Module 4 Lesson 16 (2)
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This document provides instructions and examples for a lesson on finding the area of rooms in a floor plan using multiplication. It includes examples of fluency practice with multiplication, finding the area of rectangles, and conceptual examples of redesigning a floor plan to have different side lengths but the same room areas. Students will complete practice problems and a problem set to demonstrate their understanding.
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Module 4 Lesson 12
This document provides lesson plans and materials for teaching students about multiplying side lengths to find the area of rectangles. It includes fluency practice in multiplying by 7, worked examples of solving word problems to find the area of rectangles when one side is given, and having students practice applying different strategies like breaking rectangles into smaller parts. Students complete a problem set and an exit ticket to assess their understanding of applying area formulas to real-world word problems.
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This document provides the lesson plan and materials for a math lesson on using the distributive property to find the total area of a rectangle by breaking it into smaller parts. The lesson includes group counting exercises, factoring practice problems, an application problem about finding the area of a divided square, and a concept development activity where students use tiles to determine the areas and side lengths of embedded rectangles and express the total area as a sum of products using the distributive property. Students then work through practice problems and demonstrate their understanding through an exit ticket.
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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.
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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:
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- 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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1. The probability that both workers are unhappy is 1/25. The probability that at least one is happy is 24/25. The probability that less than two are happy is 9/25.
2. The length of side AC is 12.9 cm. The value of angle C is 35.5 degrees.
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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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1) Having students count forward and backward by 6s, 7s, 8s, and 9s.
2) Writing number sentences to find unknown factors, such as 6 × = 12.
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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.
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Models like algebra tiles help students factor linear expressions by representing the expressions visually with tiles in a rectangular array. The tiles can be arranged so that the width of the rectangle represents one factor and the length represents the other factor. For example, when factoring 2x + 6, the tiles can be arranged in a rectangle that is 2 tiles wide and has a length of x + 3 tiles, showing that 2x + 6 = 2(x + 3). Similarly, other expressions like 2x - 8 and 3x - 6 can be factored using this tile modeling approach.
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This math lesson teaches students how to add and subtract X-values or terms with the same variable but different coefficients. It provides examples such as X + 4X = 5X and 3X + 16X = 19X for addition, and 7e - 2e = 5e for subtraction. Students are asked multiple choice questions to practice these skills. The lesson emphasizes that like terms must have the same variable and the same power in order to be combined using addition or subtraction.
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4. The median length of calls is 53 minutes. The interquartile range is 25 minutes.
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This document outlines fluency and concept development activities to help students understand area as an attribute of plane figures. The fluency activities include group counting, identifying shapes, and finding common products of multiplication facts. The concept development uses pattern blocks to explore covering shapes and discovering that shapes with the same area can be covered by the same number of pattern blocks regardless of the size of the individual blocks. Students then learn that the standard unit for measuring area is square units.
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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 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 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.
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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Module 4 Lesson 16 (2)
- 1. Multiplication and Area Topic D: Applications of Area Using Side Lengths of Figures Module 4: Lesson 16 Objective: Apply knowledge of area to determine areas of rooms in a given floor plan.
- 2. Fluency Practice (15 minutes) Group Counting (3 min) • Sixes to 60 • Sevens to 70 • Eights to 80
- 3. Fluency Practice (15 minutes) Multiply by 9 (7 minutes) 6 x 9 = _______ Let’s skip count by nines to solve. 9, 18, 27, 36, 45, 54 • Let’s see how we can skip count down to find the answer too. Start at 90. 90, 81, 72, 63, 54 • Let’s skip count up again by starting at 45. 45, 54 Continue with the following sequence: 8 x 9, 7 x 9, and 9 x 9.
- 4. Fluency Practice (15 minutes) Multiply by 9 pattern sheet (2 min) Let’s practice multiplying by 9. Be sure to work left to right across the page.
- 5. Fluency Practice (15 minutes) Find the area (5 min) Find the areas of the large rectangle and the unshaded rectangle. Then subtract to find the area of the shaded region. Area = ___ square inches.
- 6. Fluency Practice (15 minutes) Find the area (5 min) Continue with the following figures.
- 7. Concept Development (35 minutes) Today you will continue to find the area in square centimeters of each room in the house. • Optional: Create a floor plan with different side lengths for given areas. • If students finish early on the second day, they may work with a partner to create a floor plan with the areas of the rooms that they found. The task is for students to find new side lengths for each room. Students should use their answers from the Problem Set to ensure that they find different side lengths with the same area. After they find new side lengths, they mark each room on centimeter grid paper and then cut the rooms out. They will use these centimeter grids to fit the rooms together to make their floor plan. They will glue their final arrangement of rooms onto a piece of construction paper. Allow students a few minutes to do a gallery walk of the completed floor plans.
- 8. Concept Development (35 minutes) Here is an example of a floor plan.
- 9. Concept Development (35 minutes) Optional: Review strategies to find new side lengths of given areas. Yesterday you found the areas of the rooms in a floor plan that your clients designed. They like the area of each room, but they want to change the way the rooms look. Your job today is to create rooms with the same areas, but with different side lengths. Are you up for the challenge architects?
- 10. Concept Development (35 minutes) • Look at the Problem Set. What is the area of the hallway? Yes, 24 square centimeters. • What are possible side lengths you can have for the hallway and still have the same area? 3 and 8, 1 and 24, 2 and 12, and 6 and 4. • Talk to a partner: Which of these choices was used in the floor plan? 8 and 3; the numbers are just switched. • So when you redesign the floor plan today, be sure you don’t use that combination!
- 11. Concept Development (30 minutes) • We can break the room up into two smaller rectangles and add their areas together. Or we can also break apart one of the factors in 7 × 15 to come up with a multiplication sentence that is easier to solve. • Decide with your partner which strategy you’ll use to find the area. Then solve. • What is the area of Amir’s bedroom? Yes! 105 square feet. • Share which strategy that you used to solve the problem.
- 12. Problem Set (25 minutes) You have 25 minutes to complete the problem set pages. Debrief (10 minutes) Let’s review your solutions for the problem set.
- 13. 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!
- 14. Homework 3-4 Lesson 16 Homework Worksheet Is Due Tomorrow!