Fourth Grade Content Preview
Unit 07
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: Use the dice to review vocabulary from data. Vocabulary words are posted 1-6 on both front and back walls. Groups are in pairs. Partner A stands with his/her back to the screen. Teacher rolls the dice, the number associates with a vocabulary term from the data unit. Partner B tries to define/describe the word to their partner getting their partner to guess the vocabulary term as quickly as possible. Instead of saying the word, the Parnter A holds the number over their heart and Partner B confirms yes or no. This allows for more groups to continue describing/defining and more think time for other students. Groups then can help other groups by saying words they used to help define or what words help them know it was the correct vocabulary word. Partners then change roles.- Categorical data – data that represents the attributes of a group of people, events, or objects
- Data – information that is collected about people, events, or objects
- Dot plot – a graphical representation to organize small sets of data that uses dots (or Xs) to show the frequency (number of times) that each category or number occurs
- Frequency table – a table to organize data that lists categories and the frequency (number of times) that each category occurs
- Numerical data – data that represents values or observations that can be measured and placed in ascending or descending order
- Stem-and-leaf plot - a graphical representation used to analyze and compare groups or clusters of numerical data by separating one place value from another place value of a data set. The larger of the two place values is called the stem and the smaller of the two place values is called the leaf.
Opening (5-10 min)
Which one Doesn't Belong?
Create your own class set of Which one Doesn't Belong as an opening. See the activity below called "Stinky Feet" and use the data to mix up the data sets and see if students can determine which set of data doesn't belong with the others.
Optional Unit 07 Activities
Make the Case - Lead4ward strategy
Use the pictured STAAR 2017 released item below to play Make the Case:
1. Organize students into groups of 4 and assign each a letter A-B-C-D.
2. Present students with an assessment question.
3. As, Bs, Cs, and Ds huddle together with their letter groups in different corners of the room to determine if their answer choice is ...
- Correct or “innocent of a crime” by explaining why it is the correct response
OR - Incorrect or “guilty of a crime” by explaining why their answer is the incorrect response
4. Students return to their home group and have 1 minute each to “make their case” by prosecuting their answer choice as “guilty” or defending their answer choice as “innocent.” 5. Students deliberate and come to consensus about which answer is innocent.
6. The teacher sees and hears the students’ defense or prosecute on arguments and clarifies/verifies as appropriate.
7. Students summarize what they learned and mistakes they now know to avoid.
http://lead4ward.com/docs/instructional_strategies/playlist2017_2018dec2017.pdf
Stinky Feet Data
MATERIALS NEEDED:
- Class shoes
Introduce the class to frequency tables, dot plots, and stem and leaf plots using shoes sizes.
Begin by creating a frequency table of shoe sizes of the class with whole and half sizes. Using the frequency table have groups work together to create a dot plot that matches the frequency table. Then show the students a completed stem and leaf plot and ask what connections they can make between the frequency table, the dot plot they created, and the new way to represent data you are showing them the stem and leaf plot.
Extend by trading with other math classes, where each class has represented their data all three ways. This can become a matching game for the class in two ways:
- Give each student one piece of data represented. Once all students have a representation, students stand silently and move around the room to find their partners who match the data set they have without talking.
AND/OR - Play which one doesn't belong? Hang the data sets in groups of three around the room and see if students can select the data set that doesn't belong with the other representations and justify their reasoning.
Don't want to use shoes? This same activity can be done using any of the following suggestions:
pencil measurements (standard or metric)
hair length
height
Legos Tower
Perform the activity again later in the unit and see how the data has changed.
1. Guided Math
https://drive.google.com/open?id=1nGM7IYTYD0yUQ7giUzeoTeisFF9uCR4RYFQFSOYNpLM
3. Review/Preview:
3.MMT.9 (p.76-90): This activity is a set of 5 stations that help students connect and separate perimeter and area.
3.MMT.14 (p.114-123)- Activity 14 provides practice in finding start and finish times within contexts of fun stories. About the Problems: The problems in this activity tell a complete story. In other words, these are actual story problems! Time problems are worked into the story to advance the story line. Because 3.1C requires students to select a tool, these activities provide space for tools that are commonly used to tell time: clocks, strip diagrams and number lines. We suggest that you require that students select at least 2 models to solve each problem, and then write their solution in words.
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