week 1 and 2 grade 5th six weeks... · web viewweek 1 and 2. march 4 – 8. march 18 - 22....

West-Orange Cove ISD 4th Grade Mathematics – 5th Six Weeks2012 - 2013

Week 1 and 2March 4 – 8March 18 - 22

Learning Standards4.8 Identify and describe attributes of geometric figures using formal geometric language.4.9 Connect transformations to congruence and symmetry.4.14 Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.4.15 Communicate about Grade 4 mathematics using informal language.4.16 Use logical reasoning.

Major Concepts Geometric shapes can be

described using geometric language and classified based on specific attributes.

Transformations occur within the study of symmetries.

Processes: What makes shapes alike and different can be determined by an

array of geometric properties. Shapes can be moved in a plane or in space. These changes can

be described as translations, (slides), reflection (flips), and rotations (turns).

Coordinate systems can be used to describe locations.

Learning Standard Instruction Resources Math Stations Assessment

4.8CUse essential attributes to definetwo- and three-dimensionalgeometric figures.

Key Vocabulary: geometry, geometric shape, transformation, congruent, symmetry, rotation, reflection, translation, vertex, vertices, faces, edges, prism

The goal for students at this point in geometry is focus on the properties of figures rather than simple identification. Provide students the time to explore and classify shapes based on their thinking rather than the teacher directing. For example, provide students with an assortment of 2-D shapes for sorting. Several activities adapted from Van de Walle:

Each student randomly selects a shape. The students tell one or two things they find interesting about their shape. There are no right or wrong answers.

Students randomly select 2 shapes. The task is to find something that is alike about their two shapes and something that is different. (They should select their shapes before they know the task.)

Each group will select one shape at random. Their task is to find all other shapes that are like the target shape but all according to the same rule. For example, if it has a curved side and a straight side, then all other shapes that they put in their collection must have these properties. After sharing with the class, students draw a new shape that follows the same rule.

A variation to the above is to create a collection of shapes with a “secret rule”. Students must guess the rule and add other shapes that fit the rule.

enVision Topic 14

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:

https://www.pearsonsuccessnet.com/snpapp/learn/navigateIDP.do?method=toc&newServiceId

Number fluency – addition, subtraction, multiplication, and division – use a mix of timed drills and computation

Problem Solving – word problems involving multi-steps

Number of the week

Measurement Station

Journal writing – Your friend, Cassie does not know the difference between similar and congruent figures. If she asked you to explain the difference, what would you say? Draw examples to support your answer.

Teacher observation

Student Product

Journal writing

Readiness Standards = Red Supporting Standards = Green All other Standards = Blue





4.8CUse essential attributes to definetwo- and three-dimensionalgeometric figures.

Identify Essential Attributes of Two- and Three-Dimensional

Geometric Figures

Identify essential attributes of a three-dimensional geometric figure.

Interventions/ExtensionsBased on student needs

Struggling students will work with a partner and practice identifying geometric figures using essential attributes.

Extension: Students will use a geoboard and rubber bands to practice making transformations.

GT: Students will create a model robot using recyclable products and label the various shapes and angles.

Math Project Books should be completed and published.

Products/project

Students will make a foldable defining the three types of transformations and drawing a picture of each.



4.9ADemonstrate translations,reflections, and rotations usingconcrete models.

4.15AExplain and record observationsusing objects, words, pictures,numbers, and technology.

Define Two- and Three-Dimensional Geometric Figures Using Essential

Attributes

Given the essential attributes of two- and three-dimensionalgeometric figures, identify the two- and three-dimensionalgeometric figures.

Example:What two-dimensional geometric figure is a quadrilateral that has 4 angles, and exactly 1 pair of parallel lines?

Answer: Trapezoid

What three-dimensional geometric figure has 5 faces, 5 vertices, and 8 edges?

Answer: Square pyramid

Transformations

Use concrete models to demonstrate translations and explain translations.

Example:Figures A and B are congruent.



4.9BUse translations, reflections, androtations to verify that two shapesare congruent.

4.15AExplain and record observationsusing objects, words, pictures,numbers and technology.

Figure B is a translation of figure A because it has a sliding movement.

Use concrete models to demonstrate reflections. In the example below figures A and B are congruent.

Figure B is a reflection of figure A because it created a mirror image of figure A across an imaginary line.

Use concrete models to demonstrate rotations.

Example:Figures A and B are congruent.



Figure B is a rotation of figure A because it turned at a rotation point.

