Task 3 Number Sense-3.docx - Part A CCSS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced

Task 3 Number Sense-3.docx - Part A...

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Part A CCSS.MATH.CONTENT.2.MD.B.6 Represent whole numbers as lengths from 0 on a number line diagram with equally spaced points corresponding to the numbers 0, 1, 2, ..., and represent whole-number sums and differences within 100 on a number line diagram. Problem: 35 - 12=__ Solution: Students will first need to identify and write where 35 belongs on the number line. Student will then use strategy of counting backwards 15, knowing that each mark represents 1. Students can also skip count by 5’s (35, 30, 25) and then subtract 2 more to get to 28. Students can also skip count by 10 to get from 35 to 30 and then subtract 2 to get to 28. CCSS.MATH.CONTENT.3.NBT.A.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Problem : 271 + ______ = 596 Solution : Students should understand that in order to solve this addition equation, they need to use the inverse operation of subtraction. Students should create a new equation using subtraction: 596-271= ____. Student will then solve and get the answer of 325. CCSS.MATH.CONTENT.6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. Problem: A meteorologist recorded the last 7 days of temperatures in a city. Order the temperatures from coldest to warmest. -5, 8, -9, -16, 4, 0, -7

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