Download presentation

Published byEmmalee Metcalfe Modified over 3 years ago

1
**Chapter 6 Algebra: Use Multiplication and Division**

Click the mouse or press the space bar to continue. Splash Screen

2
**Lesson 6-1 Multiplication and Division Expressions **

Algebra: Use Multiplication and Division 6 Lesson 6-1 Multiplication and Division Expressions Lesson 6-2 Problem-Solving Strategy: Work Backward Lesson 6-3 Order of Operations Lesson 6-4 Algebra: Solve Equations Mentally Lesson 6-5 Problem-Solving Investigation: Choose a Strategy Lesson 6-6 Algebra: Find a Rule Lesson 6-7 Balanced Equations Chapter Menu

3
**Five-Minute Check (over Chapter 5) Main Idea California Standards **

6-1 Multiplication and Division Expressions Five-Minute Check (over Chapter 5) Main Idea California Standards Example 1: Find the Value of an Expression Example 2: Find the Value of an Expression Example 3: Write an Expression Lesson 1 Menu

4
6-1 Multiplication and Division Expressions I will write and find the value of multiplication and division expressions. Lesson 1 MI/Vocab

5
6-1 Multiplication and Division Expressions Standard 4AF1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable). Lesson 1 Standard

6
6-1 Multiplication and Division Expressions Jake had 4 boxes of apples. There are 6 apples in each box. Find the value of 4 × n if n = 6. 4 × n Write the expression. Lesson 1 Ex1

7
**Answer: So, the value of 4 × n is 24. Jake had 24 apples.**

6-1 Multiplication and Division Expressions 4 × 6 Replace n with 6. 24 Multiply 4 and 6. Answer: So, the value of 4 × n is 24. Jake had 24 apples. Lesson 1 Ex1

8
6-1 Multiplication and Division Expressions Marian has 5 CD cases. Each CD case has 2 CDs inside. Find the value of 5 × n if n = 2. 7 CDs 10 CDs 5 CDs 2 CDs Lesson 1 CYP1

9
**Find the value of x ÷ (3 × 2) if x = 30.**

6-1 Multiplication and Division Expressions Find the value of x ÷ (3 × 2) if x = 30. x ÷ (3 × 2) Write the expression. 30 ÷ (3 × 2) Replace x with 30. 30 ÷ 6 Find (3 × 2) first. 5 Next, find 30 ÷ 6. Answer: So, the value of x ÷ (3 × 2) if x = 30 is 5. Lesson 1 Ex2

10
**Find the value of 45 ÷ (x × 1) if x = 5.**

6-1 Multiplication and Division Expressions Find the value of 45 ÷ (x × 1) if x = 5. 9 45 5 1 Lesson 1 CYP2

11
**Answer: So the number of bottles of water Judy can buy is d ÷ 2.**

6-1 Multiplication and Division Expressions Judy has d dollars to buy bottles of water that cost $2 each. Write an expression for the number of bottles of water she can buy. Words dollars divided by cost Variable Let d = dollars. Expression dollars d divided by ÷ cost $7 Answer: So the number of bottles of water Judy can buy is d ÷ 2. Lesson 1 Ex3

12
6-1 Multiplication and Division Expressions Toby has d dollars to spend on discounted books that cost $3 a piece. Write an expression for the number of books he can buy. A. d ÷ 3 B. d – 3 C. d + 3 D. d × 3 Lesson 1 CYP3

13
End of Lesson 1

14
**Five-Minute Check (over Lesson 6-1) Main Idea California Standards **

6-2 Problem-Solving Strategy: Work Backward Five-Minute Check (over Lesson 6-1) Main Idea California Standards Example 1: Problem-Solving Strategy Lesson 2 Menu

15
**I will solve problems by working backward.**

6-2 Problem-Solving Strategy: Work Backward I will solve problems by working backward. Lesson 2 MI/Vocab

16
6-2 Problem-Solving Strategy: Work Backward Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 2 Standard 1

