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Mathematics Page - Below you'll find a blend of strategies learned at school, CGI Problems we are doing at school, as well as pictures, YouTube videos and other math information.
Geometry and Measurement Unit 3-6-17
Degrees in a circle...
Degrees in a circle...
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Fourth Grade Geometry Vocabulary
point-a location on a line, in a plane, or in space. .
plane-a flat surface with no end named by at least three points.
line-a straight path of points extending in both directions with no endpoints.
line segment- part of a line with two endpoints.
ray- a part of a line that begins at one endpoint and goes on forever in one direction.
angle-two rays with the same endpoint.
vertex-point at which two rays meet in an angle.
right angle-angle that forms a square corner and is 90 degrees
acute angle-angle with a measure less than a right angle or less than 90 degrees
obtuse angle-angle with a measure greater than a right angle or greater than 90 degrees
perpendicular lines-lines that intersect to form four right angles.
parallel lines-lines in a plane that never intersect.
intersecting lines-lines that cross each other to form either a pair of acute angles and a pair of obtuse angles or four right angles.
circle-a closed figure made up of points that are the same distance from the center point.
equilateral triangle-a triangle with three sides congruent
isosceles triangle-a triangle with two sides congruent.
scalene triangle-a triangle with no sides congruent.
parallelogram-a quadrilateral with opposite sides parallel and congruent.
rhombus-a parallelogram with 4 congruent sides.
trapezoid-a quadrilateral with only on pair of sides parallel.
polygon- a closed plane figure with sides formed by three or more line segments; polygons are named by their number of sides or number of angles.
triangle- a polygon with 3 sides and 3 angles.
quadrilateral- a polygon with 4 sides and 4 angles.
pentagon- a polygon with 5 sides and 5 angles.
hexagon-a polygon with 6 sides and 6 angles.
octagon-a polygon with 8 sides and 8 angles.
congruent- having the same size and shape.
transformation-different ways to move a figure.
slide-a movement of a figure to a new position without flipping or turning it.
flip-a movement that involves flipping a figure over a line.
turn-a movement that involves rotating a figure.
similar-having the same shape but may have different sizes.
rotational symmetry-a figure has rotational symmetry if you can turn it around the center point and it looks the same at each turn.
line symmetry-a figure has line symmetry if you can fold it along a line so that its two parts match exactly.
center-the point from which every point on a circle is exactly the same distance.
chord-a line segment that has its endpoints on the circle.
diameter-a chord that passes through the center.
radius-a line segment that connects the center of a circle with a point on the circle.
circumference-the measure of the distance around the circle.
perimeter-the distance around the polygon
area-the number of square units needed to cover a surface. (LxW)
point-a location on a line, in a plane, or in space. .
plane-a flat surface with no end named by at least three points.
line-a straight path of points extending in both directions with no endpoints.
line segment- part of a line with two endpoints.
ray- a part of a line that begins at one endpoint and goes on forever in one direction.
angle-two rays with the same endpoint.
vertex-point at which two rays meet in an angle.
right angle-angle that forms a square corner and is 90 degrees
acute angle-angle with a measure less than a right angle or less than 90 degrees
obtuse angle-angle with a measure greater than a right angle or greater than 90 degrees
perpendicular lines-lines that intersect to form four right angles.
parallel lines-lines in a plane that never intersect.
intersecting lines-lines that cross each other to form either a pair of acute angles and a pair of obtuse angles or four right angles.
circle-a closed figure made up of points that are the same distance from the center point.
equilateral triangle-a triangle with three sides congruent
isosceles triangle-a triangle with two sides congruent.
scalene triangle-a triangle with no sides congruent.
parallelogram-a quadrilateral with opposite sides parallel and congruent.
rhombus-a parallelogram with 4 congruent sides.
trapezoid-a quadrilateral with only on pair of sides parallel.
polygon- a closed plane figure with sides formed by three or more line segments; polygons are named by their number of sides or number of angles.
triangle- a polygon with 3 sides and 3 angles.
quadrilateral- a polygon with 4 sides and 4 angles.
pentagon- a polygon with 5 sides and 5 angles.
hexagon-a polygon with 6 sides and 6 angles.
