4th Grade Math Planning
March 20, 2018
Noura will share Greg Tang Activities
- 6 step framework
- coded word problems for CGI
- do one word problem every day and go deep
- need to make your own problems
- key words are not evil, you must teach them in context
- word problem generator under resources on greg tang website and puzzles
Mari's Spreadsheet is located on the PLC Smore
Resource for Relevant Reviews
Tutorials- Letters go home tuesday
Questions?
Comments?
Concerns?
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
Area and Perimeter- Test has been moved to March 22nd. Distribute tests and preview.
- 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.
Units 10 and 11: Conversion of Measurements and Data Analysis- Test is April 20th. Preview test if available.
Unit 10: Conversion of Measurements
We may need to take as 2 separate grades or come up with a plan for another major math grade.
- share anchor chart from last year
- Readiness Standard- 4.8C Solve problems that deal with measurements of length, intervals of time, liquid volumes, mass and money using the 4 operations.
- Supporting 4.8A Identify relative sizes of measurement units within the customary and metric systems
- Supprting 4.8B Convert with the same system when given equivalent measures represented in a table.
- Students must develop BENCHMARKS and mental images
- Teach the language- "kilo" means a thousand, etc.
- Students need to explore the patterns and relationships in the conversion tables.
- Students need to create the tables as well. Use a two-column chart.
- Sentence Stem "If ________ is ________, then ______ is ________ because ____________"
- "If one foot is 12 inches, then 3 feet is 36 inches because there are 3 groups of 12."
- Multi-step word problems with perimeter, elapsed time, filling/dispensing of containers, comparison of weight and comparison of money.
- May include addition and subtraction with fractions and decimals and 4 by 1 multiplication and division.
- What are some good elapsed time questions to ask during EDC?
- Remember to go over the math chart often
- 12.1 Length- Benchmark of Rees to Kroger is about a mile or a kilometer. A baseball bat is about a meter or yard or you can use from the doorknob on a door. Demonstrate when converting from larger to smaller you put your arms out and then cross over chest to make a multiplication sign and vice versa for division.
- 12.2 Mass, Weight and Volume- piece of bread is about an ounce, loaf is a pound and bread truck is about a ton. The House of "G" for liquid measurement.
- 12.3 Time- Use number bonds and number lines for elapsed time. I added another day than what was suggested. Use questions from the released STAAR test from the past 2 years and problems in Motivational Math.
- Benchmarks, grid paper and math reference charts are the key!
Unit 11: Data Analysis- unit document is not yet posted
- (R) Represent data on a frequency table, dot plot(line plot), or stem-and-leaf plot with whole numbers AND FRACTIONS
- (S) solve one and two step problems using data in whole number, fraction and decimal form in a frequency table, dot plot (line plot) or stem-and-leaf plot.
- https://www.ixl.com/math/grade-6/create-frequency-tables
- https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-data-statistics/dot-plot/v/frequency-tables-and-dot-plots
- Lessons come from 3rd grade Bar and Pictographs and 5th grade stem and leaf. Discuss and determine which pages to copy and print out.
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?