4_1_4M


 * Grade: 4 Unit: 1 Week: 4 Content: Math Dates: 9/10-9/14 **


 * Theme Essential Question: ** Why is number sense important to understand mathematics?


 * Essential Questions: **
 * How can I round a whole number to any place up to 1,000,000?
 * How can I use a variety of strategies, including the standard algorithm, to fluently add and
 * subtract multi-digit whole numbers?
 * How can I determine (know) if any answer is reasonable (makes sense)?
 * How can I write an equation for problems with/without variables?
 * How can I solve multi-step problems?
 * How can I know which operation to use?


 * Standards **
 * ** 4.OA.3 ** Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations (addition and subtraction). Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
 * ** 4.NBT.1 ** Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700÷70= 10 by applying concepts of place value and division
 * ** 4.NBT.2 ** Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >,=, and < symbols to record the results of comparisons.
 * ** 4.NBT.3 ** Use place value understanding to round multi-digit whole numbers to any place.
 * ** 4.NBT.4 ** Fluently add and subtract multi-digit whole numbers using the standard algorithm.


 * Objectives **
 * I can round a whole number to any place up to 1,000,000.
 * I can use a variety of strategies, including the standard algorithm, to fluently add and subtract multi-digit whole numbers.
 * I can determine (know) if any answer is reasonable (makes sense).
 * I can write an equation for problems with/without variables.
 * I can solve multi-step problems.
 * I know which operation to use.


 * Assessment **
 * Product **
 * Students will use a U.S. map from which they will choose multiple cities to visit. Students will calculate the number of miles they would travel on their trip and show how they computed their total.
 * Students play the game “Changing Places” (Math Investigations) within 10,000 and write new numbers that the change cards would produce.


 * Key Questions ** (match Standard)
 * Can students read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form?
 * Can students compare two multi-digit numbers based on meanings of the digits in each place, using >,=, and < symbols to record the results of comparisons?
 * Can students fluently add and subtract multi-digit whole numbers using a variety of strategies, including the standard algorithm?


 * Observable Student Behaviors ** (Performance)
 * Students accurately read and write numbers in the thousands
 * Students identify the place values in a 3 or 4-digit number
 * Students recognize which digits will change when adding a multiple of 10 or 100 to the number (e.g., if a multiple of 100 is added, the digit in the hundreds place changes).
 * Students recognize when computation will result in more than one digit in the starting number changing (They can solve such problems as 2,790 + 30 or 6,421 – 500+10.)


 * Mathematical Practices **
 * 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.


 * Vocabulary **

Place Value Understanding Multi-digit Whole Number Place Properties of Operations Standard Algorithm *Use *Round *Perform *Add *Subtract *Academic Vocabulary

__ Math Investigations __ Unit 5 – Landmarks and Large Numbers – Sessions 3.3-3.6A These lessons focus on reading, writing, and sequencing numbers to 10,000; understanding the structure of 10,000 and its equivalence to 1,000 tens, 100 hundreds, and 10 thousands; recognizing the place value of digits in large numbers; adding and subtracting multiples of 10, 100 and 1,000; adding 3- and 4- digit numbers; finding combinations of 3-digit numbers that add up to 1,000.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Recommended Resource ** :

Gizmo:
 * ** Cannonball Clowns (Number Line Estimation) **
 * Launch clowns from a circus cannon and try to hit the target. Drag digit cards on the control panel to set the launch distance and choose an appropriate unit of distance. After practicing your clown-launching skills on a number line, move on to the Big Top, Football Field, School Buses, the Golden Gate Bridge, and more! Teacher Guide and Student Exploration Sheet Available
 * ** Rounding Whole Numbers (Number Line) **
 * Place points on a number line. Round these values to the nearest ten or hundred. Visualize rounding by showing the number line as a hill or series of hills. These hills cause the points to roll to the nearest valley (nearest multiple of ten or one hundred). Teacher Guide and Student Exploration Sheet Available
 * ** Cargo Captain (Multi-digit Subtraction) **
 * You are the captain of an interplanetary cargo ship, delivering important supplies to the outer planets. The cargo can be stored in barrels, crates, and holds. (There are 10 barrels in a crate, and 10 crates in a hold.) Model multi-digit subtraction by unloading cargo on each planet. Teacher Guide and Student Exploration Sheet Available
 * ** Target Sum Card Game (Multi-digit Addition) **
 * Play an addition card game! The goal is to create a sum that is as close as possible to the target sum. Students will deepen their understanding of place value as they get better at playing the game. Many game options allow students to vary the game for more practice. The game can be played with one or two players. Teacher Guide and Student Exploration Sheet Available


