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Warm Up

Warm Up. The area of Julie’s playroom is 36 square feet. Which one of the following dimensions would NOT work for the sandbox? 6 feet long and 6 feet wide 4 feet long and 9 feet wide 18 feet long and 18 feet wide 2 feet long and 18 feet wide

cailin-burch
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Warm Up

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  1. Warm Up • The area of Julie’s playroom is 36 square feet. Which one of the following dimensions would NOT work for the sandbox? • 6 feet long and 6 feet wide • 4 feet long and 9 feet wide • 18 feet long and 18 feet wide • 2 feet long and 18 feet wide • 2. How many inches are equal to 12 feet? (Use your mathematics chart) 3. Which table shows 3 more than 4 times the number in Set A? A. B. 4. Erin e-mailed her friend the number of puppies her dog had. Then she multiplied the number by 6 and subtracted 4 from the product. The result was 20. What was the number of puppies Erin’s dog had?

  2. Ten Minute Math Quick Images

  3. Ten Minute Math Mentally Solve the Following Problems: 301 + 10 301 + 50 301 + 100 301 – 50 301- 100

  4. Introducing Practicing Place Value 435 435 + 50 485 Turn to your neighbor and say this number. Who can read the number for us? On your whiteboard, write the sum of these numbers. Then read the number to your neighbor to sure that you agree. Share (or send answers in) How did you decide what the sum would be? Which digit changed? What places are they in? Why? Which digits stayed the same? What places are these digits in? Why? Is our new number much bigger than the original number? Or much smaller? Or about the same?

  5. Introducing Practicing Place Value 435 + 100 535 435 + 500 935 435 – 100 335 435 – 200 235 • For each number, answer the following: • Which digit changed? What places are they in? Why? • Which digits stayed the same? What places are these digits in? Why? • Is our new number much bigger than the original number? Or much smaller? Or about the same?

  6. Introducing Changing Places Today we are going to practice adding and subtracting multiples of 10 and 100. What do I mean by “multiple of 10?” What about “multiple of 100?” Solve the above problems and write the answers on your white boards. Why are these problems easy to do mentally? What number is changing? Why is that? 893 – 100 = 893 – 200 = 893 – 300 =

  7. Introducing Changing Places How would you solve this problem? What do you have to pay attention to? Which piece would you do first (addition or subtraction/tens or hundreds)? 834 + 100 – 30 =

  8. Changing Places Now we are going to continue practicing adding and subtracting multiples of 10 and 100 by doing and activity called Changing Places. To the right, are the 5 change cards that I drew. My starting number is 386, and I can use any or all of these cards so that I can write a new number. What are some possible solutions? Share… Your new number becomes the starting number for the next round. 386

  9. Discussion: Adding and Subtracting Multiples of 10 and 100 Imagine that I’ve played nine rounds and my starting number is 462. These are the Change Cards that I drew. I still need a number between 901-1,000. Talk to a neighbor and decide which cards I can use. Find as many solutions as you can. 386

  10. Discussion: Adding and Subtracting Multiples of 10 and 100 Below is one solution. 386

  11. Independent Work • Matching Runners’ Numbers SA 6 • Adding and Subtracting 10s and 100s SA7 • Math Workshop

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