March 3, 2015 (Tuesday) Day E Science Social Studies locker Exploratory LUNCH Math English

Activator March 3, 2015 “what is the largest factor they both share?” 1. Complete the GCF sprint, you will have 5 minutes: Find the GCF of each problem (Greatest Common Factor) “what is the largest factor they both share?” ask yourself,

Objective(S): Mar. 3, 2015 Module 11 SWBAT: Model and write equivalent expressions using the distributive property. Students will move from an expanded form to a factored form of an expression. 6.EE.A.2 6.EE.A.3 6.EE.A.4

‪Lesson 11: page 47 example 1 Mar. 3, 2015 Module 11 2 2 The sum of two groups of five and two groups of three 2 x 5 + 2 x 3

-(-5) Example 1: pg. 47 2 2 Two groups of the sum of five and three Mar. 3, 2015 Module 11 2 2 Two groups of the sum of five and three -(-5) (5+3) + (5+3) or 2(5+3)

Distributive Property Yes, b/c both expressions have two 5s and two 3s. Therefore, 2  5 + 2  3 = 2(5+3) 2  5 + 2  3 = 2(5+3) Left side, 2 is being multiplied by 5 and then by 3 before adding the products together. On the other side, the 5 and 3 are added first and then multiplied by 2. Distributive Property

Example 2: pg. 48 There are 2 a’s or 2 a 2 2 Mar. 3, 2015 Module 11 “a” plus “a” plus “b” plus “b”, two a’s plus two b’s, two times “a” plus two times “b”. There are 2 a’s or 2 a 2 2

2a + 2b 2 2 (a+b) + (a+b) = 2(a+b) Yes, both have 2 a’s and 2 b’s. 2a+2b = 2(a+b)

Mar. 3, 2015 Module 11 How do you feel? topic.

Example 3: pg. 49 3 3(f+g) 3  f + 3  g Mar. 3, 2015 Module 11 Rewrite the expression as an equivalent expression in factored form which means the expression is written as the product of factors. The number outside the parentheses is the GCF. 3  f + 3  g 3 3 goes on the outside “f + g” go inside the parentheses  3(f+g)

Example 3 pg. 50 2  3  x + 3  3  y 3 3 (2x+3y) Mar. 3, 2015 Module 11 3 (2x+3y) Rewrite the expression as an equivalent expression in factored form which means the expression is written as the product of factor The number outside the parentheses is the GCF 2  3  x + 3  3  y 3 Factor out the 3 from both terms and put it outside parentheses. What is left in the terms goes inside the parentheses. 3 (2x +3y)

c ( 3 + 11) Mar. 3, 2015 Module 11 Yes, when I expand I can see that each term has a common factor “c”. 3  c + 11  c c ( 3 + 11)

8(3b+1) Mar. 3, 2015 Module 11 I first expand each term. I know that 8 goes into 24, so I used it in the expansions. 2223b + 222. I determined that 8 is the common factor, so on the outside I wrote 8 and the inside I wrote the leftover factor 3b+1 When I factor out a number, I am leaving behind the other factor that multiplies to make the original number. In this case when I factor out an 8 from 8, I am left with a 1 because 81=8 In the first 2 examples, we could rewrite the expressions by thinking about groups. We can either think of 24b +8 as 8 groups of 3b and 8 groups of 1 or as 8 groups of the sum of 3b+1. This shows that 8(3b) + 8(1)= 8(3b+1) is the same as 24b +8.

Lesson 11: 7 (x+y) 3 (10a+13b) f (11 + 15) 5 (3g+4h) h (18 + 13) With your partner, complete exercises 1 and 2 on pages 51-52 Mar. 3, 2015 7 (x+y) 3 (10a+13b) f (11 + 15) 5 (3g+4h) h (18 + 13) 6 (3m+7n) 11 (5m + 1) 7 (1 + 8y)

pages 51-52

pages 51-52

Pages 52 Both expressions in parts (a) – (c) evaluate the same # when a value was substituted for the variable. This shows that the two expressions are equivalent for the given value. Because the two expressions in each part are equivalent, they evaluate to the same #, no matter what valuse is chosen for the variable.

How can you use your knowledge of GCF and the distributive property to write equivalent expressions? We can use our knowledge of GCF and the distributive property to change the expressions from standard form to factored form. 4 5 9 8 100

Mar. 2, 2015 Page 53

13ab + 15ab ab (13 + 15) Ticket-To-Go: -(-43) or 43 -(-5) or 5 Mar. 3, 2015 Answer in agenda (or notebook) Use greatest common factor and the distributive property to write equivalent expressions in factored form. 13ab + 15ab ab (13 + 15) -(-43) or 43 -(-5) or 5

Use examples to model and act as a guide for emerging learners Mar. 3, 2015 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