 * Odyssey Lesson:** Add & Subtract (Found in Assignment Archive Under District)

Suggested Games: Close to 100 (Math Investigations); Close to 1,000 (Math Investigations); Changing Places (Math Investigations); Place Value Paths (Nimble with Numbers, 4-5); Surrounding Digits (Nimble with Numbers, 4-5); Subtracting to Zero (Nimble with Numbers, 4-5); 1,000 and Out (Nimble with Numbers, 4-5);


 * Homework **


 * Terminology for Teachers **

Lesson Plan in Word Format (Click Cancel if asked to Log In)
 * ||  ** Multicultural Concepts **
 * 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   ||   ||


 * __ Resources __**
 * Professional Texts **
 * __ Math Investigations __


 * Literary Texts **


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

@http://exchange.smarttech.com/details.html?id=c0bd2c75-fa37-4e1e-b881-4729b162cb6d A concrete way to help students understand the meaning of place value. Place value rap and interactive games motivate and hold student interest. Used in a 3rd grade SCLC class, but can be modified for a general 3rd or 4th grade classroom @http://exchange.smarttech.com/details.html?id=a7a03c07-e19e-45ee-b651-fceb615428f4 Students will be able to determine the place value of numbers to the hundred millions place @http://exchange.smarttech.com/details.html?id=8834298a-fbda-4ff6-a84b-0b5bb0f47ce1 Place value review through millions as well as extra practice sheets attached as an additional resource. Games are linked to allow for practice in small groups ranging from easy to more difficult. @http://exchange.smarttech.com/details.html?id=b5d0a3f8-b75c-409e-940b-c641a817020a interactive lesson activities compatible with Singapore Math @http://exchange.smarttech.com/details.html?id=02f5edb7-9e80-4a98-968d-a5588841145e Introduction to place value, standard form, word form, and expanded form @http://exchange.smarttech.com/details.html?id=3bbc5a1f-1788-48b7-a660-cc0c6d1ed9c8 This lesson correlates to 3rd grade Everyday Math lesson 5.1. Students will first practice the place value place names and identifying which place each digit is in. They will then build numbers and write those numbers in expanded form. Finally, students will build numbers and put them in order @http://exchange.smarttech.com/details.html?id=da41864f-9b95-4489-be23-7db1c270bffb This lesson is a review of a 4th grade standard. Students must understand this concept before being able to round or estimate very large numbers (the 5th grade standard). In this lesson activity, students review the vocabulary place value, number,and digit. They will make a place value reference chart to help them sort a data set. There is also an extension game students can play @http://exchange.smarttech.com/details.html?id=c957537e-e454-4ec5-bcf1-d1ca84a5e417 expanded and standard form of numbers @http://exchange.smarttech.com/details.html?id=711a7424-5123-4a82-b652-e1ff57b63bbb This lesson was designed to help students practice their place value. @http://exchange.smarttech.com/details.html?id=0faf388b-620e-4644-aedd-2d88f790d9a8 This lesson activity provides practice in place values @http://exchange.smarttech.com/details.html?id=833c865f-aa7a-4167-a08d-880b4d9663c1 A math lesson that introduces more than, less than, and equals too @http://exchange.smarttech.com/details.html?id=26165bba-8ad0-4e59-b4ac-18ef82bd6576 A 21 page place value unit that reviews standard, written and expanded forms. Includes sounds, links, interactive activities, worksheets and descriptions for each page @http://exchange.smarttech.com/details.html?id=10fc4fcb-4581-451b-a998-943f9a44a537 Students will be interactive with numbers up to 9 digits @http://exchange.smarttech.com/details.html?id=5759635f-8e1e-4b4a-a800-9e1f84448ff5 Review / practice of number forms - expecially expanded form @http://exchange.smarttech.com/details.html?id=8d9722d8-29a7-4e4c-967f-2af4d355e42a Use Senteo interactive response system to test knowledge of expanded notation @http://exchange.smarttech.com/details.html?id=0695db67-32d6-45c0-ae80-452ddb733d54 This lesson reviews and reinforces place value vocabulary and concepts @http://exchange.smarttech.com/details.html?id=da52c858-3ae0-4490-8975-9c82afbe694a Academic Vocabulary. Understanding standard form @http://exchange.smarttech.com/details.html?id=b1e2159a-66f1-47d0-8aaf-51459710a4e2 Using landmark numbers between 0-10,000 @http://exchange.smarttech.com/details.html?id=6b5f010b-ff56-46cf-b3c9-ac06f778165d This lesson teaches the basics for rounding numbers using a number line and place value @http://exchange.smarttech.com/details.html?id=636d7a41-e399-4793-abf5-9525ae4e73d8 Rounding numbers and money @http://exchange.smarttech.com/details.html?id=079cf397-38f1-4cb0-964d-8a49d3f3804c