Elementary Mathematics

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

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.

**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.

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.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.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.

**INVESTIGATION 1
Skip this investigation.**