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

Slides:

Advertisements

Similar presentations

Module 3 Lesson 14.

Advertisements

Module 4 Lesson 1.

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

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.

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

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:.

Number Bonds of Ten Lesson 1.1.

Module 7 Lesson 6.

Engage NY Math Module 2 Lesson 13: Use whole number multiplication to express equivalent measurements.

5th Grade Module 1 – Lesson 13

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

+ Module 7 Lesson 5 Compare and classify quadrilaterals.

Module 4 Lesson 4.

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

Lesson Objective Understand “equal groups of” as multiplication.

Module 8 Lesson 1 & 2. Objectives Describe two-dimensional shapes based on attributes. Build, identify, and analyze two-dimensional shapes with specified.

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

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

{ Interpreting the Quotient Lesson 1.13:.   For each, say the multiplication sentence.   On your board, write the division sentence.   2 x 3  

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 4 Lesson 14 Find areas by decomposing into rectangles or completing composite figures to form rectangles.

Module 1 Lesson 11 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic d: Multi-digit whole number addition 4.oa.3, 4.nbt.4, 4.nbt.1,

Module 1 Lesson 5. Group Counting Divide equal groups How many groups are there? How many are there in Each group? Say the total as a repeated addition.

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.

SPRINTS  Today you’re going to do another set of sprints.  There are 2 sprints – A and B  You will have 60 seconds to do as many problems as you.

Skip counting Let’s skip count by 3s to

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

Module 1 Lesson 3 Interpret the meaning of factors—the size of the group or the number of groups.

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

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

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

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

Math Lesson 5.5 I can look at different shapes, tell what fraction they are divided into, and write the fraction as a number. Partition a whole into equal.

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

Topic b: comparing multi-digit whole numbers 4.nbt.2

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

Par Avion Air Mail A I R M A I L Module 4 Lesson 13 Find areas by decomposing into rectangles or completing composite figures to form rectangles. YOUR.

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

Math Unit 3 Lesson 6 Use the distributive property to multiply and divide using units of 6 and 7.

Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock Lesson 2.4.

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

5th Grade Module 2 – Lesson 3

BOOM! MODULE 3 LESSON 7 INTERPRET THE UNKNOWN IN MULTIPLICATION AND DIVISION TO MODEL AND SOLVE PROBLEMS USING UNITS OF 6 AND 7 BOOM!

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

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.

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.

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

Objective: I will use models to represent multiplication and division.

Module 3 Lesson 20 Use place value strategies and the associative property n × (m × 10) = (n × m) × 10 (where n and m are less than 10) to multiply multiples.

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.

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.

Grade 4, Module 1, Lesson 1 MULTIPLICATION EQUATIONS © Helen Steinhauser, August 2015.

Module 3 Lesson12, 13 & 14 Strategies for solving 9s multiplication facts!

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

Module 1 Lesson 6 Interpret the unknown in division using the array model.

Engage NY Math Module 2 Lesson 19: Divide two- and three-digit dividends by multiples of 10 with single-digit quotients and make connections to a written.

Presentation transcript:

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

GROUP COUNTING Let’s count to 20 forward and backward. Watch my fingers to know whether to count up or down. A closed hand means stop. Thumbs up if you understand

GROUP COUNTING (AGAIN) Let’s count to 20 forward and backward again. This time whisper every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll whisper 1 and speak 2 whisper 3 and speak 4. Thumbs up if you understand

GROUP COUNTING Let’s count to 20 forward and backward again. This time hum every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll hum for 1 and speak 2 hum for 3 and speak 4. Thumbs up if you understand

GROUP COUNTING Let’s count to 20 forward and backward again. This time THINK (don’t speak) every other number. Say the other numbers in a regular voice. EXAMPLE – you’ll THINK for 1 and speak 2 THINK for 3 and speak 4. This time I will not show the numbers – so you really need to THINK Thumbs up if you understand. What did we just count by? Turn and talk to a partner.

GROUP COUNTING Since we know how to count by twos, let’s practice for a minute more. Watch my hands – I can change direction at ANY TIME… Thumbs up if you understand. THAT WAS

PROBLEM OF THE DAY

There are 83 girls and 76 boys in the third grade. How many total students are in the third grade? Read the problem. Draw and label Write an equation Write a word sentence 83 GIRLS 76 BOYS ? ? 83 girls 76 boy s TAPE DIAGRAM NUMBER BOND = ___________ 159 There are 159 total students in third grade.

CONCEPT DEVELOPMENT - PROBLEM 1: SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS. I need ten (10) volunteers to come to the front of the room. Touch your nose if you want to volunteer. When I touch my nose – say how many arms each of you have. 2 arms each! Since we each represent a group of 2 arms, let’s skip-count our volunteers by twos to find how many arms they have altogether. To keep track of our count, students will raise up their arms when we count them. How many raised arms do we have in all? 20!!!

CONCEPT DEVELOPMENT - PROBLEM 1: SKIP-COUNT TO FIND THE TOTAL NUMBER OF OBJECTS. How many groups of two did we count to find the total? Turn and whisper to a partner. 10 twos! Does anyone want to explain how they figured it out? I counted the number of volunteers because each person has a group of two arms. Let’s SKIP COUNT to find the total number of arms = 20 LOOK at the addition sentence. Give me a thumbs up if you think we have the correct number of twos. 10 twos Clap 3 times if you agree that 10 groups of two is groups of 2 is 20

CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION, COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES. We have 12 counters. How can we make equal groups of two. How many counters will you put in each group? Show with your fingers. We have 12 counters. How can we make equal groups of two. How many counters will you put in each group? Show with your fingers. Draw the 12 counters in equal groups of 2. When you’re done grouping your counters stand up. Draw the 12 counters in equal groups of 2. When you’re done grouping your counters stand up. How many equal groups of 2 did we make? 6!

CONCEPT DEVELOPMENT – PROBLEM 2: UNDERSTAND THE RELATIONSHIP BETWEEN REPEATED ADDITION, COUNTING GROUPS IN UNIT FORM, & MULTIPLICATION SENTENCES. Write an addition sentence to show your groups on your personal white board. (We made six groups of 2) In unit form, how many twos did we add to make 12? 6 twos. 6×2 is another way to write or 6 twos. PLEASE COPY THIS DOWN IN YOUR NOTEBOOKS

CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS. These are equal groups. Turn and tell a partner why they are equal. Work with a partner to write a repeated addition sentence and a multiplication sentence for this picture. Stand up when you’re finished.

CONCEPT DEVELOPMENT PROBLEM 3: WRITE MULTIPLICATION SENTENCES FROM EQUAL GROUPS =11 Look at my new drawing and the multiplication sentence I wrote to represent it. Check my work by writing an addition sentence and counting to find the total number of objects. When you’re done do 2 jumping jacks. Cross your arms if you want to explain your thinking. I hear most students disagreeing because my groups are not equal. You are RIGHT… To multiply you must have equal groups

PROBLEM SET!!!