“Day C” January 3, 2017 7:51- 8:51 Math 8:53 - 9:53 Science 9:55-10:55 Exploratory 10:57 -11:27 11:29-12:31 LUNCH (1st Lunch) (bring lunch $) Social Studies 12:33 -1:33 English 1:35 - 2:35

What are some things that you notice and what are some things that you wonder?

2 – 2 + 3= _______ 7 +10 – 10 = ______ 11 + 532 – 11 = ______ -(-5) Jan. 3, 2017 Module 4: Lessons 1-2 (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).: 2 – 2 + 3= _______ 7 +10 – 10 = ______ 11 + 532 – 11 = ______ -(-5)

3 7 532 (3) Copy and solve this on page 1 of packet: Jan. 3, 2017 Module 4: Lessons 1-2 (3) Copy and solve this on page 1 of packet: 2 – 2 + 3= _______ 7 +10 – 10 = ______ 11 + 532 – 11 = ______ (anywhere is ok) 3 7 532 “when a number is added and subtracted by the same number, the result is the original number” -(-5)

Objective(S): I will be able to: Build tape diagrams to represent expressions for the 4 operations Determine the answer to an expression when we use an operation and then the opposite operation I will demonstrate my understanding by completing at least 12 out of the 15 whiteboard problems. 6.EE.A.3

Language Objective 6.EE.A.3 By the end of the lesson, students will be able to use the language domains of reading and writing to communicate the academic math language of expressions and operation through tape diagram representations. Students will write clearly the appropriate math expression in the form of a tape diagram and verbally explain the tape diagram with the right operations. With use of white boards and academic math language of expressions and operations, students will explain the math problems using tape diagrams. Academic Math Language Vocabulary Operation, expression, addition, subtraction, multiplication, division, squares. 6.EE.A.3

Use your squares…

Use your squares… 10-6 10-6+6 Build a tape diagram with 10 squares. a. Remove six squares. Write an expression to represent the tape diagram. b. Add six squares onto the tape diagram. Alter the original expression to represent the current tape diagram 10-6 10-6+6

v + 4 – 4 =_____ 16 + m – 16 =____ a. ____ + 15 – 15 = 21 ‪Lesson 1: show on your whiteboard The relationship between Addition and Subtraction‬ v + 4 – 4 =_____ v 16 + m – 16 =____ m a. ____ + 15 – 15 = 21 21 b. 450 – 230 + 230 = _____ 450 c. 1289 - ____ + 865 = 1289 865

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

Classwork: pg. 2 (#4 – 5 only) -(-5)

Classwork: pg. 2 (#4 – 5 only) -(-5)

Let’s stop and talk for a moment… In every problem we did today, why did the final value of the expression equal the initial expression?  The overall change to the expression was 0. Initially, we added an amount and then subtracted the same amount. Later in the lesson, we subtracted an amount and then added the same amount. Did this alter the outcome?  This did not alter the outcome; in both cases, we still ended with our initial value. Why were we able to evaluate the final expression even when we did not know the amount we were adding and subtracting?  If we add and subtract the same value, it is similar to adding 0 to an expression because the two numbers are opposites, which have a sum of 0.

Lesson 2: pg. 4

Use your squares…

20 10 7 9 1. 20 ÷ 4 x 4 = _______ 2. 3 x 10 ÷ 3 = _______ On your whiteboard Solve: 20 1. 20 ÷ 4 x 4 = _______ 10 2. 3 x 10 ÷ 3 = _______ 7 3. 21 ÷ ___ x 7 = 21 4. _____ x 2 ÷ 2 = 9 9

How do you feel? topic.

Pages 3 and 5

Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer one from each Fill in each blank. a. 65+ _____ −15=65 b. _____ + 𝑔−𝑔=𝑘 c. 𝑎+𝑏− _____ =𝑎 d. 367−93+93= _____ Fill in the blanks to make each equation true. a. 12÷3× ______ =12 b. 𝑓×ℎ÷ℎ=______ c. 45× ______ ÷15=45 d. ______÷𝑟×𝑟=𝑝 -(-43) or 43 -(-5) or 5

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