4.2.3Ma


 * Grade: 4 Unit: 2 Week: 3 Content: Math Dates: 10/1-10/5 **


 * Theme Essential Question: ** How and when do we apply multiplication and division to solve mathematical problems?


 * Essential Questions: **
 * How can I model multiplication comparisons?
 * Can I explain how to use multiplication to compare groups?
 * How can I translate a multiplication comparison statement into an equation?


 * Standards **
 * ** 4.OA .1. ** Interpret a multiplication equation as a comparison, e.g., interpret 35=5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
 * ** 4.OA.2. ** Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
 * ** 4.OA.4 ** Find all factor pairs for a whole number in a range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given 1 digit number. Determine whether a given whole number in the range 1-100 is prime or composite.


 * Objectives: **
 * I will be able to relate multiplication equations and comparison statements.
 * I will be able to solve problems involving multiplicative comparison and additive comparison.
 * I will be able to find all the factor pairs of a number by using models.
 * I will be able to determine whether a number is a factor or a multiple of a given number.
 * I will be able to understand the relationship between factors and multiples.
 * I will be able to determine whether an number is prime or composite.


 * Assessment **
 * Product **
 * Illustrate a drawing that represents/showing a multiplicative comparison of two objects. Write an equation that represents the model created.
 * Students can write a story problem (open response) containing multiplicative comparisons. Create an illustration to show a multiplicative comparison that represents the story problem.
 * Have students bring in a recipe and have them to rewrite the recipe to show multiplicative comparison (double, triple, etc. the batch).
 * Given the numbers 12 and 36, students will show all factors of each, and explain why all of the factors of 12 are also the factors of 36. (Open response)


 * Key Questions **
 * Can students interpret a multiplication equation as a comparison?
 * Can students multiply or divide to solve word problems involving multiplicative comparison?
 * Can students find all factor pairs for a whole number in a range 1-100?
 * Can students determine whether a given whole number in the range 1-100 is a multiple of a given 1 digit number?
 * Can students determine whether a given whole number in the range 1-100 is prime or composite?


 * Observable Student Behaviors **
 * The student will be able to relate multiplication equations and comparison statements.
 * The student will be able to solve problems involving multiplicative comparison and additive comparison.
 * The student will be able to find all the factor pairs of a number by using models.
 * The student will be able to determine whether a number is a factor or a multiple of a given number.
 * The student will be able to understand the relationship between factors and multiples.
 * The student will be able to determine whether an number is prime or composite.

1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. ||
 * ** Mathematical Practices **

Equation Multiplicative comparison *interpret *represent *model *compare *relate ||
 * Vocabulary **
 * ** Math ** ||
 * Multiplication

Gizmos: Translate equations into English sentences and translate English sentences into equations. Read the equation or sentence and select word tiles or symbol tiles to form the corresponding sentence or equation. Teacher Guide and Student Exploration Sheet Available The Factor Trees Gizmo has two modes. In Factor mode, you can create factor trees to factor composite numbers into primes. In Build mode, you can build numbers by multiplying primes together. Can you build all composite numbers up to 50? Any whole composite number up to 999 can be factored or built with the Gizmo. Teacher Guide and Student Exploration Sheet Available
 * Suggested Activities: **
 * Odyssey Lesson: Factors (Located in Assignment Archive under District)
 * Odyssey Lesson: Interpret Multiplication (Located in Assignment Archive under District)
 * Odyssey Lesson: Word Problesm (Located in Assignment Archive under District)
 * ** Using Algebraic Equations **
 * ** Factor Trees (Factoring Numbers) **
 * __ Math Investigations – __ Unit 1 Factors, Multiples, and Arrays: Lessons 1.6A, 3.1-3.3. These lessons focus on the understanding of multiplicative comparison situations. Also, finding multiples of a number by skip counting; identifying the factors of a given number; identifying all factors of 100; using knowledge of the factors of 100 to find factors of multiples of 100; using known multiplication combinations to find related multiplication combinations for a given product (if 4x50=200, then 8x25=200).
 * __ On Core Mathematics- __ Lessons 1 & 2 (Student book pgs. 1-4) OA.1, OA.2 Lessons 8-12 (Student book pgs. 8-12) OA.4


 * Homework **

** E ** thnicity/**C**ulture | **I**mmigration/**M**igration | **I**ntercultural **C**ompetence | **S**ocialization | **R**acism/**D**iscrimination ** High Yield Strategies ** ** S ** imilarities/**D**ifferences | **S**ummarizing/**N**otetaking | **R**einforcing/**R**ecognition | **H**omework/**P**ractice | ** N ** on-**L**inguistic representation | **C**ooperative **L**earning | **O**bjectives/**F**eedback | ** G ** enerating-**T**esting **H**ypothesis | **C**ues, **Q**uestions, **O**rganizers || || Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * Terminology for Teachers **
 * ||  ** Multicultural Concepts **


 * __ Resources __**
 * __ Math Investigations __


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

Multiplication Multiplication by one- digit and two-digit numbers (larger numbers with calculator) Addition and Subtraction Develop and analyze strategies for adding and subtracting numbers. Division Strategies for dividing numbers - up to three-digit by two-digit division. Problem Solving Strategies: inverse operations Solve problems using inverse operations. Problem Solving Strategies: patterns and tables Solve problems by extending the pattern, finding the rule and using tables. Measures of Central Tendency Describe the distribution of data using mean, median, range and mode. Include minimum and maximum values (outliers). @http://exchange.smarttech.com/details.html?id=c2d9584b-d5a5-466f-b91c-20df9fd33ffc A lesson that helps students understand the concepts of equal groups and how that ties with multiplication and division @http://exchange.smarttech.com/details.html?id=0877a4dc-ca52-493f-87b8-53136e5d0b7b Learn different ways to solve multiplication problems. @http://exchange.smarttech.com/details.html?id=e5e30aa7-c5e8-4be1-b245-ff80694d0943 This is a lesson for learning multiplication, including the process, properties, and facts. @http://exchange.smarttech.com/details.html?id=5ce269b2-a5b1-434b-8ec4-8f506130d982 Multiplication Game @http://exchange.smarttech.com/details.html?id=729500fb-f4db-48ff-b06e-ecf08d3e7f11 Use multiplication facts to be the first to complete your snowman @http://exchange.smarttech.com/details.html?id=022a2bdd-8931-4383-8391-5eb4c8bc2591 Demonstrate different multiplication combinations by breaking larger arrays into parts @http://exchange.smarttech.com/details.html?id=037c7448-4802-4fad-822b-cfb2887118e6 Simplifing Multiplication and Division @http://exchange.smarttech.com/details.html?id=61a38842-363a-416e-b76a-675f725063ee The intended outcome is to use extended (long) multiplication to solve problems @http://exchange.smarttech.com/details.html?id=00936066-d10a-4823-ab3d-7f90918231d1 Everyday Math resources on Smart slides @http://exchange.smarttech.com/details.html?id=62a18d80-9dde-49ac-9897-0f22d6c6dd7b multiplication baseball and other multiplication work @http://exchange.smarttech.com/details.html?id=b4a555c9-fafd-4bb3-a5d9-837b8b777c0a Use the Senteo interactive response system to practice multiplication @http://exchange.smarttech.com/details.html?id=92444237-4bdd-4f1e-a7b2-56a33d79c487 Students can manipulate objects to help them visualize the concept of the 4 basic math operations @http://exchange.smarttech.com/details.html?id=b64f3702-174c-49de-ae5e-db66d8bc5ecd This lesson activity can be used to introduce or review identifying and classifying factors and multiples @http://exchange.smarttech.com/details.html?id=7ccf863a-8b65-42f3-91d2-b20b42919a2a Brief introduction/review of prime and composite numbers with interactive activities. @http://exchange.smarttech.com/details.html?id=d845e1bc-9966-4592-90e0-f554ca15534f Walk students through finding the greatest factor and least common multiples @http://exchange.smarttech.com/details.html?id=dd36fd45-bc70-47ac-9c20-c841c1dd5b3e Introductory lesson on the concept of Greatest Common Factor and three ways to find the GCF @http://exchange.smarttech.com/details.html?id=4340b8d7-d749-4a91-97e0-5819c6d6345a Use the Senteo interactive response system to calculate factors. @http://exchange.smarttech.com/details.html?id=5691d2ef-c5c5-42af-9ff8-192a08933d8a This is an alternative approach to finding the greatest common factor of two numbers. It involves the use of a Venn Diagram to sort the common prime factors to find the greatest common factor. @http://exchange.smarttech.com/details.html?id=fd066bbc-1fec-46f3-92ed-f345e03ba390 Students use arrays to identify prime and composite numbers @http://exchange.smarttech.com/details.html?id=6c9f18fd-9a56-4397-b9ad-f2b51745ae79 Students will identify prime and composite number from 2-100. @http://exchange.smarttech.com/details.html?id=d51a73a0-a364-4f53-aa41-b8b88e16b853 A vocabulary review for factorization, including sorting activities for prime vs. compositie numbers
 * SMART Board Lessons, Promethean Lessons **
 * ** AEGOM Lesson: G4M003 **
 * ** AEGOM Quiz: G4M003 **
 * ** AEGOM Lesson: G4M002 **
 * ** AEGOM Quiz: G4M002 **
 * ** AEGOM Lesson: G4M004 **
 * ** AEGOM Quiz: G4M004 **
 * ** AEGOM Lesson: G4M009 **
 * ** AEGOM Quiz: G4M009 **
 * ** AEGOM Lesson: G4M010 **
 * ** AEGOM Quiz: G4M010 **
 * ** AEGOM Lesson: G4M023 **
 * ** AEGOM Quiz: G4M023 **
 * ** Multiplication **
 * ** Multiplication Strategies **
 * ** Multiplication Lesson **
 * ** Whip Around **
 * ** Roll A Snowman **
 * ** Multiplication Combinations with Arrays **
 * ** Multiplication and Division **
 * ** Extended (Long) Multiplication **
 * ** Multiples of Equal Groups **
 * ** baseball game practice **
 * ** Multiplication Tables (Question Set) **
 * ** Basic Operations Word Problems **
 * ** Fun With Factors! **
 * ** Prime and Composite **
 * ** Greatest Factor Least Common Multiple **
 * ** Greatest Common Factor **
 * ** Factors (Question set) **
 * ** Finding Greatest Common Factor using Venn Diagrams **
 * ** Prime and Composite Numbers **
 * ** Prime and Composite Numbers **
 * ** Intro to Factorization (Prime vs. Composite) **