Use Transformations to Verify Congruence

Identify congruent shapes using translations, reflections, and/or rotations.

Create transformations of shapes and use the transformation to determine if the shapes are congruent.

Example:Prompt the students to translate the shape by sliding the shape in any direction.

Prompt the students to determine if the translated shape is the same size and shape as the original.Answer: The translated shape is the same size and shape as the original shape; therefore, the shapes are congruent.

Example: Prompt the students to reflect the shape by flipping the shape in any direction.



4.9CUse reflections to verify whatshape has symmetry.

Prompt the students to determine if the reflected shape is the same size and shape as the original shape.

Answer: The reflected shape is the same size and shape as the original shape; therefore, the shapes are congruent.

Example: Prompt the students to rotate the shape by turning the shape in any direction around a point of rotation.

Prompt the students to determine if the rotated shape is the same size and shape as the original shape.

Answer: The rotated shape is the same size and shape as the original shape; therefore, the shapes are congruent.

Use Reflections to Verify SymmetryUse reflections to identify lines of symmetry in a given



shape.

Fold a shape in half to determine if 2 congruent halves that are mirror images of each other can be created. If 2 congruent halves that are mirror images of each other can be created; the shape has a line of symmetry.

Example:Fold the shape in half.

Use the reflection of the shape across a line of symmetry to determine if the shape has symmetry.

Ask the students, “Does the shape have a line of symmetry?” (Yes).

Example:



Create a hexagon on a geoboard.

Place a rubber band along an imaginary fold line.

Use the reflection of the shape across the line of symmetry to determine if the shape has symmetry.

Ask the students, “Does the hexagon have a line of symmetry?” (Yes).



Week 3 March 25 - 29

Learning Standards:4.1 Use place value to represent whole numbers and decimals.4.2 Describe and compare fractional parts of whole objects or sets of objects.4.3 Add and subtract to solve meaningful problems involving whole numbers and decimals.4.5 Estimate to determine reasonable results.4.10 Recognize the connection between numbers and their properties and points on a line.4.14 Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.4.15 Communicate about Grade 4 mathematics using informal language.4.16 Use logical reasoning.

Major Concepts: Place Value Value of digits depends on

the place in the number Addition and subtraction

are connected. Addition names the whole and subtraction names a missing part.

Compare and order numbers

Processes: Problem Solving Model Thinking about learning

and making connections Use accountable talk by

using the language of mathematics

Using Base 10 to represent numbers

Learning Standards

Instruction Resources Math Stations Assessment

4.1 The student uses place value to represent whole numbers and decimals. The student is expected to:

4.1A use place value to read, write, compare, and order whole numbers through 999,999,999

4.1B use place value to read, write, compare,

The lessons for the next four weeks are designed to review all TEKS that have been taught this year. Teachers will use their ongoing assessment data to reteach and provide interventions so all students are prepared to master the STAAR. Readiness standards will be emphasized in each lesson.

Make the review of key concepts fun and interesting and connected to real life situations.

One idea is to use a theme for example “boot camp”. Give each student a toy soldier with their name on it and track their progress with their soldier and stickers. Remind students daily that like a soldier that must train, they too must train to be ready for the STAAR.

Daily routines are important and will help ensure proper review of all TEKS and multiple opportunities for students to practice and master expectations. Vocabulary terms and key concepts must be taught repeatedly and using several

enVision Math Texas

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com/

enVision eTools

http://www.softschools.com/math/games/

Pictorial models using place value to include decimal models.

Problem solving – addition, subtraction, multiplication, and division.

Online math games @ http://www.softschools.com/math/games/

Teacher made math games using index cards:

1. Students can match the standard, expanded, and word form.

2. Students play with a partner and match cards in the form

Teacher made test or enVision test of student book pages 24 – 25.

The teacher will use current data to group and reteach students as needed.




https://www.pearsonsuccessnet.com/



and order decimals involving tenths, hundredths, including money, using concrete objects and pictorial models.

4.2D relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models

different strategies for all students to master.

CELEBRATE STUDENTS’ SUCCESSES!

Daily routine: Vocabulary – must be targeted and focused Problem solving – emphasize checking answers

for reasonableness Focused lesson for targeted TEK Hands-on activity for targeted TEK Independent practice Assessment (10 – 12 questions)

Students must understand several key points:1. The place value of whole numbers2. Comparison symbols - <, >, =3. Understand the decimal point and values less than

14. Understand the money system and the value

$(4.53).Vocabulary: place value, decimal, fraction, tenths, hundredths, number line, standard form, expanded form, word form.

