Grade 4

Transcript

Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Unit Goals – Stage 1 Number of Days: 20 Traditional: September 2 – September 30, 2015, Track B: September 2 – September 30, 2015 Unit Description: This unit gives students time to practice efficient addition and subtraction strategies of multi-digit numbers. Students apply place value strategies to compare, round, and add and subtract large numbers to 1,000,000. Materials: Good Questions for Math Teaching (Given to teachers at Tri 2 training 2014-2015), Implementing the Common Core State Standards through Mathematical Problem Solving Grades 3 – 5 (Given to teachers at Tri 3 training 2014-2015), “Multiple Markers” for class number line, base-ten blocks, number cards, place-value chart, play money, base ten paper, color pencils, graph paper, Go Math! MathBoard or Whiteboard Standards for Mathematical Practice SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standards for Mathematical Content Clusters Addressed Operations and Algebraic Thinking 4.OA.A Use the four operations with whole numbers to solve problems. Numbers and Operations in Base Ten 4.NBT.A Generalize place value understanding for multi-digit whole numbers. 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic. LONG BEACH UNIFIED SCHOOL DISTRICT Transfer Goals Students will be able to independently use their learning to…  Make sense of never-before-seen problems and persevere in solving them.  Construct viable arguments and critique the reasoning of others. Making Meaning UNDERSTANDINGS ESSENTIAL QUESTIONS Students will understand that… Students will keep considering…  Addition and subtraction of multi-digit numbers  How can you use what you know about addition is based on basic facts, base ten and place and subtraction to solve problems? value concepts.  How can you describe the value of a digit?  The position of a digit determines its value.  What are some strategies you can use to round  Rounding is especially useful for mental whole numbers? computation and estimation.  What’s the underlying pattern?  Each place has a value that is 10 times the value of the place to its right. Acquisition KNOWLEDGE SKILLS Students will know… Students will be skilled at and/or be able to…  The definitions of the academic vocabulary  Use addition and subtraction efficiently with words such as period, ten thousand, hundred multi-digit numbers. thousand, million, estimate, compatible  Apply understanding of patterns on the place numbers, expanded form, standard form, and value chart to compare, round, and add and word form. subtract large numbers.  Mental Strategies for addition and subtraction.  The established rounding conventions. 1 Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Assessed Grade Level Standards Standards for Mathematical Practice SMP.1 SMP.2 SMP.3 SMP.4 SMP.5 SMP.6 SMP.7 SMP.8 Make sense of problems and persevere in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. Standards for Mathematical Content Operations and Algebraic Thinking [m] 4.OA.A 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. Number and Operations in Base Ten [m] 4.NBT.A Generalize place value understanding for multi-digit whole numbers. 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. [m] 4.NBT.B Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. Key: [m] = major clusters; [s] = supporting clusters; [a] = additional clusters LONG BEACH UNIFIED SCHOOL DISTRICT 2 Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Evidence of Learning – Stage 2 Assessment Evidence Unit Assessment Students will complete selected response and constructed response items to indicate level of mastery/understanding of the unit standards as outlined in this guide. [m] 4.OA.A  The student solves straightforward, contextual problems using addition and subtraction. [m] 4.NBT.A  The student compares two multi-digit whole numbers in the same form using >, < and = symbols.  The student rounds multi-digit whole numbers to any place.  The student identifies multi-digit whole numbers that, when rounded to a given place value, will be closest to a given number.  The student compares two multi-digit whole numbers in different forms.  The student explains the difference between the values of a numeral in the tens and the ones place, the hundreds place and the tens place, or the thousands place and the hundreds place in mathematical situations. [m] 4.NBT.B  The student adds or subtracts multi-digit whole numbers in non-contextual mathematics problems. For selected content, students will need to…  solve complex problems in pure and applied mathematics, making productive use of knowledge and problem solving strategies.  