Module 1 Lesson 18 Place Value Rounding and

Module 1 Lesson 18 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic f: addition and subtraction word problems 4. oa. 3, 4. nbt. 1, 4. nbt. 2, 4. nbt. 4 This Power. Point was developed by Beth Wagenaar and Katie E. Perkins. The material on which it is based is the intellectual property of Engage NY.

Lesson 18 Topic: Addition and Subtraction Word Problems • Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding

Lesson 18 40, 100 50, 100 60, 100 ? 70, 100 Numbe r Pattern s 5 Minutes • What is the value of the digit that is changing? • Count with me saying the digit I am point to. • On your boards, write what number would come after 60, 100.

Lesson 18 82, 030 72, 030 62, 030 ? 52, 030 Numbe r Pattern s 5 Minutes • What is the value of the digit that is changing? • Count with me saying the digit I am point to. • On your boards, write what number would come after 62, 030.

Lesson 18 215, 003 216, 003 217, 003 ? 218, 003 Numbe r Pattern s 5 Minutes • What is the value of the digit that is changing? • Count with me saying the digit I am point to. • On your boards, write what number would come after 217, 003.

Lesson 18 943, 612 943, 512 943, 412 ? 943, 312 Numbe r Pattern s 5 Minutes • What is the value of the digit that is changing? • Count with me saying the digit I am point to. • On your boards, write what number would come after 943, 412.

Lesson 18 372, 435 382, 435 392, 435 ? 402, 435 Numbe r Pattern s 5 Minutes • What is the value of the digit that is changing? • Count with me saying the digit I am point to. • On your boards, write what number would come after 392, 435.

Lesson 18 Convert Units 5 Minutes Count by 200 meters, starting at 200 meters. When you get to 1000 meters, say 1 kilometer. 200 m 400 m 600 m 800 m 1 km 1, 200 m 1, 400 m 1, 600 m 1, 800 m 2 km This time, count by 200 meters starting at 200 meters, but pull out the kilometer. 200 m 400 m 600 m 800 m 1 km 1, 300 m = _____ km _____ m 1 km 200 m 1 km 400 m 1 km 600 m On your boards, fill in the blanks. 1 km 800 m 2 km

Lesson 18 Convert Units 5 Minutes Count by 200 meters, starting at 1, 003 meters. 1, 003 m 1, 203 m 1, 403 m 1, 603 m 1, 803 m 2, 003 m 2, 203 m 2, 403 m 2, 603 m 2, 803 m This time, count by 200 meters starting at 1, 003 meters, but pull out the kilometers. 1 km 3 m 1 km 203 m 1 km 403 m 1 km 603 m 1 km 803 m 2, 203 m = _____ km _____ m 2 km 3 m 2 km 203 m 2 km 403 m On your boards, fill in the blanks. 2 km 603 m 2 km 803 m

Lesson 18 Convert Units 5 Minutes Count by 200 meters, starting at 1, 750 meters. 1, 750 m 1, 950 m 2, 150 m 2, 350 m 2, 550 m 2, 750 m 2, 950 m 3, 150 m 3, 350 m 3, 550 m This time, count by 200 meters starting at 1, 750 meters, but pull out the kilometers. 1 km 750 m 1 km 950 m 2 km 150 m 2 km 350 m 2 km 550 m 3, 150 m = _____ km _____ m 2 km 750 m 2 km 950 m 3 km 150 m On your boards, fill in the blanks. 3 km 350 m 3 km 550 m

Lesson 18 Convert Units 5 Minutes Count by 200 meters, starting at 3, 450 meters. 3, 450 m 3, 650 m 3, 850 m 4, 050 m 4, 250 m 4, 450 m 4, 650 m 4, 850 m 5, 050 m 5, 250 m This time, count by 200 meters starting at 3, 450 meters, but pull out the kilometers. 3 km 450 m 3 km 650 m 3 km 850 m 4 km 250 m 4, 050 m = _____ km _____ m 4 km 450 m 4 km 650 m 4 km 850 m On your boards, fill in the blanks. 5 km 50 m 5 km 250 m

