Unit 1 Naming and Constructing Geometric Figures Day 1 8/29 Day 2 8/30 Day 3 8/31 Day 4 9/1 1.1 1.2 1.3 1.4 Introduction to the Student Reference Book To acquaint students with the content and organization of the Student Reference Book. Points, Line Segments, Lines, and Rays To introduce tools for geometry; and to review points, line segments, lines, and rays. Angles, Triangles, and Quadrangles To guide students in the construction of angles, triangles, and quadrangles and in the classification of quadrangles. Parallelograms To model the classification of quadrangles based on their properties. Part 1: Introduces students to the structure of and material covered in their Student Reference Book. Math Boxes: [1-1 1-3]; 1, 5 [4.NBT.4]; 2 [4.OA.5]; 3 [4.MD.1]; 4 [4.NBT.6] Part 3: Readiness [4.NBT.2] Part 1: Reviews basic geometric terms while teaching students the care and use of geometric tools. [4.G.1] Game: Addition Top-It (Extended-Facts Version) [4.NBT.4] Math Boxes: [1-2 1-4]; 1, 5 [4.NBT.4]; 2 [4.G.1]; 3, 4 [Maintain] Study Link: [4.G.1] Part 3: Readiness and Enrichment: Sprouts [4.G.1] Part 1: Focuses on the characteristics and construction of angles, triangles, and quadrangles and how to use lines and angles to classify quadrangles. [4.G.1, 4.G.2] Adding and Subtracting Whole Numbers: [4.NBT.4] Math Boxes: [1-3 1-1]; 1, 5 [4.NBT.4]; 2 [4.OA.5]; 3 [4.MD.1]; 4 [4.NBT.6] Study Link: [4.G.1] Part 3: Readiness, Enrichment, and ELL Support [4.G.2] Part 1: Reviews the meanings of parallel lines, line segments, and rays and compare various parallelograms and quadrangles. [4.G.1, 4.G.2] Game: Subtraction Top-It (Extended-Facts Version) [4.NBT.4] Math Boxes: [1-4 1-2]; 1, 5 [4.NBT.4]; 2 [4.G.1]; 3, 4 [Maintain] Study Link: [4.G.2] SMP3, 5 7; 4.NBT.2 4.NBT.4 SMP1, 2, 4 7; 4.G.1 SMP2, 3, 5 7; 4.NBT.4, 4.G.1, 4.G.2 SMP2 8; 4.G.1, 4.G.2 How is this book organized? How can this book help you with your homework? How can this tool help you work more efficiently? How are a line segment, a line, and a ray different? How are they similar? How does explaining a term help you understand it better? What is the minimum number of angles needed to make a shape? How can you use straws to prove your answer? Why can a shape have more than one name? How do straw representations help you see the characteristics of different shapes? What is a property? What are some properties of quadrangles? How did looking at similarities and differences among quadrangles help you categorize the shapes? How can using properties help you solve problems?
Unit 1 Naming and Constructing Geometric Figures Day 5 9/2 FLEX DAY Day 6 9/6 Day 7 9/7 Combine 1.6/1.7/1.8 1.5 1.6 1.7 Polygons To provide opportunities to identify properties of polygons and distinguish between convex and nonconvex (concave) polygons; and to explore geometric definitions and classification. Drawing Circles with a Compass To provide practice using a compass. Circle Constructions To guide students in defining a circle; and to provide opportunities to explore designs with circles. Part 1: Focuses on the construction of convex and nonconvex polygons and the definitions of polygon types. [4.G.2] Math Boxes: [1-5 1-7]; 1 [4.NBT.4]; 2, 3, 4 [4.G.1]; 5 [4.G.2]; 6 [4.NBT.2] Study Link: [4.G.2] Part 3: Enrichment [4.G.2] Part 1: Focuses on constructing circles both with and without a compass and constructing a square inscribed in a circle. [4.G.1] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [1-6 1-8]; 1 [4.NBT.4]; 2, 3, 4 [4.G.2]; 5 [4.G.1]; 6 [4.NBT.1] Study Link: [4.G.2] Part 1: Focuses on the definition, design, and naming of circles. [4.G.1] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [1-7 1-5]; 1 [4.NBT.4]; 2, 3, 4 [4.G.1]; 5 [4.G.2]; 6 [4.NBT.2] Part 3: Enrichment: Using Diameters, Chords, and Radii [4.G.1] SMP1 3, 5 8; 4.G.1, 4.G.2 SMP1, 2, 5 7; 4.G.1, 4.G.2 SMP1 7; 4.G.1, 4.G.2 What are the properties of a polygon? How did the examples help you determine the properties of a polygon? Why is it important to determine properties of shapes? How did trying different methods help you find a comfortable way to use your compass? Why is it important to practice using a tool correctly? How do tools help you work more efficiently? Combine lessons use 1.6 then focus on 1 math box, polygon pair-up and Journal Page 21 What did you notice when measuring the radius a second time? Why is it important to understand the connection between the points, the circle, and its radius? Why is it important to connect math ideas to each other?
Unit 1 Naming and Constructing Geometric Figures Combine 1.6/1.7/1.8 Day 8 9/8 Day 9 9/9 1.8 1.9 1.9 Hexagon and Triangle Constructions To guide students in the construction of figures with a compass and straightedge. Progress Check 1 To assess students progress on mathematical content through the end of Unit 1. Progress Check 1 To assess students progress on mathematical content through the end of Unit 1. Part 1: Focuses on the combined implementation of both the compass and straightedge in the construction of more difficult geometric figures. [4.G.1] Defining Geometric Figures: [4.G.2] Math Boxes: [1-8 1-6]; 1 [4.NBT.4]; 2, 3, 4 [4.G.2]; 5 [4.G.1]; 6 [4.NBT.1] Study Link: [4.G.2] Part 3: Readiness [4.G.2] Part 1: Checks the progress of students at the end of Unit 1. ORAL/SLATE: 1, 3. [4.G.1, 4.G.2] 2. [4.G.1] Math Boxes: [ 1-9 Unit 2]; 1, 2, 3 [4.NBT.2]; 4 [4.NBT.1]; 5 [Maintain] Part 1: Checks the progress of students at the end of Unit 1. WRITTEN: 1, 2. [4.G.1, 4.G.2] 3-6. [4.G.1] 7-9B. [4.G.2] 12. [4.G.2] 13. [4.G.1] 14-16. [4.G.2] OPEN RESPONSE: [4.G.2] Math Boxes: [ 1-9 Unit 2]; 1, 2, 3 [4.NBT.2]; 4 [4.NBT.1]; 5 [Maintain] Unit 2 SMP2, 5 7; 4.G.1, 4.G.2 4.NBT.4 Using Numbers and Organizing Data Explain how you know that all the vertices of the hexagon are the same distance from the center of the circle? Why do you need to be precise when creating your hexagon? Give an example of a real-life situation where precision is needed, and explain why it is necessary. Day 10 9/12 2.1 A Visit to Washington, D.C. To review examples of the various ways in which numbers are used; and to introduce the World Tour Project. Part 1: Introduces the World Tour Project and focuses on the various ways to use numbers. [] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [2-1 2-3]; 1 [4.NBT.4]; 2 [4.NBT.1]; 3, 4 [4.G.2]; 5 [ ]; 6 [4.NBT.5] Part 3: Readiness and Extra Practice [4.OA.5] SMP2, 4 6; 4.OA.5,, 4.G.1, 4.G.2 4.NBT.4 What kinds of units did you find in the essay? How did the units help you figure out whether a number was a count, code, measure, etc.? Why is it important to understand what numbers mean? What would happen if we didn t have numbers?