17
6-2 Problem-Solving Strategy: Work Backward Standard 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations. Lesson 2 Standard 2

18
6-2 Problem-Solving Strategy: Work Backward Currently, there are 25 students in the chess club. Last October, 3 students joined. Two months before that, in August, 8 students joined. How many students were in the club originally? Lesson 2 Ex1

19
**Understand What facts do you know?**

6-2 Problem-Solving Strategy: Work Backward Understand What facts do you know? Currently, there are 25 students in the club. 3 students joined in October. 8 students joined in August. What do you need to find? The number of students that were in the club originally. Lesson 2 Ex1

20
**Plan Work backward to solve the problem. 6-2**

Problem-Solving Strategy: Work Backward Plan Work backward to solve the problem. Lesson 2 Ex1

21
6-2 Problem-Solving Strategy: Work Backward Solve Work backward and use inverse operations. Start with the end result and subtract the students who joined the club. 22 25 – 3 Lesson 2 Ex1

22
6-2 Problem-Solving Strategy: Work Backward Solve 14 22 – 8 Answer: So, there were 14 students in the club originally. Lesson 2 Ex1

23
6-2 Problem-Solving Strategy: Work Backward Check Look back at the problem. A total of or 11 students joined the club. So, if there were 14 students originally, there would be or 25 students in the club now. The answer is correct. Lesson 2 Ex1

24
End of Lesson 2

25
**Five-Minute Check (over Lesson 6-2) Main Idea and Vocabulary **

6-3 Order of Operations Five-Minute Check (over Lesson 6-2) Main Idea and Vocabulary California Standards Key Concept: Order of Operations Example 1: Use the Order of Operations Example 2: Use the Order of Operations Lesson 3 Menu

26
**I will use the order of operations to find the value of expressions.**

6-3 Order of Operations I will use the order of operations to find the value of expressions. order of operations Lesson 3 MI/Vocab

27
6-3 Order of Operations Standard 4AF1.2 Interpret and evaluate mathematical expressions that now use parentheses. Standard 4AF1.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations. Lesson 3 Standard 1

28
6-3 Order of Operations Lesson 3 Key Concept 1

29
**Find the value of 12 – (4 + 2) ÷ 3. 12 (4 2) 3 – ÷ + 12 – 3 ÷ 6 12 – 2**

6-3 Order of Operations Find the value of 12 – (4 + 2) ÷ 3. 12 (4 2) 3 – ÷ + Write the expression. 12 – 3 ÷ 6 Parentheses first. (2 + 4) = 6 12 – 2 Multiply and divide from left to right. 6 ÷ 3 = 2 10 Add and subtract from left to right. 12 – 2 = 10 Lesson 3 Ex1

30
**Find the value of 21 ÷ (3 + 4) + 5. 16 1 8 12 6-3 Order of Operations**

Lesson 3 CYP1

31
**Find the value of 4x + 3y ÷ 2, when x = 7 and y = 2.**

6-3 Order of Operations Find the value of 4x + 3y ÷ 2, when x = 7 and y = 2. Follow the order of operations. 4x + 3y ÷ 2 = 4 × × 2 ÷ 2 Replace x with 7 and y with 2. = 28 6 2 + ÷ Multiply and divide from left to right. = 28 3 + 4 × 7 = 28, 3 × 2 = 6, and 6 ÷ 2 = 3 = 31 Add. Answer: 31 Lesson 3 Ex2

32
**Find the value of 3x – 2y + 12 when x = 5 and y = 3.**

6-3 Order of Operations Find the value of 3x – 2y + 12 when x = 5 and y = 3. 19 11 21 12 Lesson 3 CYP2

33
End of Lesson 3

34
**Multiplication and Division Equations**

6-4 Algebra: Solve Equations Mentally Five-Minute Check (over Lesson 6-3) Main Idea California Standards Example 1: Solve Multiplication Equations Example 2: Solve Division Equations Example 3: Write and Solve Equations Multiplication and Division Equations Lesson 4 Menu

