1. Using Numbers Extending Number Patterns Place Value Multi-digit Addition and Subtraction

2. Common Core Standards Generalize place value understanding for multi-digit whole numbers. – 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. – 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. – 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place – Lessons 1 and 2 provide a review and foundation for the following: Common core standards – Identifying and comparing numbers based on place value – Rounding numbers based on place value Tools: – Number Lines – Base 10 Blocks – Bar Models

3. Number lines – Use Number lines to review and develop the following concepts Numbers can be ordered in terms of value Number lines can help us: – Count – Compare numbers – Develop number patterns – Estimate the relative size of a number Base 10 Models – The common core places great emphasis on an understanding on place value before developing shortcuts Bar modeling- A important Tool to Help Students Visualize When Problem Solving – Discuss concept of part/part whole with emphasis on size of parts – Discuss how this model will help visualize different types of problems – Discuss how this model can be connected to pictures, number stories and number models – When showing different types of situations, use a letter to represent unknown variable

4. Common Core Focus 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Lesson 1 Mental Math and Reflexes* – Using the following starting and ending numbers 0 and 1000 0 and 2000 0 and 200,000 Math Message* – Student Reference Book- page 2 – Math Masters- pg. 38 – Use appropriate starting and ending numbers Do human # line- give kids numbers (on slates,paper, etc..) and have them order themselves on a human number line Math Box (No #3) Homelink *Use Blank ‘Place the Number’ lines to place numbers on a number line to reinforce estimation (closest to beginning, middle or ending number) and ordering of numbers.

5. Look at the beginning number and ending number. Use your knowledge of place value to fill in the rest of the numbers along the number line.

6. Common Core Focus 4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons Lesson Readiness – quick warmup – check for subitizing (knowing how many dots are on each domino instead of counting) Mental Math and Reflexes Math Message Whole group- collect #’s from homework – place #’s on the “Place the Number” # line from Lesson 1 Part 1 – All write a # in notebooks – Write one more way to write it..give one get one – Write number in expanded form, drawing a base 10 model – Discuss where number would be on number line Part 2 – Name That Number – -Math Box no 3,5 – -Homelink – Extra Practice- Name collection boxes – Emphasize expanded form ( 34=30 +4), drawing a base 10 model and using 3 addends Notes – Lesson provides the background and framework for 4NBT2 – Parentheses have been taught in 3 rd grade, but may need to be reinforced

7. Number (Standard Form) 1000 100101 Base 10 Blocks Draw It Expanded Form Write It

8. Mental Math- Using 3 Addends Target NumberSplit The Tens or…Split The Ones 7640+30+6 7670+3+3

9. Draw It! Expanded Form 3 Addends

10. Name That Number NumberName #1Name #2Name #3

11. Students play Name that Number Introduce Bar modeling – Once students have created name that numbers, students offer up numbers as teacher fills in bar model Example: student gives the name that number 16=12+4 Teacher makes bar model: Discuss concept of part/part whole with emphasis on size of parts Discuss how this model will help visualize different types of problems Discuss how this model can be connected to pictures, number stories and number models When showing different types of situations, use a letter to represent unknown variable 16 124

12. Bar Modeling Number Model: _____________+_____________=_____________

13. Bar Modeling Number Model: _____________+_____________=_____________

14. Bar Modeling Number Model: _____________+_____________=_____________

15. Total Amount Unknown# Story The team had 8 runs. They scored 2 more. How many do they have in all? 8+2=x Amount Joined Unknown John has $2 in his piggy bank. He needs $10 to buy the new toy he wants. How much more does he need to save to have enough money? 2+x=10 Initial Amount Unknown Mary added 5 books to her library. Now she has 10 books in her library. How many books did she start with? X+5=10 x 82 10 2x 5

16. Total Amount UnknownPicture Amount Joined UnknownPicture Initial Amount UnknownPicture

17. Total Amount UnknownNumber Model Amount Joined UnknownNumber Model Initial Amount UnknownNumber Model

18. Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

19. Total Amount UnknownPicture Total Amount UnknownPicture Total Amount UnknownPicture

20. Total Amount UnknownNumber Model Total Amount UnknownNumber Model Total Amount UnknownNumber Model

21. Total Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Total Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

22. Amount Joined UnknownPicture Amount Joined UnknownPicture Amount Joined UnknownPicture

23. Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model Amount Joined UnknownNumber Model

24. Amount Joined Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Joined Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

25. Initial Amount UnknownPicture Initial Amount UnknownPicture Initial Amount UnknownPicture

26. Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model

27. Initial Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

28. Common Core Focus 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Lesson Mental Math and Reflexes- No calculators – Use ‘Complete The Number Line’ number lines Math Message- also discuss where on the number line they fall. Write in expanded form Part 1 – use base 10 blocks – emphasis on value vs place Vocab – Digit-symbol – Value-worth – Number- digit with value Expanded notation write horizontal and vertical Enrichment – if no time, put into a problem solving day- emphasis on writing Math Box no 3,4 Homelink *Only numbers up to 1 million Use Base 10 Models Slide to Model drawing base 10 models and writing numbers in expanded form

29. Look at the beginning number and ending number. Use your knowledge of place value to fill in the rest of the numbers along the number line.

