4th Grade Math
Week #35 Date 5/14- 5/18
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number:
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product of 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
M-
T-
W-
Th- (no 4B)
F- (no 4Z)
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.B.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number:
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product of 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4).
M-
T-
W-
Th- (no 4B)
F- (no 4Z)
Week #34 Date 5/7- 5/11
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
M- No Mrs. Jerke
T- No group (field trip)
W- Kahoot Incentive Day and treats
Th- (no 4B) Story Problems
F- (no 4Z) Story Problems
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
M- No Mrs. Jerke
T- No group (field trip)
W- Kahoot Incentive Day and treats
Th- (no 4B) Story Problems
F- (no 4Z) Story Problems
Week #33 Date 4/30- 5/4
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
b. Decompose a fraction into a sum of fraction with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 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 the relationship between addition and subtraction. 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 the relationship between addition and subtraction.
M- Begin subtracting fractions and then go to decomposing fractions (use whole numbers to model first) Finish up fraction block addition if needed.
T- Continue Decomposing numbers but go to mixed fractions.
W- Activity: Story problem: Lantz packed 2 ½ large boxes of things from his room to help get ready to move. His brother Aidan packed 3 ½ large boxes of things from his room to help his family move. How many boxes did the two boys pack? How many more boxes did Aidan pack than Lantz? Use a picture model to show your thinking as well as equations. Explain your reasoning in words.
Th- (no 4B) Activity: Story Problem: Aaliyah and Carmen want to plant a garden this summer to grow fresh herbs, fruits and vegetables. They think they have just enough space to make a garden that measures 9 ¼ feet on each side and in the shape of a square. But their dad said they can only have a garden that’s 4 ¼ feet on each side and in the shape of a square. What is the perimeter of Aaliyah and Carmen’s big garden? What is the perimeter of the garden their dad says they can have? What is the difference between Aaliyah and Carmen’s garden compared to the garden their dad says they can have? Use a model to show the perimeter. Show all of the equations involved. Use words to explain your reasoning.
F- (no 4Z) No Mrs. Jerke
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
b. Decompose a fraction into a sum of fraction with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8 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 the relationship between addition and subtraction. 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 the relationship between addition and subtraction.
M- Begin subtracting fractions and then go to decomposing fractions (use whole numbers to model first) Finish up fraction block addition if needed.
T- Continue Decomposing numbers but go to mixed fractions.
W- Activity: Story problem: Lantz packed 2 ½ large boxes of things from his room to help get ready to move. His brother Aidan packed 3 ½ large boxes of things from his room to help his family move. How many boxes did the two boys pack? How many more boxes did Aidan pack than Lantz? Use a picture model to show your thinking as well as equations. Explain your reasoning in words.
Th- (no 4B) Activity: Story Problem: Aaliyah and Carmen want to plant a garden this summer to grow fresh herbs, fruits and vegetables. They think they have just enough space to make a garden that measures 9 ¼ feet on each side and in the shape of a square. But their dad said they can only have a garden that’s 4 ¼ feet on each side and in the shape of a square. What is the perimeter of Aaliyah and Carmen’s big garden? What is the perimeter of the garden their dad says they can have? What is the difference between Aaliyah and Carmen’s garden compared to the garden their dad says they can have? Use a model to show the perimeter. Show all of the equations involved. Use words to explain your reasoning.
F- (no 4Z) No Mrs. Jerke
Week #32 Date 4/23- 4/27
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
M- Fraction Addition with Pattern Blocks using rhombuses.
T- Fraction Addition with Pattern Blocks using trapezoids
W- Fraction Addition with Pattern Blocks using triangles
Th- (no 4B) Finish up with Fraction Addition
F- (no 4Z) No Group
Standards: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers4.NF.B.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
M- Fraction Addition with Pattern Blocks using rhombuses.
T- Fraction Addition with Pattern Blocks using trapezoids
W- Fraction Addition with Pattern Blocks using triangles
Th- (no 4B) Finish up with Fraction Addition
F- (no 4Z) No Group
Week #31 Date 4/16- 4/20
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- No school
T- Equivalent Fractions Kahoot! and treats
W- (no 4Z) Continue Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
Th- (no 4B) Who Ate More? Draw fraction models to represent the chocolate that Lantz and Aaliyah ate. Explain your thinking in words using mathematical reasoning. Then use symbols to compare the fractions.
F- (no 4Z) continue Who Ate More?
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- No school
T- Equivalent Fractions Kahoot! and treats
W- (no 4Z) Continue Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
Th- (no 4B) Who Ate More? Draw fraction models to represent the chocolate that Lantz and Aaliyah ate. Explain your thinking in words using mathematical reasoning. Then use symbols to compare the fractions.
