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Lesson 24 Homework Module 2 Physiological Factors

Presentation on theme: "5th Grade Module 2 – Lesson 3"— Presentation transcript:

1 5th Grade Module 2 – Lesson 3
Lesson 3: I can write and interpret numerical expressions and compare expressions using a visual model5th Grade Module 2 – Lesson 3

2 421 x 18 ≈ ___ x ___ = ____ What is 400 x 20?
Estimate Products421 x 18 ≈ ___ x ___ = ____400208,000What is 400 x 20?Round 18 to the nearest tenRound 421 to the nearest hundred5th Grade Module 2 – Lesson 3

3 5th Grade Module 2 – Lesson 3
Estimate Products323 x 21 ≈ ___ x ___ = ____300206,000On your boards, write the multiplication sentence rounding each factor to arrive at a reasonable estimate of the product.5th Grade Module 2 – Lesson 3

4 5th Grade Module 2 – Lesson 3
Estimate Products2,480 x 27 ≈ ____ x ___ = ____20003060,000On your boards, write the multiplication sentence rounding each factor to arrive at a reasonable estimate of the product.5th Grade Module 2 – Lesson 3

5 Decompose a Factor: The Distributive Property
Write the multiplication sentence.9 x 3 =274(5 x 3) + (__ x 3)= 275th Grade Module 2 – Lesson 3

6 Decompose a Factor: The Distributive Property
Write the multiplication sentence.7 x 4 =283(4 x 4) + (__ x 4)= 285th Grade Module 2 – Lesson 3

7 Decompose a Factor: The Distributive Property
Write the multiplication sentence.8 x 2 =162(6 x 2) + (__ x 2)= 165th Grade Module 2 – Lesson 3

8 Decompose a Factor: The Distributive Property
Write the multiplication sentence.9 x 6 =544(5 x 6) + (__ x 6)= 545th Grade Module 2 – Lesson 3

9 5th Grade Module 2 – Lesson 3
Application ProblemRobin is 11 years old. Her mother, Gwen, is 2 years more than 3 times Robin’s age. How old is Gwen?5th Grade Module 2 – Lesson 3

10 3 x A 3 x 5 How about 3 times an unknown amount called A?
Concept DevelopmentFrom word form to numerical expressions and diagrams.How about 3 times an unknown amount called A?What expression describes the total value of these 3 equal units?A5Show a tape diagram and expression.3 x A3 x 55th Grade Module 2 – Lesson 3

11 OR… 3 x (26 + 4) (26 + 4) x 3 How about 3 times the sum of 26 and 4?
Concept DevelopmentFrom word form to numerical expressions and diagrams.How about 3 times the sum of 26 and 4?26 + 4OR…3 x (26 + 4)(26 + 4) x 35th Grade Module 2 – Lesson 3

12 3 x (26 + 4) 3 x 26 + 4 Why are parentheses necessary around 26 + 4?
Talk to your partner.We want 3 times as much as the total of If we don’t put the parentheses it doesn’t show that we are counting 3 of3 xThis means 3 times 26 then add 4. Not the same!5th Grade Module 2 – Lesson 3

13 5th Grade Module 2 – Lesson 3
Evaluate the expression.3 x (26 + 4)3 x (30)905th Grade Module 2 – Lesson 3

14 OR… 6 x (60-51) (60-51) x 6 Let’s try it again!
Write 6 times the difference between 60 and 516 x (60-51)OR…60-51(60-51) x 65th Grade Module 2 – Lesson 3

15 6 x (60-51) (60-51) x 6 Commutative Property!
Are these expression equivalent?6 x (60-51)(60-51) x 6What is the name of the this property?Commutative Property!What is the commutative property in your own words?5th Grade Module 2 – Lesson 3

16 (2 x 12) + (4 x 3) Let’s try it again!
Write the sum of 2 twelves and 4 threes.12123333(2 x 12) + (4 x 3)5th Grade Module 2 – Lesson 3

17 8 x (43 – 13) Read this expression in words… 8 x 43 – 13
Are these two expressions equivalent?8 x 43 – 13It sounds likes you are saying that we should multiply 8 and 43 and then subtract 13. Is that what you meant?Read this expression in words…Let me write down what I heard you say…5th Grade Module 2 – Lesson 3

18 We need to use words that tell that we should subtract first and then multiply!
8 x (43 – 13)So we can say and write,“8 times the difference of 43 and 13”What other ways can we say this?What could we say to make sure we are talking about the answer to the subtraction problem?Turn and talk.Let’s name the two factors we are multiplying.Turn and talk.And what is happening to the difference of 43 and 13?Why can’t we read every expression left to right?It is being multiplied by 8!We are multiplying 8 and the answer to 43-13The difference of 43 and 13!5th Grade Module 2 – Lesson 3

19 (16 + 9) x 4 The sum of 16 and 9 times 4
How can we say and write this expression correctly?We cannot just say 16 plus 9 times 4!5th Grade Module 2 – Lesson 3

