Elementary Mathematics

4th Grade Unit 9: Penny Jars and Plant Growth

BEGIN WITH THE END IN MIND! common core expectations...


Double Plus One


Multiplies of Nine

The Locker Game



Unit at a Glance

Suggested Dates:
April 24- May 2

Estimated Duration: 7 days
*Investigation 1: SKIP
*Investigation 2: 8 lessons 
(2.1-2.3 combine to 2 days- You could do the same for 2.6-2.8)
*Investigation 3:  SKIP


Smart Board, Promethean, and Power Point Files:

Smart Board:

Unit 9

 




Tools for Teachers

Square Numbers

Triangular Numbers

Chairs Around the Table

Patterns That Grow

End of Unit Assessment Rubric

4th Grade Vocabulary List in English and Spanish

4th Grade Vocabulary List

Investigations Vocabulary

Investigations Unit Vocabulary

Extension Projects for Investigations


*Remember to upload files to share with others, or locate files to use, on the wiki. Be sure to join discussion posts with other colleagues to ask questions, answer questions, and discuss math.

STANDARDS FOR MATHEMATICAL PRACTICE

MP 2 - Reason abstractly and quantitatively

What is the relationship of the quantities?

MP 4 – Model with mathematics

What are some ways to represent the quantities?

What is an equation or expression that can be used to find the missing quantities?

MP 7 - Look for and make use of structure.

How do you know if som
ething is a pattern?

TEAM TIME!
DISCUSS THE FOLLOWING WITH YOUR GRADE LEVEL TEAM:

Read page 141 Discuss the importance of using tables for the standard 4.OA.5.  What do tables provide students? (They provide an organized representation of data, showing how pairs of values are related.)  When students are looking at the table are students able to see the relationship between the two quantities? 

Read the section Words and Symbols.  Discuss how students can use words and arithmetic expressions to express a general rule for the different situations that students will be working on in this unit.

OPPORTUNITIES FOR DIFFERENTIATION...

Suggestions for students who are struggling...


Allow students to use counters or pennies.

Have students write the arithmetic expressions to track the pattern.

Have students create a table when generating and analyzing patterns.


Suggestions for students who fully understand...

Give students more challenging numbers

Allow students to create their own patterns using different start numbers.



COMMON CORE STATE STANDARDS IN THIS UNIT

Link to the CCSS Unpacking Document- Updated Sept. '14

4.OA.5  Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

4.NBT.6 (Click CCSS for video) Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Words you should hear students use in Mathematical Conversations...

Allow students to generate patterns with a partner.  Have each group switch problems with another group and solve each other’s problems. 




TAKE NOTE FOR EACH INVESTIGATION

INVESTIGATION 1

Skip this investigation.



INVESTIGATION 2

INVESTIGATION 3

Skip this investigation.

TEN MINUTE MATH! 
Closest Estimate