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Grade 4 Math Map Module I 2015-16 (PDFDrive)

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Typical Day Daily Routine (15-20 min) Daily Lesson/Weekly Word Problem (30-40 min) Closure (5-10 min) Daily Routines (DR): Add new routines each week. Trade in and out old routines as necessary but continue to have students practice and building skills with ALL routines, Daily Lessons (DL): emphasize “big ideas” during daily Lessons. Weekly Word Problems (WWP): refer to CGI word problem matrix/chart. Vary word problems to meet the needs of your students (12 word problem types should be introduced (Kinder), developed (1st grade), and mastered by the end of 2nd grade) Closure: Close each lesson with a review of the language and content objective BIG IDEAS (YEAR LONG OVERVIEW): * Place Value, Rounding, and Algorithms for Addition and Subtraction (29 days) * Unit Conversions and Problem Solving with Metric Measurement (7 days) * Multi-Digit Multiplication and Division (38 days) * Angle Measure and Plane Figures (16 days) * Fraction Equivalence, Ordering, and Operations (45 days) Decimal Fractions (20 days) + Exploring Measurement with Multiplication (20 days) 42 Grade Focus Standards for Module 1 Generalize place value understanding for multi-digit whole numbers. [Link].1 | [Link].2| [Link].3 Number & Operations in Base Ten [Link].1 | [Link].2 | [Link].3 | [Link].4 Operations & Algebraic Thinking 4.0A3 Use place value understanding and properties of operations to perform multi-digit arithmetic, [Link].4 Use the four operations with whole numbers to solve problems. 4.0A3 Module 1 (29 days) Start 8/26/15- End 10/9/15 Mid-Module Review, Assessments, Remediation/Extension 9/15-9/18 End-of- Module Assessment Task, Remediation, Extension10/06-10/9 Week 4 (Aug. 26- 3 days Number of Lessons: 1 Big idea: Place Value, Rounding, and Algorithms for Addition and Subtraction Lessons: Lesson 1: Qhiective: I Week 2 (Aug. 31- 5 days) Number of Lessons: 5 Big Idea: Place Value, Rounding, and Algorithms for Addition and Subtraction Lessons: Lesson 2: Obiective: Recognize a digit represents 10 times the value of what it represents in the place to its right. Lesson 3: Obiective: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units. Lesson 4: Objective: Read and write multi-cigit numbers using base ten numerals, number names, and expanded form. Lesson 5: Obiective: Compare numbers based on meanings of the digits, using >, <, or = to record the comparison. Lesson 6: Objective: Find 1, 10, and 100 thousand more and less than a given number. Week 3 (SEPT. 8- 4 days) Number of Lessons: 4 Big Idea: Place Value, Rounding, and Algorithms for Addition and Subtraction Lessons: Lesson 7: Objective: Round multi-digit numbers to the thousands place using the vertical number line. Lesson 8: Objectives: Round multi-digit numbers to any place using the vertical number line. Lesson 9: Obiective: Use place value understanding to round multi-digit numbers to any place value. Lesson 10: Objective: Use place value understanding to round multi-digit numbers to any place value using real world applications Week 4 (SEPT. 15- 4 days) “sessment: ii SS SCENERY Task prior to Lesson 11 dumber of Lessons: 1, Mid-Module Assessment Task (1 day), Review/Extension (3 days) Extension Opportunities: https www illustrativemathematics org/illustrations/301 https. /www illustrativemathematics org/illustrations/1809 [Link] [Link]/illustrations/1806 [Link] [Link]/illustrations/487 httos:/Mwww illustrativemathematics. org/illustrations/1481 Week 5 (Sept. 21-4 days) Number of Lessons: 4 Lessons: Lesson 11: Objective: Use place value understanding to fluently add multi-digit whole ‘numbers using the standard addition algorithm and apply the algorithm to solve word problems using tape diagrams. Lesson 12: Obiective: Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding Lesson 13: Objective: Use place value understanding to decompose to smaller units once using the standard subtraction algorithm and apply the algorithm to solve word problems using tape diagrams. Lesson 14: Objective: Use place value understanding to decompose to smaller units up to 3 times using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. Week 6 (Sey Number of Lessons: 5 Lessons: Lesson 15: Objective: Use place value understanding to fluently decompose to smaller units multiple times in any place using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. Lesson 16: Objective: Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams and assess the reasonableness of answers using rounding. Lesson 17: Objective: Solve additive compare word problems modeled with tape diagrams Lesson 18: Objective: Solve multi-step word problems modeled with tape diagrams and assess the reasonableness of answers using rounding Lesson 19: Objective: Create and solve multi-step word problems from given tape diagrams and equations, Week 7 (Oct. 6- 4 days) | “umber of Lessons: 1 (Review, Assessment, 2 days for Remediation/Extension) Assessment: Se Extension Opportunities: [Link] [Link]/illustrations/301 [Link] illustrativemathematics. org/illustrations/1809 https :/www [Link]/iilustrations/1806 https ://www .