“Day E” January 3, 2019 7:51 - 8:51 Math 8:53 - 9:53 Science 7:51 - 8:51 Math 8:53 - 9:53 Science 9:55 - 10:55 Exploratory 10:57 -11:27 11:29-11:59 12:01-12:31 Social Studies LUNCH (2nd Lunch) 12:33 - 1:33 English 1:35 - 2:35 locker locker
-5 + 9 DO NOW: (No calculators, pencils, talking or air writing) Take out your packet Solve using mental math (No calculators, pencils, talking or air writing) 3. You will have 2 minutes to get this done -5 + 9
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 multiplication is repeated addition and division is repeated subtraction by writing my answers to at least 6 out of the 8 whiteboard problems with at least 80% accuracy. 6.EE.A.3
Vocabulary Operation Expression Addition Subtraction Multiplication Division Squares Repeat Opposite inverse
Both relationships create identities. Homework: 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
Matching activity Please make matches of all equivalent expressions and models with your partners. There will be a total of 8 sets of matches made. You will have roughly 5-7 minutes to complete.
Use your squares… . What do you notice about the two tape diagrams you created? Although the tape diagrams represent two different expressions, they each have the same number of squares. Why are the two tape diagrams the same? What does it say about the value of the expressions? The two tape diagrams are the same because the values of the expressions are equivalent. Since each tape diagram has the same number of squares, can we say the two expressions are equivalent? Why or why not? The two expressions are equivalent because they represent the same value. When evaluated, both expressions will equal 8. Therefore, 2+2+2+2=4×2.
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 Use your whiteboards
Classwork: pg. 7 (all) 5 minutes
How do you feel? topic.
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) Use your whiteboards 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
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
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 10 (all) 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