Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - Warm-Up 2 Problem 27: Packs of Pocket Folders (No School) T- No School W- Freckle Practice (No School) Th- No School F- No School
Week #24 Dates: 3/9 - 3/13
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - Teach the bow tie method of multiplication. (2 learners absent) T- Progress Monitoring 6-9 Record Sheet. (Teach those who were absent about the Bowtie method.) W- Session 46-Sketching Division Arrays. First Warm-Up 1, Counting by 80's Ask: Which multiples of 100 have we marked so far? What multiple of 100 do you think we'll mark next? Why? Do you think we'll mark any of the other multiples of 100 as we count by 80's. Why or why not? Use blue to shade in multiples of 100. Use green to shade in multiples of 80. Why did we only land on 2 multiples of 100? Th- Incentive Day Play multiplication array Kahoot F- Freckle Practice
Week #23 Dates: 3/2 - 3/6
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - play the games they created last week. T- Learners help pour hot chocolate to first graders. W- Warm Up 2 Problem String 26 Th- Juice Boxes Activity: Building More Division Arrays F- Freckle Practice
Week #22 Dates: 2/24- 2/28
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - No Mrs. Jerke T- Draw 2 more models, one demo and one independent. 15 x 13 = a and 19 x 17 = a W- Warm Up 1 Capture the Quotient: Sixties. After playing the game, learners create their own game boards. Play tomorrow. Th- Play gameboards from yesterday. Boys versus girls. F- Freckle Practice
165 divided by 11 = a
Week #21 Dates: 2/17- 2/21
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - No School President's Day T- Activity: Building Division Arrays with base 10 units, linear strips, linear units with 165 divided by 11. If you divide 165 into equal groups of 11, how many groups do you get; how many groups of 11 are there in 165? Predict. Then start dividing using strips. Repeat with 156 divided by 13 and 168 divided by 14. W- Dozens and Dozens Practice Page Th- No Mrs. Jerke F- No Mrs. Jerke
Week #20 Dates: 2/10- 2/14
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - Practice page: Breakfast Treats and Biscuits T- Play spuds again. Count by 60's to 300 in a circle. At 300 ask: How many groups of 60 to get to 300? Put ?x60=300 on the board. Then put the reciprical division fact on the board. Next read them the egg carton story problem and have them work on the t-chart for 18x1, 2, 10, 5, 20 and 25. Don't forget to use combinations from previous numbers to help with harder ones. W- Snow Day Th- Finish chart from Tuesday. Then Freckle practice. F- No School (Valentine's Day)
Week #19 Dates: 2/3- 2/7
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 5.NBT.B.5Fluently multiply multi-digit whole numbers using the standard algorithm.
M - No Mrs. Jerke T- Practice Freckle while I get a learner caught up from last week. W- Work on heart idea for the door. Then go on to the next step in the lesson. Activity: Division with Base Ten Pieces: Write 48 divided by 4 on board. "If you take 48 units and arrange them in groups of 4, how many groups will you get?" First predict and share. Use the fewest base 10 pieces possible. Label the three parts of a division equation: Dividend, divisor and quotient. Th- Repeat steps with 84 divided by 4 and 56 divided by 4 F- No Group- Buddies
Week #18 Dates: 1/27- 1/31
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
M - Work with the learners who were gone last week to get them caught up on what they missed. Others play Division Spoons and work on their task cards. T- Work with the learners who were gone last week to get them caught up on what they missed. Others play Division Spoons and work on their task cards. W- Incentive Day- Beach day/Kahoot and treats Th- Volume 6/Module 9 Session 42 The Array Model for Division. Warm Up 1 Spud Sixties and Warm Up 2: Fruit and Nut Bars F- No Group
Using 24 tiles, make columns of 3. How many columns do you think you can make?
Count by 60's. Pause at 360 and ask how many multiples of 100 have we colored? Which will be the next multiple of 100 to be colored?
Using combinations to help fill out the chart. What two combinations can you use to solve 30 and 31?
(10x13) + (20x13) =
Week #17 Dates: 1/20- 1/24
Standard(s):4.NBT.B.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
M - No School T- Freckle Practice W- Volume 6/Module 9 Session 41 The Array Model for Division. Warm Up 1 Counting by Sixties and Warm Up 2 Bags of Bagels. Th- Activity: Division with Tile Arrays F- No Mrs. Jerke
Week #16 Dates: 1/13- 1/17
Standard(s):4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
M - Finish up The Doorbell Rang activity from last week. T- Learners work on division with remainder cards W- Continue to work on division with remainder cards. Th- Freckle Math- take placement test F- Practice Freckle
Week #15 Dates: 1/6- 1/10
Standard(s):4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division.
