MODULE 1 Lesson 11 – Model Division as the unknown factor in multiplication using arrays and tape diagrams.

Slides:



Advertisements
Similar presentations
Lesson 15: I can solve two-step word problems involving measurement and multi-digit multiplication. 5th Grade Module 2 – Lesson 15.
Advertisements

Visual Fraction Models
5th Grade Module 2 – Lesson 5
Lesson 25 Objective: Divide a whole number by a unit fraction
Subtract Multiples of 100 and Some Tens
By the end of the lesson, you will be able to…
Multiplication.
By the end of the lesson, I will be able to …
Two-Step Word Problems
Lesson 10. Use the fewest number of coins to make a given value.
Engage NY Math Module 2 Lesson 13: Use whole number multiplication to express equivalent measurements.
5th Grade Module 1 – Lesson 13
I Just Thought You Would Like to Know…
Module 1 Lessons 7 & 8 Demonstrate the COMMUTIVITY of multiplication,
Find the product. 1) 3 x 4 x 5 2) 8 x 4 x 3 3) 2 x 3 x 9 4) 2 x 6 x 4 5) 8 x 2 x 4 6) 7 x 5 x2 5-Minute Check.
Math Module 3 Multi-Digit Multiplication and Division Topic A: Multiplicative Comparison Word Problems Lesson 1: Investigate and use the formulas for.
Unit 1 Review. Square Numbers A square number is a number that has the same numbers for its dimensions.
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.
Interpret area models to form rectangular arrays.
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 1 Generate & Organize Data. Group Counting 0 12 Here is the start of a number line. What number is halfway between 0 and 12? 6 24 What.
Module 4 Lesson 14 Find areas by decomposing into rectangles or completing composite figures to form rectangles.
Grandma Wants to Know! Mom and Dad Cindy Grandma.
What do we know about division? 16 ÷ 4 = _____
Math Module 3 Multi-Digit Multiplication and Division Topic E: Division of Tens and Ones with Successive Remainders Lesson 15: Understand and solve division.
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 7 Lesson 15 Solve word problems to determine perimeter with given side lengths.
Lesson 13: I can use whole number multiplication to express equivalent measurements 5th Grade Module 2 – Lesson 13.
FIND THE AREA OF A RECTANGLE THROUGH MULTIPLICATION OF THE SIDE LENGTHS MATH UNIT 4 LESSON 8.
Module 3 Lesson 7. Objectives Write, read, and relate, base ten number in all forms.
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.
Modeling Division Lesson Application Problem Rosie puts 2 lemon slices in each cup of iced tea. She uses a total of 8 slices. How many cups of iced.
MODULE 1 LESSON 1 UNDERSTAND EQUAL GROUPS OF AS MULTIPLICATION FIRST MATH LESSON OF THE YEAR!! WOOOOO.
Grade 5 Module 1 Lesson 2.
Math Unit 3 Lesson 6 Use the distributive property to multiply and divide using units of 6 and 7.
Lesson 21 Objective: Solve two step word problems involving all four operations and assess the reasonableness of answers.
5th Grade Module 2 – Lesson 3
Review Lesson 1 (Lessons 1, 3, & 6 from CCSS math EOG book) CCSS: 3.OA.1 3.OA.3 3.OA.5 SFO: -I can solve multiplication problems with factors up to 12.
BOOM! MODULE 3 LESSON 7 INTERPRET THE UNKNOWN IN MULTIPLICATION AND DIVISION TO MODEL AND SOLVE PROBLEMS USING UNITS OF 6 AND 7 BOOM!
Lesson Opening What multiplication equation does this array name?
Module 1 Lesson 13 Interpret the quotient as the number of groups or the number of objects in each group using units of 3.
Lesson Draw 8 stars in each unit and bracket the total with a question mark. Say the addition sentence. Say the multiplication sentence starting.
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.
Rotate tape diagrams vertically (to create bar graphs).
Module 6 Lesson 5 Generate & Organize Data GROUP COUNTING Skip Count By 7s To 70 … X 7 = 8 X 7 = 14 ÷ 7 = 28 ÷ 7 = 63 ÷ 7 =
How would you divide 1,590 ÷ 15?. In this lesson you will learn how to divide by using a rectangular array.
RELATE ARRAYS TO TAPE DIAGRAMS TO MODEL THE COMMUTATIVE PROPERTY OF MULTIPLICATION. Module 1 Lesson 15.
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.
Multiplication and Division 13 Patterns and Algebra 18 Multiplying by 5 - additively Multiplying by 5 – multiplicatively.
Grade 5, Chapter 4, Lesson 5 Real-World Problems: Multiplying with Mixed Numbers Solve real-world problems involving multiplication of whole numbers and.
Multiplication Using Arrays. How many paper clips are here? I could count them, but there is an easier way!
Module 3 Lesson 17 Identify patterns in multiplication and division facts using the multiplication table.
Multiply by Multiples of 10 using the place value chart.
Module 3 Lesson12, 13 & 14 Strategies for solving 9s multiplication facts!
Module 1 Lesson 6 Interpret the unknown in division using the array model.
Integer Operations X and ÷
Interpreting the Quotient
5th Grade Module 2 – Lesson 5
Skip-Counting in Models
I can solve division word problems with remainders.
Engage NY Math Module 2 Lesson 15: Solve two-step word problems involving measurement and multi-digit multiplication.
Engage NY Math Module 5 Lesson 5: Connect visual models and the distributive property to partial products of the standard algorithm without renaming.
Equivalent Expressions
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.
Solving Linear Equations
Presentation transcript:

MODULE 1 Lesson 11 – Model Division as the unknown factor in multiplication using arrays and tape diagrams.

5 X 3 = 4 x 3 = Let’s skip count by 3s to solve

MULTIPLY BY 3 PRACTICE SHEET

MULTIPLY BY 3 PATTERN SHEET 2 minutes End

PROBLEM OF THE DAY Rosie puts 2 lemon slices in each cup of iced tea. She uses a total of 8 slices. How many cups of tea does Rosie make? 4 x 2 = 8 8 ÷ 2 = 4

CONCEPT DEVELOPMENT: RELATE ARRAYS TO TAPE DIAGRAMS, MODELING DIVISION WHERE THE QUOTIENT REPRESENTS THE NUMBER OF GROUPS. 8 ÷ 2 = _____ The columns in this array show the number of lemon slices in one cup of Rosie’s iced tea. Rosie puts 2 lemon slices in each cup of iced tea. She uses a total of 8 slices. How many cups of tea does Rosie make? Reread the problem of the day and tell someone near you what the unknown represents. Reread the problem of the day and tell someone near you what the unknown represents. The unknown is the number of cups used to make the ice tea – or the number of groups. How might this array help us solve We can count the number of columns to find out how many cups.

What is the total number of lemon slices? 8 slices The question asks how many cups of ice tea Rosie makes. Do the cups represent the number of groups? Or do the cups represent the number of lemon slices in each group (size of each group)? The question asks how many cups of ice tea Rosie makes. Do the cups represent the number of groups? Or do the cups represent the number of lemon slices in each group (size of each group)? The number of groups = ? Cups

8 slices = ? Cups Watch how I show the number of slices in one cup. Where do we see the cups in our diagram? 2 slices = 1 cup

IN THIS PROBLEM THE UNKNOWN REPRESENTS THE NUMBER OF GROUPS. 8 ÷ 2 = _____ _____ x 2 = 8 8 slices = ? cups 2 slices Talk to a partner about how the tape diagram helps you see the unknown in both equations.

MS. ALVES PUTS 21 PAPERS IN 7 PILES. HOW MANY PAPERS ARE IN EACH PILE?

7 x ______ = 21 and 21 ÷ 7 = ________ WHAT DOES THE QUOTIENT REPRESENT IN THIS PROBLEM? The size of the groups How big are our groups?

array 8 lemon slices ? cup 2 slices = 1 cup TAPE DIAGRAM The tape diagram is a lot like a labeled and boxed array. They both show 4 groups of 2, but the labels make the tape diagram easier to use. The tape diagram is a lot like a labeled and boxed array. They both show 4 groups of 2, but the labels make the tape diagram easier to use.