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More CCSD Benchmarks and Power Standards in More Places

Student EditionCCSD Benchmarks and Power Standards are spelled out right

on the student page in every lesson.

Teacher’s EditionSee all the CCSD Benchmarks and Power Standards in the

Skills Trace and on every lesson page.

Overview and Implementation GuideTopic Planners show all the CCSD Benchmarks and Power Standards for all the lessons. See a complete Correlation for all the

CCSD Benchmarks and Power Standards at your grade level.

4

Student Edition

See the

CCSD Benchmarks and Power Standards

every day! Every enVisionMATH lesson supports a

CCSD Benchmark, Power Standard, and Nevada Standard so you can

be sure every day you’re teaching

the content your students

need to know.

CCSD Benchmarks and

Power Standards

are spelled out right

on the student

page!

Prof

essio

nal Development

Lesson Overview

1 Daily Spiral Review

Lesson

5-3

CCSD Benchmark 1.16 [Power

Standard] Estimate to determine the

reasonableness of an answer in mathe-

matical and practical situations (Also

1.17, 1.19, 1.24, 5.6, 5.7) NV Stan-

dard 1.4.6 (Also 1.4.7, 1.4.8, 5.4.3)

Using Rounding to Estimate

Math Background

for Teachers

Research says … rounding

is another way to estimate and

gives students an easier problem

they can solve using mental math

(Charles, 2005).

For more information go to

pp. 94A–94B.

Objective Essential

UnderstandingVocabulary Materials

Students will use

compatible numbers

and rounding to

estimate solutions to

multiplication problems.

Rounding is one way to

estimate products.

Interactive Learning

Recording Sheet 3

Content Reviewed

Exercise 1 Multiplication

Exercise 2 Multiplication

Exercise 3 Division

Exercise 4 Division

Exercise 5 Model Products

Exercise 6 Fact Families

Content Reviewed

Multiplication

Tip Encourage students to think about how much

Joshua saves in a week, and then have them estimate

how much he saves in one year.

Overview Studenthe pro

EssentialQuestion

How c

Materials Intera

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Pose the Problem

SapaH

Model/

DemonstrateDfc4

Small-GroupInteraction

10–15 min

© Pearson Education, Inc. 4

Problem of the Day

Joshua saves $3 a day, 5 days a week.

About how much does Joshua save

in a year?

(Remember, a year is 52 weeks long.)

5-3

Problem of the D

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Problem of the Day 5-3

Topic 5 3

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38 Topic 5

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38 Topic 5

1. Jimmy’s brother is 6 years old.

Jimmy is twice as old as his

brother. How old is Jimmy?

A 3

B 12

C 18

D 32

2. If there are 7 days in a week, how

many days are in 8 weeks?

A 28 days

B 35 days

C 56 days

D 63 days

3. A classroom has 32 desks

arranged in 4 rows of desks.

Each row has an equal number

of desks. How many desks are in

each row?

A 9

B 8

C 7

D 6

4. Maven’s class planted 10 rows

of trees. If they planted 100 trees

in all, how many trees were in

each row?

5. What number sentence is shown

by the array below?

6. Complete the following fact family.

� 4 � 12

� � 12

12 � � 4

� � 3

3 � 5 � 15

10 trees

34 3

3412

100A Topic 5

2 Develop the Con

Inte

About $750

Prof

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nal Development

Lesson Overview

1 Daily Spiral Review

Lesson

5-2

CCSD Benchmark 1.17 [Power Standard] Use estimation and mental computation in appropriate situations to solve problems (Also 1.19, 1.23, B.7, D.1, D.2, D.6)NV Standard (Also 1.4.7, B.3-5, D.3-5)

Math Background for Teachers

In this lesson, students will use compatible numbers, breaking apart, estimation, and what they know about multiplying with multiples of 10 to help them multiply mentally with numbers that are easy to use. Students can adjust estimated solutions with simple addition or subtraction to arrive at exact answers.The estimation techniques developed in the next lesson all involve changing calculations to ones that can be done mentally. The mental math techniques developed in this lesson will be used in doing estimation.

For more information go to pp. 94A–94B.

Using Mental Math to Multiply

Objective EssentialUnderstanding Vocabulary Materials

Students will use compatible numbers with adjustment, breaking apart, and other strategies to multiply numbers mentally.

There is more than one way to do a mental calculation. Techniques for doing multiplication calculations mentally involve changing the numbers or the expression so the calculation is easy to do mentally.

compatible numbers (p. 99)

Place-value blocks (Teaching Tool 20), paper

Content Reviewed Exercise 1 MultiplicationExercise 2 MultiplicationExercise 3 MultiplicationExercise 4 AdditionExercise 5 Ordering Whole NumbersExercise 6 Addition

Content ReviewedChoose a Problem-Solving Strategy

Tip Have students break the problem into steps. First, have them find how many cards Marcus has, then have them find how many Julia has. Make sure students realize what information is asked of them in the question so that they do not also include how many cards Winston has in their answer.

© Pearson Education, Inc. 4

Problem of the Day 5-2

Problem of the DayWinston, Marcus, and Julia collect sports cards. Winston has 400 sports cards. Marcus has three times the amount that Winston has. Julia has the same number as Winston and Marcus combined. How many cards do Marcus and Julia each have?

Problem of the D

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Problem of the Day 5-2

Topic 5

3

3

5-2

Daily Spiral Review MasterName

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32 Topic 5

1. A telephone keypad has 3 buttons

per row. If there are 4 rows of

buttons, how many buttons are on

the keypad?