35
**I will solve multiplication and division equations mentally.**

6-4 Algebra: Solve Equations Mentally I will solve multiplication and division equations mentally. Lesson 4 MI/Vocab

36
6-4 Algebra: Solve Equations Mentally Standard 4AF1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable). Lesson 4 Standard

37
6-4 Algebra: Solve Equations Mentally The All-Stars Used Car Lot has 8 rows of cars with a total of 32 cars. Solve 8 × c = 32 to find how many cars are in each row. Lesson 4 Ex1

38
**Step 1 Model the equation.**

6-4 Algebra: Solve Equations Mentally One Way: Use Models Step 1 Model the equation. Lesson 4 Ex1

39
**One Way: Use Models Step 2 Find the value of c. 8 × c = 32 c = 4 6-4**

Algebra: Solve Equations Mentally One Way: Use Models Step 2 Find the value of c. 8 × c = 32 c = 4 Lesson 4 Ex1

40
**Another Way: Mental Math**

6-4 Algebra: Solve Equations Mentally Another Way: Mental Math 8 × c = 32 8 × 4 = 32 You know that 8 × 4 = 32. Answer: So, c = 4. Lesson 4 Ex1

41
6-4 Algebra: Solve Equations Mentally Kyung has just planted a garden. He has a total of 49 vegetables with 7 vegetables in each row. Solve 7 × v = 49 to find how many rows of vegetables there are. 6 rows 7 rows 8 rows 49 rows Lesson 4 CYP1

42
**Answer: So, the value of s is 2.**

6-4 Algebra: Solve Equations Mentally Solve 16 ÷ s = 8. 16 ÷ s = 8 16 ÷ 2 = 8 s = 2 You know that 16 ÷ 2 = 8. Answer: So, the value of s is 2. Lesson 4 Ex2

43
**Solve 36 ÷ p = 6. 6 7 8 9 6-4 Algebra: Solve Equations Mentally**

Lesson 4 CYP2

44
**Words Variable Expression**

6-4 Algebra: Solve Equations Mentally Six friends went shopping. They each bought the same number of T-shirts. A total of 24 T-shirts were bought. Write and solve an equation to find out how many T-shirts each person bought. Write the equation. Words 6 friends bought 24 T-shirts. Variable Let t = the number of T-shirts bought per person. Expression 6 × t = 24 Lesson 4 Ex3

45
**Answer: So each person bought 4 T-shirts.**

6-4 Algebra: Solve Equations Mentally Solve the equation. 6 × t = 24 6 × 4 = 24 t = 4 Answer: So each person bought 4 T-shirts. Lesson 4 Ex3

46
6-4 Algebra: Solve Equations Mentally Six friends went to a driving range and hit a total of 54 golf balls. If they all hit the same number of golf balls, how many did each one hit? 7 golf balls 8 golf balls 9 golf balls 10 golf balls Lesson 4 CYP3

47
End of Lesson 4

48
**Five-Minute Check (over Lesson 6-4) Main Idea California Standards **

6-5 Problem-Solving Investigation: Choose a Strategy Five-Minute Check (over Lesson 6-4) Main Idea California Standards Example 1: Problem-Solving Investigation Lesson 5 Menu

49
**I will choose the best strategy to solve a problem.**

6-5 Problem-Solving Investigation: Choose a Strategy I will choose the best strategy to solve a problem. Lesson 5 MI/Vocab

50
6-5 Problem-Solving Investigation: Choose a Strategy Standard 4MR1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Lesson 5 Standard 1

51
6-5 Problem-Solving Investigation: Choose a Strategy 4NS3.0 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations. Lesson 5 Standard 2

52
6-5 Problem-Solving Investigation: Choose a Strategy MATT: I take 30-minute guitar lessons two times a week. How many minutes do I have guitar lessons in six weeks? YOUR MISSION: Find how many minutes Matt has guitar lessons in six weeks. Lesson 5 Ex1