[Link]/illustrations/487 [Link] [Link]/illustrations/1481 [Link] illustrativemathematics. org/content-standards/tasks/873 Routines and Act Number Talks, by Sherry Parrish - pgs. 197-200 Kagan, Cooperative Math: Engaging Structures & Activities, Grades 3-5 © Expanded Form: Use Rally Coach Activities pgs. 176, 181 © Compare Whole Numbers: Use Showdown Activities pgs. 194-195, 199-202 © Base Ten Numbers: Use Who Am I? Activities pgs. 232, 236-244. (This activity can be used in the _ beginning of the unit to show routines. It can be modified to fit 4th grade standards.) © Money: Use Rally Coach Activities pgs 176, 184 © Number/Shape Patterns: Use Find Someone Who pgs 50, 59 ‘© Number Patterns: Quiz-Quiz-Trade pgs 94, 121-128 (Other operations are used, can be used in Unit 4) © Input/Output Tables: Quiz-Quiz-Trade pgs 94, 129-136 (Other operations are used, can be used in Unit 4) Deda 0 Oey | ng Lab Sampling / Whit Ag Science Health Tr "2k® Senior Activities com ty ake WY GE stynaptor Ema Updates. | — Se TanGA96 © Arts & Crafts Education Farm Sup Beach word (QB) eueno re Math: Engaging Structures & Activites Main Teacher Resources TeacherResources Teaching Math Books Coop Cooperative Math: Engaging Structures & Activities Product Number: T824731T —{ quantty:(T) (Add wo Basket ) Price: $26.95 2 hast Fovortes To check availabilty of this Item, enter your billing zip code: Ce) F* an 123 Discount Quote? £ Protuct Reade i Se sie) 5) B Piet Page 15 Emaito a Friend Large View | View Related tems duct Description It’s easy to make mathematics cooperative and engaging with the activities in this book. Contains 7 highly interactive Kagan Structures and nearly 50 ready-to-use activities that fit the NCTM Standards. The cooperative math activities in this text are uaranteed to engage everyone in your class while saving you lots of prep time! 272 pages. Grades 3-5. (ck here fr downlondable POF. OComments Nasco Online Catalogs @ Login - Recommend —_[ Share Sort by Best + @ Siar the discussion rN Be the first to comment. ‘sopping Help Distributors-Dealers-Vendors Safe & Secure Shopping Company Information Bisngual Products Got New Produ lor Us? (Check Order Statue ‘pout Us How fo Place an Order Purchase Order Tenns & Conditions Coupon Exceptions Customer Service Searcn Help les Decors and Buyers Frequent Asked Questions Calatog Outlet Sioves Sanh MyAccomt Orde Sta My NOOK — Stowe Eset Hop Pre-Order Hatper Lee's Go Set a Watchman Shopping 8290s) ‘Search Over 30 Milion Products ‘aleoducte search Sen, Got REE SP —— Rooks NOOK onks ——Teoks Romain Newasund Teent Kids Topt camer othescolecbles HomeW cits Moves &1¥ ane clcats PING CHILDREN BUIL loons Rees sy ohne ea senoy [rostovetiny a) cine ‘Want to read this on your NOOK? Request as NOOK Book from the publisher Customers Who Bought This Also Bought Routines (/Routines) 7 Edit | © 32 Vpageltistory/Routines) | ‘ck the image for description, video, and related materials, Number Talks ‘Number Line Guess My Rule Broken Calculator ‘ Decimal Between Line ‘Em Up Calculator Digit Change sstions/Commonts: Contact John SanGiovanni at jsangiovanni@henss ora Routines at a Glance Routine _roken Calculator Description Students use the calculator fo solve mulliplication and division problems without using the x and + keys. Calculator Digit Change ‘Students place a two or three digit number into the calculator and must determine a way to change the number in the calculator to a new given number, without simply clearing. Count Around the Circle The Class sits in a circle and students take turns counting around based on a specific pattern. Can be used for counting 2's, 5's, multiples, fractions, etc. Decimal Between Two decimals are written on the board and each student must create a decimal that falls in between the given numbers then place them in order on a number line. Eliminate It! Four boxes where one does not belong and students must explain their justification. Guess My Number Students use digit cards to build a number based on clues rovided. Guess My Rule ‘A Venn Diagram or a Yes/No organizer is used to place numbers that students guess and the placement of numbers is used to determine the rule. Line ‘Em Up Students work in pairs to place four decimals or fractions in order from least to greatest. Number Puzzles Criteria for numbers are generated from pulling cards and students create numbers that fit the criteria, ver Under Students mentally compute and estimate to determine if a sum, difference, product, or quotient is over or under a specified amount. Sparkle The class stands in a circle and the teacher chooses a different skip-count and ending number for each round. The student who says the end number sits down, the last one standing wins. Talk a Mile a Minute’ Today's Number ‘Students play in pairs. One is facing vocabulary words and ‘one has their back tured. The student facing the words gives. clues until itis guessed. A number is given and students record as many representations of that number as possible. Visual representations, descriptions, expressions, and equations can be used to represent. Which is Greater? Equations are placed in columns labeled A and 8, Siudenis mentally compute and use estimation to determine which column is greater orf it is too close to call, Who Am I? ‘A number line with two endpoinis is shown fo students with a? labeled to correspond with a secret number. Students try to guess the mystery number as guesses are recorded until the secret number is guessed. More detailed descriptions, resources, and videos can be found on the HCPSS Mathematics Wiki under Routines, C&L word Problem Mdttrise/chact pe HERSEK HERE RERE RE TEACHER’S GUIDE Cognitively Guided Instruction Cognitively Guided Instruction is an inquiry-based approach to teaching mathematics that was developed at the Wisconsin Center for Education Research (Carpenter et al, 1999), This extensively researched approach provides teachers with knowledge about the developmental stages of children’s mathematical reasoning. This knowledge enables teachers to plan mathematics instruction based on their students’ understanding and guide them toward greater ‘mathematical reasoning and concept mastery. Developing Mathematical Reasoning Using Word Problems ‘The word problems at the end of each legend in the preceding section are based on detailed analyses of various problem situations involving number. These problems are organized within a framework that makes it possible to distinguish among problems in terms of reasoning difficulty. ‘An important aspect of applying this knowledge when teaching is sequencing word problems from easiest to most difficult. Such sequencing allows children to develop mathematical reasoning. The following chart provides examples