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Do Now:

This lesson focuses on using fraction bars, number lines, or the "invert to multiply" rule to find the quotient of fraction number sentences. Students will also practice adding and subtracting multi-digit numbers to find sums and differences of decimals. The language objective is for students to apply all four language domains of listening, speaking, reading, and writing "math language" to answer questions in the math quiz. The lesson includes discussions on when it would be easier to add and subtract mixed numbers by converting them to decimals first, as well as how estimation can help solve addition and subtraction problems with rational numbers. Students will complete page 42 independently or with a partner.

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Do Now:

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  1. Do Now: 1.) Take out your H.W. (worksheet) 2.) Clear off you desk for the QUIZ. (will have 20 minutes to complete.)

  2. Today’s Objective • Today I will be able to use fraction bars, number lines, or the “invert to multiply” rule to find the quotient of various fraction number sentences. • I will demonstrate my understanding by answering 3 out of the 4 questions correctly on today’s quiz. • I will be able to apply my knowledge of adding and subtracting multi-digit numbers to find the sumsand differencesof decimals. • I will demonstrate my understanding by completing page 42 independently or with my partners. 6.NS.B.3

  3. Language Objective • By the end of the lesson, I will be able to apply the all four language domains of listening, speaking, reading and writing “math language” to answer the questions in the math quiz. • I will be able to use the math vocabulary words like sum and difference to properly answer the questions in the quiz. • I will show my understanding by doing the work on page 42 independently or with a partner. • Math Language vocabulary • Sum,difference, quotient, multi-digit numbers, decimals, converting, rational numbers, addend, minuend, subtrahend, estimate, rounding.

  4. DISCUSSION: Can you describe circumstances when it would be easier to add and subtract mixed numbers by converting them to decimals first? When fractions have large denominators, it would be difficult to find common denominators in order to add or subtract.

  5. DISCUSSION: Can you describe circumstances when it would be easier to add and subtract mixed numbers by converting them to decimals first? When a problem is solved by regrouping, it may be easier to borrow from decimals than fractions.

  6. DISCUSSION: How can estimation be used to help solve addition and subtraction problems with rational numbers? Using estimation can help predict reasonable answers. It is a way to check to see if an answer is reasonable or not.

  7. Notes in notebook:

  8. Page 42 Step 1: Convert the mixed numbers into decimals. 632.64 + 32.3 Step 2: Round the addends to the nearest whole number. Then, find the estimated sum. =665 633 + 32 Step 3: Line up the addends appropriately using place value, and add. 32.3 +632.64 32.3 +632.64 664.94

  9. Page 41 78.21 is the minuend Step 1: Convert the mixed numbers into decimals. 78.21-34.92 34.92 is the subtrahend Step 2: Round the minuend and subtrahend to the nearest whole number. Then, find the estimated difference. 78-35 =43 Step 3: Line up the minuend and subtrahend appropriately using place value, and subtract. 78.21 -34.92 43.29

  10. Know you vocabulary:

  11. solve the problem using DECIMALS solve the problem using FRACTION ESTIMATE your answers before completing the problem. • most likely take longer to solve the problem • make more mistakes • using decimals made the problem easier to solve

  12. How do you feel? topic.

  13. Problem set 1 (14 minutes) • Work in pairs or individually to complete pg. 42. • round the addends, minuends, and subtrahends to the nearest whole number in order to predict a reasonable answer. • Then solve to find the actual sum or difference. • **REMEMBER, it is not always easier to change fractions to decimals before finding the sum or difference.

  14. Page 40 Solve this problem on a post-it note: Name:

  15. 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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