Fourth Grade Content Preview
Unit 06
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.
Virtual number dice: double dice. Teacher calls out directions to be worked out with a partner using the two dice. These skills can build over time as the unit continues:Make the smallest fraction you can.
What is the numerator?
What is the denominator?
What is a fraction larger than that fraction?
What is a fraction that would be smaller than that fraction?
What single fraction could you add to that fraction to make it equal to one?
Give an example of that fraction from something you see in the room?Make the largest fraction you can. (this should be a fraction that is improper.
Change the fraction into a mixed number.
What is the numerator?
What is the denominator?
Decompose that fraction into (for example, 1 and 2/3 can be decomposed into 3/3 + 2/3, or 1/3+1/3+1/3+1/3+1/3)http://www.curriculumbits.com/prodimages/details/maths/mat0005.html
Opening (5-10 min)
How Far Apart are the Freeway Exits? http://robertkaplinsky.com/work/freeway-exits/ Click here for more pictures and further explanation:
The Situation
You are in a car on the freeway and see this sign.
The Challenge(s)
- How can you tell which exit is closest to you?
- How can you tell which exit is farthest from you?
- How would you show how far apart the freeway exits are on a map?
- Which exits are closest together?
- How far apart are the freeway exits?
Question(s) To Ask
These questions may be useful in helping students down the problem solving path:
- What are the fractions measuring?
- What units are the fractions measuring in?
- Does anyone have the same answer but another way to explain it?
- Can you make a model and show that?
Optional Unit 06 Activities
By downloading the resource, the links in the Table of Contents will become active.
The above Teach Transform Master Fractions resource is a complete book on fractions. The activities are aligned and the entire book will match both this unit and the unit later in the year. The activities and pages are not outlined below since the entire book is aligned with this unit.
Bridges are activities that activate prior knowledge and connect 3rd and 4th grades. They remind students, in a fun way, about things they already know but may have forgotten. These activities are perfect to begin a unit and are created for small groups and centers.
Most of the activities in this book are Masters. Masters are on-grade-level activities that teach and require students to apply 4th-grade skills. Some Masters contain scaffolds that help students tackle difficult skills. Some Masters contain challenge questions that require students to think deeply or use their skills in ways they haven’t yet thought of. Use these in regular 4th-grade math instruction, during intervention or tutoring, and in centers.
- At the end of every section is an Evaluate. These are short open-ended quizzes (no multiple choice here) that are scaffolded from the most simple to more complex so you can see exactly what students have mastered and what they need to work onmore. Each Evaluate has a handy rubric that you can use to identify the kinds of errors students are making.
Interactive Number lines
MATERIALS NEEDED:
- Painter’s Tape
- Benchmark Fractions printed on card stock or index cards
- Ziplock bag to store Student fractions
- Student Numbers printed on card stock or written on post-it notes
How to Create an Interactive Number Line:
1 – Use a long strip of painter’s tape to form a vertical number line on the wall
2 – Use smaller strips to create hash marks for benchmark numbers
3 – Place benchmark numbers (0, , and 1) next to each of the hash marks using number cards or sticky notes
Number lines help bridge gaps for students to better understand numbers that come before or after a given number and requires students to put random numbers back into the correct sequence. Vertical Number lines help “see” the numbers increasing or decreasing.
Student differentiation comes into play when you allow specific groups of students who are experiencing difficulty to focus only on their area of need. Consider tailoring the student number cards for specific groups or having multiple number lines around the room for various groups.
Click here for more information: https://mrelementarymath.com/using-interactive-number-lines/
Beaded number strings
Use the beaded number lines to build and relate fractions to decimals. Encourage students to count by tenths by sliding the groups of tens across the string and then sliding the beads individually to represent hundredths to build the numbers. Students then write the fraction and its equivalent decimal representation. Students can also visually see the value of fractions into the tenths and hundredths, as well as make comparison's using and open number line.
This can also be helpful in placing numbers on the open number line. You can tape down the same size string on a table, students put where they think the number will go on the number line, then use the beaded number line to see how close they are to the actual placement. Students can also place a fractions in between two given fractions to the tenths and hundredths, then using the beaded number line to check the placement on the open number line.
Spin to Win Game
As found on: http://mathwire.blogspot.com/search/label/fractions
Landmarks are an important concept in the study of fractions. Students need to have a conceptual understanding of whether a fraction is close to 0, close to 1/2, close to 1, larger than 1, etc. in order to correctly evaluate fractions and check the reasonableness of their answers. The Spin to Win Game was designed to practice these skills in a fun game.
Students should be encouraged to use various methods of comparing the fractions (e.g. drawing pictures, folding paper, fraction strips, on a number line etc.)
Directions for Spin to Win Game
- Students play in pairs.
- Each student draws a card from the fraction deck.
