4th Grade Math Unit 5

Big Idea:

Represent and solve problems involving all operations.

Student Expectations:

Priority TEKS

4.4(H) [Readiness] Solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders

4.5(A) [Readiness] Represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing in for the unknown quantity

Ongoing TEKS

4.4(A) [Readiness] add and subtract whole numbers and decimals to the hundredths place using the standard algorithm

4.4(F) [Supporting] use strategies and algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor

4.1(A) [Tools to Know] apply mathematics to problems arising in everyday life, society, and the workplace;

4.1(B) [Tools to Know] use a problem-solving model that incorporates analyzing given information, formulating a plan or strategy, determining a solution, justifying the solution, and evaluating the problem-solving process and the reasonableness of the solution;

4.1(C) [Tools to Know] select tools, including real objects, manipulatives, paper and pencil, and technology as appropriate, and techniques, including mental math, estimation, and number sense as appropriate, to solve problems;

4.1(D) [Ways to Show] communicate mathematical ideas, reasoning, and their implications using multiple representations, including symbols, diagrams, graphs, and language as appropriate;

4.1(E) [Ways to Show] create and use representations to organize, record, and communicate mathematical ideas;

4.1(F) [Ways to Show] analyze mathematical relationships to connect and communicate mathematical ideas; and

4.1(G) [Ways to Show] display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

Learning Targets:

• I will be able to represent multi-step problems involving the necessary operations with whole numbers using strip diagrams with a letter standing for the unknown quantity.
• I will be able to represent multi-step problems involving the necessary operations with whole numbers using equations with a letter standing for the unknown quantity.

Essential Questions:

• What is the importance of representing a mathematical problem with an equation?
• Why might you see or use a symbol/letter in a strip diagram?
• Can you give an example of what that symbol/letter might represent?

Extra Information:

Adopted Textbook: Pearson - enVision Math

District Grading Policy

Texas Gateway Online Resource Center