach the CCLS.

A Story of Units follows the focus on the CCLS by linking each arithmetic idea to understanding the idea of the unit. The concepts of it are prioritized by the CCLS. The similarities between the math concepts can be understood by the students easily. In the end, students will increase their math skills and get the better grades. It might also focus on the similarities between kinds of units that makes the contrast between different kinds of units pronounced.

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