- One student spins the spinner.
- In this case, the spinner landed on closer to 0. Students decide whose fraction is closer to 0. That player wins both cards.
- NOTE: If the spinner lands on closer to 1/2 or closer to 1, then the player whose fraction is closest to these landmarks wins both cards.
- If the spinner lands on PLAY for 4! Draw new cards, then both players pick another fraction card, place it on top of their original card, then spin the spinner. The player whose new fraction card best matches the spinner wins all 4 cards.
- If the players turn over equivalent fractions, then they draw new cards, spin the spinner and the player whose new fraction card best matches the spinner wins all 4 cards.
- The game can be extended to include adding and subtracting fractions and then spinning the spinner or creating a new spinner with 0, , and 1. Students could use fraction circles to create their own spinner.
Download the Spin to Win Game directions and spinner.
Download Fraction Cards.
DIFFERENTIATION: It may be helpful to provide this fraction strip handout for students still struggling with the size of fractions. Slip the handout into a clear sheet protector and provide dry erase markers. Students may then use the fraction strips to compare their fractions to see who is closer to the landmark.
Download Fraction Strip handout from the internet.
Mixed Numbers with Pattern Blocks
Introduce fractions greater than one by modeling them with pattern blocks and writing them as a mixed number, and also as an improper fraction. Then we discussed the similarity between the two numbers.
After lots of examples with pattern blocks, try making pictorial models. Start with the mixed number, draw the picture, then name it as an improper fraction. Then start with the improper fraction, drew the picture, then name it as a mixed number.
The next day, we talked about how we went between the two types of fractions using pictures to help us. After examining our pictures, we noticed some shortcuts to help us be more efficient when changing from one type of fraction to the other. Eventually, students may discover the multiplication and division connection to help speed them along.
Legos and Fractions
Equivalent fractions
Adding and subtracting fractions with like denominators
Representing improper fractions and mixed numbers
As a teacher, you can get an understanding of LEGO fractions by watching this YouTube video. Using this knowledge you can successfully guide your students to grasping these concepts as well through exploration, conversations, and trial and error.
Once students are comfortable, and as a teacher you feel comfortable moving on, share the fraction task card with students. Allow for a variety of ways to show evidence for each task. Students can draw a picture or create a video, PowerPoint, or Educreation lesson — the more creative their evidence, the better.
Students explore, then work as a team to discover for themselves how they can use these LEGO bricks to represent the various concepts:
Equivalent Fractions with Desmos
https://teacher.desmos.com/activitybuilder/custom/5a0b570e8699f70613a90a80
Equivalent Fractions with Nearpod
Use this nearpod skillbuilder to improve equivalent fractions skills by using missing numbers in a pie chart.
Decimal Fractions with Tenths and Hundreths (Nearpod lesson)
Adding and Subtracting Fractions with Like Denominators (Nearpod)
Learning Objective: We will learn how to add and subtract mixed numbers with like denominators.
Language Objective: I will solve addition and subtraction word problems by using visual models and write equations to represent word problems.
https://share.nearpod.com/vsph/Z6vgwFK8Oz
Literature Connection:
Working With Fractions
Hershey's Fractions
Fractions in Disguise
1. Guided Math
https://drive.google.com/open?id=1tTaABYH_BvHBcduMSBDIBLFgKdbU3HMRAsnzxi6FCuY
3. Review/Preview:
Two Truths and a Lie
In groups, students create a survey question (click this link for survey ideas for students https://www.thoughtco.com/taking-a-survey-2312607), and collect data using a frequency table. On a large piece of poster paper, the group then represents the data in a bar graph, pictograph (circles representing 4 will extend their thinking), and dot plot. Students then create two truths and a lie about the any of the data from the graphs. Encourage students to create more complicated statements about the data by combining data pieces, statements that involve a quantity and combined categorical data (ie: 12 students had 2 or fewer siblings) and statements that involve the use of operations to solve.
When all groups are finished, students scoot around the room looking at the different types of graphs and determining which of the statements about the data is a lie and justifying their answer.
Take pictures of all of the graphs for a review activity later in the year or at a station.
Fluency:
- At the fluency station, this is an opportunity to think about what your students need to become more fluid with? What do your students need more opportunity for practice. One suggestion for practice at the fluency station is to set up four problems for review. Use your Go Math resource and find a challenging problem from yesterday, a week ago, a month ago, two months ago. This type of practice helps the retrival process in remembering content that has been learned previously and have continued practice with various things throughout the year. For example, you can put a white board at this station with a Go Math workbook and tell the students the page number with ONE problem they will complete in their journal, another page number from the last unit with ONE problem, etc. for a total of four problems.
Closing (5 min): Relate back to learning and language objectives
- Class Journal
- Personal journal
- Partner talks
- Self assessment