## Line Plots
5/10/2016
4.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.Essential Vocabulary: Fraction Units Addition/joining Subtraction/separating Measure length Distance Unit Overview:In this unit, students will apply their understanding of fractions when plotting the different fractions on a line plot diagram. Students will be measuring and plotting different objects to an eighth of an inch. Students will also be using these different skills to solve problems using the information provided. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of decimals when comparing their equivalency. They are expected to use a variety of models to support their reasoning about numbers. Line plot diagram Video Support:Create a line plot with fractions of a unit (with like denominators) https://learnzillion.com/student/lessons/3187-create-a-line-plot-with-fractions-of-a-unit-with-like-denominators o Create a line plot with fractions of a unit (unlike denominators) https://learnzillion.com/student/lessons/3232-create-a-line-plot-with-fractions-of-a-unit-unlike-denominators o Solve Problems by interpreting data on a line plot https://learnzillion.com/student/lessons/3153-solve-problems-by-interpreting-data-on-a-line-plot o Solve word problems involving the addition of fractions by interpreting data on a line plot https://learnzillion.com/student/lessons/3188-solve-word-problems-involving-the-addition-of-fractions-by-interpreting-data-on-a-line-plot o Solve word problems involving the subtraction of fractions by interpreting data on a line plot https://learnzillion.com/student/lessons/3233-solve-word-problems-involving-the-subtraction-of-fractions-by-interpreting-data-on-a-line-plot Questions to Ask When Helping Your Child with Math HomeworkKeep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later? Can you mark this problem so you can ask the teacher for an explanation tomorrow?
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## Unit of Study: Measurement
5/2/2016
Common Core State Standards:4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement qualities using diagrams such as number line diagrams that feature a measurement style.Essential Vocabulary: Decimal Fraction Units Equivalent Measure Metric Customary Convert/conversion Liquid volume Mass Length Distance Unit Overview:In this unit, students will apply their understanding of measurement to help them convert measurements within a single system: metric or customary for the first time. Units of measure that are introduced for the first time are: cups, pints, quarts, gallons, pounds, ounces, kilometers, millimeters, and seconds. Additional, the students will reinforce their understanding of place value by using their knowledge to convert within the metric system. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of decimals when comparing their equivalency. They are expected to use a variety of models to support their reasoning about numbers. Conversion table Quantity diagram Number line diagram Video Support:Compare and convert customary units of length https://learnzillion.com/student/lessons/2316-compare-and-convert-customary-units-of-length o Compare and convert customary units of weight https://learnzillion.com/student/lessons/2317-compare-and-convert-customary-units-of- weight o Compare and convert metric units of length https://learnzillion.com/student/lessons/2571-compare-and-convert-metric-units-of-length o Compare and convert metric units of weight https://learnzillion.com/student/lessons/2631-compare-and-convert-metric-units-of-weight o Compare and convert metric units of volume https://learnzillion.com/student/lessons/2498-compare-and-convert-metric-units-of-volume o Solve problems involving distance using diagrams https://learnzillion.com/student/lessons/2723-solve-problems-involving-distance-using- diagrams o Solve problems involving time by drawing a diagram https://learnzillion.com/student/lessons/2915-solve-problems-involving-time-by-drawing-a- diagram o Solve problems involving volume using diagrams https://learnzillion.com/student/lessons/2916-solve-problems-involving-volume-using- diagrams o Solve problems involving mass using diagrams https://learnzillion.com/student/lessons/2917-solve-problems-involving-mass-using-diagrams Questions to Ask When Helping Your Child with Math HomeworkKeep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later? Can you mark this problem so you can ask the teacher for an explanation tomorrow? ## Decimals
4/11/2016
Common Core State Standards:4.NF.6 Use decimal notation for fractions with denominators 10 or 100 (e.g. 62/100 as .62).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.Essential Vocabulary: Decimal Fraction Unit fraction Equivalent Partition Reason Denominator Numerator Decomposing Unit Overview:In this unit, students will apply their understanding of fractions to help them understand decimal equivalence. Decimals are introduced for the first time in 4th grade. Students will make connections between fractions with the denominators of 10 and 100 within the place value chart. Students will use reading decimals aloud to help them understand the fractional equivalence as well. In addition, students will use their reasoning skills to compare decimals from the same whole. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of decimals when comparing their equivalency. They are expected to use a variety of models to support their reasoning about numbers. Fraction bars and circles Place value chart Number line Grid models Ruler/meter stick Video Support:Convert decimals to fractions to the tenths place using number linehttps://learnzillion.com/student/lessons/1424-convert-decimals-to-fractions-to-the-tenths-place-using-number-lines Convert decimals to fractions to the hundredths place using visual aidshttps://learnzillion.com/student/lessons/1425-convert-decimals-to-fractions-to-the-hundredths-place-using-visual-aids Convert fractions to decimals to the tenths place using visual aids and divisionhttps://learnzillion.com/student/lessons/1426-convert-fractions-to-decimals-to-the-tenths-place-using-visual-aids-and-division Convert fractions to decimals to the hundredths place using divisionhttps://learnzillion.com/student/lessons/1427-convert-fractions-to-decimals-to-the-hundredths-place-using-division Compare two decimals to the hundredths place using fraction modelshttps://learnzillion.com/student/lessons/3217-compare-two-decimals-to-the-hundredths-place-using-fraction-models Compare two decimal dollar amounts using coin valueshttps://learnzillion.com/student/lessons/3158-compare-two-decimal-dollar-amounts-using-coin-values Compare two decimals to the hundredths place using a number linehttps://learnzillion.com/student/lessons/3354-compare-two-decimals-to-the-hundredths-place-using-a-number-line Compare two decimal lengths using a rulerhttps://learnzillion.com/student/lessons/3385-compare-two-decimal-lengths-using-a-ruler Questions to Ask When Helping Your Child with Math HomeworkKeep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later? Can you mark this problem so you can ask the teacher for an explanation tomorrow? We will be finishing our fractions unit before spring break. Please see the attached overview of the units (4.NF.2, 4.NF.3, 4.NF.4, 4.NF.5) as you work to support your child at home. If you have any questions, please feel free to contact me. I appreciate your on-going support.
