Module 5 Lesson 1.

Slides:

Advertisements

Similar presentations

5th Grade Module 2 – Lesson 16

Advertisements

Module 3 Lesson 14.

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

Module 4 Lesson 1.

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 7.11 One Dollar.

Subtract Multiples of 100 and Some Tens

Lesson 17: Objective: Relate decimal and fraction multiplication

More and Less Lesson 5.1:.

Add and Subtract Multiples of 100

Module 4 Lesson 27.

Module 3 Lesson 12.

Number Bonds of Ten Lesson 1.1.

Lesson 4.1: Addition and Subtraction of 1 and 10

Module 7 Lesson 8.

Module 6 Lesson 16.

Grade 5 Module 1 Lesson 9.

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.

5th Grade Module 2 – Lesson 24

Module 4 Lesson 4.

Moose Math Day 3.

Module 6 Lesson 19.

Objective  Add and subtract multiples of 10 including counting on to subtract.

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 6 Lesson 8. Objective Create arrays using square tiles with gaps.

MODULE 1 LESSON 2 Relate multiplication to the array model.

Module 1 Lesson 14 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 7 MODULE 4. OBJECTIVE Relate addition using manipulatives to a written vertical method.

Module 6 Lesson 13.

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

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.

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

Module 1 Objective: Use exponents to name place value units and explain patterns in the placement of the decimal point. Lesson 3.

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.

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

Math Module 3 Multi-Digit Multiplication and Division

Addition & Subtraction of Decimals. Add and Subtract like Columns = _______ tens ones RULE: Only add and subtract LIKE.

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.

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

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.

Module 3 Lesson 17&18.

Lesson 1- Practicing Making Ten and Adding Ten.

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

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

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.

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.

+ 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 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.

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.

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

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

Engage NY Module 1 Lesson 3

Engage NY Module 1 Lesson 3

Presentation transcript:

Module 5 Lesson 1

Objective Relate 10 more, 10 less, 100 more, and 100 less to addition and subtraction of 10 and 100.

Place Value Show 6 ones in chips. Write the number below it. Show 1 chip in the tens column and write the number below it. Say the number the Say Ten way. 1 ten 6. Say the number in standard form. 16. Add 1 chip to your tens column. What is 10 more than 16? The Say Ten way? 2 tens 6. Materials: Personal white boards, place value charts

Place Value Continued Now add 1 chip to your hundreds column. What is 100 more than 26? The Say Ten way? 1 hundred 2 tens 6. Cross out a chip in the tens column. What is 10 less than 126? 116. 1 hundred 1 ten 6. Cross out a chip in the hundreds column. What is 100 less than 116? If needed, continue with the following possible sequence for more practice: 254, 310, and 505.

More / less For every number I say, you say a number that is 10 more. When I say 5, you say 15. Ready? Now for every number I say, you say a number that is 10 less. When I say 20, you say 10. Ready? 5 10 19 67 90 95 110 111 139 156 256 299 305 319 20 22 19 78 100 107 182 201 299 312 321 439 456 515

More / Less Continued Let’s try saying 100 more for every number I say. When I say 56, you say 156. Ready? Now for every number I say, you say a number that is 100 less. When I say 150, you say 50. Ready? 56 37 80 8 88 288 300 333 566 481 256 699 805 900 150 159 168 170 192 270 277 301 399 400 404 434 556 615

Story Problem RDW The shelter rescued 27 kittens in June. In July, it rescued 11 more. In August, it rescued 40 more. How many kittens did the shelter rescue during those 3 months? If 64 of those kittens found homes by August, how many still needed homes?

Story Problem Continued The shelter rescued 27 kittens in June. In July, it rescued 11 more. In August, it rescued 40 more. How many kittens did the shelter rescue during those 3 months? If 64 of those kittens found homes by August, how many still needed homes?

CONCEPT DEVELOPMENT Use your number disks to show me 157 on your place value chart. Show me 10 more. Use a sentence frame to describe adding 10 to 157. Ready? What did you do to change 157? Be specific. Give me an addition sentence starting with 157. 157 + 10 = 167. Who can give me an addition sentence starting with 167? Materials: 7 hundreds disks, 9 tens disks, 9 ones disks, place value charts

Concept development Continued Show me 157 again. Show me 10 less. Use a sentence frame to describe taking away10 to 157. Ready? What did you do to change 157? Be specific. Give me an subtraction sentence starting with 157. 157 - 10 = 147. Who can give me a subtraction sentence starting with 147?

Concept development Continued Show me 157 again. Show me 100 more. Use a sentence frame to describe adding 100 to 157. Ready? What did you do to change 157? Be specific. Give me an addition sentence starting with 157. 157 + 100 = 257. Who can give me an addition sentence starting with 257?

Concept development Continued Show me 157 again. Show me 100 less. Use a sentence frame to describe taking away 100 to 157. Ready? What did you do to change 157? Be specific. Give me a subtraction sentence starting with 157. 157 - 100 = 57. Who can give me a subtraction sentence starting with 57?

Concept Development Continued Talk with your partner. Use place value language to explain what you understand about 10 more, 10 less, 100 more, and 100 less. Listen as I say a number pattern. Raise your hand when you know the more or less rule for my pattern. For example, if I say, “121, 131, 141, 151, 161,” you say, “10 more.” Wait for my signal. Ready? 135, 145, 155, 165, 175. 546, 446, 346, 246, 146. 282, 272, 262, 252, 242. 382, 482, 582, 682, 782. ***COLLECT NUMBER DISKS AND CHARTS

Concept development Continued Take out your personal boards. Now I’ll write a series of numbers on the board. You write the rule and the next three numbers. The rules are + 10, ─ 10, + 100, and ─ 100. Turn your board over when you have written your answer. Wait until I say, “Show me.” Ready? 67, 57, 47, ____, ____, ____. Show me. 945, 845, 745, ____, ____. 328, 428, 528, ____, ____. Show me. 194, 184, 174, ____, ____.

Concept Development Continued Let’s try something different. What is 542 + 100? Show me. ─ 10? ─ 100? In the last module, we used this simplifying strategy; we called it the arrow way. Talk to your partner about how this example is the same as and different from the ones we’ve done before. If necessary or if time permits, model another example with the following problem: 367 – 220.