The targeted readiness standards for this week are 4.1B (use place value to read, write, compare, and order decimals involving tenths and hundredths, including money, using concrete objects and pictorial models. 4.2D relate decimals to fractions that name tenths and hundredths using concrete objects and pictorial models

The teacher will review enVision lesson concepts from 1-1 and students will demonstrate their ability to recognize vocabulary terms and to write numbers in the various forms – expanded, standard, and word – this includes whole numbers and decimal numbers.

Examples:

of concentration.3. Whole class – students order

their cards or challenge each other to who has a card greater than, less than, or equal to their card.



Word From Expanded Form Standard Form

One million, six hundred ninety-five

100,000 + 40,000+700+8

345,298



Week 4 April 1 - 5

Learning Standards4.6 Use patterns in multiplication and division.

4.7 Use organizational structures to analyze and describe patterns and relationships.

Major Concepts: Division is the inverse of

multiplication Division is separating

items into equal groups Division facts make up

half of a fact family. (Each fact family for multiplication/division have 4 facts – 2 multiplication and 2 division)

Processes: All of the facts are conceptually related. You

can figure out new or unknown facts from those you already know (Van de Walle.)

Students should be encouraged to use inventive strategies in problem solving

Accountable talk – using the language of mathematics

Problem solving model


4.6 A- use patterns and relationships to develop strategies to remember basic multiplication and division facts (such as the patterns in related multiplication and division number sentences (fact families) such as 9 x 9 = 81 and 81/9 = 9

4.6B use patterns to multiply by 10 and 100

4.7A describe the relationship between two sets of related data such as ordered pairs in a table.

Key Vocabulary: round, estimate, reasonable, quotient, division, divisor, factor, multiple, fact family, product, dividend, divisibility rules, remainder

This week the teacher will review/reteach patterns, relationships, and algebraic reasoning. Students in 4th grade are expected to have the skills to divide one-digit divisors and three-digit dividends.

Use envisions Math lessons 4-1 and 4-2 to help students make the connection between multiplication and division.

Students should be encouraged to think about what they are thinking and to verbalize it to a partner using a think/pair/share strategy.

There are two basic kinds of division problems and students should be familiar with both types. They are sharing and measurement problems. The first, sharing means to partition equally. Example: Tom has 54 Pokémon cards that he wants to share with 8 friends equally. How many cards will Tom

enVision Topic 14

Technology: Pearson enVision link for animated introduction, journal writing, and review – copy and paste this link:https://www.pearsonsuccessnet.com/

enVision eTools


Problem solving using multiplication and division

The teacher will provide pairs of students’ multiplication and division problems to solve. The students will illustrate their problem solving strategy and share/explain the problem to the class and why they solved it using a particular strategy. The other students will solve the problem and agree or disagree based on their checking the problem.

Teacher made test or enVision student book pages 106 – 108.

The teacher will use current data to group and reteach students.





and his friends get?

The other kind of division problem is measurement based. For example: Socks loves carrots. If his owner gives him 2 carrots each day, how many days will a bag of 24 carrots last?

The teacher will review previous methods of division that were taught. The first is the standard and the second is the partial quotient method. Provide students with a reference to remember the steps in long division. There are many examples available on the Internet. One example is the Long family. Each step in the division process refers to a family member. Start with “dad” – divide, “mom” – multiply, “sister” – subtract, “brother” – bring down. Repeat this through several examples of modeling. Students may also want to write DMSB on their paper to remind them of the steps.

Another method is the partial quotient method:



Students must also know and use several different strategies for finding all the factors of a number. The teacher may consider reteaching the rainbow method or factor trees for solving problems asking for …all the factors of a number.



Week 5Apr 8 - 12

Learning Standards4.8 Identify and describe attributes of geometric figures using formal geometric language.4.9 Connect transformations to congruence and symmetry.4.14 Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.4.15 Communicate about Grade 4 mathematics using informal language.4.16 Use logical reasoning.

Major Concepts Geometric shapes can be

described using geometric language and classified based on specific attributes.

Transformations occur within the study of symmetries.

Processes: What makes shapes alike and different can be determined by an

array of geometric properties. Shapes can be moved in a plane or in space. These changes can

be described as translations, (slides), reflection (flips), and rotations (turns).

Coordinate systems can be used to describe locations.


4.8A Identify and describe right, acute, and obtuse angles.

4.8B identify and describe parallel and intersecting lines using concrete objects and pictorial models

4.8C use essential attributes to define two and three dimensional geometric figures.

