penny jars and towers · 2016. 5. 11. · investigation 1 looking at graphs teach this...

Common Core

I N V E S T I G AT I O N 1

Looking at Graphs  Teach this Investigation as is.

Day Session Common Core Adaptation Common Core Standards

1 1.1 Temperature and Speed MP4

2 1.2 The Marathon MP4

I N V E S T I G AT I O N 2

Penny Jars and Towers Day Session Common Core Adaptation Common Core Standards

3 2.1 The Penny Jar MP2, MP4, MP74.OA.5, 4.NBT.5,  4.NBT.6

SESSION FOLLOW-UPDaily Practice and Homework

Daily Practice: In addition to Student Activity Book page 14, students complete Student Activity Book page 16 or C65 (Closest Estimate) for reinforcement of the content of  this unit. 

4 2.2 Penny Jar Tables MP2, MP4, MP74.OA.5, 4.NBT.6

5 2.3 Round 20 MP2, MP4, MP74.OA.5

6 2.4 Penny Jar Graphs MP2, MP4, MP74.OA.5, 4.NBT.5,  4.NBT.6

7 2.5 Assessment: Penny Jar Comparisons

MP2, MP74.OA.5, 4.NBT.5,  4.NBT.6

8 2.6 Can There Be 15 Windows?

MP2, MP74.OA.5, 4.NBT.5,  4.NBT.6

9 2.7 Comparing Penny Jar Situations

MP2, MP74.OA.5

10 2.8 Rules for Windows and Towers

MP2, MP74.OA.5, 4.NBT.5,  4.NBT.6

Penny Jars and Plant GrowthMathematical Practices (MP)

Domains• Operations and Algebraic Thinking (OA)• Number and Operations in Base Ten (NBT)• Measurement and Data (MD)

Unit 9

Instructional Plan CC95

INV12_TE04_U09.indd 95 6/3/11 4:53 PM

I N V E S T I G AT I O N 3

Collecting and Analyzing Measurements  Teach this Investigation as is. 

Day Session Common Core Adaptation Common Core Standards

11 3.1 Graphing and Predicting Plant Growth

MP54.OA.5, 4.MD.1, 4.MD.4

12 3.2 Using Line Graphs to Compare Growth

MP54.OA.5, 4.MD.1, 4.MD.4

13 3.3 Graphs, Stories, and Tables

MP54.OA.5, 4.NBT.5,  4.NBT.6, 4.MD.1

14 3.4 Straight or Not? Increasing or Decreasing?

MP54.NBT.5, 4.NBT.6

15 3.5 End-of-Unit Assessment MP1, MP2, MP54.OA.5, 4.MD.1

CC96 UNIT 9 Penny Jars and Plant Growth

INV12_TE04_U09.indd 96 6/3/11 4:55 PM

C65 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 4

Closest EstimateCircle the closest estimate.

1. 1,788 × 4 ≈ 700 6,000 7,000

2. 3,421 ÷ 6 ≈ 500 600 700

3. 2,109 × 5 ≈ 10,000 12,000 100,000

4. 1,770 × 8 ≈ 10,000 12,000 14,000

5. 5,738 ÷ 3 ≈ 190 1,900 18,000

6. 6,525 ÷ 9 ≈ 700 800 900

Unit 9 Session 2.1

Penny Jars and Plant Growth Daily PracticeDateName

note  Students estimate products and quotients.

INV12_BLM04_U9.indd 65 6/17/11 11:09 AM

C65 © Pearson Education, Inc., or its affiliates. All Rights Reserved. 4

Estimación más cercanaEncierra en un círculo la estimación más cercana.

1. 1,788 × 4 ≈ 700 6,000 7,000

2. 3,421 ÷ 6 ≈ 500 600 700

3. 2,109 × 5 ≈ 10,000 12,000 100,000

4. 1,770 × 8 ≈ 10,000 12,000 14,000

5. 5,738 ÷ 3 ≈ 190 1,900 18,000

6. 6,525 ÷ 9 ≈ 700 800 900

Unidad 9 Sesión 2.1

notA Los estudiantes estiman productos y cocientes.

FechaNombreFrascos para centavos y crecimiento de plantas Práctica diaria

INV12_SP_BLM04_U9.indd 65 6/20/11 10:15 PM