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**Contents:**

The method of multiplying the dimensions is then connected to the idea of layers.

Measurement and Data: Standard 5. MD Understand concepts of volume and relate volume to multiplication and addition. Begin this lesson by reviewing the terms rectangular prism, volume, and cubic unit. Give the groups interlocking cubes to help them develop their methods.

Withhold comments or corrections. If groups have identical methods, post the methods both times. With your partner, see if you can apply each of the methods displayed to a three-by-four-by-five-unit prism. If you get stuck, think about how you might edit the method so that it works. If the method does work, think about why it works and whether it will work for all rectangular prisms. Briefly discuss which methods may need a little revision or editing.

If a student makes a suggestion on how to revise a method that he or she did not write, check back with the students who wrote it. Do you think it makes sense to add it to what you wrote? Pick the methods you would like everyone to discuss based on the mathematics. Any time a student uses language associated with layering, ask at least two other students to repeat it. Ask students if they agree or disagree that the method would work for all rectangular prisms and why. Ask other students to explain why they agree or disagree that this method would work for all rectangular prisms.

How is it different? Summarize the key mathematical points. They all involve finding the volume by determining the number of cubes in one layer and then multiplying that by the number of layers. In this lesson, fourth and fifth graders gain experience multiplying by ten and multiples of ten as they make choices about the numbers to use to reach the target amount of three hundred.

In this game you will be multiplying by ten, twenty, thirty, forty, or fifty. The goal of the game is to be the player closest to three hundred. So the player with three hundred ten wins. Remember, you want to get closest to three hundred, and you must take all six turns. I called on Ben because I knew he had a good grasp of multiplying. Ben did the same on his. I went first so I could model out loud my thinking process as well as how to record. I rolled a 1.

If I multiply one by ten that will only give me ten. That seems like a lot. Maybe I should multiply by thirty; one times thirty equals thirty. Thirty is closer, but I still have two hundred seventy to go. Do you agree that one times fifty equals fifty? Ben nodded. I recorded my turn on my side of the chart. Once Ben had recorded my turn on his chart, I handed him the die, indicating it was his turn. Ben rolled a 2.

This time I rolled a 4. That gives me eighty for this turn. Add the two hundred to the fifty from your first turn and that would be two hundred fifty. You could almost win on your second turn. Several students put their hands up to respond. I called on Cindy. This is Mrs. If she got two hundred fifty by the end of her second turn, then she could only get fifty more to get three hundred!

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I decided to move on rather than continue to discuss this point. I handed the die to Ben. Ben rolled a 1. Now I have fifty. He gave me the die.

What would work better? Hands immediately went up.

I called on Allie. Subtract that from three hundred and you still have three turns to get one hundred ten more points. That equals two hundred fifty. Two hundred fifty and fifty is three hundred! That only equals fifty, so my total is one hundred.

Rhonda on October 3, at pm. Our standard draw library supports drawing pictures as well as geometric shapes. Participants attributed this to eating alone, and distinguished it from eating commensally. Lower Appetite Participants referred frequently to a smaller appetite, citing a reduction in the amount they ate, typified by smaller portions, with only a few reporting skipping meals. But what does it mean? In difficult or confusing times, using the 4 steps and simple tools in this book, Become the Person You Were Meant to Be can help you do just that!

After our next two turns, I had and Ben had There are six sides on a die. One is on only one side of the die so it has one out of six chances of being rolled. He could get forty by rolling a one and multiplying by forty, or getting a two and multiplying by twenty, or getting a four and multiplying by ten. Ben looked delighted. Giggling with delight and anticipation of getting exactly , Ben rolled. He got a 3. The class cheered and Ben did a little victory dance.

Become the Person You Were Meant to Be: The Choice-Cube Method- Step by Step to Choice and Change, 2nd Edition [Beth Blevins Cujé] on elexanonde.ml Editorial Reviews. About the Author. Dr. Beth Cujé, LPC, LMFT, a long-time licensed Become the Person You Were Meant to Be - The Choice-Cube Method: Step by Choice-Cube Method: Step by Step to Choice and Change Kindle Edition.

I waited for a few moments for the students to settle down and then showed them what else to record when they played. I wrote on the board under my chart:. The students played the game with great enthusiasm and involvement as partners participated in every turn. In this two-person game, students take turns identifying factors of successive numbers, continuing until one of them can no longer contribute a new number. To play the game you need a partner. One of the partners begins by picking a number greater than one and less than Can anyone tell me a number that goes evenly into 36?

Another way to think about it is by skip counting. Which numbers can you skip count by and get to 36? By introducing several ways to think about factors, I hoped to explain the game more quickly. Several students nodded or vocalized their assent.

I pushed for more of a commitment. Those are the two main rules of this game. Can you think of any other factors of two? Chrissy had confused factors and multiples. I was glad she had made the multiplication connection, but I needed to prompt her a bit to get her back on track.

Like 36 is a multiple of six because six times six is The class consensus was no.

I raised my eyebrows in feigned surprise as I looked at the numbers on the overhead. I wonder if that always happens in this game. I hoped that in subsequent games students would pay more attention to patterns in general as they played. Looking for patterns is a powerful way to build number sense, particularly when students have opportunities to think about the patterns and their relationships to numbers and operations. I referred to the string of numbers on the overhead, which now looked like this:.

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I also wanted the students to see that math involves taking time to think. Talk at your tables for a minute or two and see what you can come up with. Four and two are used already.

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