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# Algebra lab.module1.lesson4.mult&div

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• Teacher Instructions:1. Review the building background by first reviewing the connection between adding and multiplying and then have the students work backwards and write out what 7 times 4 means (focus on how it could be 7 - 4&apos;s or 4 - 7&apos;s... and test it out to see if its the same answer).Make sure the students understand the word &quot;simplify.&quot;  Make sure they connect it to the word &quot;simple,&quot; and discuss why it makes something &quot;simple.&quot;  Discuss the meaning of the word &quot;times&quot; in multiplication.A sample question to ask is... Why do you think 4 times 7 is the same as 7 times 4? What if the numbers were negative... would it still work? (i.e. -4 times 7)?
• Video: http://www.youtube.com/watch?feature=player_embedded&amp;v=MTzTqvzWzm8Teacher Instructions:Tell students that people often struggle to take notes because they are trying to write down every word.  But in fact, note-taking is more effective when people leave out some of the words.Ask students to look through their notes, and to give you examples of full, long sentences they have written down.  Display these sentences.Together with the students, show how you could cut out unnecessary words in these sentences while still retaining the main ideas.  Cut out articles, some verbs, maybe pronouns, etc. While the students are working independently, circulate and help those who are struggling.  Make sure that students don’t cut out so many words that the results are meaningless.
• Video: http://www.brainpop.com/math/numbersandoperations/division/Teacher Instructions:After the video, have a discussion of what the key vocabulary words mean (dividend, divisor, quotient, division) and make sure students write them in their online notebook.  The words that sound similar, and are spelled similarly, will be particularly difficult for struggling readers. Make sure to point out the ways in which these words are the same, and the ways in which they are different.  Read writing prompt out loud to struggling readers, and provide spelling assistance or assistive software.Have a class discussion of how the students connect multiplication principles to division principles and have them show you an example for you to put a few on the board for all students to see. (For example: 4 x 5 = 20, so that automatically means 20/5 = 4 and 20/4 = 5)Some sample questions to ask during the discussion are:1. How does this relate to the connection between addition and multiplication?2. How come you can multiply in any order and get the same result but you can&apos;t divide in any order and get the same result?Division Video:http://www.brainpop.com/math/numbersandoperations/division/
• Teacher Notes:Have students work on these problems independently while you circulate around the room. Read questions out loud to struggling readers.  Provide assistive software, dictation tools, or other help to struggling writers.
• Teacher Notes:Have students work on these problems independently while you circulate around the room. Read questions out loud to struggling readers.  Provide assistive software, dictation tools, or other help to struggling writers.
• Teacher Instructions:Read questions out loud to struggling readers.  Provide assistive software, dictation tools, or other help to struggling writers.  The focus of your end of class summary should be on question #3 here.  This will give you a better idea of whether or not they understand what the main distinction is between multiplication and division.As you walk around and look at student responses ... pick students that have differences so that it fosters a good discussion.  You should list out the specific differences and sample examples the students ask in the group page... that way students can write in their online notebook plenty of examples of when multiplication is appropriate and when division is appropriate.