M - New Picture. Talk about Christmas vacations. Begin setting up Tic-Tac-Toe boards for review of 2 by 1 digit multiplication. T- Play Tic-Tac-Toe multiplication review. W- Read the story The Doorbell Rang by Pat Hutchins. After listening to the story, solve the problem using all three numbers: 16, 24 and 32. Suppose you had this number of cookies. How many friends could you share them with so you had an equal number of cookies? How many different solutions did you find? How do you know you have found all of the possible solutions? Th- Continue work from Wednesday. F-
Week #14 Dates: 12/16- 12/20
Standard(s):.4.NBT.A.2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. .4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. 4.NBT.B.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models
M - Show equations with multi-step problems. Meet with HB T- Read a Remainder of 1. Follow activity directions. W- Gingerbread House Math. Multiply a 1 digit by a 2 digit. Use the strategy that works best for you. Decorate your gingerbread house. Th- Continue Gingerbread activity. F- No Group
Week #13 Dates: 12/9- 12/13
Standard(s):.4.NBT.A.2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. .4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
M - Continue working on multi-step problems from last Friday. Solve my examples next. T- Begin multi-step word problems, experimenting with remainders. W- No Mrs. Jerke Th- Continue multi-step word problems with remainders. F- No Group
Week #12 Dates: 12/2- 12/6
Standard(s):3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem. 4.OA.B.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. .4.NBT.A.2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. .4.OA.A.3Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.
M - Find the multiples for 3, 5 and 10. Find common multiples for all three. 1. Describe any patterns you notice in the multiples of 3 and 5. What number do you skip count by in order to place only these stacked cubes on the hundreds chart? Explain. Which multiples do 3 and 5 have in common? 2. What number do you skip count by in order to place only these 3 stacked cubes on the hundreds chart? Explain. Which multiples do 3, 5 and 10 have in common? T- Continue work from Monday. W- Number of the week 187 and 260 Write a number in standard, word and expanded form. Show two ways to represent each number using Base 10 blocks. Find the sum of the two numbers. Find the difference between the two numbers. Th- Generate two number patterns that each have ten terms in the sequence. One of the numbers of the week should be the final term in the sequence. Explain the rule for the pattern. F- Number of the week 187 and 260. Write and solve 1 word problem using the two numbers. Include one multi-step problem. Teacher models writing a multi-step problem first.
Week #11 Dates: 11/25- 11/28
Standard(s):4.OA.B.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
M - Exploring Multiples Activity T- Exploring Multiples W- Finish Up Activity from the last two days. Th- No School F- No School
Week #10 Dates: 11/18- 11/22
Standard(s):4.OA.A.2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 3.NBT.A.3Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations. 4.OA.B.4 Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
M - Post Assessment-Maddie was selling boxes of 4H fruit to raise money for her 4H group. She sold 6 boxes of oranges, 7 boxes of bananas and 9 boxes of grapefruit. The oranges came in 20 pound boxes. The bananas came in 30 pound boxes. The grapefruit came in 60 pound boxes. How many pounds of each fruit did she sell? Use this table as a tool to keep you organized. T- Have learners complete work from yesterday. If completed, give learners larger numbers to solve. W- Pre-Assess what learners know about factors and multiples Th- Finish Pre-Assessement from yesterday. Play spoons or Left, Right, Center if finished early. F- No School
Week #9 Dates: 11/11- 11/15
Standard(s): 3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1 3.NBT.A.3 Multiply one-digit whole numbers by multiples of 10 in the range 10-90 (e.g., 9 × 80, 5 × 60) using strategies based on place value and properties of operations.
M - No School T- What if we changed the Title of the book to 10 of Everything? Same activity from Tuesday, but x10 and repeated addition. (Ex. 10x9 or 10x90) Use a t-chart to show how you know. W- What would happen if we change the 10 to different multiples of ten? (ex. 90x6 or 50x7) Th- Continue work from yesterday. New game- Multiples of 10 Multiply F- No Mrs. Jerke
Week #8 Dates: 11/4- 11/8
Standard(s): 3.OA.A.2Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8. 4.OA.A.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.1
M - Play Six Sticks Math Spoons using division facts. T- After listening to the story Two of Everything by Lilly Toy Hong, solve the following problems: What would happen if you put 8 marbles into the magic pot? What about 15 marbles? Use other numbers, especially higher numbers. Use the strategies we've learned in the last few weeks to solve. Use a t-chart and solve multiple #'s including 2 and 3 digit numbers. Could you use a different operation besides addition? W- Continue chart from yesterday Th- What if we changed the Title of the book to Three of Everything? Same activity from Tuesday, but x3 and repeated addition. Play Six Sticks Math Spoons if finished early. F- No Mrs. Jerke
The kids got their Incentive Day! If learners used the 3 Bees daily, which lead to 10 in a row on the hundreds chart, then they win an Incentive day which includes a treat and to play Kahoot!
