Lesson 3
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This document outlines a math lesson on multiplication and factors. The lesson includes fluency practice problems with addition and equal groups, an application problem involving the number of eggs in a carton shown in an array, and a concept development activity where students divide into equal groups. Students then define the factors of a multiplication problem as the number of groups and the number in each group, drawing arrays and number bonds to represent different multiplication sentences. The lesson concludes with a problem set, debrief, and exit ticket to assess understanding.
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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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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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This document provides an overview of a lesson on multiplication and division with units of 0-9 and multiples of 10. It includes the following sections:
- Fluency practice involving sprints, group counting, and making tens.
- An application problem asking students to determine if a statement about multiplication is correct.
- A concept development using dots to model multiplication and explore related facts using properties like commutativity.
- A problem set for students to complete independently.
- A debrief and exit ticket to assess understanding.
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This document provides an overview of a mathematics lesson that teaches students to interpret division using array models. The lesson includes fluency practice with group counting and adding equal groups. Students work on an application problem involving dividing 20 children into teams of 5. They draw array models to represent different division problems, such as 15 divided by 3 equals 5 groups of 3. Students are asked to write multiplication and division sentences from the array models. The lesson concludes with students solving problems involving skip counting and relating division to the unknown factor in a multiplication equation.
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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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Module 3 lesson 11
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Module 3 lesson 15
This document provides lesson plans and materials for a math lesson on multiplying and dividing by 9. The lesson includes:
- Skipping counting by 9s to solve multiplication problems like 6 x 9 and 9 x 9
- Practicing multiplying single digit numbers by 9
- Grouping numbers by 6s, 7s, and 8s up to certain multiples of 10
- Using division to solve problems like 18 รท 9 and interpreting remainders
- Modeling and writing equations for word problems that involve multiplying or dividing unknown quantities by 9.
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This document provides lesson plans and instructions for teachers to teach students about multiplication and division using numbers up to 8, with a focus on understanding the use of parentheses in equations. The lesson includes activities like multiplying by 7, adding 6 and 7 mentally, and an application problem about eggs. It emphasizes that the order of operations matters when using parentheses in equations, and that moving the parentheses can change the answer. Students are asked to practice solving equations with parentheses in different positions.
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This document outlines a lesson plan on multiplication and division facts. It includes the following sections: fluency practice involving multiplication and division problems; an application problem about the number of plants in a garden; a concept development section where students identify patterns in multiples of 9 and properties of even and odd numbers as factors; and a problem set for students to complete. The lesson teaches students to use known facts and arrays to solve more difficult multiplication problems.
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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 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.
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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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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.
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ุฉ ุชููุงุณุจ ุฌู
ูุน ุงูู
ุณุชููุงุช
2- ุชุญุชูู ุนูู 78 ุฑุณู
ุชูุถูุญู ููู ููู
ุฉ ู
ูุฌูุฏุฉ ุจุงูู
ูุฒู
ุฉ (ููู ููู
ุฉ !!!!)
#ููู
_ู
ุงูู_ุฏุฑุฎ
3- ุฏูุฉ ุงููุชุงุจุฉ ูุงูุตูุฑ ุนุงููุฉ ุฌุฏุงู ุฌุฏุงู ุฌุฏุงู
4- ูููุงูู ุจุนุถ ุงูู
ุนููู
ุงุช ุชู
ุชูุถูุญูุง ุจุดูู ุชูุตููู ุฌุฏุงู (ุชูุนุชุจุฑ ูุฏู ุงูุทุงูุจ ุฃู ุงูุทุงูุจุฉ ุจุฅููุง ู
ุนููู
ุงุช ู
ูุจูู
ุฉ ูู
ุน ุฐูู ุชู
ุชูุถูุญ ูุฐูู ุงูู
ุนููู
ุงุช ุงูู
ูุจูู
ุฉ ุจุดูู ุชูุตููู ุฌุฏุงู
5- ุงูู
ูุฒู
ุฉ ุชุดุฑุญ ููุณูุง ุจ ููุณูุง ุจุณ ุชููู ุชุนุงู ุงูุฑุงูู
6- ุชุญุชูู ุงูู
ูุฒู
ุฉ ูู ุงูู ุณูุงูุฏ ุนูู ุฎุงุฑุทุฉ ุชุชุถู
ู ุฌู
ูุน ุชูุฑูุนุงุช ู
ุนููู
ุงุช ุงูุฌูุงุฒ ุงูููููู ุงูู
ุฐููุฑุฉ ูู ูุฐูู ุงูู
ูุฒู
ุฉ
ูุงุฎูุฑุงู ูุฐูู ุงูู
ูุฒู
ุฉ ุญูุงูู ุนูููู
ูุฅุชู
ูู ู
ููู
ุฅู ุชุฏุนููู ุจุงูุฎูุฑ ูุงูุตุญุฉ ูุงูุนุงููุฉ ููุท
ูู ุงูุชูููู ุฒู
ูุงุฆู ูุฒู
ููุงุชู ุ ุฒู
ูููู
ู
ุญู
ุฏ ุงูุฐูุจู ๐๐
๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ๐ฅ
Geography as a Discipline Chapter 1 __ Class 11 Geography NCERT _ Class Notes...
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Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
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Lesson 3
- 1. Multiplication and the Meaning of the Factors Module 1: Lesson 3
- 2. Fluency Practice Add Equal Groups Sprint (9minutes) Sprint A: Do as many problems as you can! (60 seconds) Sprint B: Do as many problems as you can! (60 seconds)
- 4. Fluency Practice Add Equal Groups (3 minutes) How many groups are circled? How many are in each group? Write an addition sentence. Write a multiplication sentence.
- 5. Fluency Practice Draw 3 groups of 10. Write an addition and multiplication sentence. Draw 7 groups of 2. Write an addition and multiplication sentence.
- 6. Application Problem (5 minutes) Robbie sees that a carton of eggs shows an array with 2 rows of 6 eggs. What is the total number of eggs in the cart? (Use the RDW process to show your solution)
- 7. Concept Development (30 minutes) Equal groups activity: -Divide yourselves into 4 equal groups. -Each group will stand in a corner of the room. -Divide silently. You can use body movement, but no words. -Show thumbs up when your group is ready.
- 8. Concept Development (30 minutes) How many equal groups did we make? What multiplication sentence shows this? 4 x = ? The two numbers, the number of groups and the number in each group, are called FACTORS.
- 9. Concept Development (30 minutes) Now, using your personal white boards, draw an array that shows our multiplication sentence. Now we will draw a number bond for our multiplication sentence.
- 10. Concept Development (30 minutes) Letโs draw more number bonds: -2 groups of 8 -3 rows of 5 -6 groups of 3 -5 x4 = 20
- 11. Problem Set (10 minutes) You have 10 minutes to complete the problem set pages. Debrief (10 minutes) Letโs review your solutions for the problem set.
- 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 Lesson 3 Homework Worksheet Is Due Tomorrow!