welcome to day 2 of big idea 1 grade 4 while we are waiting to begin, please make sure that you...
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WELCOME to DAY 2 of BIG IDEA 1 GRADE 4
While we are waiting to begin, please make sure that you have:
• signed in on the hard copy.
• signed in on the computer. Directions and BE # are on the table next to the computer.
• ordered lunch in room 301 now, if you wish. We will break for lunch at 11:30 for one hour.
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So, what’s the Big Idea?
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BIG IDEA 1
Develop quick recall of multiplication facts and
related division facts and fluency with whole
number multiplication. 6 x 7 = 42 42 ÷6 = 7
438 X 25
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Big Idea 1 Overview
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Time To Examine TE’s
• Look in the chapter planner. List the benchmarks that are to be taught in this chapter.
• Note specific content that will be taught.
• Review the chapter. List any content or vocabulary that appears to be unfamiliar.
• Examine the “Teaching for Depth” component that appears in the beginning of each chapter. Share information that you think is essential.
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BIG IDEA 1 BENCHMARKS
MA.4.A.1.1 Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease. R
Repeated AdditionEqual GroupsSuccessive Subtraction
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MA.4.A.6.4Determine factors and
multiples for specified whole numbers.
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Why is it called the 4 times table ?
How is the 4 times table different from the 6 times table?
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Commutative Distributive
2 X 3 3 X 2 6 X 5 = 30 6 X 2 = 12 6 X 7 = 42
Properties of Multiplication
Identity
1 x 3 = 3
Associative
(2 x 5) x 3
2 x (5 x 3)
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ARRAYS
What are some of the concepts that can be developed through effective instruction with arrays?
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10 9 8
7
6
6
7
8
910
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MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems. A roadrunner can easily outrun a
human. It zips across the desert at speeds up to 21 ft. per sec. How far can a roadrunner run in 3 seconds?
3 X 21 = _____
Estimate __ X __ = ___
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Multiplication Using Base Ten Block Models
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Grab and GoCenter
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Multiplication with Whole Numbers
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Multiplication Using Area Models
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LATTICE MULTIPLICATION
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Write a division word problem for 15 ÷ 3 =
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MA.4.A.6.2Use models to represent division as: • the inverse of multiplication • as partitioning • as successive subtraction
3 X 412 ÷ 3
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3
4
12
Array Connection
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UNDERSTANDING DIVISION
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Two basic types of problems in division
Partitive (Sharing): You have a group of objects that you will share equally. The basic question is: How many in each group?
Example: You have 15 lightning bugs to share equally in three jars. How many will you put in each jar?
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Measurement: You have a quantity of objects and repeatedly give out a specific amount. The basic question is— how many groups you will make?
Example: You have 15 lightning bugs and you put three in each jar. How many jars will you need?
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Division Model with Base Ten Blocks
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Grab and Go Center
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BENCHMARK ???
DIRECTIONSChapter 6 page 248
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To find 381 ÷ 60 you can also use a
number line or repeated subtraction.
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How will the information from this workshop be incorporated into your math program?
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Complete the Course Appraisal BE#
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Course Appraisals Must Be Completed
• Appraisals are a State Requirement
• The BRITE system requires that any participant who has not completed the online appraisal be removed from the class, leaving no documentation or record of attendance.
• Requirement for in-service points
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HAVE A WONDERFUL
SUMMER
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