Module 4 lesson 15
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This document provides guidance for teaching students about finding the area of different shapes using side lengths. It includes instructions for activities where students will: 1) Practice skip-counting by different numbers to find products. 2) Use multiplication to find the area of rectangles on a worksheet. 3) Measure side lengths on a floor plan in centimeters and write expressions to calculate the area of bedrooms and other shapes, finding the total area of a floor plan.
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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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Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
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Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
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- 1. Applications of Area Using Side Lengths of Figures Module 4: Lesson 15 Objective: Apply knowledge of area to determine areas of rooms in a given floor plan.
- 2. Group Counting (3 minutes) • Direct students to count forward and backward, occasionally changing the direction of the count. • Threes to 43 • Sixes to 60 • Sevens to 70 • Eights to 80
- 3. Multiply by 9 (7 minutes) Write 5 × 9 = .Let’s skip-count by nines to find the answer. Count with fingers to 5 as students count. Circle 45 and write 5 × 9 = 45 above it. Write 3 × 9 = . Let’s skip-count up by nines again. Count with fingers to 3 as students count. Let’s see how we can skip-count down to find the answer, too. Start at 45 with 5 fingers, 1 for each nine. Count down with your fingers as students say numbers.
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- 5. Find the Area (5 minutes) On your boards, write a number sentence to show the area of the shaded rectangle. Write a number sentence to show the area of the unshaded rectangle. Write __ sq units + __ sq units = __ sq units. Using the areas of the shaded and unshaded rectangles, write an addition sentence to show the area of the entire figure.
- 6. Find the Area (5 minutes) Continue with the figures below:
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- 10. Problem Set (10 minutes) Student Debrief (10 minutes) Exit Ticket (3 minutes)
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