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    Unit 6 Overview

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    Unit 6 Overview

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    unit 6 overview

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    Unit 6 Overview

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    of 6
    am Unit 6 Multiplication & Division, Data & Fractions Overview “Te struction in Unit is designed to help students understand, in ways that ae both deep and ob the many connecont ‘between muliglicaton and division, Each module ia the unt isch with opportune to mode and sole pote share and clan strategie, play gees, nd aply competion skills nd conepiains variety of contexts. Unit 6 Planner Module Day | Session Work Paces introduced [al] P5 [MF] wP] A [HC |DP ee a on Scnthon swan core tase Sesion} Oscsing rer Dont | © | ® ote poburstha mrebeen tebe ney Seon sanecccsonramptaconstie: | [sasiona now mip sonal | | © 2 Sec wlan nachoman age secs smec tong matehton |S | semtons Mocelngnatipxctond | © elelele Seycasae ae moda rth op Deon rat Sone Themaasrensswehonerhassontbe |€ | Senlon6 Hodeing sepiciond | . : ‘ctrl enimnngerinatethe Ds ret Moai cigar [a [een earn : Inmamoae ncerbmaansetmee [5 sein ivesintng eines |e || @ ete Sanctrontnseavomnpupimweasnd | 10 | Selon? Peinete Probie: . . : bern prs Seto sh Monee eh Frac crt nknom aenconpoties wee | 7) |sapon Asari efel tele ieyirowtheweandonesineso. Toys |_| wants Scr Parmeter ‘woronsesotrdngtherinow deerson monar essontrdrate rine MS” | amon hak Parner hep eyel e Gresmromn heya sbargee sara Sah test eens ity ren ead ‘Sntwararmegeroeanslyeg meron, Sewer Iniedieatetaszwstommatpteton | os a [tuanenncaietny eretrg ie weet trenseintocberrsuoronsiapecae | 15 | Semon Faction pn 8d ° : ‘Relouwodoeine pou senate MonePaecé Facto Spin ths ora eynheposiersbutrvckeossion |e [sean Pst Puchse ae Zcstbeoonottacers ang pet szgberton tacos telnet. | een 5 Onion State Ha onan stelle Severance ed acm bere Modula Mow Ovtson 7 | Sesion Lowest toma 2 fe > peeps once 0 Loehrer Wie ‘ deena neni Menaie [| sapien? Hor Onsensiweis | @ eet Smecuneneranscroneger sce | 2 | Seon’ UnkGPox Asesient ete] Te osaspatie budgie Seach aragonite, [Tawottgehetscete nso onsen Pago mien gery seremdineetatmesiectns oe oh Pal-Pobenstivesigstons P-Rcblen Se MEW aun WP-Woi Fie A-Asesmet HE-Hone Gxoecton DP-OalyPacce rigesin Mathematics Gade 4 Teachers Guide | eTHeMatnLeaing Cente | matharingeenterorg Units | nredeton ‘Mathematical Background ‘The instruction in Unit 6 pick up whee Unite of. further developing the sila con cepts uocnted with mal digit mulpcaton and dvs, Stents lscover thatthe ode ‘hey have been ung ad strategies thy hare developed for mtg mln wok equally wel for division. Tey learnt divide number int the thousands by -dg umber, ‘tng trates bated onthe relationship between multiplication ad dion, as wll a ox Place value, and the properties of operations. Concepts “Typ, suent entering fourth grade understand that vison meas siring Even elie age combinations tend to ict sharing strategy in which aden Sea oa ountre tally rt in soe for you one forme manner. Inthe second rexon of Modal I, omer, students re encouraged to move beyond sharing by one to working in chunk oftens and one, ‘Sip-ountng and using familiar multiplication fet instead, ay illsratedin the chart Delo Sanaa appari |B aia, | Cole) Gele) Gels) SSoveeeeate | Go) oa ‘naman ons eay (soso) (soso) (ses) ry COC FEE AIGIE Cano Tico othe 072 Rak aston nde a bengroc ner owe dom Mehaltod ¥eset nanthy gtSeac Cabin groopralaialge | West 4nd and 8 airiSbalaadl aime papi Tae Shoisandeseipio”2 BuStantaesateae ds oan ontentigatrcw Boge (672 Tenner acandcomdir uments Seip geste ‘Stwieuing enmatarbe | Wesad203 3649 anno how imowio ga RATA Sten maneadsinertsas | Soar atteresehpaup recs esi 251875 andfyeeonyene 872302072 Much ofthe work that flows Sesion 2s pected on he tani bawen makiiation| tnd vison Js as younger students fea ado ure bulding rm the teaend othe ‘mined detemine the erence beeen the wos do hi, art and Ah adr wth ‘pod number Sens tts eas heady on npn top sole dvon problems Many of the susns throughout the unt encourage dens ld pa the dividend ang gre ofthe ivan For examen sling 251+ 7, aden employ araye and rt abies nd thw my groupe aks to make 25 wang aria combitione ich 17,207 an thelke. Uidgesin Mathematics rade Teachers Guide WW eTheMathLeaning Center | muhleaingcenterora nts: Introduction “Sharma We decided tot bud po 252 by ong nha Romero We sow that 7 1014 705 that seek aay way todo Shawna We di hat he time, and weep bracing how acme adie tog. Whom got dow 2, we ne we co ney mare chunk of 1b we eer that 637 2 nal, ‘ook 467 tomate 52 10th wee that 22+ 7 tb 36 936 70 [2 =70 n | 70 Carol We dt kind of th tame thing bu we tated with bigger ht of 20 bec we knew that 207 was 10 and we had ge oom amit Hew tke hen wer doe 20 rom {ve |e | 252-7436 140+70=210 252 = 210 +42 faeres Mario We sel rato able, We started out the rgear wy with 44210, and then 20 ties. The we id bean we ght we might eed it France Wesco relying bi ough bers 19 me di 50% 7 ‘That as 210, and whow waded the 5 rom 5x7 we were ely cose, ‘Thon we reed we just needed add one mre and ht wa 36 all 1 21 Tol70 | 35+ 210-248 2oft40 | 24s «7 = 252 30] [35 }\ i 252-7 = 36 ides in Mathematics Gace 4 Teachers Guide The Math Leaning Center | matleamingenterog ute | tnrodcten mths un, adem ls continue o interpret remainder based onthe conten which they ‘occr When sharing money, stents ear thatthe remainder can be prtone ito dc ‘mals, For ample, 88.0 shared by 5 people esl in 1620 foreach person When saving continous ems, such as coakles or owas, student earn that the ever an be pt into fractional parts When vision notes discrete objets, such as balloon Sab they ears hat the answers ofen rounded por down. Fr example, stdens wil gneal opto leave the letoveraloon whol and round the answer own 116 when the austin ives dividing {balloons ewealyto decorate 8 ables. On the ote hand, most arable to ste the widom of rounding up when ech aquarium oly accommodates shan there ae i, reasoning that isbee fave 7 aquariums than o lev 1 fish high and de. Models ‘Students continue to usearaysand rai tbls to model and solve mult-

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