unit 4 homework 6

Dividing fractions

Daily spreadsheet with additional link

The spreadsheet below has all the materials and resources for the unit; from the date of the lesson to additional support videos students can watch at home. These additional resources are aligned to Illustrative Mathematics 6th Grade Curriculum.

Videos for each lesson 

*These videos are from Mr. Morgan's Math Help YouTube channel

Unit 4 Lesson 1

Unit 4 Lesson 2

Unit 4 Lesson 3

Unit 4 Lesson 4

Unit 4 Lesson 5

Unit 4 Lesson 6

Unit 4 Lesson 7

Unit 4 Lesson 8

Unit 4 Lesson 9

Unit 4 Lesson 10

Unit 4 Lesson 11

Unit 4 Lesson 12

Unit 4 Lesson 13

Unit 4 Lesson 14

Unit 4 Lesson 15

Unit 4 Lesson 16

Family materials

Daily lessons, practice problems.

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• EM3/CCSS at Home
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EM4 at Home

Expressions and equations.

Everyday Mathematics for Parents: What You Need to Know to Help Your Child Succeed

The University of Chicago School Mathematics Project

University of Chicago Press

Learn more >>

Related Links

Help with algorithms.

Access video tutorials, practice exercises, and information on the research basis and development of various algorithms.

Everyday Mathematics Online

With a login provided by your child's teacher, access resources to help your child with homework or brush up on your math skills.

Parent Connections on Publisher's site

McGraw-Hill Education offers many resources for parents, including tips, activities, and helpful links.

Parent Resources on EverydayMath.com

EverydayMath.com features activity ideas, literature lists, and family resources for the EM curriculum.

Understanding Everyday Mathematics for Parents

Learn more about the EM curriculum and how to assist your child.

Alta Sierra Intermediate

• Math 6 Unit 4

Math 6 Unit 4 - Illustrative Mathematics Online Resources

• Math 6 Unit 1
• Math 6 Unit 2
• Math 6 Unit 3
• Math 6 Unit 5
• Math 6 Unit 6
• Math 6 Unit 7
• Math 6 Unit 8

Math Expressions Grade 4 Unit 4 Lesson 6 Answer Key Graphs and Comparison Problems

Solve the questions in Math Expressions Grade 4 Homework and Remembering Answer Key Unit 4 Lesson 6 Answer Key Graphs and Comparison Problems to attempt the exam with higher confidence. https://mathexpressionsanswerkey.com/math-expressions-grade-4-unit-4-lesson-6-answer-key/

Math Expressions Common Core Grade 4 Unit 4 Lesson 6 Answer Key Graphs and Comparison Problems

Math Expressions Grade 4 Unit 4 Lesson 6 Homework

Graphs Grade 4 Unit 4 Lesson 6 Math Expressions Question 1. During which month was the amount of snow recorded 12 inches greater than the amount of snow recorded in December? Answer: In the month of february the snow was recorded 12 inches greater than the month of december.

Explanation: December the amount of snow is 12 inches and in january it is 24 inches 24-12=12 Therefore, in the month of february the snow was recorded 12 inches greater than the month of december.

Unit 4 Lesson 6 Graphs And Comparison Problems Grade 4 Math Expressions Question 2. How many fewer inches of snow were recorded in March than were recorded in February? Answer: 18 inches fewer snow were recorded in march than in febrauary.

Explanation: In the month of february the amount of snow is 24 inches and  in the month of march the amount of snow is 6 inches 24-6=18 Therefore, 18 inches fewer snow were recorded in march than in febrauary.

Explanation: The sum of the amount of snow recored in the months nov, dec, jan, feb and march given above is 2+12+8+24+6=52 The amount of snow recorded during the winter of 2004 is 4 x 52 = 208 Therefore, The amount of snow recorded during the winter of 2004 is 208 inches.

Question 4. Write an addition equation and a subtraction equation that compare the number of inches of snow recorded during December (d) to the number of inches of snow recorded during March (m). Answer: 12-6=6 and 12+6=18

Explanation: In the month of december the amount of snow is 12 inches and  in the month of march the amount of snow is 6 inches The addition and subtraction equation is that compare the number of inches of snow recorded during December and march are 12-6=6 and 12+6=18.

