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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. |

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|Average Level of Understanding: |

|Find all the factors of a number. |

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|Most Essential Level of Understanding: |

|Determine whether a number is prime or composite. |

|Common Core Learning Standards: |

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|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. |

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|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. |

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|Mathematical Practices: |

|MP.6 Attend to precision |

|MP.7 Look for and make use of structure |

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|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: |

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|How to find factor pairs and multiples of whole numbers. |Find factors of a whole number, like 32. |

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|How to use addition and subtraction to describe and extend a number pattern. |Describe and extend number patterns. |

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|How to use equations to describe patterns. |Write equations to describe and extend number patterns. |

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|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) |

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|Stage 2 – Assessment Evidence |

|Performance Task: | |

| |Diagnostic: Show What You Know pg. 191-192 |

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| |Formative: Mid-Chapter Checklist pg. 205-206 |

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| |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 |

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| |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 |

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| |Advanced |

| |For Advanced Students: TE, pg. 191D |

| |Enrich activity |

| |Enrich book |

| |Extend the project |

| |ELL activity |

|SWD’s | |

|Additional Support Strategies: | |

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|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. | |

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|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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