Embedded Files
"The best teachers are the ones that show you where to look, but don't tell you what to see."
"The best teachers are the ones that show you where to look, but don't tell you what to see."
-Alexandra K. Trenfor
-Alexandra K. Trenfor
Resources each month:
Resources each month:
- August Resources:
What are Number Talks? - Click on the link to read about the students' role and teacher's role during Number Talks
Number Talks- Click on the link to find Number Talk ideas
- September Resources:
- October Resources:
- November Resources:
- December Resources:
- January Resources:
- February Resources:
- March Resources:
- April Resources:
- May Resources:
Garland's Gems:
Garland's Gems:
Garland Session 6/5/19:
Garland Session 6/5/19:
- Students are not internalizing inverse operations, 2-6th grade, so the state recommends that the students start recording all of the different related facts.
- When dealing with tables, the sequence and the tables do not have to start with the first position. When looking at a sequence 35, 42, 49, 56… even though 35 is written first, it does not mean that it is the first position. I need to understand that these are multiples of 7 and 35 is the 5th multiple of 7 therefore, my table to capture this sequence actually begins with the 5th position.
- Students need to hear both rule and process to describe input output tables in 4th grade. 5th grade refers to it as the rule.
Ex. 141 feet, how many yards? The TEKS for conversions in 4th specify that they must use an input/output table. When I look at feet and yards, I always go in the order it is written in the mathematics chart the state provides.
If I already know 120 feet is 40 yards, which answer can I eliminate?
Students can use double number lines:
Top- jump 3 feet individually
Bottom- jump one yard
Top- jump 30 feet
Bottom- jump 10 yards
- Have more teacher guided lessons using these tables and then put out as a station. The first station experience - You are going to use the reference materials and you are going to build a table for every single one of the measurement conversions going at least 5 values. Use dice to determine the value being reached.
- Use the Fosnot Big Dinner (If you have it) to set up for what they serve at a holiday meal and students create the tables based on those. Talk about games or sack races- yards and feet; inches and feet playing outside games like horseshoes. Get the ideas from the students. (We may need to explicitly say to them that the numbers they choose are their choice. They use what works for them, everyone’s table may look different and that is alright. Have that excited conversation about powers of ten.)
- Use this for the operation WorkPlace.
Tables are tools to help us solve addition, subtraction, multiplication, and division problems.
- Ideas for Number Talks:
MashUp Math STar Wars Steve Wyborney
https://drive.google.com/open?id=1JmQMcL8va0SeYq7RR2En1MfPe2Q6SlPO
(Properties can be developed with these.)
- Use Rekenreks for students to show work when problem solving.
- Fraction Resources: Fraction Dominoes, Fraction Playing Cards (Lakeshore) and Decimal Grids Lakeshore
- Problem Solving Resources: Creepy Crawlies, Greek Gods, Endangered Species, Field Trips, Threatened to Extinction, Field Trip Problems
- Games for Multiplication: Product Game Grade 4 (need cm cubes of various colors and paper clips)
- Math In Practice Grade 4, Module 2
-Factor Play, page 36
-Greg Tang challenge week of May 26,2019
- Math In Practice, Grade 4, Module 3: Say It, Write It with either digit cards or 6 dice; we will work with 5 digit mixed numbers though, page 61
- Math In Practice, Grade 4, Module 4: modified Sums and Differences, either four sets of 0-9 cards or 4 ten-sided dice: roll greatest possible, rearrange to least possible, find sum, find difference
- Math In Practice, Grade 4, Module 5: page 110, Digit Challenge
- Additional Resources for Fractions:
Lead4ward Ramp It Up! Master fractions, grade 4
- 4.4H Performance Task:
https://drive.google.com/open?id=1TbTI_-ezjPmvBjOKIP0ulNoASrG6RmEx
- Decimal Dash from Math In Practice:
https://drive.google.com/open?id=1432_GNJ_bPFtg4FqLULuUJkGvWkiXroI
https://drive.google.com/open?id=1hnWy1UzX2qaOmnKN5fjo7pYldstiTA-0
- Lead4ward Ramp It Up! Division lessons:
What Remains (explained further below)
- Follow up (Division Discussion):
- What Remains Lesson: Remember that CFP #1 is 26% of 4th grades responsibility
Students must build it, draw it, talk about it, and write about it. They can choose any tool they want, students can change their one and can switch tools if they discover that what they are using isn’t efficient.
- Problem #1: Now that you have been in productive struggle can I have your attention? Earlier we had a conversation about 8 quarters. I thought that we already had some of that information in my head. I went ahead and drew 2 of my hundreds. I quartered the 1st hundred and the 2nd hundred. Which meant that in each of those hundred, separated into fair shares I would have 25. 25 clowns or 25 cars? My input is clowns. What does my quotient representing?
We are putting the clowns in groups of 8 so I am trying to eighth the clowns. I know that 200 is divisible by 8 because of our conversation earlier today.
The problem is that I do not just have 200 clowns, I have 300 clowns. So, I took a friendly multiple of 8- 80 and I divided those up.
Then I had 20 clowns left over, but 20 is not divisible by 8. The closest I could get was 16. See table above
Those leftover clowns cannot be left alone, it will cause chaos. I must have a car to haul the left over clowns. So I must have 38 cars. The last car will not be full.
This problem is fun, let them have fun. This can tie into writing where they tell the story of those clowns.
Division is hard because they do not know what the words are that describe the quotient. Create the table because this will give them a way to record their thoughts and bring comfort. This will also force students to label their work.
- Problem #2: Jana needs to deliver 1,248 cookies, but her basket only holds 9 boxes. (thought process under table)
First I estimated, it has to be more than 100 trips but less than 200 trips. I might be closer to 100.
Remember that some students may have the input and output switched.
- Problem #3: Justin has 600 skipping stones split into bags that held 7 stones each. He has some stones left over.
630/7= 90 so 90 bags will be too many
*If students estimate first they will be able to eliminate answer choices and narrow down their search.
*Starting with a friendly number will give students confidence to continue with a problem that is “hard.”
*Using tables brings in the discussion of doubling and halving.
- Video Resource for Multiplication:
Video of 5 x 9 is more than 45
- Math In Practice Chapter 3:
Comparing Numbers page 64-65
Formative Assessment Writing Prompt page 68
Roll and Round It page 69
Talk About It/Write About It page 69
- Imagine Math Performance Task:
Use Sonar for Deep Sea Exploration
- Math In Practice:
Comparing Decimals
Area and Perimeter Sorting Cards
Decimal of the Day
Using Rekenreks in grade 4
- What zone are you in?
Comfort Zone vs Growth Zone graphic
- Closing Activity:
Nine Squares from Lead4ward Playlist
Report abuse