Question 5. Write a multiplication equation and a division equation that compare the number of inches of snow recorded during November (n) to the number of inches of snow recorded during January (j). Answer: 2+8=10 and 8/2=4

Explanation: In the month of november the amount of snow is 2 inches and  in the month of january the amount of snow is 8 inches The addition and division equation is that compare the number of inches of snow recorded during December and march are 2+8=10 and 8/2=4.

Question 6. On a separate sheet of paper, write a sentence about the graph that contains the words times as much. Answer: The amount of snow recorded each month last winter are in november it is 2 inches, december 12 inches, january it is 8 inches, february it is 24 inches and in march it is 6 inches.

Math Expressions Grade 4 Unit 4 Lesson 6 Remembering

Sketch an area model for each exercise. Then find the product.

Explanation: The product of 28 and 45 is 1260.

Explanation: The product of 53 and 96 is 5088.

Solve using any method.

Explanation: 506 divided 9 leaves the reminder 2 and the quotient is 56.

Explanation: 538 divided by 2 leaves 0 as reminder and the quotient is 269.

Explanation: 8165 divided by 7 leaves 3 as reminder and the quotient is 1166.

Write and solve an equation to solve each problem. Draw comparison bars when needed. Show your work.

Explanation: Benjamin received 52 emails at work today. This is 4 times as many emails as he received yesterday 52 x 4 = 208 Therefore, Bejamin received 208 emails yesterday.

Explanation: There are 327 third-grade students on a field trip at the history museum. There are 423 fourth-grade students on the same field trip. 423 – 327 = 96 Therefore, 96 fewer third-grade students are there than fourth-grade students on the field trip.

Explanation: Tatiana says there are 4 more dog owners than fish owners in the classroom Tatiana’s error is she drew 2 more smilies in the graph There are 8 dog owners in the classroom and 4 fish owners in the classroom. 4 x 2 = 8 is the equation that compares the numbers of dog owners and fish owners in the classroom.

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Gina Wilson All Things Algebra Answer Key | Gina Wilson All things Algebra 2015

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Math 6 Unit 4: Expressions & Properties

This unit includes 46 pages of guided notes, homework assignments, two quizzes, a study guide, and a unit test that cover the topics listed in the description below.

• Description
• Additional Information
• What Educators Are Saying

This unit contains the following topics:

• Evaluating Expressions • Translating Expressions • Writing Expressions from Real World Scenarios • Parts of an Expression • Simplifying Expressions by Combining Like Terms • Simplifying Expressions using the Distributive Property • Simplifying Expressions Completely (Distribute and Combine) • Factoring Expressions (Numerical and Algebraic) using a GCF • Equivalent Expressions • Properties (Commutative, Associative, Distributive, Identity, Inverse, Property of Zero)

NOTE:  There are  two versions  of this unit included. Version 1 contains positive integers only; Version 2 contains positive and negative integers. This is to accommodate those who do and do not teach operations with negative integers in sixth grade. Choose the version that best fits the needs of your students.

This unit does not contain activities.

This is the guided notes, homework assignments, quizzes, study guide, and unit test only.  For suggested activities to go with this unit, check out the ATA Activity Alignment Guides .

This resource is included in the following bundle(s):

Math 6 Curriculum

License Terms:

This purchase includes a single non-transferable license, meaning it is for one teacher only for personal use in their classroom and can not be passed from one teacher to another.  No part of this resource is to be shared with colleagues or used by an entire grade level, school, or district without purchasing the proper number of licenses.  A t ransferable license is not available for this resource.

Copyright Terms:

No part of this resource may be uploaded to the internet in any form, including classroom/personal websites or network drives, unless the site is password protected and can only be accessed by students.

What standards is this curriculum aligned to?

What format are the files in, will i have access to materials if they are updated, are answer keys included, are videos included.

I cannot say enough about Gina and her fantastic resources. I have taught high school math for 19 years. This is my first year using All Things Algebra and I'm not sure why it took me so long! I teach two levels of Algebra 1. I can use her resources for both, with modification. She has a way of organizing topics that makes it easier for students to understand.

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Unit 9-Clinical SOAP Note on PTSD.900w. 4 references. Due 7-5-24

• Similar Questions

Unit9-ClinicalSOAPNoteonPTSD.900w.4references.Due7-5-24.docx

Instructions

Each week students will choose one patient encounter to submit a Follow-up SOAP note for review.  This week’s topic is PTSD .

Follow the rubric to develop your SOAP notes for this term. 

The focus is on your ability to integrate your subjective and objective information gathering into formulation of diagnoses and development of patient-centered, evidence-based plans of care for patients of all ages with multiple, complex mental health conditions. At the end of this term, your SOAP notes will have demonstrated your knowledge of evidence-based practice, clinical expertise, and patient/family preferences as expected for an independent nurse practitioner incorporating psychotherapy into practice. 

Resource to use

Course Description

This course prepares students to assess, diagnose, and manage mental health care needs across the lifespan. Emphasis will be placed on underlying acute and chronic psychiatric/mental health diagnoses. Clinical opportunities will be utilized for all PMHNP to apply concepts in primary and acute care settings with adults and families.

Program: Graduate Nursing

Carlat, D. J. (2023). The psychiatric interview (4th ed.). Philadelphia, PA: Wolters Kluwer. ISBN: 9781975212971

American Nurses Association & American Psychiatric Nurse Association. (2015).  Psychiatric–mental health nursing: Scope and standards of practice  (2nd ed.). Silver Spring, MD: American Nurses Credentialing. ISBN-13: 978-1558105553 ISBN-10: 1558105557 

American Psychiatric Association. (2022).  Diagnostic and Statistical Manual of Mental Disorders, Text Revision Dsm-5-tr (5th ed.) (DSM-5). Washington DC: APA Press. ISBN: 978-0890425763

Johnson, K., & Vanderhoef, D. (2016).  Psychiatric mental health nurse practitioner review manual  (4th ed.). Silver Spring, MD: American Nurses Association. ISBN: 978-1-935213-79-6

Robert Joseph Boland, Verduin, M. L., Ruiz, P., Arya Shah, & Sadock, B. J. (2021).  Kaplan and Sadock’s synopsis of psychiatry: Behavioral sciences/clinical psychiatry  (12th ed.). Philadelphia, PA: Lippincott Williams, and Wilkins. 9781975145569

Recommended

Bickley, L. (2016).  Bates' Guide to Physical Examination and History-Taking  [VitalSouce bookshelf version]. https://batesvisualguide.com/. Eleventh, North American Edition; Lippincott Williams & Wilkins: ISBN 1609137620

Corey, G. (2016).  Theory and practice of counseling and psychotherapy  (10th ed.). Boston, MA:Cengage. ISBN: 9781305263727

Heldt, J. P., MD. (2017).  Memorable psychopharmacology . Create Space Independent Publishing Platform. ISBN-13: 978-1-535-28034-1

Shea, S. C. (2017).  Psychiatric interviewing: The art of understanding  (3rd ed.) Elsevier.

Stahl, S. M. (2013).  Stahl's essential psychopharmacology: Neuroscientific basis and practical applications  (4th ed.). Cambridge University Press. ISBN 978-1-107-68646-5

Stahl, S. M. (2020).  Prescriber's guide: Stahl's essential psychopharmacology  (7th ed.). Cambridge University Press. ISBN 978-1108926010

Unit 5 SOAP Notes bipolar

Subjective:

Chief complaint (in patient's own words): "I've been feeling really up and down lately. One minute I'm on top of the world and can't stop moving and talking, and the next I'm crashing hard and just want to stay in bed all day."

History of present illness: The patient is a 28-year-old female who presents with worsening symptoms of bipolar disorder over the past 2-3 weeks. She reports experiencing periods of elevated mood, increased energy, racing thoughts, pressured speech, and a decreased need for sleep alternating with periods of depressed mood, fatigue, lack of motivation, and social withdrawal. During the manic phases, she describes feeling "like I'm on fire and can conquer the world." She has exhibited impulsive behaviors such as excessive spending and hyper-sexuality. She states, "I went on a huge shopping spree and maxed out three credit cards buying unnecessary things." She has also experienced periods of irritability and has had conflicts with family members during these episodes. The depressive episodes are characterized by persistent low mood, anhedonia, poor concentration, feelings of worthlessness, and thoughts of "not wanting to go on." She reports difficulties getting out of bed and a lack of self-care during these times

Current Medications: Lithium 600 mg daily, Aripiprazole 10 mg daily

Allergies: No known drug allergies

Past Medical History: Unremarkable

Past Psychiatric History: Diagnosed with Bipolar I Disorder at age 22 after first manic episode with psychotic features requiring hospitalization. Multiple subsequent episodes over the years.