Week #7 Dates: 10/28- 11/1
Standard(s): 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. 3.NBT.A.1Use place value understanding to round whole numbers to the nearest 10 or 100 3.OA.A.1Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each. For example, describe a context in which a total number of objects can be expressed as 5 × 7. 2.OA.A.1Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
M - Incentive Day- Build spiders T- Play Kahoot using all of the math strategies learned so far. W- Finish the Kahoot math strategies game. Th- Six Sticks Activity-Similar to spoons. Learners need to solve the division Math facts first. F- Continue Thursday work
Making sure we have our landing numbers as we jump.
Getting to a decade and then a hundred addition strategy on a number line.
Our jumping humps are a relative size to our jumping number.
Week #6 Dates: 10/21- 10/25
Standard(s): 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Adding on the number line. 3 Learners are left to assess. Others can work on number sense activities. T- Go through each learners differing # line strategies and talk about what works efficiently and what doesn't. W- Use the number line to solve the following equations. Use the “Get to a decade and then a hundred” Number line strategy. Don’t forget to include your landing numbers as you jump. Think about how big your jump will be for +3 verses +30. Will they look different? 8 + 6 = 76 + 38 = 187 + 156 Th- Reteach strategy from yesterday using only 2 digit #'s. Don't forget to teach how to decompose the second #. F- Strategy from yesterday but in the hundreds place. 355 + 288 =
Keeping One # Whole Subtraction Strategy
Week #5 Dates: 10/14- 10/18
Standard(s): 4.NBT.B.4Fluently add and subtract multi-digit whole numbers using the standard algorithm. 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Teach a new strategy of subtracting by taking away hundreds, then tens, then ones called Keep One # Whole. T- Continue work from Monday. Some need to be re-taught and some need practice. W- Continue work from Tuesday Th- No Mrs. Jerke F- No Group (Buddies)
I Learn
Week #4 Dates: 10/7- 10/11
Standard(s): 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Mystery Numbers: 1. I am a number between 40 and 70. I am an even number. The sum of my two digits is 10. What number am I? 2. How many different 2-digit numbers can you think of that have a difference of 2? (Hint: 97 would be 9-7=2) T- Look at assessment #5. Work on Maddie's addition strategy. Teach a new strategy of adding by adding hundreds, then tens, then ones. Practice Maddie's AND Mrs. Jerke's strategy using this story: We Practice: Skarlett, Katie and Maddie went to go to the GBRogers carnival together last year. They decided to put their tickets they earned from games together to get a big prize to share. Skarlett won 197 tickets, Katie won 258 tickets and Maddie won exactly the same amount of tickets as Katie. How many tickets did they have all together? W- I Prove: Give learners 2 more stories to solve using both strategies. Th- Look at assessment #6. Work on Skarlett's subtraction strategy-Check by using addition. F- Practice Skarlett's strategy.
Week #3 Dates: 9/30- 10/4
Standard(s): 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Task: Circle two equations that you think is at your learning level. Challenge yourself if you think you are up for it today. As you are working, think about how curious you are about Math. 68 - 18 = 589 - 111 = 2,486 -1,285 = Solve the equations using Chris’ strategy from Thursday’s class. Conference with learners as they finish. T-Task: Circle two equations that you think is at your learning level. Challenge yourself if you think you are up for it today. As you are working, think about how curious you are about Math. 58 - 19 = 532 - 156 = 2,436 -1,786 = Solve the equations using Katie and Mrs. Jerke’s strategy from Thursday’s class. Conference with learners as they finish. W- Continue working on tasks. Conference with learners as needed. If you are waiting to conference: Mystery Number using the hundreds chart. I am a number between 10 and 20. I am an even number. The sum of my two digits is 5. What number am I? Th- Conferencing. If waiting solve this Mystery Number using the 100's chart. I am a number between 30 and 50. I am an odd number. The difference between my two digits is 5. What number am I? F-
Week #2 Dates: 9/23- 9/27
Standard(s): 3.NBT.A.2Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M - Have learners help add addition/subtracting regrouping and non-regrouping strategies into their data folders. Go over 1. and 2. T- Practice Hayden's addition strategy with regrouping across 2 digits. W- Conference with learners. Th- Look at strategy 3 and 4. F- No Mrs. Jerke (RR training day)
Week #1 Dates: 9/16- 9/20
Standard(s):
M- Go over rules / expectations / Data Folders T- Continue to work on Data Folders W - Assess addition and subtraction with and without regrouping Th - Assess addition and subtraction with and without regrouping F- No Group (buddies)