Feb. 23, 2015 (Monday) Day E Science Social Studies Exploratory LUNCH locker Math English

Activator 2 – 2 + 3= _______ 7 +10 – 10 = ______ Feb. 23, 2015 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)

Activator 3 7 532 (3) Copy and solve this on page 1 of packet: Feb. 23, 2015 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): Feb. 23, 2015 Module 4 SWBAT: recognize when a number is added and subtracted by the same number, the result is the original number (Lesson 1) 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 (Lesson 2) a ÷ b  b= a or a  b ÷ b = a 6.EE.A.3

v + 4 – 4 =_____ 16 + m – 16 =____ a. ____ + 15 – 15 = 21 ‪Lesson 1: write this on page 3 The relationship between Addition and Subtraction‬ Feb. 23, 2015 Module 4 (anywhere is ok) 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)

Lesson 2: pg. 4 Feb. 23, 2015 Module 4

20 10 7 9 1. 20 ÷ 4 x 4 = _______ 2. 3 x 10 ÷ 3 = _______ Go to: pg. 5 Write this anywhere on the page: 20 1. 20 ÷ 4 x 4 = _______ 10 2. 3 x 10 ÷ 3 = _______ 7 3. 21 ÷ ___ x 7 = 21 4. _____ x 2 ÷ 2 = 9 9

Both relationships create identities. 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

Feb. 23, 2015 Module 4: Lessons 1-2 How do you feel? topic.

Multiplication is repeated addition. Lesson 3: go to pg. 6 Multiplication is repeated addition. 5 + 5 + 5 = 15 and 3 × 5 = 15

Classwork: pg. 7 (all) 5 minutes

Classwork: pg. 7 (all) 5 minutes

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

Classwork: pg. 9 ( #5) 3 minutes 4 x 6 + 3 x 4 3 x d + 5 x w 3d + 5w 2 x a + 3 x b + 4 x c 2a + 3b + 4c

Feb. 23, 2015 Module 4: addition subtraction (opposite) (opposite) multiplication division

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 5 20 ÷ 4 =5

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 - - - - 20 – 4 1 2 3 4 5 6 7 8 9 10 11 12 / / / / - - - - 20 – 4 – 4

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 - - - - / / / / - - - - 20 – 4 – 4 – 4 1 2 3 4 / / / / - - - - / / / / - - - - 20 – 4 – 4 – 4 – 4 - - - - / / / / - - - - / / / / - - - - 20 – 4 – 4 – 4 – 4 – 4 = 0 No more squares remain.

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

Lesson 4: Division Subtraction Feb. 23, 2015 Module 4 Lesson 4: Division Subtraction

Lesson 4: Division Subtraction Feb. 23, 2015 Module 4 What two operations are we relating in the problems we completed? Division and Subtraction

Pg. 11 (Exercise 1) – NOTES 18 – x –x – x = 0 35 – y – y – y – y – y = 0 42 – z –z – z – z – z – z = 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 f = 9 24 – 12 – 12 = 0 Two

Feb. 23, 2015 Module 4 Page 10 (all) Page 13 (all)

Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook) Feb. 23, 2015 Answer in agenda (or notebook) 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? -(-43) or 43 -(-5) or 5

Feb. 23, 2015 Module 4: addition subtraction (opposite) (opposite) multiplication division

Accommodations Feb. 23, 2015 Module 4: Lessons 1-2 Read or reread presentation or activity directions, as needed or after prompting Use examples to model and act as a guide for emerging learners