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1.Module _ Lesson _ 2.Objective___                              3.This is a question I can ask...                    

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1.Module _ Lesson _ 2.Objective___                              3.This is a question I can ask...                    

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1. Module 2 Lesson 21

2. Estimate sums and differences of measurements by rounding, and then solve mixed word problems.

3. How can we use measurement as a strategy to help check the reasonableness of our answers?

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Objective: Students use priors knowledge of Mixed Numbers, Adding and Subtraction multi-digit numbers to find the sum / differences between decimals.

Question: In a real-world scenario, how can this topic of adding/subtracting decimals be relevant or present?

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Objective: Compare length measurements with string.
Question: How did you compare the lengths of each object.

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2. Students describe the effect of dilations on two-dimensional figures using coordinates.
3. Walk me through using steps that if point A is (3,4) with a scale factor of 2 what will my A' be. How do I know, what is the proof?

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Module 3, Lesson 2 - Compare length measurements w/ string

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Module 3, Lesson 2 - Compare length measurements w/ string

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What did you notice as you compared each object to the string?

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2. I can explore a situation with more than 9 groups of 10.
3. How can our answers be different, but still both be right?

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Objective:  Make ten when one addend is 9
Questions:  How did solving Problem 4 help you solve Problem 5?
What were some strategies we learned today to solve addition problems efficiently?

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I can explain how to explain the arrowing method to my teacher or classmate.

Why would we use the arrowing method? Explain your thinking?

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2. Students will be able to explain that similarity is both symmetric and transitive.
3. Why do you think this is true when asking about two figures being similar and when adding on a statement transitive similarity statement. Go back to why do you think this is true throughout their exploratory challenge.

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Objective: Analyze the addition chart to create sets of related addition and subtraction facts.
Question:
How did the first number sentence help you solve the second? What did you use to help you think through that problem?

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Objective:   Students interpret products and quotients of rational numbers by describing real-world contexts.

How do you know if you would multiply or divide?

Give me an example of a real world problem based on the following expression

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create word problems that can be represented by each expression, and then represent each product or quotient as a single rational number.8×(-0.25)

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create word problems that can be represented by each expression, and then represent each product or quotient as a single rational number.8×(-0.25)

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Estimation by Multiplication
Students will estimate multi-digit products by rounding factors to a basic fact and using place value patterns.

Questions: In a real world situation, why would you need to estimate products by rounding?

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Objective: Compare efficiency of counting on and making ten when addend is 9.
Question: Which problems could you solve more efficiently by making ten?  Why?