F- (no 4Z) continue Who Ate More?
Week #30 Date 4/9- 4/13
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- Continue Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
T- No Group Testing
W- No Group Testing
Th- (no 4B) No Group Testing
F- (no 4Z) No Group Testing
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- Continue Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
T- No Group Testing
W- No Group Testing
Th- (no 4B) No Group Testing
F- (no 4Z) No Group Testing
Week #29 Date 4/2- 4/6
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- No School
T- Activity: Comparing Fractions to a Benchmark
W- Continue Activity from yesterday. (no 4B)
Th- (no 4B) Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
F- (no 4Z) Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
Standards: 4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- No School
T- Activity: Comparing Fractions to a Benchmark
W- Continue Activity from yesterday. (no 4B)
Th- (no 4B) Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
F- (no 4Z) Birthday Fractions Which cake had more left? Justify your conclusions with a fraction model, a benchmark fraction and an equivalent fraction with the same denominator.
Week #28 Date 3/26- 3/30
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 number and the size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
M- Continue Equivalent Fraction project
T- Continue Equivalent Fraction project
W- Continue Equivalent Fraction project
Th- (no 4B) Continue Equivalent Fraction project
F- (no 4Z) No School
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 number and the size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
M- Continue Equivalent Fraction project
T- Continue Equivalent Fraction project
W- Continue Equivalent Fraction project
Th- (no 4B) Continue Equivalent Fraction project
F- (no 4Z) No School
Week #27 Date 3/19- 3/23
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 number and the size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
M- Reading the book Hershey Fractions by Jerry Pallotta. Complete the Hershey activity sheet.
T- Continue the Hershey Activity Sheet
W- Project: Equivalent Fractions: Students will work in partners to show 10 equivalent fractions and their models.
Th- (no 4B) Continue Equivalent Fraction project
F- (no 4Z) Continue Equivalent Fraction project
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 number and the size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
M- Reading the book Hershey Fractions by Jerry Pallotta. Complete the Hershey activity sheet.
T- Continue the Hershey Activity Sheet
W- Project: Equivalent Fractions: Students will work in partners to show 10 equivalent fractions and their models.
Th- (no 4B) Continue Equivalent Fraction project
F- (no 4Z) Continue Equivalent Fraction project
Week #26 Date 3/12- 3/16
Standards:
M- No Mrs. Jerke
T- No Mrs. Jerke
W- No Mrs. Jerke
Th- (no 4B) No School
F- (no 4Z) No School
Standards:
M- No Mrs. Jerke
T- No Mrs. Jerke
W- No Mrs. Jerke
Th- (no 4B) No School
F- (no 4Z) No School
Week #25 Date 3/5- 3/9
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- Snow Day
T- Snow Day
W- (Take a New group pic) Incentive Day Play Equivalent Fractions Kahoot!
Th- (no 4B) Equivalent Fraction Roll. Roll a number cube twice to create a fraction. The greater number rolled represents the denominator, and the lesser number rolled represents the numerator of the fraction. Roll the number cube a third time. Multiply the numerator and the denominator by the third number to write an equivalent fraction. Draw fraction models to show how the different fractions name the same part of a whole. Make 3-4 sets of equivalent fractions.
F- (no 4Z) Equivalent Fraction Roll
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- Snow Day
T- Snow Day
W- (Take a New group pic) Incentive Day Play Equivalent Fractions Kahoot!
Th- (no 4B) Equivalent Fraction Roll. Roll a number cube twice to create a fraction. The greater number rolled represents the denominator, and the lesser number rolled represents the numerator of the fraction. Roll the number cube a third time. Multiply the numerator and the denominator by the third number to write an equivalent fraction. Draw fraction models to show how the different fractions name the same part of a whole. Make 3-4 sets of equivalent fractions.
F- (no 4Z) Equivalent Fraction Roll
Week #24 Date 2/26- 3/2
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- No Group
T- Students work on 8 new fractions making their models and then put them in order from least to greatest using the Benchmark fractions 1/2, 1 whole, 1 1/2 and 2 whole.
W- (Take a New group pic) New Activity: Is it Equivalent?
Th- (no 4B) Continue Is It Equivalent?
F- (no 4Z) Continue Is It Equivalent?
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- No Group
T- Students work on 8 new fractions making their models and then put them in order from least to greatest using the Benchmark fractions 1/2, 1 whole, 1 1/2 and 2 whole.
W- (Take a New group pic) New Activity: Is it Equivalent?
