Area & Perimeter
1/20/2015
We will begin our next unit of study in math soon. The information below will serve as an overview of the unit 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: Area and Perimeter Common Core State Standards: 4.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 3rdgrade 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: Video support can be found on LearnZillion. · http://learnzillion.com 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
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2D Figures & Line Symmetry
1/7/2015
Unit Name: 2D Figures Common Core State Standards: 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of a specified size. Recognize right triangles as a category, and identify right angles. Essential Vocabulary: · quadrilateral · isosceles trapezoid · trapezoid · rhombus · parallelogram · rectangle · square · right triangle two-dimensional · right · obtuse · acute · attributes · parallel · perpendicular · congruent · equilateral · isosceles · scalene · kite Unit Overview: In this unit, students will build upon their understanding of identifying various shapes through attributes. In this unit students will focus on identifying parallel lines and perpendicular lines while identifying the angles used from the previous units: acute, obtuse, and right. Students will investigate the concept of “same size and same shape”; however, the concept of congruence and similarity do not appear until middle school. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with identifying and measuring angles. Students will model mastery of this concept through the following ways: · drawing · identifying · analyzing Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Classify two-dimensional figures by examining their properties https://learnzillion.com/lessons/2879-classify-twodimensional-figures-by-examining-their-properties o Classify triangles by examining their properties https://learnzillion.com/lessons/3040-classify-triangles-by-examining-their-properties o Classify right triangles https://learnzillion.com/lessons/3069-classify-right-triangles o Classify various quadrilaterals by describing their properties https://learnzillion.com/lessons/2936-classify-various-quadrilaterals-by-describing-their-properties o Classify quadrilaterals by examining their sides https://learnzillion.com/lessons/2937-classify-quadrilaterals-by-examining-their-sides o Classify parallelograms by examining their angles and sides https://learnzillion.com/lessons/2988-classify-parallelograms-by-examining-their-angles-and-sides Unit Name: Line Symmetry Common Core State Standards: 4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identifying line-symmetric figures and draw lines of symmetry. Essential Vocabulary: · symmetry · line of symmetry · regular polygons · non-regular polygons · midpoint · vertex · two-dimensional Unit Overview: In this unit, students will learn about symmetry and line of symmetry for the first time. Students have explored dividing shapes into equal pieces since 1st grade. Now students will build upon this concept with symmetry. This concept also will help students with the numeric form of symmetry in the commutative property. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with identifying and measuring angles. Students will model mastery of this concept through the following ways: · drawing · identifying · analyzing Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Identify line symmetry in irregular polygon https://learnzillion.com/lessons/3214-identify-line-symmetry-in-irregular-polygons o Identify line symmetry in regular polygons https://learnzillion.com/lessons/3096-identify-line-symmetry-in-regular-polygons o Identify line symmetry in a geometric figure https://learnzillion.com/lessons/3215-identify-line-symmetry-in-a-geometric-figure Measuring Angles
12/12/2014
Unit Name:
Measuring Angles Common Core State Standards: 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. Essential Vocabulary: · lines · angle · point · line segment · ray · vertex/vertices · measure · point · end point · geometric shapes · ray · angle · circle · fraction · intersect · one-degree angle · protractor · decompose · addition · subtraction · unknown · complementary angles Unit Overview: In this unit, students will be exposed to measuring angles for the first time. Angle measure is a "turning point" in the study of geometry. Students often find angles and angle measure to be difficult concepts to learn, but that learning allows them to engage in interesting and important mathematics. Students will learn that a circle is made up of 360 one-degree angles. Students will learn to reason using complementary angles. They will utilize this information in order to decompose (break apart) angles into smaller angles. For example a 40 degree angle = 40 one-degree angles = 25 degree angle + 15 degree angle, etc. In addition, students will learn how to use a protractor as a tool within this unit. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with identifying and measuring angles. Students will model mastery of this concept through the following ways: · building · drawing · identifying · analyzing Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Introduction to protractors https://learnzillion.com/lessons/2907-introduction-to-protractors o Measure angles to the nearest 10 by reading a protractor https://learnzillion.com/lessons/3010-measure-angles-to-the-nearest-10-by-reading-a-protractor o Measure angles to the nearest degree with protractor https://learnzillion.com/lessons/2973-measure-angles-to-the-nearest-degree-with-protractors o Sketch angles that are multiples of 10 degrees using a protractor https://learnzillion.com/lessons/2913-sketch-angles-that-are-multiples-of-10-degrees-using-a-protractor o Sketch angles that are not multiples of 10 degrees using protractor https://learnzillion.com/lessons/3101-sketch-angles-that-are-not-multiples-of-10-degrees-using-a-protractor o Compose and decompose angles https://learnzillion.com/lessons/3270-compose-and-decompose-angles o Understand that angle measure is additive by decomposing https://learnzillion.com/lessons/3253-understand-that-angle-measure-is-additive-by-decomposing o Finding unknown angles using angle properties https://learnzillion.com/lessons/3254-find-unknown-angles-using-angle-properties o Find unknown angles using diagrams https://learnzillion.com/lessons/3402-find-unknown-angles-using-diagrams o Write an equation to solve for a missing angle measure https://learnzillion.com/lessons/3403-write-an-equation-to-solve-for-a-missing-angle-measure Unit Name:
