Math
Practice computation on VMath LIVE!!!!!!! all students have a username and password in their agenda.
Great practice place would be IXL with 4th or 5th grade skills. You need your username and password. Learning Targets: “I Can” and “I Will"
4-29-13/5-6-13
*Draw a picture and write an equation
*Using problem solving:using objects and reasoning
*Problem solving: Reasonableness
www.learnzillion.com
www.aaamath.com
www.Ixl.com
practice daily in areas of problem solving,fractions, decimals using addition, subtraction, division, and multiplication
Extrapractice
p. 39 reviewingproblem solving on estimation,subtraction, rounding, and addition in studentbook
Math 4th Quarter Learning Targets Fourth Grade
4.MD.1 Know relative sizes of measurement units including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. In a single system of measurement, express measurements in a larger unit in terms of smaller unit. Record measurement equivalents in a two-column table.
1. I can identify the units of measurement within a system
(Example: km, m, cm, kg, g, lb, oz, l, ml, hr, min, sec)
2. I can convert larger units of measurement into smaller units of measurement within the same system.
3. I can create a conversion table showing equivalent units of measures. (Example: inches/feet)
4.MD.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.
1. I can determine which operation to use when solving word problems involving measurement.
4.MD.3 Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
1.I can explain the difference between area and perimeter.
2. I can use the formula for area and perimeter to solve problems.
3. I can solve area and perimeter problems that include an unknown variable.
4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots.
1. I can create a line plot that displays data in fractional units.
2. I can solve problems (adding & subtracting) by using a line plot.
4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
1. I can write an equation for my multiplication word problem.
4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
1 .I can use algebraic thinking to solve word problems involving multiplication and division.
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
1. I can use the 4 operations to solve multi step word problems containing whole numbers.
2. I can interpret the remainder in a division word problem.
3. I can make sure my answer makes sense.
4th Grade Math Learning Targets….3rd Quarter
4.MD.5
1. (a) I can recognize an angle as a geometric shape.
2. (b) I can definecircular arc.
3. (b) I can recognize therelationship between an angle and a circle.
4.MD.6
1. I can measure an angle correctly.
2. I can draw an angle of a specific degree.
4.MD.7
1. I can explain how one angle can be broken down into several smaller
angles.
2. I can explain howseveral smaller angles can be put together to form
one large angle.
3. I can solve additionand subtraction problems to find unknown angles
4.G.1
1. I can identify points,lines, line segments, rays, and angles.
2. I can identify paralleland perpendicular lines and distinguish between the two.
3. I can identify points,lines, line segments, rays, and angles in a 2
dimensional shape.
4. I can identify paralleland perpendicular lines in a 2 dimensional shape.
4.G.2
1. I can sort twodimensional shapes based on specific criteria
2. I can recognize thattriangles can be classified based on the lengths of their sides.
3. I can identify atriangle based on the size of its angles.
4.G.3
I can recognize lines of symmetry in 2 dimensional figures.
4.G.1
I can identify points,lines, line segments, rays, and angles in a 2
dimensional shape.
I can identify paralleland perpendicular lines in a 2 dimensional shape.
4.G.2
I can sort twodimensional shapes based on specific criteria
I can recognize thattriangles can be classified based on the lengths of their sides.
I can identify atriangle based on the size of its angles.
4.G.3
I can recognize lines of symmetry in 2 dimensional figures.
I can… envisions
multiply a whole number by a fraction and use problem solving
How much tomato juice is needed for a group of
4 people if each person gets 1/3 cup of juice? How much tomato juice is needed if they each get 2/3 cup of juice?
review:reduce answers always!!!!!
Envisions
constant review:
4.NF.1 Explain 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 number and size of the parts differ even though the two fractions themselves
are the same size. Use this principal to recognize and generate equivalent fractions.
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 ½. Recognize
that comparisons are valid only when the two fractions refer to the same whole. Record the results of
comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Build fractions from unit fractions by applying and extending previous understanding of operations
on whole numbers.
MCC4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
4.NBT.1. Recognize that in amulti-digit whole number, a digit in one place represents
ten times what it represents in the place to its right. Forexample,
recognize that 700 ÷ 70 = 10 by applying concepts of place valueand division.
4.NBT.2. Read and write multi-digitwhole numbers using base-ten numerals,
number names, and expanded form. Compare two multi-digit numbersbased on
meanings of the digits in each place, using >, =, and <symbols to record the results
of comparisons. and order numbers
round numbers to the one millions place
add and subtract whole numbers
use adding and subtracting in problem solving
4.NBT.6Find whole-number quotients and remainders with up to four-digit dividends and
one-digitdivisors, using strategies based on place value, the properties of operations,and/or the relationship between multiplication and division. Illustrate andexplain the calculation by using equations, rectangular arrays, and/or areamodels.
Target:
Ican divide up to four digits by one digit using various methods.
Criteria for success:
I will use a variety of methods (equations, rectangulararrays, area
models)to solve a division problem.
multiply 1digit times 4 digits using the choice I am most accurate at.
multiply 2 digits by 2 digits using the choice I am most accurate at.
choices:
1. old people way
2. lattice
3. newest people way using partial products Studentscan use multiplication equations to solve a given problem.
Studentscan use basic facts to solve equations.
Studentswill understand the properties of operations.
Studentswill understand how place value effects multiplication.
Studentswill understand how place value effects decomposing numbers (breaking
numbersapart) to multiply.
vocabulary:
Pattern
Input
Output
Difference
Increase
decrease
Dividend
Divide
Division
Quotient
divisor
factors
multiply
product
rounding
addition
subtraction
associative property
communtative property
associative property
sum
difference
least to greatest
greatest to least
Digit
Period
Odd
even
Expanded form
Standard form
Word form
Place ones, tens, hundreds, one thousands,ten thousands, hundred thousands, million
Value
Place value chart
Model
fraction,
denominator,
numerator,
mixed number,
improper fraction,
reduce,
lowest terms,
simplify,
equivalent fractions,
model fractions
unlike denominators
multiples
factors
least common multiple
greatest common factor
Essential Vocabulary:
place value, digit, ones, tens, hundreds, one thousands,ten thousands, hundred thousands, million, ten times, tenths, hundredths, decimal point, dime, penny, dollars, rounding, whole number, standard form, expanded form, word form, all number words from one millions to hundredths, and, key words,strategy, addtion, subtraction, sum, difference, multiply, facts, product, divisor,divide, quotient, dividend, length, width, perimeter, area, polygon, square, rectangle, median, mode, range, maximum, minimum, bar graph, line plot, line graph, pictograph, survey, data, transformation, translation, rotation, reflection, clockwise, counterclockwise, 1/4 turn, 1/2 turn, 3/4 turn, fraction, denominator, numerator, mixed number, improper fraction, reduce, lowest terms, simplify, equivalent fractions, model fractions, input, output, number pattern, shape pattern, rule,properties:associative, distributive, communtative, order of operations
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