# JoAnn's School

We can use the strategy draw a diagram by making a timeline to solve elapsed time problems. A timeline helps is count the number of hours and minutes of elapsed time forward or backward from the given start, or end time, to find the unknown time. There are three parts to elapsed time, start time, elapsed time which is the time gone by, and the end time. We need at least two of these to solve elapsed time problems. Remember, one day is 24 hours. There are 12 hours in the a.m., and 12 hours in the p.m. We solve nine word problems involving elapsed time. We show how to use a timeline forward or backward, how to use addition or subtraction, or how to make a list of time that has elapsed to solve these problems.

3rd Grade Math 10.2, A.M. and P.M.
https://youtu.be/ct9b4rKZxmI

Clocks, Time, and Calendars

4th Grade Math 12.8, Compare Units of Time
https://youtu.be/6bUucK8f96o

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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N0 - No nudity
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V0 - Not violent or disturbing
D0 - No drug reference or content
F0 - No flashing lights content

MINDS https://www.Minds.com/joannsschool
PATREON https://www.patreon.com/JoannsSchool

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An analog clock has an hour hand, a minute hand, and a second hand to measure time. There are 60 seconds in 1 minute. There are 60 Minutes in 1 hour. We can skip-count seconds or minutes by 5. When 1 second passes, the second hand moves clockwise one small line. When 1 minute passes, it's 60 seconds, the minute hand moves clockwise one small line. We show how we can write time using two colons (00:00:00) separating hours, minutes, and seconds. When 1 hour passes, it's 60 minutes, the hour hand moves clockwise to the next number. The minute hand has made a full turn around the clock face. Each full turn of the minute hand is 1 hour, no matter where the minute hand has started from. 1 hour is 60 times greater than 1 minute, and 1 minute is 60 times greater than 1 second. We can compare the size of an hour to the size of a second by using multiplication. We can use a table or a number line to compare hours and minutes, or weeks and days, or years and months. There are 24 hours in one day and we can use multiplication to find how many hours are in more days. We discuss that every 4 years is a leap year with an extra day called a leap day.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

Clocks, Time, and Calendars Playlist

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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MINDS https://www.Minds.com/joanns..

Sorry it's so dark, it was stormy outside! Lights reflect off the board so I need natural lighting to film.
We learned about metric mass and liquid volume in 3rd grade, the links are below. We learned about grams, kilograms, and liters. We also learned about Mass versus weight. In this lesson, we're going to focus on kilograms and grams for Mass. We're also going to focus on liters and introduce milliliters. The gram is the basic unit for metric Mass. We learned in video 12.6, an exponent tells us how many factors we need to multiply to each other. We convert kilograms to grams using multiplication. Because we need 1000 grams to have 1 kilogram, 1 gram is one of 1,000 equal parts of a kilogram. We write a gram as a fraction and as a decimal of a kilogram. The liter is the basic unit for metric liquid volume. We compare liters and milliliters by using multiplication to convert liters to milliliters. Because we need 1000 ml to have one L, one ml is 1 of 1,000 equal parts of a liter. We write 1 milliliter as a fraction and as a decimal of a liter. We compare using the symbols for less than, greater than, or equal to, for kilograms and grams, and liters and milliliters. We need to make sure to compare like units. This means we may need to convert the larger units to smaller units first. We solve a few word problems that involve converting liters to milliliters, and kilograms to grams.

3rd Grade Math 10.7, Estimate & Measure Liquid Volume, Liter (L)
https://youtu.be/NNIdci3tlrY

3rd Grade Math 10.8, Estimate and Measure Mass, Metric gram and kilogram
https://youtu.be/ZPm6xRhYE-c

4th Grade Math 12.6, Metric Units of Length
https://youtu.be/TU1tPXiwS1Y

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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In this lesson we're going to discuss and focus on meters, decimeters, centimeters, and millimeters. There are 10 millimeters in 1 centimeter. The metric system is based on the number 10. 10 smaller units equal the next greater unit. We're introduced to powers of 10 and exponents. 1 meter is one power of 10 greater than 1 decimeter, so it is equal to 10 decimeters. 1 meter is 2 powers of 10 greater than 1 centimeter, so it's equal to 100 centimeters. 1 meter is three powers of 10 greater than 1 millimeter, so it's 1000 millimeters. Because the meter is the basic metric unit of length, each metric length contains the word meter, the abbreviations all contain the letter m. We can use multiplication to find how many centimeters are in 5 meters by using multiplication. We can use different metric units to describe the same length. Since the metric system is based on the number 10, decimals or fractions can be used to describe metric lengths as equivalent units. We think of 1 meter as one whole. We find the fraction or decimal of a meter from a given amount of centimeters, or decimeters. We compare different metric lengths using less than, greater than, or equal to. We put equivalent measurements into a table.

