Warm Up

3. Directions: Use this set of digits to write and equation that will be as close to 100 as possible. Explain why this is as close to 100 as you can get with this set of digits.

+ =

+ =

4. 232 1000

+ 878 - 569

1. What is the AREA of the shape above?

2. What is the PERIMETER of the shape above?

18

6

6

2

6

7 2 8 4 5 6

5 8 4 3 2 1

6

Target the QuestionAn after school club is planning a field trip.

The chart shows how many club members

can ride with each adult in one trip.

Adult # of students

Mr. Latarus 3

Mrs. Rodney 5

Ms. Flan 6

Mr. Donavan 4

Only Mr. Latarus and Mrs. Rodneydrive. They each make 2 trips.What is the greatest number ofstudents that can go on the field trip?

Two of Everything By Lily Toy Hong

Introduction to the Magic Pot

Let’s make a chart in our journal…

What was put into the pot What came out of the pot

A purse with five coins

1 hair pin

1 warm winter coat

Ten coins in one purse

Discuss the patterns in the book by creating a T-Chart

In Out

•Do you see a pattern from the IN number to the OUT numbers?

•Do you see a pattern with just the IN numbers?

•Do you see a pattern with just the OUT numbers?

A short cut to describe these patterns is to use symbols in place of the words.

In Out

•Do you see a pattern from the IN number to the OUT numbers?

•Do you see a pattern with just the IN numbers?

•Do you see a pattern with just the OUT numbers?

We use a box to represent whatever number of coins we put into the pot.

We use a triangle to stand for the number of coins that comes out of the pot.

What if the Magic pot did this instead?

Find the missing numbers, and determine the rule.

1 6

2 12

3 18

• 4

• 10

• 15

• 20

•The rule is what

happened to turn your “In” number

into your “Out”

number.

•This is usually an

expression.

1 5

2 9

3 13

• 4 17

8 ?

9 37

• 10 ?

•What if the Magic pot did this instead?Find the missing numbers, and determine the rule.

Let’s do a couple of examples together on your worksheet. Try to find a connection between the in number and out number.

•Table 1: How can we go from 2 to 4?

• 2 x 2 = 4 or

• 2 +2 = 4

•Now try these rules on the next row. How can we go from 4 to 8?

• 4 x 2 = 8 or

• 4 + 2 = 6

•Which rule works for both rows?

• x 2 =

•Now let’s try this rule on the remaining columns.

•So what should we write for the rule?

x 2x 2x 2 20

x 2 =

Work with your shoulder partner for 5 to 10 minutes and try to figure out Table 2.

20

x 2 =

•Table 2: How can we go from 1 to 5?

• 1 x 5 = 5 or

• 1 + 4 = 5

•Now try these rules on the next row. How can we go from 2 to 10?

• 2 x 5 =10 or

• 2 + 4 = 6

•Which rule works for both rows?

• x 5 =

•Now let’s try this rule on the remaining columns.

•So what should we write for the rule?

x 5x 5 20

25x 5x 5 =

Complete the rules for the remaining tables on Day 1.

20

x 2 =

2025

x 5 =

Math Menu

• Multiplication War

• Dice Multiplication

• Circles and Stars

• EnVision Game Show Lesson 16