This lesson builds on the previous lesson and encourages students to explore another model for multiplication, the familiar set model. Students find products using equal sets and present results in the form of a table. The students apply their knowledge about multiplication in the creation of pictographs Students examine the role of commutativity and the multiplicative identity, play a multiplication game, and explore products where one of the factors is 6. They also create a "My Personal Multiplication Chart" to record products In this lesson, students generate products using the number line model. This model highlights the measurement aspect of multiplication and is a distinctly different representation of the operation. The order (commutative) property of multiplication is also introduced. Students are encouraged to predict products and to answer puzzles involving multiplication. By playing card games and using the [|The Product Game] applet, students practice the multiplication facts. As students continue to master their facts, the teacher closely monitors their progress Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts. This reproducible activity, from an Illuminations lesson, leads students through a series of exercises and questions pertaining to the construction of an originally-designed clubhouse. They are asked to consider how much paint they will need to cover the walls, what they will need to do to make a mosaic floor pattern, what materials they will need for the roof and more. The Factor Game is a fun, interactive game that exercises your factoring ability. You can play against the computer or against a friend With this activity, you can visually explore the concept of factors by creating rectangular arrays. The length and width of the array are factors of your number Students work in pairs to create their own game boards, a worthwhile challenge. They learn by experimenting and by making mistakes about what factors and products to include in a game In the Factor Game, students start with a number and find its factors. In the Product Game, students start with factors and multiply to find the product. The two games work well together because they help students to see the relationship between products and factors In this unit, students who have previously studied the meanings of multiplication will use its properties to help them master the products where 6 or 7 is a factor. Mastery will be fostered through class discussions and the playing of games. The unit is most appropriate for students who understand the process of multiplication and have mastered the multiplication facts where 0, 1, 2, 3, 4, and 5 are the factors In this //Cyberchase// activity, students are given three variations of a problem involving a seating arrangement using rectangular tables. Using manipulatives, they must figure out the patterns relating the number of tables and seats. In each case, they write an algebraic equation that describes the relationship
 * Other Activities, etc. **
 * ** Exploring Equal Sets **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 **
 * ** Finding Products **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 **
 * ** Hopping on the Number Line **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 **
 * ** Keeping It All Together **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 **
 * ** Multiplication Stories **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 **
 * ** Problem-Solving Tasks **
 * @http://illuminations.nctm.org/Lessons/Architect/Architect-AS-ProbSolvTasks.pdf **
 * ** Factor Game **
 * @http://illuminations.nctm.org/ActivityDetail.aspx?id=12 **
 * ** Factorize **
 * @http://illuminations.nctm.org/ActivityDetail.aspx?id=64 **
 * ** Making Your Own Product Game **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=L273 **
 * ** The Product Game **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U100 **
 * ** Six and Seven as Factors **
 * @http://illuminations.nctm.org/LessonDetail.aspx?ID=U150 **
 * ** Using Concrete Manipulatives to Generate Algebraic Patterns **
 * @http://www.teachersdomain.org/resource/vtl07.math.algebra.pat.lparrange/ **


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