Lesson 18 Homework Module 2 Physiological Factors

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1 5th Grade Module 2 – Lesson 3
Lesson 3: I can write and interpret numerical expressions and compare expressions using a visual model5th Grade Module 2 – Lesson 3

2 421 x 18 ≈ ___ x ___ = ____ What is 400 x 20?
Estimate Products421 x 18 ≈ ___ x ___ = ____400208,000What is 400 x 20?Round 18 to the nearest tenRound 421 to the nearest hundred5th Grade Module 2 – Lesson 3

3 5th Grade Module 2 – Lesson 3
Estimate Products323 x 21 ≈ ___ x ___ = ____300206,000On your boards, write the multiplication sentence rounding each factor to arrive at a reasonable estimate of the product.5th Grade Module 2 – Lesson 3

4 5th Grade Module 2 – Lesson 3
Estimate Products2,480 x 27 ≈ ____ x ___ = ____20003060,000On your boards, write the multiplication sentence rounding each factor to arrive at a reasonable estimate of the product.5th Grade Module 2 – Lesson 3

5 Decompose a Factor: The Distributive Property
Write the multiplication sentence.9 x 3 =274(5 x 3) + (__ x 3)= 275th Grade Module 2 – Lesson 3

6 Decompose a Factor: The Distributive Property
Write the multiplication sentence.7 x 4 =283(4 x 4) + (__ x 4)= 285th Grade Module 2 – Lesson 3

7 Decompose a Factor: The Distributive Property
Write the multiplication sentence.8 x 2 =162(6 x 2) + (__ x 2)= 165th Grade Module 2 – Lesson 3

8 Decompose a Factor: The Distributive Property
Write the multiplication sentence.9 x 6 =544(5 x 6) + (__ x 6)= 545th Grade Module 2 – Lesson 3

9 5th Grade Module 2 – Lesson 3
Application ProblemRobin is 11 years old. Her mother, Gwen, is 2 years more than 3 times Robin’s age. How old is Gwen?5th Grade Module 2 – Lesson 3

10 3 x A 3 x 5 How about 3 times an unknown amount called A?
Concept DevelopmentFrom word form to numerical expressions and diagrams.How about 3 times an unknown amount called A?What expression describes the total value of these 3 equal units?A5Show a tape diagram and expression.3 x A3 x 55th Grade Module 2 – Lesson 3

11 OR… 3 x (26 + 4) (26 + 4) x 3 How about 3 times the sum of 26 and 4?
Concept DevelopmentFrom word form to numerical expressions and diagrams.How about 3 times the sum of 26 and 4?26 + 4OR…3 x (26 + 4)(26 + 4) x 35th Grade Module 2 – Lesson 3

12 3 x (26 + 4) 3 x 26 + 4 Why are parentheses necessary around 26 + 4?
Talk to your partner.We want 3 times as much as the total of If we don’t put the parentheses it doesn’t show that we are counting 3 of3 xThis means 3 times 26 then add 4. Not the same!5th Grade Module 2 – Lesson 3

13 5th Grade Module 2 – Lesson 3
Evaluate the expression.3 x (26 + 4)3 x (30)905th Grade Module 2 – Lesson 3

14 OR… 6 x (60-51) (60-51) x 6 Let’s try it again!
Write 6 times the difference between 60 and 516 x (60-51)OR…60-51(60-51) x 65th Grade Module 2 – Lesson 3

15 6 x (60-51) (60-51) x 6 Commutative Property!
Are these expression equivalent?6 x (60-51)(60-51) x 6What is the name of the this property?Commutative Property!What is the commutative property in your own words?5th Grade Module 2 – Lesson 3

16 (2 x 12) + (4 x 3) Let’s try it again!
Write the sum of 2 twelves and 4 threes.12123333(2 x 12) + (4 x 3)5th Grade Module 2 – Lesson 3

17 8 x (43 – 13) Read this expression in words… 8 x 43 – 13
Are these two expressions equivalent?8 x 43 – 13It sounds likes you are saying that we should multiply 8 and 43 and then subtract 13. Is that what you meant?Read this expression in words…Let me write down what I heard you say…5th Grade Module 2 – Lesson 3

18 We need to use words that tell that we should subtract first and then multiply!
8 x (43 – 13)So we can say and write,“8 times the difference of 43 and 13”What other ways can we say this?What could we say to make sure we are talking about the answer to the subtraction problem?Turn and talk.Let’s name the two factors we are multiplying.Turn and talk.And what is happening to the difference of 43 and 13?Why can’t we read every expression left to right?It is being multiplied by 8!We are multiplying 8 and the answer to 43-13The difference of 43 and 13!5th Grade Module 2 – Lesson 3

19 (16 + 9) x 4 The sum of 16 and 9 times 4
How can we say and write this expression correctly?We cannot just say 16 plus 9 times 4!5th Grade Module 2 – Lesson 3

20 OR… (20 x 3) + (5 x 3) We cannot just read this left to right!
How can we say and write this expression correctly?The product of 20 and 3 plus the product of 5 and 3OR…The sum of 20 threes and 5 threes5th Grade Module 2 – Lesson 3

21 We don’t even need to evaluate these expressions to compare them!
Let’s use < , > , or = to compare each expression9 x thirteens>13Let’s use a tape diagram for each expression and compare them!135th Grade Module 2 – Lesson 3

