Students develop understanding of why division procedures work based on the meaning of base-ten numerals and properties of operations. Students They finalize fluency with multi-digit addition, subtraction, multiplication, and division. They apply their understandings of models for decimals, decimal notation, and properties of operations to add and subtract decimals to hundredths. They develop fluency in these computations, and make reasonable estimates of their results. Students use the relationship between decimals and fractions, as well as the relationship between finite decimals and whole numbers (i.e., a finite decimal multiplied by an appropriate power of 10 is a whole number), to understand and explain why the procedures for multiplying and dividing finite decimals make sense. They compute products and quotients of decimals to hundredths efficiently and accurately.

Lesson 2.1 Estimation Common Core Focus 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Lesson MMR: Extended Facts MM Do not do Part 1,2 or 3 Do Page 45 from Lesson 2.6 Do R 2.3 (outside resource) Do P 2.3 (outside resource) Math Box (Skip #4) No HW or you may use P 2.3 if you are not able to get to it Notes You are teaching the skill of rounding to the place that makes sense for the problem. Rounding is situational.

FactorsProductFactorsProductFactorsProductFactorsProduct 7x37x3070x30700x30 4x104x6040x60400x60 Why do you add a zero in the product for every zero that is in the factors?

Problem“Friendly” NumbersEstimate * Use a number line to help you visualize friendly numbers

___.___ ___.______ ___.____ Round to the Nearest Hundredth Round to the Nearest Tenth Round to the Nearest One

__0 __00 _,000 Round to the Nearest Thousand Round to the Nearest Hundred Round to the Nearest Ten

__0,000 __00,000 Round to the Nearest Hundred Thousand Round to the Nearest Ten Thousand

Problem“Friendly” NumbersEstimate * Use a number line to help you visualize friendly numbers

Problem“Friendly” NumbersEstimate * Use a number line to help you visualize friendly numbers

Lesson 2.2: Addition of Whole Numbers and Decimals Common Core Focus 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson Readiness: Building numbers with Base 10 Blocks MMR: Expanded Notation MM Part 1 and Part 2 Enrichment discussion Math Box Study link Notes Should be doing column addition, but start with partial sums. Be sure each student understands place value. *You only need to add and subtract numbers to the hundredths place!

Number (Standard Form) Base 10 Blocks Draw It Expanded Form Write It

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

Number Value Number Value Number Value Number Value

Original NumberChangeNew Number 37, =37,700

ThousandsHundredsTens Ones + = Add The Parts Put The Sums Together = Break The Parts Thousands+Hundreds+Tens+Ones Problem

Column Addition (Adding and Regrouping The Tens) 10,0001, =112(10+2)9811 (10+1) 12,981

Column Addition (Adding and Regrouping The Tens) 10,0001, =

TensOnesTenths Hundredths + = Add The Parts Put The Sums Together = Break The Parts Tens+Ones+Tenths+Hundredths Problem

Column Addition (Adding and Regrouping The Tens) 10,0001, =

+10,000 +1,

38+23=w

Number ModelBar Model

2.3 Subtraction of Whole Numbers and Decimals Common Core Focus 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson Readiness MMR MM Part 1 (use SRB as directed) Part 2 Math Box Study Link Notes Trade first and counting up only. **No partial differences**

Column Subtraction (Subtracting and Borrowing The Tens) 10,0001, (17) 10+4(14) 9 (8+1)78 (7+1) =294 7

Column Subtraction (Subtracting and Borrowing The Tens) 10,0001, =

Column Subtraction (Subtracting and Borrowing The Tens) 10,0001, =

-10,000 -1,

61-23=w

Number ModelBar Model

2.4a Addition and Subtraction Number Stories Common Core Focus 4.NBT.4. Fluently add and subtract multi-digit whole numbers using the standard algorithm. 1 Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. Lesson Readiness with bar models MMR MM Part 1: Do this together and use bar models Part 2: Game Math Box Study link Notes Review problem solving strategies from Sweethome problem solving model. Frank - Bar Models need to be made for p. 37/38 and readiness 2.4b- Continue With Lesson 2.4a

Start Change End + = 4 butterflies were sitting on a branch. 2 more landed on the branch. How many butterflies were on the branch now?

