transitioning to the common core state standards mathematics 4 th grade session 3 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Transitioning to the Common Core State Standards – Mathematics 4 th Grade Session 3 PowerPoint Presentation
Download Presentation
Transitioning to the Common Core State Standards – Mathematics 4 th Grade Session 3

Loading in 2 Seconds...

play fullscreen
1 / 61

Transitioning to the Common Core State Standards – Mathematics 4 th Grade Session 3 - PowerPoint PPT Presentation


  • 200 Views
  • Uploaded on

Transitioning to the Common Core State Standards – Mathematics 4 th Grade Session 3. Pam Hutchison p am.ucdmp@gmail.com. AGENDA. Multi-Step and Other Word Problems Review Math Practice Standards Fractions and Decimals Lines, Line Segments, Angles and Rays What’s an Angle

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Transitioning to the Common Core State Standards – Mathematics 4 th Grade Session 3' - catrin


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
transitioning to the common core state standards mathematics 4 th grade session 3

Transitioning to the Common Core State Standards – Mathematics4th Grade Session 3

Pam Hutchison

pam.ucdmp@gmail.com

agenda
AGENDA
  • Multi-Step and Other Word Problems
  • Review Math Practice Standards
  • Fractions and Decimals
  • Lines, Line Segments, Angles and Rays
    • What’s an Angle
    • Classifying Angles
    • Measuring Angles
  • Data and Line Plots
multi step word problems
Multi-Step Word Problems

A pair of hippos weighed 5,201 kg together. The female weighed 2,038 kg. How much more did the male weigh than the female?

multi step word problems1
Multi-Step Word Problems

A copper wire was 240 m long. After 60 m was cut off, it was double the length of a steel wire. How much longer was the copper wire than the steel wire at first?

multi step word problems2
Multi-Step Word Problems

Jennifer has 256 pink beads. Stella has 3 times as many beads as Jennifer. Tiah has 104 more beads than Stella. How many beads does Tiah have?

multi step word problems3
Multi-Step Word Problems

Sandy’s garden has 42 plants in each row. She has 2 rows of yellow corn and 20 rows of white corn. How many plants does she have?

ccss mathematical practices
CCSS Mathematical Practices

REASONING AND EXPLAINING

2. Reason abstractly and quantitatively

3. Construct viable arguments and critique the reasoning of

others

OVERARCHING HABITS OF MIND

1. Make sense of problems and perseveres in solving them

6. Attend to precision

MODELING AND USING TOOLS

4. Model with mathematics

5. Use appropriate tools strategically

SEEING STRUCTURE AND GENERALIZING

7. Look for and make use of structure

8. Look for and express regularity in repeated reasoning

math practice standards
Math Practice Standards

Using the MP descriptions from the 4th Grade Flipbook, describe how you are developing each of these practices in your students.

  • Be ready to share an example for each of the 8 Math Practices Standards.
  • Which standard is the hardest to implement?
4 nf 5
4.NF.5

Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.)

4 nf 51
4.NF.5
  • Focus on working with grids, number lines and other models (not algorithms)
  • Base ten blocks and other place value models can be used to explore the relationship between fractions with denominators of 10 and denominators of 100
  • This work lays the foundation for decimal operations in fifth grade.
slide13

57 hundredths

5 tenths + 7 hundredths =

4 nf 6
4.NF.6

Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

4 nf 61
4.NF.6
  • Focus on connections between fractions with denominators of 10 and 100 and the place value chart.
  • Connect tenths and hundredths to place value chart
  • Connect to 0.32 to
4 nf 62
4.NF.6
  • Students connect with 0.32 and represent it on a place value model.
4 nf 7
4.NF.7

Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

planning a lesson
Planning a Lesson

Connecting fractions, decimals, and place value.

  • Review
    • Name the fractions
      • Tenths grid
      • Hundredths grid
      • Number line – tenths and hundredths
    • Write in expanded form
planning a lesson1
Planning a Lesson
  • Word Problem: In the school chorus, of the students are girls. If there are 10 boys in the chorus, how many girls are there?
place value
Place Value

Hundreds Tens Ones

place value1
Place Value

Hundreds Tens Ones

place value2
Place Value

Hundreds Tens Ones

place value3
Place Value

Hundreds Tens Ones

place value4
Place Value

Ones

Tenths

decimal place value1
Decimal Place Value

Ones

Tenths

Hundredths

fractions and decimals
Fractions and Decimals
  • So we can name some fractions as decimals
  • How do we know which fractions we can also name as decimals?
fractions and decimals1
Fractions and Decimals
  • How do we know which fractions we can also name as decimals?
  • When the denominator is a place value number (also called a power of 10)
fractions and decimals2
Fractions and Decimals
  • For example:

can also be written as 0.3

can also be written as 0.72

  • What about ?
classwork
Classwork
  • See Fractions and Decimals worksheet
engage ny
Engage NY
  • Fluency Practice
    • Designed to promote automaticity of key concepts
    • Daily Math is another form of fluency practice
  • Application Problem
    • Designed to help students understand how to choose and apply the correct mathematics concept to solve real world problems
    • Read-Draw-Write (RDW): Read the problem, draw and label, write a number sentence, and write a word sentence
engage ny1
Engage NY
  • Concept Development
    • Major portion of instruction
    • Deliberate progression of material, from concrete to pictorial to abstract
  • Student Debrief
    • Students analyze the learning that occurred
    • Help them make connections between parts of the lesson, concepts, strategies, and tools on their own
engage ny2
Engage NY

