Understanding Our Solar System!

December 3, 2014

Jared Catapano

EDTE 621: Teaching for Mathematical Inquiry

Dr. Blanche Brownley

Standards-based 4th Grade Unit

CCSS.MATH.CONTENT.4.NBT.B.4Fluently add and subtract multi-digit whole numbers using the standard algorithm. CCSS.MATH.CONTENT.4.NBT.B.5Multiply 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.2Read 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.3Apply 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 computationReview comparing numbers using the answers from the +/- computations (two-digit/one-digit answers)Place value (up to hundred-thousands place)Multiplication factsMultiplying two-digit by one-digit numbersMultiplying two-digit by two-digit numbersRoundingMultiplying two-digit by two-digit numbers using rounding to the nearest tenMultiplying three-digit by three-digit numbers Multiplying three-digit by three-digit numbers using rounding to the nearest hundredMultiplying three-digit by two-digit numbersMultiplying three-digit by two-digit numbers using rounding to the nearest ten or hundredProblem 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 Outcome The 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 Data Student’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.

Creativity Student 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!

ProductGreater

LessFactor

Round upRound 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 32) A 2 and a 93) A 4 and a 54) A 1 and a 0

Scenarios