Lines and Angles Common Core State Standards: 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. Essential Vocabulary: · lines · angle · point · line segment · ray · vertex/vertices · oblique · plane · perpendicular · parallel · line of symmetry · polygon · right angle · obtuse angle · acute angle Unit Overview: In this unit, students will be identifying angles and be able to explain/reason with different types of angles. This is the first time the students will be exposed to rays, angles, perpendicular and parallel lines. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with a variety of properties. Students will model mastery of this concept through the following ways: · building · drawing · identifying · analyzing Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Draw points, lines, and line segments https://learnzillion.com/lessons/2346-draw-points-lines-and-line-segments o Classify and draw various types of angles https://learnzillion.com/lessons/2395-classify-and-draw-various-types-of-angles o Draw parallel and perpendicular lines https://learnzillion.com/lessons/2313-draw-parallel-and-perpendicular-lines o Label and name points, lines, rays and angles using math notation https://learnzillion.com/lessons/2416-label-and-name-points-lines-rays-and-angles-using-math-notation Unit Name: Relationship between Circles and Angles Common Core State Standards: 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. 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. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Essential Vocabulary: · lines · angle · point · line segment · ray · vertex/vertices · measure · point · end point · geometric shapes · ray · angle · circle · fraction · intersect · one-degree angle · protractor · decompose · addition · subtraction · unknown · complementary angles Unit Overview: In this unit, students will be exposed to measuring angles for the first time. Angle measure is a "turning point" in the study of geometry. Students often find angles and angle measure to be difficult concepts to learn, but that learning allows them to engage in interesting and important mathematics. Students will learn that a circle is made up of 360 one-degree angles. Students will need to reason with complementary angles. They will need to utilize this information in order to break angles into smaller angles. For example a 40 degree angle = 40 one-degree angles = 25 degree angle + 15 degree angle, etc. In addition, students will learn how to use a protractor as a tool within this unit. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with identifying and measuring angles. Students will model mastery of this concept through the following ways: · building · drawing · identifying · analyzing Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Measure full and half rotations https://learnzillion.com/lessons/2633-measure-full-and-half-rotations o Measure quarter and three quarter rotations https://learnzillion.com/lessons/2635-measure-quarter-and-threequarter-rotations o Understand and measure one-degree angles https://learnzillion.com/lessons/2586-understand-and-measure-onedegree-angles o Estimate the measure of an angle using benchmark and one-degree angles https://learnzillion.com/lessons/2766-estimate-the-measure-of-an-angle-using-benchmark-and-onedegree-angles o Solve real world problems involving angle measurement https://learnzillion.com/lessons/2616-solve-real-world-problems-involving-angle-measurement Strategies for Division
10/27/2014
Unit Name:
Strategies for Division Common Core State Standards: 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Essential Vocabulary: · division/divide · divisor · dividend · quotient · area · array · inverse operation · area model · expanded notation · algebraic notation Unit Overview: In this unit, students will apply their understanding of place value to help them explore multiple groups or division. Students will utilize their knowledge of base ten and groups of numbers within another number to help them solve for multi-digit division. This will be the students’ first exposure to remainders. Students will be asked to reason with remainders and make connections to prime and composite numbers. Students will solve multi-digit division problems with the use of various strategies listed below. Students will not be required to use the standard algorithm until 5th grade. Strategies/Skills: Students will build on their understanding of addition and subtraction by using place value strategies 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 · Expanded notation · Algebraic notation Video Support: Video support can be found on The WCPSS Academics YouTube Channel. · http://tinyurl.com/WCPSSAcademicsYouTube o ES 4 Math Division with Area Model https://www.youtube.com/watch?v=uF1KOA_AIfs&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=1 o ES 4 Math Division with Area Model 2 https://www.youtube.com/watch?v=4y8Dpw9SUbU&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=31 o ES 4 Math Division with Expanded Notation https://www.youtube.com/watch?v=6F83P_20dU8&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=4 o ES 4 Math Division with Base Ten https://www.youtube.com/watch?v=iSqYnWqSDPo&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=3 Video support can be found on LearnZillion. · https://learnzillion.com/ o Solve Division Problems: using array https://learnzillion.com/student/lessons/26-solve-division-problems-using-array Common Core State Standards:
