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Peanuts

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Peanuts

1. 1. I LOVE TASTY GEORGIA PEANUTS By: Annsley Cochran
2. 2. Peanuts <ul><li>-Today at school I learned all about the foods that Georgia is known for. I now have a craving for peanuts. I really want to eat them but I have a few questions first. Can you help me solve them? </li></ul>
3. 3. <ul><li>I ate the peanuts out of 6 large peanut hulls. In each hull there were 3 peanuts. Can you help me figure out how many peanuts I just ate? </li></ul>
4. 4. <ul><li>Hint: There are 3 peanuts in each of </li></ul><ul><li>the 6 hulls. How many are there altogether? </li></ul>
5. 5. <ul><li>I ate 10 peanuts for my morning snack. I am going to eat 14 more peanuts for my afternoon snack. How many peanuts will I have eaten today after I finish my afternoon snack? </li></ul>
6. 6. <ul><li>Hint: How many peanuts did I eat altogether? Think about how many I had for morning snack and how many I had for my afternoon snack. What do I need to do to these two numbers to find the total number of peanuts I ate? </li></ul>
7. 7. <ul><li>I opened a new bag of peanuts today and there were 15 hulls in the bag. I want to eat an equal amount of peanuts each day this week after school. How many peanut hulls can I eat each day? </li></ul>
8. 8. <ul><li>Hint: There are 5 days in a school week. </li></ul>
9. 9. <ul><li>There are 16 peanut hulls altogether. </li></ul><ul><li>I have already eaten the peanuts out </li></ul><ul><li>of 5 of the hulls. How many hulls of peanuts do I have left? </li></ul>
10. 10. <ul><li>Hint: I started with 16. 5 have already been eaten. How many are left? </li></ul>
11. 11. Answers <ul><li>First problem: 18 </li></ul><ul><li>Second problem: 24 </li></ul><ul><li>Third problem: 3 </li></ul><ul><li>Fourth problem: 11 </li></ul>
12. 12. Standards <ul><li>M2P1. Students will solve problems (using appropriate technology). </li></ul><ul><li>a. Build new mathematical knowledge through problem solving. </li></ul><ul><li>b. Solve problems that arise in mathematics and in other contexts. </li></ul><ul><li>c. Apply and adapt a variety of appropriate strategies to solve problems. d. Monitor and reflect on the process of mathematical problem solving. </li></ul><ul><li>M2N3. Students will understand multiplication, multiply numbers, and verify </li></ul><ul><li>results . </li></ul><ul><li>a. Understand multiplication as repeated addition. </li></ul><ul><li>b. Use repeated addition, arrays, and counting by multiples (skip counting) to correctly multiply 1-digit numbers and construct the multiplication table. </li></ul><ul><li>c. Use the multiplication table (grid) to determine a product of two numbers. </li></ul><ul><li>d. Use repeated subtraction, equal sharing, and forming equal groups to divide large collections of objects and determine factors for multiplication. </li></ul><ul><li>M2N2. Students will build fluency with multi-digit addition and subtraction. </li></ul><ul><li>a. Correctly add and subtract two whole numbers up to three digits each with regrouping. </li></ul><ul><li>b. Understand and use the inverse relation between addition and subtraction to solve problems and check solutions. </li></ul>