octagon-a polygon with 8 sides and 8 angles.
congruent- having the same size and shape.
transformation-different ways to move a figure.
slide-a movement of a figure to a new position without flipping or turning it.
flip-a movement that involves flipping a figure over a line.
turn-a movement that involves rotating a figure.
similar-having the same shape but may have different sizes.
rotational symmetry-a figure has rotational symmetry if you can turn it around the center point and it looks the same at each turn.
line symmetry-a figure has line symmetry if you can fold it along a line so that its two parts match exactly.
center-the point from which every point on a circle is exactly the same distance.
chord-a line segment that has its endpoints on the circle.
diameter-a chord that passes through the center.
radius-a line segment that connects the center of a circle with a point on the circle.
circumference-the measure of the distance around the circle.
perimeter-the distance around the polygon
area-the number of square units needed to cover a surface. (LxW)
3/1/17 Operations and Algebraic Thinking - Math Study Guide:
Vocabulary to Know:
-product
-quotient
-multiple
-factor
-variable
-prime number
-composite number
Problems on the Test will focus on...
Multiples
-Skip counting numbers 1 through 12
-Example: Multiples of four... 4, 8 ,12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Factor Pairs
-Find factor pairs for numbers up to 100
-Example: Find factor pairs for the number 63... 1X63, 3X21, 7X9, 9X7, 63X1
Order of Operations
-Put parenthesis around multiplication or division operations
-Solve what is inside of parentheses
-Multiply/Divide first, then solve equation left to right
-Example:
24 + 8 X 3 - 21 ÷ 3 = N
24 + (8X3) - (21÷3) = N
24 + 24 - 7 = N
48 - 7 = N
41 = N or N = 41
Prime or Composite?
-A prime number has only two factors: 1 and itself. A composite number has more than two factors.
-Example: Write prime or composite for each number:
14 - composite
71 - prime
42 - composite
11 - prime
Pattern Rules
-Example: Use the rule to find the next two numbers... 6, __, __
-Rule: multiply 3, subtract 5 First Term: 6
Answer: 6, 13, 34
Solving Word Problems Using Variables and Equations
STEPS FOR SOLVING ALGEGRA PROBLEMS:
Step 1: Read the problem and choose variables. Create a key.
Step 2: Read the first sentence and create an equation using variables and numbers.
Step 3: Read the next sentence and create a new equation using variables and numbers.
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
-Example: Katie has 6 times as many stickers as Emily. Together they have 42 stickers. How many stickers does Katie have?
Key: K = Katie's Stickers
E = Emily's Stickers
Equation 1: K = 6E
Equation 2: K + E = 42
Equation 3: 6E + E = 42
Equation 4: 7E = 42
Thinking: 7 X ___ = 42 (7 times blank equals 42 ... 7X6=42... so E = 6)
E = 6, Emily has 6 stickers, NOW I HAVE TO FIGURE OUT HOW MANY KATIE HAS!
K = 6E... K = 6X6, K=36
Answer: Katie has 36 stickers.
2/24/17 Algebra Quiz
1) Rule: Multiply 7 subtract 9
First term: 3
3, ___, ___, ___
2) 24 - 3 X 4 + 27 ÷ 9 - 1 = N
3) Felix and Annika both have piggy banks full of change.
Felix has 4 times as many quarters as Annika. Felix has 32 quarters.
How many quarters does Annika have?
Bonus: How much money are his quarters worth?
Vocabulary to Know:
-product
-quotient
-multiple
-factor
-variable
-prime number
-composite number
Problems on the Test will focus on...
Multiples
-Skip counting numbers 1 through 12
-Example: Multiples of four... 4, 8 ,12, 16, 20, 24, 28, 32, 36, 40, 44, 48
Factor Pairs
-Find factor pairs for numbers up to 100
-Example: Find factor pairs for the number 63... 1X63, 3X21, 7X9, 9X7, 63X1
Order of Operations
-Put parenthesis around multiplication or division operations
-Solve what is inside of parentheses
-Multiply/Divide first, then solve equation left to right
-Example:
24 + 8 X 3 - 21 ÷ 3 = N
24 + (8X3) - (21÷3) = N
24 + 24 - 7 = N
48 - 7 = N
41 = N or N = 41
Prime or Composite?