Total Amount Unknown# Story The team had 8 runs. They scored 2 more. How many do they have in all? 8+2=R 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+D=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? B+5=10 R D B5

Start Change End - = There were 5 butterflies sitting on a branch. 2 flew away. How many were left?

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

1 st Part 2 nd Part End + = There were 4 butterflies and 2 ladybugs sitting on a branch. How many insects were sitting on the branch?

Whole Unknown # Story There were 2 apples and 8 bananas in the fruit bowl? How many pieces of fruit were in the bowl? F=2+8 First Part Unknown Jim had 10 brothers and sisters. How many sisters did he have if head 2 brothers? 10=s+2 Second Part Unknown Jim had 10 brothers and sisters. If he had 5 brothers, how many sisters did he have? 10=5+B F S2 5x

Bar Modeling- Comparison Number Model: _________-__________=_________ (more or less)

Larger Smaller Amount -= Jim has 5 butterflies. Mary has 2. How many more butterflies does Jim have than Mary?

Amount More (or Less) Unknown c Difference # Story Ted has 10 crayons. Neil has 4 crayons. How many more crayons does Ted have than Neil? How many fewer crayons does Neil have than Ted? 10-4=c Smaller Amount Unknown 6 Difference Ted had 10 crayons. Neil has 6 less than Ted. How many crayons does Neil have? 10-6=c Larger Part Unknown 5 Difference Ted Has 5 crayons. Neil has 5 more than Ted. How many crayons does Neil have? 5+5=c 10 4 c c 5

1.) M Number Model: Solution Number Model: Solution Bar Model 2.) Number Model: Solution Number Model: Solution Bar Model 3.) 4.)

Number Model: Solution Number Model: Solution Bar Model 6.) Number Model: Solution Number Model: Solution Bar Model 7.) 8.) 5.)

2.5 Estimate Your Reaction Time Common Core Focus Lesson Readiness!!! Do 1 and 2 on board and talk about them. Blue teaching box in TM 105 is the mini- lesson. See line plots on TM 106: that will be the model we use Use the following website: Math Box Study link Notes do it yourself first. *Will probably need a number sheet from 0.1 to 0.4 with enough space to write hundredths between. *DOMINANT HAND only *emphasis is on rounding decimals and plotting them on line plot NOT landmarks.

2.7 Estimating Products Common Core Focus Lesson Readiness MMR MM Part 1 Math Box –skip 1,6 Study link Additional worksheets you may want to use to reinforce the skill: R 3.3 and P 3.3 (outside resource – whole numbers) R 6.2 and P 6.2 (outside resource – decimals) Notes *emphasis is on “about how big” not magnitude (substitute wording) Force the habit of kids estimating before ANY calculation. Reward this behavior!

Estimate Products Area Model EstimateRound To A Friendly Number 14 68

Estimate Products ___ ____ Area Model EstimateRound To A Friendly Number

P.S. DAY THE FOURS PROBLEM from Journal 2, Pages Common Core Focus Lesson Notes

2.8 Multiplication of Whole Numbers and Decimals (Day 1) Common Core Focus 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Lesson Readiness: must use base 10 blocks MMR MM Part 1 – Have them solve all the problems using partial products. Note USE the base 10 blocks Use document camera to show whole class Do an exit slip with one 2 digit x 2 digit partial product to assess. Need to carefully check each student for proficiency. Is the problem with the algorithm or with knowing basic facts?

Area Models and Partial Products x 22 Area Model 20x x4 80 2x x

Area Models and Partial Products Area Model Problem

2.8 – Day 2-3 Common Core Focus 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Lesson Part 2: Journal page 52, use Bar Models to solve. Enrichment activity: Very important for ALL students Study Link 2.8 Note You will determine how many days to spend on Partial Products. You may need to extend this lesson 1 or 2 days. It is essential that the kids to have a strong understanding of PP before they move into lesson 2.9

1.) Number Model: Solution Number Model: Solution Bar Model 2.) Number Model: Solution Number Model: Solution Bar Model 3.) 4.)