Unit 2 Using Numbers and Organizing Data Day 11 9/13 Day 12 9/14 Day 13 9/15 Day 14 9/16 2.2 2.3 2.4 2.5 Many Names for Numbers To review equivalent names for whole numbers and name-collection boxes. Place Value in Whole Numbers To provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers up to one billion. Place Value with a Calculator To provide practice with place-value skills using a calculator routine; and to review reading and writing large numbers. Organizing and Displaying Data To provide practice organizing and displaying data with a tally chart and determining the maximum, minimum, range, and mode of a set of data. Part 1: Uses a name-collection box to practice representing numbers in different ways. Game: Name that Number [Foundation] Math Boxes: [2-2 2-4]; 1 [4.NBT.2]; 2 [4.NBT.4]; 3 [4.G.2]; 4 [Maintain]; 5 [4.MD.1]; 6 [4.NBT.6] Part 1: Focuses on understanding place value and reading/writing large numbers. [4.NBT.1, 4.NBT.2] Identifying Polygon Properties [4.G.1, 4.G.2] Math Boxes: [2-3 2-1]; 1 [4.NBT.4]; 2 [4.NBT.1]; 3, 4 [4.G.2]; 5 []; 6 [4.NBT.5] Study Link: [4.NBT.2] Part 3: Enrichment [4.OA.5]; Extra Practice [4.NBT.1, 4.NBT.2] Getting Started: Mental Math and Reflexes [4.NBT.2] Part 1: Focuses on understanding place value by changing one or more digits in a number. [4.NBT.1, 4.NBT.2] Game: Fishing for Digits [4.NBT.1, 4.NBT.2] Math Boxes: [2-4 2-2]; 1 [4.NBT.2]; 2 [4.NBT.4]; 3 [4.G.2]; 4 [Maintain]; 5 [4.MD.1]; 6 [4.NBT.6] Study Link: [4.NBT.2] Part 3: Readiness and Enrichment [4.NBT.2] Part 1: Provides practice gathering, organizing, and displaying data. Data landmarks used include maximum, minimum, range, and mode. Game: Addition Top-It (Extended- Facts Version) [4.NBT.4] Math Boxes: [2-5 2-7 2-9]; 1 [4.NBT.2]; 2 [Foundation]; 3 [4.NBT.2]; 4 [4.G.2]; 5, 6 [Maintain] SMP1 3 4.NBT.2 SMP2, 6 8; 4.OA.5, 4.NBT.1, 4.NBT.2, 4.G.1, 4.G.2 SMP 2, 5, 8; 4.NBT.1, 4.NBT.2 SMP1, 2, 4, 6 8 4.NBT.4 How are these equivalent names for similar? How are they different? How can you use one equivalent name to help you find another equivalent name? How is it helpful to solve a problem in more than one way? What patterns do you see in how we write numbers? What patterns do you see in how we say numbers? Why is our number system called Base-10? How can just 10 digits form all the whole numbers there are? How can place-value patterns help you figure out how to change the numbers? What patterns are most helpful in solving these problems? How can a pattern help you solve a problem? How does the tally chart help you learn about the number of raisins in the boxes? What other ways could you organize the data? Why is it important to organize data?
Unit 2 Using Numbers and Organizing Data Day 15 9/20 Day 16 9/21 Day 17 9/22 Day 18 9/23 Day 19 9/26 2.6 2.7 2.7 2.8 The Median To review how to display a set of data with a line plot; and to review how to find the median of a set of data. Addition of Multidigit Numbers To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition algorithm. Addition of Multidigit Numbers To review the partial-sums algorithm used to solve multidigit addition problems; and to introduce a columnaddition method similar to the traditional addition algorithm. FLEX DAY Displaying Data with Graphs To provide practice measuring length to the nearest half-centimeter; and to guide the construction and use of graphs for a set of collected data. Part 1: Focuses on review of how to display data with a line plot and how to find the median of a set of data. Game: Subtraction Top-It (Extended-Facts Version) [4.NBT.4] Math Boxes: [2-6 2-8]; 1, 3 [4.OA.4]; 2, 6 [Foundation]; 4 [4.NBT.2]; 5 [Maintain] Writing/Reasoning: [4.MD.1, ] Part 1: Provides review of the partial-sums algorithm and introduces the column addition method used to solve multidigit addition problems. [4.NBT.2] Game: High-Number Toss [4.NBT.1, 4.NBT.2] Math Boxes: [2-7 2-5 2-9]; 1, 3 [4.NBT.2]; 2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.G.2] Part 3: Readiness and Enrichment [ ] Part 1: Provides review of the partial-sums algorithm and introduces the column addition method used to solve multidigit addition problems. [4.NBT.2] Game: High-Number Toss [4.NBT.1, 4.NBT.2] Math Boxes: [2-7 2-5 2-9]; 1, 3 [4.NBT.2]; 2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.G.2] Part 3: Readiness and Enrichment [ ] Data/Graphs/Place Value Part 1: Focuses on how to display data, including fractions of a unit, using various graphs including line plots. [4.MD.4] Math Boxes: [2-8 2-6]; 1, 3 [4.OA.4]; 2 [Foundation]; 4, 6 [4.NBT.2]; 5 [] SMP2, 4, 7, 8; 4.MD.1, 4.MD.4 SMP1 3, 5 8; 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.G.2 SMP1 3, 5 8; 4.NBT.2, 4.NBT.3, 4.NBT.4, 4.G.2 SMP1, 2, 4 7; 4.MD.4 How does it help to see the data in a line plot? Where is the median on the line plot? What does the median tell us about the typical family size? Why is it important to understand what numbers and graphs mean? What might have made Shaneel think the way he does? What should you do when you see a solution you think is incorrect? Why is it important to question an answer you think is incorrect? Why is it important to make sense of other people s mathematical thinking? What might have made Shaneel think the way he does? What should you do when you see a solution you think is incorrect? Why is it important to question an answer you think is incorrect? Why is it important to make sense of other people s mathematical thinking? How do these models help you make a recommendation about hat sizes? What do the landmarks tell you about the hat sizes? What are some other models that you could use to help you solve the problem? Why is it useful to graph your data? How can mathematical models help you solve problems?
