Weebly
Math: Unit 2
|UNIT TITLE: Multiply by 1-Digit Numbers |Grade: 4 |
|Domain: |Suggested Pacing |
|Operations and Algebraic Thinking (CC.4.OA) | |
|Number and Operations in Base Ten (CC.4.NBT) | |
| |16 days |
| |10/27/2014 - 11/19/2014 |
|Stage 1 – Desired Result |
|Established Goals/Unit Outcome |
|Highest Level of Understanding: |
|Multiply tens, hundreds, and thousands by whole numbers through 10 |
|Solve multiplication comparison and multistep problems |
| |
|Average Level of Understanding: |
|Estimate products by rounding |
| |
|Most Essential Level of Understanding: |
|Use a variety of strategies and models to multiply by 1-digit numbers |
|Common Core Learning Standards: |
| |
|4.OA.1 Use the four operations with whole numbers to solve problems. |
|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 Use the four operations with whole numbers to solve problems. |
|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. |
| |
|4.NBT.5 Use place value understanding and properties of operations to perform multi-digit arithmetic. |
|Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the |
|calculation by using equations, rectangular arrays, and/or area models. |
| |
|4.OA.3 Use the four operations with whole numbers to solve problems. |
|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. |
| |
|Mathematical Practices: |
|MP.1 Make sense of problems and persevere in solving them |
|MP.4 Model with Mathematics |
| |
|Essential Questions: |
|What strategies can you use to multiply by 1-digit numbers? (OVERALL) |
|How can you model multiplication comparisons? (lesson 2.1, CC.4.OA.1) |
|How does a model help you solve a comparison problem? (lesson 2.2, CC.4.OA.2) |
|How does understanding place value help you multiply tens, hundreds, and thousands? (lesson 2.3, CC.4.NBT.5) |
|How do you estimate products by rounding and determine if exact answers are reasonable? (lesson 2.4, CC.4.NBT.5) |
|How can you use the distributive property to multiply a 2-digit number by 1 digit number? (lesson 2.5, CC.4.NBT.5) |
|How can you use expanded form to multiply a multidigit number by a 1-digit number? (lesson 2.6, CC.4.NBT.5) |
|How can you use place value and partial products to multiply by a 1-digit number? (lesson 2.7, CC.4.NBT.5) |
|How can you use mental math and properties to help you multiply numbers? (lesson 2.8, CC.4.NBT.5) |
|When can you use the Draw a Diagram strategy to solve a multistep multiplication problem? (lesson 2.9, CC.4.OA.3) |
|How can you use regrouping to multiply a 2-digit number by a 1-digit number? (lesson 2.10, CC.4.NBT.5) |
|How can you use regrouping to multiply? (lesson 2.11, CC.4.NBT.5) |
|How can you represent and solve multistep problems using equations? (lesson 2.12, CC.4.OA.3) |
|Content: |Skills: |
|How to solve word problems by writing an equation |Write an equation to solve a problem |
| | |
|How to solve comparison problems |Solve comparison problems by drawing a diagram and writing an equation |
| | |
|How to use properties of multiplication to solve problems |Use the properties to multiply three numbers like 7, 2, and 4. |
| | |
|How to use models to multiply by one digit numbers |Solve a multiplication problem like 21 x 4 using models |
| | |
|How to multiply a 1-digit number by a 3 or 4-digit number |Multiply numbers like 5 and 861. |
| | |
| | |
| | |
|Terms / Vocabulary: |
|Factor |
|Multiply |
|Number line |
|Place value |
|Product |
|Estimate |
|Round |
|Distributive property |
|Partial product |
|Expanded form (lesson 2.6) |
|Associative property of multiplication (lesson 2.8) |
|Regroup (lesson 2.10) |
| |
|Stage 2 – Assessment Evidence |
|Performance Task: |Diagnostic: Show What You Know pg. 43-44 |
| | |
| |Formative: Mid-Chapter Checkpoint pg. 73-74 |
| | |
| |Summative: Review/Test pg. 95-98 |
| | |
| Stage 3 – Learning Plan |
