Transcript x 2

Warm Up
6
6
2
6
6
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.
18
1. What is the AREA of the shape
above?
7
2
8
4
+
5
6
2
1
=
2. What is the PERIMETER of the shape
above?
4.
232
+ 878
1000
-
569
5
8
4
+
3
=
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. Latarus
3
Mrs. Rodney
5
Ms. Flan
6
Mr. Donavan
4
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?
Two of Everything
By Lily Toy Hong
Introduction to the Magic Pot
Let’s make a chart in our journal…
What was put into the pot
A purse with five coins
1 hair pin
1 warm winter coat
Ten coins in one purse
What came out of the pot
Discuss the patterns in the book by creating a T-Chart
In
Out
•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?
A short cut to describe these patterns is to use symbols in place of the words.
In
Out
We use a
box to
represent
whatever
number of
coins we
put into the
pot.
•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
triangle to
stand for
the number
of coins that
comes out
of the pot.
What if the Magic pot did this
instead?
Find the missing numbers, and determine the rule.
•The rule is
what
happened
to turn your
“In” number
into your
“Out”
number.
•This is
usually an
expression.
1
6
2
12
3
18
• 4
• 10
• 15
• 20
•What if the Magic pot did this instead?
Find the missing numbers, and determine the rule.
1
5
2
9
3
13
•
4
17
8
?
9
37
•
10
?
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 x2=4
or
• 2 +2 = 4
•Now try these rules on the
next row. How can we go
from 4 to 8?
•4 x2=8
or
•4 +2=6
•Which rule works for both
rows?
•
x2=
•Now let’s try this rule
on the remaining
columns.
•So what should we
write for the rule?
x2
x2
x2
x2=
20
Work with your shoulder partner for 5 to 10 minutes and try to figure out Table 2.
•Table 2: How can we go
from 1 to 5?
•1 x5=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?
•
x5=
•Now let’s try this rule
on the remaining
columns.
•So what should we
write for the rule?
20
x2=
x5
x5
x5
x5=
20
25
Complete the rules for the remaining tables on Day 1.
20
25
20
x2=
x5=
Math Menu
•
•
•
•
Multiplication War
Dice Multiplication
Circles and Stars
EnVision Game Show Lesson 16