I can interpret multiplication startegies i e 35 is 5 times as many as 7
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I can interpret multiplication startegies (i.e. 35 is 5 times as many as 7). DOK 1 & 2 4.OA.1. I can write a multiplication equation given information. DOK 1 & 2 4.OA.1. I can determine when to multiply and divide in word problems. DOK 1, 2 4.OA.2.

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I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can interpret multiplication startegies (i.e. 35 is 5 times as many as 7)

DOK 1 & 2

4.OA.1


I can write a multiplication equation given information

I can write a multiplication equation given information. times as many as 7)

DOK 1 & 2

4.OA.1






I can choose the correct operation to perform at each step of a multi step word problem

I can choose the correct operation to perform at each step of a multi-step word problem.

DOK 2

4.OA.3





I can define factors and multiples

I can define factors and multiples. is reasonable.

DOK 1

4.OA.4



I can define prime and composite

I can define prime and composite. is reasonable.

DOK 1

4.OA.4






I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can explain that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

DOK 1

4.NBT.1





I can compare two multi digit numbers up to one million using the or sign

I can compare two multi-digit numbers up to one million using the <, >, or = sign.

DOK 1

4.NBT.2


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can use the value of the digit to the right of the place to be rounded to determine whether to round up or down.

DOK 1

4.NBT.3


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can recognize how to use place value and what digits to look for in order to round a multi-digit number.

DOK 1

4.NBT.3


I can add and subtract numbers up to one million

I can add and subtract numbers up to one million. look for in order to round a multi-digit number.

DOK 1

4.NBT.4


I can multiply a multi digit number up to 4 digits by a one digit number without a calculator

I can multiply a multi-digit number up to 4 digits by a one digit number without a calculator.

DOK 1

4.NBT.5



I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can solve multiplication of two –digit numbers using rectangular arrays, place value, and the area model.

DOK 2

4.NBT.5


I can explain my chosen strategy

I can explain my chosen strategy. rectangular arrays, place value, and the area model.

DOK 2

4.NBT.5


I can divide a multi digit number up to 4 digits by a one digit number without a calculator

I can divide a multi-digit number up to 4 digits by a one digit number without a calculator.

DOK 1

4.NBT.6



I can solve a division problem using a rectangular array place value and the area model

I can solve a division problem using a rectangular array, place value, and the area model.

DOK 2

4.NBT.6


I can explain my chosen strategy1

I can explain my chosen strategy. place value, and the area model.

DOK 2

4.NBT.6


I can use visual fraction models to show how two fractions are equivalent 3 4 6 8

I can use visual fraction models to show how two fractions are equivalent. (3/4 = 6/8).

DOK 1, 2 & 3

4.NF.1


I can generate equivalent fractions by multiplying the numerator and denominator by the same number

I can generate equivalent fractions by multiplying the numerator and denominator by the same number.

DOK 1, 2 & 3

4.NF.1


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can compare two given fractions by making equivalent fractions with common denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.

DOK 1, 2

4.NF.2


I can compare two fractions using the symbols and explain each comparison

I can compare two fractions using the symbols (<, >, =) and explain each comparison.

DOK 2, 3

4.NF.2


I can compare two fractions that come from the same whole

I can compare two fractions that come from the same whole. explain each comparison.

DOK 1

4.NF.2


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can explain that comparing two fractions is only valid when they refer to the same whole by using visual models.

DOK 2, 3

4.NF.2


I can use benchmark fractions such as to compare two fractions

I can use benchmark fractions such as ½ to compare two fractions.

DOK 2

4.NF.2

DOK 1, 2, & 3

4.NF.3


I can add two fractions knowing that i am joining parts referring to the same whole

I can add two fractions knowing that I am joining parts referring to the same whole.

DOK 1, 2, & 3

4.NF.3a


I can subtract two fractions knowing that i am separating parts referring to the same whole

I can subtract two fractions knowing that I am separating parts referring to the same whole.

DOK 1, 2, & 3

4.NF.3a


Dok 1 2 3 4 nf 3b

I can use a visual model to split a fraction in more than one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3b


I can record how i split a fraction by using an equation

I can record how I split a fraction by using an equation. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3b


I can use a faction model to show how i split a fraction

I can use a faction model to show how I split a fraction. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3b


I can add and subtract mixed numbers with like denominators

I can add and subtract mixed numbers with like denominators. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3c


I can replace mixed numbers with equivalent fractions

I can replace mixed numbers with equivalent fractions. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3c


I can replace improper fractions with a mixed number

I can replace improper fractions with a mixed number. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3c


I can add and subtract fractions with like denominators

I can add and subtract fractions with like denominators. one way, including splitting a fraction into a sum of its unit (original) fraction.

DOK 1, 2, & 3

4.NF.3d


I can solve addition and subtraction word problems using drawings pictures and equations

I can solve addition and subtraction word problems using drawings, pictures, and equations.

DOK 1, 2, & 3

4.NF.3d

DOK 1 & 2

4.NF.4


Dok 1 2 4 nf 4a

a. I can use repeated addition of a unit fraction to equal the original product and understand that it is the same as multiplying a fraction by a whole number.

DOK 1 & 2

4.NF.4a







I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can rewrite a fraction with a denominator of 10 as an equivalent fraction with a denominator of 100.

DOK 1 & 2

4.NF.4c

DOK 1 & 2

4.NF.4c


I can add two fractions with denominators 10 and 100

I can add two fractions with denominators 10 and 100. equivalent fraction with a denominator of 100.

DOK 1 & 2

4.NF.4c


I can recognize a relationship between a fraction and the decimal representation

I can recognize a relationship between a fraction and the decimal representation.

DOK 1

4.NF.6




I can compare two decimals up to the hundredths place and record the comparison using symbols

I can compare two decimals up to the hundredths place and record the comparison using symbols, ,<, >, =.

DOK 1, 2, & 3

4.NF.7


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can justify the comparison by using different methods about the size of the decimals and by using a visual model.

DOK 1, 2, & 3

4.NF.7


I can change one unit to another unit when given

I can change one unit to another unit when given about the size of the decimals and by using a visual model.

DOK 1

4.MD.1


Measurements of length mass or time

measurements of length, mass, or time. about the size of the decimals and by using a visual model.

DOK 1

4.MD.1


I can make a table to list number pairs to show the

I can make a table to list number pairs to show the about the size of the decimals and by using a visual model.

DOK 1

4.MD.1


Relationship between measurement units

relationship between measurement units. about the size of the decimals and by using a visual model.

DOK 1

4.MD.1


I can explain the size of different units of measurement with in the same system

I can explain the size of different units of measurement with in the same system.

DOK 1

4.MD.1


I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can add, subtract, multiply, and divide word problems to find distances, time, volume, mass, money, fractions, and decimals.

DOK 1 & 2

4.MD.2



I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can convert a measurement given in a larger unit into an equivalent measurement in a smaller unit in order to solve the problem.

DOK 1 & 2

4.MD.2






I can find the sum or difference of fractions solving word problems that use a line plot

I can find the sum or difference of fractions solving word problems that use a line plot.

DOK 1 & 2

4.MD.4


I can analyze and interpret a line plot to find the sum or difference of fractions

I can analyze and interpret a line plot to find the sum or difference of fractions.

DOK 1 & 2

4.MD.4

DOK 1

4.MD.5


I can recognize that angles are measured in degrees and are formed from part of a 360 degree circle

I can recognize that angles are measured in degrees and are formed from part of a 360-degree circle.

DOK 1

4.MD.5a


Describe angles as geometric shapes that are formed wherever 2 rays share a common endpoint

Describe angles as geometric shapes that are formed wherever 2 rays share a common endpoint.

DOK 1

4.MD.5b


I can explain the angle measurement in terms of degrees

I can explain the angle measurement in terms of degrees. 2 rays share a common endpoint.

DOK 1

4.MD.5b




I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can explain that the angle measurement of a larger angle is the sum of the angle measures of its non-overlapping parts.

DOK 1 & 2

4.MD.7




I can interpret multiplication startegies i e 35 is 5 times as many as 7

I can draw and show points, lines, line segments, rays, angles (right, acute,obtuse), and perpendicular and parallel lines.

DOK 1

4.G.1


Dok 1 4 g 1

I can identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines in two dimensional figures.

DOK 1

4.G.1


Dok 1 2 4 g 2

I can classify two-dimensional figures based on their properties that include parallel and perpendicular lines or the presence or absence of angles.

DOK 1 & 2

4.G.2


I can recognize right triangles

I can recognize right triangles. properties that include parallel and perpendicular lines or the presence or absence of angles.

DOK 1 & 2

4.G.2


I can identify define and draw lines of symmetry

I can identify, define, and draw lines of symmetry. properties that include parallel and perpendicular lines or the presence or absence of angles.

DOK 1

4.G.3