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Number Talk Timeline

This document outlines an 8-session number talk curriculum with the following objectives: 1) Comparing and ordering multi-digit numbers, rounding numbers to various place values, and solving addition and subtraction problems using various strategies. 2) Solving two-digit by two-digit multiplication problems and creating multiplication problems based on a given product. 3) Identifying errors in student work on division problems and solving division problems, including sharing problems. Key questions are provided to help students explain their mathematical reasoning for each topic. The document aligns each objective to common core state standards for fourth grade number and operations.

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222 views5 pages

Number Talk Timeline

This document outlines an 8-session number talk curriculum with the following objectives: 1) Comparing and ordering multi-digit numbers, rounding numbers to various place values, and solving addition and subtraction problems using various strategies. 2) Solving two-digit by two-digit multiplication problems and creating multiplication problems based on a given product. 3) Identifying errors in student work on division problems and solving division problems, including sharing problems. Key questions are provided to help students explain their mathematical reasoning for each topic. The document aligns each objective to common core state standards for fourth grade number and operations.

Uploaded by

api-260683323
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Objective

Standard

SWBAT compare two


numbers and determine
which number is larger or
smaller and then determine
by how much.

CCSS.MATH.CONTENT.4.N
BT.A.2
Read and write multi-digit
whole numbers using
base-ten numerals,
number names, and
expanded form. Compare
two multi-digit numbers
based on meanings of the
digits in each place, using
>, =, and < symbols to
record the results of
comparisons.

SWBAT round to any place


value.

CCSS.MATH.CONTENT.4.N
BT.A.3
Use place value
understanding to round
multi-digit whole numbers
to any place.

Number Talk
Question
Is this statement
true or false?
Explain why.
23,042 > 23,402
Tom wrote the
number 45,378.
Bill wrote the
number 36,721
How many times
greater is the 7 in
Bills number than
the 7 in Toms
number?
Round the
number below to
the nearest ten:
413,690,013
Round the
number below to
the nearest
thousand:
413,690,013

Key Questions
to ask
What makes one
number larger
than the other?
What do the
symbols for
comparison
mean?
What is the
difference
between these
numbers?

How do you know


which number to
round to?
Why is rounding
important?
What does it mean
to estimate? Why
does it help a
mathematician?

Round the
number below to
the nearest
hundred:
413,690,013

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er Talk
3

SWBAT solve subtraction


CCSS.MATH.CONTENT.4.N
and addition problems using BT.B.4
different strategies.
Fluently add and subtract
multi-digit whole numbers
using the standard
algorithm.

Round the
number below to
the nearest ten
thousand:
413,690,013
Write a
subtraction
problem for which
the difference
equals 1,557.

How do you figure


out the question
to an answer?

Write an addition
problem in which
an addend is
1,557.
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SWBAT solve subtraction


CCSS.MATH.CONTENT.4.N
and addition problems using BT.B.4
different strategies.
Fluently add and subtract
multi-digit whole numbers
using the standard
algorithm.

Find the sum of


4,518 and 648.
Find the
difference
between 3,428

What strategies
can you use to
solve addition and
subtraction
problems? What
mental math can

and 8,254.

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er Talk
5

SWBAT to solve two digit by


two digit multiplication
problems.

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er Talk
6

SWBAT create multiplication


problems based on a
specific product.

CCSS.MATH.CONTENT.4.N
BT.B.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.
CCSS.MATH.CONTENT.4.N
BT.B.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

Solve 37 X 16
Solve 48 X 39

Write a
multiplication
problem with one
3-digit factor and
one 1-digit factor
with a resulting
product that falls
between 4,000
and 5,000.

you do to solve
these problems?
What are easy
numbers to use
(benchmark
numbers?
How can you use
different
strategies to solve
this problem?

What kinds of
numbers do you
need to start to
work with to solve
this problem?

Numb
er Talk
7

SWBAT identify a students


mistake in a division
problem.

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8

SWBAT solve division


problems.

operations. Illustrate and


explain the calculation by
using equations,
rectangular arrays, and/or
area models.
CCSS.MATH.CONTENT.4.N
BT.B.6
Find whole-number
quotients and remainders
with up to four-digit
dividends and one-digit
divisors, using strategies
based on place value, the
properties of operations,
and/or the relationship
between multiplication
and division. Illustrate
and explain the
calculation by using
equations, rectangular
arrays, and/or area
models.
CCSS.MATH.CONTENT.4.N
BT.B.6
Find whole-number
quotients and remainders
with up to four-digit
dividends and one-digit
divisors, using strategies

Daniel solved the


following problem
as shown. Do you
agree with his
work? Explain.

How would you


begin to answer
this question?
What do you need
to do yourself?

Six friends are


sharing a game
with 360 cards.
Each friend gets
the same number
of cards.

What modelling do
you need to do to
solve this
problem?

based on place value, the


properties of operations,
and/or the relationship
between multiplication
and division. Illustrate
and explain the
calculation by using
equations, rectangular
arrays, and/or area
models.

How many cards


does each friend
get?
A teacher adds
120 cards to the
game. Each
friend gets 20
more cards. Use
what you know
about number
relationships to
show why this is
correct.

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