4th Grade Math lab

March

Before coming to math lab

Please assign students a color- red, green, or blue. Red being students who are below grade level on these objectives, Green being students who are on grade level on these objectives, and blue being students who are above grade level on these objectives.


After you have assigned a color- partner students with someone of the same "color" group.


As they come into math lab, I will give them a center (1, 2, or 3) to start at.

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Power my Learning

We are going to try out this new program. We'll join the class and then work our way as far as we can! You Login through the Clever button on MGSD resources.
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Classroom teacher led center **Please be familiar with this center before coming to math lab

Students will select a QR code that is the same "color" they were assigned before coming to math lab- red, green, or blue. They will scan it and then "make a copy". Then they will share the copy with their partner so they can collaboratively work on the presentation. They share to their partner by the blue share button , then nowise#@students.mgsd.k12.nc.us

They will then share it back to the teacher.

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Task Card Center

This center will mostly be independent. Students will get a paper that is their "color" and work on it with their partner- showing all work on the back. These are leveled task cards that increase in difficulty. There is 1 for the "red" group (red). There are 2 for the Green group (green and yellow). There are 2 for the "Blue" Group (blue and Gray). If a student finishes one from their color category, they do the other one from their color category. If they finish both, they can do one from another color category.
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Check out this google drive folder for resources from todays math lab and extensions to help you outside the math lab with our covered objectives.
In the Classroom: Use the "Power my learning" playlist if students finish early or need extensions in the classroom.

Objectives covered

Understand decimal notation for fractions, and compare decimal fractions.

CCSS.MATH.CONTENT.4.NF.C.5
Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.