1. Warm Up 3. Directions: Use this set of digits to write and equation that will be as close to 100 as possible. Explain why this is as close to 100 as you can get with this set of digits. + = 4. 232 1000 + 878 - 569 1.What is the AREA of the shape above? 2. What is the PERIMETER of the shape above? 18 6 6 2 6 72 8 456 584321 6

2. Target the Question An after school club is planning a field trip. The chart shows how many club members can ride with each adult in one trip. Adult# of students Mr. Latarus3 Mrs. Rodney5 Ms. Flan6 Mr. Donavan4 Only Mr. Latarus and Mrs. Rodney drive. They each make 2 trips. What is the greatest number of students that can go on the field trip?

3. Two of Everything By Lily Toy Hong Introduction to the Magic Pot

18. Let’s make a chart in our journal… What was put into the potWhat came out of the pot A purse with five coins 1 hair pin 1 warm winter coat Ten coins in one purse

19. Discuss the patterns in the book by creating a T-Chart InOut Do you see a pattern from the IN number to the OUT numbers? Do you see a pattern with just the IN numbers? Do you see a pattern with just the OUT numbers?

20. A short cut to describe these patterns is to use symbols in place of the words. InOut Do you see a pattern from the IN number to the OUT numbers? Do you see a pattern with just the IN numbers? Do you see a pattern with just the OUT numbers? We use a box to represent whatever number of coins we put into the pot. We use a triangle to stand for the number of coins that comes out of the pot.

21. What if the Magic pot did this instead? Find the missing numbers, and determine the rule. 1 6 2 12 3 18 4 10 15 20 The rule is what happened to turn your “In” number into your “Out” number. This is usually an expression.

22. 1 5 2 9 3 13 4 17 8 ? 9 37 10 ? What if the Magic pot did this instead? Find the missing numbers, and determine the rule.

23. Let’s do a couple of examples together on your worksheet. Try to find a connection between the in number and out number. Table 1: How can we go from 2 to 4? 2 x 2 = 4 or 2 +2 = 4 Now try these rules on the next row. How can we go from 4 to 8? 4 x 2 = 8 or 4 + 2 = 6 Which rule works for both rows? x 2 = Now let’s try this rule on the remaining columns. So what should we write for the rule? x 2 20 x 2 =

24. Work with your shoulder partner for 5 to 10 minutes and try to figure out Table 2. 20 x 2 = Table 2: How can we go from 1 to 5? 1 x 5 = 5 or 1 + 4 = 5 Now try these rules on the next row. How can we go from 2 to 10? 2 x 5 =10 or 2 + 4 = 6 Which rule works for both rows? x 5 = Now let’s try this rule on the remaining columns. So what should we write for the rule? x 5 20 25 x 5 x 5 =

25. Complete the rules for the remaining tables on Day 1. 20 x 2 = 20 25 x 5 =

26. Math Menu Multiplication War Dice Multiplication Circles and Stars EnVision Game Show Lesson 16