Lesson 14
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This document provides lesson plans and materials for teaching multiplication and division using units of 4. It includes fluency practice dividing by 3 through timed sprints. Concept development uses arrays and tape diagrams to model and solve multiplication problems using skip counting and grouping with units of 4. Students complete a problem set and exit ticket to assess their understanding.
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Touch Math is a program that teaches basic number concepts through visual and tactile learning methods. It uses manipulatives with dots corresponding to each number from 1 to 9. Students are taught to identify numbers by counting the dots on each symbol. For numbers above 5, double dots are used to represent higher values. Teachers demonstrate this process by having students count the dots on symbols up to 5, and explain the double dot concept for 6 and above. Overall, Touch Math benefits visual and tactile learners through repetitive counting that builds an association between numbers and manipulatives.
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It explains that for positive exponents, the decimal is moved to the right by the number of places indicated by the exponent. For negative exponents, the decimal is moved to the left by the number of places indicated by the exponent.
Several examples are worked through, showing how to write numbers in scientific notation and checking the answers. Students are encouraged multiple times to ask for help if they do not understand.
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2) Announcements about upcoming tests and quizzes on decimals.
3) Examples and practice problems for multiplying decimals by breaking the numbers into place values and adding the decimal places.
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This document provides the lesson plan and materials for a math lesson on using arrays to model multiplication. The lesson includes:
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- Having students practice using this method to model other multiplication problems
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This document outlines a math lesson on multiplying and dividing by units of 6-9 and multiples of 10. The lesson includes group counting, familiar multiplication and division facts practice, using arrays and the distributive property to multiply, a "Make Ten" card game, an application problem about putting pictures in a photo album, and a concept development on using number bonds and skip-counting by 6 to solve multiplication and division problems. Students will then complete a problem set, debrief, and exit ticket on the lesson content.
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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Lesson 14
- 1. Multiplication and Division Using Units of 4 Module 1: Lesson 14 Skip-Count objects in models to build fluency with multiplication facts using units of 4.
- 2. Fluency Practice Sprint: Divide by Three (10 minutes) Sprint A (Pass out face down.) You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of them. Just do as many as you can, your personal best. Take your mark! Get set! THINK! (After 60 seconds) Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!” and give a fist pump. If you made a mistake, circle it. Ready? Fantastic! Now write the number you got correct at the top of your page. This is your personal goal for Sprint B.
- 3. Fluency Practice Sprint: Divide by Three (10 minutes) How many of you got 1 right? Keep your hand up until I say a number that is 1 more than the number you got right. So, if you got 14 right, when I say 15 your hand goes down. Ready? How many got 2 right? 3? 4? (Continue until all hands are down.) Instead of movement exercises between Sprints, have students: • Count by twos to 20 forward and backward. • Count by fours to 40 forward and backward.
- 4. Fluency Practice Sprint: Divide by Three (10 minutes) Sprint B (Pass out face down.) Repeat the procedure for Sprint A up through the show of hands for how many right. Stand up if you got more correct on the second Sprint than on the first. Keep standing until I say the number that tells how many more you got right on Sprint B. If you got 3 more right on Sprint B than on Sprint A, when I say 3 you sit down. Ready? (Call out numbers starting with 1. Students sit as the number by which they improved is called.) Well done!
- 5. Fluency Practice Read Tape Diagrams (3 minutes) What is the value of each unit? How many units are there? Write a multiplication sentence for this tape diagram.
- 6. Application Problem (5 minutes) Jackie buys 21 pizzas for a party. She places 3 pizzas on each table. How many tables are there? RDW, using any model of your choice to solve.
- 7. Application Problem (5 minutes) Here is an example of a tape diagram which was used to solve the problem.
- 8. Concept Development (32 minutes) Materials: Personal white boards, Fours Array template Problem 1: Skip-count by fours using an array to multiply • Let’s count to 40 using the array. Hum the number you count as you point to each dot. For the last dot in each row, say the number out loud and write it to the right of the row. (Hum, hum, hum, 4!) • At the signal, tell what unit we counted by. (Fours!)
- 9. Concept Development (32 minutes) I will say a multiplication fact. You find the answer on your array, then write the fact next to the answer. For example, if I say 1 x 4, you write that fact (1 x 4) next to the answer 4 on your array. Ready? (Say 4 x 4, 9 x 4, etc.) Now, I will say the answer, and you say the complete equation. For example, if I say 20, you say 5 x 4 = 20!
- 10. Concept Development (32 minutes) Problem 2: Use a tape diagram to model and solve multiplication. • Draw a tape diagram that represents the number of groups shown on the fours array template. • Tell your partner the number of objects in each group, then draw and label that information on your diagram. • Label the unknown on your diagram. Check your work with your partner’s.
- 11. Concept Development (32 minutes) This is what your tape diagram should look like. Now skip-count units to find the total value of your tape diagram. (4, 8, etc.) Write and solve a multiplication sentence to represent the problem.
- 12. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Do your personal best! Debrief (10 minutes) Let’s review your solutions for the problem set.
- 13. 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!
- 14. Homework The homework sheet for 3.1 - Lesson 14 is due tomorrow!