Component: HMH Math 180 Texas Teacher Digital Subscription (ISBN: N/A)
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Current Page Number(s): Fast Track 1
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > FAST TRACK Problem 1 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 5/9 of 18, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 9 rows and the same number of tiles in each row.
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Current Page Number(s): Fast Track 2
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > FAST TRACK Problem 2 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > FAST TRACK Problem 2 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > FAST TRACK Problem 2 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 2/3 of 6, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 3 rows and the same number of tiles in each row.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 3, Learn Zone > Topic 1 > Interpret Remainders > Lesson Map > FAST TRACK Problem 2 > Step 1
Original URL:
Original Text: Step 1: Drag groups of 5 tiles into rows until there are not enough tiles to make a full row. Then enter the number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array. Build rows of 5 tiles until there are not enough tiles to make a full row.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 2
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To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > FAST TRACK Problem 2 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
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Current Page Number(s): Fast Track 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > FAST TRACK Problem 2 > Step 2
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Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
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Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > FAST TRACK Problem 3 > Step 1
Original URL:
Original Text: Step 1: Find the distance between –9 and 4.25 on the Open Number Line. Use 0 as a benchmark.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 3, Learn Zone > Topic 1 > Interpret Remainders > Lesson Map > FAST TRACK Problem 3 > Step 1
Original URL:
Original Text: Step 1: Drag groups of 4 tiles into rows until there are not enough tiles to make a full row. Then enter the number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 1: Build an array. Build rows of 4 tiles until there are not enough tiles to make a full row.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > FAST TRACK Problem 3 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > FAST TRACK Problem 3 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > FAST TRACK Problem 3 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 4/6 of 42, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 6 rows and the same number of tiles in each row.
Change Type: Editorial Change
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Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > FAST TRACK Problem 3 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Fast Track 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > FAST TRACK Problem 3 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Guided Learning, Slide 5
Location:
Discover > Rates and Ratios > Block 3 > Topic 3 > Lesson 2 > Teacher Display Tool > Guided Learning Top of art (text)
Original URL:
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated URL: N/A
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Change Type: Editorial Change
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Current Page Number(s): Guided Learning, Slides 1-4
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Discover > Rates and Ratios > Block 3 > Topic 3 > Lesson 2 > Teacher Display Tool > Guided Learning Top of art (text)
Original URL:
Original Text: A company orders a shipment of 100 mobile phones. The decimal grid represents the number of phones that have been delivered. What portion of the phones has the company received?
Updated URL: N/A
Updated Text: A company owes $100 for a shipment of toy phones. The decimal grid represents the number of dollars paid upfront. What portion of the dollars owed was paid upfront?
Updated Text: Painted Dreams Artists, inventors, and entrepreneurs turn their visions and business ideas into reality.
Change Type: Editorial Change
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Current Page Number(s): Learn zone
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 1, Learn Zone > Topic 3 > Multiply by Multiples of 10 > Lesson Map > FAST TRACK Problem 3 > Stem
Original URL:
Original Text: Developers help small businesses set up fan pages on social media sites. Today, one developer helped 8 online businesses create their personal fan pages. The developer charged each business $60. How much money did the developer make today?
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Updated Text: Developers help small businesses set up their websites. Today, one developer helped 8 businesses create their business website. The developer charged each business $60. How much money did the developer make today?
Change Type: Editorial Change
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Current Page Number(s): Learn zone
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Multiplication and Division > Block 1, Learn Zone > Topic 1 > Interpret Products > Lesson Map > PRACTICE Problem 4 > Stem
Original URL:
Original Text: A social media company alerts Van's, an online sports equipment business, whenever 5 keywords appear in posts to his social media page. Last week, they reported that each of the 5 keywords appeared 3 times in posts. How many keywords were among the posts?
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Updated Text: A web analytics company alerts an online sports equipment business whenever 5 keywords appear in customer reviews. Last week, each of the 5 keywords appeared 3 times. How many keyword appearances were there in total?
Change Type: Editorial Change
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Current Page Number(s): Learn zone
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 1, Learn Zone > Topic 3 > Locate Decimals on a Number Line > Lesson Map > PRACTICE Problem 4 > Stem
Original URL:
Original Text: Television or social media? If you had to give up either one, which would you choose? A recent worldwide study found that 58 hundreths (0.58) of people would choose to keep their TV.