4th Grade Math 3.5, Multiply 2-digit Factors with Regrouping
https://youtu.be/GUEIht1XrtY
I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

4th Grade Math 9.1, Relate Tenths and Decimals
https://youtu.be/mDXcD2IrQqI

4th Grade Math 9.2, Relate Hundredths and Decimals
https://youtu.be/ZzPLxoh3Fcg

4th Grade Math 9.3, Equivalent Fractions and Decimals
https://youtu.be/LglTfyDP9V0

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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This is just a quick video to answer the questions from a few subscribers on how to write an equation for an algebra word problem. The trick for this type of word problem is to use the same variable plus an amount, or minus an amount. We also do a quick multiplication one.

In video 6.6 (linked below), we learned that a benchmark is a known size or amount that helps us understand a different size or amount. We can use benchmarks to compare and relate measurement units. When we know the size of one object, we can use it as a benchmark to find the sizes of other objects. Benchmarks are not used to give exact measurements. We use them to compare sizes as an estimate. A mile is a U.S. Customary Unit for measuring length or distance. A person can walk 1 mile in about 20 minutes. We can use the distance we would walk in about 20 minutes as a benchmark for 1 mile. We can use containers as benchmarks for U.S. Customary Units of liquid volume. We can use objects as benchmarks for customary units of weight. We can even use benchmarks for metric units of measure. We review the customary units for length, liquid volume, and weight. We also review the metric units for length, liquid volume, and mass. I explain the difference between weight and mass, and which countries use the metric system. We find out what a Smoot is, as a benchmark.

4th Grade Math 6.6, Compare Fractions Using Benchmarks
https://youtu.be/c-ibOVdRQyg

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
N0 - No nudity
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MINDS https://www.Minds.com/joannsschool
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A polygon is a closed two-dimensional shape formed by three or more straight sides that are line segments. A quadrilateral is any polygon with four sides and four angles. We can name a quadrilateral by the vertices of its angles, with capital letters. We label them clockwise or counter-clockwise in order. Tick marks on line segments show they have the same length. They show us the sides that are equivalent. We discuss trapezoid, parallelogram, rhombus, rectangle, square, and kite. Rectangles and squares are the only quadrilaterals with right angles. The word Quadrilateral means four sides. We classify different shapes by putting them into their correct column. A dimension is a measurement of length, width, or height. A two-dimensional figure (2D) has two of these measures, length and width. A three-dimensional figure (3D) has all three measures, length, width, and height. We have a Venn diagram of quadrilaterals classifying them as a trapezoid, parallelogram, rectangle, rhombus, or square.

4th Grade Math 10.1, Lines, Rays, and Angles
https://youtu.be/EzdoXfoz0d0

4th Grade Math 10.2, Classify Triangles by Angles
https://youtu.be/o2rfDufQi8Q

4th Grade Math 10.3, Parallel Lines & Perpendicular Lines
https://youtu.be/2sdlKeenLLw

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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A plane is a flat surface that continues without end in all directions. Intersecting lines are lines in a plane that cross at exactly one point. Intersecting lines form four angles. Parallel lines are lines in a plane that are always the same distance apart. Parallel lines never intersect, they never cross or meet. Perpendicular lines are lines in a plane that form four right angles. Intersecting lines and perpendicular lines cross at one point. But, only perpendicular lines form four right angles. Parallel lines are never perpendicular because they never intersect. Two rays can be parallel because a ray is part of a line. Two rays can be perpendicular. We look at a figure and name a pair of perpendicular lines, and a pair of lines that appear to be parallel. We discuss how sometimes lines appear to be parallel, but they're not. We show how we might be able to extend the lines to see if they'll intersect. We can identify and draw parallel and perpendicular lines by using their definitions. If a figure has a square corner symbol in one of its angles, we know that the angle is a right angle and the lines that make the angle are perpendicular. We see if we can find some capital letters that have intersecting lines that are perpendicular and form right angles. We see how squares and rectangles contain parallel and perpendicular lines.