of 14 different types of word problems. The problems are coded for reasoning difficulty: easiest ¢, slightly more difficult # ¥, more difficult v, and most difficult 4. HERSEK KEKE HERE RE 61 PROBLEM-SOLVING SITUATIONS JOINING PROBLEMS Join: Result Unknown Join: Change Unknown (JCU) GRU) * Grandmother had 5 '¥ Grandmother had 5 strawberries. | Grandmother had some strawberries. Grandfather gave | Grandfather gave her some more. | strawberries, Grandfather gave her 8 her 8 more strawberries. How | Then Grandmother had 13 more. Then she had 13 strawberries, ‘many strawberries does strawberries. How many How many strawberries did Grandmother have now? strawberries did Grandfather give | Grandmother have before Grandmother? Grandfather gave her any? $+8=0 S+0=13 0 +8=13 ‘SEPARATING PROBLEMS ‘Separate: Result Unknown | Separate: Change Unknown | Separate: Start Unknown @SU) (SRU) 4SCU) Grandfather had 13 Grandfather had 13 sirawberries. | # Grandfather had some strawberries. He gave 5 He gave some to Grandmother. | strawberries. He gave 5 to strawberries toGrandmother. | Now he has S strawberries let. _| Grandmother. Now be has 8 ‘How many strawberries does | How many strawberries did strawberries left. How many Grandfather have left? Grandfather give Grandmother? _| strawberries did Grandfather have before he gave any to Grandmother 3-5-0 B-0=5 o- PART -PART-WHOLE PROBLEMS Part-Part-Whole: Whole Unknown (PPW:WU) | Part-Part-Whole: Part Unknow (PPW:PU) Grandmother has 5 big strawberries and 8 small | Grandmother has 13 strawberries, Five are big and the strawberries. How many strawberries does rest are small. How many smal strawberries does Grandmother have altogether? Grandmother have? $4820 1B. ‘COMPARE PROBLEMS Comp, Difference Unknown Comp. Quantity Unknown “omp. Referent Unknown ‘¢¥,Grandfather has 8 ‘4 Grandmother has 5 strawberries. | # Grandfather has 8 strawberries. He strawberries, Grandmother has § | Grandfather has 3 more strawberries | has 3 more strawberries than strawberries. How many more | than Grandmother. How many Grandmother. How many beries does Grandfather have | strawberries does Grandfather have? | strawberries does Grandmother Oo s+0=13 than Grandmother? have? 8-5=0 or $+0=8 $4390 $550 of O+ MULTIPLICATION & DIVISION PROBLEMS ‘Maliiplication “Measurement Division [Partitive Division Grandmother bas 4 piles of | » Grandmother had 12 stawberics. | » w,Grandlather has 12 stawbeia strawberries. There are 3 She gave them to some children. | Ye'wants to give them to ehldren strawberries in each pile, How | She gave each child 3 strawberries. | rhe gives te same numbes of many strawberries des How many children were given | strawberries to each child, how many Grandmother have? ‘strawberries? strawberries will each child get? 4x3=0 1243-0 Problem chart based on Cognitively Guided Instruction Problem Types (Carpenter | HERS HEHEHE RE HERE UNDERSTANDING THE STRUCTURE OF WORD PROBLEM What makes a problem easy or difficult? A goal of Cognitively Guided Instruction is that young children become independent problem solvers who are able to approach and solve word problems without having to rely on having a teacher tell them how to do it. However, a number of factors influence whether a problem is appropriate for a child to solve independently. Understanding these factors helps the teacher decide which word problems to use during instruction. These factors include the following: If the Problem Involvesa Situation ‘That the Child Can Act Out A problem that can be acted out is easier for a child to solve than one that cannot be acted out, For example, te first ofthe following two problemsis easier, Here the child can actually pretend that she is giving strawberriesaway. The second problem is more difficult because it requires ‘more thought to make sense of the question being asked. SRU (Action Direct): Grandfather had 8 strawberries. He gave 3 of them to Grandmother. How many strawberries does Grandfather have now? SRU (Action Indirect): Grandfather gave 3 strawberries to Grandmother. He had 8 strawberries, ‘How many strawberries does Grandfather have now? If the Child is Able to Model the Problem with Counters or Drawing When the quantities given in a problem refer to a complete set of physical objects or amounts, the problem can be modeled directly. When a word problem ‘can be directly modeled, that is, represented in some concrete way on fingers, with tally marks, drawings, or by manipulating counters, the problem is easier. ‘The first of the following two problems is easier because the wording guides the child's modeling. When modeling this problem with counters, a young child might choose to set out the two quantities, lining them up side by side, and then match them to determine the difference. Solving the second problem relies on the child’s ability to ‘mentally determine the relationship between quantities within the problem. CDU direct modeling situation: Grandfather has 8 strawberries. Grandmother has 5 strawberries. How many more strawberries docs Grandfather have? CRU situation that requires al Grandmother has 5 strawberries. She has 3 fewer strawberries than Grandfather. How many strawberries does Grandfather have? HEREHKE HERE KEKE RE Multiplication and division problems can be modeled. Therefore, young children can multiply and divide intuitively Very young children can solve low number multiplication and division problems because such problems can be easily modeled. However, itis important that children first solve many problems involving joining and separating situations. These experiences will allow them to develop the ability to think about numerical quantities within the context of words and to make sense of the question being asked. Multiplication problem: Grandmother has 4 piles of strawberries. There are 3 strawberries in each pile. How many strawberries does Grandmother have? ‘Measurement Division problem: Grandmother gave 12 strawberries to some children, She gave each