clearly and precisely construct viable arguments to support their own reasoning and critique the reasoning of others. Other Evidence: Formative Assessment Opportunities  Opening Tasks  Go Math! Show What You Know  Classroom Challenges  Go Math! Performance Task  Go Math! Getting Ready for the Smarter Balanced  Go Math! Chapter 1 Test (Assessment Guide)  Go Math! Chapter 1 Review / Test – Student Book  Homework (Go Math! Standards Practice Book)         Exit slips Quizzes Extension Menus It’s All About the Facts Supplemental materials In-class projects Recorded Teacher Observations Writing activities Smarter Balanced Mathematics Assessment Blocks (IAB) Access Using Formative Assessment for Differentiation for suggestions. Located on the LBUSD website – “M” Mathematics – Curriculum Documents. LONG BEACH UNIFIED SCHOOL DISTRICT 3 Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Days Daily Metas de Aprendizaje Puedo resolver operaciones básicas de sumas y restas con números hasta el 20… Expectations Core Resources: Go Math! http://www-k6.thinkcentral.com Saying facts orally. Writing Fact Families.    LBUSD Maintaining Fluency Through Fact Families pages 1-6 Supplemental Resources: Books, Internet and Curriculum Intranet (LBUSD Math Intranet, Instructional Tools, Elementary, th 4 Grade)    Daily Puedo utilizar estrategias de matemática mental para sumar y restar…   Participating in daily Number Talks. Communicating my reasoning.  90 minutes per week (Schools / grades with ST Math) Perseveraré en la resolución de problemas para ayudarme a entender las matemáticas…  Developing long term problem solving skills. Visualizing math concepts. Making connections between concepts and across grades. Playing interactive games. 1 Puedo trabajar en grupos cooperativos… ST Math Objectives  Place Value  Addition and Subtraction within 1,00,000  Using Place Value  Comparing Whole Numbers  Rounding Whole Numbers  Addition and Subtraction with Regrouping – Optional  Sequences (more activities found in Instructional Tools, Normbuilding Activities)      2 Puedo agregar a las ideas de los demás y expresar ideas claramente…     Setting the Classroom Culture / Mindset – “Mistakes are Embraced”. Setting roles for each member of the group. Asking thoughtful questions. Listening attentively and respectfully to others. Appropriately challenging others’ ideas. Being thoroughly prepared for classroom discussions. LONG BEACH UNIFIED SCHOOL DISTRICT 4   Diagnostic Basic Facts Tests (Assessment) It’s All About the Facts Supplemental Materials (Instructional Tools) Basic Facts Game: “Tic Tac Toe Sums” http://www.youcubed.org/task/t ic-tac-toe-sums/ Number Talks Strategies and Problem Sets, Grades 2-5 (also found on intranet in Instructional Tools) Talk Move Posters (Instructional Tools, Classroom Discussion Math Conversation Guide Table Tents (Instructional Tools, Classroom Discussion) ST Tip  Assure your login to stmath.com (Teacher Console)  Utilize you STMath- Start Up guide (2015 – 2016 version)  Create LBUSD/ST Math ticket to JiJi (from pdf in startup guide)  Setting Up Positive Norms in the Classroom (Instructional Tools, Mindset)  SMP Posters (Instructional Tools, Standards for Mathematical Practice)  Math Talk Bookmarks (Instructional Tools, Classroom Discussion, Teacher Created) Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Days Metas de Aprendizaje Expectations  3 Puedo utilizar las herramientas apropiadas…   Core Resources: Go Math! http://www-k6.thinkcentral.com Effectively following set behaviors and norms for discussion. Participating in a daily Multiple Markers routine. Effectively following set behaviors and norms for using manipulatives. Intranet, Instructional Tools, Elementary, th 4 Grade)  Prompts for Multiple Markers (Instructional Tools, Grade 4, Multiple Marker , Teacher Created) Shapes for Multiple Markers (Instructional Tools, Grade 4, Multiple Marker, Teacher Created) Engage, Explore, Evaluate Problems(to use throughout the unit) Extension Menu Lesson 1.1: Model Place Value Relationships Lesson 1.5: Rename Numbers   Quiz 4.NBT.1 Base ten paper  Lesson 1.2: Read and Write Numbers  Good Questions pp. 35 #2, #5 and #8  Lesson 1.3: Compare and Order Numbers   Quiz 4.NBT.2 Place Value Quiz   Multiple Markers for 100 Days (Instructional Tools, Grade 4, Multiple Markers) Go Math! Manipulatives Supplemental Resources: Books, Internet and Curriculum Intranet (LBUSD Math   4 5–6 7 Puedo explorar el valor posicional... Puedo explorar la posición del valor posicional en el sistema de base diez... Puedo utilizar el valor posicional para leer y escribir los números… OPENING TASK - “Deal a Digit”  Taking turns making as many possible combinations using the digits 1 – 6.  