4th Grade Math 10.1, Lines, Rays, and Angles
https://youtu.be/EzdoXfoz0d0

4th Grade Math 10.2, Classify Triangles by Angles
https://youtu.be/o2rfDufQi8Q

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
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We can draw points, lines, line segments, rays, and angles, if we understand their definitions. A point is an exact location in space. A line continues in both directions without end, with an arrowhead on each end. A line segment is part of a line that is between two points. A ray is part of a line that has only one endpoint, and continues without end in the other direction, shown by an arrowhead. An angle is formed by two rays or two line segments that share the same endpoint called a vertex. Angles are classified by the size of the opening between the rays. Right angles form a square corner. Straight angles form lines. Acute angles are less than a right angle. Obtuse angles are greater than right angles. We can classify an angle by comparing it to a right angle. We can name lines and line segments in two ways, starting with either point. A ray can contain a line segment, and a line can contain a line segment. We use a given figure to name a line segment, acute angle, right angle, and obtuse angle. We draw and label examples of figures given in geometric notation. We use a figure to name a right angle, line segment, acute angle, obtuse angle, and a ray. We list the angles in a given figure.

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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MINDS https://www.Minds.com/joannsschool
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We can compare decimal amounts by using decimal models like hundredths grids to compare shaded parts. We can then use the symbols for less than, greater than, or equal to. We can also use a number line, or place value chart, to compare decimal values. We can put decimals in order from least to greatest, or greatest to least. We can think of benchmarks, 0, 0.5 or 0.50 as half, and 1 whole to compare decimals. If we compare decimal values that have the same value for whole numbers, and the same value for tenths, we compare the hundredths place value. We use higher order thinking skills to compare fractions to decimals. We put three decimal numbers in order from least to greatest. We solve a word problem that involves finding the lesser value of two decimals.

4th Grade Math 9.1, Relate Tenths and Decimals
https://youtu.be/mDXcD2IrQqI

4th Grade Math 9.2, Relate Hundredths and Decimals
https://youtu.be/ZzPLxoh3Fcg

4th Grade Math 9.3, Equivalent Fractions and Decimals
https://youtu.be/LglTfyDP9V0

4th Grade Math 9.4, Relate Fractions, Decimals, and Money
https://youtu.be/KE_IOIAVC6A

4th Grade Math 9.5, Word Problem Solving, Money
https://youtu.be/Pp-1wLYZSn0

https://youtu.be/n2m77tkuIs4

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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MINDS https://www.Minds.com/joannsschool
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We can write hundredths as a fraction or as a decimal. As we learned in video 9.1, decimal place values are based on the number 10 as tenths, hundredths, and so on. The rightmost place value of a decimal tells us the denominator when it's written as a fraction. We use a zero as a placeholder in the tenths place, when we have no tenths. We look closely at a number line to see each hundredth. 0 hundredths to 99 hundredths represent numbers between 0 and 1 whole, as amounts greater than 0 and less than one. We see how 70/100 is 10 times as many as 7/10 because their are less shaded equal parts of a model. We see how the digit farthest to the right of the decimal point tells us the place value. We write the fraction or mixed number, and the decimal shown by models. Using place value charts, we see how decimal numbers have the same amount of tens, ones, tenths, and hundredths, so they are equivalent decimals.

4th Grade Math 9.1, Relate Tenths and Decimals
https://youtu.be/mDXcD2IrQqI

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
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MINDS https://www.Minds.com/joannsschool
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Comparison word problems compare one amount to another amount. If one object is a certain number of times greater than another object, we can use multiplication to find how great it is. We can use the strategy draw a diagram, to solve comparison problems that involve fractions, by drawing bar models. We can use a bar model to show how many times more one amount is than the fraction amount. Then we can use the model to write a multiplication equation to solve the problem.
We solve four word problems that involve comparing fractions. We review the definition of a variable and how they are used. We use higher order thinking skills to quickly see if an equation with a whole number multiplied by a mixed number will have a whole number as its product.

