Understanding Our Solar System!

December 3, 2014 Jared Catapano EDTE 621: Teaching for Mathematical Inquiry Dr. Blanche Brownley

CCSS.MATH.CONTENT.4.NBT.B.4 CCSS.MATH.CONTENT.4.NBT.B.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. CCSS.MATH.CONTENT.4.NBT.B.5 CCSS.MATH.CONTENT.4.NBT.B.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. CCSS.MATH.CONTENT.4.NBT.A.2 CCSS.MATH.CONTENT.4.NBT.A.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. CCSS.MATH.CONTENT.4.MD.A.3 CCSS.MATH.CONTENT.4.MD.A.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor. Common Core Standards:

Can we measure the characteristics of the planets in our solar system, they interact with one another, and how they work so seamlessly together through addition, multiplication, and comparing numbers? Essential Question

Review adding and subtracting two digit/two digit computation Review comparing numbers using the answers from the +/- computations (two-digit/one-digit answers) Place value (up to hundred-thousands place) Multiplication facts Multiplying two-digit by one-digit numbers Multiplying two-digit by two-digit numbers Rounding Multiplying two-digit by two-digit numbers using rounding to the nearest ten Multiplying three-digit by three-digit numbers Multiplying three-digit by three-digit numbers using rounding to the nearest hundred Multiplying three-digit by two-digit numbers Multiplying three-digit by two-digit numbers using rounding to the nearest ten or hundred Problem solving (how do we figure how long a revolution will take if we know speed and distance?) Comparing large numbers (up to hundred-thousands) Road Map

Understand and compare measurements of planets’ revolutions, rotations, and sizes through addition, multiplication, comparing numbers, and area. Unit Project

OPTION 1: The written paper must explain the explanation points above in Standard English along with your computation work on a separate page. OPTION 2: The physical model must show each planet in our Solar System. Each planet must be labeled with the explanation points above. Computation must be shown in index cards or separate sheets of paper. OPTION 3: The group tableau presentation must include the explanation Three Project Choices

Does Not Meet the Standard (1) Meets the Standard (2) Exceeds the Standard (3) Data OutcomeThe student’s math is mostly or completely done without using logical methods to solve. Problems were not completed with a full understanding of the material. The student’s math is done in a logical way. One or two final answers may be incorrect, but the problems were completed with an understanding of how to solve. All of the student’s problems were completed in a logical way and output all correct answers. Explanation of DataStudent’s explanation of the data was brief (1-2 sentences/statements) and/or did not provide enough information to show understanding of the material. Student explained the data using 1-2 paragraphs/two minutes of explanation and provided enough information to show an understanding of the material. Student explained the process and outcome of the data correctly and in great detail. CreativityStudent was unable to present her/his information in a way outside of a standard format. This would include a simple, typed report (written report), no color of planets or celestial bodies (model), or showing no creative body movement (tableau). Student attempted to add creativity to her/his project. This would include such ideas as graphs (written report), colors of planets (model), or utilizing creative body movement and/or narration (tableau). Student used a great deal of creativity in her/his project. This would include student-created labeled graphs (written report), labels and colorful planets / celestial bodies (model), or utilizing many kinds of body movement and/or narration. Scoring Rubric

If Earth travels at 67,108 mph in its revolution around the sun and it take 8,760 hours, how many miles does it travel? Round to the nearest hundred thousand. Solve!

Product Greater Less Factor Round up Round down Key Vocabulary

Rounding with Literature Connection and Game Lesson Walk-Through

Students will play a card game that helps them practice rounding: Students will be split up into groups. One group will play the card game independently One group will play the card game with the teacher Take the face cards out of a deck of cards and place the deck face down between two or more players. Each player takes a turn drawing two cards and uses them to make a double-digit number (for example, a 5 and a 2 would be 52). The players round their numbers (52 would be 50), and the player with the highest number wins. Rounding Card Game

Would we round up or round down if a student pulled… 1)A 6 and a 3 2)A 2 and a 9 3)A 4 and a 5 4)A 1 and a 0 Scenarios