child 3 strawberries. How many children got strawberries? Partitive Division problem: If Grandfather shares12 strawberries with 3 friends, how many strawberries will each friend get? Ifa problem can be modeled or acted out in the order in which it is heard, it is easier. When first leaming to solve word problems, young children approach them in the order in which they hear them. They do not begin at the end of the problem and work backward, The ability to use inverse thinking develops after children have had many experiences with solving problems and have developed an understanding of the relationships among the numbers within a problem - they understand that combined parts make up the total. For this reason, the first of the following two problems is easier. The wording encourages the child to set out five counters and then add eight more. However, the second problem does not provide a beginning number. The child who has not yet developed the ability to relate a part of a quantity to the total quantity will respond to the second question with, “Some. Grandmother had some strawberries.” Joining problem that can be solved in the word order given: Grandmother had 5 strawberries. Grandfather gave her 8 more, How many strawberries does Grandmother have now? Joining problem that cannot be solved in the order given: ‘Grandmother had some strawberries. Granxfther gave her 8 more. “Then she had 13 strawberries. ‘How many strawberics did Grandmother have before Grandfather gave her any? HRKEKSE HERE HERE RE The Location of the Unknown Influences the Problem Difficulty Because young children solve problems in the order that they hear them, problems that are worded in such a way so that the unknown quantity is located at the end (first example below) are easier to solve. Problems with the missing quantity in the middle (second example below) or at the beginning (third example below) are more difficult, As the child’s understanding of quantity and relationships among quantities develops, s/he becomes able to make sense of the entire question, represent the situation, and plan a solution. When a child is able to do these steps s/he will not need to use manipulatives. Rather, the child will use his or her own unique way of mentally manipulating quantities. SRU location of unknown at end of problem: (8-3 = __) Grandmother had 8 strawberries, She gave 3 to Grandfather. How many strawberries does Grandmother have now? SCU location of unknown in middle of problem: (8-__=5) ‘Grandfatherhad 8 strawberries, He gave some to Grandmother, Now he has 5 ‘Srawberies, How many strawberries did Grandfather give to Grandmother? SSU location of unknown at start of problem: (_-3=5) Grandfather had some strawberries. He gave 3 strawberries to Grandmother. Then he had 5 strawberries left. How many strawberries did Grandfather have before sharing with Grandmother? Children’s Intuitive Solution Strategies Extensive research has documented the developmental thinking processes that children go through when learning to solve word problems (Carpenter et al., 1992). Itis important to emphasize that these processes are intuitive, ones that are not taught to the student by a teacher. To effectively promote the development of mathematical reasoning without usurping the student's intuitive thinking, a teacher must clearly understand the relationships among the different types of word problems (discussed in the previous sections) and the developmental stages of children’s thinking, Detailed descriptions of how children’s solutions vary depending on their developmental ability are provided in the following sections. Relating Solution Strategies to the Developmental Stages of Mathematical Reasoning The following word problems are used to demonstrate how children at different developmental levels will use different strategies when solving the same problems. The strategy that the child uses indicates the child’s stage or level of development. Join: Result Unknown (JRU) Grandfather had 6 strawberries, Grandmother gave him 5 more. How many strawberries does Grandfather have now? Separating: Result Unknown (SRU) Grandmother had 11 strawberries. She gave 5 to Grandfather, How many strawberries does Grandmother have now? Developmental Level I Direct Modeling A child using a Direct Modeling strategy represents each number in the problem with concrete objects. In the following examples, the child solves the Join Result Unknown (JRU) and the Separate Result Unknown (SRU) problem given above by ‘modeling with counters. Child’s Solution to JRU “Grandfather had 6 strawberries. strawberries. ‘One, two, three, four, five, six.” (The child sets our 6 counters.) “Grandmother gave him five More. One, two, four, five.” (Child sets out 5 counters and then pushes both sets together and counts all of the counters.) “Now he has 11 strawberries.” Child’s Solution to SRU “Grandmother had 11 One, two, three, four, five, six, seven eight, nine, ten, eleven.” (Child sets out 11 counters.) “She gave 5 to Grandfather. One, two, ‘Three, four, five.” (Child counts out and removes 5 counters from the group of 11 and counts the remaining counters.) “Now she has. . . one, two, three, four, five, six. She has six.” HERE HEHEHE HEHE RE 66 Developmental Level II Counting On/Back A child using a Counting On/Back strategy is able to hold a number in her/his mind and count on or back from that number while keeping track of the quantity that is added or subtracted using fingers, tally marks, or counters, A child at this level is able to immediately recognize groups such as the amount modeled on his/her fingers without having to recount the fingers. In the following examples the child solves the Join Result Unknown (JRU) and Separate Result Unknown (SRU) problems (problems given above)) using counting strategies, Child’s Solution to JRU Child’s Solution to SRU “I don't have to count the six again, “1 know Grandmother just have to add five to it. had eleven strawberries. Tsay, ‘Seven, eight, Lknow she gave five away. nine, ten, eleven’.” (Child holds So, I count five down, up a finger with each count.) ‘Bleven, ten, nine, eight, “Thave eleven.” seven.’ I have six left.” (Child folds a finger down with each count.) Developmental Level IIT Deriving A child possessing good number sense is able to solve problems in flexible ways, often breaking numbers down and recombining them by using known facts. This child frequently visualizes the quantities and solves the problem with mental math, Child’s Solution to JRU (Above) Child’s Solution to SRU (Above) “1 know that five and five is ten. “T know that ten take away five is five, took one from the six to make five, Dut I started with eleven. The answer must ‘But I must add the one back on, be one more. I's six.” It’s eleven.” HEREHE HEHE RLHERE Matching Solution Strategies to Problem Types The problem solving decisions that a child makes when solving a problem are determined by the problem situation posed to the child. Each of the 14 different problem types requires different reasoning processes. Examples of these processes at each developmental level are provided in this section. Level I Direct Modeling Strategies At the Direct Modeling level, the child concretely represents (using counters, fingers, tally marks, drawings) all numerical quantities within the problem. Below are examples of problems with direct modeling solutions. JRU Problem Grandfather had 3 strawberries. Grandmother gave him 5 more. How many strawberries does Grandfather have now? Solution: Joins-All The child constructs (with manipulatives or drawing) a set of three objects and a set of five objects. The child pushes the sets together and the union of the two combined sets is counted. JCU Problem Grandmother has 5 strawberries. Grandfather gave her some more strawberries, ‘Now Grandmother has 8 strawberries. How many strawberries did Grandfather give her? Solution: Joins-To ‘The child constructs (with manipulatives or drawing) a set of three objects. Objects are added to this set until there is a total of eight objects. The child counts the number of objects that were added to find the answer. SRU Problem Grandfather had 8 strawberries. He gave 3 to Grandmother, How many strawberries does Grandfather have now? Solution: Separates-From The child constructs (with manipilatives or drawings) a set of a set of eight objects. Three objects are removed. The answer is the number of remaining objects. SCU Problem Grandmother had 8 strawberries. She gave some to Grandfather. Now Grandmother has 3 strawberries. How many strawberries did she give to Grandfather? Solution: Joins-To A set of eight objects is counted out, Objects are removed from the set until the number of objects remaining is equal to three. The answer is the number of objects removed. CDU Problem Grandfather has 3 strawberries. Grandmother has 5 strawberries. How many more strawberries does Grandmother have than Grandfather? Solution: Matches A set of three objects and a set of eight objects are matched one to one until one set is used up. The answer is the number of unmatched objects remaining in the larger set. JSU Problem Grandmother had some strawberries. Grandfather gave him 3 more. ‘Now he has 8 strawberries, How many strawberries did Grandmother have to start with? Solution: Trial-and-Error A set of objects is constructed, A set of three objects is added to or removed, and the resulting set is counted. If the final count is eight, then the number of objects in the initial set is the answer. If it is not right, then a different initial set is tried. Level I Counting On/Back Strategies At the Counting On/Back level, the child does not have to represent all quantities in the problem concretely. S/he has learned that a number names a quantity, that is, that a number can be stated rather than represented concretely. These strategies will develop intuitively over time. If'a child is not able to make sense of counting strategies, the child is not developmentally ready to use them and needs more experience modeling solutions, JRU Problem Grandfather had 3 strawberries. Grandmother gave him 5 more strawberries. How many strawberries does Grandfather have now? Solution: Counts-On-From-First Number Heard ‘The child begins with 3 (the first number in the problem and continues on for 5 more counts (keeping track of counts with manipulatives, tallies, or fingers). The answer is the last number in the counting sequence. JRU Problem Grandfather had 3 strawberries. Grandmother gave him 5 more strawberries. How many strawberries does Grandfather have now? RERLHEREHEHERERE Solution: Counts-On-From-Larger The child begins with 5 (the larger quantity and continues on for 3 more counts (keeping track of counts with manipulatives, tallies, or fingers. ‘The answer is the last number in the counting sequence. JCU Problem Grandmother had 3 strawberries. Grandfather gave her some more strawberries. Now Grandmother has 8 strawberries. How many strawberries did Grandfather give her? Solution: Counts-On-To ‘The child uses a forward counting sequence starting from 3 and continues until 8 is reached (keeping track on fingers or tally marks). The answer is the number of counting words in the sequence. SRU Problem Grandfather had 8 strawberries. He gave 3 to Grandmother. How many strawberries does Grandfather have now? Solution: Counts-Down ‘The child uses a backward counting sequence starting from eight. The sequence continues for three counts... . eight, seven, six... the answer is the next number. SCU Problem Grandmother had 8 strawberries. She gave some to Grandfather. ‘Now she has 3 strawberries. How many strawberries did she give to Grandfather? Solution: Counts Down To The child uses a backward counting sequence starting with 8 and continues until 3 is reached, “8, 7, 6, 5, 4...” The answer is the total of number words in the counting sequence, not including the number word three. Level TH Deriving Strategies At this level, the child understands