4.2.5Ma


 * Grade: 4 Unit: 2 Week: 5 Content: Math Dates: 10/15-10/18 **


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


 * Essential Questions: **
 * How can I use division to solve story problems?
 * How can I use and interpret division notation?
 * How can I solve division problems by making groups of the divisor?
 * How can I use known multiplication combinations to solve divison problems?
 * How can I make sense of remainders in terms of the problem context?
 * How can I represent a division problem using pictures, diagrams, or models?
 * How can I create a story problem to represent a division problem?


 * Standards **
 * ** 4.OA .3. ** Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 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.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.
 * ** 4.NBT.6 ** Find whole number quotients and remainders with up to 4-digit dividends and 1-digit divisors using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.


 * Objectives **
 * I can use division to solve story problems.
 * I can use and interpret division notation.
 * I can solve division problems by making groups of the divisor.
 * I can use known multiplication combinations to solve divison problems.
 * I can make sense of remainders in terms of the problem context.
 * I can represent a division problem using pictures, diagrams, or models.
 * I can create a story problem to represent a division problem.


 * Assessment **
 * Product **
 * Illustrate/write a story problem (containing a variety of operations) given by the teacher to represent the use of remainders. For example… There are 54 students who will be going on a field trip. If only 10 students can be on a bus, how many buses are needed to transport all students?


 * Key Questions **
 * Can students use division to solve story problems?
 * Can students use and interpret division notation?
 * Can students solve division problems by making groups of the divisor?
 * Can students use known multiplication combinations to solve divison problems?
 * Can students make sense of remainders in terms of the problem context?
 * Can students represent a division problem using pictures, diagrams, or models?
 * Can students create a story problem to represent a division problem?


 * Observable Student Behaviors (Performance) **
 * The student will be able to use division to solve story problems.
 * The student will be able to use and interpret division notation.
 * The student will be able to solve division problems by making groups of the divisor.
 * The student will be able to use known multiplication combinations to solve divison problems.
 * The student will be able to make sense of remainders in terms of the problem context.
 * The student will be able to represent a division problem using pictures, diagrams, or models.
 * The student will be able to create a story problem to represent a division problem.

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 **

Multi-digit Strategies Place value Properties of operations Rectangular arrays Area models Proficient *Multiply *Use *Illustrate *Explain *Using equations ||
 * Vocabulary **
 * ** Math ** ||
 * Whole numbers


 * Suggested Activities **
 * **Odyssey Lesson:** Division-1 Divisor (Weeks 5 & 6) (Located in Assignment Archive Under District)
 * __ Math Investigations – __ Unit 3 Multiple Towers and Division Stories: Lessons 2.1-2.5. These lessons focus on developing strategies for division that involve breaking apart numbers; representing a divsion problem with pictures, diagrams, models (arrays); interpreting remainders; and developing strategies for finding factors in division story problems.
 * __ On Core – __ Lesson 38 (Students pgs. 75-76); Lesson Lesson 41 (Student pgs. 81-82)


 * Homework **


 * Terminology for Teachers **

** 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)
 * ||  ** Multicultural Concepts **


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

** Literary Texts **

** Informational Texts **

** Art, Music, and Media **


 * Manipulatives **


 * Games **

** Videos **

** Sight Words **

** SMART Board Lessons ****, Promethean Lessons** 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 Measures of Central Tendency Describe the distribution of data using mean, median, range and mode. Include minimum and maximum values (outliers) Place Value Build understanding of place value (hundredths through millions place) Multiplication Multiplication by one- digit and two-digit numbers (larger numbers with calculator). Division Strategies for dividing numbers - up to three-digit by two-digit division Area Develop strategies to determine the area of rectangles and plane figures. 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=03df2f2d-87a3-4c20-9323-b4215a936429 Algebra lesson focusing on balancing equations with shapes @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 @http://exchange.smarttech.com/details.html?id=428c4423-dd67-4ee8-817d-644110df48e9 The intended learning outcome is to be able to use the divisibility rules for the numbers 2, 3, 5, 9, and 10 @http://exchange.smarttech.com/details.html?id=db76013b-040a-4fa5-8703-8af6942c4793 A math lesson correlated with the Virginia Math SOLs @http://exchange.smarttech.com/details.html?id=fd5f42f7-b8ab-4ee8-a9d0-6859b8d80153 A quick how-to for introducing the concept of long division with one digit numbers divided by one digit numbers. Can easily be modified to accomodate more advanced division problems @http://exchange.smarttech.com/details.html?id=ac743255-7fe6-4437-b6b2-936dc00ff949 Student will work through division vocabulary, division flunecy and problem solving with division @http://exchange.smarttech.com/details.html?id=5bf6e068-91e2-454f-8352-11663adc902c Ten question set on the order of operations
 * ** AEGOM Lesson: G4M008 **
 * ** AEGOM Quiz: G4M008 **
 * ** AEGOM Lesson: G4M009 **
 * ** AEGOM Quiz: G4M009 **
 * ** AEGOM Lesson: G4M010 **
 * ** AEGOM Quiz: G4M010 **
 * ** AEGOM Lesson: G4M023 **
 * ** AEGOM Quiz: G4M023 **
 * ** AEGOM Lesson: G4M001 **
 * ** AEGOM Quiz: G4M001 **
 * ** AEGOM Lesson: G4M003 **
 * ** AEGOM Quiz: G4M003 **
 * ** AEGOM Lesson: G4M004 **
 * ** AEGOM Quiz: G4M004 **
 * ** AEGOM Lesson: G4M021 **
 * ** AEGOM Quiz: G4M021 **
 * ** AEGOM Lesson: G4M023 **
 * ** AEGOM Quiz: G4M023 **
 * ** Balance Equations **
 * **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)**
 * **Divisibility Rules**
 * **Divisibility Rules**
 * **Long Division**
 * **Fourth Grade Teacher**
 * **Order of Operations Quiz with Expressions**

@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/Lessons/Architect/Architect-AS-ProbSolvTasks.pdf 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.
 * Other Activities, etc. **
 * ** Exploring Equal Sets **
 * ** Finding Products **
 * ** Hopping on the Number Line **
 * ** Keeping It All Together **
 * ** Multiplication Stories **
 * ** Problem-Solving Tasks **


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