Taking part in a class discussion about the value of the digits and numbers.   Building numbers with base-ten blocks. Writing numbers in a place-value chart. Comparing the value of digits by using the term “times”. Renaming numbers. Using a place-value chart. Writing numbers in standard form, expanded form, and in word form. Placing commas in numbers to million. Answering questions such as… o What are the similarities and differences with expanded form and word form? o How are the commas in standard form and the commas in the word form related? Using a place-value chart. Using base-ten blocks.          8-9 Puedo comparar los números hasta un millón...   LONG BEACH UNIFIED SCHOOL DISTRICT 5 Opening Task - “Deal a Digit” Ch. 1 “Show What You Know” pages 3 - 4  **Note: These activities should be used as a formative assessment for this unit.  Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Days Metas de Aprendizaje Expectations   10 -12 Puedo utilizar mi comprensión del valor posicional para redondear números enteros de múltiples dígitos, en cualquier valor posicional… Using number lines. Writing <, >, or = to record the comparison. Using number lines. Using place value by identifying the nearest 10, 100, 1,000, 10,000, and 100,000.  Deciding when an exact amount cannot be counted or measured.  Solving word problems by estimating their answers and using manipulatives.  Answering questions such as… o How can you use a number line when rounding? o What are some strategies you can use to round whole numbers? 13 – 15 Puedo sumar y restar  Regrouping and subtracting across correctamente números zeroes. enteros de múltiples  Drawing a number line. dígitos…  Solving word problems.  Using the standard algorithm.  Estimating sums and differences.  Answering questions such as… o How can you use estimation to check your answer to an addition or a subtraction problem? FORMATIVE ASSESSMENT LESSON 16 – 17 Puedo resolver problemas Recycling for Dollars. del mundo real…  Using my understanding of place value and rounding of whole numbers.  Estimating sums and differences.  Communicating my reasoning. 18 Puedo sumar y restar  Regrouping and subtracting across correctamente números zeroes. LONG BEACH UNIFIED SCHOOL DISTRICT 6   Supplemental Resources: Books, Internet and Curriculum Intranet (LBUSD Math Core Resources: Go Math! http://www-k6.thinkcentral.com          Intranet, Instructional Tools, Elementary, th 4 Grade) Enrich: Place-Value Puzzle p. E3 Enrich: Number Comparison p. E5 Lesson 1.4: Round Numbers Page 21 – 22: Mid-Chapter Checkpoint  “Which State is Bigger?” Problem Solving Grades 3 – 5 pp. 49 – 52; Task 3.6     Quiz 4.NBT.3 Build a Number Good Questions pp. 35 #1 “Where on the Number Line Am I? Problem Solving Grades 3 – 5 pp. 36 – 38; Task 3.1 Lesson 1.6: Add Whole Numbers Lesson 1.7: Subtract Whole Numbers Enrich: Unknown Digits p. E7   Winning Lines Task Good Questions pp. 35 #7, pp. 42 #1,#3, #4, and #5 Estimation Exit Ticket Quiz 4.OA.3 FAL, Recycling for Dollars (Assessments, Grade 4, Unit 1) Lesson 1.8: Comparison Problems with Addition and      Recycling for Dollars - FAL, Differentiated Activities Quiz 4NBT.4 Alice’s Family Tree Task Posted 6/10/15 Grade 4 Unit 1 Place Value with Addition and Subtraction of Whole Numbers Mathematics Learning Plan – Stage 3 Suggested Sequence of Key Learning Events and Instruction Days Metas de Aprendizaje enteros de múltiples dígitos… 19 20 Expectations    Core Resources: Go Math! http://www-k6.thinkcentral.com Supplemental Resources: Books, Internet and Curriculum Intranet (LBUSD Math Intranet, Instructional Tools, Elementary, th 4 Grade) Subtraction Drawing a number line. Solving word problems. Using the standard algorithm. Unit Assessment Ch. 1 Performance Task – “An Amusement Park” (Assessment Guide pages AG115 – AG118) We would appreciate feedback on this unit. You can copy and paste this link into your browser or go on the math internet to Curriculum Documents – Unit Guide. Click on the link at the top of the page. http://goo.gl/forms/8U03MFVbCP LONG BEACH UNIFIED SCHOOL DISTRICT 7 Posted 6/10/15