1 / 50

Grade 5 Module 1 Lesson 16

Grade 5 Module 1 Lesson 16. Sprint: Multiply by Exponents. Find the Quotient. 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks. Find the Quotient. 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks. 3 tenths ÷ 2 = __ hundredths ÷ 2 =

aisha
Download Presentation

Grade 5 Module 1 Lesson 16

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. Grade 5 Module 1 Lesson 16

  2. Sprint: Multiply by Exponents

  3. Find the Quotient 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks.

  4. Find the Quotient 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks. 3 tenths ÷ 2 = __ hundredths ÷ 2 = __ tenths __ hundredths (solve the division problem)

  5. Find the Quotient 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks. 3 tenths ÷ 2 = __ hundredths ÷ 2 = __ tenths __ hundredths (solve the division problem) 3 tenths ÷ 2 = 30 hundredths ÷ 2 = 1 tenths 5 hundredths

  6. Find the Quotient 0.3 ÷ 2 = ___ (On your place value chart, draw 3 tenths in number disks. 3 tenths ÷ 2 = __ hundredths ÷ 2 = __ tenths __ hundredths (solve the division problem) 3 tenths ÷ 2 = 30 hundredths ÷ 2 = 1 tenths 5 hundredths 0.3 ÷ 2 = __ (Solve using the algorithm)

  7. Find the Quotient 0.9 ÷ 5 = ___ (On your place value chart, draw 9 tenths in number disks.

  8. Find the Quotient 0.9 ÷ 5 = ___ (On your place value chart, draw 9 tenths in number disks. 9 tenths ÷ 5 = __ hundredths ÷ 5 = __ tenths __ hundredths (solve the division problem)

  9. Find the Quotient 0.9 ÷ 5 = ___ (On your place value chart, draw 9 tenths in number disks. 9 tenths ÷ 5 = __ hundredths ÷ 5 = __ tenths __ hundredths (solve the division problem) 9 tenths ÷ 2 = 90 hundredths ÷ 2 = 4 tenths 5 hundredths

  10. Find the Quotient 0.9 ÷ 5 = ___ (On your place value chart, draw 9 tenths in number disks. 9 tenths ÷ 5 = __ hundredths ÷ 5 = __ tenths __ hundredths (solve the division problem) 9 tenths ÷ 2 = 90 hundredths ÷ 2 = 4 tenths 5 hundredths 0.9 ÷ 5 = __ (Solve using the algorithm)

  11. Application Problems Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay?

  12. Application Problems Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay? trail mix apples granola bars

  13. Application Problems Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay? trail mix apples granola bars = $11.36

  14. Application Problems Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay? trail mix apples granola bars = $11.36 = $11.36

  15. Application Problems Jesse and three friends buy snacks for a hike. They buy trail mix for $5.42, apples for $2.55, and granola bars for $3.39. If the four friends split the cost of the snacks equally, how much should each friend pay? trail mix apples granola bars = $11.36 = $11.36

  16. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive?

  17. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Who and what is this problem about?

  18. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Who and what is this problem about? Let’s identify our variables.

  19. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Who and what is this problem about? Let’s identify our variables. Mr. Frye’s money

  20. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Draw a bar to represent Mr. Frye’s money.

  21. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Draw a bar to represent Mr. Frye’s money. Mr. Frye’s money

  22. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Draw a bar to represent Mr. Frye’s money. Mr. Frye’s money Let’s read the problem sentence by sentence and adjust our diagram to match the information in the problem.

  23. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Mr. Frye’s money What is the important information in the first sentence? Turn and talk.

  24. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Mr. Frye’s money $126

  25. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Mr. Frye’s money $126 How many children share the 126 dollars?

  26. Concept Development Problem 1: Mr. Frye distributed $126 equally among his 4 children for their weekly allowance. How much money did each child receive? Mr. Frye’s money $126 How many children share the 126 dollars? 4 children How can we represent this information?