Unit 2 Using Numbers and Organizing Data Day 20 9/27 Day 21 9/28 Day 22 9/29 Day 23 9/30 2.9 2.9 2.10 2.10 Subtraction of Multidigit Numbers To review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multidigit subtraction problems; and to provide practice estimating differences for multidigit subtraction problems. Subtraction of Multidigit Numbers To review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multidigit subtraction problems; and to provide practice estimating differences for multidigit subtraction problems. Progress Check 2 To assess students progress on mathematical content through the end of Unit 2. Progress Check 2 To assess students progress on mathematical content through the end of Unit 2. Part 1: Provides review of the trade-first and counting-up methods and introduces the partial-differences method used to solve multidigit subtraction problems. [4.NBT.4] Game: Subtraction Target Practice [4.NBT.2, 4.NBT.4] Math Boxes: [2-9 2-5 2-7]; 1, 3 [4.NBT.2]; 2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.OA.1] Part 3: Enrichment: Writing Subtraction Number Stories [ ] Part 1: Provides review of the trade-first and counting-up methods and introduces the partial-differences method used to solve multidigit subtraction problems. [4.NBT.4] Game: Subtraction Target Practice [4.NBT.2, 4.NBT.4] Math Boxes: [2-9 2-5 2-7]; 1, 3 [4.NBT.2]; 2 [Foundation]; 4 [4.G.2]; 5, 6 [Maintain] Writing/Reasoning [4.OA.1] Part 3: Enrichment: Writing Subtraction Number Stories [ ] Part 1: Checks students progress at the end of Unit 2. ORAL/SLATE: 1, 3. [4.NBT.1, 4.NBT.2] 4. [4.G.2] Math Boxes: [2-10 Unit 3]; 1, 2, 3 [Maintain]; 4 [4.NBT.2]; 5 []; 6 [4.NBT.4] Part 1: Checks students progress at the end of Unit 2. WRITTEN: 1-6. [4.NBT.4] 7-8. [4.G.1, 4.G.2] 16. [4.OA.3] 17A, B. [4.MD.1] 19A-20. [4.NBT.4, 4.OA.3] OPEN RESPONSE [4.MD.4] Math Boxes: [2-10 Unit 3]; 1, 2, 3 [Maintain]; 4 [4.NBT.2]; 5 []; 6 [4.NBT.4] SMP1 3, 5 8; 4.OA.1, 4.NBT.3, 4.NBT.4, SMP1 3, 5 8; 4.OA.1, 4.NBT.3, 4.NBT.4, How would you explain this method to someone who doesn t know it? What tools could you use to explain this method? How does this method compare to other subtraction methods you know? Why is it important for you to explain how you solve problems? How would you explain this method to someone who doesn t know it? What tools could you use to explain this method? How does this method compare to other subtraction methods you know? Why is it important for you to explain how you solve problems?
Unit 3 Multiplication and Division; Number Sentences and Algebra Day 24 10/3 Day 25 10/4 Day 26 10/5 Day 27 10/6 3.1 3.2 3.3 3.4 What s My Rule? To review What s My Rule? problems. Multiplication Facts To review strategies for solving multiplication facts; to help students maintain automaticity with multiplication facts; and to introduce prime and composite numbers. Multiplication Facts Practice To introduce the 50- facts test; and to provide practice with multiplication facts. More Multiplication Facts Practice To give a 50-facts test and record the results; and to provide practice with multiplication facts. Part 1: Illustrates relationships between numbers using a function machine and What s My Rule? table. [4.OA.5] Math Boxes: [3-1 3-3 3-5]; 1 [4.NBT.2]; 2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5] Study Link: [4.OA.5] Part 3: Readiness, Enrichment, and Extra Practice [4.OA.5] Getting Started: Mental Math and Reflexes [4.OA.5] Part 1: Focuses on familiarity with factors and multiples as well as the concept of prime and composite numbers. [4.OA.1, 4.OA.4, 4.OA.5] Game: Name That Number [Foundation] Math Boxes: [3-2 3-4]; 1 [4.OA.4]; 2, 3 [Foundation]; 4 [4.G.1]; 5 [4.NF.7] Study Link: [4.OA.4] Part 3: Extra Practice: Buzz and Bizz-Buzz [4.OA.4] Getting Started: Study Link Follow-Up [4.OA.4] Part 1: Focuses on looking for patterns in multiplication facts to aid in mastery. [4.OA.1, 4.OA.5] Game: Baseball Multiplication [4.NBT.5] Math Boxes: [3-3 3-1 3-5]; 1 [4.NBT.2]; 2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5] Writing/Reasoning: [4.MD.1, ] Study Link: [4.OA.1, 4.OA.4] Part 3: Readiness [4.OA.5]; Extra Practice: Exploring Prime and Composite Numbers [4.OA.4]; Extra Practice: Multiplication Top-It [4.NBT.2, 4.NBT.5] Part 1: Focuses on mastery of multiplication facts and analyzing data. Math Boxes: [3-4 3-2]; 1 [4.OA.4]; 2, 3 [Foundation]; 4 [4.G.1]; 5 [4.NF.7] Study Link: [4.OA.1] SMP3, 5 8; 4.OA.5 SMP1, 2, 5 8; 4.OA.1, 4.OA.4, 4.OA.5 4.NBT.2 SMP1, 2, 4 7; 4.OA.1, 4.OA.4, 4.OA.5, 4.MD.1, 4.NBT.3 4.NBT.4 SMP1, 2, 4, 6; 4.OA.1 4.NBT.5 What do the numbers in the in column represent?* What do the numbers in the out column represent?* How do you solve the problem when the rule is missing? What other rules do you use to solve math problems? How could you use your Multiplication/Division Facts Table or Fact Triangles to find factor pairs? How did you use the Factor Pairs of Prime Numbers table to identify prime numbers and composite numbers? How might thinking about what a multiplication fact means help you figure out facts? Which multiplication model makes the most sense to you? Why? What other patterns can you find in the multiplication facts?* Why do we look for patterns in math? Discuss with students the importance of memorizing multiplication facts.* When might you need to use your facts in real life? Factors Lesson in ON CORE instead of the facts test How did you calculate the mean? Are the median and mean test scores fairly close to each other?* What do your one-minute and three minute scores on your 50-facts test tell you? What might you learn by graphing your scores over time? Multiples Lesson in ON CORE instead of facts test
Unit 3 Multiplication and Division; Number Sentences and Algebra Day 28 10/7 Day 29 10/11 Day 30 10/12 Day 31 10/13 Day 32 10/14 3.5 3.6 3.7 3.8 Multiplication and Division To guide exploration of the relationship between multiplication and division; and to provide practice with division facts. World Tour: Flying to Africa To provide practice interpreting data through the World Tour Project. Finding Air Distances To provide practice measuring length and using a map scale. A Guide for Solving Number Stories To introduce a simplified approach to solving number stories; and to provide practice solving number stories. FLEX Part 1: Focuses on the relationship of multiplication and division through the use of Multiplication/Division Facts Tables and fact families generated with Fact Triangles. [4.OA.1, 4.NBT.6, ] Game: Beat the Calculator [4.NBT.5] Math Boxes: [3-5 3-1 3-3]; 1 [4.NBT.2]; 2, 6 [Foundation]; 3 [ 4.NBT.3]; 4 [4.MD.1]; 5 [4.OA.5] Part 3: Readiness: Division Arrays [4.NBT.6] Getting Started: Mental Math and Reflexes [4.NBT.2] Part 1: Focuses on using mathematical operation to solve problems using real world data such as distance and currency. [4.NBT.3] Game: Multiplication Top It [4.NBT.2, 4.NBT.5] Solving Elapsed-Time Problems: [] Math Boxes: [3-6 3-8]; 1 [Foundation]; 2 [4.NBT.2]; 3 [Maintain]; 4 [4.NBT.4]; 5 [4.MD.1] Writing/Reasoning: [4.MD.1] Study Link: [] Part 1: Applies principles of converting measurements from a small one to a large one using the concept of map scales. [] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [3-7 3-9]; 1 []; 2, 6 [4.OA.5]; 3 [Maintain]; 4 [4.G.2]; 5 [Foundation] Writing/Reasoning: [4.G.2] Study Link: [] Getting Started: Mental Math and Reflexes [] Part 1: Focuses on solving multi-step word problems by creating number models. [ ] Game: High-Number Toss [4.NBT.2] Math Boxes: [3-8 3-6]; 1 [Foundation]; 2 [4.NBT.2]; 3 [Maintain]; 4 [4.NBT.4]; 5 [4.MD.1] Study Link: [] SMP1 7; 4.OA.1, 4.NBT.5 4.NBT.6, SMP1 4, 6; 4.NBT.2, 4.NBT.3, 4.NBT.4 4.MD.1, SMP1 7; 4.NBT.5, 4.G.1, 4.G.2 SMP1 4, 6; 4.NBT.2, How can these statements help you solve the original problem? What statements can be made about the second problem? How can you use the Multiplication/Division Facts Table to solve division problems? What other tools can you use to solve division problems? What kind of information can you learn from the Country Profile? How can the Student Reference Book support the World Tour? Why might someone want to know the exchange rate for the Egyptian pound? Name other examples of using math in the real world. Why is it more accurate to calculate air distances based on measurements to the nearest 1/2 inch instead of to the nearest inch? Why is the air distance between Chicago and Beijing an estimated distance? How accurate were your guesses? Why is it important to check your estimates? Ask for suggestions on how to solve the problem.* Compare different plans for solving the problem. What can you learn from examining different plans? How could you check whether your solutions make sense? Why should we check whether our answers make sense?
Unit 3 Multiplication and Division; Number Sentences and Algebra Day 33 10/17 Day 34 10/18 Day 35 10/19 Day 36 10/20 Day 37 10/21 3.9 3.10 3.11 3.12 3.12 True or False Number Sentences To review the meanings of number sentences; and to provide practice determining whether number sentences are true or false. Parentheses in Number Sentences To review the use of parentheses in number sentences. Open Sentences To introduce vocabulary and notation for open sentences; and to provide practice solving open sentences. Progress Check 3 To assess students progress on mathematical content through Unit 3. Progress Check 3 To assess students progress on mathematical content through the end of Unit 3. Getting Started: Mental Math and Reflexes [4.NBT.2] Part 1: Draws upon knowledge of number comparisons to determine the validity of a number sentence. [4.NBT.2] Math Boxes: [3-9 3-7]; 1 []; 2, 6 [4.OA.5]; 3 [Maintain]; 4 [4.G.2]; 5 [Foundation] Study Link: [4.NBT.2] Part 1: Review the use of parentheses in number sentences and use parentheses to evaluate if a number sentence is true or false. Game: Name That Number [Foundation] Math Boxes: [3-10 3-11]; 1 [4.OA.4]; 2 [4.OA.3]; 3, 5 [Maintain]; 4 [4.G.1] Part 1: Establishes a foundation for algebraic thinking by solving number sentences with missing information. Using a Map Scale: [] Math Boxes: [3-11 3-10]; 1 [4.OA.4]; 2 [4.MD.4]; 3, 5 [Maintain]; 4 [4.G.1] Writing/Reasoning: [4.OA.4] Part 3: Readiness [4.OA.1] Part 1: Check the progress at the end of Unit 3. ORAL/SLATE: 1. [4.OA.4] 4. [4.MD.1, ] Math Boxes: [3-12 Unit 4]; 1 [4.NF.7]; 2 [4.OA.5]; 3 [Foundation]; 4 [4.MD.1]; 5 [Maintain] Part 1: Check the progress at the end of Unit 3. WRITTEN: 1-3. [4.NBT.5, 4.NBT.6] 10-12. [4.NBT.5] 13. [4.NBT.5, 4.NBT.6] 19-20. [] 21. [4.OA.5] 22. [4.OA.4] 29-30. [4.MD.1, ] 31. [4.OA.4] OPEN RESPONSE [4.OA.3] Math Boxes: [3-12 Unit 4]; 1 [4.NF.7]; 2 [4.OA.5]; 3 [Foundation]; 4 [4.MD.1]; 5 [Maintain] SMP2, 3, 6; 4.NBT.2 SMP1 3, 6, 8 4.NBT.6 SMP1 3, 5, 6; 4.OA.1, 4.OA.3 4.OA.4, The sum of five and eight is equal to thirteen. Ask whether there is another way to write this sentence.* Why do we use mathematical symbols instead of words? Refer to this number sentence: 716 487 = 616 487 Can you tell whether it is true or false before doing the subtractions?* How? What digits in each number helped you decide? 4,684 + 182 > 4,694 + 482 Can you tell whether it is true or false before doing the additions?* How? What digits in each number helped you decide? In a number sentence, what do parentheses indicate? What other symbols do you know how to use in math? How can you make sure you inserted parentheses correctly? What might happen if your parentheses were not in the right place? How does solving these problems change when one key is broken on your calculator? What do you do when it is hard to find a solution? Do you agree or disagree with Isabel? Explain your answer.* What could you say to Isabel to help her understand? Unit 4 Decimals and Their Uses
Day 38 10/24 Review/Reteach Reassess Day 39 10/25 Review/Reteach Reassess Day 40 10/26 Day 41 10/27 Day 42 10/28 Day 43 10/31 4.1 4.2 4.3 4.4 Decimal Place Value To extend the base-ten place-value system to decimals. Review of Basic Decimal Concepts To review basic concepts and notation for decimals through hundredths. Comparing and Ordering Decimals To guide students as they compare and order decimals in tenths and hundredths. Estimating with Decimals To explain why decimals are useful; and to guide estimation of sums and differences of decimals. Getting Started: Mental Math and Reflexes [4.NBT.1] Part 1: Practices identifying places in whole numbers and decimals and values of digits using number lines and place-value charts. [4.NBT.1] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [4-1 4-3]; 1, 5 [Maintain]; 2 [Foundation]; 3 [4.NBT.1]; 4 [4.G.1]; 6 [ 4.NBT.3] Part 3: Enrichment [4.NBT.1] Part 1: Focuses on the relationship between fractions and decimals to the hundredth place. [4.NF.6] Game: Baseball Multiplication [4.NBT.5] Math Boxes: [4-2 4-4]; 1 [4.MD.4]; 2 [Foundation]; 3 []; 4, 5 [Maintain] Part 3: Readiness: Base-10 Exchange [4.NF.6] Part 1: Focuses on the comparison of decimal values. [4.NF.7] Game: Product Pile-Up [4.NBT.5] Math Boxes: [4-3 4-1]; 1, 5 [Maintain]; 2 [Foundation]; 3 [4.NBT.1]; 4 [4.G.1]; 6 [4.NBT.3] Study Link: [4.NF.7] Part 3: Readiness: Coin Top-It [4.NF.7] Part 1: Focuses on the uses of decimals in real-world situations through listing, sorting, and problem solving. [] Game: Number Top-It (Decimals) [4.NF.7] Math Boxes: [4-4 4-2]; 1 [Foundation]; 2 [4.NBT.4]; 3 []; 4, 5 [Maintain] Study Link: [] Part 3: Readiness []; Enrichment: Solving Gasoline Mileage Problems [] SMP2, 5 8; 4.NBT.1, 4.NF.6 4.G.1, 4.G.2 SMP1, 2, 5, 6; 4.NBT.1 4.NF.6 SMP2, 3, 5, 6; 4.NF.7 SMP1 6; 4.NF.7, How might the relationships between ones, tens, and hundreds help you understand the relationships between tenths, hundredths, and thousandths? Why do you think our number system is called base- 10? Discuss why the decimal point is necessary.* Discuss the value of each digit.* Why do you need to know what is the ONE, or the whole, when talking about fractions? When we use base-10 blocks to represent fractions, how can the flat represent the ONE? Do 0.04 and 4/100 represent the same value? How do you know? How does representing decimals in different ways help you understand the value? Arjun thought that 0.3 was less than 0.15. Explain or draw pictures to help Arjun see that 0.3 is more than 1.5.* How might explaining other people s mistakes help your understanding? How could base-10 blocks help you compare and order decimals? Why do you need to know the value of each base-10 block when using them to compare decimals? Why is 45.6 miles more precise than 45 miles? How can decimals help you be more precise? Explain your estimation strategies.
