Module 3 Lesson 17&18.

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 4 Lesson 1.
Module 3 Lesson 21.
MODULE 3 Lesson 16. Objective Compare two three-digit numbers using, and =.
5th Grade Module 2 – Lesson 5
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.
Subtract Multiples of 100 and Some Tens
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.
Module 7 Lesson 6.
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
Topic a: Place value of multi-digit whole numbers
Module 8 Lesson 1 & 2. Objectives Describe two-dimensional shapes based on attributes. Build, identify, and analyze two-dimensional shapes with specified.
Module 8 Lesson 6. Objective Combine shapes to create a composite shape; create a new shape from composite shapes.
Extend the use of place value disks to represent three- and four-digit by one-digit multiplication Lesson 3.8:
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.
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.
Topic c: rounding multi-digit whole numbers 4.nbt.3
Module 7 Lesson 12.
Module 6 Lesson 8. Objective Create arrays using square tiles with gaps.
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 1 Lesson 4 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic: place value of multi-digit whole numbers 4.nbt.1 4.nbt.2 4.oa.1.
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.
Relate skip-counting by fives on the clock and telling time to a continuous measurement model, the number line Lesson 2.2.
Math Module 3 Multi-Digit Multiplication and Division Topic C: Multiplication of up to Four Digits by Single-Digit Numbers Lesson 11: Connect the area.
MODULE 4 LESSON 20.  Use math drawings to represent additions with up to two compositions and relate drawings to a written method OBJECTIVES.
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.
Topic b: comparing multi-digit whole numbers 4.nbt.2
Module 3 Lesson 11.
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 4 Lesson18. + Objectives Use manipulatives to represent or show additions with two compositions.
Math Module 3 Multi-Digit Multiplication and Division
Solve word problems involving time intervals within 1 hour by counting backward and forward using the number line and clock Lesson 2.4.
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 1.
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 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.
Lesson 3.  Add and subtract multiples of 10 and some ones within 100.
Topic b: comparing multi-digit whole numbers 4.nbt.2
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 9 and 10.  Use math drawings to represent the composition when adding a two-digit to a three-digit addend.
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 5 Lesson 9. Objective  Relate manipulative representations to the addition algorithm.
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.
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.
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.
Multiplying by base 10s Grade 4, Module 1, Lesson 2
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.
Module 5 Lesson 16. Objective Subtract from multiples of 100 and from numbers with zero in the tens place.
5th Grade Module 2 – Lesson 5
Go Math! Chapter 1 Lesson 1.3, day 1 Comparing Numbers
Presentation transcript:

Module 3 Lesson 17&18

Objective Compare two three-digit numbers using <, >, and = when there are more than 9 ones or 9 tens. Order numbers in different forms.

Sprints Sums-Crossing Ten Put your name and number at the top of the page. Sprint A On your mark, get set, THINK Sprint B

Sprints Continued Tomorrow, we are going to do the exact same sprint. If you wish to take this home and study or practice to see if you can do the problems more skillfully, do so! Take a moment to analyze the Sprint with your partner. It is arranged from the easiest problems to the hardest. Raise your hand if you think you might do better tomorrow!

Application Problem Walking on the beach on Tuesday, Darcy collected 35 rocks. The day before, she collected 28. How many fewer rocks did she collect on Monday than on Tuesday? I’m only going to give you two minutes to draw. Can you think of efficient shortcuts so that you don’t have to draw all the rocks? THINK, Go! Re-read, Draw, Write

Story Problem Continued What problem did you write to find the answer? 35–28=_____ 28+_____=35. Darcy is comparing. Talk to your partner about what she is comparing.

Concept Development Materials: Unlabeled hundreds place value chart, place value disks per student; one set of pre-cut <, >, = symbol cards per pair. Partner A, show 124 on your place value chart. Partner B, show 824. Compare numbers. Place a symbol from the set between your charts to make a true statement. Read the statement. 124 is less than 824. Partner A, add 7 tens to your number. Partner B, take 7 hundreds from your number. Compare. Choose the symbol to go between your charts. Read the statement. 194 is greater than 124.

Concept Development Continued Partner A, take 4 tens 4 ones from your number. Partner B, add 2 tens 6 ones to yours. Compare numbers. Choose the symbol. Read the statement. 150 equals 150. How many tens in 150?  15! Partner A, show 5 tens 6 ones. Partner B, show 15 tens 6 ones. Compare numbers and place your symbol. Read the statement, naming just tens and ones. 5 tens 6 ones is less than 15 tens 6 ones.

Concept Development Continued Partner A, add 7 tens 5 ones to your number. Partner B, take 2 tens 5 ones from your number. Compare numbers and place your symbol. Read the statement naming just tens and ones. 13 tens 1 one equals 13 tens 1 one. 113 Read my number in standard form. 113! Is my number greater than, less than, or equal to yours? Decide with your partner, then draw a symbol. Say the number sentence. Say my number in standard form, and name yours with tens and ones. 113 is less than 13 tens 1 one.

Pictorial Students will need their personal white boards 1 1 100 1 100 1 100 1 100 10 1 100 1 100 10 1 100 1 1 100 10 1 1 Write in word form. Write in expanded form. Draw a symbol and read. Four hundred six is less than 400 + 30 + 6.

Write in unit form, using only tens and one Pictorial Continued 100 100 10 100 100 100 10 100 100 100 100 10 10 100 100 10 100 100 10 10 10 100 100 100 100 10 10 Write in standard form. Write in unit form, using only tens and one Draw a symbol and read. 920 is greater than 88 tens.

Pictorial Continued On your board, add + 4 tens after 88 tens. 88 tens + 4 tens Solve. Partner A, show your partner how you solved 88 tens + 4 tens. Compare your answers. Write the symbols and read sentence.

Concept Development Materials: Unlabeled hundreds place value chart, place value disks, personal white board Partner A, show 2 hundreds 12 ones on your place value chart. Partner B, show 15 tens 4 ones. Compare numbers with your partner and me. What’s the smallest, or least, number? The greatest? Write the three numbers from least to greatest on your personal white boards. Use standard form. At the signal, show your boards. 1 1 100 1

Concept Development Continued Partner A, change to show 62 tens 4 ones. Partner B, change to show 4 ones 6 hundreds. Now, compare your numbers with mine. Write the numbers from least to greatest on your boards. 100 100 10 100 10 100 10 1 100 100 10 1

Concept Development Continued Partner A, change to show 5 + 300 + 30. Partner B, change to show 50 + 3 + 300. Compare our numbers. This time write them from greatest to least on your boards. Show! 533, 353, 335. five hundred thirty-three

Concept Development Continued Partner A, change to show 30 tens + 7 tens. Partner B, change to show 29 tens + 8 tens. Compare our numbers. Write them using the symbols <, >, or = to make a number sentence. SHARE! 370 = 370 = 370 three hundred seventy

Pictorial Assign students to groups by counting off as A, B, C, and D. Write your letter on the back of your board so you don’t forget it. Think of a number and draw it on your place value chart in the way that you choose. Use hundreds, tens, and ones, or any combination of those you’d like. Take about one minute.

Pictorial Continued A’s, write your number in standard form below your drawing. B’s, write numbers in unit form. C’s, write them in word form, and D’s, write them in expanded form.

Pictorial Continued Students are seated at the carpet. I’m going to collect three boards and place the numbers side by side with space between them. Work with your partner to order these three numbers from least to greatest on your personal white boards. Let’s read the numbers in order. (Trade three new ones and continue with two or three drawings at a time until each has been used at least once.)

Problem Set

Problem Set

Problem Set

Exit Ticket This is tonight’s homework.