4 Math Unit 8 Overview

Longview ISD Page 1 4th Grade Unit 8: Weight and Mass Suggested Time Frame: 10 days TAKS Objectives: 4, 6 TEKS: 4.11A, 4.11B, 4.11E Unit Overview Is it heavy? Is it light? Can I lift it with all my might? Is it measured in grams or pounds? When estimating, the answers are easily found. Enduring Understandings Essential Questions Mathematics Skills/Process – ALWAYS DO!  Weight and mass are two different  Describe the difference between 4.14 Underlying processes and mathematical components of matter. mass and weight? tools. The student applies mathematics to solve  Tools used for measuring influence  How does what we measure problems connected to everyday experiences and activities in and outside of school. The what we conclude. influence how we measure? student is expected to:  How might the difference in mass Include for 4.14A, 4.14B, 4.14C: and weight of the same object be  Explore problems using concrete manipulatives shown?  Draw a picture (pictorial)  Share thoughts with peers  Journal thoughts  Justify answer Facts Relationships and/or 4.14A identify the mathematics in everyday situations  Mass is the amount of matter in an Connections that should emerge 4.14B solve problems that incorporate understanding the object.  Mass and weight are not the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness  Weight is not visual and needs to be same. felt.  Weight can be felt and described Include:  Create questions  Weight is the gravitational pull on an in terms of “lightest or heaviest”.  Record or communicate with words/pictures/numbers object.  Reasonableness is used when 4.14C select or develop an appropriate problem solving estimating mass and weight. plan or strategy, including drawing a picture, looking  Units of measurement must be for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler used when describing and problem, or working backwards to solve a problem comparing mass and weight. Include:  Record or communicate with words/pictures/numbers 4.14D use tools such as real objects, manipulatives, and technology to solve problems Include: Suggested products students will  Numerical representation develop  Work with and make connections among the different representations: concrete/pictorial/abstract  Use calculators 4.15 Underlying processes and mathematical tools. The student communicates about mathematics using informal language. The student is expected to: 4.15A explain and record observations using objects, words, pictures, numbers, and technology Include: Language of Instruction Mathematical Connections to  Describe the process in words (written and/or orally) balances Literature  Journal writing/drawing is imperative  Oral explanation is a must measure mass  Calculators gram Who Sank the Boat 4.15B relate informal language to mathematical language grams gramas By Allen and symbols kilograms kilogramo Include: mass masa Nature Got There First  Students write and understand words, numbers, and symbols non-examples no-ejemplos By Gates  Journal writing is imperative ounces onzas  Oral explanation is a must (students should talk to other pound The Light Princess students, the teacher, and to the class) pounds libras By MacDonals 4.16 Underlying processes and mathematical scales measure tools. The student uses logical reasoning to weight make sense of his or her world. The student is ton tonelada expected to: 4.16A make generalizations from patterns or sets of ton examples and non examples weight peso Include:  Identify attributes of examples  Identify examples false to statement given Tools  Examples may have nonsense words 4.16B justify why an answer is reasonable and explain the solution process Include:  Students justify and prove their solutions in written/spoken words, pictures, concrete objects, and/or numbers  Journal writing (may include process or explanation, etc.)  Peer explanations  Classroom discussions

8/27/2007 DRAFT 3 Longview ISD Page 2 4th Grade Unit 8: Weight and Mass Suggested Time Frame: 9 days TAKS Objectives: 4, 6 TEKS: 4.11A, 4.11B, 4.11E Unit Overview Is it heavy? Is it light? Can I lift it with all my might? Is it measured in grams or pounds? When estimating, the answers are easily found.

Text Resources Technology & Electronic Resources Method(s) of Assessment

Making Connections with  http://www.edinformatics.com/math_scien Observation Measurement, Grade 4 TAKS ce/mass_weight.htm Teacher Checkpoints  Engage pg. 99-100  www.cdli.ca/CITE/math_problems.htm  Draw pictorial representation of  Explore pg. 100-102 (Excellent problem solving) concrete examples.  Explain pg. 102  http://www.linkslearning.org?Kids?  Apply operations of addition and  Elaborate pg. 103 1_Math? subtraction using  Evaluate pg. 104 2_Illustrated_Lessons/6_Weight_Capacit  manipulative and pictorial y/index.html representations Review measurement skills through A Observation evaluated by peers project based assignments B Students engaged in learning activities C. Direct questioning Math Learning Center D Observation of performance or Volume 1 – Contact process  Lesson 11 Other (i.e., Speakers, Field Trips)  Lesson 56 Constructed Response TEXTEAMS  Lesson 89 I. TEKSCheck Volume 3 Assessment Sourcebook: End-Of  Lesson 25 Unit II. Open-ended Measuring Up III. Essay No lessons on weight/mass IV. Research Paper Vocabulary Adventures V. Log / Journal Super Source VI. Story / Play / Poem Math Essentials VII. Model / Map / Video Motivation Math Problem Solver Selected Response 1 Fill-in-the-blank test MTR (Region VII training) 2 Matching test 3 Multiple choice test 4 True/False test

Collaborative Student Explorations 0c193e07d536b6a0771296dc39528de9. 0c193e07d536b6a0771296dc39528de9. doc doc

Lucinda is trying to fill an empty container with Lucinda está tratando de llenar un recipiente water for a science experiment. The container vacío con agua para un experimento de will hold only 1,000 ml. She first poured in 212 ciencia. Al recipiente sólo le caben 1,000 ml. ml of water. Second she poured in 96 ml. Next Ella echó primero 212 ml de agua. Después she poured in 289 ml. Then she poured in 195 echó 96 ml. Luego echó 289 ml. Más tarde ml more water. Finally she poured in 109 ml. echó 195 ml más de agua. Finalmente echó Rounded to the nearest hundred, about how 109 ml. Redondeando a la centena más many ml of water does she still need to add to cercana, ¿aproximadamente cuántos ml de the container for it to be full? Explain your agua necesita todavía añadir para que el process. recipiente esté lleno? Explica cómo resolviste este problema.

Answer: 100 ml Respuesta: 100 ml

8/27/2007 DRAFT 3 Longview ISD Page 3

Fourth Grade Mathematics Unit 8 Overview

In this brief summary, the dates will fluctuate according to your students, calendar, and special events.

Unit Eight: Weight and Mass Suggested 2 Weeks

 Estimate and use measurement tools to determine the weight of an object within the customary measurement system.  Estimate and use measurement tools to determine the mass of an object within the metric measurement system.  Perform simple conversions between different units of weight within the customary measurement system.  Explain the difference between weight and mass.

8/27/2007 DRAFT 3