Download Grade_4_Go_Math_Unit_3_2015[1]

Math: Unit 3
UNIT TITLE: Multiply 2-Digit Numbers
Grade: 4
Domain:
 Operations and Algebraic Thinking (CC.4.OA)
 Number and Operations in Base Ten (CC.4.NBT)
Suggested Pacing
6 days
11/12/2015 – 12/20/2015
Stage 1 – Desired Result
Established Goals/Unit Outcome
Highest Level of Understanding:
 Use a variety of strategies and models to multiply 2-digit numbers
 Use the strategy “Draw a Diagram” to solve multistep problems
Average Level of Understanding:
 Use place value and multiplication properties to multiply by tens
Most Essential Level of Understanding:
 Estimate products by rounding or by using compatible numbers
Common Core Learning Standards:
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.4 Model with mathematics
MP.8 Look for and express regularity in repeated reasoning
Essential Questions:
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What strategies can you use to multiply 2-digit numbers? (OVERALL)
What strategies can you use to multiply by tens? (lesson 3.1, CC.4.NBT.5)
What strategies can you use to estimate products? (lesson 3.2, CC.4.NBT.5)
How can you use area models and partial products to multiply 2-digit numbers? (lesson 3.3, CC.4.NBT.5)
How can you use place value and partial products to multiply 2-digit numbers? (lesson 3.4, CC.4.NBT.5)
How can you use regrouping to multiply 2-digit numbers? (lesson 3.5, CC.4.NBT.5)
How can you find and record products of 2-digit numbers? (lesson 3.6, CC.4.NBT.5)
How can you use the strategy Draw a Diagram to solve multi-step multiplication problems? (lesson 3.7, CC.4.OA.3)
Content:
Skills:
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How to use properties of multiplication to solve problems
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Find products like 60 x 700
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How to multiply by multiples of 10, 100 and 1000
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Estimate products like 13 x ,714
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How to use rounding to estimate products
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Use the distributive property to solve
multiplication problems like 26 x 37
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How to use the distributive property to find the product of two numbers
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Multiply numbers like 36 x 14
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How to multiply by 2-digit numbers
Terms / Vocabulary:
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Associative property of multiplication
Factor
Place value
Product
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Compatible numbers
Estimate
lesson 3.2
Round
Partial product (lesson 3.3)
Commutative property of multiplication
Regroup
lesson 3.1
Materials:
 MathBoard
 Counting tape
 Colored pencils
lesson 3.5
Stage 2 – Assessment Evidence
Performance Task:
Diagnostic: Show What You Know pg. 99-100
Formative: Mid-Chapter Checklist pg. 117-118
Summative: Review/Test pg. 131-134
Updated for 2015-2016 School-Year
Stage 3 – Learning Plan
Chapter 3: Multiply 2-Digit Numbers
Standard
CC.4.NBT.5
Go Math Lesson
Objective
Lesson 3.1:
Multiply by Tens
Essential Questions
What strategies can
you use to multiply by
tens?
Vocabulary
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CC.4.NBT.5
Lesson 3.2:
Estimate Products
What strategies can
you use to estimate
products?
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Materials
Associative
Property of
Multiplication
factor
place value
product
MathBoard,
Counting Tape
compatible
numbers
estimate
round
MathBoard
Counting Tape
Assessment
Differentiation
Quick Check
4&5
Reteach:
Multiply by Tens
Lesson 3.3:
Investigate: Area
Models and Partial
Products
How can you use
area models and
partial products to
multiply 2-digit
numbers?
partial product
My Math 5.1:
Multiply by
Tens
Enrich: Multiply
with Tens
Quick Check
3&4
Reteach:
Estimate
Products
Enrich: Decode
the Message
CC.4.NBT.5
Supplemental/
Substitute
Lessons
MathBoard
color pencils
Counting Tape
Quick Check
3&5
Reteach: Area
Models and
Partial Products
Enrich: The
Lattice Method
My Math 5.2:
Estimate
Products
CC.4.NBT.5
CC.4.NBT.5
Lesson 3.4:
Multiply Using Partial
Products
Lesson 3.5:
Multiply with
Regrouping
How can you use
place value and
partial products to
multiply 2-digit
numbers?
estimate
round
How can you use
regrouping to multiply
2-digit numbers?
