4Th Grade Math Plans

4th Grade Math Plans

1st 9 weeks –9th week

October 13 – 17, 2014

The Week at a Glance:

Monday – Multiplying with the Area Model

Tuesday – 9 Weeks’ Review

Wednesday – 1st 9 Weeks’ Assessment

Thursday – Multiplying with Compensation

Friday – Begin Teacher Choice of Algorithms: ______

Teacher Notes - It is important that students understand multiplication. Students may use the "traditional" way to multiply, but can they explain it and tell you exactly how they are solving the problem? The "traditional" way will be addressed later.

Day 1 - Multiplying with the Area Model (4.NBT.5)

Materials:

• Journals
• Daily SMARTSand Flipchart (Resource Box)
• Envision Math Textbook Lesson 8-1
• Multiplication Strategies and Algorithm Flipchart (Resource Box)

In this lesson -

1) Students will explore multiplying 2-digit by 2-digit whole numbers by using a rectangular array/area models.

Complete Daily SMARTS

TeachingStrategies: Review the area model when multiplying 2-digits by 2-digits.

1. Give students this multiplication problem (23 x 45) and have them make-up their own word problem. Then have them solve it using an area model.

Ex: - 23 x 45 = 20 3

40

5

800 + 100 + 120 + 15 = 1035 or 800 + 120 + 100 + 15 = 1035

2. Give students another multiplication problem (78 x 32) and have them make-up their own word problem. Then have them solve it using an area model.

Ex:- 78 x 32 =

70 8

30

2

70 + 8 + 30 + 2 = 100 + 10 = 110

Classwork:Have students work on Envision Lesson 8-1.

SummarizingStrategy:In your journal, solve the following problem:

You have two options on having a play space built for your new puppy. One option is for the space to be 23 ft by 25 feet and another option is for the space to be 63 ft by 9 ft. Which one would you choose and why?

Homework: Teacher Choice orhave students complete Envision Lesson 8-1 Reteaching Master, or Practice Master.

Day 2 – Reviewing 9 weeks’ material

Materials:

• Daily SMARTS and Flipchart (Resource Box)
• Teacher Choice of review materials

In this lesson – Target your students’ review needs

Complete Daily SMARTS

Use this day to work on the strategies, algorithms, concepts that your students need review time with before the 9 Weeks’ Assessment. Possibilities include using a Study Guide, playing a SCOOT review game, working in small groups with students, etc.

Day 3: 9 Weeks’ Assessment

Materials:

• Daily SMARTS and Flipchart (Resource Box)
• 9 Weeks’ Assessment

In this lesson – administer 9 Weeks’ Assessment

Complete Daily SMARTS

Give students the 9 Weeks’ Assessment. Remind students that they must show ALL their work to get full credit.

Day 4: Multiplying using Compensation (4.NBT.5)

Materials:

• Journals
• Daily SMARTSand Flipchart (Resource Box)
• Multiplication Strategy: Doubling and Halving (Resource Box)
• Multiplication with Compensation (Resource Box)
• Multiplication Strategies and Algorithm Flipchart (Resource Box)

In this lesson -

1) Students will explore multiplying whole numbers by using the compensation method. (The key is for students to think about the problem before they try to solve it.)

Complete Daily SMARTS

TeachingStrategies:

Compensation - Multiplication

Convert the problem to an easier one.

One factor gives to the other.

1. Teachers - Ask students if they can solve this problem without paper and pencil. Get them to share how.

Ex: 1 - 8 x 25 =

• Student 1 may have solved it this way - I converted this to an easier problem like 2 x 4 x 25 = 2 x 100 = 200

• Student 2 said I multiplied 8 x 20 and then multiplied 8 x 5 and then added them (160 + 40) to get 200.

Perfect! The key is to have students not use paper and pencil unless necessary. Encourage them to take time to think about the problem.

Have students try another problem, but one that is a little harder-

Ex: 2 - 250 x 5 =

I can split 250 in half and multiply by 10 so 125 x 10 = 1250

OR 125 x 2 x 5 = 125 x 10 = 1250.

Ex: 3 - 50 x 16 =

(One example is 50 x 2 x 8 = 100 x 8 = 800)

Ex: 4 - 25 x 12 =

25 x 2 x 6 = 50 x 6 = 300 or 25 x 4 x 3 = 100 x 3 = 300

Classwork:Have students complete Multiplication Strategy: Doubling and Halving (Resource Box) or Multiplication with Compensation (Resource Box) with a partner or individually.

