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Lesson 8.6 Equal Shares Objective: To guide exploration of dividing regions into equal parts.

Lesson 8.6 Equal Shares Objective: To guide exploration of dividing regions into equal parts. Math Journal 2, Pages 162 and 165, 166 and 167 Home Link Masters (page 236) Math Masters pages Teaching Master, page 234, 231, 235, 237 Differentiation Handbook fruit bars slate

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Lesson 8.6 Equal Shares Objective: To guide exploration of dividing regions into equal parts.

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  1. Lesson 8.6 Equal Shares Objective: To guide exploration of dividing regions into equal parts. Math Journal 2, Pages 162 and 165, 166 and 167 Home Link Masters (page 236) Math Masters pages Teaching Master, page 234, 231, 235, 237 Differentiation Handbook fruit bars slate scissors; glue or tape 2" X 2" color squares (two of each color per partnership: purple, red, orange; three of each color per partnership: yellow and brown) 1 measuring cup of dry cereal in a large bowl, per child measuring cups: 1/2 cup, 1/3 cup, 1/4 cup

  2. Mental Math and Reflexes From this story, choose two or three items. Estimate if they cost more than or less than one dollar. Share estimation strategies. 27 36 46 63 93 28

  3. Math Message Add your tally to the chart below. Would you like a: whole fruit bar half a fruit bar don't know

  4. Math Message Follow-Up Questions: Explain your votes. List of items we have divided in half in order to share with someone: ____________________________________________________________________________________________________________________________________________________________________________________ The size of the half is dependent on the size of the whole. Home Link 8.5 Follow Up

  5. Dividing Slates into Equal Parts

  6. half one-half two-halves halves

  7. Dividing Slates into Equal Parts

  8. Dividing Slates into Equal Parts

  9. fourth one-fourth two-fourths three-fourths four-fourths fourths

  10. Dividing Slates into Equal Parts

  11. third one-third two-thirds three-thirds thirds

  12. Looking for Objects That Are Divided into Equal Parts

  13. Folding and Cutting Whole Crackers into Equal Parts Math Masters page 234, and Math Journal 2, page 165

  14. Folding and Cutting Whole Crackers into Equal Parts Math Masters page 234, and Math Journal 2, page 165 Questions: 1. If you want to share two crackers equally among four people, how much would each person get? 2. Which is more, one-fourth or one-half of a cracker? 3. Which is more, two-fourths or one half of a cracker?

  15. Practice for Page 166 in in out 2 3 3 3 Rule + 10 2 5 1 5 7 3 7 out 8 8 0 2 1 11 9 10 6 7 8 12 5 3 2 4 1 0

  16. Practice for Page 166 in in out 3 1 3 Rule - 10 5 1 4 1 8 9 2 out 8 9 1 0 2 11 9 10 6 7 8 12 5 3 2 4 1 0

  17. Practice for Page 166 in in out 4 5 2 5 Rule -20 2 1 5 0 7 0 5 7 out 2 0 1 0 0 11 9 10 6 7 8 12 5 3 2 4 1 0

  18. Practice for Page 166 in in out 2 3 1 2 Rule + 20 8 4 2 8 0 out 1 3 0 5 6 11 9 10 6 7 8 12 5 3 2 4 1 0

  19. Practice for Page 166 in in out Rule out 11 9 10 6 7 8 12 5 3 2 4 1 0

  20. Writing and Reasoning: How do you make change? Write, draw, or verbalize and answer.

  21. Math Masters, page 237 Sharing Cereal large medium small See directions on Teaching Master, page 237.

  22. Math Journal 2, page 166 "What's My Rule?"

  23. Math Boxes Math Journal 2, page 167

  24. Home Link Master Math Masters, page 236

  25. Teaching Master, Math Masters, page 237

  26. Building a Math Work Bank whole equal parts one-half

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