  27. Concept Development Problem 1: How many children share the 126 dollars? 4 children How can we represent this information? Divide the bar into 4 equal parts. Mr. Frye’s money $126

  28. Concept Development Problem 1: What is the question? Mr. Frye’s money $126

  29. Concept Development Problem 1: What is the question? What is unknown in this problem? How will we represent it in our diagram? Mr. Frye’s money $126

  30. Concept Development Problem 1: How many unit bars are equal to $126? Mr. Frye’s money $126

  31. Concept Development Problem 1: How many unit bars are equal to $126? 4 units is the same as $126 How can we find the value of one unit? Mr. Frye’s money $126

  32. Concept Development Problem 1: How many unit bars are equal to $126? 4 units is the same as $126 How can we find the value of one unit? Divide $126 by 4 Mr. Frye’s money $126

  33. Concept Development Problem 1: How can we find the value of one unit? Divide $126 by 4 (Use division because we have a whole that we are sharing equally.) Mr. Frye’s money $126

  34. Concept Development Problem 1: What is the equation that will give us the amount that each child receives? Mr. Frye’s money $126

  35. Concept Development Problem 1: What is the equation that will give us the amount that each child receives? $126 ÷ 4 = ___ Mr. Frye’s money $126

  36. Concept Development Problem 1: What is the equation that will give us the amount that each child receives? $126 ÷ 4 = ___ (Solve and express your answer in a complete sentence.) Mr. Frye’s money $126

  37. Concept Development Problem 1: $126 ÷ 4 = ___ (Solve and express your answer in a complete sentence.) Each child received $31.50 for their weekly allowance. Mr. Frye’s money $126

  38. Concept Development Look at part b of question 1 and solve using a tape diagram.

  39. Concept Development Problem 2: Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Identify the variables (who and what) and draw a bar.

  40. Concept Development Problem 2: Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Brandon’s cashews/pistachios

  41. Concept Development Problem 2: Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Brandon’s cashews/pistachios Read the first sentence.

  42. Concept Development Problem 2: Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Brandon’s cashews/pistachios What is the important information in this sentence.

  43. Concept Development Problem 2: Brandon mixed 6.83 lbs. of cashews with 3.57 lbs. of pistachios. After filling up 6 bags that were the same size with the mixture, he had 0.35 lbs. of nuts left. What was the weight of each bag? Brandon’s cashews/pistachios What is the important information in this sentence. 6.83 lbs. or cashews and 3.57 lbs. of pistachios.

  44. Concept Development Problem 2: What is the important information in this sentence. 6.83 lbs. or cashews and 3.57 lbs. of pistachios. How can I represent this information in our tape diagram? Should the parts be equal in size? Brandon’s cashews/pistachios

  45. Concept Development Problem 2: What is the important information in this sentence. 6.83 lbs. or cashews and 3.57 lbs. of pistachios. How can I represent this information in our tape diagram? Show two parts inside the bar. Brandon’s cashews/pistachios 6.83 3.87

  46. Concept Development Problem 2: What is the important information in this sentence. 6.83 lbs. or cashews and 3.57 lbs. of pistachios. Brandon’s cashews/pistachios 10.4 0.35

  47. Concept Development Problem 2: 6 units + 0.35 = 10.4 1 unit = (10.4 – 0.35) ÷ 6 Brandon’s cashews/pistachios 10.4 0.35

  48. Concept Development Problem 2: 6 units + 0.35 = 10.4 1 unit = (10.4 – 0.35) ÷ 6 1 unit = 1.675 lbs. Brandon’s cashews/pistachios 10.4 0.35

  49. Concept Development Problem 2: 6 units + 0.35 = 10.4 1 unit = (10.4 – 0.35) ÷ 6 Each bag contains 1.675 lbs. of nuts. Brandon’s cashews/pistachios 10.4 0.35

  50. Student Debrief Lesson Objective: Solve word problems using decimal operations.

More Related