4_1_3M


 * Grade: 4 Unit: 1 Week: 3 Content: Math Dates: 9/4-9/7 **


 * 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, 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.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 numberals, 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 solve a multi-digit addition problem using two different strategies.


 * Key Questions ** (match Standard)
 * Explain how you round a whole number to any place up to 1,000,000. (eg. How would you round 1,247 to the nearest 100?)
 * What strategy would you use to fluently add or subtract a multi-digit whole number? (eg. How would you add 364 to 2,433? How would your subtract 87 from 262?)
 * Explain how you know that your answer is reasonable? (eg. How do you know that 2,854 is closer to 3,000 than to 2,000? How do you know that 575 is a reasonable answer to 300 + 275?)
 * How would you write an equation with or without variables? (eg. Write an equation for: Sally has 4 books and she checked out more for a total of 6 books. How many more books did Sally check out? Mark bought 4 CDs. He already had 12 CDs. How many CDs does Mark have in all?)
 * How would you solve a multi-step problem? How do you know which operation to use? (eg. How would you solve: Jan bought 2 loaves of bread for $.85 each. How much did she spend? If she gave the cashier $2.00, how much change would she receive?)


 * Observable Student Behaviors ** (Performance)
 * The student will be able to explain how to round a whole number to any place up to 1,000,000.
 * The student will be able to use a variety of strategies to fluently add and subtract any whole number.
 * The student will be able to determine the reasonableness of an answer.
 * The student will be able to write an equation for a problem with/without variables.
 * The student will be able to solve multi-step problems.
 * The student will be able to know which operation to use in solving multi-step problems.

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 **


 * Vocabulary **

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

*Academic vocabulary

Gizmos: 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 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 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 These lessons focus on reading, writing, and sequencing numbers to 1,000; adding and subtracting multiples of 10, 100 and 1,000; using multiples of 10 and 100 to find the difference between any 3-digit number and 1,000; representing addition and subtraction on a number line; adding 3- and 4- digit numbers; using clear and concise notation for recording addition and subtraction strategies; identifying, describing and comparing addition strategies.
 * Suggested Activities ** [see Legend to highlight MCO and HYS]
 * Recommended Resource ** :
 * Cannonball Clowns (Number Line Estimation)
 * Rounding Whole Numbers (Number Line)
 * Cargo Captain (Multi-digit Subtraction)
 * Odyssey: Add/Subtract Lesson (Found in Assignment Archive under District)
 * Odyssey: Rounding Lesson (Found in Assignment Archive under District)
 * __ Math Investigations __ Unit 5 – Landmarks and Large Numbers – Sessions 2.4-3.2


 * Homework **


 * Terminology for Teachers **

Lesson Plan in Word Format (Click on Cancel if asked to Log In)
 * **Multicultural Concepts ** Ethnicity/Culture | Immigration/Migration | Intercultural Competence | Socialization | Racism/Discrimination **High Yield Strategies ** Similarities/Differences | Summarizing/Notetaking | Reinforcing/Recognition | Homework/Practice |  Non-Linguistic representation | Cooperative Learning | Objectives/Feedback |  Generating-Testing Hypothesis | Cues, Questions, Organizers  ||


 * Resources **
 * Professional Texts **

**Literary Texts**


 * Informational Texts **


 * Art, Music, and Media **


 * Manipulatives **


 * Games **


 * Videos **


 * Sight Words **

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). @http://exchange.smarttech.com/details.html?id=4e1166b5-4b9c-4b21-b8aa-0b7df795bda0 Students are learning about place value, vocabulary, standard form and expanded form @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 equalstoo @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=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 G4M001 **
 * ** AEGOM Quiz G4M001 **
 * ** AEGOM Lesson G4M004 **
 * ** AEGOM Quiz G4M004 **
 * ** AEGOM Lesson G4M022 **
 * ** AEGOM Quiz G4M022 **
 * ** AEGOM Lesson G4M023 **
 * ** AEGOM Quiz G4M023 **
 * ** Place Value **
 * ** 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 **
 * ** 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) **

@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.
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Other Activities, etc. **
 * ** 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 **
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">10 Minute Math – Broken Calculator math activity pgs. 35-38; Nearest Answer pgs. 39-42
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Odyssey – Grade 4 Mathematics – Multiplication and Division folder
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">On Core Mathematics – Pgs. 15-24
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Power Practice Math by Mailbox – Pg. 15
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Harcourt Mathematics – Grade 4 – Factors and Multiples pgs. 338-341; Prime/Composite Numbers pgs. 342-345; Extra Practice pg. 350, Sets B & C; Review Test pg. 351, problems 1-3, 4-19; Challenge Workbook pg. 355
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Harcourt Practice Workbook – Factors and Multiples PW84, Prime and Composite Numbers PW85


 * ===<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">English ===

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Arts
||  ||   || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">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;">Week 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">Week 2 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;"> <span style="font-family: Arial,Helvetica,sans-serif; font-size: 11pt;">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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