## Unit Name: Equivalent Fractions
3/3/2016
Common Core State Standards:
4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the numbers and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.a. Understand addition and subtraction of fractions joining and separating parts referring to the same b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g. by using a visual fraction c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and relationship between addition and subtraction. Essential Vocabulary: Operations Addition/joining Subtraction/separating Fraction Unit fraction Equivalent Partition Reason Denominator Numerator Decomposing Mixed number Multiple/multiply Unit Overview:In this unit, students will develop understanding of fraction equivalence and operations with fractions. Students will recognize that two different fractions can be equal (e.g. 15/9 = 5/3), and they will need to develop methods for generating and recognizing equivalent fractions. Students will apply their knowledge of fractions by joining unit fractions (e.g. 1/3, 1/2, 1/4) and separating larger fraction back into unit fractions. Mixed numbers will be introduced for the first time in 4th grade. Students will learn how to turn mixed numbers into improper fractions using fraction models/drawings. *There is NO mathematical reason why fractions must be written in simplified form, although it may be convenient to do so in some cases. Strategies/Skills:Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers. Fraction bars Number Line Video Support:Video support can be found on The WCPSS Academics YouTube Channel. http://tinyurl.com/WCPSSAcademicsYouTube o Recognize equivalent fractions using number lines https://learnzillion.com/student/lessons/617 o Generate equivalent fractions using number lines https://learnzillion.com/student/lessons/619-generate-equivalent-fractions-using-number-lines o Create equivalent fractions using a number line https://learnzillion.com/student/lessons/1245 Questions to Ask When Helping Your Child with Math HomeworkKeep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later? Can you mark this problem so you can ask the teacher for an explanation tomorrow? CHORUS:
It’s backwards day And everything is turned around It’s backwards day Front is back And back is front And down is up And up is down On backwards day When I got to school this morning Something didn’t seem right Instead of sunshine It was dark as night And then I noticed that the kids were teachers And the teachers were kids And the principal was in trouble I don’t know what he did! CHORUS: It’s backwards day And everything is turned around It’s backwards day Front is back And back is front And down is up And up is down On backwards day It was so hot outside Then it started snowing It was the middle of a hurricane `But no wind was blowing When we read our books All the hard words were a piece of cake And I noticed for breakfast I had a big, juicy steak CHORUS: It’s backwards day And everything is turned around It’s backwards day Front is back And back is front And down is up And up is down On backwards day Walking down the hallway Something seemed weird All the kids had their clothes on backwards And they grew long beards Instead of going in the front door We went to the back All of the boards, instead of white Now they were black On backwards day CHORUS: It’s backwards day And everything is turned around It’s backwards day Front is back And back is front And down is up And up is down On backwards day ## Area & Perimeter
1/19/2016
Unit Name: Area and Perimeter4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.Essential Vocabulary: multiplication/multiply area array square unit product perimeter length width Unit Overview:In this unit, students will apply their understanding of area and perimeter of rectangles from 3rd grade to help them explore the understanding of the abstract formula A = l x w. In addition, students will generate and discuss the different pros and cons for the formulas for perimeter such as: P = 2l + 2w and P = 2(l + w). The first formula has an additional step compared to the second formula with multiplying the length by two, multiplying the width by two and then adding both together. The second formula has the length and width added together and then multiplying it by two. *Apply understanding to formula does not mean write down a memorized formula and put in known values. Students do not need to do this until 6th grade. Strategies/Skills:Students will build on their understanding of area and perimeter to make sense of the standard algorithms. They are expected to use a variety of models to support their reasoning about numbers. Rectangular Section/Arrays Base Ten blocks Area Model Video Support:o Use area models to find the area of rectangles https://learnzillion.com/student/lessons/2374-use-area-models-to-find-the-area-of-rectangles o Find the area of a rectangle using the standard formula https://learnzillion.com/student/lessons/2535-find-the-area-of-a-rectangle-using-the-standard-formula o Find missing side lengths using the formula for area https://learnzillion.com/student/lessons/2425-find-missing-side-lengths-using-the-formula-for-area o Find the perimeter of a rectangle using area model https://learnzillion.com/student/lessons/2942-find-the-perimeter-of-a-rectangle-using-an-area-model o Find perimeter using the standard formula https://learnzillion.com/student/lessons/3047-find-perimeter-using-the-standard-formula o Find missing side lengths using the formula for perimeter https://learnzillion.com/student/lessons/3048-find-missing-side-lengths-using-the-formula-for-perimeter Questions to Ask When Helping Your Child with Math HomeworkKeep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later Can you mark this problem so you can ask the teacher for an explanation tomorrow? |
## Mrs. Ana RhyneI teach 4th grade math and science at Weatherstone Elementary School. I graduated from Meredith College with a BA in Spanish and K-6 licensure. ## Archives
May 2016
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