1. “Day E” January 3, 2019 7:51 - 8:51 Math 8:53 - 9:53 Science
7: :51
Math
8: :53
Science
9: :55
Exploratory
10:57 -11:27
11:29-11:59
12:01-12:31
Social Studies
LUNCH (2nd Lunch)
12: :33
English
1: :35
locker
locker

2. -5 + 9 DO NOW: (No calculators, pencils, talking or air writing)
Take out your packet
Solve using mental math
(No calculators, pencils, talking or air writing)
3. You will have 2 minutes to get this done
-5 + 9

3. Objective(S):
I will be able to: apply the properties of operations to generate equivalent expressions.
So I can learn how to build tape diagrams and write equivalent expressions
I will demonstrate my understanding that multiplication is repeated addition and division is repeated subtraction by writing my answers to at least 6 out of the 8 whiteboard problems with at least 80% accuracy.
6.EE.A.3

4. Vocabulary Operation Expression Addition Subtraction Multiplication
Division
Squares
Repeat
Opposite
inverse

5. Both relationships create identities.
Homework: pg. 5 (# 1 & 2)
Both relationships create identities.
when a number is multiplied and divided by the same number, the result is the original number

6. Matching activity
Please make matches of all equivalent expressions and models with your partners.
There will be a total of 8 sets of matches made.
You will have roughly 5-7 minutes to complete.

7. Use your squares… .
What do you notice about the two tape diagrams you created?
 Although the tape diagrams represent two different expressions, they each have the same number of squares.
Why are the two tape diagrams the same? What does it say about the value of the expressions?
 The two tape diagrams are the same because the values of the expressions are equivalent.
Since each tape diagram has the same number of squares, can we say the two expressions are equivalent? Why or why not?
 The two expressions are equivalent because they represent the same value. When evaluated, both expressions will equal 8.  Therefore, =4×2.

8. Multiplication is repeated addition.
Lesson 3: go to pg. 6
Multiplication is repeated addition.
= 15
and
3 × 5 = 15

9. Classwork: pg. 7 (all) 5 minutes Use your whiteboards

10. Classwork: pg. 7 (all) 5 minutes

11. How do you feel?
topic.

12. Notes: pg. 8 ( #4 only) COPY THIS onto PACKET!
x + 0 = x
The equation is true b/c it shows the addition identity.
2f - 0 = 2f
The equation is true b/c it shows the subtraction identity.

13. Classwork: pg. 9 ( #5) Use your whiteboards
4 x x 4
3 x d + 5 x w
3d w
2 x a + 3 x b + 4 x c
2a b c

14. addition
subtraction
(opposite)
(opposite)
multiplication
division

15. Lesson 4 discussion: Division Subtraction 5
20 ÷ 4 =5

16. Lesson 4 discussion: Division Subtraction
20 – 4
/ / / /
20 – 4 – 4

17. Lesson 4 discussion: Division Subtraction
/ / / /
20 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4
/ / / / / / / /
20 – 4 – 4 – 4 – 4 – 4 = No more squares remain.

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

19. Lesson 4: Division Subtraction

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

21. Pg. 13 NOTES We will do # 1, then you will do #2, etc. in your packets

22. Pg. 13– NOTES (cont.)

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

24. Page 10 (all)
Page 11 (all)

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

26. addition
subtraction
(opposite)
(opposite)
multiplication
division

27. 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