Unit 2 Big Ideas

1. Unit 2 Big Ideas Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations.Students They finalize fluency with multi-digit addition, subtraction, multiplication, and division.They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths.They develop fluency in these computations, and make reasonable estimates of their results.Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense.They compute products and quotients of decimals to hundredths efficiently and accurately.

2. Lesson 2.1 Estimation Common Core Focus 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Lesson • MMR: Extended Facts • MM • Do not do Part 1,2 or 3 • Do Page 45 from Lesson 2.6 • Do R 2.3 (outside resource) • Do P 2.3 (outside resource) • Math Box (Skip #4) • No HW or you may use P 2.3 if you are not able to get to it Notes • You are teaching the skill of rounding to the place that makes sense for the problem. Rounding is situational.

3. Extended Facts Why do you add a zero in the product for every zero that is in the factors?

4. Making An Estimate * Use a number line to help you visualize friendly numbers

5. EstimationUsing A Number Line To Find Friendly Numbers Round to the Nearest One ___.___ ___.___ Round to the Nearest Tenth ___.___ ___.___ Round to the Nearest Hundredth ___.______ ___.____

6. EstimationUsing A Number Line To Find Friendly Numbers Round to the Nearest Ten __0 __0 Round to the Nearest Hundred __00 __00 Round to the Nearest Thousand _,000 _,000

7. EstimationUsing A Number Line To Find Friendly Numbers Round to the Nearest Ten Thousand __0,000 __0,000 Round to the Nearest Hundred Thousand __00,000 __00,000

8. Estimate Sums * Use a number line to help you visualize friendly numbers

9. Estimate Differences * Use a number line to help you visualize friendly numbers

10. Lesson 2.2: Addition of Whole Numbers and Decimals Common Core Focus • 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson • Readiness: Building numbers with Base 10 Blocks MMR: Expanded Notation • MM • Part 1 and Part 2 • Enrichment discussion • Math Box • Study link Notes • Should be doing column addition, but start with partial sums. Be sure each student understands place value. • *You only need to add and subtract numbers to the hundredths place!

11. Base 10 Models- Representing Numbers

12. Expanded Form- Showing The Parts

13. Finding Place Value

14. Change The Value

15. Partial Sums Addition Problem Break The Parts Put The Sums Together Add The Parts

16. Column Addition(Adding and Regrouping The Tens)

17. Column Addition(Adding and Regrouping The Tens)

18. Decimals: Breaking One Into Groups of 10 and 100

19. Partial Sums Addition Problem Break The Parts Put The Sums Together Add The Parts

20. Column Addition(Adding and Regrouping The Tens)

21. Place Value # Line +10,000 +1,000 +100

22. Place Value # Line +10 +1 +.1 +.01

23. Using A Number Line: Adding Ones and Tens 38+23=w +3 +20 38 61 41 +20 +3 38 58 61

24. Adding On A Number Line

25. 2.3 Subtraction of Whole Numbers and Decimals Common Core Focus • 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson • Readiness • MMR • MM • Part 1 (use SRB as directed) • Part 2 • Math Box • Study Link Notes • Trade first and counting up only. • **No partial differences**

26. Column Subtraction(Subtracting and Borrowing The Tens) 9784-6837=t

27. Column Subtraction(Subtracting and Borrowing The Tens)

28. Decimals: Breaking One Into Groups of 10,100

29. Column Subtraction(Subtracting and Borrowing The Tens)

30. Place Value # Line -10,000 -1,000 -100

31. Place Value # Line -10 -1 -.1 -.01

32. Using A Number Line: Subtracting Ones and Tens 61-23=w -- -3 -20 38 61 41 -20 -3 38 58 61

33. Subtracting on A Number Line

34. 2.4a Addition and Subtraction Number Stories Common Core Focus • 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.1Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson • Readiness with bar models • MMR • MM • Part 1: Do this together and use bar models • Part 2: Game • Math Box • Study link Notes • Review problem solving strategies from Sweethome problem solving model. • Frank - Bar Models need to be made for • p. 37/38 and readiness 2.4b- Continue With Lesson 2.4a

35. Bar Modeling Teaches The Importance of Language When Solving Math Problems Compa R e Change Parts Parts Parts Parts Parts Parts and Wholes

36. Change-Addition Start Change End = + 4 butterflies were sitting on a branch. 2 more landed on the branch. How many butterflies were on the branch now?

37. Bar Modeling: Joining (Addition-Change)

38. Change-Subtraction Start Change End = - There were 5 butterflies sitting on a branch. 2 flew away. How many were left?

39. Bar Modeling: Separating (Change- Subtraction)

40. Part/Part/Whole 1st Part 2nd Part End = + There were 4 butterflies and 2 ladybugs sitting on a branch. How many insects were sitting on the branch?

41. Bar Modeling: Part/Part/Whole

42. Bar Modeling- Comparison DIFFERENCE Number Model: _________-__________=_________ (more or less)

43. Bar Modeling- Comparison Larger Smaller Amount Amount - = Jim has 5 butterflies. Mary has 2. How many more butterflies does Jim have than Mary?

44. Bar Modeling: Comparison- All(Finding The Difference)

45. Addition and Subtraction Number Stories Bar Model 1.) Bar Model 2.) Bar Model 3.) Bar Model 4.)

46. Addition and Subtraction Number Stories Bar Model 5.) Bar Model 6.) Bar Model 7.) Bar Model 8.)

47. 2.5 Estimate Your Reaction Time Common Core Focus Lesson • Readiness!!! Do 1 and 2 on board and talk about them. • Blue teaching box in TM 105 is the mini- lesson. • See line plots on TM 106: that will be the model we use • Use the following website: • http://getyourwebsitehere.com/jswb/rttest01.html • Math Box • Study link Notes • do it yourself first. • *Will probably need a number sheet from 0.1 to 0.4 with enough space to write hundredths between. • *DOMINANT HAND only • *emphasis is on rounding decimals and plotting them on line plot NOT landmarks.

48. 2.7 Estimating Products Common Core Focus Lesson • Readiness • MMR • MM • Part 1 • Math Box –skip 1,6 • Study link • Additional worksheets you may want to use to reinforce the skill: • R 3.3 and P 3.3 (outside resource – whole numbers) • R 6.2 and P 6.2 (outside resource – decimals) Notes *emphasis is on “about how big” not magnitude (substitute wording) Force the habit of kids estimating before ANY calculation. Reward this behavior!

49. Estimate Products Round To A Friendly Number Area Model Estimate 70 10 60 68 70 10 14 20

50. Estimate Products Round To A Friendly Number Area Model Estimate ____ ____ ___ ___ ___ ___