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Updated Text: Music or movies? If you had to give up either one, which would you choose? A recent worldwide study found that 58 hundredths (0.58) of people would choose to keep music.
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Current Page Number(s): N/A
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Timestamp 2:38 to 3:05
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Original Text: What are some threats to sea turtles, and what can we do about it?
A big threat to sea turtles is plastics. So, something you can do from your own home is use less plastics. This includes straws or plastic bags. Instead, swapping them out for reusable straws or reusable bags. This is really important because sea turtles eat jellyfish. If they see a plastic bag floating in the water, they'll eat it and think it's a jellyfish. So, they're eating plastic instead of food that's found in their natural diet.
Updated URL: N/A
Updated Text: (cut)
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Current Page Number(s): N/A
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Math180 ED > Reports > Assessment reports > mskills assessments > Two lowest performing standards
Original Text: What are some threats to sea turtles, and what can we do about it?
A big threat to sea turtles is plastics. So, something you can do from your own home is use less plastics. This includes straws or plastic bags. Instead, swapping them out for reusable straws or reusable bags. This is really important because sea turtles eat jellyfish. If they see a plastic bag floating in the water, they'll eat it and think it's a jellyfish. So, they're eating plastic instead of food that's found in their natural diet.
Original Text: Social Climbers Fifteen-year-old Inocente Izucar never knows what her day will bring. But it always begins with paint. When I paint, I feel happy, so it’s a good way to start my mornings—just paint on something. And what better place than my face? For over nine years, this San Diego teenager and her family had struggled with homelessness. But Inocente’s passion for painting and her dream of being an artist kept her going—even when it seemed like no one noticed her struggle. But two people did notice. I’m Andrea Nix Fine. And I’m Sean Fine. And we’re documentary film directors, and we are really excited to share with you our latest project. It’s called Inocente. Andrea and Sean found Inocente through a community art center. They were so impressed by her determination and her positive outlook, they asked her to be in a documentary film they were making. This is a young girl that you expect to be really depressed because of what she’s been through, and yet she tries to see the world as if it’s dipped in a rainbow. The Fines had a mission in making this film. They had learned that 1 out of every 45 kids in America is homeless, and they wanted to bring attention to this problem—a problem that even Inocente had kept secret. Kids at my school don’t know that I’m homeless. If people would find out they’d probably make fun of me. But no one would ever see or hear this story if the Fines couldn’t raise enough money to complete the film and market it. So the film’s producers turned to Kickstarter, one of many websites where you can post a description of a creative project, and anyone can donate money—a practice called crowd funding. We need $50,000 to help final finishing of this film and post-production. We also need help implementing and designing a website. To encourage people to give, the producers offered some incentives. If they met their funding goal, everyone who pledged money would get a cool gift depending on how much they gave, from a link to the film for a $10 donation, to signed works of art by Inocente for $2,500 or more. Ten dollars doesn’t sound like much, but when 55 people donated $10 it added up to $550. That can pay for about a 100 movie posters to advertise the film, or cover the fees for submitting the movie to ten film festivals—where lots of people would see it and create a buzz. The producers also posted a teaser video so people could meet Inocente and understand the cause behind the film. Then the word spread. Friends told friends about Inocente, and they spread the word to their friends . . . by liking, linking, tweeting, and creating a social networking buzz around the fundraising campaign. Hundreds of people contributed, and within one month, the project exceeded its $50,000 goal. Not only would the Fines be able to finish the film, but now there were thousands of people who knew about it and wanted to see it. Of course, in the end it was Inocente’s inspiring story that drew people in and made them care about the project. I have a lot of impossible dreams. But I still dream them. I felt like giving up many times in the past. But I’m still waiting for that one day that will change my life. That “one day” did come for Inocente, when she was chosen by her art center to have her own show. The Fines captured it all on film, as she sold every piece of her work, raised $12,000 for her college fund, and launched the promising art career she had dreamed about. The filmmakers had a life-changing experience, too. Sean and Andrea won the 2012 Academy Award for best short documentary. Inocente shared the stage with them as they received their Oscar, on a night when a lot of impossible dreams were coming true.
