Math Plans February 17-21, 2014 Same Plans As Last Week Due to Snow Days and JA Biztown

Math Plans February 17-21, 2014 ***Same plans as last week due to snow days and JA BizTown trip. Get caught up and/or see Team wiki for ways to extend***

Monday (Line plots Tuesday (Measurement Wednesday (Fractions Thursday(Unit 6 Friday (Unit 6 Fractions “Hop, Skip & Jump”) Quiz) Pre-Assessment) Fractions of an Area 1.1) of an area con’t. 1.2)) CCSS 4.NBT. 4.NF.1, CCSS 4. NBT. 2, 4.NF. CCSS 4.MD. 4 CCSS 4.MD1, 2 & 3 CCSS 4.NF 1-4 4.NF.3 A. 4.NF.3. B 3. A, 4. NF3. B  Lang. Obj: SW find fractional parts of a Lang. Obj: Create Lang. Obj: SW find rectangular area, individual line plots from fractional parts of an identify relationships Lang. Obj: SW solve the information given Lang. Obj: SW solve area, interpret the between unit fractions problems using and solve problems measurement problems various strategies meaning of numerator fractions when one using the information and denominator of a denominator is a plotted. multiple of the fraction other, identify equivalent fractions Materials :

 Materials: M7,  Copy of “Hop, Skip Materials: SAB pg. 1-3, chart paper to and Jump” recording colored pencils or crayons, Materials: Materials: Fractions pre- create a chart for sheet M7, T64 4x 6 rectangles Measurement quiz assessment “Fractions that Are  Copy of line plot Equal”, SAB pg. 5 recording sheet  Copy of “Hop, Skip and Jump” questions

Link to Prior Learning: Link to Prior Learning: Link to Prior Learning: Link to Prior Learning: Link to Prior Learning: T shows S quiz and S Complete Ten-minute S complete Ten Minute Warm-Up: Holly said reviews the math on TE pg. 24 Math on TE pg. 32 the fractions 16/4, 32/8 directions/expectations. Practicing Place Value and 8/2 all belong in the T may also review the same place on the different conversions number line. Jackson within the same system. said they couldn’t possibly all be in the same place because the denominators are all different. Who is right and how do you know? Review the Exit Ticket question from the previous day. Tell the students that they will be solving problems today using the information already collected from the Hop, Skip and Jump activity.

Lesson Input: : Read Lesson Input: Lesson Input: Lesson Input: T explains Lesson Input: T tells S the following scenario to that S will be studying that today they will be the class – Justin, Connor fractions for the next splitting the rectangular and Reid were several weeks. Discuss sandwiches (the 4x6 what a fraction is and the conducting a survey to rectangles) into thirds and vocabulary to represent a sixths. T models how to see if fourth graders basic fraction (numerator & could hop, skip, or jump denominator). T models shade one third and shows farther. In order to do how to read and write that if one third is this they each decided fractions in words and shaded/someone eats one to test one of the three numbers. Emphasize that third, then two thirds is actions to see if they one fourth can not be unshaded or two thirds is could find the answer. made with random left. Using the same ten disconnected blocks classmates for all 3 shaded. See bottom on TE pg. 25 activities, Justin began by having them hop as far as they could one time. He rounded the hops to the nearest 1/4 foot. He recorded his data in the chart below. Connor had the same ten classmates see how far they could skip one time. He also recorded his data rounded to the nearest 1/8 foot in the same chart. Reid added the data he collected to the nearest 1/2 foot, when the same ten classmates each jumped one time from a standing position. (not a running jump).

Key Questions: Key Questions: Key Questions: Key Questions: Are Key Questions: How are 1. If you total the What are fractions? What there different ways to sixths and thirds related? distance hopped are some examples of shade and show a If you shade in two thirds, by the 5 students fractions in everyday life? fraction? Can a fraction what is left? How do you of the same size have know? with the shortest different shapes? How hops, is your do you know the fraction answer more or is the same although it less than 4 feet? looks different? How can Explain how you you use fourths to help know and show you find eighths? your work. 2. If you total the number of 3/4 ft. hops, is it more or less than the total of 1 ft. hops? Show your work and write an equation that represents the problem. 3. Total the feet skipped by the students with the shortest skips? Write the equation that represents this problem? 4. Six students jumped 1 1/2 ft. We know there are 6 whole feet, but how can we figure out the total of the 1/2 ft? Show your work and write the equation that represents this problem.

Guided Practice: T Guided Practice: Guided Practice: Guided Practice: T will Guided Practice: T monitors S work and display the 4X 6 monitors S shading of assists S as needed. rectangles referencing thirds and introduces the area and the total sixths. number of squares. Using SAB unit 6pg. 1, S show one fourth different ways and how they decided it is equal to one fourth. T will check S shading. T will be sure to mention that if one fourth is shaded then three fourths is not shaded. Summary/Closure: Summary/Closure: Summary/Closure: Summary/Closure: After: Have a class Orally discuss how to use discussion about the thirds to make sixths results of the based on the relationship experiment between the two numbers. Relate it to Summary/Closure: S using halves to make share different ways that fourths or fourths to they made fourths and make eighths. Also, be eighths sure to provide visuals. This bridges into equivalent fractions. If you cut the thirds in half that would be sixths. So, one third = two sixths.

Independent Practice: Independent Practice: Independent Practice: Using the data collected S complete Unit 6. Pg. 2 SAB Unit 6 pg. 2 Independent Practice: S create three line plots on Homework: Unit 6 pg. 5 show ways to make the handout provided HW: SAB Unit 6 pg. 3 thirds and sixths. If they and show your response Independent Practice: have time they can also to the questions. (see S complete the Measurement show, two thirds, two handout) quiz. Homework: S sixths, three sixths and HW: Show two ways to write/create their own four sixths. Last S total the X’s on a line measurement problems complete SAB Unit 6 pg. plot labeled with related to mass, weight, 5 fractions or mixed capacity and line plots. numbers. (repeated addition or multiplication).

Differentiation: Differentiation: Differentiation:  Differentiation: Differentiation: S who are having difficulty S may benefit Intervention visualizing may need 24 from being able objects such as cubes or to manipulate the blocks so that they can count out that number of 4x6 rectangle by squares on a rectangle. cutting or folding Higher level students can it. Also, it may work on making twelfths help to reference and making a combination of thirds, sixths and twelfths the 4x6 rectangle within one whole and • Some students may need to as a sandwich so labeling each fraction. look at the Gallon man and that the student the containers for the sees that the capacity units sandwich is divided equally. Others may know that they would divide the total numbers of pieces by the denominator.