1. “Day F” January 4, 2019 7:51 - 8:51 Exploratory 8:53 - 9:53
7: :51
Exploratory
8: :53
9: :55
Social Studies
10:57 -11:27
11:29-11:59
12:01-12:31
Science
LUNCH (2nd Lunch)
12: :33
English
1: :35
Math
Cell phones are in lockers
Gum is in trash
Your schedule for today!

2. Activator 1. Take out your packet and homework
2. What are some things you notice, and what are some things you wonder?
-(-5)

3. Common Assessment 4 (6.NS.7)
Please get a Common Assessment #3 to complete
You will have 15 minutes to work on them (please make sure your name is on them before you hand it in)
Check it over and make sure you answered everything before turning it in.

4. Objective(S):
I will be able to: apply the properties of operations to generate equivalent expressions.
So I can learn how to build tape diagrams and write equivalent expressions
I will demonstrate my understanding that division is repeated subtraction by writing my answers to at least 6 out of the 8 problems with at least 80% accuracy.
6.EE.A.3

5. Vocabulary Operation Expression Addition Subtraction Multiplication
Division
Squares
Repeat
Opposite
inverse

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

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

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

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

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

11. Lesson 4: Division Subtraction

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

13. How do you feel?
topic.

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

15. Pg. 13– NOTES (cont.)

16. 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

17. Page 11 (all)

18. 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

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

20. 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