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.

So, what’s the Big Idea?

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

Big Idea 1 Overview

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.

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

MA.4.A.6.4Determine factors and

multiples for specified whole numbers.

Why is it called the 4 times table ?

How is the 4 times table different from the 6 times table?

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)

ARRAYS

What are some of the concepts that can be developed through effective instruction with arrays?

10 9 8

7

6

6

7

8

910

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 __ = ___

Multiplication Using Base Ten Block Models

Grab and GoCenter

Multiplication with Whole Numbers

Multiplication Using Area Models

LATTICE MULTIPLICATION

Write a division word problem for 15 ÷ 3 =

MA.4.A.6.2Use models to represent division as: • the inverse of multiplication • as partitioning • as successive subtraction

3 X 412 ÷ 3

3

4

12

Array Connection

UNDERSTANDING DIVISION

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?

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?

Division Model with Base Ten Blocks

Grab and Go Center

BENCHMARK ???

DIRECTIONSChapter 6 page 248

To find 381 ÷ 60 you can also use a

number line or repeated subtraction.

How will the information from this workshop be incorporated into your math program?

Complete the Course Appraisal BE#

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

HAVE A WONDERFUL

SUMMER