1. “Day F” Tuesday, January 26, 2016
7: :45
Exploratory
8: :35
Social Studies
9: :25
English
10: :00
11:00 -12:03
LUNCH (1st lunch) Math Express
12: :54
Science
12: :44
Math
1: :30

2. Activator 1. Take out your packet and homework
Jan. 26, 2016
Module 4: Lessons 4-6
1. Take out your packet and homework
2. In your packet, solve the second row in each chart on page 11 using the previous row as your example.
-(-5)

3. Activator
Jan. 26, 2016
Module 4: Lessons 4-6
-(-5)

4. Objective(S): I will be able to:
Jan. 26, 2016
Module 4
I will be able to:
-Build and clarify the relationship of division and subtraction
-evaluate numerical expressions and recognize that in the absence of parentheses, exponents are evaluated first. 6.EE.A.1 6.EE.A.2c
So that I can demonstrate my understanding to complete pgs. 11 and 16 in my packet independently or with a partner.
6.EE.A.3

5. addition
subtraction
(opposite)
(opposite)
multiplication
division

6. Lesson 4: Division Subtraction
Let’s take a look at the process we took to determine the difference to be zero.

7. Lesson 4 discussion: Division Subtraction 5
20 ÷ 4 =5

8. Lesson 4 discussion: Division Subtraction
20 – 4
/ / / /
20 – 4 – 4

9. Lesson 4 discussion: Division Subtraction
/ / / /
20 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4 – 4 = No more squares remain.

10. Lesson 4: Division Subtraction

11. Lesson 4: Division Subtraction
What two operations are we relating in the problems we completed?
Division and Subtraction

12. Pg. 11 (Exercise 1) – NOTES 18 – x –x – x = 0
35 – y – y – y – y – y = 0
42 – z –z – z – z – z – z = 0

13. Pg. 11 (Exercise 1) – NOTES (cont.)

14. Pg. 12 (Exercise 2) – NOTES 12 – x – x – x = 0
Subtracted “x” three times
x = 4
36 ÷ = f or
36 ÷ f = 4
f = 9
24 – 12 – 12 = 0
Two

15. Jan. 26, 2016
Module 4: Lessons 1-4
How do you feel?
topic.

16. 2. In your packet copy the answers on page 14 (#2 and #3)
2x2x2x2= 24
83 = 8x8x8

17. Discussion
We see that when we add five groups of 10 ( ), we write 5x10, but when we multiply five copies of 10 (10*10*10*10*10), we write 105
The little 5 is called the exponent, the number of times the base is being multiplied to itself
The big 10 is called the base, the number being multiplied by itself

18. Exercise 5 pg. 15 g3 = g x g x g 3g = g + g + g g3 = g x g x g
What is the difference between 3 g and g3 ?
3g = g + g + g g3 = g x g x g

19. Write the expression in expanded form and then evaluate: (3.8)4
Example 6 and 8: (pg. S.15)
Write the expression in expanded form and then evaluate: (3.8)4
3.8 x 3.8 x 3.8 x 3.8=
Write the expression in exponential form and then evaluate: 0.75 x 0.75 x 0.75
(0.75)3 =

20. Example 8: (pg. S.15)
The base number can also be a fraction. Convert the decimals to fractions in Example 8 and evaluate. Leave your answer as a fraction. Remember how to multiply fractions!

21. Exercise 1 pg. 16

22. February 24, 2015
Day F
topic.
How do you feel?

23. Exercises 1–3 (3 minutes) pg. 19 4 + 2 x 7 36 ÷ 3 x 4 20 – 5 x 2

24. Example 2 pg. 20

25. Complete examples 3 and 4 on pages. 21-23

29. If time, complete exercises from lesson 6 that have not been completed yet.

30. topic.
How do you feel?

31. Jan. 26, 2016
Module 4
Page 13 (all)
Pg. 18 #1

32. Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook)
Explain why ÷x = 6 is the same as 30–x-x-x-x-x-x =0.
What is the value of x in this example?
-(-43) or 43
-(-5) or 5

33. addition
subtraction
(opposite)
(opposite)
multiplication
division

34. 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