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Math: Unit 5
|UNIT TITLE: Factors, Multiples, and Patterns |Grade: 4 |
|Domain: |Suggested Pacing |
|Operations and Algebraic Thinking (CC.4.OA) | |
| |10 days |
| |10/10/14 – 10/24/14 |
|Stage 1 – Desired Result |
|Established Goals/Unit Outcome |
|Highest Level of Understanding: |
|Generate a number pattern and describe features of the pattern. |
|Determine whether a number is a multiple of a given number. |
|Use models and the strategy make a list to solve problems. |
| |
|Average Level of Understanding: |
|Find all the factors of a number. |
| |
|Most Essential Level of Understanding: |
|Determine whether a number is prime or composite. |
|Common Core Learning Standards: |
| |
|4.OA.4: Gain familiarity with factors and multiples. |
|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. |
| |
|4.OA.5: Generate and analyze patterns. |
|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. |
| |
|Mathematical Practices: |
|MP.6 Attend to precision |
|MP.7 Look for and make use of structure |
| |
|Essential Questions: |
|How can you find factors and multiples, and how can you generate and describe number patterns? (OVERALL) |
|How can you use models to find factors? (lesson 5.1; CC.4.OA.4) |
|How can you tell whether one number is a factor of another number? (lesson 5.2; CC.4.OA.4) |
|How can you use the make a list strategy to solve problems with common factors? (lesson 5.3; CC.4.OA.4) |
|How are factors and multiples related? (lesson 5.4; CC.4.OA.4) |
|How can you tell whether a number is prime or composite? (lesson 5.5; CC.4.OA.4) |
|How can you make and describe patterns? (lesson 5.6; CC.4.OA.5) |
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|Content: |Skills: |
| | |
|How to find factor pairs and multiples of whole numbers. |Find factors of a whole number, like 32. |
| | |
|How to use addition and subtraction to describe and extend a number pattern. |Describe and extend number patterns. |
| | |
|How to use equations to describe patterns. |Write equations to describe and extend number patterns. |
| | |
| | |
|Terms / Vocabulary: |
|Factor |
|Array |
|Product |
|Divisible (lesson 5.2) |
|Common factor (lesson 5.3) |
|Common multiple (lesson 5.4) |
|Multiple (lesson 5.4) |
|Composite number (lesson 5.5) |
|Prime number (lesson 5.5) |
|Pattern (lesson 5.6) |
|Term (lesson 5.6) |
| |
| |
|Stage 2 – Assessment Evidence |
|Performance Task: | |
| |Diagnostic: Show What You Know pg. 191-192 |
| | |
| |Formative: Mid-Chapter Checklist pg. 205-206 |
| | |
| |Summative: Review/Test pg. 219-222 |
|Stage 3 – Learning Plan |
|Standard |
|Grab-and-Go Differentiated Center Kits |
|Literacy Connections: Readers |Games: |
|Eratosthenes and His Sieve |Factor Farm |
| | |
| |Activities: |
| |Card 3: |
| |What’s My Fact? |
| |Card 5: |
| |First One Out |
| |Card 15: |
| |Follow the Leader |
| |Card 17: |
| |Flowering Factors |
| |Prime Time |
|Go Math Intervention Activities (ELLs, RTI, and SWDs): |
|ELLs |RTI |
|Strategy: |Lesson 5.1 |
|Describe (lesson 5.1, page 193B) |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
|Strategy: |Pg. 193B |
|Model Language (lesson 5.2, page 197B; lesson 5.4 page 207B) |Tier 2: Kinesthetic (Small Group) |
|Strategy: |Pg. 193B |
|Rephrase (lesson 5.3, page 201B) | |
|Strategy: |Lesson 5.2 |
|Identify Patterns (lesson 5.5, page 211B) |Tier 1: Logical/Kinesthetic (Whole Class/Small Group) |
|Strategy: |Pg. 197B |
|Define (lesson 5.6, page 215B) |Tier 2: Kinesthetic (Small Group) |
| |Pg. 197B |
| | |
| |Lesson 5.3 |
| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
| |Pg. 201B |
| |Tier 2: Visual/Kinesthetic (Small Group) |
| |Pg. 201B |
| | |
| |Lesson 5.4 |
| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
| |Pg. 207B |
| |Tier 2: Kinesthetic (Small Group) |
| |Pg. 207B |
| | |
| |Lesson 5.5 |
| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
| |Pg. 211B |
| |Tier 2: Visual/Kinesthetic (Small Group) |
| |Pg. 211B |
| | |
| |Lesson 5.6 |
| |Tier 1: Visual/Verbal (Whole Class/Small Group) |
| |Pg. 215B |
| |Tier 2: Kinesthetic (Small Group) |
| |Pg. 215B |
| | |
| | |
| | |
| |Advanced |
| |For Advanced Students: TE, pg. 191D |
| |Enrich activity |
| |Enrich book |
| |Extend the project |
| |ELL activity |
|SWD’s | |
|Additional Support Strategies: | |
| | |
|Multiplication: | |
|Have students play competitive games on websites such as , , and | |
|Use songs and raps with familiar tunes and have students listen. | |
|Have students refer to a multiplication poster on the wall, or multiplication charts on their desk. | |
|Review daily skills, concepts, tasks, etc., which have been previously introduced. | |
|Have the student use tangible objects (pennies, paper clips, etc) when counting by 2s, 5s, 10s, etc., to see that| |
|the total number of objects is increasing in equal increments. | |
| | |
|Problem Solving: | |
|Discuss and provide the students with a list of words and phrases which usually indicate a division operation | |
|(ex. Into, share, each, average, quotient, half as many, etc). | |
|Keep language consistent (dividend, divisor, quotient, etc) | |
|Help the student recognize common patterns in word problems (ex. How many, add or subtract, etc) | |
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lesson 5.1
Materials:
• MathBoard
• Square tiles
• Grid paper
• Counting tape
• Colored pencils
Games/Activities Key:
• Computation and Mental Math
• Geometry and Measurement
• Challenge
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