Common Core State Standards:
4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g. by using a visual fraction model. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and relationship between addition and subtraction. 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100 (e.g. 3/10 as 30/100). 4.NF.6 Use decimal notation for fractions with denominators 10 or 100 (e.g. 62/100 as .62). Essential Vocabulary:
Unit Overview: In this unit, students will apply their understanding of fraction equivalence and operations to help solve addition and subtractions with fractions. Students will add and subtract fractions including mixed and improper fractions. Mixed numbers will be introduced for the first time in 4th grade. When adding and subtracting with mixed fractions, students will add and subtract whole numbers first and then work with fractions using the same strategies. Students will learn how to turn mixed fractions into improper fractions using visual models. Additionally, students will learn how to break improper fractions into mixed numbers by using their understanding of fractions equaling 1 (e.g. 5/3 = 3/3 + 2/3 or 5/3 = 1 + 2/3). *There is NO mathematical reason why fractions must be written in simplified form, although it may be convenient to do so in some cases. Strategies/Skills: Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers.
Video Support: Video support can be found on The WCPSS Academics YouTube Channel. http://tinyurl.com/WCPSSAcademicsYouTube o Adding and Subtracting Fractions 1 o Adding and Subtracting Fractions 2 o Adding and Subtracting Fractions 3 o Adding and Subtracting Fractions 4 Video support can be found on LearnZillion.(copy the link into a browser to get it to work). o Use a number line to show how fractions with denominators 10 and 100 are equivalent https://learnzillion.com/student/lessons/2841-use-a-number-line-to-show-how-fractions-with- denominators-10-and-100-are-equivalent o Use a grid model to show how fractions with denominators 10 and 100 are equivalent: https://learnzillion.com/student/lessons/2749-use-a-grid-model-to-show-how-fractions-with- denominators-10-and-100-are-equivalent o Generate equivalent fractions using a grid model: https://learnzillion.com/student/lessons/2970-generate-equivalent-fractions-using-a-grid-model o Adding fractions with denominators 10 and 100: https://learnzillion.com/student/lessons/2975-add-fractions-with-denominators-10-and-100 o Convert decimals to fractions to the tenths place using number line: https://learnzillion.com/student/lessons/1424-convert-decimals-to-fractions-to-the-tenths- place-using-number-lines o Convert decimals to fractions to the hundredths place using visual aids: https://learnzillion.com/student/lessons/1425-convert-decimals-to-fractions-to-the- hundredths-place-using-visual-aids o Convert fractions to decimals to the tenths place using visual aids and division: https://learnzillion.com/student/lessons/1426-convert-fractions-to-decimals-to-the-tenths- place-using-visual-aids-and-division o Convert fractions to decimals to the hundredths place using division: https://learnzillion.com/student/lessons/1427-convert-fractions-to-decimals-to-the- hundredths-place-using-division Unit Name: Comparing Fractions
Common Core State Standards: 4.NF.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 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record results of comparisons with symbols >, <, or <, and justify the conclusions, e.g., by using a visual fraction model. Essential Vocabulary: · Operations · Greater than · Greater less · Fraction · Unit fraction · Equivalent/equal · Multiple/multiply · Reason · Denominator · Numerator · Decomposing · Mixed number Unit Overview: In this unit, students will apply their understanding of fractions to compare fractions by using visual models or finding common denominators or numerators. In addition, students need to use the following symbols to help compare fractions: >, =, <. Strategies/Skills: Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers. · Fraction bars · Number Line Video Support: Video support can be found on The WCPSS Academics YouTube Channel. · http://tinyurl.com/WCPSSAcademicsYouTube o Comparing Fractions 1 o Comparing Fractions 2 Video support can be found on LearnZillion. o Compare fractions using the benchmark fraction 1/2 https://learnzillion.com/student/lessons/1431-compare-fractions-using-the-benchmarkfraction-1-2 o Compare fractions using the benchmark of one whole https://learnzillion.com/student/lessons/1432-compare-fractions-using-the-benchmark-of-onewhole o Compare fractions with different denominators using a number line https://learnzillion.com/student/lessons/1433-compare-fractions-with-different-denominatorsusing-number-lines o Compare fractions by creating common denominators https://learnzillion.com/student/lessons/1436-compare-fractions-by-creating-commondenominators o Use a number line to represent a fraction greater than one https://learnzillion.com/student/lessons/1437-use-a-number-line-to-represent-a-fractiongreater-than-one Questions to Ask When Helping Your Child with Math Homework Keep in mind that homework in elementary schools is designed as practice. If your child is having problems, please let the classroom teacher know. When helping your child with his/her math homework, you don’t have to know all the answers! Instead, we encourage you to ask probing questions so your child can work through the challenges independently. · What is the problem you’re working on? · What do the directions say? · What do you already know that can help you solve the problem? · What have you done so far and where are you stuck? · Where can we find help in your notes? · Are there manipulatives, pictures, or models that would help? · Can you explain what you did in class today? · Did your teacher work examples that you could use? · Can you go onto another problem & come back to this one later? · Can you mark this problem so you can ask the teacher for an explanation tomorrow? Common Core State Standards:
4.NF.1Explain why a fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the numbers and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. 4.NF.3 Understand a fraction a/b with a>1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions joining and separating parts referring to the same b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g. by using a visual fraction c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and relationship between addition and subtraction. Essential Vocabulary:
Unit Overview: In this unit, students will develop understanding of fraction equivalence and operations with fractions. Students will recognize that two different fractions can be equal (e.g. 15/9 = 5/3), and they will need to develop methods for generating and recognizing equivalent fractions. Students will apply their knowledge of fractions by joining unit fractions (e.g. 1/3, 1/2, 1/4) and separating larger fraction back into unit fractions. Mixed numbers will be introduced for the first time in 4th grade. Students will learn how to turn mixed numbers into improper fractions using fraction models/drawings. Strategies/Skills: Students will build on their understanding of fractions from 3rd grade to make sense of larger fractions when adding, subtracting and equivalence. They are expected to use a variety of models to support their reasoning about numbers.
