Fourth Grade – November 2015

• Grant Purpose and Background• Partnerships• Purpose of this Training

Target: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge or a Math & Science integrated activity.

Introductions and Training Purpose

Agenda• Math Standards-Vertical Alignment• MICA and Writing of Assessment Items• Scaffolding Activities with Manipulatives • Lunch – 11:00-12:15• Math Task (Instructional)• Math and Science Integrated Activity leading

into a STEM Challenge• Closing

• Teams• Bathrooms/Breaks/Cell Phones• Agenda• STEM• Materials

Training Teams and Logistics

NormsBe an active participant

Be mindful of air time

Be mindful of sidebar conversations

Use technology at appropriate times

• http://msptennessee.wikispaces.com

• Please take the time to visit the site later

• Contact us if you have any questions or need help.

MSP Wikispace – Your Source for All Resources

Targeted StandardsMath

4.MD.A.2 Use the four operations (addition and subtraction) 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. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 + 4/100=34/100.

Science• GLE 0407.12.1

Explore the interactions between magnets.

• SPI 0407.12.1 Identify how magnets attract or repel one another.

Mathematical Practice Standards

Students who are math literate

demonstrate these

practices.

Mathematical Teaching Practices

• Establish mathematics goals to focus learning.• Implement tasks that promote reasoning and

problem solving.• Use and connect mathematical representations. • Facilitate meaningful mathematical discourse.• Pose purposeful questions.• Build procedural fluency from conceptual

understanding.• Support productive struggle in learning

mathematics.• Elicit and use evidence of student thinking.

Mathematical Practice Standards Connections to Mathematical Teaching Practices

• Each table will receive a mathematical instructional practice.

• Read and determine how it relates to the student math practices.

• Create a visual representation on chart paper

• Tables will share out.

Vertical Alignment• Using the Completed Vertical Progression

Guide– identify the vertical alignment of the targeted standards.

• Identify the implications across the grade levels.

• Each table will be given a standard to deconstruct and describe implications.

• Identify common student misconceptions.

Deconstruction of Standards4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

What knowledge will students need?What patterns of reasoning will they master?What clear targets will be taught?What math practices will be used?

Think Time

Why is it important to deconstruct standards?

Assessment Questions It is important to know how these standards will be assessed.

Viewing the items on MICA will give us the end in mind.

4.NF.C.5 MICA • Amy has 10 marbles, and 3 of the marbles are

blue. Adam has 100 marbles. The fraction of Adam’s marbles that are blue is equivalent to the fraction of Amy’s marbles that are blue. How many blue marbles does Adam have?

• 3• 13• 30• 300

4.NF.C.5 MICA Question

Challenge: Your class has been asked to develop a game for students to play at the Family Carnival. The game must use magnets, toy vehicles, and require calculation of distance traveled. The game should be easy for elementary students to play. Let’s see who can go the distance!!!

Scaffolding Skills Chart• Introduce challenge early in

instruction• Discuss skills/topics that have already

been taught or need to be taught• Provide connections and integration• Share the materials and resources if

the entire STEM team is not here• Remember all resources will be

available on the Wiki

Developing Decimal Fraction Number Sense

with Number Lines and Grid Models

4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction

with denominator 100, and use this technique to add two fractions with

respective denominators 10 and 100.Clear Targets:

* I can rename a fraction with denominator of 10 as an equivalent fraction with a denominator of 100.

*I can add decimal fractions with like denominators. *I can connect decimal fractions to a written decimal form.

Clear Target: I can rename a fraction with denominator of 10 as an equivalent fraction with a denominator of 100.

Number Lines

I DO: If a fraction with a denominator of 10 and another with a denominator of 100 occupy the same point on a number line, they are equivalent.

We Do: Let’s look at renaming a fraction with denominator of 4/10 to 40/100 using a number line

You Do: Let’s look at renaming a fraction with denominator of 6/10 to ?/100 using a number line on a meter stick.

I DO: I can rename a fraction with denominator of

10 as an equivalent fraction with a denominator of 100.

Grid Models

Student Misconception:

Teacher Misconception: Be careful NOT to show students to cross out 0s on the end (Example 4/10 = 40/100).This standard is NOT about using an algorithm to make like denominators.

I Do: How do I show a fraction with a denominator of 10 (4/10) that is equivalent to 40/100

using a grid?

I Do: What fraction with a denominator of 100 would be equivalent to 7/10?

I DO: What fraction with a denominator of 100 would be equivalent to 7/10?

What fraction with a denominator of 100 would be equivalent to 7/10?

Another way to look at 7/10 = 70/100

We Do: How do I show a fraction with a denominator of 10 (3/10) that is equivalent to ?/100 using a grid?

You Do: What fraction with a denominator of 100 would be equivalent to 6/10?

Use the number line to show equivalencies

Game Time!Let’s Match Equivalent

Amounts!• Partner activity• Shuffle cards and lay them face

down.• Turn over a card.• Turn over another card to try to find

the equivalent amount.• Keep the matches you make.• Student with the most matches wins.

Extension Practice with Decimal Fractions

Equivalents and Sums of 1Found at

www.msptennessee.wikispaces.com

Clear Target: I can add decimal fractions with like denominators.

Review:

I Do: What do we do when we are adding fractions with 10ths and

100ths as the denominators?

First Rename

Think about it in another way….

We Do: Let’s practice together

We Do: Which fraction should I rename?

We Do: Add Renamed Fractions

You Do: How do we add 30/100 + 6/10?Rename and show your answers.