30. Number (Standard Form) 1000 100101 Base 10 Blocks Draw It Expanded Form Write It

31. Common Core Focus 4.NBT.1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Lesson Mental Math and Reflexes – use slate board, write #’s* Math Message* Readiness- use a place value flip chart to guide this lesson (if you have one)* – on slates- only up to millions. – Practice building, reading, writing, expanding whole #’s Independent Practice -Master 49 Part 2 Math Box no 3,5 Created Homework- Use Expanded Form slide for students to record numbers Expanded Form – Showing the Parts Slide can be used for all parts of the lesson- either to use different numbers or track a number as you change it

32. Number Value Number Value Number Value Number Value

33. Original NumberChangeNew Number 37,400+300=37,700

34. Number (Standard Form) MillionsHundred Thousands Ten thousands Thousands, HundredsTensOnes 1,342,5431,000,000300,00040,0002,000500403

36. Warm up with complements of 10 – Use 10 Frame or other method Mental Math and Reflexes- Do many problems like this – Use 10 Frames, Number Line-Ones and Tens and /or number grids Play subtraction top-it Boxes no 2 Multiple 10 Frames, Number Lines and Number Grids can be used to develop awareness of number patterns and place value that will deepen their understanding of adding and subtracting multi-digit #’s

37. Join Them- Total Smaller PartLarger Part

38. Join Them- Total Smaller PartLarger Part The Problem Bar Model Number Model

39. 38+23 +3 +20 38 41 61 38 58 61

40. Number ModelBar Model

41. 38+23 +3 +20 38 41 61 38 58 61

42. Number ModelBar Model

43. 61-23=w 38 41 -- -3 -20 61 3858 -20 61 -3

44. Number ModelBar Model

45. Problem Adjusting the Ones ___________________=_____________ Adjusting The Tens ___________________=______________ Number Model Bar Model

46. ____________________________________________ Number Model ________+________=_______

47. ____________________________________________ Number Model ________-________=_______

48. Name:_______________________ Homework: Lessson 2.6

49. Problem Solving Day

50. Common Core Focus 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place. Lesson Mental Math and Reflexes Part 1 – Make estimates using number line Practice pg. 42-43 estimates only to highest place value (calculations tomorrow) Part 2 Math Box No #4

51. ___,000 ___00 ___0

52. Problem“Friendly” NumbersEstimate 377+213400+200600 * Use a number line to help you visualize friendly numbers

53. Common Core Focus 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Lesson Math Message Readiness – Use bar model diagrams and base 10 blocks Independent Practice Finish pg. 42-43 estimates only to highest place value ****Partial sums- give them lots of practice to develop sense of place value*****

54. Number (Standard Form) 1000 100101 Base 10 Blocks Draw It Expanded Form Write It

55. Thousands ________ Hundreds ________ Tens _______ Ones _______ + = Add The Parts Put The Sums Together = Break The Parts NumberThousands+Hundreds+Tens+Ones +++ +++ Problem

56. Common Core Focus 4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place. Lesson Readiness- DO FIRST -Mental Math and Reflexes -Part 1- estimates only Use slides from lesson 2.7 -Part 2 -Enrichment pg 67(save for a problem solving day?)

57. ___,000 ___00 ___0

58. Problem“Friendly” NumbersEstimate 377-213400-200200 * Use a number line to help you visualize friendly numbers

59. Common Core Focus 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. Lesson Math Message - Emphasize and practice with 0’s. -Math Box No 4 -Homelink

60. Number (Standard Form) 1000 100101 Base 10 Blocks Draw It Expanded Form Write It

61. Thousands ________ Hundreds ________ Tens _______ Ones _______ - = Subtract The Parts Put The Differences Together = Break The Parts NumberThousands+Hundreds+Tens+Ones +++ +++ Problem

63. Practicing Bar Models Number Model:

64. Subtraction Bar Modeling Number Model: _____________-_____________=_____________

65. Subtraction Bar Modeling Number Model: _____________-_____________=_____________

66. Subtraction Bar Modeling Number Model: _____________-_____________=_____________

67. Amount Remaining Unknown # Story Suzie had $10. She spent $8 on lunch. How much money does she have left over? 10-8=x Amount Separated Unknown John had to read 10 books over the summer. He only has 2 left to read. How many books did he read? 10-x=8 Initial Amount Unknown Jim ate 5 cookies out of the box. He only has 5 left. How many were in the box? X-5=5 10 8x x8 x 55

68. Amount Remaining Unknown Picture Amount Separated Unknown Picture Initial Amount Unknown Picture

69. Amount Remaining Unknown Number Model Amount Separated Unknown Number Model Initial Amount Unknown Number Model

70. Amount Remaining Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

71. Initial Amount UnknownPicture Initial Amount UnknownPicture Initial Amount UnknownPicture

72. Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model Initial Amount UnknownNumber Model

73. Initial Amount Unknown# Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________ Initial Amount Unknown_____________________________________________________ _____________________________________________________ _____________________________________________________

74. Amount Remaining Unknown Picture Amount Remaining Unknown Picture Amount Remaining Unknown Picture

75. Amount Remaining Unknown Number Model Amount Remaining Unknown Number Model Amount Remaining Unknown Number Model

76. Amount Remaining Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Remaining Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Remaining Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________

77. Amount Separated Unknown # Story _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________ Amount Separated Unknown _____________________________________________________ _____________________________________________________ _____________________________________________________