Th- (no 4B) Continue Is It Equivalent?
F- (no 4Z) Continue Is It Equivalent?
Week #23 Date 2/19- 2/23
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- No School
T- Late Start no Group
W- No Mrs. Jerke
Th- (no 4B) No Mrs. Jerke
F- (no 4Z) Tell new student about class rules and procedures. Get the student caught up with Fractions? Play Fraction Wall.
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.
M- No School
T- Late Start no Group
W- No Mrs. Jerke
Th- (no 4B) No Mrs. Jerke
F- (no 4Z) Tell new student about class rules and procedures. Get the student caught up with Fractions? Play Fraction Wall.
Week #22 Date 2/12- 2/16
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- Build a Fraction Wall
T- Continue Build a Math Wall. Write down equivalent fractions on cards that students are discovering.
W- Play Fraction Line. Students put fractions in order from least to greatest using the fraction cards from yesterday.
Th- (no 4B) Continue Fraction Line game.
F- (no 4Z) No School
Standards: 4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (nxa)/(nxb) by using visual fraction models, with attention to how the number 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.A.2 Compare two fractions with different numerators and different denominators, e.g. by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with comparisons with symbols >, =, or <. and justify the conclusions, e.g., by using a visual fraction model.
M- Build a Fraction Wall
T- Continue Build a Math Wall. Write down equivalent fractions on cards that students are discovering.
W- Play Fraction Line. Students put fractions in order from least to greatest using the fraction cards from yesterday.
Th- (no 4B) Continue Fraction Line game.
F- (no 4Z) No School
Week #21 Date 2/5- 2/9
Standards: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
4.NBT.B.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.
M- Continue When the Doorbell Rang activity. (Take new picture if everyone is present.)
T- When the Doorbell Rang. Choose a higher number. Go into teaching fractions if students choose a number not divisible by 16, 24 or 32.
W- Continue When the Doorbell Rang
Th- (no 4B) Continue When the Doorbell Rang
F- (no 4Z) No Group... snow day
Standards: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
4.NBT.B.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.
M- Continue When the Doorbell Rang activity. (Take new picture if everyone is present.)
T- When the Doorbell Rang. Choose a higher number. Go into teaching fractions if students choose a number not divisible by 16, 24 or 32.
W- Continue When the Doorbell Rang
Th- (no 4B) Continue When the Doorbell Rang
F- (no 4Z) No Group... snow day
Week #20 Date 1/29- 2/2
Standards: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
M- No Mrs. Jerke
T- Students will finish their work on the 20th case. For those who are finished have them work on building case 20 or seeing how many number words they can write in 10 minutes.
W- Activity: When the Doorbell Rang by Pat Hutchins. After listening to the story, pick either 16, 24 or 32. Suppose that you had this number of cookies. How many friends could you share them with so you had equal number of cookies? Show as many different ways to share the cookies equally with your friends.
Th- (no 4B) 10 in a Row Incentive Day. Long division Kahoot and treats
F- (no 4Z) 10 in a Row Incentive Day. Valentine's Day Kahoot and treats
Standards: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
M- No Mrs. Jerke
T- Students will finish their work on the 20th case. For those who are finished have them work on building case 20 or seeing how many number words they can write in 10 minutes.
W- Activity: When the Doorbell Rang by Pat Hutchins. After listening to the story, pick either 16, 24 or 32. Suppose that you had this number of cookies. How many friends could you share them with so you had equal number of cookies? Show as many different ways to share the cookies equally with your friends.
Th- (no 4B) 10 in a Row Incentive Day. Long division Kahoot and treats
F- (no 4Z) 10 in a Row Incentive Day. Valentine's Day Kahoot and treats
Week #19 Date 1/22- 1/26
Standards: 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
M- Week of Inspirational Math Day 5: Growing Shapes. Show the Day 5 video. Hand out Growing Shapes worksheet. Ask the students to build the models with cubes. They ask them how they see the shapes growing. Ask them to think alone first. Share. Accept any ideas. Have students draw how the shapes grow.
T- Ask students what they think Case 4 would look like. Have them draw it.
W- Have students go all the way through Case 10
Th- (no 4B) Continue Growing Shapes. Ask students to construct tables and link their numbers and visuals. Go to case 20.
F- (no 4Z) Continue Growing Shapes. Ask students to construct tables and link their numbers and visuals. Go to case 20.
Standards: 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)
M- Week of Inspirational Math Day 5: Growing Shapes. Show the Day 5 video. Hand out Growing Shapes worksheet. Ask the students to build the models with cubes. They ask them how they see the shapes growing. Ask them to think alone first. Share. Accept any ideas. Have students draw how the shapes grow.
