4th Grade Math
For the week of May 28th - the students will complete a project centered around popcorn! They will start with a taste test, choose their favorite, and find the preferences of others in the class. They will then organize and display this data in a graph. Next the students will have a popcorn toss to see how accurately they can toss it into buckets of varying lengths, and tabulate those results. Lastly the students will research to find interesting facts about popcorn.
Can you believe it's the LAST week of school? I feel like this year has just flown by! Your children have been such a joy to teach! They have taught me so much this year - such as flossing, cool songs, math strategies and brilliant connections in their own words. I've seen them grow, not just in math, but as kind thoughtful students as well. I can't wait for their future visits, and to see the adults they will become!
For the week of May 20th - the students will create a question to survey and find other students' opinions, create a frequency chart, and display the data they collect in a dot plot or graph. They will also create some questions for others to analyze based upon the data in their findings.
The students will also complete a project to apply many of the math skills they have learned throughout the year. Some of these activities include creating a menu of foods for the family to eat throughout the week. They will have $100 to shop with from a list, and they may go out to eat for one meal. Next they will plant a garden in the backyard making sure to give the correct area to each plant, and stay within the perimeter of the backyard. Then they will plan out the activities and times they will participate in - because they can only watch television for an hour, and they have time constraints for other activities too. The students will also calculate the water usage in their homes, and the amount consumed during a meal. Lastly they will arrange furniture to design their dream bedroom making sure to include the correct dimensions of each piece of furniture.
This week the students will also have a showcase of the activities they've completed in class, and you are welcome to come and view their creations. Your family will also be able to visit the Book Fair in the library at that time. This will be on Tuesday from 5-8pm.
For the week of May 13th, the students will be taking the Math STAAR test on Monday, and the Reading STAAR test on Tuesday. Please help ensure their success by having plenty of rest the night before, and eating a healthy breakfast. They will be provided with a snack, and if they would like to have an additional snack please be sure it is not sticky, or leave a residue on their hands. If it does they will have to wait until after testing to eat it. On Wednesday and Thursday the students will be investing all the factors of certain products, and create arrays on graph paper to display those various factors. Later in the week they will develop their own version of Math Curse which is a children's picture book written by Jon Scieszka and illustrated by Lane Smith. On Friday we will visit the Museum of Natural Science and the Planetarium.
For the week of May 6th - the students will find the start, end and elapsed times on task cards, problem solving, technology, and in work stations. Later in the week the students will review concepts to prepare for the STAAR test. They will focus on the concepts of place value, decimals, fractions, multiplication, division, measuring angles, perimeter, area, measurement conversions, and tables.
For the week of April 29th - the students will continue to analyze data. On Monday they will visit stations where they will roll dice and multiply, and toss a ball to land on a Summer Vacation, to create their own dot plots, frequency charts and stem-and leaf plots. Tuesday the students will place numbers with decimals and fractions into stem and leaf plots, and problem solve for data analysis. Later in the week the students will tell time on a clock, find elapsed times, and and count back in time to find when an activity began.
*Please practice having your child tell time on a clock to set them up for success with this unit.
For the week of April 22nd - the students will classify triangles based upon their largest angle, such as an obtuse triangle, a right triangle, or an acute triangle. They will also learn about personal financial literacy. The students will review expenses, revenue and profit, understand the differences between fixed expenses and variable expenses, and learn about the purpose of financial institutions. Later in the week the students will begin data analysis. They will build a frequency table showing tallies for the data, and create dot plots to display their findings. At the end of the week students will represent data on a stem-and-leaf plot, and analyze the data found there. The students will visit work stations, work with partners, and problem solve to practice these concepts.
For the week of April 15th - the students will determine the measure of unknown adjacent angles. To be adjacent the angle must share a ray and vertex with another angle. The angles the students will be evaluating will not overlap. The students will be given a total measurement of the angles together and need to subtract to find the unknown value, or they may be given the measurement of each angle and need to find the total degrees by adding. The students will also calculate to find the complementary angles (totaling in 90 degrees) and supplementary angles (totaling 180 degrees). At the end of the week the students will be analyzing shapes for lines of symmetry. These lines will show the shape separated into two congruent pieces. The students will be visiting workstations to practice these concepts, completing a circuit, and problem solving.
