IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

Last updated about 1 year ago

25 questions

2.1: Changing Values

2.2: Squares and Rectangles

2.3: Finding Sums in Different Ways

2.4: Representing Subtraction

IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

Last updated about 1 year ago

25 questions

2.1: Changing Values

Here is a rectangle.

Here is a square.

 

2.2: Squares and Rectangles

You may be familiar with base-ten blocks that represent ones, tens, and hundreds. Here are some diagrams that we will use to represent digital base-ten units. A large square represents 1 one. A rectangle represents 1 tenth. A small square represents 1 hundredth.

For each of these numbers, draw or describe two different diagrams that represent it.

Use diagrams of base-ten units to represent the following sums and find their values. Think about how you could use as few units as possible to represent each number.

2.3: Finding Sums in Different Ways

Here are two ways to calculate the value of 0.26+0.07. In the diagram, each rectangle represents 0.1 and each square represents 0.01.

The applet has tools that create each of the base-ten blocks. Select a Block tool, and then click on the screen to place it.
 
https://curriculum.illustrativemathematics.org/MS/students/1/5/2/index.html

[Scroll to the tool under "2.3: Finding Sums in Different Ways "]

Find each sum. The larger square represents 1, the rectangle represents 0.1, and the smaller square represents 0.01.

2.4: Representing Subtraction

Here are diagrams that represent differences. Removed pieces are marked with Xs. The larger rectangle represents 1 tenth. For each diagram, write a numerical subtraction expression and determine the value of the expression.

Express each subtraction in words.

Find each difference by drawing a diagram and by calculating with numbers. Make sure the answers from both methods match. If not, check your diagram and your numerical calculation.

IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

Here is the diagram that Priya drew to represent 0.13.

Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.

Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.

0.1

0.02

0.43

0.03 + 0.05

0.06 + 0.07

0.4 + 0.7

Why ten squares can be “bundled” into a rectangle.

How this “bundling” is reflected in the computation.

Find the value of 0.38 + 0.69 by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.

Calculate 0.38 + 0.69. Check your calculation against your diagram in the previous question.

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

Here is the diagram that Priya drew to represent 0.13.

Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.

Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.

0.1

0.02

0.43

0.03 + 0.05

0.06 + 0.07

0.4 + 0.7

Why ten squares can be “bundled” into a rectangle.

How this “bundling” is reflected in the computation.

Find the value of 0.38 + 0.69 by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.

Calculate 0.38 + 0.69. Check your calculation against your diagram in the previous question.

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

IM: 6.5.2: Using Diagrams to Represent Addition and Subtraction (Lesson)

Here is the diagram that Priya drew to represent 0.13.Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.

0.1

0.02

0.43

0.03 + 0.05

0.06 + 0.07

0.4 + 0.7

Why ten squares can be “bundled” into a rectangle.

How this “bundling” is reflected in the computation.

Find the value of 0.38 + 0.69 by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.

Calculate 0.38 + 0.69. Check your calculation against your diagram in the previous question.

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

Here is the diagram that Priya drew to represent 0.13.Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.

0.1

0.02

0.43

0.03 + 0.05

0.06 + 0.07

0.4 + 0.7

Why ten squares can be “bundled” into a rectangle.

How this “bundling” is reflected in the computation.

Find the value of 0.38 + 0.69 by drawing a diagram. Can you find the sum without bundling? Would it be useful to bundle some pieces? Explain your reasoning.

Calculate 0.38 + 0.69. Check your calculation against your diagram in the previous question.

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

0.05 - 0.02

0.024 - 0.003

1.26 - 0.14

Here is the diagram that Priya drew to represent 0.13.

Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.

Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.

Here is the diagram that Priya drew to represent 0.13.

Draw a different diagram that represents 0.13 in the applet. Explain why your diagram and Priya’s diagram represent the same number.

Here is the diagram that Han drew to represent 0.25.

Draw a different diagram that represents 0.25 in the applet. Explain why your diagram and Han’s diagram represent the same number.