T- Ask students what they think Case 4 would look like. Have them draw it.
W- Have students go all the way through Case 10
Th- (no 4B) Continue Growing Shapes. Ask students to construct tables and link their numbers and visuals. Go to case 20.
F- (no 4Z) Continue Growing Shapes. Ask students to construct tables and link their numbers and visuals. Go to case 20.
Week #18 Date 1/15- 1/19
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- No School
T- New student. Have her make a Bubble gum brain. Go over rules and Check in and out. Take new group pic. Others can play the game, Roll and Round from last week, practicing rounding to the nearest 100.
W- Play What's the nearest Thousand?
Th- (no 4B) Continue What's the nearest Thousand?
F- (no 4Z) Continue What's the nearest Thousand?
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- No School
T- New student. Have her make a Bubble gum brain. Go over rules and Check in and out. Take new group pic. Others can play the game, Roll and Round from last week, practicing rounding to the nearest 100.
W- Play What's the nearest Thousand?
Th- (no 4B) Continue What's the nearest Thousand?
F- (no 4Z) Continue What's the nearest Thousand?
Week #17 Date 1/8- 1/12
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- Continue What's the Nearest 100?
T- Continue What's the Nearest 100?
W- Game: Roll and Round: Rounding to the Nearest Hundred.
Th- (no 4B) Late Start due to snow, no group
F- (no 4Z) Continue Roll and Round and/or work on putting cubes together (Last day AH)
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- Continue What's the Nearest 100?
T- Continue What's the Nearest 100?
W- Game: Roll and Round: Rounding to the Nearest Hundred.
Th- (no 4B) Late Start due to snow, no group
F- (no 4Z) Continue Roll and Round and/or work on putting cubes together (Last day AH)
Week #16 Date 1/1- 1/5
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- No School
T- No School
W- Finish Mulitiplication Comparison problems. Start work on Rounding. Activity: What's the nearest 10? (3-digit)
Th- (no 4B) Continue What's the Nearest 10?
F- (no 4Z) Continue What's the Nearest 100?
Standards: 4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.
M- No School
T- No School
W- Finish Mulitiplication Comparison problems. Start work on Rounding. Activity: What's the nearest 10? (3-digit)
Th- (no 4B) Continue What's the Nearest 10?
F- (no 4Z) Continue What's the Nearest 100?
Week #15 Date 12/18- 12/22
Standards: 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Snowman combinations. Teach number tree and if time, teach multiplication method.
T- Multiplication Kahoot
W- Multiplication Comparison Problems Have students pick two from ABCD Multiplication Comparison Word Problems. Have students pick 2 from EFGH
Th- (no 4B) No group Christmas program
F- (no 4Z) No School
Standards: 4.OA.A.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Snowman combinations. Teach number tree and if time, teach multiplication method.
T- Multiplication Kahoot
W- Multiplication Comparison Problems Have students pick two from ABCD Multiplication Comparison Word Problems. Have students pick 2 from EFGH
Th- (no 4B) No group Christmas program
F- (no 4Z) No School
Week #14 Date 12/11- 12/15
Standards:
M- Fact Families with multiplication and division
T- Snowman combinations
W- Snowman combinations
Th- (no 4B) Snowman combinations
F- (no 4Z) Snowman combinations
Standards:
M- Fact Families with multiplication and division
T- Snowman combinations
W- Snowman combinations
Th- (no 4B) Snowman combinations
F- (no 4Z) Snowman combinations
Week #13 Date 12/4- 12/8
Standards: 4.NBT.A.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.A.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.
M- Finish wrtiing Place value sort and each group switch cards and do the sort. 4B show the Garden Method for multiplication.
T- Late Start: No group.
W- Work on Break Apart Multiplication for 4Z. Teach Lattice Multiplication with a 2 digit number and a 2 digit number for 4B.
Th- (no 4B) Multiplication facts using a 300's chart. How close to 300?
F- (no 4Z) Multiplication facts using a 300's chart. How close to 300?
Standards: 4.NBT.A.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.A.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.
M- Finish wrtiing Place value sort and each group switch cards and do the sort. 4B show the Garden Method for multiplication.
T- Late Start: No group.
W- Work on Break Apart Multiplication for 4Z. Teach Lattice Multiplication with a 2 digit number and a 2 digit number for 4B.
Th- (no 4B) Multiplication facts using a 300's chart. How close to 300?
F- (no 4Z) Multiplication facts using a 300's chart. How close to 300?
Week #12 Date 11/27- 12/1
Standards: 4.NBT.A.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.
