Fourth Grade Content Preview
Unit 05
Energizers (5 min)
Below you will find a new spin on some energizers you may have already used in your classroom. Feel free to continue to use the other energizers listed in Unit 01 by clicking here: http://bit.ly/2evd1Dc.
Ambleweb Funciton Machine: Input/Out: Make an input/output table along with with this online function machine.
Opening (5-10 min)
Student Input/Output Tables. Have students work in groups to create their own input/out put table. As groups finish, these can be hung around the room for use throughout the unit. Each day, groups will visit a new poster. The first day of visiting a new poster, the group finds the function and adds two more inputs/outputs that are non-sequential. The next day, the students visit a new function table, do the same as they did for day one, then write three statements as a group about the function table (two truths and a lie) about the table they are looking at. The next day, the groups move to a new poster, complete actions from day one, then find the truths and lie about the table. This process can be repeated with groups making new tables and following the same sequence OR the groups can then create FOUR tables on one poster with sticky notes indicating the different functions or statements about the four different tables. The next day this will allow new groups to have to compare equations with the tables.
Optional Unit 05 Activities
By downloading the resource, the links in the Table of Contents will become active.
4.O.2 Choosing the Operation (p. 11-15)
4.O.2 Quick Start helps students answer two common questions when solving word problems—What operation do I use? How many steps do I have to do? This activity focuses on understanding the action in the problem so that the operation choice is clear. 4.O.2 is more difficult than 4.O.1 as more of the problems are two or more steps.
Click the button above titled Teach Transform All Operations
4.O.3 - Selecting the Correct Operations in Multi-Step Problems p. 16-20
4.O.3 Ramp Up helps students answer two common questions when solving word problems—What operation do I use? How many steps do I do to solve the problem? In this activity, students work in pairs to match the problems with the operation(s).
Click the button above titled Teach Transform Division
4.O.4 (p.21-26), 4.O.5 (p.27-30), 4.0.6 (CHALLENGE p.31-33) - Answering the Right Questions
A typical student mistake when solving word problems is that students do the arithmetic right, but answer the wrong question. This is frustrating for both teachers and students. 4.O.4 Ramp Up has two parts. In the first part, the students and teacher work together to understand the context of a problem and then write questions that could be answered about the context. In the second part, students work together to understand the problem context and then answer different questions about it. This kind of activity helps students focus on the question so that they can be sure they answer the question that the problem is asking.
Click the button above titled Teach Transform All Operations
A typical student mistake when solving word problems is that students do the arithmetic right but answer the wrong question. This is frustrating for both teachers and students. In 4.O.5 Launch, several questions are asked about each problem situation. Students work in groups to understand the context of the problem so they can answer the questions. This
kind of activity helps students focus on the question so that they can be sure they answer the question that the problem is asking. This activity is a challenge and requires a lot of thinking!
Click the button above titled Teach Transform All Operations
4.O.6 - This is a challenge!
A typical student mistake when solving word problems is to do the arithmetic right, but to answer the wrong question. This is frustrating for both teachers and students. In 4.O.6 Launch, students are given an expository reading about otters. They pull the information about the otters out of the reading to answer the questions. This kind of activity helps
students focus on the question so that they can be sure they answer the question that the problem is asking.
Click the button above titled Teach Transform All Operations
4.O.7 (p.34-38), 4.O.8 (p.39-43), 4.O.9 (p.44-48), 4.O.10 (p49-53). : Finding and Correcting Miskates
In this activity, all the problems have been solved, but the solutions contain typical mistakes that 4th graders make! And they are worked wrong in different ways. It’s the students’ jobs to find the mistakes, tell what mistakes were made, and correct them. This kind of analysis will help students pay attention to the way problems are solved and help them isolate the kinds of mistakes they make themselves. This might be difficult for some of your students, but that’s okay. It’s valuable practice in analyzing thinking.
Click the button above titled Teach Transform All Operations
This activity is based on a game called “Two Truths and a Lie”. In this case, it is “Two Lies and a Truth”. Each page has 3 problems—two that have mistakes and one that is worked correctly. It’s the students’ jobs to find the mistakes, tell what mistakes were made, and to correct them. This type of analysis will help students pay attention to the way problems are
solved and help them isolate the kinds of mistakes they make themselves.
Click the button above titled Teach Transform All Operations
Each of the problems in 4.O.9 Ramp Up has been solved, but the solutions contain mistakes! It’s the student’s job to find the mistakes, explain them, and correct them. This kind of analysis will help students pay attention to the way problems are solved and help them isolate the kinds of mistakes they make themselves. This might be difficult for some of your students, but that’s okay. It’s great practice in analytical thinking.
Click the button above titled Teach Transform All Operations
Each of the problems in 4.O.10 Ramp Up has been solved, but the solutions contain mistakes! It’s the student’s job to find the mistakes, explain them, and correct them. This kind of analysis will help students pay attention to the way problems are solved and help them isolate the kinds of mistakes they make themselves. This might be difficult for some of your students. But that’s okay. It’s great practice in analyzing thinking.
Click the button above titled Teach Transform All Operations
4.O.11 (p.54-56) & 4.O.12 (p.57-59) . Solving One and Two Step Problems
This page provides practice in solving simple one- and two-step problems. What makes these problems different is that each activity also tells a story in true cartoon fashion! Hopefully the stories will create pictures in the students’ minds and make practicing math a little more fun! Because the language is cartoon-ish, put students in mixed ability groups,
especially ELL students and students who have difficulty reading.
Click the button above titled Teach Transform All Operations
Literature Connection
1. Guided Math
https://drive.google.com/open?id=15y2A0UVfAE8r4j4Y4phI0d2PaVVU14DFOexD3bKFNPo
2. Technology
3. Review/Preview:
Have students create their own fraction bars and color them. They will be using them and applying them in your next unit.
Students can then use these bars as manipulatives to review comparing fractions with same numerators or same denominators and justifying their solution. Visit here for fraction activity pages and fraction bar pages:
https://illuminations.nctm.org/Lesson.aspx?id=3729 or
click here for a flip book: http://bit.ly/2zgA4tZ
Continue comparing fractions by having students create their own "Would you rather" task cards. Students write on an index card:
Would you rather have _____ or ______ of __________?
In the first two blanks, students will put a fraction. The third blank the students can write their own idea which would lend to wanting more or less of something. Examples could include: piece of chocolate cake, a cup of broccoli on your plate, a page of homework problems, etc.
Once the class set is made, students can draw a card, answer the would you rather by writing a sentence justifying why they would want more or less of the item.
This is also a time students can create an anchor chart on comparing fractions including:
using number lines
pictorial representations (fraction bars and circle model)
same denominator
same numerator
(Sample anchor chart pictured below)
Fluency:
Teach Transform Activities: This is a great opportunity to use the Teach Transform activities that you start in small group (or don't get to) to be completed in the fluency station so students can become more fluent with solving problems within all operations.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment