ACTIVATOR (1) Pick up a new packet (MODULE 4)! (2) Write your name, date, and class on front cover. (3) Copy and solve this on page 1 of packet (anywhere is O.K).: a.2 – 2 + 3= _______ b – 10 = ______ c – 11 = ______ Jan. 25, 2016 Module 4: Lessons 1-2 -(-5)

ACTIVATOR (3) Copy and solve this on page 1 of packet: a.2 – 2 + 3= _______ b – 10 = ______ c – 11 = ______ -(-5) (anywhere is ok) “when a number is added and subtracted by the same number, the result is the original number” Jan. 25, 2016 Module 4: Lessons 1-2

OBJECTIVE(S): Jan. 25, 2016 Module 4 I will be able to:  recognize when a number is added and subtracted by the same number, the result is the original number a + b – b = a or b – b + a = a  recognize when a number is multiplied and divided by the same number, the result is the original number a ÷ b  b= a or a  b ÷ b = a  So that I can demonstrate my understanding to complete pgs. 2 and 5 in my packet independently or with a partner. 6.EE.A.3

‪ Lesson 1: show on your whiteboard The relationship between Addition and Subtraction ‬ v + 4 – 4 =_____ b. 450 – = _____ 16 + m – 16 =____ c ____ = 1289 a. ____ + 15 – 15 = 21 v m

‪ Lesson 1: write this on page 3 The relationship between Addition and Subtraction ‬ addition subtraction “when a number is added and subtracted by the same number, the result is the original number” (opposite)

Classwork: pg. 2 (#4 – 5 only) -(-5)

-(-5) Classwork: pg. 2 (#4 – 5 only) b c f g

Lesson 2: pg. 4

On your whiteboard Solve: ÷ 4 x 4 = _______ 2. 3 x 10 ÷ 3 = _______ ÷ ___ x 7 = _____ x 2 ÷ 2 =

Classwork: pg. 5 (# 1 & 2) Both relationships create identities. when a number is multiplied and divided by the same number, the result is the original number

topic. How do you feel? Jan. 25, 2016 Module 4: Lessons 1-2

Lesson 3: go to pg = 15 and 3 × 5 = 15 Multiplication is repeated addition.

Classwork: pg. 7 (all) 5 minutes

Notes: pg. 8 ( #4 only) COPY THIS onto PACKET! The equation is true b/c it shows the addition identity. The equation is true b/c it shows the subtraction identity. x + 0 = x 2f - 0 = 2f

Classwork: pg. 9 ( #5) 3 minutes 4 x x 4 3 x d + 5 x w 3 d + 5 w 2 x a + 3 x b + 4 x c 2 a + 3 b + 4 c

addition subtraction multiplication division (opposite)

Lesson 4: Division  Subtraction Let’s take a look at the process we took to determine the difference to be zero.

Lesson 4 discussion : Division  Subtraction 5 20 ÷ 4 =

Lesson 4 discussion : Division  Subtraction – / / / / – 4 – 4

Lesson 4 discussion : Division  Subtraction / / / / – 4 – 4 – / / / / / / / / – 4 – 4 – 4 – / / / / / / / / – 4 – 4 – 4 – 4 – 4 = 0 No more squares remain.

Lesson 4: Division  Subtraction

What two operations are we relating in the problems we completed? Division and Subtraction

Pg. 11 (Exercise 1) – NOTES 35 – y – y – y – y – y = 0 42 – z – z – z – z – z – z = 0 18 – x – x – x = 0

Pg. 11 (Exercise 1) – NOTES (cont.)

Pg. 12 (Exercise 2) – NOTES 12 – x – x – x = 0 Subtracted “ x” three times x = 4 36 ÷ 4 = f or 36 ÷ f = 4 24 – 12 – 12 = 0 Two f = 9

Page 10 (all) Page 13 (all) Jan. 25, 2016 Module 4

Ticket-To-Go: Answer in agenda (or notebook) -(-43) or 43 -(-5) or 5 Explain why 30 ÷ x = 6 is the same as 30– x-x-x-x-x-x =0. What is the value of x in this example? Jan. 25, 2016 Module 4

Accommodations  Read or reread presentation or activity directions, as needed or after prompting  Use examples to model and act as a guide for emerging learners Jan. 25, 2016 Module 4