Transcript Sept.17 Day E Thurs.

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Your schedule for today!
“Day E”
Thursday, September 17, 2015
7:57 - 8:45
Social Studies
8:47 - 9:35
English
9:37 - 10:25
Science
10:30 - 11:30 Literacy Express
11:33 – 12:03 LUNCH (3rd lunch)
12:05 - 12:54
Math
12:56 - 1:44
Exploratory
Exploratory
1:46 - 2:30
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Sept. 17, 2015 “Day E”
Module 2  Lesson 2
1.) Take out your H.W. & place
it on the right corner of
your desk
2.) In notebook, find the quotient
using a model…
3) Check H.W. with group mates when done.
Today’s Objective
Sept. 17, 2015 “Day E”
Module 2  Lesson 2
 I will use fraction bars, number lines, and area
models, to show the quotient of whole numbers
and fractions and to show the connection
between them and the multiplication of
fractions.
 I will demonstrate my understanding when I
successfully complete my ticket-to-go.
6.NS.1
Sept. 17, 2015 “Day E”
Module 2  Lesson 2
Classwork pg. 6
(5 minutes)
With your group mates, answer the
question you have been assigned and draw
a model to represent your answer.
Walk-A-Around
Sept. 17, 2015 “Day E”
Module 2  Lesson 2
(10 minutes)
Fill the table on page 7 as you visit each model.
Travel around the room answering the following:
1. Write the division expression that the
model represents.
2. Write a multiplication expression that the
model could also represent.
3. Write an equation showing the equivalence of the
two expressions.
Sept. 17, 2015 “Day E”
Interpretation of division problems
Measurement
division
When we know the
original amount of
the size or measure
of one part, we use
measurement
division to find the
number of parts.
Ex. “how many
___________ are in
______________?
Copy this onto
your notebook.

Sept. 17, 2015 “Day E”
Example 2: (pg. S.8)
Molly has 9 cups of flour. If this is ¾ of
the number she needs to make bread,
how many cups does she need?
?
Sept. 17, 2015 “Day E”
Example 2: (pg. S.8)
Molly has 9 cups of flour. If this is ¾ of
the number she needs to make bread,
how many cups does she need?
?
Sept. 17, 2015 “Day E”
Example 2: (pg. S.8)
Molly has 9 cups of flour. If this is ¾ of
the number she needs to make bread,
how many cups does she need?
?
Example 2: (pg. S.7)
Sept. 17, 2015 “Day E”
To divide 9 by ¾, we divide 9 by 3 to get the
amount for each rectangle, then, we multiply
by 4 because there are 4 rectangles in total.
Example 2: (pg. S.8)
Sept. 17, 2015 “Day E”
Sept. 17, 2015 “Day E”
topic.
How do
you feel?
Exercises 1–5
pg. 9-10
(15 minutes)
Sept. 17, 2015 “Day E”
Students work in pairs to solve the
following questions.
Sept. 17, 2015 “Day E”
topic.
How do
you feel?
Today’s Objective
Sept. 17, 2015 “Day E”
Module 2  Lesson 2
 I will use fraction bars, number lines, and area
models, to show the quotient of whole numbers
and fractions and to show the connection
between them and the multiplication of
fractions.
 I will demonstrate my understanding when I
successfully complete my ticket-to-go.
6.NS.1
Sept. 17, 2015 “Day E”
Problem Set 2
on Page 11
Ticket-to-go on post-it note:
Solve the division
problem using a
model.
Don’t need to
copy question.
Sept. 17, 2015 “Day E”
Rachel finished
¾ of the race in
6 hours. How long was
the entire race?
Accommodations
Sept. 17, 2015 “Day E”
 Read or reread presentation or
activity directions, as needed or
after prompting
 Use examples to model and act as
a guide for emerging learners