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Fourth Grade- Unit 2 Everyday Math Unit 3. Unit 3 Multiplication and Division; Number Sentences. 4 th Grade-Unit 2 (EM3 ) Notes. *no calculators *Problem solving 1/week *Read/write to million *calculations to 100,000 - PowerPoint PPT Presentation
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Fourth Grade- Unit 2Everyday Math Unit 3
Unit 3 Multiplication and Division; Number Sentences
4th Grade-Unit 2 (EM3 ) Notes
• *no calculators • *Problem solving 1/week • *Read/write to million *calculations to 100,000 • *DO NOT USE THE WORD BALLPARK * instead of timed fact
tests we strongly suggest doing a “running record” of x facts. ALWAYS do the readiness first
• Use doc camera to show examples or base 10 blocks • * GAMES ARE TO BE PLAYED AND SUPERVISED EVERYDAY!!*
3.1 What’s My Rule: Function Machine
Common Core Focus
4.OA5. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that werenot explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in theresulting sequence and observe that the terms appear to alternate between odd and even numbers. Explaininformally why the numbers will continue to alternate in this way.
Lesson
• -Readiness• -Mental Math and Reflexes• -Math Message• -Part 1• -Enrichment• -Math Box no 2,4• -Homelink
Notes• In part 1 have students explain in writing their thinking in a notebook. Ex. Since the rule was -80 and I knew the out number,
to solve I had to turn around and +80
Make And Analyze A Pattern
Rule:+5
In Out
1
3
5
7
9
11
13
Rule: +5
In Out
2
4
6
8
10
12
14
Notice
Think
Wonder
Notice
Think
Wonder
Make And Analyze A Pattern
Rule:+5
In Out
1
2
3
4
5
6
7
Rule: +6
In Out
1
2
3
4
5
6
7
Notice
Think
Wonder
Notice
Think
Wonder
Extend A Pattern
Rule:
In Out
3 12
21
21 30
30
48
48
66
Rule:
In Out
2
7 12
12
17
22 27
27
32
Notice
Think
Wonder
Notice
Think
Wonder
In Out
In Out
Johnny is saving money to buy a new toy for $60. He has $15 saved. He earns $7 a week mowing his neighbor’s lawn. How many weeks will he have to work to save enough money to buy his new toy?
Mary has 32 tickets for the carnival. Each ride costs 5 tickets. How many tickets will she have left after 4 rides?
RULE:
RULE:
Use Patterns To Solve Problems
Functions and Patterns
# of triangles # of sides
2 6
3 9
Rule: # of sides = # of triangles x _3__
6
3 3
Bar Model
Number ModelS=2x3
S=6
9
3 3 3
Bar Model
Number ModelS=3x3
S=9
Functions and PatternsTriangles Sides
Rectangles Sides
Rule: # of sides = # of triangles x ___
Rule: # of sides= # of rectangles x ___
Number Model
S=___x ___
S=_____
Bar Model
Number Model
S=___x ___
S=_____
Bar Model
Functions and PatternsPentagons Sides
2 5
Hexagons Sides
Rule: # of sides = # of pentagons x ____
Rule: # of sides= # of hexagons x ___
Number Model
S=___x ___
S=_____
Bar Model
Number Model
S=___x ___
S=_____
Bar Model
# of # of
Each ____________ has _________________________
Rule: # of ___________= # of ____________x________
Bar Model
Number Grids
In Rule Out
3.2 Multiplication Facts
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson
• -Readiness- do first• -Mental Math and Reflexes• -Math Message• -Part 1• -Part 2• -Math Box no 3,4,5
Notes• Refer to chart as a “factor table/multiples table” NOT x table.
Products
Learning Multiplication Facts
DISTRIBUTIVE PROPERTY
COMMUTATIVE PROPERTY
IDENTITY PROPERTY
MULTIPLESSKIP COUNTING
COUNTING
TURN AROUND FACTS
PARTS AND WHOLES
Identity PropertyJust Count!
1 group of 6 has 6
1x6=6
6 groups of 1 have 6
6x1=6
This means that you can multiply 1 to any number... and it keeps its identity! The number stays the same!
