New York State Common Core Math Grade 6, Module 4, Lesson 1
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Common Core For Grade 6
a. Draw a tape diagram to represent the following expression: 5 + 4.b. Write an expression for each tape diagram.
1. Predict what will happen when a tape diagram has a large number of squares, some squares are removed, but then the same amount of squares are added back on.
2. Build a tape diagram with 10 squares.
a. Remove 6 of them. Write an expression to represent the tape diagram.
b. Add 6 squares onto the tape diagram. Alter the original expression to represent the current tape diagram.
c. Evaluate the expression.
3. Write a number sentence, using variables, to represent the identities we demonstrated with tape diagrams.
4. Using your knowledge of identities, fill in each of the blanks.
a. 5 + 5 - ___ = 4
b. 25 - ___ + 10 = 25
c. ___ + 16 - 16 = 24
d. 56 - 20 + 20 = ___
5. Using your knowledge of identities, fill in each of the blanks.
a) a + b - ___ = a
b) c - d + d = ____
c) e + ___ - f = e
d) ___ - h + h = g
In every problem we did today, why did the final value of the expression equal the initial expression?
Initially, we added an amount and then subtracted the same amount. Later in the lesson, we subtracted an amount and then added the same amount. Did this alter the outcome?
Why were we able to evaluate the final expression even when we did not know the amount we were adding and subtracting?
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