SummarizingStrategy:Write your own multiplication word problem in your journal that could be simplified and solved using the doubling and halving strategy. (Have some students share these problems.)

Homework:Selected problems from Multiplication with Compensation (Resource Box) or Teacher Choice

Day 5 - For the next 7 lessons, choose any of the following algorithms that you feel will best suit the needs of your students: partial products, lattice, traditional. We don’t want to confuse students with too many algorithms, but we do want to give them choices. Some students may be able to handle trying all the algorithms while others may only need to be exposed to two. Use your discretion and choose from any of the following lessons and resources to use with whole class or small groups.

1st Day of Multiplying using the Partial Products Algorithm(4.NBT.5)

Materials:

• Journals
• Daily SMARTS and Flipchart (Resource Box)
• Partial Products Classwork (Resource Box)
• Multiplication Strategies and Algorithm Flipchart (Resource Box)

In this lesson -

1)Students will explore multiplying whole numbers by using the distributive property.

Complete Daily SMARTS

TeachingStrategies:

Multiplication Using Left-to-Right (This can be called Partial Products Algorithm or Using the distributive property to simplify or split off easier problems.)

1. Start off by asking students to share how they would solve the following problem: Dorman's top receiver has caught passes for 285 yards in each of the first three games. How many total yards does Dorman's top receiver have so far this season? (Students may share with you the area model, the traditional way, think addition, etc.)

2. Show students another way which is using the distributive property and multiplying left to right.

Ex: 1 - 285 x 3 =

(200 x 3) = 600

(80 x 3) = 240

(5 x 3) = 15

600 + 240 + 15 = 855 - Dorman's top receiver has 855 total yards so far this season.

3. Compare this way to the area model and talk about the similarities and differences between the two methods.

200 80 5

3

600 + 240 + 15 = 855 total yards

4. Let's solve another problem. USC's top running back has run 85 yards in each of his first 3 games. How many yards has he run in his first three games?

To solve using Partial Products Algorithm (Distributive Property), do the following:

85 x 3 =

(80 x 3) = 240

(5 x 3) = 15

240 + 15 = 255

Important - (Ask students if you can multiply 5 x 3 first and then 80 x 3 second and get the same answer.) Yes. You do get the same answer. However, is there an advantage to multiplying left to right? (Yes. You get a better estimate of what your answer should be.)

5. You may also multiply vertically instead of horizontally. For example, #4 - 85 x 3 may be written like:

85 or 80 + 5

x 3 x 3

240

15

255

Classwork:Assign the Partial Products Classwork, but choose 4 problems (2-digit by 1-digit) for students.Have students use the Partial Products Algorithm or Distributive Property to solve them. They may use the grid part if they need it.

Summarizing Strategy: Have students discuss the ways they solved their class work.

Homework: Teacher Choice

2nd Day of Multiplying using the Partial Products Algorithm (4.NBT.5)

Materials:

• Journals
• Daily SMARTS and Flipchart (Resource Box)
• Multiplication Strategy: Partial Products (1) - Resource Box
• Distributive Property Matching Game (Resource Box)
• Multiplication Strategies and Algorithm Flipchart (Resource Box)

In this lesson -

1)Students will explore multiplying whole numbers by using the distributive property or Partial Products Algorithm.

Complete Daily SMARTS

TeachingStrategies:

1. Start off by asking students to share how they would solve the following problem: (Students may share with you the area model, the traditional way, think addition, Partial Products Algorithm or Distributive Property, etc.)

Ex: 1 - 5678 x 6 =

(5000 x 6) = 30,000

(600 x 6) = 3,600

(70 x 6) = 420

(8 x 6) = 48

30,000 + 3,600 + 420 + 48 = 34,068

Classwork: Have students play individually or with a partner the following games:

• Multiplication Strategy: Partial Products 1(Resource Box)
• Distributive Property Matching Game (Resource Box) - Run off the cards and cut out several sets. Have students work with a partner to match up the cards.

Have students solve these problems.

Or use Envision Lesson 5-3 for review.

Homework: Teacher Choice

See Week 1 of the 2nd 9 Weeks for more lessons on Partial Products, as well as lessons on the Lattice and Traditional methods.

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