1x8=8 8x1=8 1x67=67 67x1=67
1x234=234 234x1=234
Identity Property1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
1 group of objects is the same as the number of objects1 group of 5=5
1x5=5
Skip Counting…Is Finding Multiples
1 2 3 4 5 6 7 8 9 10
2
5
10
Skip Count Multiplication Fact
5,10,15 3x5-15
Multiples and
Multiplication FactsStart Number
2
Groups of Multiple MultiplicationFact
1 2 1x2=2
2 4 2x2=4
3 6 3x2=6
4 8 4x2=8
5 10 5x2=10
6 12 6x2=12
7 14 7x2=14
8 16 8x2=16
9 18 9x2=18
10 20 10x2=20
Multiples and
Multiplication FactsStart Number
Groups of Multiple MultiplicationFact
Number Grids- Finding Multiples
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3
4
5
6
7
8
9
10
Commutative Property(Addition Turn Around Facts)
7+3 = 3+7
10
Commutative Property(Multipication Turn Around Facts)
3x6 = 6x3
18
Commutative Property(Turn Around Facts)
=
____
Commutative Property(Turn Around Facts)
1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
Distributive Property
7
5+2=7
0 0 0 0 0 0 0 0 0 0 0 0 0 0
5x2=10 2x2=4
5x2=102x2= 47x2=14
Distributive Property
7 X 12
10 + 2
7 x (10+2)
(7 x 10) + (7 x 2)
Distributive Property1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10
12
14
16
18
20
3 3 6 9 12
15
18
21
24
27
30
4 4 8 12
16
20
24
28
32
36
40
5 5 10
15
20
25
30
35
40
45
50
6 6 12
18
24
30
36
42
48
54
60
7 7 14
21
28
35
42
49
56
63
70
8 8 16
24
32
40
48
56
64
72
80
9 9 18
27
36
45
54
63
72
81
90
10
10
20
30
40
50
60
70
80
90
100
= = =
1 x + 5 x = 6 x
2 x + 5 x = 7 x
3 x + 5 x = 8 x
4 x + 5 x = 9 x
5 x + 5 x = 10 x
9 Facts1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
What do you notice about the digits?
_________________________________________________________________________________________________________
Why do you think that happens?
____________________________________________________________________________________________________
Factors Product # of tens # of ones
x9 9
x9 18
x9 27
x9 36
x9 45
x9 54
x9 63
x9 72
x9 81
x9 90
9 Facts- Look at The Patterns
Solving Problems By Knowing How Numbers Are Connected
Equal Groups Bar Model Number Model
1 Equal Groups of 8 8 1x8=81 1 1 1 1 1 1 1
Equal Groups of
Equal Groups of
Equal Groups of
•What do you notice about the how the numbers are changing?
Solving Problems By Knowing How Numbers Are Connected
Equal Groups Bar Model Number ModelEqual Groups of
Equal Groups of
Equal Groups of
Equal Groups of
•What do you notice about the how the numbers are changing?
2 x 5 = 1 x 10
4 x 5 = 2 x 10
x 5 = x 10
x 5 = x 10
Solving Problems By Knowing How Numbers Are Connected
Solving Problems By Knowing How Numbers Are Connected
• Based on what you discovered from the number beads, explain how you can use numbers that are connected to solve multiplication problems. Remember to explain the ‘rule’ and give an example._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Equal Groups Bar Model Number ModelEqual Groups of
Equal Groups of
Arrays, Number Models and Bar Models
Array 6 3
Number Model 3x6=18
18
6 6 6
BAR MODEL
Arrays, Number Models and Bar Models
Array
3
6
Number Model 6x3=18
18
3 3 3 3 3 3
BAR MODEL
Multiplication Bar Modeling(Factors and Products)
Product
Factor Factor Factor Factor
Number Model:
_____________x_____________=_____________
Square Numbers
Square Numbers
1 2 3 4 5 6 7 8 9 10
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20
3 3 6 9 12 15 18 21 24 27 30
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100
Square Numbers-Noticing Patternst t2 Difference
1 1
2 4 3
3 9 5
4
5
6
7
8
9
10
2 x____=____ 3 x____=___ 4 x____=____
5 x____=____ 6 x____=____ 7 x____=____
8 x____=____ 9 x____=____ 10 x____=____
x2
x3
x4
x5
x6
x7
x8
x9
x10
3.2b Discovering Prime and Composite
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson• Prime/Composite Numbers• -Enrichment from 3.2- MM 77• - INSERT project 1 from Grade 5- make sure each child has 8 different colored pencils• -Study link 3.2
Notes• Insert guided/independent practice for Prime/composite numbers• With project- notice the #’s that have more than 1 factor- keep paper in their folders for reference
PRIME AND COMPOSITE NUMBERS
•Create all the possible arrays for:_____________
3.2c Factors (Grade 5- 1.4) Common Core Focus
• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson
• Readiness: Fact Families: Use 3 questions to write in notebooks• Mental Math and Reflexes• Message• Part 1• Part 2• NO boxes• Homelink: use!
