Module 6 Lesson 20. Objective Use rectangular arrays to investigate odd and even numbers.

Slides:

Advertisements

Similar presentations

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

Advertisements

Module 4 Lesson 1.

5th Grade Module 2 – Lesson 5

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 6.6:.  Sam is organizing her greeting cards. She has 8 red cards and 8 blue cards. She puts the red ones in 2 columns and the blue ones in 2 columns.

More and Less Lesson 5.1:.

Add and Subtract Multiples of 100

Module 3 Lesson 12.

Lesson 4 Objective: Use multiplication to calculate volume

Odd and Even Numbers Unit of Study 1: Place Value Concepts Global Concept Guide: 1 of 3.

Two-Step Word Problems

Lesson 4.1: Addition and Subtraction of 1 and 10

Module 7 Lesson 6.

Module 6 Lesson 16.

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.

Module 1 Lessons 7 & 8 Demonstrate the COMMUTIVITY of multiplication,

Lesson Objective Understand “equal groups of” as multiplication.

Factors Everyday Math Lesson 1.3. Lesson Objectives I can find all factors of a number. I can know and apply multiplication facts. I can write number.

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 6 Lesson 19.

Exploring the Properties of Odd and Even Numbers

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

MODULE 1 LESSON 2 Relate multiplication to the array model.

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

Module 6 Lesson 13.

Math Unit 4 Lesson 6 Draw rows and columns to determine the are of a rectangle given an incomplete array.

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

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 1 LESSON 1 UNDERSTAND EQUAL GROUPS OF AS MULTIPLICATION FIRST MATH LESSON OF THE YEAR!! WOOOOO.

Module 6 Lesson 9.

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.

+ Module 4 Lesson18. + Objectives Use manipulatives to represent or show additions with two compositions.

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

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

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.

5th Grade Module 2 – Lesson 3

Module 5 Lesson 1.

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

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.

= = 16 The 4 is in the ones place. The 4 tells us there are 4 ones in 34 The 4 is in the ones place. The 4 tells us there are.

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 6 Lesson 17. Objective Relate doubles to even numbers, and write number sentences to express the sums.

+ 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 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 3 Lesson 6.

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

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.

Lesson 9: I can add decimals using place value strategies and relate those strategies to a written method. 5th Grade Module 1 – Lesson 9.

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

M 4 Lesson 22. Objective Solve additions with up to four addends with totals within 200 with and without two compositions of larger units. Note: Addends.

Module 3 Lesson 17 Identify patterns in multiplication and division facts using the multiplication table.

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

5th Grade Module 2 – Lesson 21

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

Multiplication and Area Module 4: Lesson 6 Objective: Draw rows and columns to determine the area of a rectangle, given an incomplete array.

5th Grade Module 2 – Lesson 5

Engage NY Math Module 2 Lesson 21: Divide two- and three-digit dividends by two-digit divisors with single-digit quotients and make connections to a written.

Year 2 Spring Term Week 8 Lesson 4

Year 2 Spring Term Week 8 Lesson 4

Presentation transcript:

Module 6 Lesson 20

Objective Use rectangular arrays to investigate odd and even numbers.

Skip-Counting by Twos Let’s skip-count by twos. On my signal, count by ones from 0 to 20 in a whisper. Ready? Did anyone notice what I was doing while you were counting? I was tapping by ones, but I knocked on every other number. Let’s count again, and this time you can try knocking and tapping with me.

Core Fluency Practice Sets On your mark, get set, THINK!

Concept Development Part 1: Even + even = even. Partner A, make 2 rows of 3 on your board. Partner B, make 2 rows of 4 on your board. How many tiles are on Partner A’s mat? Is 6 even or odd? How many tiles are on Partner B’s mat? Is 8 even or odd?

Concept Development Now, let’s see what happens when we add two even numbers together. Partners, slide your personal boards next to each other and combine the two arrays that you made. How many tiles do you have altogether? Is that even or odd? Now lets try some more: 2 rows of rows of 3 2 rows of 4 2 rows of 8. When we add an even and an even do we get an even or an odd?

Concept Development Let’s record that on our chart. An even number plus another even number makes an even number. Part 2: Even + odd = odd. Now let’s see what happens when we add an even and an odd! Partner A, make an array with 2 rows of 3 on your board. Partner B, make 2 rows of 3, then add 1 tile on the top row on the right.

Concept Development Is 6 even or odd? Is 7 even or odd? Now slide your mats together as you did before. How many tiles do you have altogether? Is that even or odd? How do you know? When we add an even and an odd do we get an even or an odd?

Concept Development Part 3: Odd + odd = even. Now let’s see what happens when we add an odd number to another odd number! Partner A, make 2 rows of 3 on your board. Then add 1 tile to the top row on the right. Partner B, make 2 rows of 4 on your board. Then add 1 tile to the bottom row on the left. Is 7 even or odd? Is 9 even or odd?

Concept Development Partners, slide your mats together to connect the arrays. What do you have? How many is that? Is 16 even or odd? We added two odd numbers, and now we have an even number. Talk to your partner. How did that happen? What do we get when we add an odd and an odd?

Concept Development Part 4: Extend the pattern to sums with totals within 50. What do we get when we add an even and an even? What do we get when we add an even and an odd? Let’s see if this is still true when we are adding larger numbers. On your board, write the problem and your answer. Is 10 even or odd? Is 12 even or odd? What is ? Turn and talk: Is 22 even or odd, and how do you know?

Application Problem Mrs. Boxer has 11 boys and 9 girls at a Grade 2 party. Write the number sentence to show the total number of people. Mrs. Boxer wants to pair everyone up for a game. Does she have the right number of people for everyone to have a partner? Are the addends even or odd?