Unit 4 Decimals and Their Uses Day 44 11/1 Day 45 11/2 Day 1 11/3 Day 2 11/4 Day 3 11/7 4.5 4.6 4.7 4.8 Decimal Addition and Subtraction To extend methods for whole-number addition and subtraction to decimals. Decimals in Money To provide practice adding and subtracting decimals to compute balances in a savings account. Thousandths To extend basic concepts and notation for decimals through thousandths. FLEX Metric Units of Length To review the relationships among metric units of length; and to guide students as they work with metric measurements. Getting Started: Study Link Follow-Up [4.OA.2] Part 1: Focuses on different methods for decimal addition and subtraction. Math Boxes: [4-5 4-7]; 1 [4.NF.7]; 2, 4 [Maintain]; 3 [4.OA.5]; 5 [Foundation]; 6 [4.NBT.4] Part 3: Enrichment [] Part 1: Uses estimation, mental arithmetic, and paper-and- pencil algorithms to balance a bank account. [] Game: Name That Number [Foundation] Math Boxes: [4-6 4-9]; 1, 4 [Foundation]; 2 [4.NF.7]; 3 []; 5 [4.NBT.2] Writing/Reasoning: [4.MD.1] Study Link: [] Part 3: Readiness and Enrichment [] Part 1: Expands decimal understanding to the thousandths place using base-10 blocks and number naming exercises. [4.NBT.1, 4.NF.6, 4.NF.7] Math Boxes: [4-7 4-5]; 1 [4.NF.7]; 2 [Maintain]; 3 [4.OA.5]; 4, 5 [Foundation]; 6 [4.NBT.4] Part 3: Extra Practice: Base-10 Exchange [4.NF.6] Part 1: Focuses on the relationship between metric units and practices converting measurements. [4.MD.1] Game: Fishing for Digits [4.NBT.1, 4.NBT.2] Math Boxes: [4-8 4-10]; 1 [4.NBT.4]; 2, 5 [4.MD.1]; 3 [Foundation]; 4 [4.G.2]; 6 [4.NBT.3] Study Link: [4.MD.1] Part 3: Readiness, Enrichment, and ELL Support [4.MD.1] SMP1 3, 5 7; 4.OA.2, 4.NF.6 SMP1 6; 4.MD.1, SMP1, 2, 4, 6; 4.NBT.1, 4.NF.6, 4.NF.7 SMP2, 4 6; 4.NBT.1, 4.MD.1 Have students discuss why the answer to the problem is incorrect. There are many ways to explain the mistake.* Which explanation makes the most sense to you? Why? Is it possible to use the same methods for adding and subtracting decimals that you use for whole numbers?* What other ways might whole number place value help you understand decimal place value? Estimate whether Kate will have more or less than $100.00 at the end of April.* Why might Kate need to keep track of her bank balance? When have you needed to add or subtract money amounts in your life? What happens to the denominator of the fractions 1/10, 1/100, 1/1,000? Why? How could representations of decimals in the tenths and hundredths help you understand thousandths? If there are fewer than 1,000 cubes, is the fraction (and the equivalent decimal) less than or greater than 1?* How many cubes are needed to show a number that is at least 1?* What do the numbers stand for?* What do the smallest marks stand for?* How could knowing the values of each unit help you convert between different metric units of length? Which objects did you disagree about? Why do you think you did not get the same measurements? What did you do to find a measurement you could agree upon?