M- Begin work on Comparing Digits. Talk about how as you go to the left, the digit is times 10. Use 555,555 for an example and use calculators to multiply by 10 across the digits.
T- Work through the following together:
A.Tom wrote the number 45,358. How many times greater is the 5 in the thousands place, than the 5 in the tens place?
B. Write 2 different numbers with the 6 in the ten thousands place and the hundred place. How does the value of the 6 in the-thousands place compare to the value of the 6 in the hundreds place?
W- True or False? - Place Value Sort. Work with a Partner. Place the two numeral cards in the first column on the True or False sorting mat. Take turns to read a statement card and discuss whether it is a true or false statement. Use place value language to explain your reasoning. Make sure you are both in agreement before placing the statement on the mat. Continue until all cards are sorted.
Th- (no 4B) Challenge: make a 7-digit numeral card. Create 4 true and 4 false statement cards for friends to solve.
F- (no 4Z) Challenge: make a 7-digit numeral card. Create 4 true and 4 false statement cards for friends to solve.
Standards: 4.NBT.A.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.
M- Begin work on Comparing Digits. Talk about how as you go to the left, the digit is times 10. Use 555,555 for an example and use calculators to multiply by 10 across the digits.
T- Work through the following together:
A.Tom wrote the number 45,358. How many times greater is the 5 in the thousands place, than the 5 in the tens place?
B. Write 2 different numbers with the 6 in the ten thousands place and the hundred place. How does the value of the 6 in the-thousands place compare to the value of the 6 in the hundreds place?
W- True or False? - Place Value Sort. Work with a Partner. Place the two numeral cards in the first column on the True or False sorting mat. Take turns to read a statement card and discuss whether it is a true or false statement. Use place value language to explain your reasoning. Make sure you are both in agreement before placing the statement on the mat. Continue until all cards are sorted.
Th- (no 4B) Challenge: make a 7-digit numeral card. Create 4 true and 4 false statement cards for friends to solve.
F- (no 4Z) Challenge: make a 7-digit numeral card. Create 4 true and 4 false statement cards for friends to solve.
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Week #11 Date 11/20- 11/25
Standards: 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Read the story Six Dinner Sid to 4B group. Six Dinner Sid Activity: Solve the following problem: If Sid ate six dinners in just one day, how many dinners would he eat in one week? Use pictures, numbers or words to explain your thinking. Challenge: How many dinners would Sid eat in 3 weeks? or in the month of November? Or even in 1 year or 10 years?
T- Continue Six Dinner Sid problem.
W- Continue Six Dinner Sid problem. Go to 2-10 years. Let students choose their challenge.
Th- (no 4B) No School Happy Thanksgiving!!!!
F- (no 4Z) No School
Standards: 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Read the story Six Dinner Sid to 4B group. Six Dinner Sid Activity: Solve the following problem: If Sid ate six dinners in just one day, how many dinners would he eat in one week? Use pictures, numbers or words to explain your thinking. Challenge: How many dinners would Sid eat in 3 weeks? or in the month of November? Or even in 1 year or 10 years?
T- Continue Six Dinner Sid problem.
W- Continue Six Dinner Sid problem. Go to 2-10 years. Let students choose their challenge.
Th- (no 4B) No School Happy Thanksgiving!!!!
F- (no 4Z) No School
Week #10 Date 11/13- 11/17
Standards: 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Play around the World with Math cards
Th- (no 4B) Read the story Six Dinner Sid. Solve the following problem: If Sid ate six dinners in just one day, how many dinners would he eat in one week? Use pictures, numbers or words to explain your thinking. Challenge: How many dinners would Sid eat in 3 weeks? or in the month of November?
F- (no 4Z) No School
Standards: 3.OA.A.3 Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g. by using drawings and equations with a symbol for the unknown number to represent the problem.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- no Mrs. Jerke
T- no Mrs. Jerke
W- Play around the World with Math cards
Th- (no 4B) Read the story Six Dinner Sid. Solve the following problem: If Sid ate six dinners in just one day, how many dinners would he eat in one week? Use pictures, numbers or words to explain your thinking. Challenge: How many dinners would Sid eat in 3 weeks? or in the month of November?
F- (no 4Z) No School
Week #9 Date 11/6- 11/10
Standards:
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Continue Math Cards Activity
T- Make your own Math Cards Flashcards using other facts.
W- Continue making your own math flash cards.
Th- (no 4B) Play the app called Mental Math. Show students how to use lattice multiplication
F- (no 4Z) Play the app called Mental Math. Show students how to use lattice multiplication.
