Module 6 Lesson 4. Objective Represent equal groups with tape diagrams, and relate to repeated addition.

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Presentation transcript:

Module 6 Lesson 4

Objective Represent equal groups with tape diagrams, and relate to repeated addition.

Happy Counting by Fives Let’s do some Happy Counting! Let’s count by fives, starting at 50. Ready? Excellent! Try it for 30 seconds with your partner starting at 0. Partner B, you are the teacher today.

Sprint: adding Crossing Ten Sprint A On your mark, get set, THINK! Sprint B On your mark, get set, THINK!

Concept Development Let’s read this word problem together. Use part–whole language to tell me how to solve. Draw a tape diagram on your boards and use your counters to model the problem. Now, talk with your partner. How would this model be different if there were equal groups of 2 apples in each bag? Show the change on your model. Now let’s change our model to show numbers instead of counters. What number should we write in each box? Of course! Remove your counters and write 2 in each box. What do we do when we know the parts? It’s easy to see the repeated addition, isn’t it? Write the repeated addition sentence to find the total for this tape diagram. Read the complete sentence. There are 2 apples in Jane’s bag, 3 apples in Sam’s bag, and there is 1 apple in Ann’s bag. How many apples do the children have in all?

Concept Development Draw a tape diagram that has 4 parts. Use your counters to show 2 in the first group, 3 in the next group, 5 in the next group, and 2 in the last group. Are all the groups equal? Move your counters to show equal groups of 3 in each part. Say it with me: We have 4 equal groups of 3. Remove your counters and write the number in each group. What number will you write? Yes! Write the repeated addition sentence that relates to this model, then solve. Read the sentence. Tell your partner how you added to find the answer. So 4 groups of 3 is…?

Talk with your partner: How would the tape diagram change if there were 3 groups of 4? Draw a tape diagram that shows 3 groups of 4 to explain your thinking. Excellent reasoning! Let’s do one more before you work on the Application Problem. Draw a tape diagram that shows 4 groups of 5. Explain to your partner which part of the tape diagram stands for the number of groups, and which part represents the number in each group. What repeated addition sentence matches your diagram? So you added 4 groups of five, or 4 fives. What new unit did you repeatedly add?

Application Problem The flowers are blooming in Maria’s garden. There are 3 roses, 3 buttercups, 3 sunflowers, 3 daisies, and 3 tulips. How many flowers are there in all? Draw a tape diagram to match the problem. Write a repeated addition equation to solve.