53
**Understand What facts do you know?**

6-5 Problem-Solving Investigation: Choose a Strategy Understand What facts do you know? Each lesson Matt takes is 30 minutes long. He takes lessons two times a week. What do you need to find? Find how many minutes Matt has guitar lessons in six weeks. Lesson 5 Ex1

54
**Plan You can use a table to help you solve the problem. 6-5**

Problem-Solving Investigation: Choose a Strategy Plan You can use a table to help you solve the problem. Lesson 5 Ex1

55
**Solve Find how many minutes Matt has lessons each week. 30 + 30 60 6-5**

Problem-Solving Investigation: Choose a Strategy Solve Find how many minutes Matt has lessons each week. 30 lesson 1 + 30 lesson 2 60 minutes per week Lesson 5 Ex1

56
**Solve Find how many minutes Matt has lessons in six weeks. 60 120 180**

6-5 Problem-Solving Investigation: Choose a Strategy Solve Find how many minutes Matt has lessons in six weeks. 60 120 180 240 300 360 Answer: So, Matt has lessons 360 minutes in six weeks. Lesson 5 Ex1

57
**Check Look back at the problem. Subtract 60 from 360 six times.**

6-5 Problem-Solving Investigation: Choose a Strategy Check Look back at the problem. Subtract 60 from 360 six times. The result is 0. So, the answer is correct. Lesson 5 Ex1

58
End of Lesson 5

59
**Five-Minute Check (over Lesson 6-5) Main Idea California Standards **

6-6 Algebra: Find a Rule Five-Minute Check (over Lesson 6-5) Main Idea California Standards Example 1: Find a Multiplication Rule Example 2: Find a Multiplication Rule Example 3: Find a Division Rule Example 4: Find a Division Rule Lesson 6 Menu

60
**I will find and use a rule to write an equation.**

6-6 Algebra: Find a Rule I will find and use a rule to write an equation. Lesson 6 MI/Vocab

61
6-6 Algebra: Find a Rule Standard 4AF1.5 Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given. Lesson 6 Standard

62
6-6 Algebra: Find a Rule Mike earns $10 when he babysits for 2 hours. He earns $20 when he babysits for 4 hours. If he babysits for hours, he earns $30. Write an equation that describes the money Mike earns. Put the information in a table. Then look for a pattern to describe the rule. Lesson 6 Ex1

63
**Pattern: 2 × 5 = 10 4 × 5 = 20 6 × 5 = 30 Rule: Multiply by 5.**

6-6 Algebra: Find a Rule Pattern: 2 × 5 = 10 4 × 5 = 20 6 × 5 = 30 Rule: Multiply by 5. Equation: x × = y Lesson 6 Ex1

64
6-6 Algebra: Find a Rule Answer: The equation x × 5 = y describes the money Mike earns from babysitting. Lesson 6 Ex1

65
6-6 Algebra: Find a Rule Ricardo earns $16 dollars when he mows 2 lawns of grass. He earns $32 when he mows 4 lawns, and $48 when he mows 6 lawns. Write an equation that describes the money Ricardo earns. A. 8x = y B. x + y = 8 C. 2x + 8 = y D. x × 8 = y Lesson 6 CYP1

66
6-6 Algebra: Find a Rule Use the equation x × 5 = y to find how much money Mike earns for babysitting for 8, 9, or 10 hours. Lesson 6 Ex2

67
**x × 5 = y 8 × 5 = $40 x × 5 = y x × 5 = y 9 × 5 = $45 10 × 5 = $50 40**

6-6 Algebra: Find a Rule x × 5 = y 8 × 5 = $40 x × 5 = y x × 5 = y 9 × 5 = $45 10 × 5 = $50 40 45 50 Lesson 6 Ex2

68
6-6 Algebra: Find a Rule Answer: So, Mike will earn $40, $45, or $50 if he babysits for 8, 9, or 10 hours. Lesson 6 Ex2

