Unit Two

Our next unit is moving away from place value and moving toward multiplication!
We will be using what we know about rounding to help us estimate problems. For example, if I'm solving 33 x 48 I can estimate 30 x 50 = 1,500. I know my product will be pretty close to 1,500. 

Unit Summary: 
Students are expected to use strategies to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include estimation, algorithms, mental math, partial products, and associative/commutative/distributive properties.

TEKS: 

4.4 Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy. The student is expected to:

4.4B determine products of a number and 10 or 100 using properties of operations and place value understandings;

4.4C represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15;

4.4D use strategies and algorithms, including the standard algorithm, to multiply up to a four-digit number by a one-digit number and to multiply a two-digit number by a two-digit number. Strategies may include mental math, partial products, and the commutative, associative, and distributive properties;

4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers;

4.4H solve with fluency one- and two-step problems involving multiplication and division, including interpreting remainders.

4.5 Algebraic reasoning. The student applies mathematical process standards to develop concepts of expressions and equations. The student is expected to:

4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

Vocabulary:
Add, Sum, Subtract, Difference, Place Value, Digit, Expanded Notation, Whole, One-Digit Number, Two-Digit Number, Pattern, Product, Properties of Operation, Area Model, Array, Equation, Number Sentence, Factor, Multiplication, Perfect Square, Partial Product, Algorithm, Mental Math, Strategy, Commutative Property, Associative Property, Distributive Property, Compatible Numbers, Estimate, Round, Solution, Product, Addend, Strip Diagram, Bar Model, Variable

Strip Diagrams

We are looking at WORD PROBLEMS and how to solve them. 

Here's the TEK:

4.5A represent multi-step problems involving the four operations with whole numbers using strip diagrams and equations with a letter standing for the unknown quantity;

Basically, it's algebra. 

UPS Check is what I expect my kiddos to do with every word problem. 

Here's an example of a strip diagram. 

Here's Brianna writing a number sentence to match the word problem! 

Performance

Decimals

We are continuing with place value but now we are moving onto DECIMALS!

These are the TEKS related to decimals that our fourth graders are expected to do.

4.2E represent decimals, including tenths and hundredths, using concrete and visual models and money;

4.2B represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals

4.2F compare and order decimals using concrete and visual models to the hundredths; S Compare

4.2H determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line.

4.3G represent fractions and decimals to the tenths or hundredths as distances from zero on a number line.

4.4A add and subtract whole numbers and decimals to the hundredths place using the standard algorithm;


To get us started we wrote about decimals in our journals.
We looked at three ways to see decimals: picture form, word form, standard form. We did a matching activity with those forms. I want the kiddos to get used to see decimals in all sorts of ways!!

Showing off the math journal.

Playing the matching game.

Matching game close up

Putting decimals on a number line.

Practicing the different ways to write a number.

Putting our decimals on the number line.

Intern teacher!!

Rounding

Today's TEK is:

TEKS: 4.4G round to the nearest 10, 100, or 1,000 or use compatible numbers to estimate solutions involving whole numbers;

4.2D round whole numbers to a given place value through the hundred thousands place;


"Four or less, let it rest.
Five or more, up the score!"

Counselor Lesson

Today we had our first counselor lesson. Our counselor this year is Rosella Castilla and we are so lucky to have her.
She will come and do 8 different lessons throughout the school year. Today we just talked about how a counselor's job is to help students and the different groups she provides. We also played a fun BINGO game!
They filled out a little questionnaire about their feelings. When they got to the part about, "Do you like your teacher?" they ALL turned around and looked at me. Sure hope they all circled the smiley face!

To read more about our counselor, click here.

Kahoot.it game

Yesterday we played our first Kahoot game of the year. It was over place value!

https://play.kahoot.it/#/k/b2382ba8-d7f7-4790-a966-6057db0e7a68

The Kahoot! platform and brand is developed by the founding team lead by Johan Brand, Jamie Brooker and Morten Versvik. The quiz is based on research carried out by Professor Alf Inge Wang and his colleagues at the Norwegian University of Science and Technology (NTNU). The technology platform itself is based on the research conducted by Morten Versvik for his Master’s degree at NTNU. The Pedagogy and User Experience is based on work by Jamie Brooker and Johan Brand developed while working at their behaviour design company We Are Human in London.

Kahoot! is owned and funded by the team in addition to grants from the Norwegian Research Council. The current service will stay free, however Kahoot! will offer added value services in the future.

Math journal

I wanted to share some of the pages that are in our math journals already. I have a math journal that I use up at the front of the room and all my students have a math journal that looks pretty much like mine. Math journals are composition books.

Our spirals are used for daily warm ups.