-A prime number has only two factors: 1 and itself. A composite number has more than two factors.
-Example: Write prime or composite for each number:
14 - composite
71 - prime
42 - composite
11 - prime
Pattern Rules
-Example: Use the rule to find the next two numbers... 6, __, __
-Rule: multiply 3, subtract 5 First Term: 6
Answer: 6, 13, 34
Solving Word Problems Using Variables and Equations
STEPS FOR SOLVING ALGEGRA PROBLEMS:
Step 1: Read the problem and choose variables. Create a key.
Step 2: Read the first sentence and create an equation using variables and numbers.
Step 3: Read the next sentence and create a new equation using variables and numbers.
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
-Example: Katie has 6 times as many stickers as Emily. Together they have 42 stickers. How many stickers does Katie have?
Key: K = Katie's Stickers
E = Emily's Stickers
Equation 1: K = 6E
Equation 2: K + E = 42
Equation 3: 6E + E = 42
Equation 4: 7E = 42
Thinking: 7 X ___ = 42 (7 times blank equals 42 ... 7X6=42... so E = 6)
E = 6, Emily has 6 stickers, NOW I HAVE TO FIGURE OUT HOW MANY KATIE HAS!
K = 6E... K = 6X6, K=36
Answer: Katie has 36 stickers.
2/24/17 Algebra Quiz
1) Rule: Multiply 7 subtract 9
First term: 3
3, ___, ___, ___
2) 24 - 3 X 4 + 27 ÷ 9 - 1 = N
3) Felix and Annika both have piggy banks full of change.
Felix has 4 times as many quarters as Annika. Felix has 32 quarters.
How many quarters does Annika have?
Bonus: How much money are his quarters worth?
Wednesday 2-21-17
MATH WORK TODAY:
Warm Up:
Decompose 1/4
Decompose 2/4
Decompose 3/4
1/4 X 4
2/4 X 4
3/4 X 4
CGI Problem:
Elena has 5 times as many candy bars as Marlee. Marlee has two thirds (2/3) of a candy bar. How much does Elena have?
Bonus:
How much do they have altogether?
MATH WORK TODAY:
Warm Up:
Decompose 1/4
Decompose 2/4
Decompose 3/4
1/4 X 4
2/4 X 4
3/4 X 4
CGI Problem:
Elena has 5 times as many candy bars as Marlee. Marlee has two thirds (2/3) of a candy bar. How much does Elena have?
Bonus:
How much do they have altogether?
2/17/17 Algebra Quiz
1) Together Nathan and Caleb have collected 54 Yugioh cards.
Caleb has 8 times has many Yugioh Cards as Nathan.
How many cards does Nathan have?
Bonus: How many cards does Caleb have?
2) Nikki and Miss Bupp both collect shells.
Nikki has 3 times as many shells as Miss Bupp.
Miss Bupp has 21 shells. How many shells does Nikki have?
Nikki has 3 times as many shells as Miss Bupp.
Miss Bupp has 21 shells. How many shells does Nikki have?
Operations and Algebraic Thinking - February 2017
Tuesday, February 14, 2017 We are working on solving problems using algebraic thinking. Fourth graders are doing math that I didn't learn until 7th grade! I am very proud of their progress. Each mathematician is going through their own process of learning, and they are all at different stages. The steps written below will helps guide each student in their learning. As we progress through the unit, we will share our thinking and support each other with this challenging math work!
We came up with these steps as a class:
STEPS FOR SOLVING ALGEGRA PROBLEMS:
Step 1: Read the problem and choose variables. Create a key.
Step 2: Read the first sentence and create an equation using variables and numbers.
Step 3: Read the next sentence and create a new equation using variables and numbers.
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
Example problem:
Ryan drew 32 pictures in his sketch book. Ryan drew 4 times as many pictures as Ken. How many pictures did Ken Draw?
Step 1: Read the problem and choose variables. Create a key.
Key:
R = Ryan's pictures
K = Ken's pictures
Step 2: Read the first sentence and create an equation using variables and numbers.