Family History: Mother has a history of major depressive disorder.

Relevant personal and social history: The patient is currently unmarried and lives alone in an apartment. She has a close relationship with her parents, who provide support, but strained relationships with some other family members due to the erratic nature of her illness. She works part-time as a graphic designer but has struggled to maintain consistent employment during acute episodes. She denies any history of substance abuse or legal issues. No recent significant psychosocial stressors were identified.

Vitals: BP 132/88, HR 98, RR 16, Temp 98.6°F

ROS: Positive for sleep disturbance, poor concentration, pressured speech as described above. Otherwise negative.

Mental Status Exam:

· Appearance - Disheveled, overly groomed with excessive makeup

· Behavior - Hyperactive, fidgety, easily distracted

· Speech - Loud, pressured, rapid rate

· Mood – Euphoric

· Affect - Mood-congruent, labile, broad range

· Thought Process - Flight of ideas, tangential Thought Content - No overt delusions or paranoia

· Perceptions - Denies hallucinations

· Cognition - Intact attention and concentration, recent/remote memory intact

· Insight - Fair, minimizes symptoms at times

· Judgment - Fair Other - Psychomotor agitation

Psychiatric Screening Measures: PHQ-9 - 6 (Minimal depression) MDQ - Positive screen for bipolar disorder

Psychiatric Screening Measures: PHQ-9 - 6 (Minimal depression) MDQ - Positive screen for bipolar disorder (Roberts, L. W. (Ed.). (2019). 

Assessment:

Diagnosis: Bipolar I Disorder, Current Episode Manic, Severe (F31.2)

DSM-5 Criteria Met:

· Distinct period of abnormally and persistently elevated, expansive, or irritable mood and abnormally and persistently increased goal-directed activity or energy

· Mood disturbance sufficient to cause marked impairment in social/occupational functioning

· At least 3 of the following (4 if mood is only irritable): grandiosity, decreased need for sleep, pressured speech, flight of ideas, distractibility, increase in goal-directed activity, excessive involvement in pleasurable activities with potential for painful consequences

· Not attributable to physiological effects of a substance or other medical condition (American Psychiatric Association. (2013).

Potential Obstacles to Treatment:

· Medication non-adherence

· Lack of consistent social support system

· Vocational and financial instability

· Potential for insight to worsen during acute manic episodes

· Stigma associated with mental illness

• Adjust medication regimen:

• Increase lithium dose to 900 mg daily (obtain lithium level after 5 days)

• Increase aripiprazole to 20 mg daily

• Add lorazepam 1-2 mg every 6 hours as needed for agitation/insomnia (Roberts, L. W. (Ed.). (2019).

• Refer to partial hospitalization program for intensive therapy, psychoeducation on bipolar disorder, and medication management. Coordinate family involvement.

• Psychotherapy:

• Individual therapy focused on cognitive behavioral strategies, coping skills, trigger identification

• Family therapy to increase support system's understanding of the illness

• Encourage maintaining regular sleep/wake cycle, limiting potential triggers (caffeine, stress), and engaging in relaxation techniques like mindfulness.

• Consider involvement of case manager or community resources to assist with adherence and functional support during acute episodes. (McIntyre et al., 2020)

• Follow up appointment in 2 weeks:

• Assess response to medication changes and need for further adjustments

• Evaluate for presence of depressive or psychotic symptoms

• Review any labs (lithium level, metabolic monitoring)

• Coordinate step-down level of care if stabilized (Roberts, L. W. (Ed.). (2019).

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Washington, DC: American Psychiatric Publishing.

McIntyre, R. S., Berk, M., Brietzke, E., Goldstein, B. I., López-Jaramillo, C., Kessing, L. V., ... & Mansur, R. B. (2020). Bipolar disorders. The Lancet, 396(10265), 1841-1856. https://doi.org/10.1016/S0140-6736(20)31544-0

Roberts, L. W. (Ed.). (2019). The American Psychiatric Association publishing textbook of psychiatry. American Psychiatric Pub.

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