Transcript FourthGradeMX97

March 18, 2010
Dr. Monica Hartman
March Agenda
 Quick Practice (30 Second Speech)
 Multiplication Methods (Talking Chips)
 Unit 5 Review
 Unit 7-12 Overview
 Think Central Website
 MCTM Math Vocabulary List
 Closure- Dice Game
Quick Practice Routines:
30 Second Speech
What you are going to do:
Choose one of the Quick Practice routines and tell
partner how you know it is effective for your
students.
1. Teachers: Write answer on a sticky note and
prepare 30 second speech.
2. Presenter: Announces Partners
3. Presenter: Announces which partner goes first
4. Teacher A: Presents 30 second speech
5. Teacher B: Presents 30 second speech
6. Teachers: Thanks partner and sits down.
Quick Practice Routines
 Unknown Addend
(Unit 5 Lesson 2 and 3)
 Zero Patterns
(Unit 5, Lessons 4 to 11)
 Division with Remainders
(Unit 5, Lessons 12 – 16)
 How Many Extra?
(Unit 7, Lesson 2 – 10)
Unknown Addend
Four student leaders go to the board.
Each writes 5 equations in which a multiplication
is followed by an unknown addition. Specify
that three of the equations show the total on
the left.
Examples: 51 = 5 • 10 + d
4 • 5 + n = 24
Student leader points to a problem in list.
Students hold up fingers to show unknown.
Then at hand signal, class says the equation
with the answer.
Unknown Addend – Try It!
51 = 5 • 10 + d
34 = 5 • 6 + t
4 • 5 + n = 24
10 • 5 + h = 59
4 • 8 + p = 35
Zero Patterns
Four Student Leaders go to the board and write three
products involving two non-zero digits.

