1. “Day E” January 3, 2018 8:01 - 9:01 Math 9:03 - 10:03 Science
8: :01
Math
9: :03
Science
10: :05
Exploratory
11:07 -11:37
11: :09
12:11-12:41
Social Studies
LUNCH (2nd Lunch)
12: :43
English
1: :45
locker
locker

2. -5 + 9 DO NOW: (No calculators, pencils, talking or air writing)
Take out your packet
Solve using mental math
(No calculators, pencils, talking or air writing)
3. You will have 2 minutes to get this done
-5 + 9

3. Pre-test You are going to have 15 minutes to complete.
Try your hardest.
Show all of your work.

4. Objective(S): I will be able to: Build tape diagrams
Write equivalent expressions
So I can demonstrate that multiplication is repeated addition and division is repeated subtraction
I will demonstrate my understanding by completing at least 6 out of the 8 whiteboard problems independently.
6.EE.A.3

5. Language Objective
By the end of the lesson, students will be to able use the language domains of listening, speaking, reading and writing. Students will demonstrate their understanding of the relationships of multiplication and repeated addition and division and repeated subtraction. Students will use squares and tape diagrams to model the relationships, and using appropriate vocabulary, they will have an oral discussion with their partners describing the connection.
Academic Math Language Vocabulary
Operation, expression, addition, subtraction, multiplication, division, squares, repeat, opposite, inverse
6.EE.A.3

6. Both relationships create identities.
Homework: 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

7. Use your squares… .
What do you notice about the two tape diagrams you created?
 Although the tape diagrams represent two different expressions, they each have the same number of squares.
Why are the two tape diagrams the same? What does it say about the value of the expressions?
 The two tape diagrams are the same because the values of the expressions are equivalent.
Since each tape diagram has the same number of squares, can we say the two expressions are equivalent? Why or why not?
 The two expressions are equivalent because they represent the same value. When evaluated, both expressions will equal 8.  Therefore, =4×2.

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

9. Classwork: pg. 7 (all) 5 minutes Use your whiteboards

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

11. How do you feel?
topic.

12. 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.

13. Classwork: pg. 9 ( #5) Use your whiteboards
4 x x 4
3 x d + 5 x w
3d w
2 x a + 3 x b + 4 x c
2a b c

14. addition
subtraction
(opposite)
(opposite)
multiplication
division

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

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

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

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

19. Lesson 4: Division Subtraction

20. Lesson 4: Division Subtraction
What two operations are we relating in the problems we completed?
Division and Subtraction

21. Pg. 13 NOTES We will do # 1, then you will do #2, etc. in your packets

22. Pg. 13– NOTES (cont.)

23. 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

24. Page 10 (all)
Page 11 (all)

25. Ticket-To-Go: -(-43) or 43 -(-5) or 5 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

26. addition
subtraction
(opposite)
(opposite)
multiplication
division

27. Accommodations
Read or reread presentation or activity directions, as needed
or after prompting
Use examples to model and act as a guide for emerging learners