Fourth Grade Content Preview
Unit 11
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.
Help students with number sense and "gut check" of reasonableness with estimation 180. Use any of the days along with the days that follow to allow students to build on prior knowledge and make more reasonable estimates.
Opening (5-10 min)
Formative Assessments as Openers:
https://drive.google.com/open?id=1CCXb3_Luq7opnvaHivBu2MyYzujXH_0o-bPUM0vnKAU
Use these spiral formative assessments as problem of the Day openers for your students. Pull small groups based on student responses, interim data, and DreamBox data to reteach small groups.
Formative assessments are still listed under guided math below.
Optional Unit 11 Activities
Making Connections in Stations
Restaurant Menus: For a recording sheet, fold a piece of paper in fourths .
Each student becomes a customer and selects a local menu from the stack.
The customer orders on their menu ticket an amount of food that they estimate to be as close to $25 as possible
The student passes their menu ticket and menu to the person to the right of them to be their server. The server writes their name under “server” The server finds the actual amount of the cost of the menu ticket by adding the values.
The server passes the menu ticket to the cashier who double checks the addition then calculates the change for the customer based on the customer paying $30.
The customer uses estimation to check to see if the change the customer received is reasonable.
Casa Garcias - http://bit.do/casagarcias
Spicy Bite - http://bit.do/spicybite
IHop - http://bit.do/ihopprices
Dave's Diner (Psuedo diner) - http://bit.do/davesdiner
Decimal Puzzles: Students get a bag of puzzles and recording sheet. The students take the puzzle pieces out and place number side up. Students solve the equations and join the edge with a matching answer or matching equation. When finished with the puzzle, students identify the polygon and whether the polygon is regular or irregular. Click here for Decimal puzzles: https://drive.google.com/open?id=0BybLi_gTmQZbNGJjendyN3UtSUE
Spring Cleaning Task Cards: Each student (or partners/whole group) receives a set of task cards and completes the task on the card. Click here for task cards on page 2. https://docs.google.com/document/d/1ZOuhoIMK0rlL-mdZ5q0Rmfx2dgEZMXTjgUrJPjRlOCU/edit?usp=sharing
Word Problems Interpreting Remainders: For each problem given, one student solves using manipulatives, one solves using a pictorial representation, one solves using standard algorithm, and last student solves with free choice and interprets the remainder. (This activity can also be done as written on the instructional page) Click here for directions and activity sheet: https://drive.google.com/open?id=0BybLi_gTmQZbZ0R0RFZhUk5weUE
1. Guided Math
https://drive.google.com/open?id=1CCXb3_Luq7opnvaHivBu2MyYzujXH_0o-bPUM0vnKAU
2. Technology
Remember: when using assign focus in DreamBox, drop down grade levels to see where students are struggling. If you need help with this request a DLC, contact your IC, or contact Lindsay Williamson.
3. Review/Preview:
Based on your formative assessments as a teacher and your third interim, use the data from your class to recycle any activities from the year that your students need more practice with. A list of other suggestions for stations are located under suggested activities in this unit as well.
Fluency:
- Use your Student Learning Reports from Lead4ward to identify your three biggest areas as you get closer to STAAR. Find the H.O.T.S problems in the Go Math book to create fluency problems for highly tested areas.
- 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 retrieval 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