March 18, 2010 Dr. Monica Hartman. March Agenda Quick Practice (30 Second Speech) Multiplication...
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Transcript of March 18, 2010 Dr. Monica Hartman. March Agenda Quick Practice (30 Second Speech) Multiplication...
March 18, 2010Dr. Monica Hartman
March AgendaQuick Practice (30 Second Speech)Multiplication Methods (Talking Chips)Unit 5 ReviewUnit 7-12 OverviewThink Central WebsiteMCTM Math Vocabulary ListClosure- Dice Game
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.
1. Teachers: Write answer on a sticky note and prepare 30 second speech.
2. Presenter: Announces Partners3. Presenter: Announces which partner goes first4. Teacher A: Presents 30 second speech5. Teacher B: Presents 30 second speech6. Teachers: Thanks partner and sits down.
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)
Unknown AddendFour 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.
Unknown Addend – Try It!51 = 5 • 10 + d
34 = 5 • 6 + t
4 • 5 + n = 24
10 • 5 + h = 59
4 • 8 + p = 35
Zero PatternsFour 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.
Zero Patterns: Try It!
Problem Class Responds Student Leader Writes
3 83 80
3 800
Zero Patterns: Try It!
Problem Class Responds Student Leader Writes
3 8 24 ones equals twenty-four
3 80
3 800
Zero Patterns: Try It!
Problem Class Responds Student Leader Writes
3 8 24 ones equals twenty-four = 24
3 80
3 800
Zero Patterns: Try It!
Problem Class Responds Student Leader Writes
3 8 24 ones equals twenty-four = 24
3 80 24 tens equal two hundred forty
3 800
Zero Patterns: Try It!
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
Zero Patterns: Try It!
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
Zero Patterns: Try It!
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
Division With RemaindersHave 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.
Division With RemaindersProblem Response
11÷ 4
Hold up fingers to show factor
Division With RemaindersProblem Response11÷ 4 Each student holds up 2
fingers(Hand signal from leader)
3 extra
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.
How Many Extra? Try It!
8 59
8 59
7
8 59
7
-56 3
Students hold up 7 fingers
Class says: 3 extras
Leader writes answer
Multiplication MethodsTalking Chips
What you are going to talk about:
Explain one of the multiplication methods – Area Model, Rectangle Sections, Expanded Notation, Algebraic Notation.
1. Number off in groups of 4
2. Teachers: Each person holds a chip
3. Presenter: Tell group what number is going to start
4. 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.
5. Team Share Out: How are each of these methods related?
Area Model
A model of multiplication that shows each place-value product within a rectangle drawing.
435 = 400 + 30 + 5
9
400 + 30 + 5
9435 x 9
9 x 400 = 3600 9 x 30 = 270 9 x 5 = 45
Rectangle Sections Model
A strategy for multiplying or dividing multi-digit numbers.
435 = 400 + 30 + 5
9
400 + 30 + 5
99 x 400 = 3600 9 x 30 = 270 9 x 5 = 45
360027045+
5 1
1
9 3,
Expanded Notation Model376 = 300 + 70 + 6
9
99 x 300 = 2700 9 x 70 = 630 9 x 6 = 54
3 0 0 + 70 + 6 9
3 7 6 =x 9 =
9 x 300 = 2700
9 x 70 = 630
9 x 6 = 54
3,384
Algebraic Notation Model
475 = 400 + 70 + 5
6
66 x 400 = 2400 6 x 70 = 420 6x5= 30
6 475 = 6 (400 + 70 + 5)
= (6 400) + ( 6 70 ) + ( 6 5 )
= 2400 + 420 + 30
= 2,850
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
Unit 7: Multi-Digit Division
192 ÷4
Unit 7 Rectangle Sections Method
1924
40
-160
32
+
32
8
-32
0
= 48
3248 ÷ 5
Unit 7 Rectangle Sections Method
Try this with the rectangle sections method on your own!
Unit 7 Expanded Notation Method
192 ÷4
4 19240
-160
32
Unit 7 Expanded Notation Method
192 ÷4
4 192 40
-160 32
8
- 320
Unit 7 Expanded Notation Method
192 ÷4
4 192 40
-160 32
8
- 320
48
Unit 7 Expanded Notation Method
18,435 ÷ 5
Try this with the expanded notations method on your own!
Unit 7 Digit-By-Digit Method
192 ÷4
4 192 4
-16 3
8
- 3 20
2
Unit 8 Patterns, Functions, and Graphs
No essential content required
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
Unit 9: Fractions
Unit 9: Fold Fractions Strips1 whole
Take a gray strip and fold it in half.
Unit 9: Fold Fractions Strips1 whole
12
12
Take a green strip and fold it into three equal parts.
Unit 9: Fold Fractions Strips1 whole
12
12
13
13
13
Take a pink strip and fold it into four equal parts.
Unit 9: Fold Fractions Strips1 whole
12
12
14
14
14
14
13
13
13
Take a gold strip and fold it into six equal parts.
Unit 9: Fold Fractions Strips1 whole
12
12
14
14
14
14
13
13
13
16
16
16
16
16
16
Take a blue strip and fold it into eight equal parts.
Unit 9: Fold Fractions Strips1 whole
12
12
14
14
14
14
13
13
13
16
16
16
16
16
16
16
18
18
18
18
18
18
18
18
Unit 9: Fold Fractions Strips1 whole
12
12
14
14
14
14
13
13
13
16
16
16
16
16
16
16
18
18
18
18
18
18
18
18
Build with unit fractions (p.841)
Unit 9: Fractions
Find equivalent fractions (p.843)
Quick Practice with fraction cards (p.847)
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
Unit 10: Three-Dimensional Figures
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
Unit 11: Decimal Numbers
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
Unit 12: The U.S. Customary System
Think Central WebsiteThink Central Login Page
MCTM Vocabulary ListDistribute Vocabulary lists
Closer Activity: Dice GameWhat you are going to do: Review today’s session 1. Presenter: Get groups into 4’s and number off2. Presenter: Tells teams which number goes first3. Teachers: One at a time, roll the dice and respond to the statement that
correlates to the number on your dice.
1. Name one thing I am going to use when I get back to my classroom.
2. List two strategies you can use to solve a problem.3. Name something you learned from someone else.4. Name something I am still struggling with.5. Name a strategy you are excited about.6. Name a change you are going to make in you math
lesson.