4.14D Use tools such as real objects, manipulatives, and technology to solve problems.

4.9 use translations,

Key Vocabulary: angle, obtuse angle, acute angle, right angle, geometry, geometric shape, transformation, congruent, symmetry, rotation, reflection, translation, vertex, vertices, faces, edges, prism

The teacher will use the student book topics 14 and 15 to review and reteach geometric concepts.

In this unit the student must know the key vocabulary terms and be able to apply their knowledge of vocabulary terms and concepts in problem solving.

The teacher will provide numerous examples of shapes and lines to reinforce students’ vocabulary. See Curriculum 4th 6th weeks for examples.

enVision Topic 14 and 15



http://www.softschools.com/math/geometry/

Students uncover a hidden picture by identifying the correct shape and vocabulary term @ http://www.aplusmath.com/cgi-bin/games/geopicture

Problem solving

Students will demonstrate examples of transformations using Geoboard and rubber bands.

Teacher made test or enVision math student book pages 318 – 319 and 338 – 339

The teacher will use current data to group and reteach concepts to struggling students.


http://www.aplusmath.com/cgi-bin/games/geopicture

http://www.aplusmath.com/cgi-bin/games/geopicture





reflections, and rotations to verify that two shapes are congruent.

4.9C use reflections to verify that a shape has symmetry.

4.10 A locate and name points on a number line using whole numbers, fractions such as halves and fourths, and decimals such as tenths.



Week 6April 15 - 19

Learning Standards4.11 Apply measurement concepts. Use measurement tools toMeasure capacity/volume and weight/mass.4.12 Apply measurement concepts. Measure time and temperature (in degrees Fahrenheit and Celsius).4.14 Apply Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school.4.15 Communicate about Grade 4 mathematics using informal language.4.16 Use logical reasoning.

Major Concepts1. Students understand the

difference between mass and weight.

Processes:1. Students find the weight of classroom objects.2. Students find the mass of classroom objects.3. Students are proficient in the use of balances and

scales.


4.11A Estimate and use measurement tools to determine length (including perimeter), area, capacity, and weight/mass using standard units and customary

Key Vocabulary: Balance, capacity, cup, fluid ounces, gallon, gram, kilogram, liter, mass, milligram, milliliter, ounce, pint, pound, quart, scale, ton, weight, area, perimeter, length, square unit

Students will work in a small group to create a measurement concept map. Maps would include information from both customary and metric measurement.

Students will create a flip book for customary and metric measurement. Books should contain units/equivalency, and key vocabulary terms. In addition students will draw or cut out pictures that represent each unit (i.e. a car for ton).

The teacher will provide many problem solving problems involving time, elapsed time, temperature, area, perimeter, weight, etc.

enVision Topic 16 - 19



Measurement Stations –

1. Create several stations that will allow students the hands on experience of measuring and comparing weight/mass, capacity in both customary and metric units.

2. Students will find the area and perimeter of objects, rooms, and halls around the room and school.

3. Students will use rulers to find the length of drinking straws that have been cut to different lengths. Students must measure with both standard and metric rulers. (Be sure

1. Teacher made assessment or use one from the student math book from units 16 – 19.

2. The teacher will use the data to group and reteach as needed.






to include fractions/decimal measurements.

4. Using the information from station 3 students will create a number line and order the straw measurements.

5. Students will then use straws (or toothpicks) and create various shapes. Students must list the attributes of each shape.

4.13 A use concept objects or pictures to make generalizations about determining all possible combinations of a given set of data or objects in a problem situation

4.13B interpret bar graphs

Key vocabulary: finding combinations, outcomes, tree diagram, data, survey, interpreting, graphs, line graph, bar graph, X axis, Y axis, double bar graph, scale, key

The teacher will work through several examples of collecting and interpreting data with the students.

The teacher will work with the science and social studies teacher to collect data and graphs that have been taught. Students will use the graphs to solve related problems.

enVision Topic 20



1. Students will create a survey, graph the data, and write a problem for the class to solve.

2. Problem solving practice P. 439 in the student book. (Students may work with a partner)

3. Students will roll 2 dice and multiply to find the product. Students will graph the results. Students will then exchange graphs with a partner. The partner will write a statement stating the results.

Teacher made test or use enVision test pages 444 – 445.

The teacher will use the test data to group and reteach as necessary.

Week 7STAAR Testing

Review as needed between testing





week 1 and 2 grade 5th six weeks... · web viewweek 1 and 2. march 4 – 8. march 18 - 22....

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