“Day F” Tuesday, January 26, 2016

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Presentation transcript:

“Day F” Tuesday, January 26, 2016 7:57 - 8:45 Exploratory 8:47 - 9:35 Social Studies 9:37 - 10:25 English 10:30 -11:00 11:00 -12:03 LUNCH (1st lunch) Math Express 12:05 -12:54 Science 12:56 - 1:44 Math 1:46 - 2:30

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)

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

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

addition subtraction (opposite) (opposite) multiplication division

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

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 5 20 ÷ 4 =5

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 - - - - 20 – 4 1 2 3 4 5 6 7 8 9 10 11 12 / / / / - - - - 20 – 4 – 4

Lesson 4 discussion: Division Subtraction 1 2 3 4 5 6 7 8 - - - - / / / / - - - - 20 – 4 – 4 – 4 1 2 3 4 / / / / - - - - / / / / - - - - 20 – 4 – 4 – 4 – 4 - - - - / / / / - - - - / / / / - - - - 20 – 4 – 4 – 4 – 4 – 4 = 0 No more squares remain.

Lesson 4: Division Subtraction

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

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

Pg. 11 (Exercise 1) – NOTES (cont.)

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

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

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

Discussion We see that when we add five groups of 10 (10+10+10+10+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

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

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= 208.5136 Write the expression in exponential form and then evaluate: 0.75 x 0.75 x 0.75 (0.75)3 = 0.421875

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!

Exercise 1 pg. 16

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

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

Example 2 pg. 20

Complete examples 3 and 4 on pages. 21-23

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

topic. How do you feel?

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

Ticket-To-Go: -(-43) or 43 -(-5) or 5 Answer in agenda (or notebook) Explain why 30 ÷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

addition subtraction (opposite) (opposite) multiplication division

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