Module 4 Lesson 5. Objective Solve one- and two-step word problems within 100 using strategies based on place value.

Slides:

Advertisements

Similar presentations

Module 3 Lesson 14.

Advertisements

Module 5 Lesson 2. Objective Add and subtract multiples of 100 including counting on to subtract.

Module 2 Lesson 9 Measure and compare lengths Review Mei’s frog leaped several centimeters. Then it leaped 34 centimeters. In all, it leaded 50 centimeter.

MODULE 3 Lesson 16. Objective Compare two three-digit numbers using, and =.

Module 5 Lesson 10.

Module 6 Lesson 6. Objective Decompose arrays into rows and columns, and relate to repeated addition.

MODULE 5 Lesson 18. Objective Apply and explain alternate methods for subtracting from multiples of 100 and from numbers with zero in the tens place.

Lesson 25 Objective: Divide a whole number by a unit fraction

By the end of the lesson, I will be able to…

Subtract Multiples of 100 and Some Tens

Module 4 Lesson 27.

Lesson 2.9.  Mei’s frog leaped several centimeters. Then it leaped 34 centimeters. In all, it leaped 50 centimeters. How far did Mei’s frog leap at first?

Two-Step Word Problems

Module 7 Lesson 8.

Grade 5 Module 1 Lesson 9.

Module 5 Lesson 11. Objective  Use math drawings to represent additions with up to two compositions and relate drawings to the addition algorithm.

Module 8 Lesson 7 & 8.

Module 4 Lesson 4.

Topic f: addition and subtraction word problems

Module 2 Topic A Lesson 3 Metric Unit Conversions

Decomposing Fractions

Math Module 3 Multi-Digit Multiplication and Division

Module 8 Lesson 6. Objective Combine shapes to create a composite shape; create a new shape from composite shapes.

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 7: Use place value disks.

Module 1 Lesson 19 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic f: addition and subtraction word problems 4.oa.3, 4.nbt.1,

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 14: Solve division word problems.

Module 1 Lesson 13 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Module 2 Topic A Lesson 2 Metric Unit Conversions

Topic d: Multi-digit whole number addition

Lesson 7: I can connect area diagrams and the distributive property to partial products of the standard algorithm with renaming. 5th Grade Module 1 –

Math Module 3 Multi-Digit Multiplication and Division Topic A: Multiplicative Comparison Word Problems Lesson 2: Solve multiplicative comparison word.

Module 1 Lesson 16 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Lesson 11. Use different strategies to make $1 or make change from $1.

Lesson 7 MODULE 4. OBJECTIVE Relate addition using manipulatives to a written vertical method.

Lesson 6: I can connect area diagrams and the distributive property to partial products of the standard algorithm without renaming. 5th Grade Module 2.

Module 6 Lesson 13.

Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number line Lesson 2.2.

Math Module 1 Lesson 16 Use the Distributive Property to find related multiplication facts.

Metric Mass Lesson 2.2:. Add and Subtract Meters and Centimeters 540 cm cm = ____. Say 540 centimeters in meters and centimeters. 5 meters 40 centimeters.

Module 2 Topic B Lesson 5 Metric Unit Conversions 4.MD.1 and 4.MD.2.

Module 2 Lesson 9: Measure lengths of string using measurement tools, and use tape diagrams to represent and compare lengths. Lesson 9: Measure lengths.

Module 2 Topic A Lesson 1 Metric Unit Conversions 4.MD.1 and 4.MD.2.

Lesson 2.1:. Meter and Centimeter Number Bonds How many centimeters are in 1 meter? Write a number bond filling in the missing part. Write a number bond.

MODULE 3 LESSON 15. OBJECTIVE Explore a situation with more than 9 groups of ten.

MODULE Lesson 16. Objective:  Solve one- and two-step word problems within 100 using strategies based on place value.

Module 6 Lesson 9.

Can you draw something?  What can you draw? The projection screen in the school auditorium is 5 times as long and 5 times as wide as the screen in the.

Module 5 Lesson 8. Objective Relate manipulative representations to the addition algorithm.

Module 6 Lesson 15. Objective Use math drawings to partition a rectangle with square tiles, and relate to repeated addition.

Lesson 4.  Add and subtract multiples of 10 and some ones within 100.  Solve one- and two-step word problems within 100 using strategies based on place.