A 7

B 10

C 12

D 15

2. Peter jogs 2 miles every day. How

many miles does Peter jog in one

week?

A 35 miles

B 28 miles

C 14 miles

D 10 miles

3. Sandra earns $10 per week for

doing chores. If she saves her

money, how much will she have

saved in 4 weeks?

A $400

B $40

C $20

D $14

4. Penny wants to buy a new electric

scooter. The model she wants

costs $180. She also needs to

buy a helmet, which costs $30.

How much money does she need

altogether?

Money Raised at Book FairPerson Amount Raised

Mr. Grindlow $287

Ms. Miller $285

Mrs. Daisy $321

Mr. Jameson $305

5. The fourth- and fi fth-grade classes

at Evanston Elementary had a

book fair to raise money. Write

the names of the teachers in

order from whose class raised the

greatest amount to whose class

raised the least.

6. How much money did Mr.

Grindlow’s and Mrs. Daisy’s

classes raise together?

Daily Spiral Review

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$210

Daisy, Jameson, Grindlow, Miller

$608

98A Topic 5

Marcus has 1,200 cards; Julia has 1,600.

1 Daily Spiral Review

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Lesson Overview

Multiplying by Multiples of 10 and 100

Math Background for Teachers

Using patterns is a way to understand mathematics. When multiplying by multiples of 10 and 100, the number of zeros attached to a product equals the total number of zeros in the factors. For example, 5 � 3 � 15, so 500 � 3 � 1,500. This rule forms a pattern with each zero added to either factor as shown here.5 � 3 (no zeros) � 15 (no zeros)50 (1 zero) � 3 (no zeros) � 150 (1 zero)

50 (1 zero) � 30 (1 zero) � 1,500 (2 zeros)50 (1 zero) � 300 (2 zeros) � 15,000 (3 zeros)

When zeros are attached to a fact that has a zero in it, there is one more zero in the product than the total number of zeros of the two factors. For example, 6 � 5 (no zeros) � 30 (1 zero), so 600 (2 zeros) � 5 � 3,000 (3 zeros). The pattern formed for such facts can be seen in this example.6 � 5 (no zeros) � 30 (1 zero)60 (1 zero) � 5 � 300 (2 zeros)60 (1 zero) � 50 (1 zero) � 3,000 (3 zeros)

For more information go to pp. 94A–94B.

Objective EssentialUnderstanding VocabularyStudents will use basic multiplication facts and number patterns to multiply by multiples of 10 and 100.

Basic facts and place value patterns can be used to find products when one factor is 10 or 100.

Content ReviewedExercise 1 MultiplicationExercise 2 MultiplicationExercise 3 MultiplicationExercise 4 Relating MultiplicExercise 5 Multiplication Fac

Content ReviewedMultiplication

Tip Encourage students to think abcards are in each package. The nuhas to reflect the number of cards pmany packs Mrs. Wininger bought

26

Topic 5

Problem of the Day 5-1

Problem of the D

ay5-1

Problem of the Day 5-1

Each package of trading cards has 20 cards. Mrs. Wininger bought 2 packages for each of her 4 children. Write a number sentence to find out the number of cards Mrs. Wininger purchased.

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Topic 5 25

Daily TEKS/TA

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1. Sanjay has 6 pages of baseball cards. Each page holds 6 cards. How many cards does he have in all?

A 12

B 30

C 36

D 42

2. On Field Day, the fourth-grade class splits up into 8 teams of 5 students each. How many students are in the fourth-grade class?

A 40 students B 35 studentsC 25 studentsD 13 students

3. If there are 4 quarters in one dollar, how many quarters can you get for a fi ve-dollar bill?A 9

B 16

C 20

D 100

4. Complete the fact family below. � 3 � 6

� 6 � 3

3 � �

6 � �

5. Write three number sentences that have a product of 24.

Daily Spiral Review5-1

Daily Spiral Review

5-1

Any three of thefollowing: 2 � 12;12 � 2; 3 � 8; 8 � 3; 4 � 6; 6 � 41 � 24; 24 � 1

1818

6 18183

Lesson

5-1

CCSD Benchmark 1.23 [Power Standard] Describe and use algorithms for addition, subtraction, multiplication, and division (Also 1.12, 1.19, 1.24, 3.9)NV Standard (Also 1.4.7, 1.4.8, 3.4.6)Start

with a CCSDBenchmark and Power Standard

Skills Trace. Every enVisionMATH Topic Teacher

Edition begins with a Skills Trace you

can use to track your progress on the

CCSD Benchmarks, Power Standards, and Nevada

Standards.

Teach a

CCSD Benchmark and Power Standard

every day! Every enVisionMATH lesson includes a

CCSD Benchmark, Power Standard, and Nevada Standard clearly labeled

right at the beginning. You’ll always

know exactly what Benchmark

you’re teaching, every day.

Teacher’s Edition

G R A D E 4 C O R R E L A T I O N S

Plan for

CCSD Benchmark and Power Standard

success. The enVisionMATH Overview and

Implementation Guide includes planners for

every topic. At a glance, you can see all the

CCSD Benchmarks, Power Standards, and Nevada Standards you need to

teach for an entire topic, along with

the appropriate Teacher

Resource Masters.

See complete CCSD

Benchmarks and Power Standards

correlations. The Overview and Implementation

Guide also includes a full correlation

of the CCSD Benchmarks, Power Standards, and

Nevada Standards for

your grade.

Overview and Implementation Guide