they have left to hike? whiteboards using a Students work on their visual model. whiteboards with Is your answer (model) partners to solve reasonable? Thinking about the problem using a visual estimate you started model. with, is your answer reasonable? Activity or Task 2 Teacher will put Students will discuss Denominator, common How could your model Where does your model Caitlin has 4 ¾ pounds of problem up and have their estimate with their denominator, equal show a common live in your equation? clay. She uses 1 1/10 students estimate the partner. parts, model denominator? pounds to make a cup, answer. Show another way to and another 2 pounds to Is your answer (model) solve this problem. make a jar. How many Have students solve on Students work on their reasonable? pounds of clay are left? paper. paper for 1 min How can you use a independently. Then number line to solve this What if Caitlin had used Teacher will look for a students will work with problem? more than 2 pounds of START to share if partners to solve clay to make the jar? needed. problem using a visual How would that change model AND an equation. your answer? Thinking about the estimate you started Partner A explain how with, is your answer you solved the problem reasonable? with the equation. Partner B explain how you solved the problem with the model. Discuss the connection between the equation and the model.
they have left to hike? whiteboards using a visual model. Thinking about the estimate you started with, is your answer reasonable? Students work on their whiteboards with partners to solve problem using a visual model. Is your answer (model) reasonable? Activity or Task 2 Caitlin has 4 ¾ pounds of clay. She uses 1 1/10 pounds to make a cup, and another 2 pounds to make a jar. How many pounds of clay are left? What if Caitlin had used more than 2 pounds of clay to make the jar? How would that change your answer? Teacher will put problem up and have students estimate the answer. Have students solve on paper. Teacher will look for a START to share if needed. Thinking about the estimate you started with, is your answer reasonable? Students will discuss their estimate with their partner. Students work on their paper for 1 min independently. Then students will work with partners to solve problem using a visual model AND an equation. Partner A explain how you solved the problem with the equation. Partner B explain how you solved the problem with the model. Discuss the connection between the equation and the model. Denominator, common denominator, equal parts, model How could your model show a common denominator? Is your answer (model) reasonable? Where does your model live in your equation? Show another way to solve this problem. How can you use a number line to solve this problem?