Vacaville USD February 10, 2015. AGENDA Problem Solving – A Snail in the Well Estimating and Measurement Fractions and Decimals Back to Fractions.

FOURTH GRADE

CCSS-Math

Vacaville USD

February 10, 2015

AGENDA• Problem Solving – A Snail in the Well• Estimating and Measurement• Fractions and Decimals• Back to Fractions

Analyze Student Work

For each piece of work:• Describe the problem solving approach

the student used. For example, you might:– Describe the way the student has organized

the solution.– Describe what the student did to calculate

when the snail reached the top• Explain what the student needs to do to

complete or correct his or her solution.

Analyze Student Work

Suggestions for feedback• Common issues• Suggested questions and prompts

A Snail in the WellPrimary/Intermediate Grades

• Problem Solving Formative Assessment Lesson

• Lesson Format–Pre-Lesson (about 15 minutes)–Lesson (about 1 hour)–Follow-Up (about 10 minutes)

A Snail in the Well

Kentucky Department of Education• Mathematics Formative Assessment Lessons

– Concept-Focused Formative Assessment Lessons

– Problem Solving Formative Assessment Lessons• Designed and revised by Kentucky DOE

Mathematics Specialists – Field- ‐tested by Kentucky Mathematics

Leadership Network Teachers

http://teresaemmert.weebly.com/elementary-formative-assessment-lessons.html

Estimation

Estimation

• How many cheeseballs are in the vase?

183

Estimation

• How many cheeseballs are in the original container?

917

Estimation

• How many peanut m&m’s are in the vase?

• Are there more m&m’s than cheeseballs or less?–How do you know?

461

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.

Measurement

We are going to do a brain dump.

In just a minute I am going to show you a math term and you have 60 seconds to throw out as many ideas and thoughts as you can.

foot

Length Measurements

• Is a foot larger or smaller than a yard?

• So suppose I tell you I have 9 feet and I want my answer in yards.– Will I have more than 9 yards or less than 9

yards?– How do you know?

Length Measurements

• So what do we know about feet and yards?

1 yard

3 feet

Length Measurements

• 9 feet = ____ yards

• ____ feet = 9 yards

1 yard

3 feet

Length Measurements

• So what do we know about meters and centimeters?

1 meter

100 centimeters

Length Measurements

• 9 m = ____ cm

• ____ m = 800 cm

1 m

100 cm

Length Measurements

• 50 m = ____ cm

• 70 cm = ____ m

1 m

100 cm

1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit.

For each possible measurement conversion, draw the related visual conversion fact.

1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

www.estimation180.com

Back to Estimation

How many green marshmallows will fit on the skewer?

How many green marshmallows will fit on the skewer?

How many green marshmallows are inside the glass?

How many green mallows are needed to complete the 4-leaf clover?

How many green mallows are needed to complete the 4-leaf clover?

What's the capacity of the tall vase?

What's the capacity of the wide vase?

Order the glasses from least to greatest in capacity.

How many Red Vines are in my hand?

How many Red Vines are in the container?

Fractions and Decimals

4.NF.5Express 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. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.)

4.NF.5

• Focus on working with grids, number lines and other models (not algorithms)

• Base ten blocks and other place value models can be used to explore the relationship between fractions with denominators of 10 and denominators of 100

• This work lays the foundation for decimal operations in fifth grade.

3 tenths

= 103

10030

30 hundredths

Equivalent Fractions

For each fraction:• Shade the 1st grid to represent the fraction• Copy the shaded part onto the 2nd grid• Write a statement showing the equivalent

fractions

1) 2) 3) 106

104

109

10060

106

Equivalent Fractions

For each fraction:• Locate the fraction on the number line• Use the number line to help write a

statement showing equivalent fractions

1) 2) 3) 108

10040

109

5 tenths + 7 hundredths = 57 hundredths

Addition

1) 2)

3) 4)

1004

106

1008

103

1001

108

1003

105

1002

104

100

2104

10042

100

210040

10042

Addition

1) 2)

3) 4)

1009

104

1006

107

1001

108

1002

105

74 hundredths = 4 hundredths7 tenths +

Write in Expanded Form

1) 2)

3) 4)

10029

10085

10043

10053

4.NF.6

Use decimal notation for fractions with

denominators 10 or 100. For example,

rewrite 0.62 as 62/100; describe a length as

0.62 meters; locate 0.62 on a number line

diagram.

4.NF.6

• Focus on connections between fractions with denominators of 10 and 100 and the place value chart.

• Connect tenths and hundredths to place value chart

• Connect 1002

103

10032

3 tenths = 30 hundredths

=

0.3 = 0.30 103

10030

74 hundredths = 4 hundredths7 tenths +

1004

107

10074

= .74

Write in Expanded Form – Then Write as a Decimal

1) 2)

3) 4)

10091

10063

10078

10045

4.NF.7

Compare two decimals to hundredths by

reasoning about their size. Recognize that

comparisons are valid only when the two

decimals refer to the same whole. Record

the results of comparisons with the symbols

>, =, or <, and justify the conclusions, e.g.,

by using a visual model.