69
6-6 Algebra: Find a Rule Use the equation x × 8 = y to find how much money Ricardo earns for mowing 7 or 8 lawns. $49, $64 $15, $16 $56, $64 $63, $72 Lesson 6 CYP2

70
6-6 Algebra: Find a Rule The cost of admission into a water park is shown in the table at the right. Write an equation that describes the number pattern. Lesson 6 Ex3

71
**Pattern: 6 ÷ 6 = 1 12 ÷ 6 = 2 18 ÷ 6 = 3 Rule: Divide by 6.**

6-6 Algebra: Find a Rule Pattern: 6 ÷ 6 = 1 12 ÷ 6 = 2 18 ÷ 6 = 3 Rule: Divide by 6. Equation: c ÷ = n Lesson 6 Ex3

72
6-6 Algebra: Find a Rule Answer: The equation c ÷ 6 = n describes the cost of admission into the water park. Lesson 6 Ex3

73
6-6 Algebra: Find a Rule The cost of admission into a basketball game is shown in the table below. Write an equation that describes the number pattern. A. c ÷ 9 = n B. c + 9 = n C. c + n = 9 D. c – 9 = n Lesson 6 CYP3

74
6-6 Algebra: Find a Rule Use the equation c ÷ 6 = n to find how many people will be admitted to the park for $24, $30, and $36. Lesson 6 Ex4

75
6-6 Algebra: Find a Rule c ÷ 6 = n 24 ÷ 6 = 4 c ÷ 6 = n c ÷ 6 = n 30 ÷ 6 = 5 36 ÷ 6 = 6 4 5 6 Lesson 6 Ex4

76
**Answer: So, $24, $30, and $36 will buy tickets for 4, 5, and 6 people.**

6-6 Algebra: Find a Rule Answer: So, $24, $30, and $36 will buy tickets for 4, 5, and 6 people. Lesson 6 Ex4

77
6-6 Algebra: Find a Rule Use the equation c ÷ 9 = n to find how many people will be admitted to the basketball game for $45 and $63. A people, 5 people B people, 6 people C people, 8 people D people, 7 people Lesson 6 CYP4

78
End of Lesson 6

79
**Five-Minute Check (over Lesson 6-6) Main Idea California Standards **

6-7 Balanced Equations Five-Minute Check (over Lesson 6-6) Main Idea California Standards Example 1: Balanced Equations Example 2: Balanced Equations Example 3: Find Missing Numbers Example 4: Find Missing Numbers Lesson 7 Menu

80
**I will balance multiplication and division equations.**

6-7 Balanced Equations I will balance multiplication and division equations. Lesson 7 MI/Vocab

81
6-7 Balanced Equations Standard 4AF2.2 Know and understand that equals multiplied by equals are equal. Lesson 7 Standard

82
6-7 Balanced Equations Show that the equality of 6r = 24 does not change when each side of the equation is divided by 6. 6r = 24 Write the equation. 6r ÷ 6 = 24 ÷ 6 Divide each side by 6. r = 4 Answer: So, r = 4. Lesson 7 Ex1

83
**Check 6r = 24 6 × 4 = 24 Replace r with 4. 24 = 24 6-7**

Balanced Equations Check 6r = 24 6 × 4 = 24 Replace r with 4. 24 = 24 Lesson 7 Ex1

84
6-7 Balanced Equations Show that the equality of 3y = 9 does not change when each side of the equation is divided by 3. 3y ÷ 3 = 9 ÷ 3; 6 = 6 3y ÷ 3 = 9 ÷ 3; 3 = 3 3y ÷ 3 = 9; 9 = 9 3y = 9 ÷ 3; 3 = 9 Lesson 7 CYP1

85
6-7 Balanced Equations Show that the equality of q ÷ 7 = 4 does not change when each side of the equation is multiplied by 7. q ÷ 7 = 4 Write the equation. q ÷ 7 × 7 = 4 × 7 Multiply each side by 7. q = 28 Answer: So, q = 28. Lesson 7 Ex2