Module 3 Lesson 20. Objective Model 1 more and 1 less, 10 more and 10 less, and 100 more and 100 less when changing the hundreds place.

Module 5 Lesson 13. Objective Relate manipulative representations to the subtraction algorithm, and use addition to explain why the subtraction method.

Module 5 Lesson 14. Objective  Use math drawings to represent subtraction with up to two decompositions, relate drawings to the algorithm, and use addition.

Module 1 Lesson 15 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic e: multi-digit whole number subtraction 4.nbt.4 4.nbt.1 4.nbt.2.

Module 5 Lesson 5. Objective Use the associative property to make a hundred in one addend.

Lesson Draw 8 stars in each unit and bracket the total with a question mark. Say the addition sentence. Say the multiplication sentence starting.

Module 3 Lesson 17&18.

Lesson 3.  Add and subtract multiples of 10 and some ones within 100.

Module 5 Lesson 26 Decompose whole number fractions greater than 1 using whole number equivalence with various models.

Lesson 1: I can measure and compare pencil lengths to the nearest ½, ¼, and 1/8 of an inch. I will analyze the data on a line plot. By the end of the.

+ Lesson 4 and 5. + Draw the number of cubes I show with quick tens and ones. Show me your boards. Tell me the number. 24! Draw the number I show with.

Lesson  Draw an array to match my picture.  Skip-count by twos to find how many total objects there are.  How many groups of 2 are there?  Say.

Module 5 Lesson 9. Objective  Relate manipulative representations to the addition algorithm.

Module 6 Lesson 4. Objective Represent equal groups with tape diagrams, and relate to repeated addition.

MODULE 4 Lesson 4. Objective Add and subtract multiples of 10 and some ones within 100. Solve one- and two-step word problems within 100 using strategies.

Module 3 Lesson 16, 17, and 18. Objective Compare two three-digit numbers using, and =. Order numbers in different forms.

Lesson 2.3. Application Problem There are 12 tables in the cafeteria. Five students sit at each of the first 11 tables. Three students sit at the last.

Module 5 Lesson 16. Objective Subtract from multiples of 100 and from numbers with zero in the tens place.

MATERIALS NEEDED FOR THIS LESSON Teacher Student Click

Name___________ Patchogue-Medford Schools Grade 2

Presentation transcript:

Module 4 Lesson 5

Objective Solve one- and two-step word problems within 100 using strategies based on place value.

Rename the Units: Choral Response I’m going to give you some number of ones. I want you to pull out as many tens as you can, and then tell me how many tens and ones. If there are no ones, only say the tens. Ready? Say this number sentence. 10 ones = ____ ten. 20 ones = ____ tens. 63 ones. 75 ones.70 ones. 60 ones.23 ones. 97 ones.90 ones.79 ones.

Sprint Sprint A On your mark, get set, THINK Sprint B On your mark, get set, THINK

Concept Development (NOTE: Invite two pairs of students who you think can successfully model the problem to work at the board while the others work independently or in pairs at their seats. After two minutes, have the two pairs of students share only their labeled diagrams. For about one minute, encourage the demonstrating students to respond to feedback and questions from their peers.) Let’s review some questions we should ask to solve a story problem: First ask, “Can you draw something?” Then think, “What can you draw?” Finally, “What conclusions can you make from your drawing?”

Problem 1 Directions: Solve a single-step word problem using a tape diagram and the Arrow way. Don has 34 brownies. He bakes 22 more. How many brownies does he have now?

Problem 2 Directions: Solve a single-step word problem by drawing a tape diagram and using a number bond or the Arrow way to solve. Sam has 46 red apples and some green apples. He has a total of 88 apples. How many green apples does he have?

Problem 3 Directions: Solve a two-step problem by drawing a tape diagram and using a number bond to solve. There are 31 students on the red bus. There are 29 more students on the yellow bus than on the red bus. How many students are on the yellow bus? How many students are on both buses combined?

Problem 4 Directions: Solve a two-step problem by drawing a tape diagram and using the Arrow way to solve. Ms. Lopez cut 46 cm of yarn. Ms. Hamilton cut 22 cm fewer than Ms. Lopez. How many centimeters of yarn did Ms. Hamilton cut? How many centimeters of yarn did they have altogether?