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Partitioning Rectangles

Partitioning Rectangles. Lesson 6.14:. More or Less. Let’s count by tens. How many dimes are shown? What is the value of 6 dimes? 60 cents. More or Less. What is 5 cents more? 65 cents. Give the number sentence. 60 cents + 5 cents = 65 cents. More or Less. What is 10 cents less?

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Partitioning Rectangles

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  1. Partitioning Rectangles Lesson 6.14:

  2. More or Less • Let’s count by tens. • How many dimes are shown? • What is the value of 6 dimes? • 60 cents

  3. More or Less • What is 5 cents more? • 65 cents. • Give the number sentence. • 60 cents + 5 cents = 65 cents.

  4. More or Less • What is 10 cents less? • Give the number sentence. • 65 cents – 10 cents = 55 cents

  5. More or Less • Let’s count by tens. • What is the value of 7 dimes? • What is the value if I remove 3 dimes? • Give the number sentence. • Add 3 pennies. • What is the value? • Give the number sentence.

  6. Concept Development • Today we’re going to use the BLM 6.14 for our lesson! We’ll use the sentence frames to record our answers and to speak in complete sentences. • Pass out the template, BLM 6.14, and scissors. • Cut Rectangle A into rows and complete Problem 1. Share your responses and thinking with your partner. • Cut Rectangle B into columns and complete Problem 2. Share again. • Put both rectangles back together again.

  7. Concept Development • Move the columns of Rectangle B so they are sitting directly on top of the rows of Rectangle A with no gaps or overlaps. • Talk to your partner about what you notice. • They both show the same amount, and they’re both the same size and shape. • We can see the same rectangle different ways: it’s 2 rows of 4, 4 columns of 2 or, 8 squares. • You’ve recognized that we can decompose the same rectangle into rows, columns or unit squares.

  8. Concept Development • Take both your rows of 4 and cut them to show 4 twos instead of 2 fours. • Imagine we were going to put 2 rows on top to make the exact same rectangle. Talk to your partner. • Explain what those rectangles would be. • It would be 2 rows of 8. They would be 2 of the long skinny rectangles. • We can decompose this rectangle into 2 rows of 8 or 8 columns of 2.

  9. Concept Development • Cut out all your squares from Rectangles A and B. • How many squares do you have now? • 16 • Use your 16 squares to answer Problem 3. • To answer Problem 4, use your squares from Rectangles A, B, and C.

  10. Exit Ticket • With your tiles, show 1 rectangle with 12 squares. Complete the sentences below. • I see _____ rows of ____. • In the exact same rectangle, I see _____ columns of _____.

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