22 = Let’s compare these expressions without evaluating them! 10 9 10 9
The sum of 10 and 9, doubled(2 x 10) + (2 x 9)1091095th Grade Module 2 – Lesson 3

23 = Let’s compare these expressions without evaluating them! 29 x 15
30 fifteens minus 1 fifteen29 x 1515155th Grade Module 2 – Lesson 3

24 Get Ready to Complete the Problem Set on Your Own!
When completing your problem set, remember to use what you know about whole numbers to help you divide the decimals. Complete Pages 2.B B.12 You will have 10 minutes to work. Try your Best!5th Grade Module 2 – Lesson 3

25 5th Grade Module 2 – Lesson 3
DebriefReturn to the Application Problem. Create a numerical expression to represent Gwen’s age.In Problem 1(b) some of you wrote 12 x ( ) and others wrote ( ) x 12. Are both acceptable?When evaluating the expression in Problem 2(a), some of you got 85. Can you identify the error?Look at Problem 3(b). Talk to your partner about how you know they are not equal. How can you change the second expression to make them equal?5th Grade Module 2 – Lesson 3

26 5th Grade Module 2 – Lesson 3
DebriefIn 4(a), what mistake is being made that wouldproduce 5.6 ÷ 7 = 8?Correct all the dividends in Problem 4 so that the quotients are correct. Is there a pattern to the changes that you must make?4.221 ÷ 7 ____=Explain how you would decompose so that you only need knowledge of basic facts to find the quotient.5th Grade Module 2 – Lesson 3

27 5th Grade Module 2 – Lesson 3
Exit Ticket Time!5th Grade Module 2 – Lesson 3

Unformatted text preview: Chp 24 Physiologic processes involved in homeostatic regulation of temperature, pulse, respirations, and blood pressure. Vital signs (T, P, R, and BP) reflect the health status of the patient. Core body temperature is maintained within a fairly constant range by the thermoregulatory center in the hypothalamus. Pulse is regulated by the autonomic nervous system through the cardiac sinoatrial node and how parasympathetic stimulation and sympathetic stimulation decrease or increase, respectively, the heart rate and force of contraction. Blood pressure refers to the force of the blood against arterial walls, which is measured in millimeters of mercury and recorded as a fraction Blood pressure is controlled by a variety of mechanisms to maintain adequate tissue perfusion. Concept Mastery Alert, p. 595 PPT slide 2–6, 9–14, 16–19, 23–26, 28 Factors that increase or decrease body temperature, pulse, respirations, and blood pressure. Factors that affect body temperature (circadian rhythms, age and gender, physical activity, state of health, environmental temperature) and nursing interventions for the patient with a fever. factors that affect respiratory rate and depth (exercise, respiratory and cardiovascular disease, alterations in fluid, electrolyte and acid balances, medications, trauma, infection, pain, anxiety) and appropriate nursing interventions. Boxes 24-4 Factors Affecting Respiratory Rate, Depth, and Movements, p. 593 24-5 Factors Contributing to Blood Pressure Variations in Healthy People, p. 596 Figures 24-3 These arteries are located near the surface of the body, p. 590, PPT slide 20 Tables 24-10 Blood Pressure Assessment Errors and Contributing Causes, p. 601 Tables 24-1 Age-Related Variations in Normal Vital Signs, p. 581 24-2 Mechanisms of Heat Transfer, p. 582 Boxes 24-1 When to Assess Vital Signs, p. 579 Reflective Practice: Challenge to Ethical and Legal Skills, p. 580 PPT slide 14, 19, 27 Guidelines for Nursing Care 24-3Assessing the Apical Pulse, p. 592 24-4 Taking an Apical-Radial Pulse, p. 592 24-7Assessing Blood Pressure at the Popliteal Artery, p. 602 Examples of NANDA-I Nursing Diagnoses Altered Vital Signs, p. 602 Skill 24-1 Assessing Body Temperature, pp. 604–612 24-2 Assessing a Peripheral Pulse by Palpation, pp. 612–614 24-4 Assessing Blood Pressure by Auscultation, pp. 616–620 Features Concept Mastery Alert, p. 587 Watch & Learn Videos Vital Signs: Measuring an Apical Pulse Practice & Learn Videos Assessing Blood Pressure Sites for assessing temperature, pulse, and blood pressure. Proper equipment to use, the site to choose, and the appropriate method to use. PPT slide 20–22 Figures 24-3 These arteries are located near the surface of the body, p. 590, PPT slide 20 Tables 24-10 Blood Pressure Assessment Errors and Contributing Causes, p. 601 Guidelines for Nursing Care 24-3Assessing the Apical Pulse, p. 592 24-4 Taking an Apical-Radial Pulse, p. 592 24-7Assessing Blood Pressure at the Popliteal Artery, p. 602 Examples of NANDA-I Nursing Diagnoses Altered Vital Signs, p. 602 Skill 24-1 Assessing Body Temperature, pp. 604–612 24-2 Assessing a Peripheral Pulse by Palpation, pp. 612–614 24-4 Assessing Blood Pressure by Auscultation, pp. 616–620 24-4 Assessing Blood Pressure by Auscultation, pp....
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