Notes• Teach and Play Factor Captor
2 x____=____ 3 x____=___ 4 x____=____
5 x____=____ 6 x____=____ 7 x____=____
8 x____=____ 9 x____=____ 10 x____=____
FACTOR CAPTOR
3.2d Prime and Composite Numbers (1.6 from Grade 5)
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson
• Mental Math and Reflexes• -Math Message• -Part 1• (NO pt 2,)• Boxes No 1• - Homelink1.6
Notes
Prime and Composite Numbers
Prime and CompositeNumber Factors Prime or
CompositeNumber Factors Prime or
CompositeNumber Factors Prime or
Composite
1 14 27
2 15 28
3 16 29
4 17 30
5 18 31
6 19 32
7 20 33
8 21 34
9 22 35
10 23 36
11 24 37
12 25 38
13 26 39
Prime Numbers
• A prime number is a number that has exactly 2 factors- 1 and itself. In the box below, list all of the prime numbers.
• Can a composite number have 2 factors? _____• If yes, give an example.____________________
Problem Solving Activity
3.3 Multiplication Facts
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson• -Readiness-make sure students write about pattern• -Mental Math and Reflexes• -Math Message• -Part 1- • -Part 2• -Math Box no 4• -Homelink
Notes• Of the facts you don’t know- practice ONLY 2 cards a week.
• Refer back to bar model cards patterns and strategies shown previously
3.4 Multiplication Facts
Common Core Focus
• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson• Play: -Factor Captor, x top-it, baseball x• -Mental Math and Reflexes• - MORE FACT PRACTICE• -Homelink
Notes• Can use this day to take a running record of individual x facts. Teach x fact strategies, practice strategies• Refer back to bar model cards patterns and strategies shown previously
3.5 Multiplication and Division
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.4. Find all factor pairs for a whole number in the 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 one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
Lesson• Readiness- great game• -Mental Math and Reflexes• -Math Message• -Part 1• -Part 2• - -Math Box NO 2,4• -Homelink
Notes• USE MANY MANIPULATIVES
Multiplication and Division
20
5 5 5 5 # in each Group
(5)
# of groups (4)
Number Models
Bar Models
4x5=20 20/4=5
Multiplication and Division
20
4 4 4 4 4 # in each Group
(4)
# of groups (5)
Number Models
Bar Models
5x4=20 20/5=4
Multiplication and Division: Bar Models and Number Models
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
___x___=______/___ =___
MultiplesOr
Products
12
4 4 4
45
9
12/2=x
4x3=x
45/x=9
3 3 3 3 3
3.8 Solving Number Stories
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many
as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
• 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.
Lesson• -Readiness- use bar models• -Mental Math and Reflexes• Play high number toss• Intro problem solving with SRB 175• Insert a problem• Math Box• Studylink
Note
Using Bar Models to Solve ‘As Many’ Problems
4
JohnJ=
MaryM=
John and Mary had a garage sale. John earned $4. Mary earned 3 times as much as John.
How much did Mary earn?
How much did they earn altogether?
Using Bar Models to Solve ‘As Many’ Problems
MaryM=
JohnJ=
John and Mary earned $15 at a garage sale. John earned 4 times as much as Mary.
How much did Mary earn?
How much did John?
Bar Modeling- Multiplication
Total
Equal part Equal Part
Number Model:
_____________x_____________=_____________
Bar Modeling- MultiplicationStart Join
X=
Jim collects butterflies. There were 3 butterflies in each container. He had 2 containers. How many butterflies does Jim have in his collection?
Multiplication
Total(6)
Separate Equal Part(3)
Separate Equal Part(3)
Number Model:
6÷2=3
Multiplication Bar Modeling
Number Model:
_____________x_____________=_____________
Multiplication Bar Modeling
Number Model:
_____________x_____________=_____________
Multiplication Bar Modeling
Number Model:
_____________x_____________=_____________
Bar Modeling: Joining Equal Groups (Multiplication)
Total Amount Unknown Example•Ted has 5 cartons of eggs. Each carton has 12 eggs in it. How many eggs does Ted have?
