Feb. 23, 2015 (Monday) Day E. ACTIVATOR (1) Pick up a new packet (MODULE 4)! (on top of projector)...
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Transcript of Feb. 23, 2015 (Monday) Day E. ACTIVATOR (1) Pick up a new packet (MODULE 4)! (on top of projector)...
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Feb. 23, 2015 (Monday)
Day E
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ACTIVATOR (1) Pick up a new packet (MODULE 4)! (on top of projector)
(2) Write your name, date, and class on front cover.
(3) Copy and solve this on page 1 of packet (anywhere is O.K).:
a.2 – 2 + 3= _______
b.7 +10 – 10 = ______
c.11 + 532 – 11 = ______
Feb. 23, 2015Module 4: Lessons 1-2
-(-5)
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ACTIVATOR
Copy and solve this on page 1 of packet:
a. 2 – 2 + 3= _______
b. 7 +10 – 10 = ______
c. 11 + 532 – 11 = ______
Feb. 23, 2015Module 4: Lessons 1-2
-(-5)
(anywhere is ok)
37
532
“when a number is added and subtracted by the same number, the result is the original number”
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OBJECTIVE(S): Feb. 23, 2015Module 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
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Feb. 23, 2015Module 4
Lesson 1: write this on page 3The relationship between Addition and
Subtraction
v + 4 – 4 =_____
b. 450 – 230 + 230 = _____
16 + m – 16 =____
c. 1289 - ____ + 856 = 1289
a. ____ + 15 – 15 = 21
v m
21
450
856
(anywhere is ok)
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Lesson 1: write this on page 3The relationship between Addition and Subtraction
addition subtraction
“when a number is added and subtracted by the same number, the result is the original number”
(opposite)
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Classwork: pg. 2 (#4 – 5 only)
-(-5)
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-(-5)
Classwork: pg. 2 (#4 – 5 only)
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Feb. 23, 2015Module 4
Lesson 2: pg. 4
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Go to: pg. 5Write this anywhere on the page:
1. 20 ÷ 4 x 4 = _______
2. 3 x 10 ÷ 3 = _______
3. 21 ÷ ___ x 7 = 21
4. _____ x 2 ÷ 2 = 9
20
10
7
9
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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
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topic.
How do you feel?Feb. 23, 2015
Module 4: Lessons 1-2
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Lesson 3: go to pg. 6
5 + 5 + 5 = 15
and
3 × 5 = 15
Multiplication is repeated addition.
Multiplication is repeated addition.
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Classwork: pg. 7 (all) 5 minutes
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Classwork: pg. 7 (all) 5 minutes
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Notes: pg. 8 ( #4 only) COPY THIS onto PACKET!
The equation is true b/c it shows the addition identity.
The equation is true b/c it shows the subtraction identity.
x + 0 = x
2f - 0 = 2f
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Classwork: pg. 9 ( #5) 3 minutes
4 x 6 + 3 x 4
3 • d + 5 • w 3d + 5w
2 • a + 3 • b + 4 • c
2a + 3b + 4c
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Feb. 23, 2015Module 4:
addition subtraction
multiplication division
(opposite)
(opposite)
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Lesson 4 discussion: Division Subtraction
5
20 ÷ 4 =5
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
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Lesson 4 discussion: Division Subtraction
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 - - - -
20 – 4
1 2 3 4 5 6 7 8 9 10 11 12 / / / / - - - -
20 – 4 – 4
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Lesson 4 discussion: Division Subtraction
1 2 3 4 5 6 7 8 - - - - / / / / - - - -
20 – 4 – 4 – 4
1 2 3 4 / / / / - - - - / / / / - - - -
20 – 4 – 4 – 4 – 4
- - - - / / / / - - - - / / / / - - - -
20 – 4 – 4 – 4 – 4 – 4 = 0 No more squares remain.
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Lesson 4: Division Subtraction Let’s take a look at the process we took to determine the difference to be zero.
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Feb. 23, 2015Module 4
Lesson 4: Division Subtraction
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Feb. 23, 2015Module 4
Lesson 4: Division Subtraction
What two
operatio
ns are
we
relatin
g in th
e
problems w
e
completed?Divisi
on and
Subtracti
on
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Pg. 11 (Exercise 1) – NOTES
35 – y – y – y – y – y = 0
42 – z –z – z – z – z – z = 0
18 – x –x – x = 0
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Pg. 11 (Exercise 1) – NOTES (cont.)
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Pg. 12 (Exercise 2) – NOTES
12 – x – x – x = 0•Subtracted “x” three times•x = 4
36 ÷ 4 = f or 36 ÷ f = 4
24 – 12 – 12 = 0Two
f = 9
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Page 10 (all)Page 13 (all)
Feb. 23, 2015Module 4
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Ticket-To-Go: Answer in agenda (or notebook)
-(-43) or 43
-(-5) or 5
Feb. 23, 2015
• Explain why 30 ÷x = 6 is the same as 30–x-x-x-x-x-x =0.
• What is the value of x in this example?
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Feb. 23, 2015Module 4:
addition subtraction
multiplication division
(opposite)
(opposite)
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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
Feb. 23, 2015Module 4: Lessons 1-2