Day 4 11/8 Unit 4 Decimals and Their Uses Day 5 11/9 4.9 4.10 Day 6 11/10 4.11 Personal References for Metric Length To assist students as they establish personal references for metric units of length. Measuring in Millimeters To guide students as they measure lengths to the nearest millimeter; and to provide practice converting measurements between millimeters and centimeters. Progress Check 4 To assess students progress on mathematical content through the end of Unit 4. Part 1: Establishes personal references for lengths using the metric system so that length estimations can be made. [4.MD.1] Game: Name That Number [Foundation] Math Boxes: [4-9 4-6]; 1, 4 [Foundation]; 2 [4.NF.7]; 3 []; 5 [4.NBT.2] Writing/Reasoning: [4.NF.7] Study Link: [4.MD.1] Part 3: Readiness [4.MD.1] Part 1: Reinforces understanding of the metric system with measurements in millimeters and conversions to centimeters. [4.OA.2, 4.MD.1] Math Boxes: [4-10 4-8]; 1 [4.NBT.4]; 2, 5 [4.MD.1]; 3 [Foundation]; 4 [4.G.2]; 6 [4.NBT.3]; Study Link: [4.MD.1] Part 1: Check the progress of students at the end of Unit 4. ORAL/SLATE: 4. [4.MD.1] Math Boxes: [4-11 Unit 5]; 1, 3, 4 [4.NBT.3]; 2 [Maintain]; 5 [4.NBT.4] SMP2 6; 4.NF.7, 4.MD.1 SMP1, 4 6; 4.OA.1 4.OA.2, 4.MD.1 What tools could help you find personal references for 1 centimeter? 1 decimeter? 1 meter? How do tools help you find personal references for units of length? How did you use your personal references to estimate distances? How did your estimates compare with the actual lengths? How could you use centimeter marks as a guide to measure in millimeters? How do larger measurements help you understand smaller measurements? How do the guidelines help you to measure accurately? Why was it helpful to use your regular ruler and not the paper ruler? Day 7 11/11 4.11 Progress Check 4 To assess students progress on mathematical content through the end of Unit 4. Part 1: Check the progress of students at the end of Unit 4. WRITTEN: 1-4. [4.NF.7] 5-7. [4.NF.6] 8-9. [4.MD.1] 11A-12B. [4.OA.4] 23-25 [4.NF.6] 26-27. [4.MD.1] 28. [] 29. [4.NF.6] OPEN RESPONSE [] Math Boxes: [4-11 Unit 5]; 1, 3, 4 [4.NBT.3]; 2 [Maintain]; 5 [4.NBT.4] Unit 5 Big Numbers, Estimation, and Computation
Day 8 11/14 5.1 Day 9 11/15 5.2 Day 10 11/16 Day 11 11/17 5.3 5.4 Extended Multiplication Facts To extend basic multiplication facts to products of ones and tens and products of tens and tens. Multiplication Wrestling To provide practice with extended multiplication facts; and to introduce the basic principles of multiplication with multidigit numbers. Estimating Sums To provide practice deciding whether estimation is appropriate in a given situation; and to provide practice estimating sums. Estimating Products To provide practice estimating whether a product is in the tens, hundreds, thousands, or more. Getting Started: Math Message [] Part 1: Focuses on developing abilities with basic multidigit multiplication using the game Beat the Calculator. [4.OA.1, 4.OA.2, 4.NBT.1, 4.NBT.5] Finding Personal References for Customary Units of Length: [4.MD.1] Math Boxes: [5-1 5-3]; 1 [4.NBT.2]; 2 [4.NBT.5]; 3 [4.NBT.4]; 4 [4.OA.4]; 5 [4.MD.1]; 6 [4.OA.3] Writing/Reasoning: [4.OA.1] Study Link: [4.NBT.5] Part 3: Readiness: Multiplication Top-It [4.NBT.2, 4.NBT.5] Part 1: Focuses on practicing multiplication with basic facts and multidigit numbers with a game, Multiplication Wrestling. [4.NBT.2, 4.NBT.5] Interpreting a Data Table: [] Math Boxes: [5-2 5-4]; 1 [4.NF.7]; 2 [4.MD.1]; 3 [Foundation]; 4 [4.NBT.2]; 5 [4.NBT.6] Study Link: [4.NBT.5] Part 1: Reinforces skills with estimation of sums through practice with maps and distances. [ 4.NBT.3, ] Game: Product Pile-Up [4.NBT.5] Math Boxes: [5-3 5-1]; 1 [4.NBT.2]; 2 [Maintain]; 3 [4.NBT.4]; 4 [4.OA.4]; 5 []; 6 [4.OA.3] Writing/Reasoning: [] Study Link: [4.NBT.3] Part 3: Readiness [4.NBT.3]; Enrichment and Extra Practice [] Part 1: Focuses on development of estimation abilities by making magnitude estimates on a magnitude bar. [4.NBT.3, 4.NBT.5, ] Game: Multiplication Wrestling [4.NBT.2, 4.NBT.6] Math Boxes: [5-4 5-2]; 1 [4.NF.7]; 2 [4.MD.1]; 3 [Foundation]; 4 [4.NBT.2]; 5 [4.NBT.6] Study Link: [4.NBT.3, 4.NBT.5, ] SMP1 8; 4.OA.1, 4.OA.2, 4.NBT.1, 4.NBT.5, 4.MD.1, SMP1 4, 6 8; 4.NBT.2, 4.NBT.5, 4.NF.7 SMP1, 3, 4 6; 4.NBT.3, SMP1, 3 6, 8; 4.NBT.3, 4.NBT.5, What patterns helped you figure out the shortcut? How could you use the shortcut to help you? How did your shortcuts for multiplying by tens help you while playing Beat the Calculator? Without these shortcuts who do you think would win, the Brain or the Calculator? Why? How did you know if you had found the largest possible answer? Why should you keep trying to solve problems if you don t get the answer on the first try? Ask students about the patterns they noticed and the strategies they used while playing and completing the record sheet.* How could you use these patterns to your advantage when playing Multiplication Wrestling? Is it always necessary to find the exact answer? When is it appropriate or useful to estimate? How did you make your estimates? Why did you do it this way? Why did the problems ask for estimates instead of exact answers? Based on your answers to Problems 1 3, do you think like you eat like an average American? Explain why or why not.* Why do you think the U.S. Department of Agriculture collects the food survey data? How can you check whether your estimates make sense? How can an exact answer help you check your estimate?
Unit 5 Big Numbers, Estimation, and Computation Day 12 FLEX 11/18 Day 13 11/29 5.5 Day 14 11/30 5.5 Day 15 12/1 5.6 Day 16 12/2 5.6 Partial-Products Multiplication (Part 1) To review and provide practice with the partialproducts algorithm for 1- digit multipliers. Partial-Products Multiplication (Part 1) To review and provide practice with the partialproducts algorithm for 1- digit multipliers. Partial-Products Multiplication (Part 2) To introduce and provide practice with the partial- products algorithm for 2-digit multipliers. Partial-Products Multiplication (Part 2) To introduce and provide practice with the partial- products algorithm for 2-digit multipliers. Getting Started: Math Message [] Part 1: Practices the partial-products algorithm for 1- digit multipliers. [4.NBT.5] Math Boxes: [5-5 5-7]; 1, 5 [Foundation]; 2 [4.NBT.3]; 3 [Maintain]; 4 [4.NBT.2] Study Link: [4.NBT.5] Part 3: Enrichment [4.OA.3] Getting Started: Math Message [] Part 1: Practices the partial-products algorithm for 1- digit multipliers. [4.NBT.5] Math Boxes: [5-5 5-7]; 1, 5 [Foundation]; 2 [4.NBT.3]; 3 [Maintain]; 4 [4.NBT.2] Study Link: [4.NBT.5] Part 3: Enrichment [4.OA.3] Getting Started: Mental Math and Reflexes [4.NBT.5] Part 1: Extends student understanding of the partial products algorithm from 1-digit multipliers to 2-digit multipliers. [4.NBT.3, 4.NBT.5, ] Game: Name That Number [Foundation] Math Boxes: [5-6 5-8 5-10]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [] Study Link: [4.NBT.5] Part 3: Readiness [4.NBT.5]; Enrichment: Scoring a Dart Game; Writing Multiplication Stories [4.OA.3] Getting Started: Mental Math and Reflexes [4.NBT.5] Part 1: Extends student understanding of the partial products algorithm from 1-digit multipliers to 2-digit multipliers. [4.NBT.3, 4.NBT.5, ] Game: Name That Number [Foundation] Math Boxes: [5-6 5-8 5-10]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [] Study Link: [4.NBT.5] Part 3: Readiness [4.NBT.5]; Enrichment: Scoring a Dart Game; Writing Multiplication Stories [4.OA.3] SMP1 6, 8; 4.NBT.5, SMP1 6, 8; 4.NBT.5, SMP1, 2, 4 8; 4.NBT.3, 4.NBT.5, SMP1, 2, 4 8; 4.NBT.3, 4.NBT.5, Have students share solution strategies.* Was there a strategy shared you might try when solving a problem? How was this strategy different? Explain how you made your estimate using these numbers. Explain how estimation can help you decide whether an answer to a multiplication problem makes sense.* Have students share solution strategies.* Was there a strategy shared you might try when solving a problem? How was this strategy different? Explain how you made your estimate using these numbers. Explain how estimation can help you decide whether an answer to a multiplication problem makes sense.* Why are you asked to estimate the products before finding the exact answers? Why is it important to check whether your answer makes sense? Explain how the partial-products algorithm is similar to finding a team s score in a game of Multiplication Wrestling.* How are they different? Why are you asked to estimate the products before finding the exact answers? Why is it important to check whether your answer makes sense? Explain how the partial-products algorithm is similar to finding a team s score in a game of Multiplication Wrestling.* How are they different?