86
**Check q ÷ 7 = 4 28 ÷ 7 = 4 Replace q with 28. 4 = 4 6-7**

Balanced Equations Check q ÷ 7 = 4 28 ÷ 7 = 4 Replace q with 28. 4 = 4 Lesson 7 Ex2

87
6-7 Balanced Equations Show that the equality v ÷ 5 = 5 does not change when each side of the equation is multiplied by 5. A. v ÷ 5 × 5 = 5; 10 = 10 B. v ÷ 5 × 5 = 5 × 5; 25 = 25 C. v ÷ 5 = 5; 5 = 5 D. v ÷ 5 × 5 = 5 × 5; 10 = 10 Lesson 7 CYP2

88
**Find the missing number in 5 × 10 × 4 = 50 × .**

6-7 Balanced Equations Find the missing number in 5 × 10 × 4 = 50 × . 5 × 10 × 4 = 50 × Write the equation. 5 × 10 × 4 = 50 × You know that 5 × 10 = 50. Each side of the equation must be multiplied by the same number to keep the equation balanced. Answer: So, the missing number is 4. Lesson 7 Ex3

89
**Find the missing number in 8 × 5 × 3 = 40 × .**

6-7 Balanced Equations Find the missing number in 8 × 5 × 3 = 40 × . 8 5 3 40 Lesson 7 CYP3

90
**Find the missing number in 2 × 12 ÷ 4 = 24 ÷ .**

6-7 Balanced Equations Find the missing number in 2 × 12 ÷ 4 = 24 ÷ . 2 × 12 ÷ 4 = 24 ÷ Write the equation. 2 × 12 ÷ 4 = 24 ÷ You know that 2 × 12 = 24. Each side of the equation must be divided by the same number to keep the equation balanced. Answer: So, the missing number is 4. Lesson 7 Ex4

91
**Find the missing number in 4 × 11 ÷ 2 = 44 ÷ .**

6-7 Balanced Equations Find the missing number in 4 × 11 ÷ 2 = 44 ÷ . 4 11 44 2 Lesson 7 CYP4

92
End of Lesson 7

93
**6 Five-Minute Checks Math Tool Chest Image Bank**

Algebra: Use Multiplication and Division 6 Five-Minute Checks Math Tool Chest Image Bank Multiplication and Division Equations CR Menu

94
**1. Exit this presentation. **

To use the images that are on the following four slides in your own presentation: 1. Exit this presentation. 2. Open a chapter presentation using a full installation of Microsoft® PowerPoint® in editing mode and scroll to the Image Bank slides. 3. Select an image, copy it, and paste it into your presentation. IB Instructions

95
IB 1

96
IB 2

97
IB 3

98
IB 4

99
**Lesson 6-1 (over Chapter 5) Lesson 6-2 (over Lesson 6-1) **

Algebra: Use Multiplication and Division 6 Lesson 6-1 (over Chapter 5) Lesson 6-2 (over Lesson 6-1) Lesson 6-3 (over Lesson 6-2) Lesson 6-4 (over Lesson 6-3) Lesson 6-5 (over Lesson 6-4) Lesson 6-6 (over Lesson 6-5) Lesson 6-7 (over Lesson 6-6) 5Min Menu

100
**Tell whether 13 is composite, prime, or neither.**

(over Chapter 5) Tell whether 13 is composite, prime, or neither. composite prime neither 5Min 1-1

101
**Tell whether 26 is composite, prime, or neither.**

(over Chapter 5) Tell whether 26 is composite, prime, or neither. composite prime neither 5Min 1-2

102
**Tell whether 37 is composite, prime, or neither.**

(over Chapter 5) Tell whether 37 is composite, prime, or neither. composite prime neither 5Min 1-3

