## 10/25> Multiplying by single/double/triple digits

Students are beginning to deconstruct our multiplication problems. We learn that each time we complete a multiplication problem we are actually completing several smaller problems. This is demonstrated through Arrays and Unifix Cubes. By completing these problems with tangible object and then on graph paper, we are able to see the connection between what really happens and how we solve it on paper.

## 10/11> Adding/Subtracting Large Numbers

Students demonstrated their ability to carry, and borrow when adding or subtracting large numbers. Neatness and care were stressed as a way to ensure that the correct sum was found.

## 10/4> Rounding & Estimating

Rounding:

Students learn that traditionally a number smaller than 5 results in rounding down and a number 5 or larger will result in rounding up. Students also identified situations when you would always want to round down or always want to round up (counting money saved or planning for a meal). Students then demonstrate their understanding of rounding by plotting their given number on a number line along with benchmark numbers and the appropriate intervals. Appropriate benchmark numbers and intervals are key concepts to demonstrate mastery.

Estimating:

Students apply their understanding of place value and rounding to the concept of estimation. Students start with rounding to achieve an appropriate estimate of a given set of numbers. Then they learn the concept of Front-End Estimation. Once that skill is mastered students begin to compensate for the in efficiency of Front-End Estimation by making adjustments.

Students learn that traditionally a number smaller than 5 results in rounding down and a number 5 or larger will result in rounding up. Students also identified situations when you would always want to round down or always want to round up (counting money saved or planning for a meal). Students then demonstrate their understanding of rounding by plotting their given number on a number line along with benchmark numbers and the appropriate intervals. Appropriate benchmark numbers and intervals are key concepts to demonstrate mastery.

Estimating:

Students apply their understanding of place value and rounding to the concept of estimation. Students start with rounding to achieve an appropriate estimate of a given set of numbers. Then they learn the concept of Front-End Estimation. Once that skill is mastered students begin to compensate for the in efficiency of Front-End Estimation by making adjustments.

## 10/18> Estimating/Rounding Multiplication Problems

Students apply what they know about estimation of additon and subtraction to multiplication problems. Using the properties of multiplication, students will discover short-cuts that allow them to multiply quicker, smipler and more accurately.

## 9/20> Place Value and Intergers

Place Value:

Students learn the values of all the digits from millions to thousandths. Students also learn how to write and express a given number in it's various forms. Students also learn how to identify equivalent numbers.

Integers:

Student learned that integers are whole number that are either negative or positive. Students learn to place negative and positive integers in order on a number line. Students also master to concept that larger negative number are actually smaller in value.

Students learn the values of all the digits from millions to thousandths. Students also learn how to write and express a given number in it's various forms. Students also learn how to identify equivalent numbers.

Integers:

Student learned that integers are whole number that are either negative or positive. Students learn to place negative and positive integers in order on a number line. Students also master to concept that larger negative number are actually smaller in value.