2.9 Transition to Standard Algorithm: (Day 1) Traditional Method:Multiplication 2 digit by 1 digit Common Core Focus 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Lesson MMR MM Teach the Traditional method: start with some 2 digit by 1 digit problems and 3 digit by 1 digit problems. *Give students some practice problems and let them use Base 10 blocks to help them gain a better understanding of how the traditional method works. Use R 3.6 to help explain what the kids need to think as they solve the problems. Use P 3.6 for additional practice and homework. Math Box Notes NO LATTICE METHOD - will use Traditional method. In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Estimate Products Area Model Estimate Round To A Friendly Number x9 Problem

36063 Add The Products =

Traditional Multiplication- 2 Digit by 2 Digit Traditional Method Expanded __x9__ 3 (63) (36+6) 42(0) 423 Traditional Method 1 47 X9 423

Estimate Products ___ Area Model Estimate Round To A Friendly Number __ Problem

____ Add The Products + = Traditional Method ___ Area Model ___

2.9 Transition to Standard Algorithm: (Day 2) Traditional Method:2 digit by 2 digit Common Core Focus 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Lesson Teach the Traditional method: 2 digit by 2 digit Use R 3.7 to help explain what the kids need to think as they solve the problems. Use P 3.7 for additional practice and homework. Notes Traditional Method In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Estimate Products Area Model Estimate Round To A Friendly Number x13 Problem

Add The Products = 728 Traditional Method _x13__ 8 (18) (36+6) 16(0) 6(0) 5(00)

Traditional Method Expanded _x13__ 8 (18) (15+1) 16(0) 6(0) 5(00) 728 Traditional Method 56 x (0) 728 Traditional Method: 2 Digit by 2 Digit

Estimate Products Area Model Estimate Round To A Friendly Number Problem ____ ___

____ Add The Products + = Traditional Method ___

2.9 Transition to Standard Algorithm: (Day 3) Traditional Method:3 digit by 2 digit Common Core Focus 5.NBT.5 Fluently multiply multi-digit whole numbers using the standard algorithm. Lesson Teach the Traditional method: 3 digit by 2 digit *****You do not need to multiply numbers larger than 3 digit by 2 digit***** Use R 3.8 to help explain what the kids need to think as they solve the problems. Use P 3.8 for additional practice and homework. Notes Traditional Method In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Estimate Products Area Model Estimate Round To A Friendly Number 317 x42 Problem

Add The Products =

Traditional Method X Traditional Method Expanded x42 4 (14) (2+1) 3(0) 6(00) 8(0) (280) (4+2) 6(00) 12(000) 13214

Estimate Products Area Model Estimate Round To A Friendly Number Problem ____ ___

Add The Products = ___

2.9 Transition to Standard Algorithm: (Day 4) Traditional Method: Decimals Common Core Focus Lesson Teach the Traditional method: Using numbers with decimals. *****You will not need to multiply any numbers that goes to the thousandths place. Use only decimals up the hundredths place***** Use P 6.5 and P 6.6 for additional practice. Homework: Study Link 2.9 but they have to use traditional method … Not Lattice Notes Traditional Method In this lesson, continue to reinforce that the students need to make an est. before solving each problem and have them write that est. before they solve it.

Multiplying by Decimals- All About the tens and tenths x 100x 10x 1x.1 (1/10)x.01 (1/100) Do the digits change when multiplying whole number and decimals? Does the value of the digits change when multiplying whole numbers and differences?

x3=t t= 4x.3=t t= Multiplying Decimals and Whole Numbers SimilarDifferent

2.9 Transition to Standard Algorithm: (Day 5) PP and Traditional, Side by Side Common Core Focus Lesson You are going to have the kids solve some multiplication problems in their notebooks. We would like you to model solving the problems using PP and Traditional, side by side. Make sure they estimate before answering the problems. Use all problems on 54, 55 in EM Journal to model pp/traditional side by side and have them practice in their notebooks. INSERTED HW 2.9HW1 and 2.9HW2 Notes Show Educreations video from June to show transitions... You can find this on the Wiki

2.10 Comparing Large Numbers Through Games Common Core Focus Lesson Readiness: play game MMR MM Part 1: Ask the questions on Teacher Manual pg 79. NO journal pages Part 2: play game and Number Top-It Study link Notes

Comparing Number Situations What can you buy with… $2?$2,000?$20,000? What type of transportation would you use to travel…. 2 Miles?20 Miles?20,000 Miles? How long would it take to read… 2 Pages?200 Pages?2,000 pages?

NumberMillionsHundred Thousands Ten ThousandsThousand s HundredsTensOnes >

Player 1 o r=Player 2