Module 3 Lesson 21
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This document provides an overview of a math lesson on multiplying and dividing multiples of 10. The lesson includes fluency practice problems involving group counting and writing number sentences. During the concept development, students will play a multiplication flashcard game and solve word problems using tape diagrams and equations. They will also complete a problem set and exit ticket to assess their understanding.
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This document provides an overview of a mathematics lesson on multiplication and division with units of 0, 1, 6-9 and multiples of 10. The lesson objectives are to count by sevens and divide using number bonds. The lesson includes fluency practice with multiplying by 6, group counting in sevens, eights and nines, a make seven game, and a concept development section where students use number bonds to decompose numbers and count by sevens to solve multiplication and division problems. Students then complete independent practice problems and an exit ticket to assess their understanding.
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This document provides lesson plans and materials for a math lesson on multiplying and dividing by 9. The lesson includes:
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2) Multiply the ones place of the first number by the tens place of the second number and add any carries.
3) Repeat for the tens place of the first number.
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This document provides an overview of a math lesson on multiplying and dividing by 9. The lesson includes fluency practice with dividing by 8 and decomposing multiples of 9. The concept development teaches patterns for multiplying by 9, such as the digit in the tens place being one less than the number of groups and the ones place being 10 minus the number of groups. Students apply these patterns to solve nines facts from 1 to 10. An application problem has students use nines facts to check their work. A problem set, debrief, exit ticket and homework assignment conclude the lesson.
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This document provides lesson plans and materials for a math lesson on multiplying and dividing by 9. The lesson includes:
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This document provides instructions for multiplying two-digit numbers by two-digit numbers in 5 steps:
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2) Multiply the ones place of the first number by the tens place of the second number and add any carries.
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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
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 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
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 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.
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Module 3 Lesson 21
- 1. Multiplication and Division Using Units 9 Module 3: Lesson 21 Objective: Solve two-step word problems involving multiplying single-digit factors and multiples of 10.
- 2. Fluency Practice (9 Minutes) Multiply by Multiples of 10 Sprints • Sprint A: Do as many problems as you can! • Sprint B: Try to get one more right than you did on Sprint A!
- 3. Fluency Practice (9 minutes) Group Counting (3 minutes) Count forward and backward, occasionally changing the direction of the count: • Sixes to 60 • Sevens to 70 • Eights to 80 • Nines to 90
- 4. Fluency Practice (9 minutes) Write In The Parentheses (3 minutes) 2 × 40 = 2 × 4 × 10. What’s 2 × 40? 80! On your boards, copy the number sentence. Then write in parentheses and solve. 2 × 40 = 2 × 4 × 10. Beneath it, write 2 × 40 = (2 × 4) × 10 Beneath it, write 2 × 40 = 8 × 10. Beneath it, write 2 × 40 = 80. Continue with the following possible sequence: 3 × 30 = 3 × 3 × 10 and 2 × 50 = 2 × 5 × 10.
- 5. Concept Development (35 minutes) Materials: (S) Personal White Boards, stop watch, multiples of 10 multiplication cards Part 1: Multiplication game with flashcards Place one card face down on each student’s desk. When you say, “Go,” each student solves his problem and then lines up with the entire class, ordering products from least to greatest. Instruct students to complete these tasks silently and quickly. Let them know that you will time them and that extra time will be added as a penalty if they are too noisy.
- 6. Concept Development (20 minutes) • It took you ___minutes and ___ seconds to find the products and order them from least to greatest. How do we find the total number of seconds it took to complete this activity? • Add the total seconds in ___ minutes to ____seconds. We need to know how many seconds are in 1 minute first. • There are 60 seconds in 1 minute. Draw and label a tape diagram to show the total number of seconds in 4 minutes. Label the unknown as n. Then check with a partner.
- 7. Concept Development (20 minutes) • Write an equation and then solve. Example below is for 4 minutes and 13 seconds. Discuss with a partner the strategy you used to solve ___ × 60.
- 8. Concept Development (20 minutes) • Example below is for 4 minutes and 13 seconds. • I thought of it as 4 × 6 tens, which equals 24 tens. And 24 tens is 240. I thought of it as (4 × 6) × 10, which is 24 × 10, which equals 240. It’s like 24 tens is 10 tens + 10 tens + 4 tens or 100 + 100 + 40 = 240. • _____ minutes is equal to how many seconds? • Whisper the next step to your partner. • Add _____ seconds to _____ seconds.
- 9. Concept Development (20 minutes) • Add that to your diagram and label the total number of seconds using a letter for the unknown. Then solve for t. How many seconds did it take you to complete the activity? • _____ seconds!
- 10. Concept Development (35 minutes) Materials: (S) Personal White Boards Complete the following problems using RDW • Each day Andrea does 25 squats to warm up for gymnastics practice and 15 squats to cool down after practice. How many squats does she do in all when she practices Monday through Friday?
- 11. Concept Development (35 minutes) Materials: (S) Personal White Boards Complete the following problems using RDW • Benny gets $5 a week for allowance. After saving his money for 20 weeks, how much more does Benny need to buy a bike that costs $108?
- 12. Concept Development (35 minutes) Materials: (S) Personal White Boards Complete the following problems using RDW • Genevieve makes 43 bracelets. She gives 13 bracelets away as gifts and sells the rest for $4 each. How much money does Genevieve make in all
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- 14. 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!
- 15. Homework 3-3 Lesson 21 Homework Worksheet Is Due Tomorrow!