1. 4th Grade Math Expressions
March 18, 2010
Dr. Monica Hartman

2. March Agenda Quick Practice (30 Second Speech)
Multiplication Methods (Talking Chips)
Unit 5 Review
Unit 7-12 Overview
Think Central Website
MCTM Math Vocabulary List
Closure- Dice Game

3. Quick Practice Routines: 30 Second Speech
What you are going to do:
Choose one of the Quick Practice routines and tell partner how you know it is effective for your students.
Teachers: Write answer on a sticky note and prepare 30 second speech.
Presenter: Announces Partners
Presenter: Announces which partner goes first
Teacher A: Presents 30 second speech
Teacher B: Presents 30 second speech
Teachers: Thanks partner and sits down.

4. Quick Practice Routines
Unknown Addend
(Unit 5 Lesson 2 and 3)
Zero Patterns
(Unit 5, Lessons 4 to 11)
Division with Remainders
(Unit 5, Lessons 12 – 16)
How Many Extra?
(Unit 7, Lesson 2 – 10)

5. Unknown Addend
Four student leaders go to the board. Each writes 5 equations in which a multiplication is followed by an unknown addition. Specify that three of the equations show the total on the left. Examples: 51 = 5 • 10 + d 4 • 5 + n = 24 Student leader points to a problem in list. Students hold up fingers to show unknown. Then at hand signal, class says the equation with the answer.

6. Unknown Addend – Try It!
51 = 5 • 10 + d 34 = 5 • 6 + t 4 • 5 + n = • 5 + h = 59 4 • 8 + p = 35

7. Zero Patterns
Four Student Leaders go to the board and write three products involving two non-zero digits.
The first should have no zeros in the factors
The second product should have a zero in one factor
The third product should have a zero in both factors
Student Leader points to each problem. Class responds with the product of the product of the non-zero digits and the place value name of the product and give the answer. Student writes the answer.

8. Zero Patterns: Try It! 3  8 3  80 3  800 Problem Class Responds
Student Leader Writes
3  8
3  80
3  800

9. Zero Patterns: Try It! 3  8 24 ones equals twenty-four 3  80 3  800
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
3  80
3  800

10. Zero Patterns: Try It! 3  8 24 ones equals twenty-four = 24 3  80
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
= 24
3  80
3  800

11. Zero Patterns: Try It! 3  8 24 ones equals twenty-four = 24 3  80
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
= 24
3  80
24 tens equal two hundred forty
3  800

12. Zero Patterns: Try It! 3  8 24 ones equals twenty-four = 24 3  80
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
= 24
3  80
24 tens equal two hundred forty
= 240
3  800

13. Zero Patterns: Try It! 3  8 24 ones equals twenty-four = 24 3  80
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
= 24
3  80
24 tens equal two hundred forty
= 240
3  800
24 hundreds equal two-thousand, four hundred

14. Zero Patterns: Try It! 3  8 24 ones equals twenty-four = 24 3  80
Problem
Class Responds
Student Leader Writes
3  8
24 ones equals twenty-four
= 24
3  80
24 tens equal two hundred forty
= 240
3  800
24 hundreds equal two-thousand, four hundred
= 2400

15. Division With Remainders
Have student leaders write five division problems that have nonzero remainders. Leaders point to each problem. Class holds up fingers to show the factor, then at hand signal from the student leader, says the extra amount, the remainder.
Page 579: Prepare for long division with remainders.

16. Division With Remainders
Problem Response 11÷ 4 Hold up fingers to show factor
Page 579: Prepare for long division with remainders.

17. Division With Remainders
Problem Response 11÷ 4 Each student holds up 2 fingers (Hand signal from leader)
Page 579: Prepare for long division with remainders.
3 extra

18. How Many Extra?
Four student leaders each write five problems in long-division format with divisors of 6, 7, 8, or 9 and two-digit dividends.
Leaders take turns pointing to one of the problems.
The class holds up fingers to show the factor.
Upon signal, the class says the extra amount.
The leader writes the numbers in the problem.
Page 679

19. How Many Extra? Try It! 8 59 7 Students hold up 7 fingers 8 59 7 8 59
8 59
8 59 7
Students hold up 7 fingers
Page 679
8 59 7
-56 3
Class says:
3 extras
Leader writes answer

20. Multiplication Methods Talking Chips
What you are going to talk about:
Explain one of the multiplication methods – Area Model, Rectangle Sections, Expanded Notation, Algebraic Notation.
Number off in groups of 4
Teachers: Each person holds a chip
Presenter: Tell group what number is going to start
Teacher: One at a time, place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip down.
Team Share Out: How are each of these methods related?
See pages

21. Area Model
435 = 9
435 x 9
9 x 5 = 45
9 x 400 = 3600
9 x 30 = 270
See pages
A model of multiplication that shows each place-value product within a rectangle drawing.

