Lesson 13
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This document provides lesson plans and materials for teaching students about multiplication and division using tape diagrams and word problems involving sharing quantities into groups. The lesson includes fluency practice in dividing by 2 and 3, an application problem about sharing $16 between 2 video games, and a concept development section where students use tape diagrams to model word problems involving dividing quantities into equal groups of 3 and writing corresponding division sentences. Students then generate their own word problems to match given division solutions.
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This document outlines a math lesson plan focused on unit fractions. The lesson includes activities to practice counting by eights, writing fractional units, partitioning shapes into equal parts, and application problems involving unit fractions. The concept development section has students identify unit fractions by shading parts of wholes and writing the fractions in numeric and word form. Students work individually and with partners to demonstrate their understanding of equal partitioning and unit fractions.
Lesson 15
This document outlines a math lesson on using arrays and tape diagrams to model the commutative property of multiplication. It includes fluency practice multiplying by 4, an application problem involving finding the cost of video games, and a concept development section where students draw arrays and matching tape diagrams to represent different multiplication equations and their commutative property. The lesson concludes with a problem set, debrief, and exit ticket to assess student understanding.
Math module 3 lesson 20
This document provides the lesson plan and objectives for a mathematics lesson on multiplying multiples of 10 using place value strategies and the associative property. The lesson includes group counting of multiples of 10, practicing multiplying single-digit numbers and multiples of 10 in standard and unit form, using arrays and place value charts to model multiplication, and working with expressions involving factors of 10 like (n x m x 10) and n x (m x 10). Students will complete practice problems, discuss their understanding, and have an exit ticket assessment.
Module 3 lesson 19
This document provides the lesson plan and objectives for a mathematics lesson on multiplying by multiples of 10. The lesson includes group counting exercises with multiples of 10, practicing multiplication facts using 10 as a factor, using place value disks and charts to represent multiplication problems involving multiples of 10, and an application problem asking students to determine the number of bracelets made using a certain number of beads. The lesson concludes with a problem set, student debrief, and exit ticket to assess understanding.
Lesson 1
This document provides lesson plans and materials for teaching students about multiplication through equal groups. It includes fluency practice in skip counting, application problems involving addition, and three concept development problems. The first concept problem has students skip count by 2s to find the total number of arms. The second problem has students make equal groups of counters to understand the relationship between repeated addition, counting groups, and multiplication equations. The third problem asks students to write multiplication sentences from equal groups. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.
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Place value and problem solving with units of measure are the topics covered in Module 2. This module teaches students about the value of digits based on their place in a number as well as how to solve problems that involve converting between different units of measurement. Students will learn key concepts around place value and measurement that are building blocks for more advanced math topics.
Module 6 answer key for homework
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The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
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This document describes module 1 videos that cover properties of multiplication and division, as well as solving problems using units of 2-5 and 10. Students will learn key rules and concepts for working with these operations and applying them to word problems involving common measurement units. The goal is for learners to build fluency in calculating with different number types and sets.
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This document provides the lesson plan and materials for a math lesson on partitioning fractions on a number line. The lesson introduces a method for precisely partitioning any unit fraction on a number line using only lined paper, without a ruler. Students practice skip-counting by nines and comparing fractions. They then learn steps to draw a number line on lined paper and use the lines to extend partitions across a strip to thirds without a ruler. A problem set, debrief, and exit ticket assess student understanding.
Module 5, Lesson 26
1) The document provides instructions and content for a mathematics lesson on decomposing whole number fractions greater than 1 using equivalence with models like number bonds and number lines.
2) As an example, students are asked to represent 4/3 + 2/3 hours on a number bond and number line using thirds.
3) The lesson explains how to show the equivalence of different models like number bonds on a number line partitioned into fourths to demonstrate the relationship between representations.
Module 5 lesson 25
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Module 5, Lesson 24
This document provides an overview of a lesson plan on fractions as numbers on a number line. The lesson includes fluency practice with adding by 7 and writing equivalent fractions. During the concept development, students will use fraction pieces and number bonds to explore how different units can represent equivalent fractions at 0, 1/2, 1 on a number line. They will recognize that fractions with different units but the same value are equivalent. The lesson concludes with a problem set, debrief, and exit ticket to assess student understanding.
Module 5 Lesson 22
1) The document provides guidance for teaching a lesson on generating equivalent fractions using visual models and the number line.
2) It includes examples of fraction strips that can be used to demonstrate how doubling the top and bottom numbers of a fraction results in an equivalent fraction.
3) Activities include having students find and explain equivalent fractions using fraction strips, noticing relationships between equivalent fractions like 2/3 and 4/6, and using models and the number line to prove fractions are equivalent.
Module 5 lesson 21
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Module 5 Lesson 20
This document provides lesson plans and materials for teaching equivalent fractions using area models with linking cubes or other objects. The lesson introduces equivalent fractions through examples where the shape of the whole is different, but the fractions represented are the same, such as 1/4 and 1/4. Students then complete an activity cutting shapes from a rectangle to show other equivalent fractions. Assessment includes a problem set, debrief, and exit ticket to check understanding of equivalent fractions.
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Lesson 13
- 1. Multiplication and the Meaning of the Factors Module 1: Lesson 13 Objective: Interpret the quotient as the number of groups or the number of objects in each group using units of 3.
- 2. Fluency Practice Divide by 2 (10 minutes) Let’s do our divide by 2 sprint!
- 3. Fluency Practice Group Counting (3 minutes)
- 4. Fluency Practice Divide by 2 (2 minutes) Take out your personal whiteboard. Write and solve 2 x 3 = ___÷ 3 = 2. On your board, write the number that completes the division sentence. Repeat with 3 x 3, 5 x 3, and 9 x 3.
- 5. Application Problem (5 minutes) Mark spends $16 on 2 video games. Each game costs the same amount. Find the cost of each game. Mark spends $16 on 2 video games. Each game costs the same amount. Find the cost of each game.
- 6. Concept Development (30 minutes) Personal white boards* 3 students equally share a pack of 12 pencils. What information do we know from reading the story? How does the tape diagram show the story? Write a division sentence to find how many pencils each student gets. Draw my tape diagram on your personal board. Then draw to share the 12 pencils equally among the 3 students. Complete your division sentence.
- 7. Concept Development (30 minutes) A school buys 12 boxes of pencils. Each class gets 3 boxes. How many classes get boxes of pencils? The box drawn with a solid line represents the number of boxes 1 class gets. I used the dotted line to estimate the total boxes. How should I label the unknown on this diagram?
- 8. Concept Development (30 minutes) Where can I record my question mark? On your personal board, skip-count by three to draw more units in the tape diagram. How will you know when to stop? Use the tape diagram to write and solve a division sentence that represents the problem. What does the 4 represent in this problem?
- 9. Concept Development (30 minutes) Repeat the process showing division with both types of unknowns using the following suggested examples: 18 ÷ 3 21 ÷ 3
- 10. Concept Development (30 minutes) 1. Write division problems to represent each diagram. 2. Label each tape diagram, including the unknown. 3. The tape diagrams and division sentences show solutions. Write a word problem to match each solution. 4. Save the word problems to compare with other groups during the student debrief.
- 11. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (10 minutes) Let’s review your solutions for the problem set. Compare Problems 4 and 5. How did your approach to drawing the tape diagram change? Why?
- 12. Exit Ticket (3 minutes) This is where you are going to show us that you understand what we learned today! We will learn if you are ready for the next lesson!
- 13. Homework 3-1 Homework Worksheet Is Due Tomorrow!