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Unit 6

Unit 6

Daily Math Messages

Did you miss class? Click on the lesson you missed to see a you tube video that covers the daily math message. You will need your workbook.

If you don't have your workbook you can click here to open up unit 6 workbook pages and print what you need. 

 

Math Message 6.1

Math Message 6.2

Math Message 6.3

Math Message 6.4

Math Message 6.5

Math Message 6.6

Math Message 6.7

Math Message 6.8

Math Message 6.9

Math Message 6.10

Math Message 6.11

 

MATH BOX VIDEOS:

Click here for extra copies of math Boxes

Be sure to complete the Math Boxes BEFORE you watch the video to check your work. 

Math Boxes 6.1

Math Boxes 6.2

Math Boxes 6.3

Math Boxes 6.4

Math Boxes 6.5

Math Boxes 6.6

Math Boxes 6.7

Math Boxes 6.8

Math Boxes 6.9

Math Boxes 6.10

Math Boxes 6.11

HOME LINKS:

Do you want extra practice of what we did each day in class? Click here for extra copies of unit 6 Home links.

Home links 6.1

Home links 6.2

Home links 6.3

Home links 6.4

Home links 6.5

Home links 6.6

Home links 6.7

Home links 6.8

Home links 6.9

Home links 6.10

Home links 6.11

Review:

Review Study Guide

Review VIDEO

Review Jeopardy

(Here's what we are learning about...More Operations)

In this unit we will be comparing different approaches to solving the same problem and reflecting on which strategy is more efficient.  We will continue to build our multiplication fact fluency.  We will be working on multi step number stories and learn how to model the problems with one or more equations and represent the unknown with letters.  

 

By the end of this unit students will be able to:

 

** use multiplication within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities by using drawings and equations. 

 

** determine the unknown number in a multiplication equation. 

For example  8 x ? = 48

 

** use the "doubling" and "break apart" strategy to multiply.

These are applications of the distributive and associative properties of multiplication. 

 

** know from MEMORY all square products (2x2, 3x3, 4x4, etc.) and products of one digit number x1, x2, x5, x10.

 

** fluently multiply harder facts like x3, x4, x6, x7, x8, x9 by using strategies like doubling, break apart, helper facts, finger rules, and rhymes.

 

** make sense of and solve two-step word problems using the four operations (addition, subtraction, multiplication, and division) and be able to represent these problems using equations.  Students should also be able to assess if their answers make sense by using mental computations and estimation strategies. 

 

** fluently add within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.

 

** fluently subtract within 1000 using counting up, expand and trade, trade first, or other strategies. 

 

 

CLICK HERE TO SEE JUST SOME OF THE WAYS WE ARE BECOMING MORE FLUENT WITH OUR MULTIPLICATION FACTS