EAST ALLEN COUNTY SCHOOLS

Bundle 3

Grade 4

Math

Big Idea: All the Elements Division

Enduring Understandings Essential Questions

Division is when the whole is separated into equal groups.

Through the properties of numbers, we understand the relationships of various

mathematical functions.

Not all numbers can be divided equally.

Division is the inverse operation of multiplication.

How do we separate a whole into equal groups? How do we know whether to multiply or divide in a given situation? What does the remainder mean? Why is division the inverse of multiplication?

CC/Learning Targets Core Vocabulary Links to Technology *4.2.3 *4.2.6 4.2.7 a, b, c, e *4.3.1 *4.3.5

*4.3.6 b, c *4.3.7 *4.7 4.OA.2 4.OA.5 4.NBT.6

remainders inverse relationship

Flash to Pass Division!!!

jognog Division for Kids Math Ninja Math Edge Division Division Wiz Fast Facts Division MyBlee Education Space Mathematics Math !!! Splash Math Mathblaster Hyperblast 2

Bundle Performance Task(s) The music teacher is planning a fall concert. She wants to arrange the students on the risers evenly using at least 2 rows, but no more than 5. During the performance, there may be one class on the risers or the whole grade level. Use the data from your grade level (class size and grade level size) to answer the following questions: Can the students from your class be evenly distributed on 3 rows of risers? Explain.

Can the music teacher arrange the students evenly from your class? If so, describe and show work.

Can the whole grade level be evenly distributed on 4 rows of risers? Explain.

Describe two different ways the music teacher can arrange the students evenly from the whole grade level. Show work.

Which arrangements for your class and whole grade level do you think work best? Why? Explain your reasoning. **Teacher Note: Keep the number of risers limited to no more than 5. Also, encourage students to use a variety of problem solving strategies such as drawing pictures, make a number sentence, etc..

As an extension: Find all the possible ways to evenly distribute the students from your class and whole grade level on 2-5 rows of risers.

Grade 4 Math Bundle 3

Quarter 2 Oct.-Nov.

Recommended Read-Alouds G4 - Bundle 3

Big Idea: All the Elements Title Author Relates to…

The Great Divide: A Mathematical Marathon Dodds, Dayle Ann Division

One Hundred Hungry Ants Pinczes, Elinor J. Division

Remainder of One Pinczes, Elinor J. Division

A Gebra Named Al Isdell, Wendy Inverse relationships

Anno's Mysterious Multiplying Jar Anno, Masaichiro Multiplication/Division

Divide and Ride Murphy, Stuart J. Multiplication/Division

The Adventures of Penrose, the Mathematical Cat Pappas, Theoni Patterns

Math G4 - Bundle 3

CC/Learning Targets Resource of Ideas Evidence of Learning *4.2.3 Represent as division any situation

involving the sharing of objects or the number of groups of shared objects

-The Adventures of Penrose, the Mathematical Cat by Theoni Pappas -Anno's Mysterious Multiplying Jar by Masaichiro Anno -Divide and Ride by Stuart J. Murphy -Dividing Multiples -enVision MATH Topic 1-6, 10-3 -Houghton Mifflin Math Lessons 8.1, 8.2, 8.4 Lesson 11.3

-Houghton Mifflin Math Corresponding Lesson Resources -Students create patterns using symbols or shapes for a partner to solve -Quiz

*4.2.6 (4.NBT.6)

Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system. a. Demonstrate and explain the steps (standard algorithm) used to divide numbers up to 100 by numbers up to 10 without remainders. b. Solve division problems up to 100 by numbers up to 10 without remainders

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -One Hundred Hungry Ants by Elinor J. Pinczes -Remainder of One by Elinor J. Pinczes -The Great Divide: A Mathematical Marathon by Dayle Ann Dodds

-Division using counters -Dividing -Division without remainders

-enVision MATH Topic 10-4, 10-5, 10-6, 10-7 -Houghton Mifflin Math Lesson 8.5 Lesson 11.1

-Houghton Mifflin Math Corresponding Lesson Resources -Daily Math Review

4.2.7 Understand the special properties of 0 and 1 in multiplication and division. a. Explain why a number cannot be divided by 0.

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 3-28 -enVision MATH Topic 1-7, 1-8

-Houghton Mifflin Math Corresponding Lesson Resources -Daily Math Review

Math G4 - Bundle 3

b. Apply the identity property of multiplication in both multiplication and division. c. Apply the zero property of multiplication in both multiplication and division. e. Solve division problems involving the identity and zero properties.

-Houghton Mifflin Math Lesson 4.1

*4.3.5 (4.OA.5)

Complete number patterns using multiplication and division.

-The Adventures of Penrose, the Mathematical Cat by Theoni Pappas -Multiplying Multiples -Dividing Multiples -enVision MATH Topic 2-1 -Houghton Mifflin Math Lesson 8.5 Lesson 10.1 Lesson 11.1

-Houghton Mifflin Math Corresponding Lesson Resources -Students create patterns using symbols or shapes for a partner to solve -Quiz

*4.3.6 (4.OA.2)

Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve problems. b. Identify and apply relationships between subtraction and division. c. Identify and apply the inverse

-A Gebra Named Al by Wendy Isdell -Inverse Operations -Inverse Relationship of Multiplication and Division -enVision MATH Topic 1-1, 1-6, 1-7

-Houghton Mifflin Math Corresponding Lesson Resources -Think, pair, share on a given problem

Math G4 - Bundle 3

relationship between multiplication and division to solve problems.

*4.3.7 (4.OA.2)

Write number sentences involving multiplication and division to solve word problems.

-enVision MATH Topic 1-10, 9-5, 9-6 -Houghton Mifflin Math Lesson 4.9

-Houghton Mifflin Math Corresponding Lesson Resources -Think , pair, share with a partner on a given problem

4.7 Problem Solving -The Problem Solver 4: Activities for Learning Problem-Solving Strategies -Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 29-69, 153-154

-Problem Solver Activities -See Problem Solving Template in Appendix

4.OA.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. (Limit whole numbers less than or equal to 1,000,000)

-Problem Solver 4: Activities for Learning Problem-Solving Strategies -Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 29-69, 153-154 -Observing Patterns -Working Backwards -Process of Elimination -Solve a Simpler Problem -Multi-Step Problem -enVision MATH Topic 1-6, 1-8, 1-9, 1-10

-enVision MATH chapter test -Problem Solver Activities -See Problem Solving Template in Appendix

Correlating CC/Learning Targets Teacher Notes

4.2.2 4.2.4 a 4.2.5 (4.NBT.6) 4.2.6 (4.NBT.6) 4.2.7 d 4.3.6 a (4.OA.2)

-Five Easy Steps to a Balanced Math Program for Upper Elementary Grades pp. 71-96

-Math Maven's Mysteries (activities on various skills)

-Variety of Math Games

-Internet 4 Classrooms -Kid Zone -IDOE Resources

Math G4 - Bundle 3

-Study Zone

-Scholastic Study Jams – tutorials, guided practice, independent practice

-Place Value -Number lines -Order Whole Numbers -Expanded Notation -Rounding Decimals

To access enVisionMATH materials for 2006 Indiana State standards: www.pearsonsuccessnet.com username: envisionindiana password: 123456