4th Grade Math 7.6, Rename Fractions and Mixed Numbers
https://youtu.be/rmUh0BJjbio

4th Grade Math 8.4, Multiply a Fraction or Mixed Number by a Whole Number
https://youtu.be/Dm4_8o14YKE

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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December 4, 2019. The girls are taking it easy as I design my dry erase board for my next video. Lola let out a nice burp as I filmed her. Betty is very sweet, always in a good mood, and wags her tail a lot. Bonnie likes to sleep on a heating pad that is set to a very low temperature. As a Chihuahua, she gets cold very easily. December in the Chicago area gets very cold!

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We can use a model to see what's happening when we multiply a fraction by a whole number. We can shade fraction circles or fraction strips, and look for a pattern. We divide a whole into equal parts shown by the denominator. We shade the number of equal parts shown by the numerator. Then, the whole number factor tells us how many strips to make. The product is the whole number of the shaded parts written over the denominator. We solve two word problems involving multiplication of a fraction and a whole number. We use higher order thinking skills to find an unknown whole number, unknown numerator, and an unknown denominator in equations.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 7.6, Rename Fractions and Mixed Numbers
https://youtu.be/rmUh0BJjbio

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
N0 - No nudity
S0 - No sexual situations
V0 - Not violent or disturbing
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F0 - No flashing lights content

or
MINDS https://www.Minds.com/joannsschool
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A multiple is the product of a number and a whole number. We write the product of a whole number and a fraction as the product of a whole number and a unit fraction. We find the multiples of a fraction by multiplying the fraction by whole numbers. We use a number line to show the multiples of a fraction. We use repeated addition to write the multiples of a fraction. Multiplying a whole number to a fraction is the same as multiplying a whole number to the numerator of the fraction. We list the next four multiples of a given fraction. We see which is greater, 3 X 4/9 or 2 X 5/9. We solve a word problem involving multiplication of a whole number to a fraction. We review how to write a mixed number or fractional answers in simplest form by using division.

4th Grade Math 5.4, Factors & Multiples
https://youtu.be/7zMoZSc47A4

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 6.7, Compare Fractions by Numerator, Denominator, or Benchmarks
https://youtu.be/iC1kbqsKfaM

4th Grade Math 7.6, Rename Fractions and Mixed Numbers
https://youtu.be/rmUh0BJjbio

4th Grade Math 8.1, Multiples of Unit Fractions
https://youtu.be/7y-kcBoWBnM

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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We can solve multi-step fraction problems by using the strategy "act it out" with fraction circles or fraction strips, or quick drawings. We identify what we know, what we need to find, then choose a model to act out the problem.
We need to remember to write fractional answers in their simplest form by dividing the numerator and denominator by their greatest common factor.
We solve 7 different word problems that involve multi-steps with fractions by using fractions circles or fraction strips.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 7.6, Rename Fractions and Mixed Numbers
https://youtu.be/rmUh0BJjbio

4th Grade Math 7.7, Add & Subtract Mixed Numbers with Like Denominators
https://youtu.be/zsjiPOeKfeA

4th Grade Math 7.8, Subtract by Renaming Mixed Numbers as Fractions Greater Than 1
https://youtu.be/5pUOq2d0ufA

4th Grade Math 7.9, Fractions & Properties of Addition, Commutative & Associative
https://youtu.be/ucltjBJIs9A

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

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We can add fractions with like denominators by using properties of addition and mental math.
Commutative Property of Addition: When the order of two addends is changed, the sum is the same. We can add in any order.
Associative Property of Addition: When the grouping of the addends is changed, the sum is the same. We can move the parentheses to two different addends.
The properties of addition help us to use Mental Math by adding compatible addends first, that equal one whole.
When the numerator and denominator are the same number, the fraction is equal to one whole.
We can use properties of addition to help us add fractions if one of the addends has a different denominator. We add the compatible fractions first, that are equal to 1, then add the fraction with the different denominator.
We can also use BOTH the Commutative and Associative Properties of Addition to add in one equation.
We identify which property of addition was used in a problem.
We solve 3 word problems involving fractions and properties of addition.

