Mental Math Practice & Number Sense: Dividing & Rounding Rules, Calculating Tip

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Grumble Services - Montessori-inspired Materials

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Grade Levels

3rd - 6th, Homeschool

Subjects

Applied Math, Fractions, Mental Math

Resource Type

Worksheets, Printables, Montessori

Standards

CCSS6.RP.A.3c

CCSSMP1

CCSSMP2

CCSSMP5

CCSSMP7

Formats Included

Pages

20 pages

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Description

Standards

⁶

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Description

Mental Math Practice & Number Sense: Dividing & Rounding Rules, Calculating Tip Math BUNDLE - Mixed-level Montessori-inspired printable Extra Math help (10 pages + key):

These quick, little Extra Mental Math Exercises go over:

Review the most common rules for Divisibility (2, 5, 10, 25)
Practice the standard rule for Rounding (whole numbers, decimal & mixed numbers)
Explore a quick shortcut to calculating 10% and 20% of a number.

How does memorizing rules help us with mental math? Here are some of the most common rules for dividing, rounding, and calculating tip. This can be used as a fun review for the older student.

Do you like the Mental Math Practice & Number Sense: Dividing & Rounding Rules, Calculating Tip Math BUNDLE? Please consider other EXTRA MATH HELP learning resources from Grumble!

Rounding Rules for Whole Numbers - Elementary Math Help pages

Division Divisibility Rules 10 & 25 - Elementary Math help pages

Number Operations & Terminology - Elementary Math help pages

Looking for High Quality, Professionally Designed Elementary Learning Resources? Look no further - FOLLOW GRUMBLE! Although the word Montessori is in the title, ANY type of elementary student will benefit from independent, self-directed learning.

As stated in the Teachers Pay Teachers refund policy, “all sales on TpT of digital resources are considered final and nonrefundable.” Please ask any questions you have about this product before purchasing. Thank you!© 2020-2024 Grumbleservices.com • All rights reserved.

Dr. Maria Montessori believed the only way our world would find lasting peace was through educating our children. Much of her elementary curriculum was written by her during a period of internment in India during WWII. This time period helped solidify Dr. Montessori’s belief in Peace Education.

Resource Color Guide (just like the Montessori hierarchical colors):

ROOKIE Pages (Green) - Aimed toward early to mid level elementary students.

SEMiPRO Pages (Blue) - Aimed toward mid level elementary students.

VETERAN Pages (Red) - Aimed toward mid to late level elementary students.

But of course, you know the child best, so adjust accordingly.

In the words of Dr. Montessori, "Follow the Child!"

Total Pages

20 pages

Answer Key

Included

Teaching Duration

Lifelong tool

Last updated 10 months ago

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Standards

to see state-specific standards (only available in the US).

CCSS6.RP.A.3c

Find a percent of a quantity as a rate per 100 (e.g., 30% of a quantity means 30/100 times the quantity); solve problems involving finding the whole, given a part and the percent.

CCSSMP1

Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

CCSSMP2

Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

CCSSMP5

Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

CCSSMP7

Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.

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