1. Topic-
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| Division, Multiplication Volume Perimeter and Area |
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2. Content-
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4.4B Represent multiplication and division situations in picture,
word, and number form.
4.5B Use strategies including rounding and compatible numbers to estimate
solutions to multiplication and
division problems.
4.4E Use division to solve problems"� for sharing equally and measuring
out contexts applying models to
division algorithms.
4.6A Use patterns and relationships to develop strategies to remember
basic multiplication and
division facts such as 9 x 9 = 81 and 81/9=9.
4.7 Describe the relationship between two sets of related data such
as ordered pairs in a table, extend the
pattern, and state the rule for nonconsecutive related number pairs.
4.11A Estimate and use measurement tools to determine length (including
perimeter), area, capacity, and
weight/mass using standard units SI (metric) and customary.
4.11D Estimate volume in cubic units.
*4.2D Relate decimals to fractions that name tenths and hundredths
using concrete objects & pictorial models
*4.3A Use addition and subtraction to solve problems involving whole
numbers using a variety of strategies.
*4.4C Recall and apply multiplication facts through 12 x 12.
*4.4D Use multiplication to solve problems applying array/area models
to multiplication algorithms.
*4.10 Locate and name points on a number line using whole numbers,
fractions such as halves and fourths,
and decimals such as tenths. |
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3. Goals: Aims/Outcomes-
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Successfully calculate volume and perimeter of given shapes.
Divide successfully specifically long division
and with remainders
Memorize all Math Facts
Manipulate Fractions |
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4. Objectives-
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SWBAT use pictures to solve division and multiplication problems
SWBAT Calculate Perimeter, Volume, and Area to a given shape.
SWBAT use tools to divide with three digit numbers.
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5. Materials and Aids-
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| manipulatives, computer presentations |
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6. Procedures/Methods-
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A. Introduction-
| Teacher will reinforce concepts with strong teacher models. |
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B. Development-
Example: Measuring Out (groups unknown)
The teacher has 20 pencils. Each student gets 4 pencils. How many
students will receive pencils? (5 students)
5 students with 4 pencils each.
Divisibility Rules
Divisibility rules can be used to determine if the remainder is zero.
1 is a factor of every whole number
A number is divisible by:
2
If the number is even
3
If the sum of the digits of the numbers is divisible by 3.
4
If the last two digits are divisible by 4
5
If the last digit is 0 or 5.
6
If the last number is divisible by BOTH 2 and 3.
9
If the sum of the digits is divisible by 9.
10
If the last digit is 0.
Compatible numbers are "friendly"� numbers that "go together"�
and allow mental estimation. Compatible numbers change with the users'
number sense. One student may be comfortable with patterns of 25,
while another uses 10's.
Rounding is one estimation strategy. Different estimation methods
allow for easier mental calculations and result in broader or narrower
ranges. The context of a story problem or situation will determine
if a narrow or broad range is necessary. There are other methods that
may be used:
- Front-end estimation (using largest place value only of each number)
- Benchmarks (multiples of 10s or 100s that can be mentally calculated
with ease)
- Compatible numbers (combinations of 10s, 100s, 1,000s, etc.) "friendly
numbers"�
Example: 124 ÷ 7
Front End: 100 ÷ 10 = 10
Benchmarks: 140 ÷ 10 = 14
Compatible numbers: 125 ÷ 5 = 25; 130 ÷ 10 = 13
The purpose of estimating a solution is to assist students in determining
a reasonable answer using compatible numbers or rounding. Students
should round first then solve when estimating a solution |
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C. Practice-
| Students will be given practice problems that will be checked with
teacher |
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D. Independent Practice-
| Students will answer STAAR aligned questions and will receive instant
feedback. |
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E. Accommodations (Differentiated Instruction)-
| Students will be able to use aids and manipulatives in order |
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F. Checking for understanding-
| A running roster of students along with checkpoints integrated into
the lesson will allow teacher to check for student understanding. |
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G. Closure-
| Students will take a formative assessment to help them identify
what they need to study for the upcoming benchmark. |
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7. Evaluation-
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