4.4d Multiplication 2 by 2 Week of Dec. 12

4.4  The student recognizes and solves problems in multiplication and division situations
3	4	5
3.4B  solve and record multiplication problems (up to 2 digits times 1 digit)	4.4D  use multiplication to solve problems (no more than 2 digits times 2 digits without technology)	5.3B  use multiplication to solve problems involving whole numbers (no more than 3 digits times 2 digits without technology)
use multiplication to solve problems use—to employ for some purpose; put into service; make use of solve—to work out the answer or solution to

Activities:



• Debbie's smiley face array for division and multiplication
• Use confetti to place on an array to show the product
• Partial Products
• Marla's Anchor Chart on Step by Step
• begin with 1 by 1 then 2 by 1 and progress to 2 by 2

4.10 A Number Line

4.10 The student recognizes the connection between numbers and their properties and points on a line.
3	4	5
3.10 Locate and name points on a number line using whole numbers and fractions including halves and fourths.	4.10A locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.  (mastery of whole numbers at this time , fractions addresses w/connection to whole numbers, mastery of fractgions expected with Unit 5 - Fractions)	5.9 Locate and name points on a coordinate grid using ordered pairs of whole numbers
Locate points on a number line using whole numbers. Locate points on a number line using fractions such as halves and fourths. Locate points on a number line using decimals such as tenths. Name points on a number line using whole numbers. Name points on a number line using fractions such as halves and fourths. Name points on a number line using decimals such as tenths. Locate: to determine or specify the position or limits of            to find by searching, examening, or experimenting Name: to identify, specify, or mention by name

Activities:

• Students need to make connections from the use of a ruler to the number line.
• Students should work with numbers 2 to 4 digits on a number line
• Create a clothesline across your board and have students use a folder index card to write a range of whole numbers.  Students will then come up and place their numbers in the correct order.

Anchor Activities:


Possible Assessment Questions:

4.1B Place Value Decimals

4.1 The student uses place value to represent whole numbers and decimals.
3	4	5
3.1A Use place value to read, write (in symbols and words), and describe the value of whole numbers through 999,999	4.1B Use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models.	5.1B Use place value to read, write, compare and order decimals through the thousands place
Use place value to read decimals involving tenths using concrete objects. Use place value to read decimals involving tenths using pictorial models.Use place value to read decimals involving hundredths using concrete objects. Use place value to read decimals involving hundredths using pictorial models.Use place value to read decimals involving tenths and hundreds including money using concrete models. Use place value to read decimals involving tenths and hundreds including money using pictorial models. Use place value to write decimals involving tenths using concrete objects. Use place value to write decimals involving tenths using pictorial models.Use place value to write decimals involving hundredths using concrete objects. Use place value to write decimals involving hundredths using pictorial models.Use place value to write decimals involving tenths and hundreds including money using concrete models. Use place value to write decimals involving tenths and hundreds including money using pictorial models. Use place value to compare decimals involving tenths using concrete objects. Use place value to compare decimals involving tenths using pictorial models.Use place value to compare decimals involving hundredths using concrete objects. Use place value to compare decimals involving hundredths using pictorial models.Use place value to compare decimals involving tenths and hundreds including money using concrete models. Use place value to compare decimals involving tenths and hundreds including money using pictorial models. Use place value to order decimals involving tenths using concrete objects. Use place value to order decimals involving tenths using pictorial models.Use place value to order decimals involving hundredths using concrete objects. Use place value to order decimals involving hundredths using pictorial models.Use place value to order decimals involving tenths and hundreds including money using concrete models. Use place value to order decimals involving tenths and hundreds including money using pictorial models. Read: interpret something that is written or priented.             to look at carefully so as to understand the meaning of (something written,            printed, etc.) Write: to express or communicate in writing; give a written account of             to execute or produce by setting down words, figures, etc. Compare: to examine (two or more objects, ideas, etc.) in order to note similarities and differences to consider or describe as similar, equal, or analogous; liken order: to arrange (the elements of a set) so taht if one element precedes another, it cannot be preceded by the other or by elementsthat the other precedesRead: interpret something that is written or priented.