The first should have no zeros in the factors

The second product should have a zero in one factor

The third product should have a zero in both factors
Student Leader points to each problem. Class responds
with the product of the product of the non-zero digits
and the place value name of the product and give the
answer. Student writes the answer.
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
24 ones equals twenty-four
Student Leader
Writes
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
24 ones equals twenty-four = 24
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
24 ones equals twenty-four = 24
24 tens equal two hundred
forty
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
24 ones equals twenty-four = 24
24 tens equal two hundred = 240
forty
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
24 ones equals twenty-four = 24
24 tens equal two hundred = 240
forty
24 hundreds equal twothousand, four hundred
Zero Patterns: Try It!
Problem
3 8
3  80
3  800
Class Responds
Student Leader
Writes
24 ones equals twenty-four = 24
24 tens equal two hundred = 240
forty
24 hundreds equal two= 2400
thousand, four hundred
Division With Remainders
Have student leaders write five division
problems that have nonzero remainders.
Leaders point to each problem.
Class holds up fingers to show the factor,
then at hand signal from the student
leader, says the extra amount, the
remainder.
Division With Remainders
Problem
11÷ 4
Response
Hold up fingers to show factor
Division With Remainders
Problem
11÷ 4
Response
Each student holds up 2
fingers
(Hand signal from leader)
3 extra
How Many Extra?
 Four student leaders each write five problems
in long-division format with divisors of 6, 7, 8,
or 9 and two-digit dividends.
 Leaders take turns pointing to one of the
problems.
 The class holds up fingers to show the factor.
 Upon signal, the class says the extra amount.
 The leader writes the numbers in the
problem.
How Many Extra? Try It!
8 59
7
8 59
7
8 59
-56
3
Students hold up 7 fingers
Class says:
3 extras
Leader writes answer
Multiplication Methods
Talking Chips
What you are going to talk about:
Explain one of the multiplication methods – Area
Model, Rectangle Sections, Expanded Notation,
Algebraic Notation.
1. Number off in groups of 4
2. Teachers: Each person holds a chip
3. Presenter: Tell group what number is going to start
4. Teacher: One at a time, place their chip in the center each time they
talk. They cannot talk again until all team members have placed a
chip down.
5. Team Share Out: How are each of these methods related?
Area Model
435 =
9
400
+
+ 5
9 x 30 = 270 9 x 5
= 45
9 x 400 = 3600
400
30
+
30
9
435 x 9
+ 5
A model of multiplication that shows each placevalue product within a rectangle drawing.
Rectangle Sections Model
435 =
9
400
+
30
+ 5
9 x 30 = 270 9 x 5 9
9 x 400 = 3600
= 45
400
+
30
+ 5
1
3600
270
45
+
3,915
A strategy for multiplying or dividing multi-digit numbers.
Expanded Notation Model
376 =
9
300
+
9 x 300 = 2700
3 76 = 300
x 9 =
+ 70
70
9 x 70 = 630 9 x 6 9
= 54
+
9 x 300 = 2700
9 x
9 x
70 =
6 =
+ 6
630
54
3,384
6
9
Algebraic Notation Model
475 =
6
400
+
6 x 400 = 2400
70
+ 5
6 x 70 = 420 6x5= 6
30
6  475 = 6  (400 + 70 + 5)
= (6  400)+ ( 6  70 ) + ( 6  5 )
=
2400
=
2,850
+
420
+
30
Unit 7: Multi-Digit Division
Timing
February and March (19 Days)
Big Ideas
 Divide whole numbers (up to five-digit) by one digit
divisors
 Divide dollars and cents by a whole number
 Estimate quotients
 Solve one and two-step word problems
 Interpret remainders
Unit 7
Rectangle Sections Method
192 ÷4
40 + 8
32
4 192
-160 -32
32
0
= 48
Unit 7
Rectangle Sections Method
3248 ÷ 5
Try this with the rectangle sections
method on your own!
Unit 7
Expanded Notation Method
192 ÷4
40
4 192
-160
32
Unit 7
Expanded Notation Method
192 ÷4
8
40
4 192
-160
32
- 32
0
Unit 7
Expanded Notation Method
192 ÷4
8
40
4 192
-160
32
- 32
0
48
Unit 7
Expanded Notation Method
18,435 ÷ 5
Try this with the expanded
notations method on your own!
Unit 7
Digit-By-Digit Method
192 ÷4
48
4 192
-16
32
-32
0
Unit 8
Patterns, Functions, and Graphs
 No essential content required
Unit 9: Fractions
Timing
March, April, and May (23 Days)
Big Ideas
 Compare and order fractions
 Write equivalent fractions
 Convert and use improper fractions and mixed
numbers
 Add and subtract fractions less than 1 with like and
unlike denominators
 Multiply fractions and whole numbers
Unit 9: Fold Fractions Strips
1 whole
Take a gray strip and fold it in half.
Unit 9: Fold Fractions Strips
1 whole
1
2
1
2
Take a green strip and fold it into three
equal parts.
Unit 9: Fold Fractions Strips
1 whole
1
2
1
3
1
2
1
3
1
3
Take a pink strip and fold it into four
equal parts.
Unit 9: Fold Fractions Strips
1 whole
1
2
1
2
1
3
1
4
1
3
1
4
1
3
1
4
1
4
Take a gold strip and fold it into six equal
parts.
Unit 9: Fold Fractions Strips
1 whole
1
2
1
2
1
3
1
3
1
4
1
6
1
3
1
4
1
6
1
4
1
6
1
6
1
4
1
6
1
6
Take a blue strip and fold it into eight equal
parts.
Unit 9: Fold Fractions Strips
1 whole
1
2
1
2
1
3
1
3
1
4
1
4
11
66
1
8
1
3
1
6
1
8
1
4
1
6
1
8
1
4
1
6
1
8
1
8
1
6
1
8
1
6
1
8
1
8
Unit 9: Fold Fractions Strips
1 whole
1
2
1
2
1
3
1
3
1
4
1
4
11
66
1
8
1
3
1
6
1
8
1
4
1
6
1
8
1
4
1
6
1
8
1
8
1
6
1
8
1
6
1
8
1
8
Unit 9: Fractions
Build with unit fractions (p.841)
Find equivalent fractions (p.843)
Quick Practice with fraction cards (p.847)
Unit 10:
Three-Dimensional Figures
Timing
May (6 Days)
Big Ideas
 Identify, compare, and classify three-dimensional
figures
 Construct prisms with different bases
 Recognize nets for three-dimensional figures
 Find the surface area of rectangular prisms
Unit 11: Decimal Numbers
Timing
May and June (15 Days)
Big Ideas
 Relate decimals to fractions and whole-number
place values
 Use knowledge of whole numbers to add and
subtract decimals
 Use number lines to emphasize equivalent fractions
and decimals and to explore concept of rounding
 Estimate sums and differences by rounding
Unit 12:
The U.S. Customary System
Timing
June (5 Days)
Big Ideas
 Apply and solve problems using customary units to
measure distance, area, volume, weight, capacity,
time, and temperature
 Convert among customary units of length
Think Central Website
 Think Central Login Page
MCTM Vocabulary List
 Distribute Vocabulary lists
Closer Activity: Dice Game
What you are going to do: Review today’s session
1. Presenter: Get groups into 4’s and number off
2. Presenter: Tells teams which number goes first
3. Teachers: One at a time, roll the dice and respond to the statement that
correlates to the number on your dice.
1.
2.
3.
4.
5.
6.
Name one thing I am going to use when I get back to
my classroom.
List two strategies you can use to solve a problem.
Name something you learned from someone else.
Name something I am still struggling with.
Name a strategy you are excited about.
Name a change you are going to make in you math
lesson.
Call or email with any
questions
Dr. Monica Hartman
810-455-4004
[email protected]