Standards:
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Continue Math Cards Activity
T- Make your own Math Cards Flashcards using other facts.
W- Continue making your own math flash cards.
Th- (no 4B) Play the app called Mental Math. Show students how to use lattice multiplication
F- (no 4Z) Play the app called Mental Math. Show students how to use lattice multiplication.
Week #8 Date 10/30- 11/3
Standard: Math is about the study of patterns. Students will learn about Fibonacci's sequence and where it exists in nature along with Pascal's triangle of patterns.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Continue Pascal's Triangle Lesson Introduce Triangular numbers. Start with 3 and 6. Find and represent the next two triangles. Can you find all of the triangular numbers in Pascal's triangle.
T- Continue finding triangular numbers in Pascal's triangle. For a challenge extend Pascal's triangle or add on the diagnols.
W- Play Pascal's Triangle Kahoot
Th- (no 4B) Math Cards Activity. In this Math Multiplication Cards activity students will use the structure of cards, a twist on flashcards, which focuses on number sense to help understand multiplication without any time constraints. For example 9 and 4 can be shown with an area model, sets of objects such as dominoes, and the number sentence. When students match the cards they should explain how they know that the different cards are equivalent. This activity encourages an understanding of multiplication as well as rehearsal of math facts.
F- (no 4Z) Math Cards Activity. In this Math Multiplication Cards activity students will use the structure of cards, a twist on flashcards, which focuses on number sense to help understand multiplication without any time constraints.
Standard: Math is about the study of patterns. Students will learn about Fibonacci's sequence and where it exists in nature along with Pascal's triangle of patterns.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
M- Continue Pascal's Triangle Lesson Introduce Triangular numbers. Start with 3 and 6. Find and represent the next two triangles. Can you find all of the triangular numbers in Pascal's triangle.
T- Continue finding triangular numbers in Pascal's triangle. For a challenge extend Pascal's triangle or add on the diagnols.
W- Play Pascal's Triangle Kahoot
Th- (no 4B) Math Cards Activity. In this Math Multiplication Cards activity students will use the structure of cards, a twist on flashcards, which focuses on number sense to help understand multiplication without any time constraints. For example 9 and 4 can be shown with an area model, sets of objects such as dominoes, and the number sentence. When students match the cards they should explain how they know that the different cards are equivalent. This activity encourages an understanding of multiplication as well as rehearsal of math facts.
F- (no 4Z) Math Cards Activity. In this Math Multiplication Cards activity students will use the structure of cards, a twist on flashcards, which focuses on number sense to help understand multiplication without any time constraints.
Week #7 Date 10/23- 10/27
Standards: Math is about the study of patterns. Students will learn about Fibonacci's sequence and where it exists in nature. They will also explore a famous triangle that is full of patterns.
M- 5. Construct another square, also with ½ the area, that is oriented differently from the one you constructed in 4. Convince your partner that it has ½ of the area. Teacher modifies with dots if needed.
T- Pascal's Triangle Lesson This lesson invites students to explore the world’s most famous triangle – often named after Blaise Pascal – and to look for their own patterns inside the triangle. They learn about triangular numbers and about the amazing connections that thread through mathematics. Tasks are also given – for this or a later lesson – that produce Pascal numbers in the solutions, which students find amazing! 1. the video about Pascal's triangle that discusses that math is about the study of patterns. Students learn about Fibonacci’s sequence and where it exists in nature.
W- 2. Find the missing numbers on the Pascal’s Triangle handout while working in pairs (page 4) 3. Investigate the 4 questions on the Pascal handout (page 3)
Th- (no 4B) Continue work on Pascal's Triangle. Have students show how they added a row that was tricky for them. Compare and contrast strategies.
F- (no 4Z) Continue work on Pascal's Triangle. Have students show how they added a row that was tricky for them. Compare and Contrast Strategies.
Standards: Math is about the study of patterns. Students will learn about Fibonacci's sequence and where it exists in nature. They will also explore a famous triangle that is full of patterns.
M- 5. Construct another square, also with ½ the area, that is oriented differently from the one you constructed in 4. Convince your partner that it has ½ of the area. Teacher modifies with dots if needed.
T- Pascal's Triangle Lesson This lesson invites students to explore the world’s most famous triangle – often named after Blaise Pascal – and to look for their own patterns inside the triangle. They learn about triangular numbers and about the amazing connections that thread through mathematics. Tasks are also given – for this or a later lesson – that produce Pascal numbers in the solutions, which students find amazing! 1. the video about Pascal's triangle that discusses that math is about the study of patterns. Students learn about Fibonacci’s sequence and where it exists in nature.
