Module 1 Lesson 18 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic f: addition and subtraction word problems 4.oa.3, 4.nbt.1, 4.nbt.2, 4.nbt.4 This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins. The material on which it is based is the intellectual property of Engage NY.

Topic: Topic: Addition and Subtraction Word Problems Lesson 18 Topic: Topic: Addition and Subtraction Word Problems Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding

40,100 50,100 60,100 70,100 Number Patterns ? Lesson 18 5 Minutes What is the value of the digit that is changing? Count with me saying the digit I am point to. On your boards, write what number would come after 60,100. 70,100

82,030 72,030 62,030 52,030 Number Patterns ? Lesson 18 5 Minutes What is the value of the digit that is changing? Count with me saying the digit I am point to. On your boards, write what number would come after 62,030. 52,030

215,003 216,003 217,003 218,003 Number Patterns ? Lesson 18 5 Minutes What is the value of the digit that is changing? Count with me saying the digit I am point to. On your boards, write what number would come after 217,003. 218,003

943,612 943,512 943,412 943,312 Number Patterns ? Lesson 18 5 Minutes What is the value of the digit that is changing? Count with me saying the digit I am point to. On your boards, write what number would come after 943,412. 943,312

372,435 382,435 392,435 402,435 Number Patterns ? Lesson 18 5 Minutes What is the value of the digit that is changing? Count with me saying the digit I am point to. On your boards, write what number would come after 392,435. 402,435

Convert Units Lesson 18 5 Minutes Count by 200 meters, starting at 200 meters. When you get to 1000 meters, say 1 kilometer. 200m 400m 600m 800m 1km 1,200m 1,400m 1,600m 1,800m 2km This time, count by 200 meters starting at 200 meters, but pull out the kilometer. 200m 400m 600m 800m 1km 1km 200m 1km 400m 1km 600m 1km 800m 2km 1,300 m = _____ km _____ m On your boards, fill in the blanks.

Convert Units Lesson 18 5 Minutes Count by 200 meters, starting at 1,003 meters. 1,003m 1,203 m 1,403 m 1,603 m 1,803 m 2,003 m 2,203 m 2,403 m 2,603 m 2,803 m This time, count by 200 meters starting at 1,003 meters, but pull out the kilometers. 1 km 3m 203 m 403 m 603 m 803 m 2 km 3 m 2,203 m = _____ km _____ m On your boards, fill in the blanks.

Convert Units Lesson 18 5 Minutes Count by 200 meters, starting at 1,750 meters. 1,750 m 1,950 m 2,150 m 2,350 m 2,550 m 2,750 m 2,950 m 3,150 m 3,350 m 3,550 m This time, count by 200 meters starting at 1,750 meters, but pull out the kilometers. 1 km 750 m 950 m 2 km 150 m 350 m 550 m 3 km 3,150 m = _____ km _____ m On your boards, fill in the blanks.

Convert Units Lesson 18 5 Minutes Count by 200 meters, starting at 3,450 meters. 3,450 m 3,650 m 3,850 m 4,050 m 4,250 m 4,450 m 4,650 m 4,850 m 5,050 m 5,250 m This time, count by 200 meters starting at 3,450 meters, but pull out the kilometers. 3 km 450 m 650 m 850 m 4 km 50 m 250 m 5 km 4,050 m = _____ km _____ m On your boards, fill in the blanks.

Convert Units Lesson 18 5 Minutes Count by 200 meters, starting at 7,030 meters. 7,030 m 7,230 m 7,430 m 7,630 m 7,830 m 8,030 m 8,230 m 8,430 m 8,630 m 8,830 m This time, count by 200 meters starting at 7,030 meters, but pull out the kilometers. 7 km 30 m 230 m 430 m 630 m 830 m 8 km 8,230 m = _____ km _____ m On your boards, fill in the blanks.

Application Problem Lesson 18 5 Minutes In all, 30,436 people went skiing in February and January. 16,009 went skiing in February. How many fewer people went skiing in February than in January?

Problem Set Your problem set today will be done together during the Concept Development portion of class. Lesson 18

Concept Development Lesson 18 33 Minutes We will be solving problems again today. Our strategy to solve word problems is: Model the problem. Calculate to solve and write a statement. Assess the solution for reasonableness.

Concept Development cont. Lesson 18 33 Minutes We will use the same process as yesterday as we solve today’s problems. I will call on some of you to model the word problems at the board. As you think about the problems, you need to ask yourself: Can you draw something from the problem? What can you draw? What conclusions can you make from your drawing?

How can you know if your answer is a reasonable answer? Problem 1 Solve a multi-step word problem, requiring addition and subtraction, using a tape diagram, checking the reasonableness of the answer using estimation. Lesson 18 C 11,650 m S ? W 4,950 In one year, a factory used 11,650 meters of cotton, 4,950 fewer meters of silk than cotton, and 3,500 fewer meters of wool than silk. How many meters in all were used of the three fabrics? 3,500 3. Assess the solution for reasonableness. 2. Calculate to solve and write a statement. 1. Model the problem. Step 1 Work Space Step 2 Work Space Step 3 Work Space

Lesson 18

Problem 2 Lesson 18 C 12,789 CD 9,324 ---------- -------------- ? PB Solve an additive multi-step word problem using a tape diagram, checking the reasonableness of the answer using estimation. Lesson 18 C 12,789 CD 9,324 ---------- -------------- ? PB 9,324 1078 An ice cream shop sold 12,789 chocolate and 9,324 cookie dough cones. They sold 1,078 more peanut butter cones than cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number of ice cream cones sold? V 12,789 999 3. Assess the solution for reasonableness. 2. Calculate to solve and write a statement. 1. Model the problem. Step 1 Work Space Step 2 Work Space Step 3 Work Space

Lesson 18

Problem 3 Lesson 18 1 10,345 2 -------------- 1,096 ? 3 Solve a multi-step word problem, requiring addition and subtraction, modeled with a tape diagram, checking the reasonableness of the answer using estimation. Lesson 18 1 10,345 2 -------------- 1,096 ? 3 In the first week of June, a restaurant sold 10,345 omelets. The second week, they sold 1,096 fewer omelets than the first week. The third week, they sold 2 thousand more than the first week. The fourth week, they sold 2 thousand fewer than the first week. How many omelets did they sell in all in June? 10,345 2,000 ---------- 4 2,000 2. Calculate to solve and write a statement. 3. Assess the solution for reasonableness. 1. Model the problem. Step 1 Work Space Step 2 Work Space Step 3 Work Space 1. Model the problem. The restaurant sold ____________ omelets in June.

Lesson 18

Student Debrief How are the problems alike? How are they different? How was your solution the same and different from those that were demonstrated? Why is there more than one right way to solve, for example, Problem 3? Did you see other solutions that surprised you or made you see the problem differently? In Problem 1, was the part unknown or the total unknown? What about in Problems 2 and 3? Why is it helpful to assess for reasonableness after solving? How were the tape diagrams helpful to us in estimating to test for reasonableness? Why is that? Lesson 18 12 minutes Lesson Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding.

Exit Ticket Lesson 18

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Lesson 18