Unit 5 Big Numbers, Estimation, and Computation Day 17 12/5 Day 18 12/6 Day 19 12/7 Day 20 12/8 Day 21 12/9 5.7 5.8 5.9 5.10 5.10 Lattice Multiplication To review and provide practice with the lattice method for multiplication. Big Numbers To provide practice reading, writing, and comparing large numbers using patterns in the base-ten place-value system. Powers of 10 To introduce exponential notation for powers of 10 as a way of naming the values of places in our base-ten system. Rounding and Reporting Large Numbers To discuss sensible ways of reporting a count when a large number of items has been counted; and to practice rounding numbers. Rounding and Reporting Large Numbers To discuss sensible ways of reporting a count when a large number of items has been counted; and to practice rounding numbers. Part 1: Reviews and practices the lattice method of multiplication with both 1- and 2-digit multipliers. [4.NBT.5] Game: Multiplication Top-It [4.NBT.2, 4.NBT.5] Math Boxes: [5-7 5-5]; 1, 5 [Foundation]; 2 [4.NBT.3]; 3 [Maintain]; 4 [4.NBT.2] Writing/Reasoning: [] Study Link: [4.NBT.5] Part 3: Readiness [4.NBT.5] Getting Started: Mental Math and Reflexes [4.NBT.2] Part 1: Explores large digit numbers and their relationships using place-value charts and dot paper activities. [4.NBT.1, 4.NBT.2] Analyzing a Data Table: [4.OA.2] Math Boxes: [5-8 5-6 5-10]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.OA.2] Writing/Reasoning: [4.OA.3] Study Link: [4.NBT.2] Part 3: Readiness: High-Number Toss [4.NBT.1, 4.NBT.2]; Enrichment: Estimating the Number of Dots and the Weight of Paper Needed to Fill the Classroom; Exploring Big Number in How Much is a Million? [ 4.NBT.1, 4.NBT.2] Getting Started: Mental Math and Reflexes [4.NBT.2] Part 1: Practices base-10 powers using exponential notation and place-value charts. [4.NBT.1, 4.NBT.2] Game: Polygon Pair-Up [4.G.1, 4.G.2] Math Boxes: [5-9 5-11]; 1 [4.NBT.3]; 2 [4.NBT.2]; 3 [4.G.1]; 4 [Foundation]; 5 [4.NBT.5]; 6 [4.MD.5, 4.MD.6] Writing/Reasoning: [4.G.1] Study Link: [4.NBT.1] Part 1: Focuses on rounding large numbers and their reliability in real life-scenarios such as baseball stadium attendance. [4.NBT.3] Math Boxes: [5-10 5-6 5-8]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.OA.2] Study Link: [4.NBT.3] Part 1: Focuses on rounding large numbers and their reliability in real life-scenarios such as baseball stadium attendance. [4.NBT.3] Math Boxes: [5-10 5-6 5-8]; 1 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [4.NF.6]; 5 [4.OA.2] Study Link: [4.NBT.3] SMP2, 5 8; 4.NBT.5, SMP1 7; 4.OA.2, 4.NBT.1, 4.NBT.2 4.NBT.5 4.OA.1 SMP2 4, 6 8; 4.OA.5 4.NBT.1, 4.NBT.2, 4.G.1, 4.G.2 SMP1, 3 6; 4.NBT.3 4.NBT.5 SMP1, 3 6; 4.NBT.3 4.NBT.5 How does the lattice method use place value? What rules do you need to follow while doing lattice multiplication problems? How can it help to check your answers with a partner? Why are the commas important when reading and writing large numbers? Why is it important to read and write large numbers correctly? How did you use the array to find patterns? How did you extend the patterns to determine that there are 1 million dots in a ream of paper? What other very large numbers are referred to in the World Tour section? Why do you think people use scientific notation to represent very large numbers? Ask students to look for patterns in their completed charts.* What do the patterns tell you about the value of each place? Which version of the marathon count would you report: 9,059; 9,060; 9,100; or 9,000? Explain your answer.* Would you include a rough estimate or the most accurate count in your report? Why? What do the attendance figures tell you? How accurate do you think the figures are? How do tables help you interpret the data? Which version of the marathon count would you report: 9,059; 9,060; 9,100; or 9,000? Explain your answer.* Would you include a rough estimate or the most accurate count in your report? Why? How accurate do you think the figures are? How do tables help you interpret the data?
