PPT-Multiplication Concept Development & Word Problem Structures

Pathways to Teacher Leadership in Mathematics Wednesday July 9 2014 Learning Intentions amp Success Criteria We are learning to Understand the development of multiplicative thinking. Objective: Convert numerical expressions into unit form as a mental strategy for multi-digit multiplication.. 409 x 21 = ____ x ____ = ____ (Round each factor to arrive at a reasonable estimate of the product). Lesson . 1.20. Application Problem. Read, orange, and blue scarves are on sale for $4 each. Nina buys 2 pairs of scarves of each color. How much does she spend together?. Draw an array and a tape diagram to solve the problem.. Or. Solve word problems where you have to do two things & decide whether your answer makes sense.. MATH . UNIT 1 LESSON 20. Click to Start!. Skip Count by 5 Sprint . Skip Count By 4s To 40 … . in . Approaches to terminology . Factors that contributed to the development of terminology in modern times. The theory of terminology’s basic tasks. Characteristics of terminology . Terminological problems . Lesson 1.18. Application Problem . A parking structure has 10 levels. There are 3 cards parked on each level. How many cars are parked in the structure?. Solution. Guided Instruction Concept Development. units. Lesson 11 . Read a Beaker. How many liters?. Let’s shade 1 liter.. Read a Beaker. Let’s shade 1 liter. . Count the milliliters as I shade.. Guided Instruction Concept Development . Problem 1:. Twice. Lesson 2.18: . Application Problem. Jolene brings an apple and an orange with her to school. The weight of both pieces of fruit together is 417 grams. The apple weighs 223 grams. What is the weight of Jolene’s orange? . InterContinental – . October 2015 – Private and Confidential. W. H. Y. . F. OO. D. . AN. D. . BEVERAG. E. . I. S. . I. M. P. ORTAN. T. D. IFF. E. R. E. N. TI. A. TI. N. G. . O. U. R . BR. A. Lesson 1.18. Application Problem . A parking structure has 10 levels. There are 3 cards parked on each level. How many cars are parked in the structure?. Solution. Guided Instruction Concept Development. Fluency Practice. On your mark, get set, THINK!. On your mark, get set, THINK!. Sprint B. Sprint A. Application Problem. Vincent counts 30 dimes and 87 pennies in a bowl. How many more pennies than dimes are in the bowl?. The Curriculum Corner. A PowerPoint Review Game. Click Here to Start. ©www.thecurriculumcorner.com. Find the Product. 2 x 3. a. 5. b. 6. c. 7. Keep trying!. Click here to go back to the problem.. Ssssssssuper. Identification of Common Word Problem Structures and Using Schema-Based StrategiesForStudents in Grades 2and above who are experiencing difficulty with mathematics word problems or have not reached th 1. . Metric Unit Conversions. 4. .MD.1 and 4.MD.2. Lesson 1 Objective. Express metric length measurements in terms of a smaller unit. Model and solve addition and subtraction word problems involving metric length. It is a mix of math and art – it is a wonderful example of a subject where it is not too bad to follow step by step, but one is left with the feeling “. how did they think to look at it that way!.