4th Grade Math Planning
February 23, 2018
100th Day Padlet- Add something!
FlipGrid! Chatterpix!
- Share how you are using!
- Make sure you have downloaded the app from Self-Service please
Flocabulary! Free trial!
Designated Support for Math-manipulatives and supplemental aids
- Number charts
- cubes
- number lines
- fraction bars
- shapes chart
- place value chart
- etc
Feedback: How comfortable are you with the designated supports?
Mari's Spreadsheet is located on the PLC Smore
EDC and Animated Measurement Benchmark Cards- How are they going?
- Idea to use Chatterpix and safe own copies in their folders to review the vocabulary.
- Begin next week introducing Length. Then weight and then capacity. How should we separate metric and customary?
- Begin reviewing the math reference chart they used in 3rd grade. Do you still have the enlarged poster?
- Remember, Fraction of the day is critical.
- What to add in February? Share Earl's presentation.
- Grid practice-Keep reviewing, especially with zeroes
- Sentence Stems: Today we have _____wholes and ____ hundredths. I can write ____hundredths as one tenth and ____ extra hundredths.
- Quality Questions: If I color ____square, what fraction of the grid will I be coloring in today?
- Calendar, Counting Tape and Daily Decimal, A Fraction A Day, 2-D Anchor Chart, and the Fraction/Decimal Hundred Chart piece.
- Implement the Egg Carton pieces for A Fraction a Day (TG p. 54) Good discussion questions suggested in the packet, for every Wednesday. You should have all the materials you need.
- Is ____ greater or less than ____? ____ is greater/less than ____ because _____________.
- 2-D anchor chart completed by Christmas. Begin 3-D.
- Rounding Decimals
- EDC- Add Egg Carton and Measurement pieces. Review 3-D in January.
- February: The angle questions for the calendar is great! Continue with January's fraction and measurement piece and we will add the large poster math STAAR reference chart.
- Fraction a Day- page 82-83 with the egg carton. . Measurement page 81- ounces and pounds. Use a slice of bread for an ounce, loaf for a pound, and a bread truck for a ton.
- March: Elapsed time and comparing money
Math DCA 2- Thursday, March 1st
- Review the DCA 2 Blueprint
- Review the Testing Reminders and Acceptable Phrases below
- Booklets have mistakes concerning the griddables.
PLC Data Day for DCA2 is Thursday, March 8th.
- 4th grade math from 8:00-11:30.
- 4th grade reading from 12:30-3:30
- sub schedule coming soon.
DCA Griddable Errors
- Off numbered
- need to add to directions for kids to cross through the bubbles and put the test question number next to the grid.
Flip Grid Fever- Have you tried this yet? Share your experiences with the tea.
- Check out these math ideas for using flip grid in the classroom! https://faheystech.blogspot.com/2017/06/flipgridmath.html
PLC Link of tutorials and videos for Math Learning Center Apps
Below is another tutorial page for math learning centers.
Angles, Lines, Squares and Rectangles- Test was Friday, Feb. 16th. Dig into DMAC Data!
Good Questioning:
- Are there any angles in our classroom? Can you draw a plane shape with ____ angles? Why/how do the numbers of sides and the number of angels in each plane shape correspond? Can you use Anglegs or craft sticks to make a _______ angle less than/greater than ________? What happens to the Anglegs as I open them and/or close them more or less? How many angles are greater than/less than ______? Can you make a shape that has _____ angles? Which angles is less than _____ but greater than _____? How are perpendicular and parallel lines different? Similar? How would you explain them to a 2nd grader? What is the distance between the lines? Can you find two pairs of _____ lines on each object? Where are some _________ lines in the classroom? Is this angle greater than or less than a right angle? What is the difference?
Materials:
- geoboards
- Measurement Charts
- Highlighters
- Protractors
- Anglegs
- clocks
- dot stickers
- paper for folding
TEK Walk: Read the pacing guide.
Readiness Standards: 4.6D classify 2-D figures based on the presence or absence of parallel or perpendicular lines or angles. 4.7C determine approx measures of angles in degrees to the nearest whole number using a protractor (pictorial)
- 4.6 C add straight lines
- there are 2 non-assessable TEKS
- use the right angle (90 degrees) as the benchmark angle first to identify the other angles.
- triangles are named according to their largest angle
- add isosceles, right and equilateral to vocab??
- use the symbols for perpendicular and parallel lines p. 5
- angle measurements do not necessarily have to begin with 0!
- 4.7E determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures.
- add parallel and perpendicular lines to the 3rd grade lesson
- find the angles and line segments in the geometric figures
- use the math charts to show 90 degree angles (right angles)
Area and Perimeter- Test is March 23rd. Preview if available. (move date?)
- 4.5D-Readiness Standard- solve problems related to perimeter and area of rectangles where dimensions are whole numbers. (So can be with the formulas)
- 4.5C-Supporting- Use models to determine the formulas for perimeter of a rectangle (non-assessable)
- 4.6B-Supporting- Identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure.
- Perimeter-measuring the length around an object (must use sentence stems to clarify the difference!) This is critical. Have these posted in the room and encourage students not only to say them ,but to write them as well when solving problems.
- The perimeter around the object is ___________. Area-measuring the space inside the object) The area inside the object is _________.
- Review finding halves for area. Use grid paper.
- Use the bulletin board as an example. The border vs. the amount of paper needed to cover.
- Perimeter is recorded in units and area is reflected in square units.
- Vary the context of the problems. Such as, given the dimensions of the rectangle you have to determine the area and perimeter. Given the perimeter of a square you have to determine the area. Given the area of a square you have to determine the perimeter. Given the length of one side and the perimeter you have to determine the area. Given the lengths of one side and the area you have to determine the perimeter.
- They may have to measure first before finding the solution. They need to practice measuring with the math reference charts.
- When teaching the formulas, students should be using concrete objects (color tiles).
- Connect how a square is also a rectangle, so the formulas will work as well.
- Use the math reference charts.
- Students love using Miras for symmetry. Model how to rotate the object to get different points of view.
- This is their first time for symmetry unless it has been mentioned in science or during the 3rd grade EDC.
- Make area connections with multiplication.
Quality Questions:
- What is the ___________of the figure?
- What are some ways to find the _______ of a _________?
- What are some ways to find the perimeter of a composite figure?
- What is the difference between area and perimeter? How are they similar?
- Why do we need to learn about area and perimeter?
- Can the area and the perimeter ever be the same?
Scanned DCA Questions
- Can use with Chatterpix
- Can upload into SeeSaw
- Are they able to find the mistakes and justify?
- What kid of discourse goes on when discussing a new strategy?
If Time Allows: Possible PLC Connections on Thursday, March 8th?
- Quality Questioning
- Purposeful Planning
- 3 in Common Game
- Discourse rubric and share our small group rubric for questioning and mathematical discourse.
- Articles and colored posters.
- Prodigy?