22. Rectangle Sections Model
435 = 9
9 x 5 = 45
9 x 400 = 3600
9 x 30 = 270 1
3600
See pages
270 + 45 3, 9 1 5
A strategy for multiplying or dividing multi-digit numbers.

23. Expanded Notation Model
376 = 9
9 x 6 = 54
9 x 300 = 2700
9 x 70 = 630 =
x = 9
See pages
9 x =
9 x =
9 x =
3,384

24. Algebraic Notation Model
475 = 6
6x5= 30
6 x 400 = 2400
6 x 70 = 420
See pages
6  475
= 6  ( )
= (6  400)
+ ( 6  70 )
+ ( 6  5 ) =
= 2,850

25. Unit 7: Multi-Digit Division
Timing
February and March (19 Days)
Big Ideas
Divide whole numbers (up to five-digit) by one digit divisors
Divide dollars and cents by a whole number
Estimate quotients
Solve one and two-step word problems
Interpret remainders

26. Unit 7 Rectangle Sections Method
192 ÷4 40 + 8
= 48
192 4 32
-160
-32 32

27. Unit 7 Rectangle Sections Method
3248 ÷ 5
Try this with the rectangle sections method on your own!

28. Unit 7 Expanded Notation Method
192 ÷4 40
4 192
-160 32

29. Unit 7 Expanded Notation Method
192 ÷4 8
4 192 40
-160 32
- 32

30. Unit 7 Expanded Notation Method
192 ÷4 8 48
4 192 40
-160 32
- 32

31. Unit 7 Expanded Notation Method
18,435 ÷ 5
Try this with the expanded notations method on your own!

32. Unit 7 Digit-By-Digit Method
192 ÷4 4 8
4 192
-16 3 2
- 3 2

33. Unit 8 Patterns, Functions, and Graphs
No essential content required

34. Unit 9: Fractions Timing March, April, and May (23 Days) Big Ideas
Compare and order fractions
Write equivalent fractions
Convert and use improper fractions and mixed numbers
Add and subtract fractions less than 1 with like and unlike denominators
Multiply fractions and whole numbers

35. Unit 9: Fold Fractions Strips
1 whole
Take a gray strip and fold it in half.

36. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2
Take a green strip and fold it into three equal parts.

37. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2 1 3
Take a pink strip and fold it into four equal parts.

38. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2 1 3 1 4 1 4 1 4 1 4
Take a gold strip and fold it into six equal parts.

39. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6
Take a blue strip and fold it into eight equal parts.

40. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6 1 6 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8

41. Unit 9: Fold Fractions Strips
1 whole 1 2 1 2 1 3 1 4 1 4 1 4 1 4 1 6 1 6 1 6 1 6 1 8 1 8 1 8 1 8 1 8 1 8 1 8 1 8

42. Unit 9: Fractions Build with unit fractions (p.841)
Find equivalent fractions (p.843)
Quick Practice with fraction cards (p.847)

43. Unit 10: Three-Dimensional Figures
Timing
May (6 Days)
Big Ideas
Identify, compare, and classify three-dimensional figures
Construct prisms with different bases
Recognize nets for three-dimensional figures
Find the surface area of rectangular prisms

44. Unit 11: Decimal Numbers Timing May and June (15 Days) Big Ideas
Relate decimals to fractions and whole-number place values
Use knowledge of whole numbers to add and subtract decimals
Use number lines to emphasize equivalent fractions and decimals and to explore concept of rounding
Estimate sums and differences by rounding

45. Unit 12: The U.S. Customary System
Timing
June (5 Days)
Big Ideas
Apply and solve problems using customary units to measure distance, area, volume, weight, capacity, time, and temperature
Convert among customary units of length

46. Think Central Website
Think Central Login Page

47. MCTM Vocabulary List
Distribute Vocabulary lists

48. Closer Activity: Dice Game
What you are going to do: Review today’s session
Presenter: Get groups into 4’s and number off
Presenter: Tells teams which number goes first
Teachers: One at a time, roll the dice and respond to the statement that correlates to the number on your dice.
Name one thing I am going to use when I get back to my classroom.
List two strategies you can use to solve a problem.
Name something you learned from someone else.
Name something I am still struggling with.
Name a strategy you are excited about.
Name a change you are going to make in you math lesson.

49. Call or email with any questions
Dr. Monica Hartman