Math Curriculum Map- Everyday Math Unit 1 by

CCSS.Math.Content.4.NBT.A.1

acorbit — 2022-06-30 18:50:13 UTC

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.

Objective: Students will understand place value as ten times bigger than the digit to its right.

CCSS.Math.Content.4.NBT.A.2

acorbit — 2022-06-30 18:51:36 UTC

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.

Objective: Students will be able to write multi-digit numbers in a variety of ways and use symbols to compare two multi-digit numbers.

CCSS. Math.Content.4.NBT.A.3

acorbit — 2022-06-30 18:52:41 UTC

Use place value understanding to round multi-digit whole numbers to any place.

Objective: Students will be able to round multi-digit numbers to the correct place value.

CCSS.Math.Content.4.NBT.B.4

acorbit — 2022-06-30 18:53:20 UTC

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Objective: Students will be able to add and subtract multi-digit numbers.

CCSS.Math.Content.4.OA.A.3

acorbit — 2022-06-30 18:55:57 UTC

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.

Objective: Students will be able to solve multistep word problems and use estimation strategies to check their work.

CCSS.Math.Content.4.NBT.B.5

acorbit — 2022-06-30 18:59:09 UTC

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.

Objective: Students will be able to multiply numbers using different strategies.

acorbit — 2022-06-30 20:35:38 UTC

First, students need to understand the different place values of a number, specifically ones, tens, hundreds, and thousands. Students then need to understand how to form a number when given something like "five hundreds, four tens, and four ones." Students will then need to understand that the digit 4 in the tens place does not equal 4, but 40. Once this concept is formed, students will need to understand that the tens place is ten times larger than the ones place, that the hundreds place is ten times larger than the tens place, and that the thousands place is ten times larger than the hundreds place. After they understand this, they are able to compare the digits in a number. For example, in 544, the 4 in the tens place is 4 times the 4 in the ones place. After students discover that a number is ten times bigger than the digit to its right, they will be able to use that knowledge in comparing digits in the hundreds and ones.

acorbit — 2022-06-30 21:20:14 UTC

Students first need to understand the correct way to write and name numbers. Students need to be able to understand how to read numbers correctly. For example, the number 4,532 would be read as four thousand, five hundred, thirty-two. After students understand how to read numbers, they can then learn the expanded form of a number. In the example above, students would learn that 4,532 could be expanded to 4,000+500+30+2.

Once students understand the expanded form, they will then learn how to compare two numbers. They will learn to begin with the largest place value and see which digit is larger in that place value. If they are the same, then they will need to move to the next place value and compare there. They will continue to move down the line until they find a different digit in the place or they reach the ones place. After they have found the larger number, students will use the <, =, or > symbols to write the proper number sentence. Students will be taught that the symbol eats the greater number.

acorbit — 2022-06-30 21:26:48 UTC

After students have learned the previous two concepts, they can be taught how to round. The concept of rounding is rather difficult for students. Students will need to understand which place value they are rounding to and circle or underline it. Then they will look at the place value to the right to determine if they should round up or down. If the value to the right is five or greater, then they will round their place value up. If the number is less than 5, then the place they are looking at will remain the same. The most important thing to remind students for this concept is that every digit after the place value we are rounding, becomes a zero! For example, if we are rounding 5,462 to the nearest hundred, then we would leave the 5, change the 4 to a 5, and change the 6 and 2 to 0's to make 5,500. Students often miss the zero concept, making their rounding off.

acorbit — 2022-06-30 21:53:07 UTC

For addition problems, students need to understand basic math facts or strategies for adding two numbers. Students will need to start in the one's place and add the two numbers together. If the number is 10 or larger, they will drop the ones and carry the tens to the next place value. They will continue to do so until all places have been added together.

For subtraction problems, students need to learn the idea of borrowing. Students will learn to start in the ones place for subtracting too. They will be taught that when subtracting two numbers, the larger number needs to be on top in order to do the subtraction. If you can take the bottom number away from the top, then you are good to keep going. If not, you need to borrow from next door. The key to borrowing is making sure to change the number next door, and add 10 to the number you were trying to subtract from. Borrowing is a difficult concept still even in fourth grade.

acorbit — 2022-07-01 16:00:32 UTC

To solve multistep word problems, students will be introduced (or retaught) to the CUBES strategy.
C-circle the numbers
U-underline the questions
B-box the key words
E-eliminate extra information and evaluate what steps to take
S-solve and check.

