Name ____________Lasher
Monday - Session
1.1 Making Estimates
Week of _March 5-9, 2012___________________ Topic: Unit 8 How Many Packages How Many Groups Grade: 4th
Tuesday-1.2 Breaking Numbers
Wednesday- 1.3 Multiplication
Thursday 1.4 Assessment:
Friday 1.5 Solving 2 Digit
Apart
Cluster Problems
Solving Multiplication Problems
Problems
NCS
COS
OBJ
1.02 Develop fluency with multiplication and division: Two-digit by two-digit multiplication (larger numbers with calculator).
Up to three-digit by two-digit division (larger numbers with calculator), Strategies for multiplying and dividing numbers, Estimation of
products and quotients in appropriate situations, Relationships between operations.
SFO
TSW estimate solutions to 2
digit multiplication
problems.
TSW solve 2 digit
multiplication problems by
breaking a problem into
smaller parts and combining
the subproducts. .
TSW explore the distributive
property.
TSW solve 2 digit multiplication
problems by breaking a problem
into smaller parts and combining
the subproducts.
EVAL/
ASSES
VOC
AB/
MATE
SAB1-3
SAB 5-8
SAB 9-10
SAB 11-16
RIALS
TMM
BEFOR
E
Vocabulary:
Estimate, multiplication,
landmark, multiple,
magnitude
Vocabulary:
Estimate, multiplication,
landmark, multiple,
magnitude
Vocabulary:
cluster
Materials:
SAB 57-59, T72-73, M15, M26,
27
Materials:
SAB
Materials:
SAB
Estimate the following:
1. 19 x 21 =
40 400 2,000
2. 38 x 12 =
380 450 1,000
How did you break the
numbers apart?
How did you determine the
magnitude of your answer?
Did you change any
numbers in the problem?
Why?
Introducing Closest
Estimate
Estimate the following:
1. 21 x 33 =
60 600 1,000
2. 42 x 18 =
420 800 840
How did you break the
numbers apart?
How did you determine the
magnitude of your answer?
Did you change any
numbers in the problem?
Why?
Estimating 2 Digit
Multiplication Problems
Estimate the following:
1. 54 x 23 =
100 500 1,000
2. 60 x 27 =
1,200 1,600 2,000
How did you break the
numbers apart?
How did you determine the
magnitude of your answer?
Did you change any numbers
in the problem? Why?
28 x 15
We are going to estimate
and solve multiplication
problems with 2 digits. We
will think up stories to make
the problems easier.
Cluster problems are related
to the final problem.
Can you think of a
situations for this problem
when all we need is an
estimate, or to know about
how much it is?
TTW collect examples from
the children.
53 x 24
Returning to Cluster
Problems
Materials:
SAB, M14-17
Estimate the following:
1. 23 x 84 =
160 1,600 2,000
2. 57 x 32 =
1,500 1,800 2,100
How did you break the numbers
apart?
How did you determine the
magnitude of your answer?
Did you change any numbers in
the problem? Why?
Introducing Factor Bingo
TTW model how to play Factor
Bingo.
TSW play with a partner
Complete SAB 9. Star the
cluster problems you used to
help you.
46 x 37
Make an estimate for each
problem. Will your actual
Vocabulary:
factor
Create a story to
accompany the equation.
TSW solve 2 digit
multiplication
problems by
breaking a problem
into smaller parts
and combining the
subproducts.
SAB 11-18
Vocabulary:
Estimate,
multiplication,
landmark, multiple,
magnitude, factor
Materials:
SAB, M14-17
If the class counted
around the room by
15’s what would the
last number be?
How many students
have counted at
105? 240? 315?
Multiplication
Practice
.
Math Workshop
 Factor Bingo
 Multiplication
Cluster Problems
(SAB 11-12)
 Assessment (SAB
14-15)
We have 300 students who
need penicls. If pencils
come in packages of 15,
do we have enough if we
have 28 packages?
TSW work with a partner to
answer the question
without actually solving the
problem.
answer be larger or smaller
than your estimate? How
do you know?
TTW solicit responses from
the class.
TSW complete SAB 5-6 in
partners.
TTW collect student
responses.
DURIN
TSW complete SAB 1
Using What You Know
Breaking Numbers Apart
Distributive Property Poster
Multiplication Practice
Problem 2:
TSW use a 8 x 9 array to
create a distributive poster.
Math Workshop

Factor Bingo

Multiplication Cluster
Problems (SAB 11-12)

Assessment (SAB 14-15)
G
Problem 2:
46 x 37 =
18 x 26
How did you decide which
of these estimates was
closest?
TTW collect student
strategies.
TSW share their story
contexts.
Which number tells the size
of the group in the story?
Which number tells how
many groups you have?
If you made your story about
37 pencils, how many
packages do you have?
Did you have a picture in
your head of 46 teams with
37 players on each team
while solving the problem?
Arrays
8x 9
Make one
cut and
label the
arrays
Make a
different cut
and label
the arrays
Make
another cut
and label
the array.
Equations
8 x 9 = 72
Write the
equations
8 x9 =
____ + _____
Write the
equations
8 x9 =
____ + _____
Write the
equations
8 x9 =
____ + _____
AFTER
SAB 2-3
Early Finisher:
Write your own
multiplication story
problems and solve them.
Early Finisher:
Solve your partner’s
multiplication problems.
3x5
3 x 60
40 x 60
43 x 65
Give this problem a
story.
TTW solicit answers
from the class. TSW
visualize the
problem.
How could these
cluster problems
help? Did you add
other cluster
problems? How did
you solve this
problem.
What if I started with 40 x 30?
What would I do next?
TSW share strategies that ttw
post.
SAB 7-8
Keeping Track of
Groups
SAB 10
SAB 16
SAB 17-18
Early Finishers:
Same Products
Early Finishers:
Calculator Riddles
Early Finishers:
Calculator Riddles
B. Same Products Give students a problem such as:
24 x 18 or 18 x 24
Write a problem that has the same answer. Possible solutions include:
48 x 9 , 12 x 36 , 6 x 72
Explain your reasoning. Prove you are correct by solving the problem.
New problem: 25 x 60
Write a problem that has the same product: 50 x 30 100 x 15
Explain your reasoning. Prove you are correct by solving the problem.
Some other problems to try:
84 x 60 (42 x 120 21 x 240)
75 x 60 (150 x 30 300 x 15)