relationships between numbers, S/he solves problems using number facts and derived facts (combines familiar quantities when a specific fact is not at the recall level). An example of a child using a derived fact would be, “I know that nine plus four is thirteen because nine and one is ten and three more is thirteen.” HEKERSHERE KEKE RE 70 Solution Strategies Summary ‘When children begin to solve problems intuitively, they concretely represent the relationships in the problem. Over time, concrete strategies are abstracted to counting strategies, and eventually, as number facts are learned, children apply this knowledge to solve problems. This developmental approach differs from the practice of rote drill for memorization of facts. Children in drill/skill classrooms often are able to recite facts but lack understanding that a fact represents a relationship between quantities; they lack mathematical reasoning in relation to number sense. Children who have been allowed to progress through the stages of ‘mathematical reasoning described in this manual develop both number sense and mathematical reasoning. SYMBOLIC PROCEDURES ‘Much of what has been discussed to this point has focused on children’s informal or intuitive problem-solving strategies. Such strategies are often very different from the standard symbolic procedures typically taught in the elementary school. Standard procedures provide powerful problem-solving tools; however, a concern is that many children merely memorize them. They never develop an understanding of the relationships among numbers within procedures. When allowed to progress through the stages described in the preceding section, a child will develop the habit of looking for numerical relationships. When introduced to the standard procedure, this child will understand the numerical relationships and will view the procedure simply as another strategy for solving problems, HRKE KE KELE RE HERE References Brooks, J. G., & Brooks, M. G. (1993), Jn search of understanding: The case for constructivist classrooms. ‘Alexandria:VA. Association for Supervision and Curriculum Development. Carey, D. A., Fennema, E., Carpenter, TP, & Franke, M. L. (1993). Cognitively guided instruction: Towards ‘equitable classrooms. in W. Secada, E. Fennema, & L. Byrd (Eds.). New directions in equity for mathematics education, New York: Teacher College Press. Carpenter, T. P., & Fennema, E. (1992). Cognitively guided instruction: Building on the knowledge of students and teachers. In W. Secada (Ed.), Curriculum reform: The case of mathematics in the United States. Special issue of the International Journal of Educational Research (pp. 457-470). Elmswood, NY: Pergamon Press, Inc. Carpenter, TP, Fennema, B, Franke, ML. Levi, Land Empson, $.B, (1999). Children’s Mathematics: Cognitively Guided Instruction, Portsmouth, NH: Heineman Collins, A., Brown, J. S., & Newman, S, (1989). Cognitive apprenticeships: Teaching the craft of reading, writing, and ‘mathematics. In 1. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Erlbaum, Fennema, E., Carpenter, T. P., Levi, L. Franke, M. L., & Empson, S. (1997). Cognitively guided instruction: Professional development in primary mathematics. Wisconsin, Madison: Wisconsin Center for Education Research. ‘National Council of Teachers of Mathematics. (1998). Teaching standards for school mathematics. Reston, VA: Author. National Council of Teachers of Mathematics. (2000). Curriculum and evaluation standards for school mathematics. Reston, VA: Author. Resource Information To schedule a Cognitively Guided Instruction ‘workshop, please contact: Dr. Judith Hankes University of Wisconsin Oshkosh Curriculum and Instruction Oshkosh, WI 54901 (020) 424-7254 hankes@[Link] A text describing CGI, Children’s Mathematics: Cognitively Guided Instruction, is available through the Heinemann web site: httpy/4www [Link] CGI web sit Blog: [Link] [Link] buupy/ www [Link]/berk/wip452ahim HRKEHT HEHE HERE HRE EWA CHS Ck cua led GRADE 4+ MODULE + Table of Contents GRADE 4 e MODULE 1 Place Value, Rounding, and Algorithms for Addition and Subtraction Module Overview .. Topic A: Place Value of Multi-Digit Whole Numbers... 1.8.1 Topic B: Comparing Multi-Digit Whole Numbers .. Topic C: Rounding Multi-Digit Whole Numbers... 1C1 Topic D: Multi-Digit Whole Number Addition 1.0.1 Topic E: Multi-Digit Whole Number Subtraction LEA Topic F: Addition and Subtraction Word Problems . Module Assessments .. Pace Vl, Rounding, nd Agorhms for Addon and Subtraction SQMMON [user tose engage'Y Grade 4 @ Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction OVERVIEW In this 25-day Grade 4 module, students extend their work with whole numbers. They begin with large ‘numbers using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the base ten systern on the place value chart ([Link].1), ‘They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming of the corresponding base thousand unit thousand, million, billion)" The place value chart is fundamental to Topic A. Building upon their previous knowledge of bundling, students learn that 10 hundreds can bbe composed into 1 thousand and, therefore, 30 hundreds can be ‘composed into 3 thousands because a digit’s value is 10 times what it would be one place to its right ([Link].1), Students learn to recognize that in a number such as 7,777 each 7 has a value that is 10 times the value of its neighbor to the immediate right. One thousand can be decomposed into 10 hundreds, therefore 7 thousands can be decomposed into 70 hundreds, Similarly, multiplying by 10 shifts digits one place to the left, and dividing by 10 shifts digits one place to the right. 3,000 = 10x 300 3,000 + 10= 300 In Topic B, students use place value as a basis for comparing whole numbers. Although this is not anew concept, it becomes more complex as the numbers become larger. For example, it becomes clear that 34,156 is 3 thousands greater than 31,156. 