In order to solve and check the multistep word problems, students will be introduced to problem solving techniques
-draw a picture
-guess and check
-make a list
-make a table
-act it out
-work backwards
-write a number sentence
-use objects/manipulatives

acorbit — 2022-07-01 16:05:50 UTC

Students will learn a variety of multiplication strategies. They will begin with basic math multiplication facts that we will drill over and over, and practice them each day. Students will also learn the following strategies
-writing multiplication number sentences and equations
-rectangular arrays- students will draw an array and figure out the number of dots per rectangle
-area model- students will split the numbers up to make smaller numbers to multiply and find the area of all of the boxes that they split into.
-other methods taught at later date.

acorbit — 2022-07-01 18:04:40 UTC

-Introduce place value chart located above the board. Read the place value names for each location.
-Have students warm up by writing down numbers with a 5 in a certain place value. Give each table a different place value to write the 5 in, some tables may have the same value. Have students keep the list to the side.
-Refer back to the chart. Explain the difference between place value and value. Explain how place value would say that the number is in the tens place, but the value of that number is what it is worth. Ex: 434 has a 3 in the tens place, but the value is 30.
-Give some examples to students and have them tell what the value of the number is in certain place values.
-Go back to the warm up activity. Ask for each group to provide 2-3 numbers that they came up with. Write them in order on the board as if you were making your own place value chart.
-Pick one number from each place value group and circle it. Have students access the eToolkit from Everyday math and build that number in base 10 blocks.
-After all numbers are written and built, have students turn and talk with their tables to see if they notice a pattern between where the fives are located and what their value is. Students should be able to see that the 5 is ten times bigger than it was when it was in the place to its right.
-Watch the YouTube Video for further instruction: https://www.youtube.com/watch?v=hiiGyHrbG-c
-Practice identifying these in math journal page 2
-Finish practicing using IXL A.4

acorbit — 2022-07-01 18:05:36 UTC

-Student Chromebooks
-Teacher laptop
-Teacher document camera
-Projector
-Dry erase marker
-White board or desk to write on
-Math journal

acorbit — 2022-07-01 18:06:54 UTC

-Students will use their Chromebooks to access the eToolkit in order to build the numbers out of base 10 blocks.
-Teacher will use laptop and projector to play YouTube video in order to re-explain the math concept
-Students will use their Chromebooks to practice ten times bigger on IXL

acorbit — 2022-07-01 18:14:34 UTC

ISTE 1.1.c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

ISTE 2.6.b: Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

ISTE 2.7.b: Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

acorbit — 2022-07-01 19:08:01 UTC

-Have students warm up by writing down the numbers as you say them on their white board.
-Have students practice reading the numbers back to a partner to make sure they say the number correctly.
-Review the idea of value of the digit from the previous lesson. Ex: a 5 in the tens place is 50.
-Explain expanded form to students: explain that it is the value of each place added together. Ex: 453 is 400+50+3
-Have students go back to the numbers they wrote in the warm up. Have them pick 4 numbers and write the expanded form of them.
-Check your answers using https://toytheater.com/place-value-chart/
-Review <, =, > symbols. Explain how to find which number is greater than the other. Provide some different problems on the board and have students hold up the correct symbol card. Practice reading the equation correctly together. 53 > 45 would be read as fifty-three is greater than forty-five. Show students written out equation using: https://toytheater.com/compare/
-Practice and assessment:
----Have students choose two numbers that they used during the warm up, or come up with two new numbers.
----Identify both numbers in expanded form and compare them.
----Create a Flipgrid video to explain your thinking and teach the class how you determined which number was greater than, less than, or equal to the other number.
----Post the video on our class Flipgrid page
----Comment on one other classmates assignment.

acorbit — 2022-07-01 19:09:37 UTC

-Student Chromebooks
-Dry erase marker and board
-<, =, > symbol cards

acorbit — 2022-07-01 19:10:38 UTC

-Students will practice building numbers and putting them into expanded form on the Toy Theater place value chart.
-Teacher will use the comparing and contrasting numbers chart on Toy Theater to solve problems together.
-Students will use technology to create a Flipgrid video to teach the other students how they compared two numbers. They will also use it to comment and give feedback on a classmates.

acorbit — 2022-07-01 19:15:11 UTC

ISTE 1.1.c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

ISTE 1.2.b: Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions online or when using networked devices.

ISTE 1.2.c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.

ISTE 1.6.a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ISTE 1.7.b: Students use collaborative technologies to work with others, including peers, experts, or community members, to examine issues and problems from multiple viewpoints.

acorbit — 2022-07-01 20:42:50 UTC

-Watch rounding song video: https://www.youtube.com/watch?v=pNfz-JU2cKE
-Using the information from the video, create an anchor chart together. Share anchor chart to Google Classroom for reference later on.
-Complete practice problems together.
-Have students work in their pods (groups of 4) to complete the rounding escape room. Everyone must turn it in, but students will work together to talk through problems and solutions.

acorbit — 2022-07-01 20:43:41 UTC

-Student Chromebooks
-Teacher laptop
-Projector
-Pencil and paper or dry erase marker and board for scratch paper

acorbit — 2022-07-01 20:51:36 UTC

-Students will have access to a shared anchor chart on Google Classroom that they can refer back to later on.
-Students will complete a Virtual Escape Room from TPT with their groups. Students will be submitting their answers for the escape room using a Google Form.
-TPT Escape Room: https://www.teacherspayteachers.com/Product/Place-Value-and-Rounding-Digital-Escape-Room-4706987?st=1d200ea2efa04347ed24101cfd08b68c

acorbit — 2022-07-01 21:04:50 UTC

ISTE 1.2.b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

ISTE 1.3.d: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursing answers and solutions.

