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Exploratory Math English LUNCH Science locker locker Social Studies Exploratory

Monday, March 16, 2016 [Day B]. Exploratory Math English LUNCH Science locker locker Social Studies Exploratory. March 16 [Monday] Lesson 18-19. Activator:. (1.) Get a new packet. (2.) Go to page 78 (Lesson 18)

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Exploratory Math English LUNCH Science locker locker Social Studies Exploratory

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  1. Monday, March 16, 2016[Day B] Exploratory Math English LUNCH Science lockerlocker Social StudiesExploratory

  2. March 16 [Monday] Lesson 18-19 Activator: (1.) Get a new packet. (2.) Go to page 78 (Lesson 18) (3.) Copy these two statements on top right corner of page 78: “Let K= Karolyn’s weight in pounds” “Let K= Karolyn’s weight” Circle the statement that is more specific.

  3. March 16 [Monday] Lesson 18 & 19 Objective(s): • SWBAT: • understand the importance of specifying units when defining lettersby completing pages 78-80 of lesson 18 in packet • develop expressions involving addition and subtraction from real-world problems by filling in data tables to help them organize data and see patterns and evaluate these expressions for given values. (6.EE.A.2).

  4. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 78 or or

  5. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 78Exercise 1

  6. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 79Exercise 2 Ds

  7. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 79EXAMPLE 2

  8. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 80EXAMPLE 2

  9. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 80EXAMPLE 2

  10. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] Page 80EXAMPLE 2

  11. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] How do you feel about this lesson? topic.

  12. Closing (5 minutes) Why is it important to describe the variable in an expression? The biggest reason to define the variable is to know what the expression represents. If something is measured, include units. If something is counted, include that it is a number of items.

  13. Closing: Lesson 18 (5 minutes) How do you determine if an expression will be an addition expression or a subtraction expression? In the first problem above, if we define x as the amount of money that Jeff has, then we would write an expression for the amount of money that Gregg has as x + 2. However, if we define x as the amount of money that Gregg has, then we would write an expression to represent the amount of money that Jeff has as x - 2. Since the story problem represents a relationship between two quantities, both expressions are equally relevant.

  14. Lesson 19: pg. 82 Take 35 seconds to read this story problem & table. My sister’s age is always two years more than my age. 10 years old Take another 35 seconds to read the questions. Since my sister’s age is always 2 years more than my age, we just add 2 to my age. 8 + 2 =10 18 years old Since my sister’s age is always 2 years more than my age, we just add 2 to my age. 16 + 2 =18 No; the pattern is to add 2 to your age to get your sister’s age.

  15. Lesson 19: pg. 83 (Example 1) Y Y+2 Your sister is Y + 2 years old. ✔

  16. Lesson 19: pg. 83 (Example 2) 4 years old 13 years old My age is always 2 years less than my sister’s age.

  17. Lesson 19: pg. 84 (Example 2 cont.) We can subtract two from your sister’s age, and that will equal your age. G – 2 My age is G-2 years.My sister is G years old. You were 20, 21, and 22 years old.

  18. Classwork: • Do pg. 84 (Exercises 1)(3mins.) • Do pg. 85 (all) (8 mins.) • Work by self, or with one other person • No more than two people

  19. pg. 84 (Exercises 1)

  20. pg. 85 (#2)

  21. pg. 85 (#3)

  22. March 16 [Monday] Lessons 18 - 19 Page 81 & Page 86 (Pgs. 87, 88 extra credit)

  23. March 16 [Monday] Writing and Evaluating Expressions[Addition & Subtraction] • Accommodations • Read or reread presentation or activity directions, as needed or after prompting • Use examples to model and act as a guide for emerging learners

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