1 / 82

# Unit 2 Big Ideas - PowerPoint PPT Presentation

Unit 2 Big Ideas.

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations.Students They finalize fluency with multi-digit addition, subtraction, multiplication, and division.They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths.They develop fluency in these computations, and make reasonable estimates of their results.Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense.They compute products and quotients of decimals to hundredths efficiently and accurately.

Common Core Focus

5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.

Lesson

• MMR: Extended Facts

• MM

• Do not do Part 1,2 or 3

• Do Page 45 from Lesson 2.6

• Do R 2.3 (outside resource)

• Do P 2.3 (outside resource)

• Math Box (Skip #4)

• No HW or you may use P 2.3 if you are not able to get to it

Notes

• You are teaching the skill of rounding to the place that makes sense for the problem. Rounding is situational.

Why do you add a zero in the product for every zero that is in the factors?

EstimationUsing A Number Line To Find Friendly Numbers

Round to the Nearest One

___.___

___.___

Round to the Nearest Tenth

___.___

___.___

Round to the Nearest Hundredth

___.______

___.____

EstimationUsing A Number Line To Find Friendly Numbers

Round to the Nearest Ten

__0

__0

Round to the Nearest Hundred

__00

__00

Round to the Nearest Thousand

_,000

_,000

EstimationUsing A Number Line To Find Friendly Numbers

Round to the Nearest Ten Thousand

__0,000

__0,000

Round to the Nearest Hundred Thousand

__00,000

__00,000

Common Core Focus

• 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Lesson

• Readiness: Building numbers with Base 10 Blocks MMR: Expanded Notation

• MM

• Part 1 and Part 2

• Enrichment discussion

• Math Box

Notes

• Should be doing column addition, but start with partial sums. Be sure each student understands place value.

• *You only need to add and subtract numbers to the hundredths place!

Base 10 Models- Representing Numbers

Problem

Break The Parts

Put The Sums

Together

Breaking One Into Groups of 10 and 100

Problem

Break The Parts

Put The Sums

Together

+10,000

+1,000

+100

+10

+1

+.1

+.01

38+23=w

+3

+20

38

61

41

+20

+3

38

58

61

2.3 Subtraction of Whole Numbers and Decimals

Common Core Focus

• 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Lesson

• MMR

• MM

• Part 1 (use SRB as directed)

• Part 2

• Math Box

Notes

• Trade first and counting up only.

• **No partial differences**

Column Subtraction(Subtracting and Borrowing The Tens)

9784-6837=t

Column Subtraction(Subtracting and Borrowing The Tens)

Breaking One Into Groups of 10,100

Column Subtraction(Subtracting and Borrowing The Tens)

-10,000

-1,000

-100

-10

-1

-.1

-.01

61-23=w

--

-3

-20

38

61

41

-20

-3

38

58

61

Common Core Focus

• 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Lesson

• MMR

• MM

• Part 1: Do this together and use bar models

• Part 2: Game

• Math Box

Notes

• Review problem solving strategies from Sweethome problem solving model.

• Frank - Bar Models need to be made for

2.4b- Continue With Lesson 2.4a

### Bar Modeling Teaches The Importance of Language When Solving Math Problems

Compa

R

e

Change

Parts Parts Parts Parts Parts Parts

and Wholes

Start Change End

=

+

4 butterflies were sitting on a branch. 2 more landed on the branch. How many butterflies were on the branch now?

Start Change End

=

-

There were 5 butterflies sitting on a branch. 2 flew away. How many were left?

### Bar Modeling: Separating (Change- Subtraction)

1st Part 2nd Part End

=

+

There were 4 butterflies and 2 ladybugs sitting on a branch. How many insects were sitting on the branch?

### Bar Modeling: Part/Part/Whole

DIFFERENCE

Number Model:

_________-__________=_________ (more or less)

Larger Smaller

Amount Amount

-

=

Jim has 5 butterflies. Mary has 2. How many more butterflies does Jim have than Mary?

### Bar Modeling: Comparison- All(Finding The Difference)

Bar Model

1.)

Bar Model

2.)

Bar Model

3.)

Bar Model

4.)

Bar Model

5.)

Bar Model

6.)

Bar Model

7.)

Bar Model

8.)

Common Core Focus

Lesson

• Readiness!!! Do 1 and 2 on board and talk about them.

• Blue teaching box in TM 105 is the mini- lesson.

• See line plots on TM 106: that will be the model we use

• Use the following website:

• http://getyourwebsitehere.com/jswb/rttest01.html

• Math Box

Notes

• do it yourself first.

• *Will probably need a number sheet from 0.1 to 0.4 with enough space to write hundredths between.

• *DOMINANT HAND only

• *emphasis is on rounding decimals and plotting them on line plot NOT landmarks.

