Fourth Grade. An Overview of the Second Half

Transcription

1 Fourth Grade An Overview of the Second Half Presented by: Anthony Forcinito, Math Specialist Lauren Dunlap, Fourth Grade Teacher Chatsworth Avenue School March 3, 2017

2 Today s Agenda What fourth graders need to know What fourth graders will be doing What you can do to help your fourth grader

3 What Fourth Graders Need to Know

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5 Number, Operations, & Algebraic Thinking Generalize place value understanding for whole numbers Add and subtract within 1,000,000 Multiply and divide whole numbers Multiplication: up to 4-digit by 1-digit, and 2-digit by 2 digit numbers Division: up to 4-digit dividends and 1-digit divisors Solve multi-step word problems involving the four operations

6 Number & Operations Fractions Extend understanding of fraction equivalence and ordering using visual fraction models Compare fractions with different numerators and different denominators Add and subtract fractions and mixed numbers with like denominators (e.g., = 7 8 ) Multiply fractions by whole numbers (e.g., 5 x 1 4 = 5 4 ) Understand decimal notation for fractions (tenths and hundredths)

7 Geometry Understand concepts of angle and measure angles Draw and identify points, lines, line segments, rays, angles, and perpendicular and parallel lines Classify 2-dimensional shapes Recognize and draw lines of symmetry

8 Game #1: Connect 4 How to Play Begin by randomly placing the two paperclips on any two numbers on the number strip. For each round: Select the number you wish to capture. Move one of the paperclips on the number strip to capture the desired number. Cover the captured product on the game board with your counter. Continue until one player has connected 4 squares horizontally, vertically, or diagonally. Where s the Math? Automaticity with multiplication facts Missing factor problems Relationship between multiplication and division Strategy & planning Perseverance

9 What Fourth Graders Will Be Doing

10 Geometry Learning the Vocabulary point A ray C line segment line B E F I G J perpendicular lines M D K parallel lines H L intersecting lines

11 Geometry Measuring Angles 110? with a protractor without a protractor 110

12 Geometry Measuring Angles With someone at your table Find x, y, and z z = = 24 x = 24 y = = 156

13 Geometry Shapes and Symmetry Identify and classify triangles Identify and classify quadrilaterals Identify and draw symmetrical shapes

14 Equivalent Fractions Students use area models and multiplication/division to create equivalent fractions 2 3 Area Model 2 3 = 2 x 4 3 x 4 = x 4 =

15 Equivalent Fractions Fractions are also plotted on the number line to find equivalencies Tape Diagram 2 3 = 2 x 4 3 x 4 = Number Line

16 Comparing Fractions Compare fractions with a different numerator but the same denominator; e.g., 1/8 is smaller than 3/8, because 1 of a certain unit must be smaller than 3 of that same unit Compare fractions with the same numerator but a different denominator; e.g., 3/8 is smaller than 3/5 because splitting the same whole into eight equal parts would yield smaller parts

17 Comparing Fractions Area Models 2 3 < = = 9 12

18 Adding Fractions = = = I can add the parts in any order without changing the sum

19 Subtracting Fractions

20 Game #2: Capture Fractions How to Play Divide the deck into equal-sized piles, one for each player. In each round, each player turns over the top card in his/her pile. The players then figure out which fraction is larger. They may use fractions strips, a number line, or a verbal explanation to prove their thinking. The player with the larger fraction puts both cards at the bottom of his/her pile. The person with the most cards wins. Where s the Math? Fractions as numbers Equivalent fractions Comparing fractions Fraction on a number line

21 Decimals An Introduction tenths = 3 10 = 0.3

22 Decimals x 10 x Hundreds Tens Ones Tenths Hundredths Symmetry about the ones place

23 What is Automaticity? Memorization Committing the results of operations to memory so that thinking is unnecessary Isolated problems practiced one after another Emphasis is on answer recall Automaticity Relies on thinking about relationships among facts Answer produced within a few seconds Eventually leads to memorization, but with much more meaning Adapted from: Twomey Fosnot, Catherine & Dolk, Maarten (2001). Young Mathematicians at Work: Constructing Number Sense, Addition, and Subtraction. Portsmouth, NH: Heinemann.

24 What is Automaticity? 9 x 3 I know 10 x 3 is 30, so 10 x 3 9 x 3 9 x 3 must be 3 less than !

25 What is Automaticity? 9 x 3 5 x 3 I know 5 x 3 is 15, and 9 x 3 4 x 3 is 12, so 9 x 3 is 15 plus 12 27! 4 x 3

26 What You Can Do to Help Your Fourth Grader

27 Things You Can Do at Home Find the math in ordinary activities (cooking, gardening, shopping, home design) Ask questions strategically Can you tell me how you know that? Can you prove your thinking to me? Is there another way to solve that problem? Play board and card games Play some of our school games

28 Game #3: Decimals In Between How to Play Place the cards labeled 0, ½, and 1 on the table, with space in between each. Deal 6 decimal cards to each player. Players take turns placing a card so that it touches another card in one of these ways: --to the right of 0 --on either side of ½ --to the left of 1 --on top of any equivalent Cards must be placed in increasing order, from left to right. A card may not be placed between two cards that are touching. Where s the Math? Decimal notation Place value to the hundredths place Fraction/decimal equivalence

29 Try These Apps! Addition and Multiplication Number Bubbles

30 Try These Apps! Math Drills

31 Helpful Resources Math Module Parent Letters

32 My Web Page

33 Reflection What is one thing that you can commit to doing at home to support the work being done here at school?

34 Thank You! My contact information: Please fill out a feedback form on your way out.

35 Questions?