34,156 > 31,156 Comparison leads directly into rounding, where their skil with isolating units is applied and extended. Rounding to the nearest ten and hundred was mastered with three-digit numbers in Grade 3, Now, Grade 4 students moving into Topic C learn to round to any place value ([Link].3), initially using the vertical number line, though ultimately moving away from the visual model altogether. Topic C also includes word problems where students apply rounding to real life situations. * Grade 4 expectations in the NBT standards domain are limited to whole numbers less than or equal to 3,000,000. SQMMON | Sette Faun tte anata an stran engage’ a ‘20econmon Com he tamer cane oon RE ecommerce In Grade 4, students become fluent with the standard algorithms for addition and subtraction. In Topics D ‘and E, students focus on single lke-unit calculations (ones with ones, thousands with thousands, etc.), at times requiring the composition of greater units when adding (10 hundreds are composed into 1 thousand) ‘and decomposition into smaller units when subtracting (1 thousand is decomposed into 10 hundreds) ([Link].4). Throughout these topics, students apply their algorithmic knowledge to solve word problems. Students also use a variable to represent the unknown quantity. ‘The module culminates with multi-step word problems in Topic F (4.0.3). Tape diagrams are used ‘throughout the topic to model adgitive compare problems like the one exemplified below. These diagrams facilitate deeper comprehension and serve as a way to support the reasonableness of an answer. A goat produces 5,212 gallons of milk a year. [Link] produces 17,279 gallons of milk a year. How much more milk does a goat need to produce to make the same amount of milk as a cow? got | co meet 17,279-5,212 = A goat needs to produce. ‘more gallons of milk a year. ‘The Mid-Module Assessment follows Topic C. The End-of- Module Assessment follows Topic F. Bobi tented darian an bong gag ery comment CRE icon ncn Neco setie Lane, cone"? ii This dagramrepresentsa suggested Wt Fluency Practice Reunact tae © of Instructional Scicnieewtuctpnnan_& ConaptDelopen ee. rieaton Minutes ‘throughout the module, Wsnarne PF SS I SS te wh una Mea wh ms Woah WN Whe OOS Ne WAG a rn Focus Grade Level Standards Use the four operations with whole numbers to solve problems.” 4.08.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, Including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding, Generalize place value understanding for multi-digit whole numbers. (Grade 4 expectations are limited to whole numbers less than or equal to 1,000,000.) [Link].1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 = 70-= 10 by applying concepts of place value and division, * Only addition and subtraction multi-step word problems are addvessed inthis module. The balance ofthis clusters addressed in Modules 32nd 7 COMMON =| nese: ace valu, Routing, and gorithms or Aden and Subtraction =" we engage” [Link].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. [Link].3 Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform multi-digit arithmetic.” [Link].4_ Fluently add and subtract multi-digit whole numbers using the standard algorithm. Foundational Standards 3.0A.8 Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding, * [Link].1 Use place value understanding to round whole numbers to the nearest 10 or 100. [Link].2 _Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. Focus Standards for Mathematical Practice MP1. Make sense of problems and persevere in solving them. Students use the place value chart to draw diagrams of the relationship between a digit’s value and what it would be one place to its right, for instance, by representing 3 thousands as 30 hundreds. Students also use the place value chart to compare large numbers. MP.2. Reason abstractly and quantitatively. Students make sense of quantities and their relationships as they use both special strategies and the standard addition algorithm to add ‘and subtract multi-digit numbers. Students decontextualize when they represent problems symbolically and contextualize when they consider the value of the units used and understand the meaning of the quantities as they compute, MP.3- Construct viable arguments and critique the reasoning of others, Students construct arguments as they use the place value chart and model single- and multi-step problems. Students also use the standard algorithm as a general strategy to add and subtract multi-digit numbers when a special strategy is not suitable, MP.5 Use appropriate tools strategically. Students decide on the appropriateness of using special strategies or the standard algorithm when adding and subtracting mult-digit numbers, MP.6 Attend to precision. Students use the place value chart to represent digits and their values as they compose and decompose base ten units 2 The balance of this cluster is addressed in Modules 3 and7 “This standards imited to problems with whole numbers and haviog whole-number answers; students should know how to perform ‘operations inthe conventional order when there are na parentheses to specify 3 particular order, le, the order of operations COMMON =| Mosviex: ace vai, rounding ond Alors for Addon an subaton see hs engage"Y pend [Link].2 Lesson 1: Interpret a multiplication equation as a comparison. 4.0K1 Lesson 2: Recognize a digit represents 10 times the value of what it represents in the place to its right, Lesson 3: Name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units. Lesson 4; Read and write multi-digit numbers using base ten numerals, ‘number names, and expanded form, aner2 | 8 igit Whole Numbers. 