For the week of April 8th - the students will continue to analyze geometry. They will use protractors to correctly measure angles, and be sure to justify their measurements using classifications of the types of angles. For example, an acute angle must have a measurement less than 90 degrees, and an obtuse angle must have a measurement larger than 90 degrees. The students will also count the degrees between the rays of the angle on the picture of the protractor to find accurate measurements. They will practice this skill in work stations, using QR codes to check their measurements, using technology, and in problem solving.
On Tuesday, the students will be taking the STAAR Writing test. Please be sure to set your child up for success by making sure they are well rested and have a healthy breakfast. They will be given a snack, and may bring an additional healthy snack as long as it isn't sticky, or have residue that may be transferred to their test - such as Cheetos, Doritos or Takis.
Over the next few weeks some of the students will be flexibly regrouped into one of my other math classes. This is based upon their individual needs shown from their math benchmark testing. This way they may have their individual needs met within the classroom.
For the week of April 1st - the students will begin investigating the concept of geometry. They will start the week with creating a design of lines, points, and angles using tape and sticky dots. They will compare line segments, lines, points, parallel, perpendicular, and intersecting lines. On Tuesday the students will contrast right angles, obtuse angles, acute angles, and straight angles. Later in the week the students will study the characteristics of two dimensional figures, such as quadrilaterals, triangles, and pentagons. The students will build these figures to gain a true understanding of the geometry concepts. They will also problem solve and visit workstations with partners to further analyze geometry. On Friday the students will use protractors to measure the size of angles to the exact degrees.
For the week of March 25th - your child will be taking a math benchmark on Monday, and a reading benchmark on Tuesday. On the math benchmark there will be concepts tested from those learned at the beginning of the year up to our current concepts. There will also be some field test questions that we haven't covered yet, such as geometry and other concepts. In class we discussed trying your best on each question, and making sure to show your thinking. Sometimes the questions that appear to be the easiest can be the ones we tend to make mistakes upon.
For the reminder of the week the students will find the perimeter, area, length, or width of objects. They will draw pictures and label the information given to comprehend each area and perimeter problem. The students will travel around the room using a circuit with multiple problems to solve, work with partners to find solutions on cards, and complete problem solving as an assessment on Friday.
For the week of March 18th - the students will continue to use tables to convert measurements. They will also complete problems solving using multiple steps. Later in the week the students will find area and perimeter of objects. They will visit workstations, problem solve, and use technology to become familiar with these concepts.
For the week of March 4th - the students will use tables to determine the output, the input, or the rule when the input and output in a table. They will also convert measurements within the same measurement system from smaller to larger units, or vice versa. The students will visit workstations, work with partners, on technology, and problem solve to practice these concepts. On Friday they will enjoy Field Day!
For the week of February 25th - the students will add and subtract decimals. They will also practice using financial literacy by finding profits when given expenses and revenues. Later in the week the students will be using tables to find an input, or output, or the rule representing the relationship of given numbers within the table. They will also find the value of a sequence, and its position within the sequence. The students will visit workstations, complete problem solving and use technology to practice these skills.
For the week of February 18th - the students will compare decimal values and add and subtract decimals. They will practice these concepts in workstations, games, and problem solving. Monday will be a vacation day for the students to celebrate President's Day, and Tuesday they will taking their writing benchmark.
For the week of February 11th - the students will continue to analyze decimals. They will find decimals on number lines, focusing upon those equivalent to fractions. The students will also determine the decimal values in collections of money. At the end of the week the students will compare decimal amounts. These concepts will be practiced within workstations using task cards, technology, and problem solving.
For the week of February 4th - the students will begin the week by measuring with a ruler to the nearest 1/4th of an inch. Later in the week the students will analyze decimals. First, they will connect fractions to decimals as parts of a whole. Tenths are ten equal pieces of a whole, and hundredths are one hundred equal pieces of a whole. Next the students will contrast the differences between the place values of tenths and hundredths in decimals. They will find the expanded form, expanded notation, the pictorial form of the decimals, and represent the value in words. At the end of the week the students will relate decimals to money, and find the values of the place values within a collection of coins and dollar bills. The students will practice using these skills in work stations using card games, matching games, technology, and problem solving.
For the week of January 28th - the students will continue to add and subtract fractions with like denominators. Later in the week they will begin the unit of measurement. The students will become familiar with benchmark items to accurately estimate the proper unit of measurement for a multitude of items. They will determine correct units of measurement for length, mass, and capacity using both the metric and customary systems. At the end of the week, the students will measure with a ruler to find accurate lengths of inches and centimeters. To practice these measurement concepts students will play card games, spinner activities, and problem solve.