4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite. Essential Vocabulary: · multiplication/multiply · division/divide · area · array · factor pair · factor · prime · composite · product · area model Unit Overview: In this unit, students will use their knowledge from 3rd grade on multiplication factors to help them find factor pairs using area model/arrays. Students will use their knowledge of finding factor pairs to determine if a number is prime or composite. In addition, for the first time students will learn about prime and composite numbers in relation to rectangular arrays. Students will not be required to use the standard algorithm until 5th grade. Strategies/Skills: Students will build on their understanding of addition and subtraction by using place value strategies to make sense of the standard algorithms. They are expected to use a variety of models to support their reasoning about numbers. · Area Model/Arrays · Relationship between multiplication & division (through various properties) Video Support: Video support can be found on LearnZillion. · http://learnzillion.com o Find all the factor pairs of a number using area models https://learnzillion.com/lessons/780-find-all-the-factor-pairs-of-a-number-using-area-models o Determine multiples of a number using area models https://learnzillion.com/lessons/781-determine-multiples-of-a-number-using-area-models o Determine if a number is prime or composite using area models https://learnzillion.com/lessons/786-determine-if-a-number-is-prime-or-composite-using-area-models Common Core State Standards: 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. Essential Vocabulary: · multiplication/multiply · division/divide · area · array · factor · square unit · product · area model · expanded notation · algebraic notation Unit Overview: In this unit, students will apply their understanding of place value to help them explore multiple groups or multiplication. Students will utilize their knowledge of base ten and groups of numbers within another number to help them solve for multi-digit multiplication. Students will use their knowledge from 3rd grade with multiplication factors to help them solve larger multi-digit problems. Students will solve multi-digit multiplication problems with the use of various strategies listed below. Students will not be required to use the standard algorithm until 5th grade. Strategies/Skills: Students will build on their understanding of addition and subtraction by using place value strategies 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 · Area Models · Base Ten blocks · Expanded notation · Algebraic notation Video Support: Video support can be found on The WCPSS Academics YouTube Channel. · http://tinyurl.com/WCPSSAcademicsYouTube o ES 4 Math Whole Number Multiplication w/ Expanded Notation https://www.youtube.com/watch?v=-8PK7vsIF2Q&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=32 o ES 4 Math Whole Number Multiplication w/ Area Model https://www.youtube.com/watch?v=3TJ9KdEhUbU&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=6 o ES 4 Math Whole Number Multiplication w/ Base Ten Blocks https://www.youtube.com/watch?v=c6MRuNTwZi8&list=PLNDkuWRw1gGRpuFSgmHjf07KamFfjq8Gz&index=5 Additional Resources: If you have limited/no internet access, please contact your child’s teacher for hard copies of the resources listed in this document. Want to help your child with math?
9/8/2014
Unit Name:
Whole Number Place Value Common Core State Standards: 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Essential Vocabulary: · place value · greater than · less than · equal to · comparisons · compare · round · base ten · digit · ones · tens · hundreds · thousands · ten times · partial product · rectangular sections · word form · standard form · expanded form · greatest · least · expanded notation · unit Unit Overview: In this unit, students will build on their understanding of place value to the thousands place in order to expand their understanding to the millions place. This is the first time students will be exposed to the concept of the place of the digit/number to the left is 10 times larger than the place of the digit/number to the right. Students will be asked to reason about numbers using place value symbols >, <, and =. Students will also need to understand how to manipulate numbers into various expanded forms in order to flexibly add, subtract, multiply and divide. For example, the student should understand 285 = 200 + 80 + 5; or 285 = 28 tens and 5 ones; or 285 = 18 tens and 105 ones; etc. In addition, students need to understand the role of a comma and rounding techniques beyond algorithms and procedures. Strategies/Skills: Students will explore place value without the use of formal algorithms. They are expected to use a variety of models to support their reasoning about numbers. · Number lines · Hundreds board · Area models/Rectangular Sections · Relationship between multiplication & division · Expanded, word, and numerical form of numbers Video Support: Video support can be found on LearnZillion. · https://learnzillion.com/ o Understand Place Value: Multiplying by a power of 10 https://learnzillion.com/lessons/16-understand-place-value-multiplying-by-a-power-of-10 