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MathBoard
Counting Tape
Quick Check
4&5
Mid-Chapter
Checkpoint
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Commutative
Property of
Multiplication
regroup
MathBoard
Counting Tape
Quick Check
3&4
Reteach:
Multiply Using
Partial Products
Enrich: Reverse
and Record
Reteach:
Multiply with
Regrouping
My Math 4.8:
Multiply with
Regrouping
Enrich:
Multiplication
Mystery
CC.4.NBT.5
Lesson 3.6:
Choose a Multiplication
Method
How can you find and
record products of
two 2-digit numbers?
MathBoard
Counting Tape
Quick Check
4&5
Reteach:
Choose a
Multiplication
Method
Enrich: Product
Pairs
CC.4.OA.3
Lesson 3.7:
Problem Solving:
Multiply 2-Digit
Numbers
How can you use the
strategy draw a
diagram to solve
multistep
multiplication
problems?
MathBoard
Counting Tape
Quick Check
3&4
Reteach:
Problem Solving:
Multiply 2-Digit
Numbers
Enrich: Pastry
Chef’s Problem
My Math 5.3:
Multiply by a TwoDigit Number
My Math 5.4:
Multiply by a TwoDigit Number
Math Step 3.10,
3.1
Multiply by 2-Digit
Numbers,
Properties of
Multiplication
Literacy Connections:
Go Math Readers:
 Multiplying a Good Deed
 Putting the World on a Page
Differentiated Instruction
Grab-and-Go Differentiated Center Kits
Games:
Multiplication Marathon
Triangle Products
Library Books:
 Is a Blue Whale the Biggest Thing There is? by Robert E.
Wells
 Minnie’s Diner: A Multiplying Menu by Dayle Ann Dodds
and John Manders
 Multiplication Made Easy by Rebecca Wingard-Nelson
Activities:
Card 3
 Roomy Dimensions
Card 5
 First One Out
 Product Power
Go Math Intervention Activities (ELLs, RTI, and SWDs):
ELLs
Strategy:
 Model Concepts (lesson 3.6 page 123B)
Strategy:
 Describe (lesson 3.4 page 113B)
Strategy:
 Rephrase (lesson 3.1 page 101B; lesson 3.5 page 119B;
lesson 3.7 page 127B)
Strategy:
 Identify Patterns (lesson 3.3 page 109B)
Strategy:
 Creative Grouping (lesson 3.2 page 105B)
RTI
Lesson 3.1:
Tier : Logical/Mathematical (Whole Class/Small Group)
 Pg. 101B
Tier 2: Kinesthetic (Small Group)
 Pg. 101B
Lesson 3.2:
Tier : Logical/Mathematical (Whole Class/Small Group)
 Pg. 105B
Tier 2: Logical/Mathematical (Small Group)
 Pg. 105B
Lesson 3.3:
Tier : Visual (Whole Class/Small Group)
 Pg. 109B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 109B
Lesson 3.4:
Tier : Visual (Whole Class/Small Group)
 Pg. 113B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 113B
Lesson 3.5:
Tier : Kinesthetic (Whole Class/Small Group)
 Pg. 119B
Tier 2: Kinesthetic (Small Group)
 Pg. 119B
Lesson 3.6:
Tier : Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 123B
Tier 2: Visual/Kinesthetic (Small Group)
 Pg. 123B
Lesson 3.7:
Tier : Kinesthetic/Visual (Whole Class/Small Group)
 Pg. 127B
Tier 2: Kinesthetic (Small Group)
 Pg. 127B
SWD’s
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)
Games/Activities Key:
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Computation and Mental Math
Geometry and Measurement
Challenge
Advanced
For Advanced Students: TE, pg. 99F
 Enrich activity
 Enrich book
 Extend the project
 ELL activity