You Do: What is 20/100 + 3/10? Use the number line to add

Clear Target: I can connect decimal fractions to a written decimal form.

Review and Connect: Place value chart

Clear Target: I can connect decimal fractions to a written decimal form.

Review and Connect: Base Ten Blocks

Review and Connect: I Do: Fractions can be shown in different ways.

Connect: I Do: Renaming and connecting fractions as decimals

Clear Target: I can connect decimal fractions to a written decimal form.

forty-three hundredths

Connect: 43/100 = 43 hundredths = 0.43

Let’s Practice

You Do: Task Card Practice

Extension Practice with Decimal Fractions

Math Task CardsFound at

www.msptennessee.wikispaces.com

APR SUPER STOCK DIESEL TRUCKS

Vehicle State Brand Distance

Too Far Gone Ohio Dodge 311.32

Pulling the Cure

Pennsylvania Ford 310.93

Against The Grain

Ohio Dodge 322.47

Lethal Ohio Ford 327.66

Rock Hard Indiana Chevy 312.39

Think About It: What are some ways you can use the number lines below?

Think About It

• How can the decimal grid help students understand decimal fractions?

• How can you use number lines when practicing adding decimal fractions?  

CMCSS Gradual Release Model

Differences in Tasks• Similar to discovery

learning or inquiry-based learning

• Used to teach new concepts/build on prior knowledge

• Must have multiple entry points/solution paths

• Involves students in math practices

• Uncovers students’ misconceptions

VS

• Often referred to PBA or CRA

• Used to assess what students know

• Should be objective with fewer solution paths

• Correct solutions will require one or more math practices

• Uncovers students’ misconceptions

INSTRUCTIONAL TASKS ASSESSMENT TASKS

Planning Process for Instructional Task

• What are your mathematical goals for the lesson?

• What questions will you ask to help the students access prior knowledge and work through the task?• How do you think students will solve it?  What misconceptions do you think they will have?• What resources or tools does the student need?• How will the students record their work?

Math Task• Review Task• Discuss possible solution paths• Write Assessing and Advancing

Questions– Student that can’t get started– Student that finishes early

• Identify Misconceptions

Math Task

Name __________________

Math Task Flag Fractions

Choose one of the flags below. Sketch the flag on the 10 x 10 grid below. Determine the number of sections for each color. Record your answer as a fraction and a decimal. If one color does not completely fill a box, choose the color that fills the most of the box. (Do not sketch the flag’s crest). Create your own flag on the other grid. Count the number of sections for each color. Do not use more than four colors. Record your answer as a fraction and do your best to rename the fraction as a decimal.

Fill in the information below for each color used in Fill in the information below for each color used in the flag you chose. the flag you created.

Targeted StandardsMath

4.MD.A.2 Use the four operations (addition and subtraction) 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. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100 + 4/100=34/100.

Science• GLE 0407.12.1

Explore the interactions between magnets.

• SPI 0407.12.1 Identify how magnets attract or repel one another.

Video Cliphttps://m.youtube.com/watch?v=dN3DaKlstME

Close Read

“Truck Pulling”Adapted from Wikipedia, free

encyclopediaFound at

www.msptennessee.wikispaces.com

Challenge: Your class has been asked to develop a game for students to play at the Family Carnival. The game must use magnets, toy vehicles, and require calculation of distance traveled. The game should be easy for elementary students to play. Let’s see who can go the distance!!!

Integrated Math and Science Lesson

Science Clear Target: I can explain the interaction of magnets using attraction (pull) and repel (push).

Math Clear Targets:• I can write equivalent decimal fractions

with denominators of 10 and 100.• I can add two fractions with like

denominators.• I can connect decimal fractions to a

written decimal form.

.

What is magnetism?

Magnetism is the force when you hold two magnets close and feel them either attract (pull toward one another) or repel (push away).

MaterialsToy Truck

Two magnets

Timer

Meter stick

Cardboard Track

Truck Run Directions1. Place one magnet in the bed of the toy truck and place

the truck at the starting point.2. Use the second magnet under the cardboard track to

push the truck forward.3. You have one minute to push the truck down the track.

Once the truck crosses the track outlined in black, mark the distance with a stickie and return to start.

4. You may have two runs within the minute before calculating the total distance. Remember to place a stickie at each stopping point.

5. Add the two decimal fractions in 100ths to get the total distance traveled to your engineering notebook.

Push and Pull of Magnets

Measure distance traveled with the meter stick

Using Technology for Grid Models

Kidspiration

Using Technology for Grid Models or Number Lines

Main Illuminations Sitehttp://illuminations.nctm.org

Illuminations (Direct Link to the Equivalent Fractions Activity)https://illuminations.nctm.org/Activity.aspx?id=3510

Glencoe (McGraw Hill) Virtual Manipulativeshttp://www.glencoe.com/sites/common_assets/mathematics/ebook_assets/vmf/VMF-Interface.html

Number Pieces (by Math Learning Center)http://www.mathlearningcenter.org/web-apps/number-pieces/

Think About ItHow can you use this integrated lessonin your classroom?

What is the purpose of applying math to science content?

Reflection• How do I plan to share with others

my learning of today?

• What support do I need to use the instructional resources shared today?

ClosureTarget: Increase content knowledge of identified Tennessee Education Standards for Math as measured through a STEM challenge.• Remember to check out the Wiki• Remember to share information with rest of team

(Math and Science)• Remember to bring back the notebook and

vertical progression book for future trainings• Take with you: composition books, vertical

progression books, paddleboards, magnets, toy trucks, cardboard track, card game, meter stick