20 OR… (20 x 3) + (5 x 3) We cannot just read this left to right!
How can we say and write this expression correctly?The product of 20 and 3 plus the product of 5 and 3OR…The sum of 20 threes and 5 threes5th Grade Module 2 – Lesson 3

21 We don’t even need to evaluate these expressions to compare them!
Let’s use < , > , or = to compare each expression9 x thirteens>13Let’s use a tape diagram for each expression and compare them!135th Grade Module 2 – Lesson 3

22 = Let’s compare these expressions without evaluating them! 10 9 10 9
The sum of 10 and 9, doubled(2 x 10) + (2 x 9)1091095th Grade Module 2 – Lesson 3

23 = Let’s compare these expressions without evaluating them! 29 x 15
30 fifteens minus 1 fifteen29 x 1515155th Grade Module 2 – Lesson 3

24 Get Ready to Complete the Problem Set on Your Own!
When completing your problem set, remember to use what you know about whole numbers to help you divide the decimals. Complete Pages 2.B B.12 You will have 10 minutes to work. Try your Best!5th Grade Module 2 – Lesson 3

25 5th Grade Module 2 – Lesson 3
DebriefReturn to the Application Problem. Create a numerical expression to represent Gwen’s age.In Problem 1(b) some of you wrote 12 x ( ) and others wrote ( ) x 12. Are both acceptable?When evaluating the expression in Problem 2(a), some of you got 85. Can you identify the error?Look at Problem 3(b). Talk to your partner about how you know they are not equal. How can you change the second expression to make them equal?5th Grade Module 2 – Lesson 3

26 5th Grade Module 2 – Lesson 3
DebriefIn 4(a), what mistake is being made that wouldproduce 5.6 ÷ 7 = 8?Correct all the dividends in Problem 4 so that the quotients are correct. Is there a pattern to the changes that you must make?4.221 ÷ 7 ____=Explain how you would decompose so that you only need knowledge of basic facts to find the quotient.5th Grade Module 2 – Lesson 3

27 5th Grade Module 2 – Lesson 3
Exit Ticket Time!5th Grade Module 2 – Lesson 3

Module 2: Health PromoTon and Disease PrevenTonLesson 8: Health and Wellness/±eaching and LearningHealth and WellnessDescriptonoHealTh is a person's degree of wellness and well-being.oFacTors ThaT a±ecT a person's physiological, psychological, sociological, and spiriTual well-being alTer The levelof wellness.HealTh PromotonoHealTh promoton consisTs of actvites ThaT are direcTed Toward developing a person's resources To mainTain or enhance well-being as a proTecton againsT illness.Disease PreventonoDisease preventon consisTs of actvites ThaT proTecT a clienT from acTual or poTental ThreaTs To healTh and assisT him or her in mainTaining an optmal level of healTh.o²he role of The nurse in disease preventon involves identfying, moniToring, and educatng The clienT aT risk for disease.Levels of PrevenTatve CareoPrimary preventon actvites are designed To prevenT disease or dysfuncton and include healTh-educaton programs and wellness actvites ThaT mainTain or improve healTh.oSecondary preventon is focused on clienTs who are experiencing healTh problems and on actvites, such as screening Techniques and TreaTmenT of disease aT an early sTage, To limiT disabiliTy.o²ertary preventon is focused on rehabiliTaton To minimize The e±ecTs of a long-Term disease and To assisT clienTs in achieving The highesT possible level of functon.HealTh ScreeningoPersonal HisTorySubjectve and objectve daTa on pasT and currenT healTh sTaTus are obTained from The clienT To aid ident³caton of risk facTors.HearT disease, hyperTension, sTroke, diabeTes melliTus, blood disorders, cancer, arThrits, allergies, obesiTy, alcoholism, seizure disorders, kidney disease, Tuberculosis, and menTal healTh disorders are all imporTanT ³ndings in a healTh hisTory.²he nurse should also obTain daTa on childhood diseases and immunizatons, accidenTs and injuries, serious or chronic illnesses, hospiTalizatons and surgeries, obsTeTric hisTory, allergies, lasT examinaton daTe, currenT lifesTyle practces, and medicatons, including herbal producTs, being Taken.oFamily HisTory Family hisTory includes age and healTh or age and cause of deaTh of blood relatves such as parenTs, grandparenTs, and siblings.A genogram (see image above) or family Tree may be consTrucTed To charT family healTh hisTory clearly; This assisTs The nurse To identfy risk facTors for illness.²he screener should also inquire abouT The healTh of close family members such as The clienT’s spouse and children.ClienT’s Percepton of HealTh STaTusoDeTermine The clienT's perceived level of healTh and well-being, including personal practces for mainTaining healTh.oIn additon To The family hisTory, obTain daTa on a hisTory of unhealThy habiTs such as smoking, alcohol, and drug use; exposure To environmenTal hazards; and any oTher high-risk behaviors.

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