1 / 40

A Story of Units

A Story of Units. Grade 4 – Module 3 – Second Half. Session Objectives. Examination of the development of mathematical understanding across the second half of the module with a focus on the Concept Development within the lessons.

ryder-watts
Download Presentation

A Story of Units

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. A Story of Units Grade 4 – Module 3 – Second Half

  2. Session Objectives • Examination of the development of mathematical understanding across the second half of the module with a focus on the Concept Development within the lessons. • Introduction to mathematical models and instructional strategies to support implementation of A Story of Units.

  3. Agenda Introduction to the Module Concept Development Module Review

  4. Curriculum Overview of A Story of Units

  5. Module Overview – First Half • Scan over the Topic Titles and lessons for Topics A-D. • Form a general understanding of where the first half of the module begins and where it ends.

  6. Module Overview – Second Half • Scan over the Topic Titles and lessons for Topics E-H. • Form a general understanding of where the second half of the module begins and where it ends.

  7. Agenda Introduction to the Module Concept Development Module Review

  8. Topic E: Division of Tens and Ones with Successive Remainders • Read Topic Opener E. • What types of models will be used? • What Standard is addressed? • What is the content of the Topic?

  9. Divide with Remainders Fluency 12÷3 13÷3 15÷5 17÷5 20÷4 23÷4 50÷5 55÷5 Lesson 14, Fluency T: How many groups of ___ are in ___? T: Prove it by counting by ____. T: Show and say how many groups. T: How many left?

  10. Divide a 2-digit number by a 1-digit number with a remainder using an array and a tape diagram 13 ÷ 6 Lesson 14, Problem 3

  11. Debrief: Solve a division problem using an array and the area model. Lesson 15, Application Problem, Problem 2 and Debrief • What does the quotient represent in the area model? • When does the area model present a challenge in representing division problems? • How is the whole represented in the area model? • The quotient represents a side length. The remainder consists of square units. Why?

  12. Division of tens and ones • 36 ÷ 3 Lesson 16, Problems 1 and 2 6 ÷ 3

  13. Divide 2-digit numbers by 1-digit numbers, regrouping in the tens • 3 tens ÷ 2 Lesson 17, Problem 1 3 ones ÷ 2

  14. Find whole number quotients and remainders Lesson 18, Problem 2 86 ÷ 5

  15. Solve division problems using area models Lesson 20 48 ÷ 4 Decompose whole to part.

  16. Solve division problems using area models Lesson 20 96÷ 4 Compose part to whole.

  17. Division area models with remainders Solve for 37÷2 Lesson 21, Problem 1

  18. Topic F: Reasoning with Divisibility • Read Topic Opener F. • Why is this Topic placed between multiplication and division in the module?

  19. Use division and the associative property to test for factors Lesson 23 • Can 54 be divided evenly by 3? 2? • Do we need to divide to determine if 5 is a factor of 54? • Is 6 a factor of 54? • If 54 = 6×9, then is 54 = (2×3)×9 true? • Use the associative property to show both 2 and 3 are factors of 42.

  20. Multiples Lesson 24 & 25 • Use division and the associative property to determine whether a whole number is a multiple of another number (Lesson 24). • Explore properties of prime and composite numbers to 100 by using multiples (Lesson 25).

  21. Topic G: Division of Thousands, Hundreds, Tens and Ones • Read Topic Opener G. • Why is division of larger dividends separated in this module?

  22. Lesson 26: Divide multiples of 10, 100 and 1,000 by single-digit numbers. Lesson 26 • Take 5 minutes to read through the entire lesson. • Highlight 2 “ah-has” to share at your table. • Complete the Problem Set. • Consider today’s lesson only has a 45 minute period. What will you do to keep the balance of rigor and honor the objective? • Share solutions and strategies.

  23. Decompose a remainder in the hundreds place to solve a division problem. Lesson 27, Problem 2 783 ÷ 3

  24. Represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times. Lesson 29, Problem 2 4,325 ÷ 3

  25. Solve division problems with a zero in the dividend or quotient. Lesson 30, Problem 1 and 2 804 ÷ 4 4,218 ÷ 3

  26. Interpret division word problems as either number of groups unknown or group size unknown. Lesson 31, Problem 3 Two hundred thirty-two people are driving to a conference. If each car holds 4 people, including the driver, how many cars will be needed?

  27. Division word problems with larger divisors of 6, 7, 8, and 9. Lesson 32, Problem 3 Mr. Hughes has 155 meters of volleyball netting. How many nets can he make if each court requires 9 meters of netting?

  28. Connect the area model to division. Lesson 33, Problem 1 Use decomposition for 1,344 ÷ 4

  29. Topic H: Multiplication of Two-Digit by Two-Digit Numbers • Read Topic Opener H. • How have the students prepared for this type of multiplication? • How are the students prepared to use the area model?

  30. Fluency: Draw a Unit Fraction • Repeat with: • Rhombus into fourths • Rectangle into fifths • Rectangle into eighths Lesson 34, Fluency T: Draw a quadrilateral with 4 equal sides and 4 right angles. T: Name it. S: Square. T: Partition it into 3 equal parts. Shade in 1 part. T: Write the name of the shaded portion of the square. Students write ⅓.

  31. Application Problem Mr. Goggins planted 10 rows of beans, 10 rows of squash, 10 rows of tomatoes, and 10 rows of cucumbers in his garden. He put 22 plants in each row. Draw an area model, label each part and then write an expression that represents the total number of plants in his garden. Lesson 34, Application Problem

  32. Find the product of 60 and 34 using an area model. 30 4 3 4 x 6 0 60×30 6 tens×3 tens 18 hundreds 1,800 60×4 6 tens×4 24 tens 240 2 4 0 60 +1, 8 0 0 2, 0 4 0 Lesson 35, Problem 2

  33. Find the product of 23 and 31 using an area model. 30 1 3 1 x 2 3 3×30 9 tens 3×1 3 ones 3 3 9 0 2 0 20×30 6 hundreds 20×1 2 tens 20 + 6 0 0 7 1 3 23×31=(3×1) + (3×30) + (20×1) + (20×30) Lesson 36, Problem 2

  34. 4 partial product  2 partial products Lesson 37 Problem 1 Draw an area model and solve for 26×35.

  35. Solve 2-digit by 2-digit multiplication using the algorithm. Lesson 38, Problem 1

  36. Regrouping. Lesson 32, Problems 2 and 3 • Work with a partner to solve: • 29×62 • 46×63

  37. Agenda Introduction to the Module Concept Development Module Review

  38. Complete the End-of-Module Assessment. • Now with all of the mathematical knowledge and understanding of the models, complete the assessment. • You may work alone or with your table to discuss challenges or successes. • How did Module 1 and 2 prepare you for Module 3?

  39. Biggest Takeaway • Turn and Talk: • I am ready to… • I still want to know more about… • I am better prepared to… • My students will…

  40. Key Points • Number disks and area models are used heavily throughout the module to support the algorithms. • The multiplication and division algorithms are not expected fluencies in Grade 4. • Unit language and place value understanding drives the experience of the algorithms. • Keep a balance of rigor by addressing each component of a lesson. • Honor and respect the objectives. • Find a balance between success and mastery.

More Related