I changed this a little bit to make it more interactive with the kids. It adds using the eraser and things for students to do. The lesson is about rounding. It has a placevalue reveiew at the beginning @http://exchange.smarttech.com/details.html?id=0bfd6bb0-5e47-48ae-897a-8e9c8b05fc06 Use the Senteo interactive response system to round integers up and down. @http://exchange.smarttech.com/details.html?id=f816648f-3aad-44a0-9d06-4736cb20f881 Round to the nearest tens and hundreds @http://exchange.smarttech.com/details.html?id=b23012d6-7e5e-4c20-acb5-9a204b3339e3 This activity will review basic concepts of subtraction: when to subtract estimation regrouping subtracting 2 digit numbers subtracting 3 digit numbers subtracting across zero @http://exchange.smarttech.com/details.html?id=c38fa9e0-8ff7-4504-9a4a-3831e5ea0877 Add and subtract 2-digit numbers with and without trading @http://exchange.smarttech.com/details.html?id=a71aa4a2-13dd-4360-a2e7-f28040ccae3f This lesson activity introduces subtraction with borrowing with practice exercises @http://exchange.smarttech.com/details.html?id=087d24d6-b376-4111-a528-b3cdd7a54df1 A caller say a number up to 12, teams double it and swat the number on a board with a fly swatter. Points kept on a scoreboard. Adaptable for number identification, addition, subtraction, multiplication and division @http://exchange.smarttech.com/details.html?id=a08d26ba-7f35-4d4d-8b10-f9b785b15c9f Practice in subtrating larger number with regrouping @http://exchange.smarttech.com/details.html?id=e42e9501-83a2-4efa-9b32-b6077533914d Grade 4 subtraction unit with correlated GLEs, learning targets, learning activities, notes pages, and worksheets @http://exchange.smarttech.com/details.html?id=d2ba3a4a-d85d-4f7e-988f-3078cc78d95f Students tap on each of the stars to get a random number and then write the numbers in the blocks. They then add the numbers together and may check their answers using the calculator provided @http://exchange.smarttech.com/details.html?id=dbae49b3-65fe-46f9-b9ab-db69ee23b2db Adding Three Digit Numbers with Regrouping @http://exchange.smarttech.com/details.html?id=362e232d-4121-4e34-a5ce-3e5e1a132af3 Practice in addition with regrouping @http://exchange.smarttech.com/details.html?id=08088143-d212-47c6-9450-376ed2c3c914 Students will gain an understanding of three different algorithms to add two digit numbers. The lesson has examples and a quiz at the end Judging Reasonable Answers Students will estimate to judge if answers are reasonable in addition, subtraction, division, and multiplication problems. 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. Place Value Build understanding of place value (hundredths through millions place). Division Strategies for dividing numbers - up to three-digit by two-digit division. Finding the Average Introduce mean average using a line plot. Measures of Central Tendency Describe the distribution of data using mean, median, range and mode. Include minimum and maximum values (outliers). Addition and Subtraction Develop and analyze strategies for adding and subtracting numbers.
 * SMART Board Lessons, Promethean Lessons **
 * ** Place Value Introduction **
 * ** Place Value **
 * ** Place Value Review for 3-5 graders **
 * ** Place Value **
 * ** Place Value Through Millions **
 * ** Place Value to the Ten-Thousands Place **
 * ** Reviewing Place Value of Very Large Numbers **
 * ** math expanded form **
 * ** Place Value **
 * ** Place Value to Hundreds **
 * ** Comparing Whole Numbers **
 * ** Place Value Pumpkins **
 * ** Place value **
 * ** Math Expanded Form **
 * ** Expanded Notation (Question set) **
 * ** Numeration **
 * ** Standard Form **
 * ** Landmarks in the Thousands **
 * ** Rounding Whole Numbers **
 * ** Rounding **
 * ** The King Said, "Off With Their Heads." **
 * ** Rounding Integers (Question set) **
 * ** Technology Facilitator **
 * ** Subtraction Review **
 * ** 2-digit Number Computation **
 * ** Subtracting Large Numbers **
 * ** Swat at the Facts **
 * ** Subtraction Activity **
 * ** Subtraction Unit **
 * ** Addition Snowman (3-digit with regrouping) **
 * ** Adding three digit numbers **
 * ** Fourth Grade Addition Activity **
 * ** Math: Basic Addition with Algorithm **
 * ** AEGOM Lesson: G4M008 **
 * ** AEGOM Quiz: G4M008 **
 * ** AEGOM Lesson: G4M009 **
 * ** AEGOM Quiz: G4M009 **
 * ** AEGOM Lesson: G4M010 **
 * ** AEGOM Quiz: G4M010 **
 * ** AEGOM Lesson: G4M001 **
 * ** AEGOM Quiz: G4M001 **
 * ** AEGOM Lesson: G4M004 **
 * ** AEGOM Quiz: G4M004 **
 * ** AEGOM Lesson: G4M022 **
 * ** AEGOM Quiz: G4022 **
 * ** AEGOM Lesson: G4M023 **
 * ** AEGOM Quiz: G4M023 **
 * ** AEGOM Lesson: G4M002 **
 * ** AEGOM Quiz: G4M002 **

