Module 2 Measuring with Physical Units. Fluency Practice 1. Happy Counting 2. Two More (add 2 to whatever number I say)

Slides:

Advertisements

Similar presentations

Module 4 Lesson 1.

Advertisements

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 5 Lesson 10.

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

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

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

Math Module 3 Multi-Digit Multiplication and Division

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

Lesson 7.11 One Dollar.

5th Grade Module 2 – Lesson 20

Investigate and use the formulas for area and perimeter of rectangles

Lesson 4 Objective: Use multiplication to calculate volume

Round two- and three-digit numbers to the nearest ten on the vertical number line Lesson 2.13.

Module 6 Lesson 16.

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

Module 4 Lesson 4.

Math Module 3 Multi-Digit Multiplication and Division Topic A: Multiplicative Comparison Word Problems Lesson 1: Investigate and use the formulas for.

Module 2 Topic A Lesson 3 Metric Unit Conversions

Module 7 Lesson 12 Measure side lengths in whole number units to determine the perimeter of polygons. Perimeter: The distance around a two-dimensional.

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 10: Multiply three- and.

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 2 Topic A Lesson 2 Metric Unit Conversions

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 15: Understand and solve division.

Module 8 Lesson 5. Objective Relate the square to the cube, and describe the cube based on attributes.

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

MODULE 1 LESSON 2 Relate multiplication to the array model.

Lesson 13: I can use whole number multiplication to express equivalent measurements 5th Grade Module 2 – Lesson 13.

Lesson 13. Solve two-step word problems involving dollars or cents with totals within $100 or $1.

Lesson 2. Draw and label a picture graph to represent data with up to four categories.

Name the United States Coins Count the Pennies 10 ¢

Math Module 3 Multi-Digit Multiplication and Division Topic B: Multiplication by 10, 100, and 1,000 Lesson 5: Multiply multiples of 10, 100, and 1,000.

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

Today you will need…… Your math journal A pencil A “Making Doubles” recording sheetMaking Doubles.

MODULE 4 LESSON 20.  Use math drawings to represent additions with up to two compositions and relate drawings to a written method OBJECTIVES.

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.

Adding Fractions with a missing variable

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

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 8: Extend the use of.

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

Math Module 3 Multi-Digit Multiplication and Division Topic F: Reasoning with Divisibility Lesson 24: Determine whether a whole number is a multiple of.

Module 6 Lesson 9.

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

Math Module 3 Multi-Digit Multiplication and Division

GRADE 3, MODULE 1, LESSON1 MULTIPLICATION © Helen Steinhauser, August 2015.

Because cents make dollars By Mrs. Michelle Francois

Module 5 Lesson 20. Objective  Choose and explain solution strategies and record with a written addition or subtraction method.

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

5th Grade Module 2 – Lesson 3

Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 9: Multiply three- and.

Module 6 Lesson 7. Objective Represent arrays and distinguish rows and columns using math drawings.

Module 1 Lesson 1 Ten-Frame Flash I will show you a ten-frame card. Be ready to tell me how many dots you see. Try to get faster each time. Put the answer.

Module 1 Lesson 2 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic a: place value of multi-digit whole numbers 4.nbt.1 4 nbt.2.

+ 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.

Module 3 Lesson 4. Fluency Practice Fun counting with dice!

Module 1 lesson 5. Let’s Happy Count the Say Ten Way. Let’s start at 6 tens 2 Now try it for 30 seconds with your partner.

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

Module 2 Lesson 7 - Measure and compare lengths using standard metric length units and non-standard length units; relate measurement to units and non-standard.

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.

I can count to 20. I can count to 30. I can count to 50.

+ Lesson 7 and 8. +  Write 30-7 on your whiteboards  Let’s take out 10 from 30 using a number bond on your whiteboards.  This this what you got? 

Module 3 Lesson 13. Objectives  Read and write numbers within 1,000 after modeling with place value disks.  Model numbers with more than 9 ones or 9.

Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 16: Understand and solve two-digit.

Module 4 Lesson 8. Objective:  Use math drawings to represent the composition and relate drawings to a written method.

Algebra Geek Patrol The Pocket Protectors of Algebra.

Module 6 Lesson 14. Objective Use scissors to partition a rectangle into same-size squares, and compose arrays with the squares.

MATERIALS NEEDED FOR THIS LESSON Teacher Student Click

Warm-Up Ch.3 #2B Gr 6.

Name the United States Coins

Presentation transcript:

Module 2 Measuring with Physical Units

Fluency Practice 1. Happy Counting 2. Two More (add 2 to whatever number I say)

Application Problem Vincent counts 30 dimes and 87 pennies in a bowl. How many more pennies than dimes are in the bowl? - Does Vincent have more dimes or pennies? -Pennies! -Does Vincent have 30 pennies? -yes! Pennies 87 30? What does this part of the tape represent? -Where would we draw a line to represent 30 pennies? Could you buy more with Vincent’s pennies or with his dimes?

Concept Development I thought I could measure the length of the pencil box using them. I have a pile of these centimeter cubes. Okay! Should I ago ahead and count my cubes now? I was looking at my pencil box this morning, and was curious how long it might be.Why?Why?

Concept Development Lets try it again putting the squares right next to each other. We need to begin measuring where the object begins. This is called the endpoint. Is that better?

Concept Development 511 Let’s count the cubes my way and your way. Tell your neighbor why there is a difference between my number of cubes and your number of cubes? Which one is more accurate? Why?Why?

Concept Development Lets look at a used box of crayons. Every crayon is going to be a different length. Some may not be an exact measurement.

Concept Development This is one of the crayons. Endpoint Notice that this crayon is almost 8 centimeter cubes long. It is more than 7 and one-half but not quite 8. I can say this crayon is about 8 centimete r cubes long.

Concept Development This is another crayon. Notice that this crayon is close to 6 centimeter cubes long. It is just a little bit longer than 6 cubes and not halfway to 7 cubes. How long would you say this crayon is? About 6 centimeters Endpoint

Practice With a partner, discuss the measurement of these crayons. As you measure, be sure to use the word about to describe a measurement that is not exact. 6About 8 About 67

Problem Set

-For problems 1-4, explain what you had to do to measure correctly. -Anyone find that you had a different measurement than your partner? Why? -How did your drawings help you to answer problems 5 and 6? What new vocabulary did we use today to talk about measurement? -What did you learn about how to measure with centimeter cubes? Could you have measured with a pocketful of coins? Student Debrief

Exit Ticket