COMMON CORE MATH VS. TRADITIONAL MATH

4th Grade

MATILDA BY: ROALD DAHL

“For instance,” Mrs. Honey said, “if I asked you to multiply fourteen by nineteen...” “No, that’s too difficult…”

“It’s two hundred sixty-six.” Matilda said softly.

“Now tell me, Matilda,” Miss Honey said, still polishing, “try to tell me exactly what goes on inside your head when you get a multiplication like you do. You obviously have to work it out in some way, but you seem to be able to arrive at

the answer almost instantly.”

8 MATHEMATICAL PRACTICES 1. Make Sense of the

problems and persevere in solving them.

2. Reason abstractly and quantitatively.

3. Construct viable arguments and critique the reasoning of others.

4.Model with Mathematics.

5. Use appropriate tools strategically.

6. Attend to precision. 7. Look for and make use of

structure. 8. Look for and express

regularity in repeated reasoning.

COMMON CORE ADDITION:

Problem: There were 1,215 students enrolled in Sunny

Heights Elementary School. There were 3,234 students enrolled in Sunny Heights High School. What is the total amount of students enrolled at Sunny Heights School?

Students should Estimate and Justify.

VERTICAL AND HORIZONTALLY SOLVED ADDITION

1,215 + 3,234=

1,000 200 10 5+ 3,000 200 30 4____________________

1,215+ 3,2344,000400409

Then, add up Partial Sums.

Horizontal Vertical

STUDENT WORK

COMMON CORE SUBTRACTION

Problem: There were 23,345 buttons in a jar. Mrs. Smith took out 12,456 to use on a project. How many were left in the jar?

Students should Estimate and Justify.

VERTICAL AND HORIZONTALLY SOLVED SUBTRACTION

20,000 3,000 300 40 5

-10,000 2,000 400 50 6

10,000 1,000 -100 -10 -1

23,345- 12,45610,0001,000-100-10-1

Either add or subtract partial differences depending on what the sign tells you to do.

Vertical Horizontal

STUDENT WORK

VERTICAL AND HORIZONTALLY SOLVED MULTIPLICATION

There were 23 students eating in the lunch room the day the lunch room served chicken noodle soup. There were 45 times that many students eating in the lunch room the day the lunch room served chicken strips. How many students ate in the lunch room on chicken strip day?

Students should Estimate and Justify.

COMMON CORE MULTIPLICATION

“Distributive Property”

23X 45

40 x 20 = 800

40 x 3 = 120

5 x 20 = 100

5 x 3 = 15

* Students will then add up partial products to receive their answer.

STUDENT WORK

COMMON CORE DIVISION

Mrs. Amanda has 18 students. She wanted to give each student a treat bag for Easter. So, she bought 345 pieces of candy. How many pieces would each student get? Would Mrs. Amanda have any candy left?

Students should Estimate and Justify.

DIVISION

“How many times can my divisor go into the dividend?”

18 345

Can 18 go into 345 1 time? 100 times? 10 times? Multiples of 10

STUDENT WORK