First sentence: Ryan drew 32 pictures in his sketch book.
Matching Equation:
R = 32
Step 3: Read the next sentence and create a new equation using variables and numbers.
Second sentence: Ryan drew 4 times as many pictures as Ken.
Matching Equation:
R = 4K
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
I know that R = 32, so I can replace the R with the number 32. My new equation will be...
32 = 4K
Now I need to find the value of missing part...the K. I know that 4 times 8 equals 32, so the value of K is worth 8.
32=4 X 8
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
Question at the end: How many pictures did Ken Draw?
I figured out that the value of K is 8, so therefore Ken drew 8 pictures.
Now I should go back and double-check my work and make sure I didn't make any mistakes. I can also add the values of R and K into my key.
We came up with these steps as a class:
STEPS FOR SOLVING ALGEGRA PROBLEMS:
Step 1: Read the problem and choose variables. Create a key.
Step 2: Read the first sentence and create an equation using variables and numbers.
Step 3: Read the next sentence and create a new equation using variables and numbers.
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
Example problem:
Ryan drew 32 pictures in his sketch book. Ryan drew 4 times as many pictures as Ken. How many pictures did Ken Draw?
Step 1: Read the problem and choose variables. Create a key.
Key:
R = Ryan's pictures
K = Ken's pictures
Step 2: Read the first sentence and create an equation using variables and numbers.
First sentence: Ryan drew 32 pictures in his sketch book.
Matching Equation:
R = 32
Step 3: Read the next sentence and create a new equation using variables and numbers.
Second sentence: Ryan drew 4 times as many pictures as Ken.
Matching Equation:
R = 4K
Step 4: Replace/exchange a variable with its value, in order to solve for a missing part.
I know that R = 32, so I can replace the R with the number 32. My new equation will be...
32 = 4K
Now I need to find the value of missing part...the K. I know that 4 times 8 equals 32, so the value of K is worth 8.
32=4 X 8
Step 5: Find the correct answer to the question at the end of the problem. Check your work.
Question at the end: How many pictures did Ken Draw?
I figured out that the value of K is 8, so therefore Ken drew 8 pictures.
Now I should go back and double-check my work and make sure I didn't make any mistakes. I can also add the values of R and K into my key.
Wednesday 2-15-17
MATH WORK TODAY:
Brett and Kent each have an apple. Brett cuts his apple into 4 equal slices (fourths). He eats 3/4 of his apple, and he goes off to play video games. Kent holds his apple in his hand, and he really isn't in the mood for it. But mom says that Kent must eat the same amount of apple as Brett. Kent wants to cut his apple into smaller slices, but still eat the same amount as Brett. What are some possible ways that Kent can cut and eat his apple, so that he eats the equivalent amount as Brett?
MATH WORK TODAY:
Brett and Kent each have an apple. Brett cuts his apple into 4 equal slices (fourths). He eats 3/4 of his apple, and he goes off to play video games. Kent holds his apple in his hand, and he really isn't in the mood for it. But mom says that Kent must eat the same amount of apple as Brett. Kent wants to cut his apple into smaller slices, but still eat the same amount as Brett. What are some possible ways that Kent can cut and eat his apple, so that he eats the equivalent amount as Brett?
Friday 2-3-17
MATH WORK TODAY:
Ms. Kim made 2 rectangular pans of brownies. Both pans were exactly the same size.
She divided the first pan into fourths, which created four large brownies.
She divided the second pan into sixteenths,which created 16 small brownies.
MATH WORK TODAY:
Ms. Kim made 2 rectangular pans of brownies. Both pans were exactly the same size.
She divided the first pan into fourths, which created four large brownies.
She divided the second pan into sixteenths,which created 16 small brownies.
Ms. Kim took one of the large brownies for herself and was just about to take a big giant bite...when her daughter caught her! "Can I have one too, Mommy?" Ms. Kim handed her daughter a small brownie. "But mom, that's not fair! I want the same size that you have!"
Ms. Kim replied, "If you can figure out how many small brownies are equivalent to my large brownie, then you can have the same amount as me."
Help Ms. Kim's daughter. How many small brownies are the same size as Ms. Kim's large brownie? Use sketches, labels, and words to prove your answer.