W- 2. Find the missing numbers on the Pascal’s Triangle handout while working in pairs (page 4) 3. Investigate the 4 questions on the Pascal handout (page 3)
Th- (no 4B) Continue work on Pascal's Triangle. Have students show how they added a row that was tricky for them. Compare and contrast strategies.
F- (no 4Z) Continue work on Pascal's Triangle. Have students show how they added a row that was tricky for them. Compare and Contrast Strategies.
Week #6 Date 10/16- 10/20
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 angles of a specified size. Recognize right triangles as a category, and identify right triangles.
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 number and the size of the parts differ even though the two fractions themselves are the same size.
M- Treats for 4B kids. (Play Adding on the hundreds chart Kahoot) or Adding diagonals on the 100's chart- Students will use Explain Everything to explain their thinking.
T- Show Jo Boaler video on Math Speed vs. Deep Thinking. Ask students to share 1 thing they learned from the video. Activity: Dot Card: A dot card number talk is a really nice activity that people of all ages enjoy. It is a short but powerful teaching activity and it shows students: - the creativity in math - the visual nature of math and - the many diferent ways people see math. Allow students to show how they see it any form.
W- Folding Geometry with Brain Flip Flops 1. Students will need three square pieces of paper each. Origami paper works well 2. Ask students to complete #1. Teacher will model being a skeptic while one student proves their folded square represents 1/4 of the area of the square. Then ask students to continue with #2: Construct a triangle with exactly ¼ the area of the original square. Convince your partner that it is a triangle and it has ¼ of the area . Then construct a triangle with exactly ⅛ the area of the original square. Convince your partner that it is a triangle and it has ⅛ of the area. Switch roles as the convincer and the skeptic.
Th- (no 4B) Paper Folding continued.
F- (no 4Z) group member absent. Work on classroom Math work.
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 angles of a specified size. Recognize right triangles as a category, and identify right triangles.
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 number and the size of the parts differ even though the two fractions themselves are the same size.
M- Treats for 4B kids. (Play Adding on the hundreds chart Kahoot) or Adding diagonals on the 100's chart- Students will use Explain Everything to explain their thinking.
T- Show Jo Boaler video on Math Speed vs. Deep Thinking. Ask students to share 1 thing they learned from the video. Activity: Dot Card: A dot card number talk is a really nice activity that people of all ages enjoy. It is a short but powerful teaching activity and it shows students: - the creativity in math - the visual nature of math and - the many diferent ways people see math. Allow students to show how they see it any form.
W- Folding Geometry with Brain Flip Flops 1. Students will need three square pieces of paper each. Origami paper works well 2. Ask students to complete #1. Teacher will model being a skeptic while one student proves their folded square represents 1/4 of the area of the square. Then ask students to continue with #2: Construct a triangle with exactly ¼ the area of the original square. Convince your partner that it is a triangle and it has ¼ of the area . Then construct a triangle with exactly ⅛ the area of the original square. Convince your partner that it is a triangle and it has ⅛ of the area. Switch roles as the convincer and the skeptic.
Th- (no 4B) Paper Folding continued.
F- (no 4Z) group member absent. Work on classroom Math work.
Week #5 Date 10/9- 10/13
Standards: 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. M- No School T- AH wants to share her work on adding 3 consecutive numbers. Then, using the hundred chart circle four adjacent numbers to form a square. If you add the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? W- Share what you found out on Tuesday. Th- (no 4B) 10 in a Row Incentive day. Play Adding Numbers on the 100's chart Kahoot. Eat treats F- (no 4Z) No Mrs. Jerke |
Week #4 Date 10/2- 10/6
Standard: 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
M- New student makes her brain today. 4Z and CL: Write your argument about what you did and what you found out about odd/even numbers and their patterns with adding consecutive numbers on chart paper. (15 minutes)
T- No Mrs. Jerke
W- All students: Using the hundred chart circle four adjacent numbers to form a square. If you add the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? (no CL or AH)
Th- (no 4B) Continue work on adding four adjacent numbers to form a square then write a convincing argument. (no AB)
F- (no 4Z) Continue work on adding four adjacent numbers to form a square then write a convincing argument. (no CL)
Standard: 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
M- New student makes her brain today. 4Z and CL: Write your argument about what you did and what you found out about odd/even numbers and their patterns with adding consecutive numbers on chart paper. (15 minutes)
T- No Mrs. Jerke
W- All students: Using the hundred chart circle four adjacent numbers to form a square. If you add the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? (no CL or AH)
Th- (no 4B) Continue work on adding four adjacent numbers to form a square then write a convincing argument. (no AB)
F- (no 4Z) Continue work on adding four adjacent numbers to form a square then write a convincing argument. (no CL)
Week #3 Date 9/25- 9/29
Standard: 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
M- Each group present their Numbers Made of Dots task findings. Discuss similarities and differences as well as new learning.