For the week of January 22nd - the students will be comparing fractions. They will begin with analyzing the fractions with like denominators, which means the pieces will be the same size. Then they will analyze the fractions with like numerators, which means they will have the same number of pieces, but the sizes of those pieces will be different. Later in the week students will create equivalent fraction tables to find matching numerators, or denominators to compare the sizes of the fractions. At the end of the week the students will begin adding and subtracting fractions.
For the week of January 14th - the students will be finding equivalent fractions. The students will build equivalent fractions using fraction towers, draw model pictures, and use number lines to find equivalent fractions. Next they will create equivalent fraction tables to find fractions that have greater terms. Then the students will simplify the fractions to find the equivalent fractions using lower terms. The students will visit workstations and play games to practice these skills such as: Phenomenal Fractions Card Game, Fraction War, Triangles and Squares, and Numerator and Denominator spinners.
For the week of January 7th - students will find fractions on a number line. The students will first find what the number lines are counting by, then complete the numbering on the number lines. They will practice on task cards and problem solve in workstations.
For the week of December 17th - the students will decompose fractions using fraction towers, pictures, and Cuisenaire Rods. The students will also build fractions greater than 1 to find the mixed number and improper fraction. At the end of the week the students will find fractions on a number line.
For the week of December 10th - the students will be taking a DPM. Monday the students will identify their math strengths, how to improve upon their math challenges, and strategies that will ensure their success on the upcoming math test. They will also play a game with multi-step problem solving. Tuesday and Wednesday the students will be taking the DPM. Thursday they will reflect upon their success, and identify their areas of weakness. On Friday the students will begin learning about unit fractions and decompose fractions into smaller pieces.
For the week of December 3rd - the students will estimate dividends to find quotients when dividing. The students will also solve multi-step problems involving division, multiplication, addition, and subtraction. They will practice these skills in workstations with Grab & Go problems, solve with partners, and play a board game.
On December 11th and 12th the students will take a DPM - District Progress Monitoring Test to show the progress and learning they have made so far this year.
For the week of November 26th - the students will continue to use division to problem solve. They will divide 2, 3, and 4 digit dividends by 1 digit divisors using partial quotients. They will also continue to analyze remainders based upon the problem solving story and questions. The students will visit workstations such as using dominoes to generate numbers to divide, grab & go problems, and roll & divide.
For the week of November 12th - the students will begin division. They will use arrays to connect division to multiplication, and use number bonds to find quotients. Then they will practice finding partial quotients, and remainders. The students will interpret the remainders in story problems as fractional parts, needing to add one to the quotient, or keeping the quotient the same. Some examples of this would include:
Finding the amount of yards in 13 feet - 13 divided by 3 has a quotient of 4 with a remainder of 1.
This would be 4 and 1/3 yards of material.
This would be 5 yards needed for the project that requires 13 feet of fabric.
Or this would be 4 pillows that could be completed if each pillow requires 3 feet of fabric.
The students will be problem solving for quotients in small groups, with partners, and using technology.
For the week of November 5th - the students will continue to practice 2 digit by 2 digit multiplication. They will use the area model and partial products to multiply. The students will practice using this skill in work stations with dominoes to create 2 digit numbers, problem solve with partners, and use Grab & Go problems. Last week the students used www.GregTangMath.com to practice their multiplication facts, and they will have the option to visit the site again this week.
For the week of October 29th - the students will continue to use the area model to multiply. They will begin Monday multiplying 1 digit by 4 digit numbers. Tuesday they will use multiple strategies to solve problems including multiplying 1 digit numbers by 2,3, or 4 digit numbers. Wednesday the students will practice problem solving with multiplication. By Thursday the children will multiply 2 digit numbers by 2 digit numbers by building the arrays, drawing the pictorial model, and lastly by using the area model. Throughout the week they will visit workstations to practice multiplication with Grab & Go problems, Factor Roll, gregtangmath.com, and problem solving.
For the week of October 22nd - the students will begin multiplication! They will begin with estimating factors to the nearest tens and multiplying by a 1 digit number to develop reasonableness. Then they will use friendly numbers to multiply - like 25 because they can relate that to quarters. By Thursday the students will build arrays with base 10 blocks, and draw the area models to represent the values. They will also connect the area model to an array to develop number sense and truly see the value of the factors and the products they are joined to become. The students will start with multiplying 1 digit numbers by 2 and 3 digit numbers, and after some practice they will build up to multiply by 4 digit numbers.
