4 th Grade Math Expressions

1. 4th Grade Math Expressions March 18, 2010 Dr. Monica Hartman

2. 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

3. 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. • Teachers: Write answer on a sticky note and prepare 30 second speech. • Presenter: Announces Partners • Presenter: Announces which partner goes first • Teacher A: Presents 30 second speech • Teacher B: Presents 30 second speech • Teachers: Thanks partner and sits down.

4. 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)

5. 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.

6. Unknown Addend – Try It! 51 = 5 • 10 + d 34 = 5 • 6 + t 4 • 5 + n = 24 10 • 5 + h = 59 4 • 8 + p = 35

7. 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.

8. Zero Patterns: Try It!

9. Zero Patterns: Try It!

10. Zero Patterns: Try It!

11. Zero Patterns: Try It!

12. Zero Patterns: Try It!

13. Zero Patterns: Try It!

14. Zero Patterns: Try It!

15. 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.

16. Division With Remainders Problem Response 11÷ 4 Hold up fingers to show factor

17. Division With Remainders Problem Response 11÷ 4 Each student holds up 2 fingers (Hand signal from leader) 3 extra

18. 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.

19. How Many Extra? Try It! 8 59 Students hold up 7 fingers 8 59 8 59 7 7 Class says: 3 extras -56 3 Leader writes answer

20. Multiplication MethodsTalking Chips What you are going to talk about: Explain one of the multiplication methods – Area Model, Rectangle Sections, Expanded Notation, Algebraic Notation. • Number off in groups of 4 • Teachers: Each person holds a chip • Presenter: Tell group what number is going to start • 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. • Team Share Out: How are each of these methods related?

21. Area Model 435 = 400 + 30 + 5 A model of multiplication that shows each place-value product within a rectangle drawing. 435 x 9 9 x 5 = 45 9 x 400 = 3600 9 x 30 = 270 9 9 400 + 30 + 5

22. Rectangle Sections Model 435 = 400 + 30 + 5 A strategy for multiplying or dividing multi-digit numbers. 9 x 5 = 45 9 x 400 = 3600 9 x 30 = 270 9 9 400 + 30 + 5 1 3600 270 45 + 3, 9 1 5

23. Expanded Notation Model 376 = 300 + 70 + 6 9 x 6 = 54 9 x 300 = 2700 9 x 70 = 630 9 9 3 7 6 = x 9 = 3 0 0 + 70 + 6 9 9 x 300 = 2700 9 x 70 = 630 9 x 6 = 54 3,384

24. Algebraic Notation Model 475 = 400 + 70 + 5 6 6 6x5= 30 6 x 400 = 2400 6 x 70 = 420 6  475 = 6  (400 + 70 + 5) + ( 6  5 ) = (6  400) + ( 6  70 ) = 2400 + 420 + 30 = 2,850

25. 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

26. Unit 7 Rectangle Sections Method 192 ÷4 40 + 8 = 48 32 192 4 -160 -32 32 0

27. Unit 7 Rectangle Sections Method 3248 ÷ 5 Try this with the rectangle sections method on your own!

28. Unit 7 Expanded Notation Method 192 ÷4 40 4 192 -160 32

29. Unit 7 Expanded Notation Method 192 ÷4 8 40 4 192 -160 32 - 32 0

30. Unit 7 Expanded Notation Method 192 ÷4 8 48 40 4 192 -160 32 - 32 0

31. Unit 7 Expanded Notation Method 18,435 ÷ 5 Try this with the expanded notations method on your own!

32. Unit 7 Digit-By-Digit Method 192 ÷4 4 8 4 192 -16 3 2 - 3 2 0

33. Unit 8 Patterns, Functions, and Graphs • No essential content required

34. 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

35. Unit 9: Fold Fractions Strips 1 whole Take a gray strip and fold it in half.

36. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 Take a green strip and fold it into three equal parts.

37. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 1 3 1 3 1 3 Take a pink strip and fold it into four equal parts.

38. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 1 3 1 3 1 3 1 4 1 4 1 4 1 4 Take a gold strip and fold it into six equal parts.

39. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 1 3 1 3 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6 1 6 1 6 1 6 Take a blue strip and fold it into eight equal parts.

40. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 1 3 1 3 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6 1 6 1 6 1 6 1 6 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8

41. Unit 9: Fold Fractions Strips 1 whole 1 2 1 2 1 3 1 3 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6 1 6 1 6 1 6 1 6 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8

42. Unit 9: Fractions Build with unit fractions (p.841) Find equivalent fractions (p.843) Quick Practice with fraction cards (p.847)

43. 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

44. 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

45. 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

46. Think Central Website • Think Central Login Page

47. MCTM Vocabulary List • Distribute Vocabulary lists

48. Closer Activity: Dice Game What you are going to do: Review today’s session • Presenter: Get groups into 4’s and number off • Presenter: Tells teams which number goes first • Teachers: One at a time, roll the dice and respond to the statement that correlates to the number on your dice. • 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.

49. Call or email with any questions Dr. Monica Hartman 810-455-4004 hartman.monica@sccresa.org