This document provides instruction on multiplying and dividing using units of 6 and 7. It contains examples of using the distributive property and addition number bonds to break down multiplication and division problems into smaller steps. Students practice skip-counting, grouping, and decomposing multiples of 6 and 7. They also solve an application problem about cutting ribbons and an exit ticket to assess understanding.
1x1 Guru's novel way for teaching multiplication tables:
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
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Math module 3 lesson 6
1. Multiplication and Division with Units of 0,
1, 6-9, and Multiples of 10
Topic B: Multiplication and Division Using
Units of 6 and 7
Module 3: Lesson 6
Objective: Use the distributive property as a
strategy to multiply and divide
using units of 6 and 7.
2. Fluency Practice
(15 minutes)
Multiply by 6 (8 minutes)
Materials: Multiply by 6 Pattern Sheet (6-10)
Let’s skip-count up by sixes to find the answer to
6 x 7 = ____. I’ll raise a finger for each six.
Now let’s skip-count by sixes starting at 30.
Why is 30 a good place to start? That’s right! It’s a fact
we already know, so we can use it to figure out a fact
we don’t know.
3. Fluency Practice(15 minutes)
Multiply by 6 (cont.)
Let’s see how we can skip-count down to find the
answer to 6 x 7 = ____. Start at 60 with 10 fingers, 1
for each six, and count down with your fingers as you
say the numbers.
Continue with the following suggested sequence:
6 x 9, 6 x 6, and 6 x 8.
Now let’s practice multiplying by 6 on the Pattern Sheet.
You have 2 minutes to do as many problems as you can.
Be sure to work left to right across the page and use
skip-counting strategies to solve unknown facts.
4. Fluency Practice
(15 minutes)
Group Counting (4 minutes)
Now we’re going to count forward and backward!
* Sevens to 70
* Eights to 80
* Nines to 90
5. Fluency Practice
(15 minutes)
Decompose Multiples of 6 and 7 (3 minutes)
Fill in the missing part in the
addition number bond.
Continue with the following sequence: a whole of 54
and 24 as a part, a whole of 49 and 14 as a part, and a
whole of 63 and 21 as a part.
48
12
6. Application Problem
(5 minutes)
Mabel cuts 9 pieces of ribbon for an art project.
Each piece of ribbon is 7 centimeters long.
What is the total length of the pieces of ribbon
that Mabel cuts?
Draw and label a tape diagram to model this
problem, then write a number sentence and a
word sentence.
8. Concept Development (30 minutes)
Part 1: Apply the distributive property to multiply using units
of 6 and 7.
We used 9 x 7 to solve the Application Problem. Let’s say
9 x 7 in unit form. That’s right – 9 sevens!
Recently, we used the break apart and distribute strategy
to help solve larger multiplication facts. Talk with your
partner. How did we do that?
Breaking the bigger fact into 5 plus something helped us
make those 2 smaller facts. 9 sevens can be broken into
5 sevens plus how many sevens?
9. Concept Development (30 minutes)
Part 1: Apply the distributive property to multiply using
units of 6 and 7.
Draw a dotted line separating the 5 sevens from
4 sevens on your tape diagram. Label the sides of your
tape diagram with multiplication facts.
Let’s use those facts to rewrite 5 sevens plus 4 sevens.
Why is this expression
the same as 9 x 7?
Try this strategy with
8 x 6 and 8 x 7.
Let’s
10. Concept Development (30 minutes)
Part 2: Use addition number bonds to apply the distributive
property to divide using units of 6 and 7.
We also used the break apart and distribute strategy
earlier this year with arrays and division.
Instead of using arrays today, let’s use number bonds.
Write 48 ÷ 6 and circle it. We need to break apart
48 ÷ 6 into two smaller division expressions.
Why would 30 make a good breaking point? That’s
right! It’s because 30 ÷ 6 is a simple fives fact.
Write and circle 30 ÷ 6 as a part on your number bond.
11. We have 30 ÷ 6 as one of our parts.
What division expression do we need to write for the
other part? How do you know?
Write and circle 18 ÷ 6 as the other part.
Let’s show that work with an equation.
Write 48 ÷ 6 = (30 ÷ 6) + (18 ÷ 6).
We put parentheses around the two expressions to
show that we do these 2 division facts first.
Concept Development (30 minutes)
Part 2: Use addition number bonds to apply the distributive
property to divide using units of 6 and 7.
12. Concept Development (30 minutes)
Part 2: Use addition number bonds to apply the distributive
property to divide using units of 6 and 7.
How can we use the quotients of these two division
expressions to find the quotient of 48 ÷ 6?
Add the two quotients to solve for 48 ÷ 6.
48 ÷ 6 is…
13. Concept Development (30 minutes)
Part 2: Use addition number bonds to apply the distributive
property to divide using units of 6 and 7.
This was a great problem to solve this way
since adding to 30 is so simple!
What is another 5 fact that results in an easy number?
5 times 8 is 40? Let’s do a big number divided by 8!
Repeat the process with 56 ÷ 8.
14. Problem Set (10 minutes)
Do your personal best to complete the Problem Set in
10 minutes. Remember to use RDW and
show your work!
Debrief (10 minutes)
Let’s review your solutions for the Problem Set.
First, turn to your partner and compare answers.
15. Exit Ticket
(3 minutes)
This is where you are going to show
that you understand what we learned today!
Are you ready for the next lesson?!