•E=12x5
Amount Per Group Unknown Example
•Ted bought 4 bags of apples. Altogether, there were 36 apples. How many apples were in each bag?
•4xA=36
# of Groups Unknown PictureTed bought $40 worth of books for his friends. Each book cost $8. How many books did he buy?
40=Bx8
e
12
12
12
12
12
36
A A A A
40
8 B
Bar Modeling: Joining Equal Groups (Multiplication)(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown Picture
Amount Per Group Unknown Picture
# of Groups Unknown Picture
Bar Modeling: Joining Equal Groups (Multiplication)(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown Number Model
Amount Per Group Unknown Number Model
# of Groups Unknown Number Model
Bar Modeling: Joining Equal Groups (Multiplication)(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Amount Per Group Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
# of Groups Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Bar Modeling: Joining Equal Groups (Multiplication)- Total Amount Unknown(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown Picture
Total Amount Unknown Picture
Total Amount Unknown Picture
Bar Modeling: Joining Equal Groups (Multiplication) Total Amount Unknown(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown Number Model
Total Amount Unknown Number Model
Total Amount Unknown Number Model
Bar Modeling: Joining Equal Groups (Multiplication) Total Amount Unknown(Remember to split bottom bar in TA and APG examples)
Total Amount Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total Amount Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Total Amount Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Bar Modeling: Joining Equal Groups (Multiplication)- Amount Per Group Unknown(Remember to split bottom bar in TA and APG examples)
Amount Per Group Unknown Picture
Amount Per Group Unknown Picture
Amount Per Group Unknown Picture
Bar Modeling: Joining Equal Groups (Multiplication)- Amount Per Group Unknown(Remember to split bottom bar in TA and APG examples)
Amount Per Group Unknown Number Model
Amount Per Group Unknown Number Model
Amount Per Group Unknown Number Model
Bar Modeling: Joining Equal Groups (Multiplication) Amount Per group Unknown(Remember to split bottom bar in TA and APG examples)
Amount Per Group Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Amount Per Group Unknown # Story____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Amount Per Group Unknown # Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Bar Modeling: Joining Equal Groups (Multiplication)- Number of Groups Unknown
Number of Groups Unknown Number Model
Number of Groups Unknown Number Model
Number of Groups Unknown Number Model
Bar Models and Factor Strings
24
2 2 2 2 2 2 2 2 2
18
6 6 6
Number Model18=3x6
Number Model24=3x3x2
Multiplying Along the Number Line
__________x___________=_______
__________x___________=_______
__________x___________=_______
__________x___________=_______
Bar Model
Bar Model
3.9 True or False Number Stories
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
• 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.
Lesson• Mental Math and Reflexes• -Part 1• -Part 2• -Math Box no 4,6• -Homelink
Note
Balanced Equations(Turn Around Equations)
<
=
>
Pan Balance Equations ( Equal: = )
=Picture
=
=Picture
=
=Picture
=
Pan Balance Equations ( Equal: = )
=Number Model
=
=Number Model
=
=Number Model
=
Pan Balance Equations ( Less Than: < )
<Picture
<
<Picture
<
<Picture
<
Pan Balance Equations ( Less Than: < )
<Number Model
<
<Number Model
<
<Number Model
<
Pan Balance Equations ( Greater Than: > )
>Picture
>
>Picture
>
>Picture
>
Pan Balance Equations ( Greater Than: > )
>Number Model
>
>Number Model
>
>Number Model
>
Pan Balance Equations
# Story______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3.10- Parentheses in Number Stories(May Need t0 find some problems)
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
• 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.
Lesson• -Mental Math and Reflexes• -Math Message• -Part 1• -Part 2
Note• Only do the problems that already have (), Putting () in is a 5 th grade skill
3.10- Open Sentence(Use variables- CC uses the word unknown)
Common Core Focus• 4.oa.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7
times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
• 4.oa.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
• 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.
Lesson• --Readiness• -Mental Math and Reflexes• -Math Message• -Part 1• -Math Box no 4• -Homelink- skip 9-12
Note• Enrichment problem (MM 101)- do as a problem solving day.• Write a reflection. • SEE PREVIOUS SLIDES
Problem Solving
Assessment
Make Unit 3 Assessment •.Open Response- do as series of equations, , so () are not needed.•Boxes- no 2,4