Lesson 17
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This document contains a lesson plan on modeling the relationship between multiplication and division. It includes fluency practice with sprints, an application problem about Mrs. Peacock buying yogurt for students, and a concept development section where students draw number bonds and tape diagrams to represent division problems and write the corresponding multiplication sentences. Students will discuss how the quotients in the number bonds represent different things depending on the context of the problem.
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Multiplication and area are related concepts in mathematics. To find the area of a rectangle, you multiply the length by the width. Similarly, to find the area of other shapes, you use the appropriate formula that involves multiplication.
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This document discusses multiplication and division concepts involving numbers 0-9 and multiples of 10. Key ideas covered include multiplying or dividing single-digit numbers by powers of ten, multiplying multiples of ten, and dividing multiples of ten. Strategies are provided for determining products and quotients efficiently without complex calculations.
Module 2 videos
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
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
Module 5 answer key for homework
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
Module 4 answer key for homework
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
Module 3 answer key for homework
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against developing mental illness and improve symptoms for those who already have a condition.
Module 2 answer key for homework
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
Module 1 answer key for homework
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.
Module 1 videos
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.
Module 5, Lesson 30
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 29
This document provides lesson plans for teaching students to compare fractions with the same numerator using models and symbols like <, >, or =. The lesson plans include activities where students:
1) Compare fractions like 2/3 and 2/6 using tape diagrams and identify the larger fraction.
2) Shade fractions like 4/6 and 4/12 in rectangles partitioned into sixths and twelfths to compare size.
3) Use number lines partitioned into different units like eighths and tenths to compare fractions and write number sentences with comparison symbols.
The lesson concludes with a problem set, student debrief, and exit ticket to assess learning. Homework on comparing fractions is assigned.
Module 5, Lesson 28
This document provides an overview of a lesson on comparing fractions with the same numerator pictorially. The lesson includes fluency practice recognizing equal fractions, an application problem, and a concept development where students draw and compare pizzas partitioned into fourths and eighths. Students work in pairs to draw and compare fractions using the same whole and number of parts. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.
Module 5 lesson 25
This document provides an overview of a math lesson on equivalent fractions. The lesson objectives are to express whole number fractions on a number line when the unit interval is 1. The lesson will include expressing whole numbers as fractions, an application problem, and a concept development activity where students partition rectangles into thirds, halves, and wholes and represent these as fractions on a number line. Students will work in pairs to label models and discuss how to write fractions when the whole is partitioned into copies of 1.
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
This document provides an overview of a lesson on equivalent fractions. The lesson objectives are to recognize and show that equivalent fractions refer to the same point on the number line. Students will partition wholes into equal parts to form unit fractions. They will also use number lines and fraction strips to identify equivalent fractions and see that they represent the same quantity. The lesson includes activities where students draw and label number lines, fold fraction strips to represent equivalent fractions, and measure equivalent fractions on a classroom number line.
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 17
- 1. Module 1: Lesson 17 Model the relationship between multiplication and division Multiplication and the meaning of factors
- 3. Application Problem (5 minutes) Mrs. Peacock bought 4 packs of yogurt. She had exactly enough to give each of her 24 students 1 yogurt cup. How many yogurt cups are there in 1 pack? (create a tape and a number sentence to represent your problem)
- 4. Look back at the application problem. Is the unknown in the number bond the same as the unknown in the division problem? What does it represent? 24 ____ x 4 = 24 4 Skip count by fours to find the unknown factor. Each time you say a four, I will make a new part of my number bond. How many fours make 24? So 24 ÷4 equals? The division sentences are the same. But how do the quotients in the 2 number bonds represent different things?
- 5. Concept Development (33 minutes) 24 ? ? ? ? The number bond represents the division sentence you wrote to solve the application problem. Turn and tell your partner how it shows 24÷4.
- 6. Draw a number bond to represent 32÷4 32 _____ x 4 = 32 4 x ? = 32 How do the multiplication and division sentences relate in each example?
- 7. A classroom has tables that seat a total of 20 students. 4 students are seated at each table. How many tables are in the classroom? Draw and label a tape diagram to represent the problem. Without solving, write a division sentence and a multiplication sentence with an unknown factor to represent your drawing. What does the unknown in both problems represent? Tell your partner your strategy for solving each equation. Solve both equations now.
- 8. Problem Set ( 10 minutes) Do your best to complete the problem set