o Understand Place Value: Dividing by a power of 10 https://learnzillion.com/student/lessons/19-understand-place-value-dividing-by-a-power-of-10 o Write numbers in expanded form https://learnzillion.com/student/lessons/13-write-numbers-in-expanded-form o Write numbers in word form: using place value https://learnzillion.com/student/lessons/14-write-numbers-in-word-form-using-place-values o Find place value: using pictures https://learnzillion.com/student/lessons/12-find-place-value-using-pictures o Compare numbers: using place value https://learnzillion.com/student/lessons/15-compare-numbers-using-place-values o Locate benchmark numbers on a number line https://learnzillion.com/student/lessons/523-locate-benchmark-numbers-on-a-number-line o Round numbers to the leading digit using a number line https://learnzillion.com/student/lessons/524-round-numbers-to-the-leading-digit-using-a-number-line o Round numbers to a specified place on a number line https://learnzillion.com/student/lessons/525-round-numbers-to-a-specified-place-on-a-number-line o Round 9’s using base ten blocks https://learnzillion.com/student/lessons/526-round-9s-using-base-ten-blocks Additional Resources: If you have limited/no internet access, please contact your child’s teacher for hard copies of the resources listed in this document. End of Quarter 2 Updates
1/13/2014
Friday already marks the end of the 2nd quarter of the 2013-2014 school year. Last quarter in reading we determined and described the overall structure of events, ideas, concepts, or information in a text or part of a text. We also practiced interpreting information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, etc.) In addition we compared and contrasted firsthand and secondhand accounts of the same event or topic and then integrated information from two texts on the same topic in order to write about it knowledgeably (we'll continue this objective next quarter.)
In writing we wrote information pieces, particularly ones written about 4th grade subject matter (mostly science). In science, we used fossils to help us understand the changes in the surface of the Earth as evidence of the history of Earth and its changing life forms. We also looked at the earth before and after undergoing changes. Next quarter we will practice explaining major differences between poems, drama, and prose, and we will practice referring to the structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of characters, settings, descriptions, dialogue, stage directions). We will also make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. In addition, we will compare and contrast the treatment of similar themes and topics (e.g. opposition of good and evil) and patterns of events (e.g. the quest) in stories, myths, and traditional literature from different cultures. In writing we will write opinion pieces on topics or texts. We will introduce our topics clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose. We will support our reasoning with facts and details. We will continue using linking words and continue working on our conclusion statements. In science, we will begin studying magnetism and electricity. Dawn & I have met with many of you regarding your child's progress in school. If you would like to meet with us please get in touch. (919 Reflections
11/7/2013
4th Grade Families-- Just a reminder that tonight is the last night to work on Reflections entries. 9 of our 25 students have participated so far, and I have been very impressed with their work thus far. Entries are due to the front office tomorrow at noon. Just a reminder that the class has voted on their incentive (extra recess) if 25 out of 25 students participate! For last minute information check out the PTA website http://www.weatherstonepta.com/about-our-pta/programs/reflections/ or contact the co-chairs: Michele Counter: 919-465-9354 / [email protected]
Kathryn Sobel: [email protected] Thanks for your continued support; I look forward to lots of great work tomorrow! mClass assessments
9/25/2013
Wake County is focused intensively on improving academic achievement for all students. Our teachers use proven instructional strategies and closely track student progress through a system of periodic assessments that keep us informed about each student’s needs. If a student faces a challenge, we will know it early and address it immediately.
We are committed to providing the ability to track and support your child’s progress. Therefore, we will assess your child three times this year with mCLASS®:Reading 3D™. The mCLASS:Reading 3D software will instantly analyze your child’s development in grade-appropriate foundational reading skills. Teachers will use this data to focus their instruction around your child’s specific needs, in areas that may include: · Hearing and using sounds in spoken words (Phonemic Awareness) · Knowing sounds of letters and sounding out written words (Alphabetic Principle) · Reading words in stories easily, quickly, and correctly (Accuracy and Fluency) · Understanding what they read (Reading Comprehension). After each assessment period you will receive a letter outlining your child’s specific assessment results and progress as a reader. The letter will also include easy, fun activities you and your child can do together at home to reinforce skills learned at school. The teacher’s efforts, combined with your support, will ensure your child reads with mastery and confidence. If you have any questions about the assessment, the activities, or your child’s classroom work and progress, please talk to your child’s teacher, who is ready to help. The classroom door is always open. Thank you for all your efforts. |
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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