Spanish Party Planning Budget Worksheet:Subtracting Decimals, Restando Decimales

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Educator Expressions

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Grade Levels

4th - 8th

Subjects

Math, Spanish, Decimals

Resource Type

Worksheets, Activities, Cultural Activities

Standards

CCSS5.NBT.B.7

CCSS6.NS.B.3

CCSSMP1

CCSSMP2

CCSSMP4

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$1.95

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Description

Get ready for a fiesta with our 'Party Planning Budget Worksheet: Subtraction of Decimals' digital resource designed for teachers and students in Spanish! In this interactive activity, students will dive into the exciting world of party planning while mastering the essential skill of subtracting decimals. With a budget of $100, students will use Vons.com to select a variety of party items, carefully tracking their spending as they subtract the cost of each item from their total. This engaging worksheet provides students with a hands-on opportunity to practice subtraction of decimals in a real-world context, reinforcing their mathematical skills while planning the ultimate class celebration. Encourage your students to make thoughtful decisions and show their work as they subtract their way to party perfection!

¡Prepárense para una fiesta con nuestra hoja de trabajo digital 'Presupuesto para Planificar Fiestas: Resta Festiva' diseñada para profesores y estudiantes! En esta actividad interactiva, los estudiantes se sumergirán en el emocionante mundo de la planificación de fiestas mientras dominan la habilidad esencial de restar decimales. Con un presupuesto de $100, los estudiantes usarán Vons.com para seleccionar una variedad de artículos para la fiesta, mientras rastrean cuidadosamente sus gastos al restar el costo de cada artículo de su total. Esta hoja de trabajo envolvente brinda a los estudiantes una oportunidad práctica para practicar la resta de decimales en un contexto real, reforzando sus habilidades matemáticas mientras planifican la celebración de clase definitiva. ¡Anima a tus estudiantes a tomar decisiones reflexivas y a mostrar su trabajo mientras restan su camino hacia la perfección de la fiesta!

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Standards

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

CCSS5.NBT.B.7

Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

CCSS6.NS.B.3

Fluently add, subtract, multiply, and divide multi-digit decimals using the standard algorithm for each operation.

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.

CCSSMP4

Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

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