Activities:

• Have bags of five $1 bills, 15 dimes and 4 sticky notes ready for each pair of students.  "With the money in your bag, create each amount as I say it.  You will make 4 groups $1.30; $2.10; $0.70, $2.40. Now write the amount of money each group contains on a sticky note to match to the group."  Have studetns share their responses with the class.
• "Cover All" game-from Mrs. Reynolds.  Students draw a card with an amount printed on it.  They then color in a 100 grid to show the amount.  The students take turns drawing cards and filling in their grids.  The first one to "Cover All" of the grid is the winner.
• Kim Sutton--Place Value with Pizzazz
• Concentration--pg 96
• Building Numbers Face Off--pg 65
• Place Value Pocket--pg 22
• Decimals and Money: one dollar = 1 whole; 10 dimes in a dollar = .1 of a dollar; 100 pennnies in a dollar, 1 penny =.01.  Continue with decimals amounts greater than 1. $6.52 = 6 dollars + 5 dimes + 2 pennies = 6 ones + 5 tenths + 2 hundredths
• READ: six dollars and fifty-two cents
• DECIMAL: six and fifty-two hundredths
• REAL LIFE CONNECTIONS:
• Teacher read an article in which a patient died because the Dr./Nurse gave him the wrong dossage (incorrect decimal).
• Get packaging from McDonals (big mac, chicken nuggets, etc.)and make a poster board with prices.  Then have students buy items, add decimal, and calculate their change or how much more money they need.
• Menus from different restaurants (Los Cucos, Chillis, Olive Garden, Red Lobster, etc.). Have students play waitress and customer.  Students order from the menu and the waitress adds the prices. 
• Teacher can also have a list of questions for each menu.
• How much is it for _____  and ____ ?
• What is your change if you order _____ and _____ and you pay with a $20.00?
• Students build decimal numbers and shade corresponding pictures for decimals less than, equal to, and greater than one. 
• Students build equivalents decimals to make the connection

• Students use grids to compare and order decimals

• Have students compare and order more than two decimals

• Next TEK: 4.2D relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models

Anchor Activities:

• Kim Sutton--Place Value with Pizzazz
• Concentration--pg 96
• Building Numbers Face Off--pg 65
• Place Value Pocket--pg 22
• Clothes Line -- teacher sets-up a clothes line for students to order decimal numbers, written on cards, in order from least to greatest.  The answer is in the front of the room on paper for students to check their work when they are finished.
• Decimal War -- comparing and ordering decimals (Mrs. Reynolds)
• Decimal Ring -- Adding and subtracting decimals (Mrs. Reynold)
• Cover ALL -- pick a card and cover board with ones and tens manipulatives.  The student that covers the board first wins.  Students need to use their strategies to decide if they need to place a cube or a rod.
• Decimal Dialogue -- from Motivation Math by Michael L. Lujan pg 18.  Students roll 2 dice and find the cordinates (intersection of the row and column) on the game mat.  Then the student reads  aloud the decimal number written in the square.  For example: 3.8 = three and eight tenths.

Possible Assessment Questions:

4.7 Two Sets of Related Data

4.7 The student uses organizational structures to analyze and describe patterns and relationships.
3	4	5
3.7A Generate a table of paired numbers based on a real-life situation such as insects and legs 3.7B Identify and describe patterns in a table of related number pairs on a meaningful problem and extend the table.	4.7 Describe the relationship between two sets of related data such as ordered pairs in a table. (continuous standard - addition & subtraction reltionships at this time)	5.5A Describe the relationship between sets of data in graphic organizers such as lists, tables, charts, and diagrams
Describe the relationship between two sets of related data such as ordered pairs in a table. Describe: to give an account of in words; to tell in words what something or someone is like

Activities:

• Students work with function tables.  The focus is on questioning sutdents so that they can state the relationship between the pairs of numbers in the table.
• Review the inverse relationship between addition and subtraction
• http://mathwire.com/templates/magicpotworkmat.pdf

Anchor Activities:



Possible Assessment Questions:

4.13B Bar Graphs

4.13 The student solves problems by collecting, organizing, displaying, and interpreting sets of data.
3	4	5
3.13A Collect, organize, record, and display data in pictographs and bar graphs where each picture or cell might represent more than one piece of data 3.13B Interpret information from pictographs and bar graphs	4.13B interpret bar graphs	5.13A Use tables of related number pairs to make line graphs
Interpret bar graphs Interpret: to give or provide the meaning of ; explain; explicate, elucidate                to conceive the significance of; construe

Activities:

• Create and correctly label bar graph

Anchor Activities:


Possible Assessment Questions:

4.11A Measurement

4.11 the student applies measurement concepts.  The student is expected to estimateand measure to solve problems involving lenght (including perimeter) and area.  The student uses measurement tools to measure capacity/volume and weight/mass.
3	4	5
3.11A Use linear measurement tools to estimate and measure lenghts using standard units.	4.11A Estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units SI (metric) and customary.	5.10A Perform simple conversions within the same measurement system (SI (metric) or customary). 5.10B Connect models for perimeter, area, and volume with their respective formulas. 5.10C Select and use appropriate units and formulas to measure lenght, perimeter, area and volume.
Estimate to determine length, including perimeter using SI (metric). Estimate to determine length, including perimeter using customery. Estimate to determine the  area using standard units SI (metric). Estimate to determine the  weight using customery. Estimate to determine the  mass using standard units SI (metric). Estimate to determine the  mass using customery. Estimate:  to calculate approximately (the amount, extent, magnitude, position, or value of something) Estimate to determine the  area using customery. Estimate to determine the  capacity using standard units SI (metric). Estimate to determine the  capacity using customery. Estimate to determine the  weight using standard units SI (metric). Determine: to conclude or ascertain, as after reasoning, observation, etc.

Activities:

• Estimate prior to any measuring
• link area to using an array in multiplication
• measure the area of the "hair-ea" rug
• estimate and find the weight of real life objects relating to fall and Halloween
• pumpkins
• corn
• apples
• candy corn

Anchor Activities:

Possible Assessment Questions:

4.8c 2D and 3D figures

4.8  The student identifies and describes attributes of geometric figures using formal geometric language
PK	K	1	2	3	4	5
-Sort and describe similarities and differences between objects. -Sort objects into groups by an attribute and begin to explain how the grouping was done. -Recognize, describe, and name four common shapes (circles, triangles, rectangles, squares).	K.8b  Compare two objects based on their attributes. K.8c  Sort a variety of objects, including two- and three-dimensional geometric figures, according to their attributes and describe how the objects are sorted. K.9a Describe and compare the attributes of real-life objects such as balls, boxes, cans, and cones or models of three-dimensional geometric figures.	1.6c  Describe and identify 2D and 3D geometric figures in order to sort them according to a given attribute using formal and informal language 1.6b  Describe and identify 3D figures, including spheres, rectangular prisms (including cubes), cylinders and cones. 1.6a  describe and identify 2D geometric figures, including circles, triangles, rectangles, and squares (a special type of rectangle)	2.7a  describe the attributes (the number of vertices, faces, edges, and sides) of 2D and 3D geometric figures such as circles, polygons, spheres, cones, cylinders,prisms, and pyramids. 2.7b  Use attributes to describe how two 2D figures or two 3D figures are alike or different	3.8  The student is expected to identify, classify, and describe 2D and 3D geometric figures by their attributes.  The student compares 2D figures, 3D figures, or both by their attributes using formal geometric vocabulary	4.8c   Use essential attributes to define 2D and 3D geometric figures	5.7 The student is expected to identify essential attributes including parallel, perpendicular, and congruent parts of 2D and 3D geometric figures
Use essential attributes to define 2D geometric figures Use essential attributes to define 3D geometric figures Use:  to employ for some purpose; put into service; make use of Define:  to state the precise meaning of (a work or sense of a word, for example) to describe the nature or basic qualities of; explain

Activities:


Anchor Stations:
Moodle- C&I- Mathematics- CISD Math Resources (lincoln)

Possible Test Questions: