Topic+Six

= Topic Six: Developing Fluency: Multiplying by 1-Digit Numbers = Pacing (Duration of Unit):
 * ~ = Desired Results = ||
 * __**Transfer:**__

2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 8. Look for and express regularity in repeated reasoning. ||
 * 1. Makes sense of problems and persevere in solving them. **
 * 6. Attend to precision. **
 * 7. Look for and make use of structure. **
 * __**Established Goals:**__
 * 4.NBT.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.
 * MA.5a. Know multiplication facts and related division facts through 12 ´ 12.

__**I Can Statements:**__
 * I can multiply a whole digit number up to four digits by one-digit whole number.

__**Pre-Requisite Standards:**__
 * 3.NBT.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.
 * 3.NBT.3: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 ´ 80, 5 ´ 60) using strategies based on place value and properties of operations. ||
 * __**Big Ideas:**__
 * __Algorithms__: There is more than one algorithm for each of the operations with rational numbers. Most algorithms for operations with rational numbers, both mental math and paper and pencil, use equivalence to transform calculations into simpler ones.
 * __ Equivalence __ : Any number, measure, numerical expression, algebraic expression, or equation can be represented in an infinite number of ways that have the same value.
 * __Patterns, Relations, and Functions:__ Relationships can be described and generalizations made for mathematical situations that have numbers or objects that repeat in predictable ways. || __**Essential Questions:**__
 * How can arrays be used to find products?
 * What is a standard procedure for multiplying multi-digit numbers? ||
 * __**Students will know...**__
 * There is an expanded algorithm for multiplying where numbers are broken apart using place value and the parts are used to find partial products. The partial products are then added together to find the product.
 * The standard multiplication algorithm is just a shortened way of recording the information in the expanded multiplication algorithm.
 * The standard multiplication algorithm is a shortcut for the expanded algorithm. Regrouping is used rather than showing partial products
 * Different numerical expressions can have the same value. Or, the value of one expression can be less than (or greater than) the value of the other expression.
 * The standard algorithm for multiplying three-digit by one-digit numbers is just an extension to the hundreds place of the algorithm for multiplying two-digit by one-digit numbers.
 * The standard algorithm for multiplication involves breaking apart numbers using place value, finding partial products, and then adding partial products to get the final product. The process is the same regardless of the size of the factors.
 * Information in a problem can often be shown using a picture or diagram and used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation.

__**Vocabulary:**__ No vocabulary for Topic 6. || __**Students will be skilled at...**__

__**[|4.NBT.5: The Baker]**__ || __**Other Evidence:**__ ||
 * Recording multiplication using an expanded algorithm.
 * Multiplying 2-digit numbers by 1-digit numbers using paper-and-pencil methods.
 * Multiplying 2-digit numbers by 1-digit numbers using the standard algofithm and estimate to check for reasonableness.
 * Using the standard algorithm to multiply 3- and 4- digit numbers by 1-digit numbers.
 * Multiplying 2-, 3-, and 4-digit numbers by 1-digit numbers using the standard algorithm and estimate to check for reasonableness.
 * Identifying what information in a problem is missing or is not needed. ||
 * ~ = Assessment Evidence = ||
 * __**Performance Assessment:**__
 * ~ = Learning Plan = ||
 * **__Learning Activities:__**

6-1: There is an expanded algorithm for multiplying where numbers are broken apart using place value and the parts are used to find partial products. The partial products are then added together to find the product. 6-2: The standard multiplication algorithm is just a shortened way of recording the information in the expanded multiplication algorithm. 6-3: The standard multiplication algorithm is a shortcut for the expanded algorithm. Regrouping is used rather than showing partial products. Different numerical expressions can have the same value. Or, the value of one expression can be less than (or greater than) the value of the other expression. 6-4: The standard algorithm for multiplying three-digit by one-digit numbers is just an extension to the hundreds place of the algorithm for multiplying two-digit by one-digit numbers. 6-5: The standard algorithm for multiplication involves breaking apart numbers using place value, finding partial products, and then adding partial products to get the final product. The process is the same regardless of the size of the factors. 6-6: Information in a problem can often be shown using a picture or diagram and used to understand and solve the problem. Some problems can be solved by writing and completing a number sentence or equation. ||
 * __**Resources:**__

__Problem of the Month:__ [|4.NBT.5: Measuring Up]

__Centers:__ [|4.NBT.5: Multiplication Strategy: Partial Products (1)] [|4.NBT.5: Multiplication Strategy: Partial Products (2)] [|4.NBT.5: Multiplication Number Story] [|4.NBT.5: Breaking Apart a Factor]

__Smart Board:__ [|Speed Grid Challenge] [|Sum Sense: Multiplication] [|Multiplication Ghostblasters] ||