4th Grade Math 2.12, Solve Multi-step Word Problems Using Equations
https://youtu.be/lwdLI0DJeJs

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 7.7, Add & Subtract Mixed Numbers with Like Denominators
https://youtu.be/zsjiPOeKfeA

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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We can rename a mixed number to help us subtract. When the fraction in the subtrahend is greater than the fraction in the minuend, we can rename the mixed number minuend as a lesser whole number and a fraction greater than 1. We can also rename both mixed numbers as fractions greater than 1, then subtract. Be careful when subtracting the numerators, we subtract the second numerator from the first numerator as the subtrahend subtracted from the minuend. The denominators stay the same. We show how to use a number line or bar models to subtract mixed numbers with like denominators. We solve four word problems involving renaming mixed numbers as lesser whole numbers and fractions greater than one.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

https://youtu.be/g81DSK49OyM

4th Grade Math 7.6, Rename Fractions and Mixed Numbers
https://youtu.be/rmUh0BJjbio

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
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MINDS https://www.Minds.com/joannsschool

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We can add and subtract mixed numbers that have like denominators by modeling the mixed numbers with fraction circles, fraction strips, or number lines. We will add the fractions first, and then add the whole numbers. If our answer has a fraction greater than one, we will rename it.
When subtracting, we model the minuend, which is the first mixed number, and cross out the value of the subtrahend, which is the second mixed number. When solving addition or subtraction equations that contain fractions with like denominators, we add or subtract the numerators and keep the same denominator. We put the fractional answer into simplest form or rename it if needed.
We discuss and solve four word problems involving addition and subtraction of mixed numbers with like denominators.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing

https://youtu.be/g81DSK49OyM

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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A "mixed number" is a number represented by a whole number and a fraction. We can write a mixed number as a fraction greater than 1 by modeling with fraction strips, or fraction bars, and counting how many parts there are.
We can write a fraction greater than 1 as a mixed number by using a number line. We count the number of whole units and parts left over.
We know that a fraction with the same numerator and denominator is equal to 1 whole. We rename the whole number of a mixed fraction as fractions with the same numerator and denominator. We also write a mixed number as a fraction using multiplication and addition. We multiply the whole number by the denominator, then add the numerator to get the new numerator. We use the same given denominator.
Fractions greater than 1 have numerators that are greater than their denominators, they're also called improper fractions. We can write a fraction greater than 1 as a mixed number by using repeated subtraction of fractions that equal 1 whole, that have the same numerator and denominator. We keep subtracting 1 whole until we can't anymore. We count the wholes and leftover fraction part for our mixed number.
We write a fraction greater than 1 as a mixed number by using division. We think of the fraction bar as a division symbol, the numerator as the dividend, and the denominator as the divisor. The remainder will be the new numerator and the divisor will be the denominator, the quotient will be the whole number of the mixed number.
We use higher order thinking skills to find unknown numbers of a mixed number from a given fraction that is greater than 1.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing

https://youtu.be/g81DSK49OyM

I'm using t..

We can subtract fractions with like denominators by using models to help us. We can use fraction strips, fraction bars, a quick drawing, grid paper, or a number line. We remove pieces or shaded parts that were subtracting and count how many are left. Fractions that have like denominators are fractions that have a common denominator. Using fraction strips or fraction bars, we can model a subtraction equation with several unit fractions. Then we can take an amount away to find the difference. Using grid paper, the denominators tell us how many squares to use for our grid. We cross out the squares that are being taken away and the numerator of the difference will be the amount of shaded parts that aren't crossed out. When we draw a picture to help us subtract fractions with like denominators, we do it as quickly as we can so we don't waste time making the picture. When we use a number line to subtract fractions with like denominators, we split the number line into equal parts shown by the common denominator. Subtracting fractions with like denominators, the Shaded Parts decrease so the numerator will decrease. The amount of parts in all doesn't change, the size of each part doesn't change, so the denominator doesn't change. We can find a missing addend by subtracting as the inverse operation. Addition and subtraction are inverse operations that undo each other. We write equations that fit bar models. We write the difference in simplest form by using the greatest common factor for the numerator and denominator. We solve two word problems that involve subtraction of fractions with like denominators.

