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**Lesson 16: I can solve word problems using decimal operations**

5th Grade Module 1 – Lesson 16

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**5th Grade Module 1 – Lesson 16**

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. 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. 5th Grade Module 1 – Lesson 16 Click to next slide…

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**How many children share the $126? **

Underline the important information. 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. _____________ ___________ $126 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. How many children share the $126? How can we represent this information? Let’s split the diagram into 4 equal sections. *note to teacher: use the lesson plan to prompt students 5th Grade Module 1 – Lesson 16

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**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. 5th Grade Module 1 – Lesson 16

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**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 5th Grade Module 1 – Lesson 16

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Mr. Frye’s Money $126 $31.50 Look at part b of question 1 and solve using a tape diagram. 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? Click to reveal solution. $31.50 John’s money ? $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 5th Grade Module 1 – Lesson 16

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**5th Grade Module 1 – Lesson 16**

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. Read the problem. Identify the variables (who & what) and draw a bar. Brandon’s cashews/pistachios 5th Grade Module 1 – Lesson 16

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**Brandon mixed 6. 83 lbs. of cashews with 3. 57 lbs. of pistachios**

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. _____________________ _______________________ Let’s underline the important information. Read the first sentence. What is the important information in this sentence? Tell your partner. 6.83 3.57 Brandon’s cashews/pistachios How can we represent this information on our tape diagram? We will have two parts inside the bar. Will they be equal in size? Draw & Label on your sheet! No! The cashews are about twice the size! 5th Grade Module 1 – Lesson 16

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**5th Grade Module 1 – Lesson 16**

Lets read the next sentence. How will we represent this part of the problem? Turn & Talk. 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. = 10.4 0.35 b left Brandon’s cashews/pistachios 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! 5th Grade Module 1 – Lesson 16

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**5th Grade Module 1 – Lesson 16**

What is the question? Where should we put our question mark? ? 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. = 10.4 0.35 b left Brandon’s cashews/pistachios How will we find the value of 1 unit in our diagram? Turn & Talk. (10.4 – 0.35) ÷ 6 = ÷ 6 = 1.675 lbs. Perform your calculations and state your answer in a complete sentence. 5th Grade Module 1 – Lesson 16

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**5th Grade Module 1 – Lesson 16**

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

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**5th Grade Module 1 – Lesson 16**

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

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**5th Grade Module 1 – Lesson 10**

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

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