Unit 5 Big Numbers, Estimation, and Computation Day 22 12/12 Day 23 12/13 Day 24 12/14 5.11 5.12 5.12 Comparing Data To guide students as they look up and compare numerical data, including geographical measurements. Progress Check 5 To assess students progress on mathematical content through the end of Unit 5. Progress Check 5 To assess students progress on mathematical content through the end of Unit 5. Unit 6 Part 1: Focuses on data comparisons for real world data including identifying minimums and maximums. [4.NBT.2] Solving Addition and Subtraction Number Stories: [ ] Math Boxes: [5-11 5-9]; 1 [4.NBT.3]; 2 [4.NBT.2]; 3 [4.G.1]; 4 [Foundation]; 5 [4.NBT.5]; 6 [4.MD.5, 4.MD.6] Study Link: [4.NBT.2] Part 3: Readiness: Number Top-It [4.NBT.2]; Extra Practice: High-Number Toss [4.NBT.1, 4.NBT.2] Part 1: Check the progress of students at the end of Unit 5. ORAL/SLATE: 1. [4.NBT.2] 2. [4.NBT.3, 4.NBT.4] 4. [4.NBT.2] Math Boxes: [5-12 Unit 6]; 1 [4.OA.3]; 2 []; 3 [Foundation]; 4 [4.G.1]; 5 [4.NBT.6] Part 1: Check the progress of students at the end of Unit 5. WRITTEN: 1-2. [4.OA.3] 3-6. [4.NBT.5] 12. [4.MD.1] 13-15. [4.OA.5] 16A-17B. [4.NBT.5, 4.OA.3] 18-20. [4.OA.1, 4.OA.3] 21. [4.MD.1] OPEN RESPONSE [4.OA.3] Math Boxes: [5-12 Unit 6]; 1 [4.OA.3]; 2 []; 3 [Foundation]; 4 [4.G.1]; 5 [4.NBT.6] SMP2 6; 4.NBT.2, Division; Map Reference Frames; Measures of Angles Which digits tell you that Everest is taller than K-2?* When comparing large numbers with the same number of digits, which digits should you consider? Why is it useful to know the temperature of a region? Day 25 12/15 Day 26 12/16 6.1 6.2 Multiplication and Division Number Stories To provide practice solving multiplication and division number stories by using diagrams to organize information. Strategies for Division To guide the exploration of a variety of strategies to solve equal-grouping division number stories. Part 1: Implements Multiplication/Division Diagrams to organize information and create number models. [4.OA.2, 4.NBT.6] Math Boxes: [6-1 6-3]; 1, 5 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [Foundation] Writing/Reasoning: [4.NBT.3] Study Link: [4.OA.3] Part 3: Readiness: Division Arrays [4.NBT.6]; Enrichment [ ] Part 1: Focuses on using a multiples-of-10 strategy to solve equalgrouping division number stories. [ 4.NBT.6] Game: High-Number Toss [4.NBT.1, 4.NBT.2] Math Boxes: [6-2 6-4]; 1 [4.OA.3]; 2, 3 [Foundation]; 4 [4.MD.1]; 5 [4.NF.1] Study Link: [4.OA.3] Part 3: Readiness and Extra Practice: Buzz and Bizz-Buzz [4.OA.4] SMP1 6; 4.OA.2, 4.NBT.3, 4.NBT.6, SMP1 8; 4.OA.4, 4.NBT.2, 4.NBT.6 How can this diagram help you explain multiplication? How can diagrams help you organize information? How can the Multiplication/Division Diagrams help you solve number stories? How are a Multiplication/Division Diagram and a number sentence alike? Which strategies might you use to solve other division number story problems? Why? Why is it helpful to share different strategies for solving problems? How did multiples help you solve division problems? How do the lists of multiples help you estimate the quotient?
Day 27 12/19 6.3 Day 28 12/20 6.3 The Partial-Quotients Division Algorithm, Part 1 To introduce and provide practice with a lowstress division algorithm for 1-digit divisors. The Partial-Quotients Division Algorithm, Part 1 To introduce and provide practice with a lowstress division algorithm for 1-digit divisors. Getting Started: Math Message [] Part 1: Focuses on an algorithm for division that allows students to build up the quotient by working with easy numbers. [ 4.NBT.6] Math Boxes: [6-3 6-1]; 1, 5 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [Foundation] Study Link: [ 4.NBT.6] Part 3: Enrichment []; Extra Practice: Division Dash [4.NBT.4, 4.NBT.6] Getting Started: Math Message [] Part 1: Focuses on an algorithm for division that allows students to build up the quotient by working with easy numbers. [ 4.NBT.6] Math Boxes: [6-3 6-1]; 1, 5 [Maintain]; 2 [4.NBT.3]; 3 [4.NBT.5]; 4 [Foundation] Study Link: [ 4.NBT.6] Part 3: Enrichment []; Extra Practice: Division Dash [4.NBT.4, 4.NBT.6] SMP1 8; 4.NBT.6, SMP1 8; 4.NBT.6, Decide what you need to find out.* Identify the data you need to solve the problem.* Decide what to do to find the answer.* How can it help you to have a plan for solving a problem? What does your summary number model represent? How is a summary number model like a number model with an unknown? How is it different? Only Teach Traditional save partial for small group reteaching Decide what you need to find out.* Identify the data you need to solve the problem.* Decide what to do to find the answer.* How can it help you to have a plan for solving a problem? What does your summary number model represent? How is a summary number model like a number model with an unknown? How is it different? Only Teach Traditional save partial for small group reteaching
Unit 6 Division; Map Reference Frames; Measures of Angles Day 29 12/21 Day 30 12/22 Day 31 1/3 Day 32 1/4 Day 33 1/5 6.4 6.5 6.6 6.7 Expressing and Interpreting Remainders To introduce the expression of remainders as fractions or decimals; and to provide practice interpreting remainders in division problems. FLEX Rotations and Angles To review rotations; and to guide students as they make and use a full-circle protractor. Using a Full-Circle Protractor To provide practice using a full-circle protractor to measure and draw angles less than 360. The Half-Circle Protractor To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a half-circle protractor to measure and draw angles. Part 1: Practices methods for dealing with remainders such as writing them as fractions, rounding, or ignoring them. [ 4.NBT.6, ] Game: Division Dash [4.NBT.4, 4.NBT.6] Math Boxes: [6-4 6-2]; 1 [4.OA.3]; 2, 3 [Foundation]; 4 [4.MD.1]; 5 [4.NF.1] Study Link: [ 4.NBT.6] Part 3: Enrichment [ 4.OA.4] Part 1: Practices rotations by creating full-circle protractors and measuring angles and elapsed time in degrees. [, 4.MD.5a, 4.MD.5b] Solving Elapsed-Time Problems: [] Math Boxes: [6-5 6-7]; 1 [Foundation]; 2, 6 [Maintain]; 3 [4.OA.3]; 4 [4.NBT.5]; 5 [4.MD.1] Part 3: Enrichment and Extra Practice: Robot [4.MD.5a, 4.MD.5b] SMP1 4, 6; 4.OA.4, 4.NBT.6, SMP1 6;, 4.MD.5a, 4.MD.5b Part 1: Practices measuring and drawing angles using a fullcircle protractor. [4.MD.5a, 4.MD.5b, 4.MD.6] Game: Division Dash [4.NBT.4, 4.NBT.6] Math Boxes: [6-6 6-9]; 1, 5 [Foundation]; 2 []; 3 [4.NBT.6]; 4 [4.NBT.2] Writing/Reasoning: [] Study Link: [4.MD.6] Part 3: Readiness [4.MD.5a, 4.MD.5b]; Enrichment: Angle Add- Up [4.MD.7]; Extra Practice: Angle Tangle [4.MD.6] Part 1: Focuses on the identification and calculation of angles using addition, subtraction, and a half-circle protractor. [4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7] Math Boxes: [6-7 6-5]; 1 [Foundation]; 2, 6 [Maintain]; 3 [4.OA.3]; 4 [4.NBT.5]; 5 [4.MD.1] Study Link: [4.MD.6] What do the quotient 4 and remainder 1 represent?* Should the 1 be ignored?* Name a situation when you could ignore a remainder. Why do you need to consider remainders when sharing things in real life? How do the straws help you visualize an angle? How can a tool help you determine an angle measure? How are your straw angles like hands on a clock? How does finding elapsed time on a clock help you find the degrees the minute hand has moved? SMP2, 3, 5 8; 4.NBT.6,, 4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7 SMP1 6; 4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.7 4.NF.6 What are common properties of angles? Why is it helpful to know the properties of angles? How do you read angle measures on a fullcircle protractor? What mistakes might someone make when using a full-circle protractor? How might you estimate whether an angle has a measure that is more than 90or less than 90(is acute or is obtuse)? How did your estimates compare with your actual measurements of the angles? How did estimation help you determine if you used the protractor correctly?