1. Feb. 23, 2015 (Monday) Day E Science Social Studies Exploratory
LUNCH locker
Math
English

2. Activator 2 – 2 + 3= _______ 7 +10 – 10 = ______
Feb. 23, 2015
Module 4: Lessons 1-2
(1) Pick up a new packet (MODULE 4)!
(2) Write your name, date, and class on front cover.
(3) Copy and solve this on page 1 of packet (anywhere is O.K).:
2 – 2 + 3= _______
7 +10 – 10 = ______
– 11 = ______
-(-5)

3. Activator 3 7 532 (3) Copy and solve this on page 1 of packet:
Feb. 23, 2015
Module 4: Lessons 1-2
(3) Copy and solve this on page 1 of packet:
2 – 2 + 3= _______
7 +10 – 10 = ______
– 11 = ______
(anywhere is ok) 3 7
532
“when a number is added and subtracted by the same number, the result is the original number”
-(-5)

4. Objective(S):
Feb. 23, 2015
Module 4
SWBAT:
recognize when a number is added and subtracted by the same number, the result is the original number (Lesson 1)
a + b – b = a or b – b + a = a
recognize when a number is multiplied and divided by the same number, the result is the original number (Lesson 2)
a ÷ b  b= a or a  b ÷ b = a
6.EE.A.3

5. v + 4 – 4 =_____ 16 + m – 16 =____ a. ____ + 15 – 15 = 21
‪Lesson 1: write this on page 3 The relationship between Addition and Subtraction‬
Feb. 23, 2015
Module 4
(anywhere is ok)
v + 4 – 4 =_____ v
16 + m – 16 =____ m
a ____ – 15 = 21 21
b – = _____
450
c ____ = 1289
865

6. ‪Lesson 1: write this on page 3 The relationship between Addition and Subtraction‬
“when a number is added and subtracted by the same number, the result is the original number”
(opposite)
addition
subtraction

7. Classwork: pg. 2 (#4 – 5 only)
-(-5)

8. Classwork: pg. 2 (#4 – 5 only)
-(-5)

9. Lesson 2: pg. 4
Feb. 23, 2015
Module 4

10. 20 10 7 9 1. 20 ÷ 4 x 4 = _______ 2. 3 x 10 ÷ 3 = _______
Go to: pg. 5
Write this anywhere on the page: 20
÷ 4 x 4 = _______ 10
x 10 ÷ 3 = _______ 7
÷ ___ x 7 = 21
_____ x 2 ÷ 2 = 9 9

11. Both relationships create identities.
Classwork: pg. 5 (# 1 & 2)
Both relationships create identities.
when a number is multiplied and divided by the same number, the result is the original number

12. Feb. 23, 2015
Module 4: Lessons 1-2
How do you feel?
topic.

13. Multiplication is repeated addition.
Lesson 3: go to pg. 6
Multiplication is repeated addition.
= 15
and
3 × 5 = 15

14. Classwork: pg. 7 (all) 5 minutes

15. Classwork: pg. 7 (all) 5 minutes

16. Notes: pg. 8 ( #4 only) COPY THIS onto PACKET!
x + 0 = x
The equation is true b/c it shows the addition identity.
2f - 0 = 2f
The equation is true b/c it shows the subtraction identity.

17. Classwork: pg. 9 ( #5) 3 minutes
4 x x 4
3 x d + 5 x w
3d w
2 x a + 3 x b + 4 x c
2a b c

18. Feb. 23, 2015 Module 4: addition subtraction (opposite) (opposite)
multiplication
division

19. Lesson 4 discussion: Division Subtraction 5
20 ÷ 4 =5

20. Lesson 4 discussion: Division Subtraction
20 – 4
/ / / /
20 – 4 – 4

21. Lesson 4 discussion: Division Subtraction
/ / / /
20 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4 – 4 = No more squares remain.

22. Lesson 4: Division Subtraction
Let’s take a look at the process we took to determine the difference to be zero.

23. Lesson 4: Division Subtraction
Feb. 23, 2015
Module 4
Lesson 4: Division Subtraction

24. Lesson 4: Division Subtraction
Feb. 23, 2015
Module 4
What two operations are we relating in the problems we completed?
Division and Subtraction

25. Pg. 11 (Exercise 1) – NOTES 18 – x –x – x = 0
35 – y – y – y – y – y = 0
42 – z –z – z – z – z – z = 0

26. Pg. 11 (Exercise 1) – NOTES (cont.)

27. Pg. 12 (Exercise 2) – NOTES 12 – x – x – x = 0
Subtracted “x” three times
x = 4
36 ÷ = f or
36 ÷ f = 4
f = 9
24 – 12 – 12 = 0
Two

28. Feb. 23, 2015
Module 4
Page 10 (all)
Page 13 (all)

29. Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook)
Feb. 23, 2015
Answer in agenda (or notebook)
Explain why ÷x = 6 is the same as 30–x-x-x-x-x-x =0.
What is the value of x in this example?
-(-43) or 43
-(-5) or 5

30. Feb. 23, 2015 Module 4: addition subtraction (opposite) (opposite)
multiplication
division

31. Accommodations Feb. 23, 2015 Module 4: Lessons 1-2
Read or reread presentation or activity directions, as needed
or after prompting
Use examples to model and act as a guide for emerging learners