Fifteen-year-old Inocente Izucar never knows what her day will bring. But it always begins with paint. “When I paint, I feel happy, so it’s a good way to start my mornings—just paint on something. And what better place than my face?”
For over nine years, this San Diego teenager and her family had struggled. But Inocente’s passion for painting and her dream of being an artist kept her going—even when it seemed like no one noticed her struggle. But two people did notice. “I’m Andrea Nix Fine. And I’m Sean Fine. And we’re documentary film directors, and we are really excited to share with you our latest project. It’s called Inocente.”
Andrea and Sean found Inocente through a community art center. They were so impressed by her determination and her positive outlook, they asked her to be in a documentary film they were making.
The Fines loved Inocente’s approach to her art. “And yet she tries to see the world as if it’s dipped in a rainbow.”
The Fines had a mission in making this film: to bring her paintings and her story to as large an audience as possible. But no one would ever see or hear this story if the Fines couldn’t raise enough money to complete the film and market it.
“We need $50,000 to help final finishing of this film and post-production. We also need help implementing and designing a website.” To encourage people to give, the producers offered some incentives. If they met their funding goal, everyone who pledged money would get a cool gift depending on how much they gave, from a link to the film for a $10 donation, to signed works of art by Inocente for $2,500 or more. Ten dollars doesn’t sound like much, but when 55 people donated $10 it added up to $550. That can pay for about a 100 movie posters to advertise the film, or cover the fees for submitting the movie to ten film festivals—where lots of people would see it and create a buzz.
The producers also posted a teaser video so people could meet Inocente and understand the cause behind the film. Then the word spread. Friends told friends about Inocente, and they spread the word to their friends.
Hundreds of people contributed, and within one month, the project exceeded its $50,000 goal. Not only would the Fines be able to finish the film, but now there were thousands of people who knew about it and wanted to see it. Of course, in the end it was Inocente’s inspiring story that drew people in and made them care about the project. “I have a lot of impossible dreams. But I still dream them. I felt like giving up many times in the past. But I’m still waiting for that one day that will change my life.”
That “one day” did come for Inocente, when she was chosen by her art center to have her own show. The Fines captured it all on film, as she sold every piece of her work, raised $12,000 for her college fund, and launched the promising art career she had dreamed about.
The filmmakers had a life-changing experience, too. Sean and Andrea won the 2012 Academy Award for best short documentary. Inocente shared the stage with them as they received their Oscar, on a night when a lot of impossible dreams were coming true.
Original Text: Dave’s goal is to write 20 reviews on his blog each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
Updated Text: Dave’s goal is to write 20 reviews each week. Last week, he wrote 3 reviews each day for 7 days. How many reviews did Dave write last week? Did he meet his goal?
In some developing countries,only 1 out of every 5 girls cango to school. In this AnchorVideo, organizations usemarketing efforts to solvethis problem.
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > PRACTICE Problem 1 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Practice 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > PRACTICE Problem 1 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 2/7 of 14, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 7 rows and the same number of tiles in each row.
Change Type: Editorial Change
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Current Page Number(s): Practice 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > PRACTICE Problem 1 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > PRACTICE Problem 1 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
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Current Page Number(s): Practice 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > PRACTICE Problem 1 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Practice 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > PRACTICE Problem 1 > Step 1
Original URL:
Original Text: Step 1: Find the distance between –4 and 2.9 on the Open Number Line. Use 0 as benchmark.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > PRACTICE Problem 2 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
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Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > PRACTICE Problem 2 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > PRACTICE Problem 2 > Step 1
Original URL:
Original Text: Step 1: Find the distance between –3 and 4.6 on the Open Number Line. Use 0 as benchmark.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > PRACTICE Problem 2 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > PRACTICE Problem 2 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 4/9 of 36, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 9 rows and the same number of tiles in each row.
