4.3.5Ma


 * Grade 4 Unit 3: **


 * Grade: 4 Unit: 3 Week: 5 Content: Math – Multiply/Divide (Wk 9) **


 * Dates: November 26-30 **


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


 * Essential Questions: **


 * How can I estimate solutions to a 2-digit multiplication problem?
 * How can I multiply and divide using multiples of 10?
 * How can I solve 2-digit multiplication and division problems by breaking a problem into smaller parts and combining the sub-products?
 * How can I represent a multiplication or division problem with pictures or diagrams, including arrays and pictures of groups?
 * How can I use a story problem represented by a multiplication expression to keep track of parts of a problem?
 * How can I solve 2-digit multiplication problems by changing one factor to create an easier problem?
 * How can I use the relationship between multiplication and division to solve division problems?
 * How can I use a story problem represented by a division expression to keep track of parts of the problem?


 * Standards **


 * 4.NBT.5 ** Multiply a whole number of up to four digits by a 1-digit whole number, and multiply two 2-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.


 * 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.


 * 4.OA.3 ** Solve multi-step 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 computationand estimation strategies, including rounding.


 * 4.OA.5 ** Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.


 * Objectives **


 * I will be able to estimate solutions to a 2-digit multiplication problem.
 * I will be able to multiply and divide using multiples of 10.
 * I will be able to solve 2-digit multiplication and division problems by breaking a problem into smaller parts and combining the sub-products.
 * I will be able to represent a multiplication or division problem with pictures or diagrams, including arrays and pictures of groups.
 * I will be able to use a story problem represented by a multiplication expression to keep track of parts of a problem.
 * I will be able to solve 2-digit multiplication problems by changing one factor to create an easier problem.
 * I will be able to use the relationship between multiplication and division to solve division problems.
 * I will be able to use a story problem represented by a division expression to keep track of parts of the problem?


 * Assessment **


 * Product
 * Students should use a strategy to solve a 2-digit by 2-digit number in two different ways.
 * Solve this problem and show your solution in 2 different ways:

34x68=


 * Key Questions ** (match Standard)


 * Can the student estimate solutions to a 2-digit multiplication problem?
 * Can the student multiply and divide using multiples of 10?
 * Can the student solve 2-digit multiplication and division problems by breaking a problem into smaller parts and combining the sub-products?
 * Can the student represent a multiplication or division problem with pictures or diagrams, including arrays and pictures of groups?
 * Can the student use a story problem represented by a multiplication expression to keep track of parts of a problem?
 * Can the student solve 2-digit multiplication problems by changing one factor to create an easier problem?
 * Can the student use the relationship between multiplication and division to solve division problems?
 * Can the student use a story problem represented by a division expression to keep track of parts of the problem?


 * Observable Student Behaviors ** (Performance)


 * The student will be able to estimate solutions to a 2-digit multiplication problem.
 * The student will be able to multiply and divide using multiples of 10.
 * The student will be able to solve 2-digit multiplication and division problems by breaking a problem into smaller parts and combining the sub-products.
 * The student will be able to represent a multiplication or division problem with pictures or diagrams, including arrays and pictures of groups.
 * The student will be able to use a story problem represented by a multiplication expression to keep track of parts of a problem.
 * The student will be able to solve 2-digit multiplication problems by changing one factor to create an easier problem.
 * The student will be able to use the relationship between multiplication and division to solve division problems.
 * The student will be able to use a story problem represented by a division expression to keep track of parts of the 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 **


 * Vocabulary **

Equation Verbal statements Multiplicative comparison *Interpret *Represent *Model *Compare *Relate ||
 * ** Math ** ||
 * Multiplication


 * Suggested Activities **


 * __ Math Investigations – __ Unit 8 How Many Packages? How Many Groups?: Lessons 2.4-3.3. These lessons focus on estimating solutions to 2-digit multiplication problems and solving 2-digit multiplication and division problems by breaking a problem into smaller parts and combining the sub-parts or changing one factor to create an easier problem; using multiples of 10 to solve multiplication and division problems; using the relationship between multiplication and division to solve division problems; story problems represented by a division expression.
 * __ On Core Mathematics- __ Lessons 24 (Student book pgs. 47-48) 4.NBT.5; Lesson 27 (Student book pgs. 53-24) 4.NBT.5; Lesson 28 (Student book pgs. 55-56) 4.NBT.5


