1. 1.What is the product of the 6 th multiple of four and the 3 rd multiple of seven? 2.What is the quotient of 352 divided by 2? (Use a T Chart to Solve) 3. Janet recorded the number of cakes she baked this week? Then she subtracted 7 and multiplied the difference by 10. The result was 80. What is the number of cakes she baked this week? 7 4. The chart below shows how many markers come in a package. If the pattern continued, how many markers would be in 15 packages? 5. Write the following number in standard form: Seventy-three thousand, two hundred six 6. David went to the feed store with $200. He purchased six bails of hay for $12 each, 4 bags of oats for $18 each and a bag of dog food for $20. How much money did he have left? Warm Up PackagesMarkers 216 648 1296

2. Ten Minute Math Quick Images: 2D Show image for 3 seconds Students will try to draw image based on the parts they remember from the quick view. Try to look for groups of patterns in the image First View…

3. Ten Minute Math Quick Images: 2D Take a couple of minutes to sketch what you saw. Second view…

4. Ten Minute Math Quick Images: 2D You may want to revise your sketch. Discuss: How did you remember the parts of the image? What did you notice about the relationship of the parts of the image? What helped you remember the whole image, so you could draw your design? What polygons are in your image?

5. Mrs. Morris bought a kit to make a square pillow. The page listing the contents of the kit is shown below, including the tear in the chart. BALLOON PILLOW KIT Materials included: 1 yard of yellow fabric 48 inches of lace Needle Embroidery floss (colors and Amount of each color are shown in chart) ColorAmount of floss Pink12 yards Red15 yards Blue2 feet Green feet Yellow8 yards 2. How much more red floss than blue floss is provided in the package?

6. Review Linear Measurements and Measurement Tools For the few days, we will be measuring different lengths. For example, we will in a day or two find out how long our classroom is. Let’s look around our room. What else about our classroom could we measure? For now, we are going to focus on LINEAR measurement or the LENGTH of items. When we measure length of an object, there are a few different units that we can use. Can you name some of them? Inches, feet, yards, centimeters and meters

7. Review Linear Measurements and Measurement Tools What tools can we use to measure the length of items in this room? Look at your rulers. Find the inches on one side of your ruler. Now find the centimeters on the other side of your ruler. Look at your meter stick/yard stick. Find the inches and feet on one side of your meter stick. Now find the centimeters on the other side. Centimeters Inches Inches

8. Review Linear Measurements and Measurement Tools Look at Student Activity Sheet 1 “Measurement Benchmarks” We will find objects in the classroom that are equal to each unit of these measurement tools in length. Let’s practice. Does anyone see something that may be about one foot long? (Write the item under the Foot column.) What about a centimeter? (Write the item under the Centimeter column.) What about a yard? (Write the item under the Yard column.) Give students 10 to 15 minutes to fill in their charts by measuring items around the room.

9. Using Measurement Benchmarks and Estimating Length Look at Student Activity Sheet 1 “Measurement Benchmarks” You just used several tools to find things that are about the same size as a particular unit. What are some items you discovered were about 1 centimeter? What are some items you discovered were about 1 inch? What are some items you discovered were about 1 Foot? What are some items you discovered were about 1 Yard? What are some items you discovered were about 1 Meter? Did you notice anything similar about the items you discovered were a meter and the items you discovered were a yard?

10. Add to Math Notebook or Pamphlet

11. Using Measurement Benchmarks and Estimating Length Let’s talk about how we can use some of these things to help us ESTIMATE length. Suppose you had a spool of ribbon and you needed to cut a ribbon ABOUT two feet long, but you didn’t have any measurement tools. What could we use instead? For example: Since we know the length of our math book is about 1 foot, we could line up our book along the edge of the ribbon to find ABOUT two feet. The things we use to help us estimate length are called benchmarks. A benchmark is something familiar that is the same size-or almost the same size-as a unit of measurement. Benchmarks can help us get a sense of, and remember, how long these units are. Why are benchmarks helpful? 2 Feet

12. Using Measurement Benchmarks and Estimating Length Look at Student Activity Sheet 2 “Using Measurement Benchmarks and Measurement Tools” Put away your rulers and meter sticks. Let’s each try to use benchmarks. Look at the items on this list. Think about the tools we have been using and the benchmarks we established and estimate the length of each object on the list. After you have used your benchmarks to ESTIMATE, compare your estimates with someone at your table. Record their estimates under your own estimate. We will find the exact measurements of these items tomorrow, so just leave the third column blank.

13. Why do our measurements differ? Discussion: Did you and your partner ever get different estimates for the same thing? Why do you think this happened?

14. How do you estimate and measure length?

15. Independent Practice EnVision p. 344-345 Question 7-17 Math Menu Target Number Multiplication War Multiplication Migration EnVision Quiz Show Topic 16