Module 5 Lesson 28

  • MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
engage ny3
Engage NY

Module 4: Angle Measures and Plane Figures

  • Topic A: Lines and Angles
  • Topic B: Angle Measurement
  • Topic C: Problem Solving with Angle Measurement
  • Topic D: Two-Dimensional Figures and Symmetry
4 g 1
4.G.1

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

lesson 1
Lesson 1

Identify and draw points, lines, line segments, rays, and angles and recognize them in various contexts and familiar figures.

  • Concept Development p A.4 (bottom)
    • Problem 1: Draw, identify, and label points, a line segment, and a line.
    • Problem 2: Draw, identify, and label rays and angles.
    • Problem 3: Draw, identify, and label points, line segments, and angles in a familiar figure.
    • Problem 4: Analyze of a familiar figure.
lesson 11
Lesson 1
  • Problem Set A.11-12
    • Student Debrief Questions A.9-10
    • Exit Ticket A.13
  • Homework A.14-15
lesson 2
Lesson 2

Use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles.

  • Fluency Practice p A.17
    • Identify Two-Dimensional Figures
    • Physiometry
  • Application Problem – Line Segments
lesson 21
Lesson 2

Conceptual Development p A. 18

  • Problem 1: Creating right angles through paper folding activity.
  • Problem 2: Determine whether angles are equal to, greater than, or less than a right angle.
    • Practice Sheet p A.24
  • Problem 3: Draw right, acute, and obtuse angles.
lesson 22
Lesson 2
  • Problem Set A.25-27
    • Student Debrief Questions A.22-23
    • Exit Ticket A.28
  • Homework A.29-31
lesson 3
Lesson 3

Identify, define, and draw perpendicular lines.

  • Fluency Practice p A.32
    • Identify Two-Dimensional Figures
    • Physiometry
  • Application Problem – Line Segments (A.34)
lesson 31
Lesson 3

Conceptual Development p A.35

  • Problem 1: Define perpendicular lines.
  • Problem 2: Identify perpendicular lines by measuring right angles with a right angle template.
  • Problem 3: Recognize and write symbols for perpendicular segments.
  • Problem 4: Draw perpendicular line segments.
lesson 32
Lesson 3
  • Problem Set A.39-41
    • Student Debrief Questions A.37-38
    • Exit Ticket A.42
  • Homework A.43-35
lesson 4
Lesson 4

Identify, define, and draw parallel lines.

  • Fluency Practice p A.46
    • Identify Two-Dimensional Figures
    • Physiometry
  • Application Problem - reviews perpendicular and intersecting lines (A.48)
lesson 41
Lesson 4

Conceptual Development p A.49

  • Problem 1: Define and identify parallel lines.
  • Problem 2: Identify parallel lines using a right angle template.
lesson 42
Lesson 4

Conceptual Development

  • Problem 3: Represent parallel lines with symbols.
  • Problem 4: Draw parallel lines.
lesson 43
Lesson 4
  • Problem Set A.54-56
    • Student Debrief Questions A.52-53
    • Exit Ticket A.57
  • Homework A.58-60
4 md 5
4.MD.5

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:

  • An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.
  • An angle that turns through n one-degree angles is said to have an angle measure of n degrees.
  • Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
4 md 6
4.MD.6
  • Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.
lesson 5
Lesson 5

Use a circular protractor to understand a 1-degree angle as 1/360 of a turn. Explore benchmark angles using the protractor.

  • Fluency Practice p B.2
    • Identify Two-Dimensional Figures
    • Physiometry
  • Application Problem – right angles (B.5)
lesson 51
Lesson 5

Conceptual Development p B.5

  • Directions for Constructing a Paper Protractor:
lesson 52
Lesson 5

Conceptual Development p B.5

  • Problem 1: Reason about the number of turns necessary to make a full turn with different fractions of a full turn.
lesson 53
Lesson 5
  • Problem 2: Use a circular protractor to determine that a quarter-turn or a right angle measures 90 degrees, a half turn measures 180 degrees, a three quarter-turn measures 270 degrees, and a full rotation measures 360 degrees.
lesson 54
Lesson 5
  • Problem 3: Measure and draw benchmark angles with the protractor.
lesson 55
Lesson 5
  • Problem 3: Measure and draw benchmark angles with the protractor.
lesson 6
Lesson 6

Use varied protractors to distinguish angle measure from length measurement.

  • Fluency Practice p B.
  • Application Problem – (B.)
  • Conceptual Development p B.
lesson 7
Lesson 7

Measure and draw angles. Sketch given angle measures and verify with a protractor.

  • Fluency Practice p B.
  • Application Problem – (B.)
  • Conceptual Development p B.
lesson 8
Lesson 8

Identify and measure angles as turns and recognize them in various contexts.

  • Fluency Practice p B.
  • Application Problem – (B.)
  • Conceptual Development p B.