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

Resources

************************************************************************************************************


 * Resources **


 * Professional Texts **


 * __ Math Investigations __
 * __ On Core Mathematics __

**Literary Texts**

**Informational Texts**

**Art, Music, and Media**


 * Algebra-$2.99

[]


 * All Skills-$2.99

[]


 * Fractions-$.99

[]


 * Universal Converter-Free

[]


 * Geometry-$.99

[]


 * Calculator-Free

[]


 * Flash Card X and / facts-Free

[]


 * Multiplication-Free

[]


 * Multiplication-Free

[|http://itunes.apple.com/us/app/math-circus/id407115296?mt=8#]


 * Add,subtract,multiply,divide-$2.99

[]


 * Fractions-Free

[|http://itunes.apple.com/us/app/pizza-fractions-beginning/id374084320?mt=8#]


 * Math-General-$1.99

[]


 * Manipulatives **


 * Games **

**Videos**

**Sight Words**

**Smartboard Lessons****, Promethean Lessons**


 * 4.NBT.5 **

Practice using the lattice method of multiplication

[]

Basic divisibility rules/introduction


 * 4.NBT.6 **

[]

Review of division rules, need prior knowledge for this activity

[]

Quick introduction to division

[]


 * Other Activities, etc. **


 * Thinkfinity


 * 4.OA.3: **


 * ** 4.NBT.2, 4.NBT.4, 4.OA.3, 4.NBT.5, 4.OA.2: Count on Math **

[]

Developing Number Sense through Estimation and Data Collection


 * ** 4.OA.3, 4.OA.4: Mathematics and Football **

[]

Analyzing Information Represented Graphically


 * ** 4.OA.3, 4.NBT.2, 4.NBT.1, 4.NBT.4, 4.OA.2, 4.NBT.5, 4.NBT.6: Money Makers **

[]

Designing and Running a Profitable Business


 * 4.OA.5: **


 * ** 4.OA.5: What Comes Nex_? **

[]

Determine the next number in the pattern.


 * ** 4.OA.5: Chairs Around the Table **

[]

Investigating Linear Patterns


 * ** 4.NBT.2, 4.OA.4, 4.OA.5: Patterns that Grow **

[]

Extending Number and Shape Patterns


 * ** 4.NBT.2, 4.OA.4, 4.OA.5: Patterns that Grow **

[]

Extending Number and Shape Patterns


 * 4.NBT.5: **


 * ** 4.NBT.5: Multiply and Conquer **

[]

Visualizing 2 × 1 and 2 × 2 Multiplication Using the Distributive Property and Arrays


 * ** 4.NBT.5: Factor Trail Game **

[]

Using a Game to Help Students Practice Factoring


 * ** 4.MD.1, 4.OA.4, 4.NBT.5: Running Races **

[]

Mastering Multiplication Facts While Investigating Linear Relationships


 * ** 4.NBT.2, 4.NBT.4, 4.OA.3, 4.NBT.5, 4.OA.2: Count on Math **

[]

Developing Number Sense through Estimation and Data Collection


 * 4.NBT.6: **


 * ** 4.OA.3, 4.NBT.2, 4.NBT.1, 4.NBT.4, 4.OA.2, 4.NBT.5, 4.NBT.6: Money Makers **

[]

Designing and Running a Profitable Business


 * Odyssey **


 * Level 4 Math: 4.OA.3 **


 * Visit odysseyelem.pcssd.org (My District, Grade 4, Unit 3) for lessons.**

Click [|here] for word document of template.


 * = ===English===

Arts
||=  ||=   ||= Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Week 1 ||= Week 2 ||= Week 3 ||= Week 4 ||= Week 5 ||= Week 6 || Week 7 || Week 8 || Home K-2 ||= Home 3-5 ||= Home 6-8 ||=
 * = ===Math=== ||=  ||=   ||= [[image:commoncorepcssd3/math.png link="4.3.1Ma"]]
 * = [[image:commoncorepcssd3/PCSSDlogo.JPG width="48" height="48" link="@commoncorepcssd/home"]]

Unit 1 ||= Unit 2 ||= Unit 3 ||= Unit 4 ||= Unit 5 ||= Unit 6 ||  ||   ||