Change Type: Editorial Change
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Current Page Number(s): Practice 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > PRACTICE Problem 2 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > PRACTICE Problem 3 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > PRACTICE Problem 3 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > PRACTICE Problem 3 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 2/3 of 15, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 3 rows and the same number of tiles in each row.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > PRACTICE Problem 3 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > PRACTICE Problem 3 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 3
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > PRACTICE Problem 3 > Step 1
Original URL:
Original Text: Step 1: Find the distance between 6.5 and 9.2 on the Open Number Line. Use 7 and 9 as benchmarks.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > PRACTICE Problem 4 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > PRACTICE Problem 4 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > PRACTICE Problem 4 > Step 1
Original URL:
Original Text: Step 1: Find the distance between –7.6 and –10.2 on the Open Number Line. Use –10 and –8 as benchmarks.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > PRACTICE Problem 4 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > PRACTICE Problem 4 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 4
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > PRACTICE Problem 4 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 3/5 of 30, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 5 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > PRACTICE Problem 5 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > PRACTICE Problem 5 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > PRACTICE Problem 5 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 3/5 of 25, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 5 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > PRACTICE Problem 5 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > PRACTICE Problem 5 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Practice 5
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > PRACTICE Problem 5 > Step 1
Original URL:
Original Text: Step 1: Find the distance between 4 and 6.1 on the Open Number Line. Use 6 as a benchmark.
Updated Text: The Publisher will remove all references to Common Core in the Standards Report section of Ed Help and will instead support Help content with a TEKs-based examples.
Updated Text: We will delete all of the non-texas standards and teachers will only see Texas Standards
Change Type: Editorial Change
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Updated:
Current Page Number(s): Simulation
Location:
“Fairgoers thought your attractions were appropriately priced”
Original URL:
Original Text: “Fairgoers thought your attractions were appropriately priced”
Updated URL: N/A
Updated Text: “Fairgoers thought your activities were appropriately priced”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “The prices on many of your attractions are too low. The fair won’t make enough revenue at this price point.”
Updated URL: N/A
Updated Text: “The prices on many of your activities are too low. The fair won’t make enough revenue at this price point.”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Marketing screen (top sentence)
Original URL:
Original Text: It’s up to you to create a visually appealing account that attracts the interests of people across your community.
Updated URL: N/A
Updated Text: Add activities to your webpage to show fun events at the fair. See how your choices affect the number of visitors in each group.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Marketing screen on the web page
Original URL:
Original Text: create post
Updated URL: N/A
Updated Text: Add Activity
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “Your social media account has attracted a large, diverse group of people from across your community. Many people are excited to come to the fair.”
Updated URL: N/A
Updated Text: Your webpage has attracted a large, diverse group of people from across your community. Many people are excited to come to the fair.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “It seems your social media account isn’t attracting as much of your community as it could. Your social media account is just getting started.”
Updated URL: N/A
Updated Text: It seems your web page isn’t attracting as much of your community as it could. Your webpage is just getting started.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: Review your choices. Be sure that your social media account attracts diverse target audiences, and check that your prices are reasonable, yet still profitable for your fair. You can go back to edit your work by clicking on the ‘marketing,' or ‘pricing’ tabs. If your account is ready, click ‘run simulation!
Updated URL: N/A
Updated Text: Review your choices. You can go back to edit your activities and ticket prices.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “Your attractions were appropriately priced, which attracted many guests to the fair.”
Updated URL: N/A
Updated Text: “Your activities were appropriately priced, which attracted many guests to the fair.”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “The prices on many of your attractions are too high. This will deter people from wanting to come to the fair.”
Updated URL: N/A
Updated Text: “The prices on many of your activities are too high. This will deter people from wanting to come to the fair.”
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > (video script)
Original URL:
Original Text: You are an advertising expert for a annual city fair that is returning to your community. Your job is to enhance a social media account so that your community will get excited about the fair and many people will attend.
Updated URL: N/A
Updated Text: You are a web designer for an annual city fair that is returning to your community. Your job is to create a webpage on the community website that will get your people excited about the fair and encourage them to attend.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Introduction Video
Original URL:
Original Text: Image: person writing in a notebook, with a laptop and tablet and social media icons floating in the air.
Updated URL: N/A
Updated Text: Image: person looking at a computer that shows a mockup of a website.
Change Type: Editorial Change
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Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Marketing screen on the web page
Original URL:
Original Text: Get started by creating a handle name for your account. Then, use the add button to review all the different attractions and activities and choose what is right for the fair. Then, click go on to build your social media account.
