1. Name ____ 6__ Lesson #2 - Numbers All Around Us Oct __

2. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.

3. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing called OPERATIONS?”

4. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing called OPERATIONS?”
They operate or act on the numbers on either side of them.

5. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are multiplying and dividing related?”

6. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are multiplying and dividing related?”
They are opposites! You can add to check a subtraction. You can subtract to check an addition. You can multiply to check a division. You can divide to check a multiplication.

7. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are multiplying and dividing related?”
They are opposites! You can add to check a subtraction. You can subtract to check an addition. You can multiply to check a division. You can divide to check a multiplication.
EXPLORE - Page 51
READ the articles and WRITE a problem using each operation.

8. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?

9. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?

10. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.

11. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?

12. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.

13. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
3) Why didn’t you use a calculator to solve the problem?

14. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
Why didn’t you use a calculator to solve the problem?
The numbers were easy enough to add mentally or I could use
pencil and paper to solve it.

15. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
Why didn’t you use a calculator to solve the problem?
The numbers were easy enough to add mentally or I could use
pencil and paper to solve it.
PRACTICE  Pages 52,53 - #1, #2, #3, #5

16. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.

17. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $

18. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $
I multiplied 357 x $28 = $9 996 for the adult ticket sales and I multiplied 662 X $24 = $ for student ticket sales. I then added the two ticket sales together.

19. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $
I multiplied 357 x $28 = $9 996 for the adult ticket sales and I multiplied 662 X $24 = $ for student ticket sales. I then added the two ticket sales together.
By estimating, 350 X$30 = $ and 700 X $20 = $ which totals $ This is a close estimate to my answer.

20. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces.
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it.
Provinces and Population
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut

21. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it.
Provinces and Population
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut

22. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it.
Provinces and Population
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut

23. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it. Answers will vary.
Provinces and Population
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut

24. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
3. The total population of Canada
was in 2001 and
in By how much did
the population increase from 2001 to 2006?

25. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
3. The total population of Canada
was in 2001 and
in By how much did
the population increase from 2001 to 2006?
The population increased by

26. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
Were any seats empty? How do you know?
b) If your answer to part a is yes, find the number of empty seats.

27. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
Were any seats empty? How do you know?
1 912 people attended the play ( I added students + 58 teachers).
The theatre had seats (I multiplied 49 rows X 48 seats), so there
were empty seats.
b) If your answer to part a is yes, find the number of empty seats.

28. Name _____ 6__ Lesson #2 - Numbers All Around Us Oct __
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
Were any seats empty? How do you know?
1 912 people attended the play ( I added students + 58 teachers).
The theatre had seats (I multiplied 49 rows X 48 seats), so there
were empty seats.
b) If your answer to part a is yes, find the number of empty seats.
There were 440 empty seats (I subtracted from 2 352).