Concept Fourth Grade: Second Nine Weeks Readiness Standards Time Key Content Key Vocabulary

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1 Multiplication by 2-Digit Numbers Concept Fourth Grade: Second Nine Weeks Time Key Content Key Vocabulary 4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers, to estimate solutions involving whole numbers Topics 5-6 (can project on screen) Represent products with 2x2 digits using arrays, area models, and equations including perfect squares (pg. 311, TE and pg. 316, SE) offers support for using the array model (pg. 346, TE) Perfect squares. *Consider building a perfect square with cm cubes Vocabulary: Compatible numbers, array, place value, partial products, distributive property, product, Associative Property, multiplication pattern, estimate, rounding, strip diagram, perfect square, visual model, standard algorithm, reasonableness, factor, equation, factors Graph Paper Base 10 Blocks Centimeter cubes Topics weeks Use strategies (mental math, partial products, and properties) to multiply a 2-digit number by a 2-digit number *Use Intervention Activity (pg. 325A, TE) for modeling arrays and 2x2-digit multiplication Use the standard algorithm to multiply Round to the nearest multiple of ten up to 1000 to estimate solutions Use compatible numbers to estimate solutions (pg. 271D, TE) offers support Suggestion: Continue fact quizzes for warm-ups weekly (multiplication and division) Use strip diagrams to visualize a multi-step problem (pg. 300 and starting on pg. 352, SE)

2 Division with 1-Digit Divisors Notebook: Multiplication Notebooks: Show how to multiply a 2 digit by 2 digit number using partial products and arrays Explain how to regroup in a multiplication problem. Explain what a perfect square is and give an example Use a strip diagram to solve a real-life word problem Mental math strategy for multiplying with multiples of 10 Steps on using a visual model for solving 2-digit by 2-digit multiplication Model of a perfect square (suggestion: use graph paper for a visual) 4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders 4.4E represent the quotient of up to a four-digit whole number divided by a one-digit whole number using arrays, area models, or equations 4.4F use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers, to estimate solutions involving whole numbers Topics weeks Topic 7 (can project on screen) Solve fluently 1 and 2 step problems involving multiplication and division including interpreting remainders Represent the quotient of up to a 4-digit dividend by a 1-digit whole number divisor using arrays, area models, or equations *Consider using Intervention Activity (pg. 411A, TE) to show how to use partial quotients to divide Use Intervention Activity (pg. 441A, TE) to model zeros in the quotient Use strategies and algorithms to divide up to a 4-digit dividend by a 1-digit divisor Math Background on (pg. 419A, TE) has a good explanation of how to connect to the standard algorithm Round to estimate solutions Use compatible numbers to estimate solutions Vocabulary: Remainder, quotient, divisor, dividend, estimate, strip diagram, mental math, compatible numbers,, factor, arrays, remainder, partial quotients, place value representation, regrouping, reasonableness 2 Color Counters Base 10 Blocks Suggestion: Continue fact quizzes for warm-ups weekly (multiplication and division) *There is an auto-scored online (optional) Benchmark Test for Topics 5-8 at PearsonTexas.com (pg. 460B, TE)

3 Patterns and Equations Notebook: Division Division with 1-Digit Divisors continued Explain the relationship between multiplication and division and show how to use strip diagrams to solve problems (pg. 363C, TE) is a good support for demonstrating using strip diagrams. Student work begins on (pg. 391, SE) *Use Intervention Activity (pg. 395A, TE) to model the hands-on use of manipulatives with bridging to strip diagrams Solve real-life problems with all operations and check for reasonableness Notebooks: Explain how to use compatible numbers to mentally divide an equation such as Explain how to determine what to do with a remainder in a division problem. When might you need to divide into equal groups in real life? Show how you would solve Show how to divide with Base 10 blocks as a visual representation Steps on how to use compatible numbers to divide Models of strip diagrams for division Visual strategies for dividing and the bridge to the visual representation Step by step directions for dividing using the standard algorithm 4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity 4.5B represent problems using an input-output table and numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the resulting sequence and their position in the sequence Topic 9 1 week Topic 9 (can project on screen) Demonstrate equations and equality using a pan balance and bridge to the visual and the numerical representation *Use Intervention Activity (pg. 469A, TE) Represent multi-step problems involving all operations with whole numbers using strip diagrams and equations Vocabulary: Equation, solution, rule, input-output table, inverse operation, number sense, computation, equality, mental math, variable, input, output, pattern, sum, difference, greater than (>), less than (<), divisible Pan Balance Unit Cubes Graph Paper

4 Fractions and Equivalence Notebook: Patterns and Equations Patterns and Equations continued Represent an unknown number with a variable *Introduce with Intervention Activity (pg. 475A and pg. 481A, TE) Represent problems using an input-output table Use numerical expressions to generate a number pattern that follows a given rule representing the relationship of the values in the sequence and their position in the sequence *Consider using Intervention Activity (pg. 487, A, TE) to describe rules Notebooks: How do you determine if two numerical expressions are equal? Explain what a variable is and give a real-life example such as The temperature of 75 degrees increased by n degrees and now it is 80 degrees. Explain how you would solve the problem you created. How do you determine a rule in a table of patterns? Create your own pattern table and justify the rule that matches it. Create a foldable for this unit with tabs for Equality, Equations, Input-Output Tables 4.3D compare two fractions with different numerators and different denominators and represent the comparison using the symbols >,=, or < 4.3C determine if two given fractions are equivalent using a variety of methods 4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line Topic 10 2 weeks Topic 10 (can project on screen) Compare two fractions with different numerators and different denominators using the inequality symbols Intervention Activity (pg. 539A, TE) models how to compare fractions using fraction strips Represent a fraction as a sum of fractions where the denominator is greater than zero and the numerator and denominator are whole numbers * Intervention Activity (pg. 515A, TE) explains fractions and unit fractions Vocabulary: Fraction, numerator, denominator, unit fraction, equivalent fractions, simplest form, reduced fraction, improper fraction, fraction strips (bars), common factors, number sentence Fraction Strips (Bars) and Fraction Circles Number Lines

5 Notebook: Fractions and Equivalence Fractions and Equivalence continued Determine equivalence using a variety of methods including models, number lines, multiplying or dividing, and finding common denominators * Do the Intervention Activity (pg. 533A, TE) to show equivalency on a number line Represent fractions and decimals as distances from zero on a number line Notebooks: Describe the parts of a fraction and use a visual to show all of the parts (fraction, numerator, denominator, unit fraction) How can you determine if two fractions are equivalent? Show 2 ways to compare fractions Parts of a fraction as well as visuals including parts of a group, splitting a shape into equal parts, using a number line, etc. Create a foldable number line for students to use for equivalency, simplifying, and comparing fractions Using various methods, show how to find equivalency with fractions (*Note: Do NOT use the cross multiplication or butterfly method) How to reduce a fraction into simplest form How to compare fractions using equivalency, visuals, number lines, etc.

Concept Fourth Grade: Second Nine Weeks *Revised 5/21/15 Readiness Standards Time Key Content Key Vocabulary

Multiplication by 2-Digit Numbers Concept Fourth Grade: Second Nine Weeks 2015-2016 *Revised 5/21/15 Readiness Standards Time Key Content Key Vocabulary Supporting Standards 4.4C represent the product