Slide 1One Note on the Standard AlgorithmInterpreting Our AnswersOn your calculator:On MY calculatorNow try:Order of OperationsCan you…What have I learned?What have I learned?What have I learned?Can I explain…Slide 13Slide 14Slide 1527984 ÷ 82Slide 17Do I Understand???Do I Understand?Make this true for order of operations*Don’t forget to sign in!*Division in MediaOne Note on the Standard AlgorithmInterpreting Our Answers•400 students are going on a field trip. If each bus can fit 83 students, how many busses are necessary?•400÷83=4R68•4 means:•68 means:•Answer is:On your calculator:Calculate: 3 • 4 – 8 ÷ 2 =On MY calculator3 • 4 – 8 ÷ 2 =Now try:(3 • 4) – (8 ÷ 2) = 3 • (4 – 8) ÷ 2 = 3 • (4 – (8 ÷ 2)) =Order of Operations•Parenthesis•Exponents•Multiplication/Division•Addition/SubtractionNote: We use parenthesis to “override” the order of operationsCan you…•Give examples of related facts?•Show 4 different ways to find: 37 • 41?•Show 4 different ways to find: 2795 ÷ 23?•Explain why each solution method applies to multiplication or division?•Vocabulary: factor, product, partial product, dividend, divisor, quotient, remainder•Write word problems for: repeated addition, repeated measure, area, Cartesian product, repeated subtraction, and partitive division?What have I learned?•Can you give an example of each model?–Repeated addition–Repeated subtraction–Repeated measures–Partition (Partitive)–Cartesian Product–Rectangular Area–ArraysWhat have I learned?•Commutative, associative, distributive properties. Write examples, and when are they used?•Identity and inverse properties Write examples and when are they used?•Related facts. If 6 • 3 = 18, then…What have I learned?•Show 35 • 24 using 4 different methods. –At least 1 from videos; at least 1 from explorations•Show 2977 ÷ 14 using 4 different methods.–At least 1 from videos; at least 1 from explorationsCan I explain…•Why each different solution method is an example of multiplication or division?•Vocabulary: factor, product, partial product, dividend, divisor, quotient, remainderExplain what is wrong:“50 ÷ 7 is the same as 50 ÷ 10, (which is 5) then because I adding 3 to the divisor I now need to subtract 3: 5 - 3 = 2.”•Estimate 35 • 49.•Show 3 different ways to find:35 • 49.•Estimate 27984 ÷ 82. •Show 27984 ÷ 82 using the scaffolding method.•35 • 49 is about 35 • 50. •Think: 30 • 50 = 1500, and 5 • 50 = 250, so 1750.•Methods: rectangular area, lattice multiplication, Egyptian Duplation, any of the methods used by the kids.•27984 ÷ 82: 82 • 1 = 82; 82 • 10 = 820; 82 • 100 = 8,200; 82 • 1000 = 82,000.So, the quotient is between 100 and 1000, and is closer to 100. Now: 8 • 3 = 24, so guess 300.27984 ÷ 82•82 • 1 = 82; 82 • 10 = 820; 82 • 100 = 8,20082 ) 27984 24600 3384 1640 1744 1640 104 82 22 1 20 20 300I’m thinking of a number. It is less than 50. When I divide it by 8, I get a remainder of 5. But when I divide it by 7, I get a remainder of 2. Use the manipulatives to find my number.Do I Understand???•Given: 4 7X 3 9 4 2 3 1 4 1__ 1 8 3 3•Question: Without doing any work, what is 30 • 47? How do you know?Do I Understand?•Given: 208 R 718 ) 3751 36151144•Question: Without doing any work, what is 200 • 18? How do you know?Make this true for order of operations12 ÷ 4 - 2 • 5 = 30What other values can we get using 12 ÷ 4 - 2 •
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