ISTE 1.7.c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

acorbit — 2022-07-01 21:06:45 UTC

-Students will begin on Xtra Math to practice their math facts
-Review with students the correct way to add two numbers, making sure they are carrying the tens correctly to the next column. Practice adding two, two-digit numbers together.
-Review with students the correct way to subtract two numbers, making sure they are borrowing from the column to the left and starting with the column furthest right. Practice subtracting two, two-digit numbers together.
-Create anchor charts to refer back to for the correct addition and subtraction strategies. Post to Google Classroom for students to see.
-Play Two Digit Addition and Subtraction on Blooket as a class. Students MUST show work on whiteboard after each question.

acorbit — 2022-07-01 21:26:09 UTC

-Student Chromebooks
-Teacher laptop
-Projector
-Dry erase marker and white board

acorbit — 2022-07-01 21:30:29 UTC

-Students will have access to class made anchor charts on Google Classroom that they can refer back to as needed.
-Students will engage in practicing addition and subtraction facts through the game on Blooket.

acorbit — 2022-07-01 21:33:13 UTC

ISTE 1.2.b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.

ISTE 1.7.c: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

acorbit — 2022-07-01 21:43:20 UTC

-Introduce students to the CUBES method. Read a few word problems together and do steps C,U,B,E together, working on finding out the important information and what students need to know in the problem. Do not work on solving the problem yet.
-Project different word problems on the board. Have students take turns coming up and completing each step using a different colored dry erase marker. Interpret what the question is asking you to do.
-Discuss strategies for solving problems. Do not go into too much detail. Students will be split into partners and given one of the strategies for solving. Using a digital tool of their choosing (Canvas, Flipgrid, Google Slides, etc.), students will create a presentation of how to use that strategy. They may need to research information to include if the strategy is new to them.

Day 2:
-Students will present their strategy to the class.
-Once all strategies are presented, students will work through using the strategies on CueThink. Students will be assigned various types of word problems where they can practice both the CUBES method and the strategies for solving problems. CueThink problems will be used as a grade.

acorbit — 2022-07-01 21:44:27 UTC

-Teacher laptop
-Projector
-Prepared word problem list
-CUBES anchor chart
-Prepared strategies list
-Ideas of digital tools for students to use
-Student Chromebooks
-Assigned CueThink problems

acorbit — 2022-07-01 21:47:04 UTC

-Students will engage in technology first by using the projector to complete the different steps for the CUBES strategy.
-Students will use a digital tool of their choosing to teach the class how to use a problem solving strategy.
-Students will practice problem solving using CueThink, where it walks them through each part of the problem solving steps.

acorbit — 2022-07-01 21:52:40 UTC

ISTE 1.1.a: Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.

ISTE 1.1.c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

ISTE 1.3.a: Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits.

ISTE 1.5.c: Students break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.

ISTE 1.6.a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ISTE 1.6.d: Students publish or present content that customizes the message and medium for their intended audiences.

acorbit — 2022-07-01 22:04:36 UTC

-Have students work together to define what multiplication means. See if they can come up with examples of when one might multiply in real life.
-Read some multiplicative word problems. Work together to identify what the question is asking and how to write the multiplication equation that is needing to be solved.
-Practice writing multiplication equations (2-3) before moving on to solving strategies.
-Share with students the whiteboard app and partial product finder on Google Classroom ahead of time.
-Using the Whiteboard app, teach students how to draw arrays and how they represent multiplication equations. If I want to solve 5 times 4, I should draw 5 columns with 4 dots in each column. Then I can count the total number of dots, or count 5 5, 4 times. Practice having students draw and solve multiplication problems using arrays.
-Introduce the area model. Explain how when we are using the area model, we break our numbers down into smaller numbers and then add the areas together. Show an example using the partial- product finder. Create a rectangle with the numbers of the problem, for example 15 by 5, for 15 x 5. Then show students how to drag the arrow to show 10 x 5 and 5 x 5, and how those two added together will be the same at 15 x 5. Find the area of both of those rectangles and add them together to get 65.
-Have students practice using the partial-product finder for a variety of problems. Discuss along the way the different strategies students are using as there are different ways to break up the bigger rectangle.

acorbit — 2022-07-01 22:24:02 UTC

-Student Chromebook
-Teacher laptop
-Projector
-Whiteboard App: https://www.mathlearningcenter.org/apps/whiteboard-app
-Partial-Product Finder: https://apps.mathlearningcenter.org/partial-product-finder/

acorbit — 2022-07-01 22:41:03 UTC

-Students will use the interactive white board to practice drawing arrays.
-Students will use the partial-product finder to practice using the area model. It will serve as an excellent visual for students to grasp the area model strategy.

acorbit — 2022-07-01 22:47:20 UTC

ISTE 1.1.c: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

ISTE 1.6.a: Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.

ISTE 1.6.b: Students create original works or responsibly repurpose or remix digital resources into new creations.