2 Lesson5: Compare numbers based on meanings of the digits using >, <, (or = to record the comparison. Lesson 6: Find 1, 10, and 100 thousand more and less than a given number. [Link]-3 [| Rounding Multi-Digit Whole Numbers 4 Lesson 7: Round multi-digit numbers to the thousands place using the vertical number line Lesson 8: Round multi-digit numbers to any place using the vertical ‘umber line. Lesson 9: Use place value understanding to round multi-digit numbers to any place value. Lesson 10: Use place value understanding to round multi-digit numbers to any place value using real world applications, Mid-Module Assessment: Topies A-C (review content day, assessment wday, | 2 return ¥: day, remediation or further applications 1 day) 4.083 |D | Mutt git Whole Number Addition 2 | ener. Lesson 11: Use place value understanding to fluently add multi-digit whole [Link].1 umbers using the standard addition algorithm, and apply the [Link].2 algorithm to solve word problems using tape diagrams. Lesson 12: Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams, and assess the reasonableness of answers using rounding => a Coca ee 4.083 | E | Multi-Digit Whole Number Subtraction 4.ner4 Lesson 13: Use place value understanding to decompose to smaller units [Link] once using the standard subtraction algorithm, and apply the [Link].2 algorithm to solve word problems using tape diagrams. Lesson 14: Use place value understanding to decompose to smaller units up to three times using the standard subtraction algorithm, and | apply the algorithm to solve word problems using tape diagrams. Lesson 15: Use place value understanding to fluently decompose to smaller units multiple times in any place using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams. Lesson 16: Solve two-step word problems using the standard subtraction algorithm fluently modeled with tape diagrams, and assess the reasonableness of answers using rounding. 4.0.3 | F | Addition and Subtraction Word Problems [Link].L Lesson 17; Solve additive compare word problems modeled with tape [Link].2 diagrams. la Lesson 18: Solve multi-step word problems modeled with tape diagrams, and assess the reasonableness of answers using rounding, Lesson 18: Create and solve multi-step word problems from given tape diagrams and equations. End-of Module Assessment: Topics AF (review content 1 day, assessment % day, return % day, remediation or further application 1 day) ‘Total Number of Instructional Days Terminology New or Recently Introduced Terms ‘Ten thousands, hundred thousands (as places on the place value chart) + Millions, ten millions, hundred millions (as places on the place value chart) "Variable (letters that stand for numbers and can be added, subtracted, multiplied, and divided as numbers are) COMMON CORE Module1: Pace Valve, Rounding, nd Algorithms fr Aiton and subtacton wi engage” estan fanned smman at Cea ri coon rrinntetonesh che 0st, jar Terms and Symbols® <<, > (equal to, less than, greater than) ‘Addend (e,, in 4+ 5, the numbers 4 and 5 are the addends) Algorithm (a step-by-step procedure to solve a particular type of problem) Bundling, making, renaming, changing, exchanging, regrouping, trading (e.g., exchanging 10 ones for 1 ten) Compose (e.g., to make 1 larger unit from 10 smaller units) Decompose (e.g, to break 1 larger unit into 10 smaller units) Difference (answer to a subtraction problem) Digit (any of the numbers 0 to 9; e., What is the value of the digit inthe tens place?) Endpoint (used with rounding on the number line; the ‘numbers that mark the beginning and end of a given interval) Equation (e.g,, 2,389 + 80,60: ) Estimate (an approximation of a quantity or number) Expanded form (e.g., 100 +30 + 5 = 135) Expression (e.g, 2 thousands 10) Halfway (with reference toa number line, the midpoint between two numbers, e.g, 5 Is halfway between 0 and 10) Number line (a line marked with numbers at evenly spaced intervals) Number sentence (e.g, 4+3=7) | NOTES ON © EXPRESSION, EQUATION, AND NUMBER SENTENCE: Please note the descriptions fr the following terms, which ae frequently misused, + Expression: A number, or any combination of sums, ferences, products or disions ‘of rumbers that evaluates toa umber (eg, 3+ 4, 83,15 +3 2s distinct from an equation or number sentence) Equation: A statement that two expressions are equal (eg, 3+ 12,54 =20,342"5), ‘Number sentence (aso dition, subtraction, muitpiation or division sentence): An equation lorinequalty for which both ‘expressions are numerical and can be evaluated toa single number (eg,,4+3=6+1,2=2, 21>7%2,545=1), Number Sentunces are either true or fase (eg, 444<6x2and21+7= 4) and contain no unknowns. Place value (the numerical value that a digit has by virtue of its position in a number) Rounding (approximating the value of a given number) ‘Standard form (a number written in the format 135) ‘Sum (answer to an addition problem) Tape diagram (bar diagram) Unbundling, breaking, renaming, changing, regrouping, trading (e.g,, exchanging 1 ten for 20 ones) Word form (e.g,, one hundred thirty-five) S These ae terms and symbols students have used o seen previously. COMMON Modulet: ——_Plce Value Rounding nd Alga or Addon and Subtraction CORE. Date fannie we. coment im, engage™Y Suggested Tools and Representations + Number lines (vertical to represent rounding up and rounding down) * Personal white boards (one per student; see explanation on the following pages) Place value cards (one large set per classroom including 7 units to model place value) = Place value chart (templates provided in lessons to insert into personal white boards} = Place value disks (can be concrete manipulatives or pictorial drawings, such as the chip model, to represent numbers) + Tape diagrams (drawn to model a word problem} SSS] | | Ef} ft tf i |_| Taman so 30,000) - 0 -_ A Pe B@@00O aaools hoc out Place Value Cards — Vertical Number tine Suggested Methods of Instructional Delivery Directions for Administration of Sprints Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition of increasing success is critical, and so every improvement is celebrated. One Sprint has two parts with closely related problems on each. Students complete the two parts of the Sprint in quick succession with the goal of improving on the second part, even if only by one more, With practice, the following routine takes about 9 minutes,