Updated URL: N/A
Updated Text: Our fair is packed with fun and excitement for all ages. Take a look at these six awesome activities.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Pricing page (text at the top)
Original URL:
Original Text: Now you’ll need to set the ticket prices for the attractions that you chose to advertise on your social media account.
Updated URL: N/A
Updated Text: Set the ticket amount for each of your chosen activities and observe how it affects potential ticket sales.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “Your social media account is attracting a lot of members of your community, but there is still opportunity to attract even more people to the fair.”
Updated URL: N/A
Updated Text: Your webpage is attracting a lot of members of your community, but there is still opportunity to attract even more people to the fair.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Simulation
Location:
Discover > Connected Solutions > Math 180 >Multiplication and Division > Block 1 > Simulation > Hype up the Fair > Results
Original URL:
Original Text: “Your social media account is exciting to some groups in your community, but it is missing a variety of attractions. Add some more activity diversity to your photo posts to attract a larger variety of people.”
Updated URL: N/A
Updated Text: Your webpage is exciting to some groups in your community, but it is missing a variety of activities. Add some more events to diversify your page and attract a larger variety of people.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > TRY Problem 1 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > TRY Problem 1 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > TRY Problem 1 > Step 1
Original URL:
Original Text: Step 1: Find the distance between –3.5 and –9 on the Open Number Line. Use –4 as a benchmark.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > TRY Problem 1 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 3/4 of 12, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 4 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > TRY Problem 1 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 1
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > TRY Problem 1 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Integers > Lesson Map > TRY Problem 2 > Step 1
Original URL:
Original Text: Step 1: First plot 0. Then plot the number you are subtracting from. Label each jump.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 3, Learn Zone > Topic 1 > Model Parts of a Set as Fractions > Lesson Map > TRY Problem 2 > Step 2
Original URL:
Original Text: Step 2: Use the denominator to find the number of groups. Then create that many groups. To find 3/4 of 16, create __ rows. Drag tiles to create __ rows with the same number of tiles in each row.
Updated URL: N/A
Updated Text: STEP 2: Use the denominator to divide the set of tiles. Build an array with 4 rows and the same number of tiles in each row.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 2, Learn Zone > Topic 1 > Use Models to Subtract Decimals > Lesson Map > TRY Problem 2 > Steps 2 and 3
Original URL:
Original Text: Step 2: Plot the whole number benchmarks on the Open Number Line. Then plot the number you are subtracting from. Label the distance of each jump. Step 3: Enter the jump distances in order from left to right. Add to find the total distance. Then find the difference of the decimals.
Updated URL: N/A
Updated Text: STEP 2: Label the jumps. STEP 3: Add to find the total distance. Then find the difference of the decimals.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Fractions > Block 2, Learn Zone > Topic 3 > Use an Open Number Line to Subtract > Lesson Map > TRY Problem 2 > All steps
Original URL:
Original Text: Step 1: Plot the whole number benchmark. Then plot the number you are subtracting from. Step 2: Find the least common multiple of the denominators. Step 3: Rename each fraction using the common denominators. Step 4: Find the distance between the points. Complete the equation.
Updated URL: N/A
Updated Text: STEP 1: Jump to the next whole number. Label the jump. STEP 2: Jump to the number you are subtracting from. Label the jump. STEP 3: Find the least common multiple of the denominators. STEP 4: Rename each fraction using the common denominators. STEP 5: Find the distance between the points. Complete the equation.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 2 > Add Numbers With Different Signs > Lesson Map > TRY Problem 2 > Step 2
Original URL:
Original Text: Step 2
Updated URL: N/A
Updated Text: STEP 2 (added to the body) Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): TRY 2
Location:
To view in Math 180 interactive software, navigate to Discover > Connected Solutions > Math180 > Decimals and Integers > Block 3, Learn Zone > Topic 3 > Subtract Positive and Negative Numbers > Lesson Map > TRY Problem 2 > Step 1
Original URL:
Original Text: Step 1: Find the distance between 8.1 and 12.7 on the Open Number Line. Use 12 and 9 as benchmarks.
Updated URL: N/A
Updated Text: STEP 1: Label the jumps.
Change Type: Editorial Change
Submitted:
Updated:
Current Page Number(s): Use Data to Differentiate Instruction video