T- Continue lesson 2 with Consecutive Numbers on the 100's chart. Complete 2 out of the 3 Math tasks. 1. Using the hundred chart circle three numbers in a row (horizontally) and add them. Try this with several sets of numbers. Do you see a pattern? Does your pattern work for every group of three consecutive numbers? Write a convincing argument. 2. Using the hundred chart circle four adjacent numbers to form a square. If you add the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? Write a convincing argument. 3. Using the hundred chart circle four adjacent numbers to form a square. If you multiply the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? Write a convincing argument.
W- Continue Consecutive Numbers lesson
Th- (no 4B) One more day of Consecutive Numbers
F- (no 4Z) New student: Show Learn Storm video and Jo Boaler video.
Standard: 4.OA.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
M- Each group present their Numbers Made of Dots task findings. Discuss similarities and differences as well as new learning.
T- Continue lesson 2 with Consecutive Numbers on the 100's chart. Complete 2 out of the 3 Math tasks. 1. Using the hundred chart circle three numbers in a row (horizontally) and add them. Try this with several sets of numbers. Do you see a pattern? Does your pattern work for every group of three consecutive numbers? Write a convincing argument. 2. Using the hundred chart circle four adjacent numbers to form a square. If you add the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? Write a convincing argument. 3. Using the hundred chart circle four adjacent numbers to form a square. If you multiply the diagonals what do you think will happen? What does happen? Does this work for every group of numbers in this pattern? What do you wonder? Write a convincing argument.
W- Continue Consecutive Numbers lesson
Th- (no 4B) One more day of Consecutive Numbers
F- (no 4Z) New student: Show Learn Storm video and Jo Boaler video.
Week #2 Date 9/18- 9/22
Standard: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
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.
M- Finish Brains from last week. Teacher reads Bubble Gum Brain. Take 2 minutes to write about a time when you struggled. What did it feel like? Use your notebook.
T- Begin Visualizing Number made of Dots Math task from YouCubed. Share video first. 1. Write the number above each representation. 2. What do you see? 3. Use colors to show patterns. Encourage students to ask questions and write them down. Ask students to share any patterns or other interesting observations. Review the key concepts: Math learning is best when we have opportunities to make connections between pictures and numbers. It is good to draw and to try to understand mathematics visually
W- Continue Math Task.
Th- (no 4B) discuss the Numbers made of dots. Help them to think about fractions, factors, multiplication, addition and subtraction. After the discussion, have students record a one-minute video of what they noticed about the Number Dot patterns.
F- (no 4Z)discuss the Numbers made of dots. Help them to think about fractions, factors, multiplication, addition and subtraction. After the discussion, have students record a one-minute video of what they noticed about the Number Dot patterns.
Standard: 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
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.
M- Finish Brains from last week. Teacher reads Bubble Gum Brain. Take 2 minutes to write about a time when you struggled. What did it feel like? Use your notebook.
T- Begin Visualizing Number made of Dots Math task from YouCubed. Share video first. 1. Write the number above each representation. 2. What do you see? 3. Use colors to show patterns. Encourage students to ask questions and write them down. Ask students to share any patterns or other interesting observations. Review the key concepts: Math learning is best when we have opportunities to make connections between pictures and numbers. It is good to draw and to try to understand mathematics visually
W- Continue Math Task.
Th- (no 4B) discuss the Numbers made of dots. Help them to think about fractions, factors, multiplication, addition and subtraction. After the discussion, have students record a one-minute video of what they noticed about the Number Dot patterns.
F- (no 4Z)discuss the Numbers made of dots. Help them to think about fractions, factors, multiplication, addition and subtraction. After the discussion, have students record a one-minute video of what they noticed about the Number Dot patterns.
Week #1 Date 9/11- 9/15
W- First Day: Welcome and Introduction to class, Data folders and expectations. Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Begin Paper Crumple Activity from Jo Boaler's book.
Th- (no 4B) Continue Paper Crumple Activity.
F- (no 4Z) Continue Paper Crumple Activity.
W- First Day: Welcome and Introduction to class, Data folders and expectations. Watch the 2 Learn Storm videos from Activity 1: The truth about your brain. Begin Paper Crumple Activity from Jo Boaler's book.
Th- (no 4B) Continue Paper Crumple Activity.
F- (no 4Z) Continue Paper Crumple Activity.