103
**Tell whether 1 is composite, prime, or neither.**

(over Chapter 5) Tell whether 1 is composite, prime, or neither. composite prime neither 5Min 1-4

104
**Tell whether 21 is composite, prime, or neither.**

(over Chapter 5) Tell whether 21 is composite, prime, or neither. composite prime neither 5Min 1-5

105
**Find the value of the expression if m = 4.**

(over Lesson 6-1) Find the value of the expression if m = 4. m × 10 18 14 40 80 5Min 2-1

106
**Find the value of the expression if m = 4 and n = 8.**

(over Lesson 6-1) Find the value of the expression if m = 4 and n = 8. 3 × (n ÷ m) 1.5 6 12 36 5Min 2-2

107
**Find the value of the expression if m = 4 and n = 8.**

(over Lesson 6-1) Find the value of the expression if m = 4 and n = 8. (12 ÷ m) × n 6 16 24 64 5Min 2-3

108
**Find the value of the expression if m = 4 and n = 8.**

(over Lesson 6-1) Find the value of the expression if m = 4 and n = 8. (n × m) ÷ 2 6 16 30 64 5Min 2-4

109
(over Lesson 6-2) Work backward to solve the problem. Lance had 4 granola bars left from his weekend hike. On Saturday, he ate 2 bars. Before he left for the trip on Friday, his mother added 5 bars to what he had. How many bars did he have to start with? 7 bars 5 bars 3 bars 1 bar 5Min 3-1

110
**Find the value of the expression.**

(over Lesson 6-3) Find the value of the expression. 4 + (5 × 2) – 1 6 11 13 14 5Min 4-1

111
**Find the value of the expression.**

(over Lesson 6-3) Find the value of the expression. 6 + 6 × 3 12 15 24 36 5Min 4-2

112
**Find the value of the expression.**

(over Lesson 6-3) Find the value of the expression. (17 – 3) – (2 × 4) 6 7 8 22 5Min 4-3

113
**Find the value of the expression.**

(over Lesson 6-3) Find the value of the expression. (21 ÷ 3) + 3 9 10 21 22 5Min 4-4

114
(over Lesson 6-4) Solve 5 × x = 25 mentally. 4 20 5 6 5Min 5-1

115
(over Lesson 6-4) Solve 56 ÷ m = 8 mentally. 8 48 49 7 5Min 5-2

116
(over Lesson 6-4) Solve r ÷ 7 = 3 mentally. 21 3 24 7 5Min 5-3

117
(over Lesson 6-4) Solve k × 9 = 36 mentally. 3 45 4 36 5Min 5-4

118
**Jacobo will be 12 and his brother will be 6. **

(over Lesson 6-5) Use any strategy to solve. Jacobo is 6 years old and his brother is 2 years old. How old will each of them be when Jacobo is twice his brother’s age? Jacobo will be 12 and his brother will be 6. Jacobo will be 8 and his brother will be 4. Jacobo will be 7 and his brother will be 3. Jacobo will be 10 and his brother will be 6. 5Min 6-1

119
(over Lesson 6-6) Find a rule and equation that describes the pattern. Then use the equation to find the missing number. Multiply by 4; x × 4 = y; 18 Add 8; x + 8 = y; 14 Multiply by 3; x × 3 = y; 18 Multiply by 3; y × 3 = x; 18 5Min 7-1

120
**This slide is intentionally blank.**

End of Custom Shows

Similar presentations

OK

Fraction IX Least Common Multiple Least Common Denominator

Fraction IX Least Common Multiple Least Common Denominator

© 2018 SlidePlayer.com Inc.

All rights reserved.

Ads by Google

Ppt on pi in maths what is the factor Visuals ppt on tenses Ppt on global warming for class 8 Ppt on dc motor drives Ppt on heritage sites of india Dynamic scattering liquid crystal display ppt online Ppt on word association test in psychology Ppt on transport in flowering plants Ppt on cost centre accounting Ppt on artificial intelligence for speech recognition