@http://illuminations.nctm.org/LessonDetail.aspx?ID=L317 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. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L528 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. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L316 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. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L329 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. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L529 Students create multiplication stories where one factor is 6 or 7, and play a multiplication game to help them master their multiplication facts. @http://illuminations.nctm.org/LessonDetail.aspx?ID=U96 The following activities help children to develop number sense through activities involving collection, representation, and analysis of data. In addition, children practice reading and writing large numbers and use estimation to arrive at appropriate answers. This unit was adapted from "Count on Mathematics for Number Sense," by William R. Speer and Daniel J. Brahier, which appeared in Teaching Children Mathematics, vol. 2, no. 6, p. 351-56. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L367 In this activity for grades 4-6, students attempt to identify the concept of a million by working with smaller numerical units, such as blocks of 10 or 100, and then expanding the idea by multiplication or repeated addition until a million is reached. Additionally, they use critical thinking to analyze situations and to identify mathematical patterns that will enable them to develop the concept of very large numbers. @http://illuminations.nctm.org/ActivityDetail.aspx?id=8 This applet explores the use of an abacus model for representing numbers and for performing addition. @http://illuminations.nctm.org/LessonDetail.aspx?ID=U85 In the following lessons, students participate in activities in which they analyze information represented graphically. Students are asked to discuss, describe, read, and write about the graphs and the information they contain. The emphasis on using components of language is natural for students and helps them clarify the information depicted. This unit was adapted from an article entitled "Ideas: Football," by by J. David Keller, Daniel J. Brahier, and William R. Speer, which appeared in The Arithmetic Teacher, January 1993, pp. 264-77. @http://illuminations.nctm.org/LessonDetail.aspx?ID=L588 In this lesson, students generate products using a number line model. Students are encouraged to predict the products and to answer puzzles involving multiplication.
 * Other Activities: **
 * ** Exploring Equal Sets **
 * ** Finding Products **
 * ** Hopping on the Number Line **
 * ** Keeping It All Together **
 * ** Multiplication Stories **
 * ** Count on Math **
 * ** Making Your First Million **
 * ** Electronic Abacus **
 * ** Mathematics and Football **
 * ** Number Line Journeys **


 * ===English ===

Arts
||  ||   ||  Week 1 ||  Week 2 ||  Week 3 ||  Week 4 ||  ||   || Week 1 ||  Week 2 ||  Week 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 4 ||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home K-2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 3-5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Home 6-8 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 5 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Unit 6 ||
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