*On Tuesday the students will be taking the October Checkpoint to see how well they have mastered the 4th grade math skills up to this point. Topics that will be tested are: writing equations with variables to solve story problems, addition with regrouping, place value to compare values of digits in a number, subtraction with regrouping, strip diagrams to solve story problems, multi-step problem solving, and estimating.
For the week of October 15th - the students will analyze multiple step problems. They will represent multiple step problems involving addition, subtraction, multiplication and division in pictorial form using strip diagrams. The students will also create number sentences to represent the story problems with variables as the unknown amount. The students will visit stations to simulate a trip to the mall. This will involve buying multiple items, paying and receiving change, and buying lunch. In workstations they will also use Versa Tiles as a self checking activity when matching equations with variables to story problems. The students will also problem solve with partners, and alone for the processes of solving the multi-step problems.
Parents - I look forward to meeting with you Monday to discuss your child's progress!
For the week of October 9th - the students will be analyzing story problems to decide if they need to multiply or divide to solve the problems. The students will be drawing strip diagrams to help them determine the action involved in each problem, then create an equation to solve for the product or quotient. The students will visit workstations where they will use cards to sort, match strip diagrams to the actions they show, use technology, and problem solve.
For the week of October 1st - the students will estimate numbers from the nearest ten to the hundred thousands place, depending upon the story problem. They will also visit workstations where they will practice rounding numbers of miles for a trip, and round ice cream scoops to form a triple scoop of ice cream according to the rounded amount listed on a cone.
The students will also continue to problem solve multiple step problems involving addition and subtraction.
Later in the week the students will find perimeter and unknown sides when given a total perimeter to continue to apply their understanding of addition and subtraction in realistic application.
For the week of September 24th - the students will add and subtract whole numbers according to the action in the problem solving. They will also solve multi-step problems using strip diagrams and variables.
On Wednesday the students will take their first math checkpoint. It will show their mastery of place value, addition, and subtraction in problem solving. There is nothing the students need to study to prepare for this checkpoint. Instead they could review the problem solving that has been graded and returned to them.
For the remainder of the week the students will visit work stations to practice multi-step problem solving and begin estimation to add and subtract in problem solving.
For the week of September 17th - the students will multiply multiples of 10 using mental math. They will also solve problems by comparing, ordering, and representing numbers using place value charts. Later in the week the students will discuss using griddables, variables and equations. They will also add and subtract whole numbers in problem solving according to the action in the story problem. They will practice these skills in work stations, with partners, and by themselves.
For the week of September 10th - the students will continue to use the place value chart to represent numbers in expanded form and expanded notation. The students will also compare and order numbers using graph paper to correctly find which numbers are greater than, less than, and equal to with the correct symbols. The students will visit a variety of work stations to practice these concepts and problem solve as well.
For the week of September 3 - the students will begin analyzing place value. They will use a place value chart up to the billions place as a tool to help discover the value of the digits in numbers. They will find the mathematical relationship between the place values using 10 times the number, for example: ( 560 x 10 = 5,600), 100 times the number, (560 x 100= 56,000) and find one-tenth of the number ( one tenth of 560 = 56). The students will also investigate the expanded form and expanded notation of different numbers. During math the children will also play games, attend small-group lessons, and use technology to become familiar with the place value.
I am so excited a new year is upon us! I can't wait to share math with your child! For the first week of school in math we will be setting up procedures and building relationships with each other. We will play games to become familiar with one another, and practice logging into the computer to use Think Central, Classflow and Prodigy.
There will be no math homework this year. We will instead encourage your children to study their multiplication facts up to 15s, and to use the websites: IXL, Prodigy, and Think Through Math - which has been renamed. I will share with your child their login information for each site, which you may also find inside the cover of their IMN (Interactive Math Notebook). Thank you for your support at home.
Mrs. Becker’s Homeroom Students' Schedule
8:45 - 9:15 Mind Time
9:15 - 10:15 Reading / Language Arts
10:15 - 11:10 Large Group
11:10 – 12:35 Reading / Language Arts
12:35 – 12:45 Science
12:45 – 1:15 Lunch
1:15 – 1:45 Recess
1:45 – 2:50 Science
2:50 – 4:00 Math