Transcript Grade 4 Big Idea 2 - ElementaryMathematics

WECOME TO BIG IDEA 2
GRADE 4
While we are waiting to begin, please make sure that you have:
• signed in on the hard copy.
• signed in on the computer. Directions and BE #
are on the table next to the computer.
• ordered lunch in room 301 now, if you wish. We
will break for lunch around 11:30 for one hour.
GROUP NORMS AND
HOUSEKEEPING
LOGISTICS:
Group Norms:
Rest Rooms
Phone Calls
Breaks
Lunch
Punctuality
Sharing
Participate
Listen with an open
mind
Ask questions
Work toward solutions
Limit side bars
A Fourth Grade Problem
Devon’s age this year is a multiple of
5. Next year her age will be a multiple
of 7. What is the youngest possible
age Devon could be?
Fourth Grade Big Idea 2
Develop an understanding
of decimals, including the
connection between
fractions and decimals.
Fourth Grade Big Idea 2
MA.4.A.2.1
Use decimals through the thousandths place to name
numbers between whole numbers
Fourth Grade Big Idea 2
MA.4.A.2.2
Describe decimals as an extension of the base-ten number
system.
2.03
Fourth Grade Big Idea 2
MA.4.A.2.3
Relate equivalent fractions and decimals with and without
models, including locations on a number line.
.
Fourth Grade Big Idea 2
MA.4.A.2.4
Compare and order decimals, and estimate fraction and
decimal amounts in real-world problems.
.
Order from greatest to least:
.
3½
1.30
5.0
0.95
1¼
Fourth Grade Big Idea 2
MA.4.A.6.3
Generate equivalent fractions and simplify fractions.
.
.
Fourth Grade Big Idea 2
MA.4.A.6.4
Determine factors and multiples for specified
whole numbers.
Factors of 12:
1,2,3,4,6,12
Multiples of 3: 3, 6, 9, 12, 15, 18, 21,
24
Multiples of 4: 4, 8, 12, 16, 20, 24, 28
Fourth Grade Big Idea 2
MA.4.A.6.5
Relate halves, fourths, tenths, and hundredths to
decimals and percents.
75 % yellow
Time To Examine TE’s
• Look in the chapter planner. List the
benchmarks that are to be taught in this chapter.
• Note specific content that will be taught.
• Examine the “Teaching for Depth” component
that appears in the beginning of each chapter.
Share information that you think is essential.
• Review the chapter. List any content or
vocabulary that appears to be unfamiliar.
WHAT IS TEACHING TO
Today’s workshop will focus on the
following benchmarks and concepts:
MA.4.A.6.3
Generate equivalent fractions and simplify
fractions.
MA.4.A.6.4
Determine factors and multiples for specified
whole numbers.
Factors & Common Factors
ARRAYS
Many important concepts can
be developed through effective
instruction with arrays?
Multiples & Common Multiples
MA 4.A.6.4
M
Grab
and
Go
Center
An Example of Depth:
Comparing Fractions
Juli K. Dixon
Prerequisite Skills
• Whole
• Half
• Fraction Greater than One
Equivalent Fractions: Area Models
MA.4.A. 6.3
Equivalent Fractions: Area Models
Equivalent Fractions: Linear Models
MA.4.A.6.3
Equivalent Fractions: Set Models
MA.4.A.6.3
4/10 of the set is red
2/5 of the set is red
Simplest Form
Common Denominators
Multiples of 4
Multiples of 3
4
3
8
16
12
6
9
4
20 24
15
18
MA.4.A.6.4
Estimating Fractions
Estimating Fractions
What strategies could you use to estimate some
less common fractions such as 5/24, 3/20, 7/30 ?