• ### Algebra lab.module1.lesson4.mult&div

1. 1. NUMBER SENSE LESSON 4: CONNECTINGMULTIPLICATION TO DIVISION Algebra Lab Module 1
2. 2. ------ ------ Launch You will review how division relates to multiplication. In this activity, practice how to take efficient notes by only ------ ------ Note Taking recording the words and phrases that are important to understand multiplication and division. You will edit your notes to make sure you’ve omitted unnecessary language. ------ ------ Investigation In this activity, you will watch a video and then take notes on multiplication and division. Afterward, you will take a quiz to review what you have learned, and do an activity. ------ ------ Complete problems involving real life scenarios when Synthesis division or multiplication may be used.Lesson Activities 1Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
3. 3. Multiplication to Division Reflection You will bring together and demonstrate all of your learning by writing a reflection in your online notebook. You are ready to start the series of activities on Connecting Multiplication to Division…Small-scale Performance 2Small-scale Performance 2Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
4. 4. Description You will review the previous lessons and then begin to think about how division relates to multiplication.Launch! 3Launch!!! 5Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
5. 5. Launch Review! Answer the following review questions in your Springnotes. 1. Write this number in words: 102.008 2. Put these decimals in order from least to greatest: 4.403 4.7907 4.41 3. Round 1,456 to the nearest hundred.Launch! 4Launch!!! 5Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
6. 6. SIMPLIFY AND DESCRIBE a) Simplify following without using a calculator. 6+6+6+6= 5+5+5+9+9+9 =b) Describe in words the meaning behind “seven times four.”Launch: Steps 5Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
7. 7. How does writing things out in words help, in comparison to just doing a sample problem? M E T A Could we draw a picture to illustrate some of these ideas?Metacognition 6Metacognition 13Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
8. 8. Description In this activity you will learn to organize your notes with two-column notes.Note Taking 7Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
9. 9. TAKING NOTES1. Get out the connecting multiplying to division video. ------------------------------2. Set up your Springnote journal to take column notes. Write two “guiding questions” at the top.3. Go through your notes from earlier classes. Look for examples of long, 4. Now, watch the video. While you take complete sentences that you have written notes, try to cut out unnecessary words. down. Now, read these sentences to your teacher. Watch how your teacher cuts out 5. Read over your notes. Make any changes words you do not need. you want. Watch the video again if needed. Click on the link below to view video.. Note Taking: Steps 8 Note taking: Steps 9 Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division Algebra Lab Module 1 / Lesson 2: Rounding
10. 10. METACOGNITIVE QUESTIONS What words do I need to convey an important idea? How can I express my ideas most effectively?Metacognition 9Note taking: Metacognition 10Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
11. 11. Description You will connect principles of multiplication to principles of division.Investigation 10 Investigation 11Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
12. 12. WATCH, DEFINE, DESCRIBE 1. You will now watch a video relating to division After watching the video, write down your own definition for dividend, divisor, quotient, and division. 2. Take the quiz and check in with your teacher. 3. Complete the activity that goes along with the video. Click on the link to view the video.Investigation: Steps 11 10Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to DivisionAlgebra Lab Module 1 / Lesson 2: Rounding
13. 13. How would you describe how the two relate to someone who didnt know anything about it? How can understanding the connection between multiplication and division help you solve problems? Multiply / divideMetacognition 12Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
14. 14. Synthesis The relationship between division and multiplication may seem like an easy concept to master…but can you figure out when to use which operation?? Answer the following questions and be sure to show your work. (Hint: There may be numbers you don’t need, OR there may be a few steps involved in finding the answer.) 1. If you buy a dozen eggs for \$2.40, how much do you pay per egg? 2. If you stand on the corner and sell the eggs you bought in question #1 for \$0.30 each, how much will you make in profit?Synthesis 13Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
15. 15. Synthesis 3. Cheerios come in a 36 oz. box and sell for \$3.24. Rice Krispies come in a 28 oz. box and cost \$3.08. Corn Flakes come in a 42 oz. box and cost \$3.85. Which cereal should you buy to be more economical? 4. A new school is being built for grades nine through twelve. A School Board regulation states that each classroom can have no more than 28 students. There are 356 students in ninth grade, 430 students in tenth grade, 294 students in eleventh grade, and 328 students in the twelfth grade. How many classrooms does each grade need to have? 5. There are 18 girls, 16 boys, and 3 teachers on a bus. How many times more girls are on the bus than teachers?Synthesis 14Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division
16. 16. Reflection Answer the following questions in your online notebook. 1. Describe in your own words how division relates to multiplication. Draw a picture to prove your point. 2. If you know your multiplication table, how could this help with your knowledge of division? 3. How do you know if a problem is asking you to multiply or if it is asking you to divide? (meaning... what is the main difference between the two?)Small-scale Performance 15Algebra Lab Module 1 / Lesson 4: Connecting Multiplication to Division