Technology

Some of our TEKS are technology related so today we got to go to the computer lab!

Lines

I really appreciate activities that get the kids up and moving. I think it's a great way to get the blood flowing and make connections. 

Austin is showing us perpendicular lines.

Caitlin is showing us intersecting lines.

Nathan is (very enthusiastically) showing us parallel lines.

Brandon is showing me a line segment (with two end points)

Akire is showing me a ray (end point on one side, goes on forever on the other side)

Keturah is showing me a line (goes on forever in both directions)

Angles

Teaching angles is so refreshing after teaching fractions.

There's fun movements, there's cool pictures. It feels much more concrete.

I made a fun Game about angles on Kahoot! Check it out!

I took pictures of my kiddos doing the different types of angles. 

Hang Loose Obtuse!!

Awww acute. And how adorable is this kiddo??

Right on!! (and then high five)

Angles

Our next unit is all about angles and symmetry and geometry.

I wanted to start off with going over what they should already know from previous years.

Types of polygons, what makes a polygon a polygon, sides, angles, vertices,

TEKS

4.6 - Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties. The student is expected to:

4.6.A - identify points, lines, line segments, rays, angles, and perpendicular and parallel lines;

4.6.B - identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure;

4.6.C - apply knowledge of right angles to identify acute, right, and obtuse triangles; and

4.6.D - classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size

4.1 - Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding. The student is expected to:

4.1.A - apply mathematics to problems arising in everyday life, society, and the workplace;

4.1.E - create and use representations to organize, record, and communicate mathematical ideas;

4.1.F - analyze mathematical relationships to connect and communicate mathematical ideas;

4.1.G - display, explain, and justify mathematical ideas and arguments using precise mathematical language in written or oral communication.

4.1 - Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:

4.1.A - create original products using a variety of resources
4.1.B - analyze trends and forecast possibilities, developing steps for the creation of an innovative process or product
4.1.C - use virtual environments to explore systems and issues.

Comparing Fractions

This week is our last week on fractions!

We are ending our unit by talking about adding and subtracting fractions with the same denominator, and comparing fractions with different denominators. We also have talked about a mixed number and an improper fraction.

An improper fraction is a fraction where the numerator is greater than the denominator.

A mixed number has both a whole number and a fraction.

We're so grateful for the donation of yoga balls!!

Here are all the TEKS that we covered:

TEKS

4.3 - Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:

4.3.C - determine if two given fractions are equivalent using a variety of methods;

4.3.D - compare two fractions with different numerators and different denominators and represent the comparison using the symbols >, =, or <;

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

4.2 - Number and operations. The student applies mathematical process standards to represent, compare, and order whole numbers and decimals and understand relationships related to place value. The student is expected to:

4.2.G - relate decimals to fractions that name tenths and hundredths; and

4.9 - Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data. The student is expected to:

4.9.A - represent data on a frequency table, dot plot, or stem-and-leaf plot marked with whole numbers and fractions; and

4.9.B - solve one- and two-step problems using data in whole number, decimal, and fraction form in a frequency table, dot plot, or stem-and-leaf plot.

4.3 - Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:

4.3.A - represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b;

4.3.B - decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations;

4.3 - Number and operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:

4.3.E - represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations;

4.3.F - evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole; and