“Day F” January 4, 2019 7:51 - 8:51 Exploratory 8:53 - 9:53 7:51 - 8:51 Exploratory 8:53 - 9:53 9:55 - 10:55 Social Studies 10:57 -11:27 11:29-11:59 12:01-12:31 Science LUNCH (2nd Lunch) 12:33 - 1:33 English 1:35 - 2:35 Math Cell phones are in lockers Gum is in trash Your schedule for today!

Activator 1. Take out your packet and homework 2. What are some things you notice, and what are some things you wonder? -(-5)

Common Assessment 4 (6.NS.7) Please get a Common Assessment #3 to complete You will have 15 minutes to work on them (please make sure your name is on them before you hand it in) Check it over and make sure you answered everything before turning it in.

Objective(S): I will be able to: apply the properties of operations to generate equivalent expressions. So I can learn how to build tape diagrams and write equivalent expressions I will demonstrate my understanding that division is repeated subtraction by writing my answers to at least 6 out of the 8 problems with at least 80% accuracy. 6.EE.A.3

Vocabulary Operation Expression Addition Subtraction Multiplication Division Squares Repeat Opposite inverse

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

Lesson 4: Division Subtraction What two operations are we relating in the problems we completed? Division and Subtraction

How do you feel? topic.

Pg. 13 NOTES We will do # 1, then you will do #2, etc. in your packets

Pg. 13– 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

Page 11 (all)

Ticket-To-Go: -(-43) or 43 -(-5) or 5 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

addition subtraction (opposite) (opposite) multiplication division

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