Transcript january-3-lessons1-2-jan-3-2017

“Day C”
7:51- 8:51
January 3, 2017
Math
8:53 - 9:53
Science
9:55-10:55
Exploratory
10:57 -11:27
LUNCH (1st Lunch) (bring lunch
$)
11:29-12:31
Social Studies
12:33 -1:33
English
1:35 - 2:35
Exploratory
WHAT ARE SOME THINGS THAT YOU NOTICE
AND WHAT ARE SOME THINGS THAT YOU
WONDER?
Jan. 3, 2017
Module 4: Lessons 1-2
(1) Pick up a new packet (MODULE 4)!
(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 = ______
-(-5)
Jan. 3, 2017
Module 4: Lessons 1-2
(3) Copy and solve this on page 1 of packet:
(anywhere is ok)
3
a.2 – 2 + 3= _______
7
b.7 +10 – 10 = ______
532
c.11 + 532 – 11 = ______
“when a number is added and subtracted by the
same number, the result is the original
-(-5) number”
OBJECTIVE(S):
I will be able to:
• Build tape diagrams to represent expressions
for the 4 operations
• Determine the answer to an expression when
we use an operation and then the opposite
operation
I will demonstrate my understanding by completing at least
12 out of the 15 whiteboard problems.
6.EE.A.3
Language Objective
By the end of the lesson, students will be able to use the language domains of
reading and writing to communicate the academic math language of
expressions and operation through tape diagram representations. Students
will write clearly the appropriate math expression in the form of a tape
diagram and verbally explain the tape diagram with the right operations.
With use of white boards and academic math language of expressions and
operations, students will explain the math problems using tape diagrams.
Academic Math Language Vocabulary
Operation, expression, addition, subtraction, multiplication, division, squares.
6.EE.A.3
USE YOUR SQUARES…
USE YOUR SQUARES…
Build a tape diagram with 10 squares.
a. Remove six squares. Write an expression to represent the tape
diagram.
10-6
b. Add six squares onto the tape diagram. Alter the original
expression to represent the current tape diagram
10-6+6
Lesson 1: show on your whiteboard
The relationship between Addition and Subtraction
v
v + 4 – 4 =_____
m
16 + m – 16 =____
a.
21 + 15 – 15 = 21
____
b.
450
450 – 230 + 230 = _____
c.
1289 - ____
865 + 865 = 1289
Lesson 1: write this on page 3
The relationship between Addition and Subtraction
“when a number is added and
subtracted by the same number, the
result is the original number”
addition
(opposite)
subtraction
Classwork: pg. 2 (#4 – 5 only)
-(-5)
Classwork: pg. 2 (#4 – 5 only)
-(-5)
LET’S STOP AND TALK FOR A MOMENT…
In every problem we did today, why did the final value of the
expression equal the initial expression?
The overall change to the expression was 0.
Initially, we added an amount and then subtracted the same amount.
Later in the lesson, we subtracted an amount and then added the
same amount. Did this alter the outcome?
This did not alter the outcome; in both cases, we still ended with
our initial value.
Why were we able to evaluate the final expression even when we
did not know the amount we were adding and subtracting?
If we add and subtract the same value, it is similar to adding 0 to
an expression because the two numbers are opposites, which have a
sum of 0.
Lesson 2: pg. 4
USE YOUR SQUARES…
On your whiteboard
Solve:
1.
20 ÷ 4 x 4 = 20
_______
2.
10
3 x 10 ÷ 3 = _______
3.
7 x 7 = 21
21 ÷ ___
4.
9
_____
x2÷2=9
How do you feel?
topic.
Pages 3 and 5
Ticket-To-Go:
Answer one from each
Fill in each blank.
a. 65+ _____ −15=65
b. _____ + 𝑔−𝑔=𝑘
c. 𝑎+𝑏− _____ =𝑎
d. 367−93+93= _____
Fill in the blanks to make each
equation true.
a. 12÷3× ______ =12
b. 𝑓×ℎ÷ℎ=______
c. 45× ______ ÷15=45
d. ______÷𝑟×𝑟=𝑝
-(-43) or 43
-(-5) or 5
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