|Chapter 2: Multiply by 1-Digit Numbers |
|Standard |
|Grab-and-Go Differentiated Center Kits |
|Literacy Connections: Readers |Games: |
|Multiplying a Good Deed |Multiplication Marathon |
|Putting the World on a Page |Triangle Products |
|Tickle My Memory | |
| |Activities: |
| |Card 3 |
| |Know Your Nines |
| |What’s My Fact? |
| |Card 5: |
| |First One Out |
| |Roll to Measure |
| |Product Power |
| | |
| | |
|Go Math Intervention Activities (ELLs, RTI, and SWDs): |
|ELLs |RTI/SWDs |
|Strategy: |\Lesson 2.1 |
|Model Language (lesson 2.1 page 45B; lesson 2.4 page 57B) |Tier 1: Visual (Whole Class/Small Group) |
|Strategy: |Pg. 45B |
|Describe (lesson 2.2 page 49B; lesson 2.3 page 53B) |Tier 2: Kinesthetic (Small Group) |
|Strategy: |Pg. 45B |
|Draw (lesson 2.5 page 61B) | |
|Strategy: |Lesson 2.2 |
|Identify Relationships (lesson 2.6 page 65B; lesson 2.8 page 75B; lesson 2.10 page 83B; lesson 2.11 page 87B;|Tier 1: Visual (Whole Class/Small Group) |
|lesson 2.12 page 91B) |Pg. 49B |
|Strategy: |Tier 2: Visual/Kinesthetic (Small Group) |
|Define (lesson 2.7 page 69B) |Pg. 49B |
|Strategy: | |
|Explore Content (lesson 2.9 page 79B) |Lesson 2.3 |
| |Tier 1: Visual/Kinesthetic (Whole Class/Small Group) |
| |Pg. 53B |
| |Tier 2: Visual/Logical (Small Group) |
| |Pg. 53B |
| | |
| |Lesson 2.4 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 57B |
| |Tier 2: Kinesthetic (Small Group) |
| |Pg. 57B |
| | |
| |Lesson 2.5 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 61B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 61B |
| | |
| |Lesson 2.6 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 65B |
| |Tier 2: Visual (Small Group) |
| |Pg. 65B |
| | |
| |Lesson 2.7 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 69B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 69B |
| | |
| |Lesson 2.8 |
| |Tier 1: Logical/Mathematical (Whole Class/Small Group) |
| |Pg. 75B |
| |Tier 2: Logical/Mathematical (Small Group) |
| |Pg. 75B |
| | |
| |Lesson 2.9 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 79B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 679B |
| | |
| |Lesson 2.10 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 83B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 83B |
| | |
| |Lesson 2.11 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 87B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 87B |
| | |
| |Lesson 2.12 |
| |Tier 1: Kinesthetic/Visual (Whole Class/Small Group) |
| |Pg. 91B |
| |Tier 2: Kinesthetic/Visual (Small Group) |
| |Pg. 91B |
| | |
| | |
| | |
| | |
| |Advanced |
| |For Advanced Students: TE, pg. 43F |
| |Enrich activity |
| |Enrich book |
| |Extend the project |
| |ELL activity |
|SWDs | |
|Additional Support Strategies: | |
| | |
|Multiplication: | |
|Have the student practice the multiplication tables each day with a peer using flash cards. | |
|Practice skip counting by 2s, 3s, and 5s. | |
|Have the student solve multiplication problems by manipulating objects and stating the process involved. | |
|Teach the student why he/she is learning multiplication. Provide the student with concrete examples and | |
|opportunities for him/her to apply these in real-life situations. | |
| | |
|Problem Solving: | |
|Discuss and provide the students with a list of words and phrases which usually indicate a multiplication | |
|operation (ex. Area, each, times, product, double, triple, twice, etc). | |
|Help the student recognize common patterns in word problems (ex. How many, add or subtract, etc) | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
| | |
-----------------------
Materials:
• Math Board
• Counting tape
• Colored pencils
• Base-ten blocks
• Grid paper
lesson 2.3
lesson 2.4
lesson 2.5
Games/Activities Key:
• Computation and Mental Math
• Geometry and Measurement
• Challenge
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.