Video Support: Video support can be found on The WCPSS Academics YouTube Channel.
Video support can be found on LearnZillion.
Questions to Ask When Helping Your Child with Math Homework
Unit Name: Area and Perimeter
Common Core State Standards: 4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems. Essential Vocabulary: · multiplication/multiply · area · array · square unit · product · perimeter · length · width Unit Overview: In this unit, students will apply their understanding of area and perimeter of rectangles from 3rd grade to help them explore the understanding of the abstract formula A = l x w. In addition, students will generate and discuss the different pros and cons for the formulas for perimeter such as: P = 2l + 2w and P = 2(l + w). The first formula has an additional step compared to the second formula with multiplying the length by two, multiplying the width by two and then adding both together. The second formula has the length and width added together and then multiplying it by two. *Apply understanding to formula does not mean write down a memorized formula and put in known values. Students do not need to do this until 6th grade. Strategies/Skills: Students will build on their understanding of area and perimeter to make sense of the standard algorithms. They are expected to use a variety of models to support their reasoning about numbers. · Rectangular Section/Arrays · Base Ten blocks · Area Model Video Support: Video support can be found on LearnZillion. · http://learnzillion.com o Use area models to find the area of rectangles https://learnzillion.com/student/lessons/2374-use-area-models-to-find-the-area-of-rectangles o Find the area of a rectangle using the standard formula https://learnzillion.com/student/lessons/2535-find-the-area-of-a-rectangle-using-the-standardformula o Find missing side lengths using the formula for area https://learnzillion.com/student/lessons/2425-find-missing-side-lengths-using-the-formulafor-area o Find the perimeter of a rectangle using area model https://learnzillion.com/student/lessons/2942-find-the-perimeter-of-a-rectangle-using-an-areamodel o Find perimeter using the standard formula https://learnzillion.com/student/lessons/3047-find-perimeter-using-the-standard-formula o Find missing side lengths using the formula for perimeter https://learnzillion.com/student/lessons/3048-find-missing-side-lengths-using-the-formulafor-perimeter Questions to Ask When Helping Your Child with Math Homework · What is the problem you’re working on? · What do the directions say? · What do you already know that can help you solve the problem? · What have you done so far and where are you stuck? · Where can we find help in your notes? · Are there manipulatives, pictures, or models that would help? · Can you explain what you did in class today? · Did your teacher work examples that you could use? · Can you go onto another problem & come back to this one later? · Can you mark this problem so you can ask the teacher for an explanation tomorrow? Sample Problems your child will need to be able to answer A plan for a house includes rectangular room with an area of 60 square meters and a perimeter of 32 meters. What are the length and the width of the room? 4.G.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of a specified size. Recognize right triangles as a category, and identify right angles.
Essential Vocabulary: quadrilateral isosceles trapezoid trapezoid rhombus parallelogram rectangle square right triangle two-dimensional right obtuse acute attributes parallel perpendicular congruent equilateral isosceles scalene kite Unit Overview: In this unit, students will build upon their understanding of identifying various shapes through attributes. In this unit students will focus on identifying parallel lines and perpendicular lines while identifying the angles used from the previous units: acute, obtuse, and right. Students will investigate the concept of “same size and same shape”; however, the concept of congruence and similarity do not appear until middle school. Strategies/Skills: Students will build on their understanding of geometric shapes and go further with identifying and measuring angles. Students will model mastery of this concept through the following ways: drawing identifying analyzing Video Support: Video support can be found on LearnZillion. https://learnzillion.com/ Classify two-dimensional figures by examining their properties https://learnzillion.com/lessons/2879-classify-twodimensional-figures-by-examining-their-Properties Classify triangles by examining their properties https://learnzillion.com/lessons/3040-classify-triangles-by-examining-their-properties Classify right triangles https://learnzillion.com/lessons/3069-classify-right-triangles Classify various quadrilaterals by describing their properties https://learnzillion.com/lessons/2936-classify-various-quadrilaterals-by-describing-their- properties Classify quadrilaterals by examining their sides https://learnzillion.com/lessons/2937-classify-quadrilaterals-by-examining-their-sides oClassify parallelograms by examining their angles and sides https://learnzillion.com/lessons/2988-classify-parallelograms-by-examining-their-angles-and- sides Questions to Ask When Helping Your Child with Math Homework What is the problem you’re working on? What do the directions say? What do you already know that can help you solve the problem? What have you done so far and where are you stuck? Where can we find help in your notes? Are there manipulatives, pictures, or models that would help? Can you explain what you did in class today? Did your teacher work examples that you could use? Can you go onto another problem & come back to this one later? Can you mark this problem so you can ask the teacher for an explanation tomorrow? |
Mrs. Misty FosterI teach 4th grade math and science at Weatherstone Elementary School. Archives
April 2016
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