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Lesson 16: I can solve word problems using decimal operations 5th Grade Module 1 – Lesson 16.

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Presentation on theme: "Lesson 16: I can solve word problems using decimal operations 5th Grade Module 1 – Lesson 16."— Presentation transcript:

1 Lesson 16: I can solve word problems using decimal operations 5th Grade Module 1 – Lesson 16

2 Concept Development Take out your Problem Set (1.F.50) and we will work Problem 1 on your Problem Set together. We will use a tape diagram to solve. 5th Grade Module 1 – Lesson 16 Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. a. How much money did each child receive? Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. a. How much money did each child receive? Who and What is this problem about? Let’s identify our variables (unknowns). Mr. Frye’s Money Draw a bar to represent Mr. Frey’s money. Mr. Frye’s Money Let’s read the problem sentence by sentence and adjust our diagram to match the information in the problem. Let’s read the first sentence together. Click to next slide…

3 5th Grade Module 1 – Lesson 16 *note to teacher: use the lesson plan to prompt students What is the important information in the first sentence? Turn and Talk. Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. Mr. Frye’s Money How can we represent this information on the diagram? _____________ ___________ We can use a bracket on top of the bar and label it. Underline the important information. $126 How many children share the $126? How can we represent this information? How many children share the $126? How can we represent this information? Let’s split the diagram into 4 equal sections.

4 5th Grade Module 1 – Lesson 16 Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? _____________ ___________ Mr. Frye’s Money $126 What is the question? How much money did each child receive? What is the unknown in this problem? How will we represent it in our diagram? Turn and talk. We are trying to find out the amount of money one of Mr. Frye’s children received for allowance. We should put a question mark inside one of the parts. Make sure you label your diagram just like I am. ?

5 5th Grade Module 1 – Lesson 16 Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. _____________ ___________ Mr. Frye’s Money $126 ? Let’s make a unit statement about our diagram. How many unit bars are equal to $126? 4 units is the same as $126 How can we find the value of ONE unit? Turn & Talk. We can use division because we have a whole that we are sharing equally. What is the equation that will give us the amount that each child receives? $126 ÷ 4 = _____ Solve and express your answer in a complete sentence. 1 unit = $ 31.50

6 5th Grade Module 1 – Lesson 16 b). John, the oldest child, paid his siblings to do his chores. If John pays his allowance equally to his brother and two sisters, how much money will each of his siblings have received in all? b). John, the oldest child, paid his siblings to do his chores. If John pays his allowance equally to his brother and two sisters, how much money will each of his siblings have received in all? Mr. Frye’s Money $126 $31.50 Look at part b of question 1 and solve using a tape diagram. John’s money ? $31.50 $31.50 ÷ 3 = ? 3 tens ÷ tenths ÷ 3 1 ten + 5 tenths 10.5 = $10.50 From Mr. Frye = $31.50 From John = $10.50 Total =$42.00 Click to reveal solution.

7 Let’s try #4 in your Problem Set! I will guide you through the problem. Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Use a tape diagram and show your calculations. 5th Grade Module 1 – Lesson 16 Read the problem. Identify the variables (who & what) and draw a bar. Brandon’s cashews/pistachios

8 Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Use a tape diagram and show your calculations. 5th Grade Module 1 – Lesson 16 Brandon’s cashews/pistachios Read the first sentence. What is the important information in this sentence? Tell your partner. Read the first sentence. What is the important information in this sentence? Tell your partner. How can we represent this information on our tape diagram? Let’s underline the important information. We will have two parts inside the bar. Will they be equal in size? No! The cashews are about twice the size! Draw & Label on your sheet! _____________________ _______________________

9 Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Use a tape diagram and show your calculations. 5th Grade Module 1 – Lesson 16 Brandon’s cashews/pistachios Lets read the next sentence. How will we represent this part of the problem? Turn & Talk. I used the same bar but added the cashews & pistachios together (10.4lbs.) and split the bar up between the 6 bags with the mixture plus the 0.35lbs leftover. Draw & Label on your sheet! bbbbbbleft =

10 Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Use a tape diagram and show your calculations. 5th Grade Module 1 – Lesson 16 Brandon’s cashews/pistachios What is the question? Where should we put our question mark? How will we find the value of 1 unit in our diagram? Turn & Talk. Perform your calculations and state your answer in a complete sentence. bbbbbbleft = ? (10.4 – 0.35) ÷ 6 = ÷ 6 = lbs.

11 Problem Set Work Complete questions 2 and 3 on the Problem Set worksheet. Use a tape diagram and calculations to solve. 5th Grade Module 1 – Lesson 16

12 Debrief In question 3, how did you represent the information using the tape diagram? How did the tape diagram in 1(a) help you solve 1(b)? Look at 1(a) and 5(b). How are the questions different? Does the difference in the questions affect the calculation of the answer? 5th Grade Module 1 – Lesson 16

13 Exit Ticket Time! Exit Ticket Time! 5th Grade Module 1 – Lesson 10


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