4th Grade Math 7.1, Add & Subtract Fraction Parts of a Whole
https://youtu.be/tY1A4FC3A58

4th Grade Math 7.2, Write Fractions as Sums with the Same Denominator
https://youtu.be/xS0o04oZv_Y

https://youtu.be/GQlImD7Fl8E

We can write a fraction as a sum of fractional addends with like denominators. The sum of the numerators of the addends is the numerator, and the denominators will all be the same. A unit fraction is a fraction that always has a 1 as its numerator. It tells us the part of the whole that 1 piece represents. We write a fraction as a sum by breaking it into unit fractions with the same denominator. The numerator tells us how many unit fraction addends we will need to write. When listing addends of a fraction, the Commutative Property of Addition says we can add addends in any order to get the same sum, so we only need to list the addends one way. Fractions with lower numerators will have fewer possible addends than fractions with higher numerators. We show how to solve two word problems involving fractions as sums with the same denominator.

4th Grade Math 7.1, Add & Subtract Fraction Parts of a Whole
https://youtu.be/tY1A4FC3A58

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
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N0 - No nudity
S0 - No sexual situations
V0 - Not violent or disturbing
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F0 - No flashing lights content

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We can add or subtract parts of a whole when the parts refer to the same-size whole, and the denominators are the same. When denominators are the same, the fractions have the same-size equal parts. We can only join or separate parts that refer to the same-size whole. We use a model to write an equation, then solve. We discuss how to solve three word problems that involve adding and subtracting fraction parts of a whole.

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

YouTube rating for JoAnn's School videos:
L0 - No strong language
N0 - No nudity
S0 - No sexual situations
V0 - Not violent or disturbing
D0 - No drug reference or content
F0 - No flashing lights content

MINDS https://www.Minds.com/joannsschool

SUPPORT MY WORK:
PATREON https://www.patreon.com/JoannsSchool
PAYPAL https://www.paypal.me/JoAnnsSchool

We can put fractions in order from least to greatest, or greatest to least by comparing them to benchmarks, using a common denominator, or comparing their denominators when they have common numerators. Using 1/2 as a benchmark, we can quickly decide if a given fraction is less than or greater than 1/2 to compare it to another fraction. Using common denominators, we can compare and order fractions by the amount of their numerator. The lowest numerator equals the lowest fraction and the greatest numerator equals the greatest fraction. When fractions have a common numerator, we can compare and order them by their denominators. The lowest denominator equals the greatest fraction because a small denominator represent larger equal parts. We locate and label fractions on a number line to help us put them in order by their size. The fraction that is the greatest distance from zero is the greatest fraction. We compare fractions by sorting them into lists of less than 1/2 or greater than 1/2 then marking them on the number line. We order fractions by giving them a common denominator and making a list of multiples where they can meet. We also find and write a numerator that makes an inequality true.

4th Grade Math 6.3, Fractions in Simplest Form, a.k.a. Reducing
https://youtu.be/pccNZ9CKm4g

4th Grade Math 6.4, Common Denominators
https://youtu.be/_jdRoXdv3bE

4th Grade Math 6.5, Word Problem Solving, Find Equivalent Fractions
https://youtu.be/t4svIqhe41c

4th Grade Math 6.6, Compare Fractions Using Benchmarks
https://youtu.be/c-ibOVdRQyg

4th Grade Math 6.7, Compare Fractions by Numerator, Denominator, or Benchmarks
https://youtu.be/iC1kbqsKfaM

I'm using the Houghton Mifflin Go Math!
2015 copyright textbook for this playlist.

You can practice online using the textbook's website

Created 1 year, 11 months ago.

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 Category Education

Education for everyone!
I have over 2,600 Math videos on YouTube, ranging from 1st grade through Algebra 2 and high school Geometry. Many don't auto-upload from YouTube, I'm sorry! It would be impossible for me to upload all of them onto BitChute.
I've included most of my GED Math videos and the Grade 1.
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You can study an entire grade level of Math, lesson by lesson with my playlists, in order. You can find the textbooks online.
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