Transcript Lesson #2 - Numbers All Around Us

Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Name ______ Lesson #2 - Numbers All Around Us
Objective: to solve problems involving large numbers.
Gr.6__
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing
called OPERATIONS?”
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing
called OPERATIONS?”
They operate or act on the numbers on either side of them.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing
called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are
multiplying and dividing related?”
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing
called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are
multiplying and dividing related?”
They are opposites! You can add to check a subtraction. You
can subtract to check an addition. You can multiply to check a
division. You can divide to check a multiplication.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
BEFORE 
1) “Why are adding, subtracting, multiplying, and dividing
called OPERATIONS?”
They operate or act on the numbers on either side of them.
2) “How are adding and subtracting related? How are
multiplying and dividing related?”
They are opposites! You can add to check a subtraction. You
can subtract to check an addition. You can multiply to check a
division. You can divide to check a multiplication.
EXPLORE - Page 51
READ the articles and WRITE a problem using each operation.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
3) Why didn’t you use a calculator to solve the problem?
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
3) Why didn’t you use a calculator to solve the problem?
The numbers were easy enough to add mentally or I could use
pencil and paper to solve it.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
Objective: to solve problems involving large numbers.
AFTER  Any volunteers to share the problems you wrote?
1) How did you write a problem involving division?
I chose a number that could be separated into “equal groups”
of a certain size.
2) How did you know to solve a problem using “subtraction”?
The problem was finding the “difference” between two
numbers.
3) Why didn’t you use a calculator to solve the problem?
The numbers were easy enough to add mentally or I could use
pencil and paper to solve it.
PRACTICE  Pages 52,53 - #1, #2, #3, #5
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
1. ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
1. ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $25 884.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
1. ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $25 884.
I multiplied 357 x $28 = $9 996 for the adult ticket sales and
I multiplied 662 X $24 = $15 888 for student ticket sales. I
then added the two ticket sales together.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
1. ADULTS: $28 each. STUDENTS: $24 each.
The ticket agent sold 357 adult tickets and 662 student
tickets for a concert. How much money did the ticket agent
take in? Explain how you know your answer is reasonable.
The ticket agent took in $25 884.
I multiplied 357 x $28 = $9 996 for the adult ticket sales and
I multiplied 662 X $24 = $15 888 for student ticket sales. I
then added the two ticket sales together.
By estimating, 350 X$30 = $10 500 and 700 X $20 = $14 000
which totals $25 500. This is a close estimate to my answer.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces.
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it.
Provinces and
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut
Population
4 113 487
3 290 350
968 157
1 148 401
30 372
41 464
29 474
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces. 9 520 395
b) How many more people live in
Saskatchewan than in Nunavut?
c) Make up your own problem about
these data. Solve it.
Provinces and
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut
Population
4 113 487
3 290 350
968 157
1 148 401
30 372
41 464
29 474
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces. 9 520 395
b) How many more people live in
Saskatchewan than in Nunavut? 938 683
c) Make up your own problem about
these data. Solve it.
Provinces and
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut
Population
4 113 487
3 290 350
968 157
1 148 401
30 372
41 464
29 474
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
2. The table shows the populations of the
western provinces and territories in 2006.
a) Find the total population of
the 4 western provinces. 9 520 395
b) How many more people live in
Saskatchewan than in Nunavut? 938 683
c) Make up your own problem about
these data. Solve it. Answers will vary.
Provinces and
Territories
British Columbia
Alberta
Saskatchewan
Manitoba
Yukon Territory
Northwest Territories
Nunavut
Population
4 113 487
3 290 350
968 157
1 148 401
30 372
41 464
29 474
Name ______ Lesson #2 - Numbers All Around Us
PRACTICE  Pages 52,53 - #1, #2, #3, #5
3. The total population of Canada
was 30 007 094 in 2001 and
31 612 897 in 2006. By how much did
the population increase from 2001 to 2006?
Gr.6__
Name ______ Lesson #2 - Numbers All Around Us
PRACTICE  Pages 52,53 - #1, #2, #3, #5
3. The total population of Canada
was 30 007 094 in 2001 and
31 612 897 in 2006. By how much did
the population increase from 2001 to 2006?
The population increased by 1 605 803.
Gr.6__
Name ______ Lesson #2 - Numbers All Around Us
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
a) Were any seats empty? How do you know?
b) If your answer to part a is yes, find the number of empty seats.
Gr.6__
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
a) Were any seats empty? How do you know?
1 912 people attended the play ( I added 1 854 students + 58 teachers).
The theatre had 2 352 seats (I multiplied 49 rows X 48 seats), so there
were empty seats.
b) If your answer to part a is yes, find the number of empty seats.
Name ______ Lesson #2 - Numbers All Around Us
Gr.6__
PRACTICE  Pages 52,53 - #1, #2, #3, #5
5. The Fairview High School community of 1854 students and
58 teachers attended a special performance of a play at
a local theatre.
The theatre has 49 rows, with 48 seats in each row.
a) Were any seats empty? How do you know?
1 912 people attended the play ( I added 1 854 students + 58 teachers).
The theatre had 2 352 seats (I multiplied 49 rows X 48 seats), so there
were empty seats.
b) If your answer to part a is yes, find the number of empty seats.
There were 440 empty seats (I subtracted 1 912 from 2 352).