1 / 22

Social Studies Exploratory Exploratory Math/ LUNCH/ Math locker English Science

March 26, 2015 Day D. Social Studies Exploratory Exploratory Math/ LUNCH/ Math locker English Science. March 26, 2015 [Day D]. Activator :. Take out your Homework and your Module 4 packet

hassanl
Télécharger la présentation

Social Studies Exploratory Exploratory Math/ LUNCH/ Math locker English Science

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. March 26, 2015 Day D Social Studies Exploratory Exploratory Math/LUNCH/Math locker English Science

  2. March 26, 2015 [Day D] Activator: • Take out your Homework and your Module 4 packet • On pg. 122 in the upper right hand corner, copy the problem, identify the mistake in the problem, and then correct the mistake. • r + 22 = 37 • r + 22 – 22 = 37 + 22 • r= 59 r + 22 = 37 r + 22 – 22 = 37 + 22 fixed should be 37-22 r= 15

  3. Objective(s): SWBAT: solve one-step equations by relating an equation to a diagram, and check to determine if their solution makes the equation true. (6.EE.B.5 and 6.EE.B.7)

  4. Example 1 pg. 122 Solve 3z=9 using tape diagrams and algebraically. Then check your answer. First, draw two tape diagrams, one to represent each side of the equation. 9 z z z If 9 had to be split into three groups, how big would each group be? 3.

  5. Demonstrate the value of z using tape diagrams. Pgs. 122 Example 1 How can we demonstrate this algebraically? We know we have to split 9 into three equal groups, so we have to divide by 3 to show this algebraically. 3z ÷ 3 = 9 ÷ 3.

  6. How does this get us the value of z? -The left side of the equation will equal z because we know the identity property, where a ∙ b ÷ b = a, so we can use this identity here. -The right side of the equation will be 3 because 9 ÷ 3 = 3. -Therefore, the value of z is 3. How can we check our answer? We can substitute the value of z into the original equation to see if the number sentence is true. 3(3) =9; 9=9. This number sentence is true, so our answer is correct.

  7. March 26, 2015 [Day D] How do you feel? topic.

  8. Example 2 pg. 123 First, draw two tape diagrams, one to represent each side of the equation. y ÷ 4 2 If the first tape diagram shows the size of y ÷ 4 How can we draw a tape diagram to represent y? The tape diagram to represent y should be four sections of the size y ÷ 4

  9. Draw this tape diagram. Pgs. 123 Example 2 What value does each y ÷ 4 section represent? How do you know? Each y ÷ 4 section represents a value of 2. We know this from our original tape diagram. How can you use a tape diagram to show the value of y? Draw four equal sections of 2, which will give you a value of 8.

  10. How can we demonstrate this algebraically? Pgs. 124 Example 2 How does this help us find the value of y? The left side of the equation will equal y, and the right side will equal 8. Therefore, the value of y is 8. How can we check our answer?

  11. March 26, 2015 [Day D] How do you feel? topic.

  12. Exploratory Challenge (small groups) • On poster paper, solve each problem algebraically and using tape diagrams. Check each answer to show that you solved the equation correctly.

  13. With your partner, complete exercises 1-6 on pages 124-125 Pgs. 124-125 Exercises 1-6

  14. March 26, 2015 [Day D] How do you feel? topic.

  15. Closing • How is solving addition and subtraction equations similar and different to solving multiplication and division equations? • Solving addition and subtraction equations is similar to solving multiplication and division equations because identities are used for all of these equations. It is different because they require different identities. • What do you know about the pattern in the operations we used to solve the equations today? • We used inverse operations to solve the equations today.

  16. March 26, 2015 [Day D] How do you feel? topic.

  17. Ticket to go • Solve using both the tape diagram and algebraic method. • 12=3v

  18. Pg. 126

  19. March 26, 2015 [Day D] • 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

More Related