Lesson 18 Convert Units 5 Minutes Count by 200 meters, starting at 7, 030 meters. 7, 030 m 7, 230 m 7, 430 m 7, 630 m 7, 830 m 8, 030 m 8, 230 m 8, 430 m 8, 630 m 8, 830 m This time, count by 200 meters starting at 7, 030 meters, but pull out the kilometers. 7 km 30 m 7 km 230 m 7 km 430 m 7 km 630 m 7 km 830 m 8, 230 m = _____ km _____ m 8 km 30 m 8 km 230 m 8 km 430 m On your boards, fill in the blanks. 8 km 630 m 8 km 830 m

Application Problem 5 Minutes In all, 30, 436 people went skiing in February and January. 16, 009 went skiing in February. How many fewer people went skiing in February than in January? Lesson 18

Lesson 18 Problem Set Your problem set today will be done together during the Concept Development portion of class.

Concept Development Lesson 18 33 Minutes We will be solving problems again today. Our strategy to solve word problems is: 1. Model the problem. 2. Calculate to solve and write a statement. 3. Assess the solution for reasonableness.

Concept Development cont. Lesson 18 33 Minutes We will use the same process as yesterday as we solve today’s problems. I will call on some of you to model the word problems at the board. As you think about the problems, you need to ask yourself: • Can you draw something from the problem? • What can you draw? • What conclusions can you make from your drawing?

C Problem 1 11, 650 m S ? 4, 950 W 3, 500 1. Model the problem. Step 1 Work Space Solve a multi-step word problem, requiring addition and subtraction, using a tape diagram, checking the reasonableness of the answer using estimation. In one year, a factory used 11, 650 meters of cotton, 4, 950 fewer meters of silk than cotton, and 3, 500 fewer meters of wool than silk. How many meters in all were used of the three fabrics? 2. Calculate to solve and write a statement. Step 2 Work Space Lesson 18 How can you know if your answer is a reasonable answer? 3. Assess the solution for reasonableness. Step 3 Work Space

Lesson 18

9, 324 PB 9, 324 1078 ------- CD V Problem 2 12, 789 ----- C 12, 789 1. Model the problem. Step 1 Work Space ? 999 Lesson 18 Solve an additive multi-step word problem using a tape diagram, checking the reasonableness of the answer using estimation. An ice cream shop sold 12, 789 chocolate and 9, 324 cookie dough cones. They sold 1, 078 more peanut butter cones than cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number of ice cream cones sold? 3. Assess the solution for 2. Calculate to solve and write a reasonableness. statement. Step 2 Work Space Step 3 Work Space

Lesson 18

1, 096 4 ------- 2 3 Problem 3 10, 345 ? Solve a multi-step word problem, requiring addition and subtraction, modeled with a tape diagram, checking the reasonableness of the answer using estimation. In the first week of June, a restaurant sold 10, 345 omelets. The second week, they sold 1, 096 fewer omelets than the first week. The third week, they sold 2 thousand more than the first week. The fourth week, they sold 2 thousand fewer than the first week. How many omelets did they sell in all in June? 2, 000 3. Assess the solution for 2. Calculate to solve and write a 1. Model the problem. reasonableness. statement. Step 1 Work Step 2 Work Space Step 3 Work Space 1. Space Model the problem. 10, 345 2, 000 ----- 1 Lesson 18 The restaurant sold ______ omelets in June.

Lesson 18

• How are the problems alike? How are they different? • How was your solution the same and different from those that were demonstrated? • Why is there more than one right way to solve, for example, Problem 3? • Did you see other solutions that surprised you or made you see the problem differently? • In Problem 1, was the part unknown or the total unknown? What about in Problems 2 and 3? • Why is it helpful to assess for reasonableness after solving? • How were the tape diagrams helpful to us in estimating to test for reasonableness? Why is that? Student Debrief 12 minutes Lesson Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding. Lesson 18

Exit Ticket Lesson 18

Lesson 18 Woo hoo! Only one page tonight! Home ! ! k r wo

Lesson 18