Common Core Focus

Lesson

• MMR

• MM

• Part 1

• Math Box –skip 1,6

• Additional worksheets you may want to use to reinforce the skill:

• R 3.3 and P 3.3 (outside resource – whole numbers)

• R 6.2 and P 6.2 (outside resource – decimals)

Notes

*emphasis is on “about how big” not magnitude (substitute wording) Force the habit of kids estimating before ANY calculation. Reward this behavior!

Round To A Friendly Number

Area Model Estimate

70

10

60

68

70

10

14

20

Round To A Friendly Number

Area Model Estimate

____

____

___

___

___

___

P.S. DAYTHE FOURS PROBLEM from Journal 2, Pages 317-318

Common Core Focus

Lesson

Notes

Common Core Focus

• 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson

• Readiness: must use base 10 blocks

• MMR

• MM

• Part 1 – Have them solve all the problems using partial products.

• Note

• USE the base 10 blocks

• Use document camera to show whole class

• Do an exit slip with one 2 digit x 2 digit partial product to assess.

• Need to carefully check each student for proficiency. Is the problem with the algorithm or with knowing basic facts?

34

x 22

Area Model

784

30

4

20

2

Area Model

Common Core Focus

• 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson

• Part 2: Journal page 52, use Bar Models to solve.

• Enrichment activity: Very important for ALL students

Note

• You will determine how many days to spend on Partial Products. You may need to extend this lesson 1 or 2 days. It is essential that the kids to have a strong understanding of PP before they move into lesson 2.9

Bar Model

1.)

Bar Model

2.)

Bar Model

3.)

Bar Model

4.)

2.9Transition to Standard Algorithm: (Day 1)TraditionalMethod:Multiplication 2 digit by 1 digit

Common Core Focus

• 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson

• MMR

• MM

• Teach the Traditional method: start with some 2 digit by 1 digit problems and 3 digit by 1 digit problems.

• *Give students some practice problems and let them use Base 10 blocks to help them gain a better understanding of how the traditional method works.

• Use R 3.6 to help explain what the kids need to think as they solve the problems.

• Use P 3.6 for additional practice and homework.

• Math Box

Notes

• NO LATTICE METHOD - will use Traditional method.

• In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Problem

Area Model Estimate

50

9

Round To A Friendly Number

45

47

40

50

Area Model Multiplication- 2 Digit by 1 Digit

40 7

9

Problem

Area Model Estimate

___

__

Round To A Friendly Number

Area Model

___ ___

___

2.9Transition to Standard Algorithm: (Day 2)Traditional Method:2 digit by 2 digit

Common Core Focus

• 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson

• Teach the Traditional method: 2 digit by 2 digit

• Use R 3.7 to help explain what the kids need to think as they solve the problems.

• Use P 3.7 for additional practice and homework.

Notes

• In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Problem

Area Model Estimate

60

Round To A Friendly Number

10

50 55 56

60

10

13

15

20

50 6

10

3

Problem

Area Model Estimate

____

___

Round To A Friendly Number

___ ___

___

___

2.9Transition to Standard Algorithm: (Day 3)Traditional Method:3 digit by 2 digit

Common Core Focus

• 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm.

Lesson

• Teach the Traditional method: 3 digit by 2 digit

• *****You do not need to multiply numbers larger than 3 digit by 2 digit*****

• Use R 3.8 to help explain what the kids need to think as they solve the problems.

• Use P 3.8 for additional practice and homework.

Notes

• In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Problem

Area Model Estimate

300

40

Round To A Friendly Number

300 317

400

50

40 42

300 10 7

40

2

Problem

Area Model Estimate

____

___

Round To A Friendly Number

___

___

___

___

___

2.9Transition to Standard Algorithm: (Day 4)Traditional Method: Decimals

Common Core Focus

Lesson

• Teach the Traditional method: Using numbers with decimals.

• *****You will not need to multiply any numbers that goes to the thousandths place. Use only decimals up the hundredths place*****

• Use P 6.5 and P 6.6 for additional practice.

• Homework: Study Link 2.9 but they have to use traditional method … Not Lattice

Notes

• In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

• Do the digits change when multiplying whole number and decimals?

• Does the value of the digits change when multiplying whole numbers and differences?

4x3=tt=

4x.3=tt=

2.9Transition to Standard Algorithm: (Day 5)PP and Traditional, Side by Side

• Common Core Focus

Lesson

• You are going to have the kids solve some multiplication problems in their notebooks. We would like you to model solving the problems using PP and Traditional, side by side. Make sure they estimate before answering the problems.

• Use all problems on 54, 55 in EM Journal to model pp/traditional side by side and have them practice in their notebooks.

• INSERTED HW 2.9HW1 and 2.9HW2

Notes

• Show Educreations video from June to show transitions... You can find this on the Wiki

2.10Comparing Large Numbers Through Games

Common Core Focus

Lesson

• MMR

• MM

• Part 1: Ask the questions on Teacher Manual pg 79.

• NO journal pages

• Part 2: play game and Number Top-It