Monday 1-30-17
MATH WORK TODAY:
Title: Multiplying Two-Digit Numbers Using Area Model
What are products?
Products are answers to multiplication problems.
Factors multiplied together get you a product.
What are partial products?
- Not the full product.
- Parts of the product.
- Add them together to get the full product.
Partial Products to multiply two-digit numbers?
- Break up the two digit numbers into tens and ones
- Write the numbers on the area model chart
- Multiply to find partial products
- Add the partial products to get the answer
Friday 1-20-17
MATH WORK TODAY:
MATH WORK TODAY:
Green Lantern, the Invisible Woman and Robin made a pizza and cut it into thirds. They wanted to each have an equal amount.
They passed out the thirds. Green Lantern got 1/3, the Invisible Woman got 1/3, and Robin got 1/3. But....before they had a chance to sink their teeth into the delicious pizza, some of their friends unexpectedly arrived... and they were hungry!!
Figure out how Green Lantern, the Invisible Woman and Robin can each share their thirds so that all of the superheroes can eat an equal amount. How much did each superhero get to eat? Explain your process and your thinking.
Follow-Up/Discussion:
How many superheroes would be sharing 1/3 of a pizza?
Can you share 1/3 with 4 people? What does this look like?
What size are the new pieces? How many of this new size is the same as 1/3?
From this pizza model, can we name another fraction that is equal to 1/3?
What techniques helped us find a fraction equivalent to 1/3?
Follow-Up/Discussion:
How many superheroes would be sharing 1/3 of a pizza?
Can you share 1/3 with 4 people? What does this look like?
What size are the new pieces? How many of this new size is the same as 1/3?
From this pizza model, can we name another fraction that is equal to 1/3?
What techniques helped us find a fraction equivalent to 1/3?
Monday 1-9-17
MATH WORK TODAY:
MATH WORK TODAY:
http://www.slideshare.net/ericball524/long-division-43683241
Copy/Paste link above and go through slide share presentation. Students should take notes in their math journals.
Watch Videos - Students should take notes in their math journals.
Copy/Paste link above and go through slide share presentation. Students should take notes in their math journals.
Watch Videos - Students should take notes in their math journals.
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Practice Problems: Solve using the traditional long division strategy: DMSBr
These problems will not have remainders. Multiply to check your work.
984 divided by 4
426 divided by 3
375 divided by 3
749 divided by 7
These problems will not have remainders. Multiply to check your work.
984 divided by 4
426 divided by 3
375 divided by 3
749 divided by 7
Wednesday 11-30-16
MATH WORK TODAY: Solve the following problems in your math journal. Make sure to write the date at the top of a new page. Please write neatly and use the graph paper to be precise and draw straight lines.
DIRECTIONS: Write the numbers down. Place the correct symbol between the numbers: < > or =
1) 5.6 ___ 5.9 2) 3.65 ___ 3.9 3) 0.6 ___ 0.67 4) 5.9 ___ 6.9 5) 1.65 ___ 0.6
6) 9.99 ___ 10.0 7) 4.0 ___ 4.01 8) 2.56 ___ 2.65 9) 0.6 ___ 6.0 10) 8.11 ___ 8.1
DIRECTIONS: Add the numbers.
1) 5.6 + 5.4 2) 3.65 + 3.94 3) 0.6 + 0.4 4) 5.9 + 6.1 5) 1.65 + 0.45
DIRECTIONS: Draw a number line starting with zero and ending with three and plot the following numbers on it:
1.4
0.69
1.95
1.8
0.5
3.0
1.9
2.99
0.2
2.56
DIRECTIONS: Solve CGI problem, use icons and explain thinking:
Joie sold several art pieces at the art fair. She wrote down the amounts she earned for each piece she sold:
Piece 1) $35.98 Piece 2) $175.47 Piece 3) $215.39 Piece 4) Five and a half dollars
How much money did Joie make in all?
Extension: There was a fee of $125.50 to sell things in the art fair. Now how much money did Joie really earn?
Wednesday 11-16-16
DIRECTIONS: Use your journal to solve the problems. Make sure to use your icons and don't forget your units icon. Only one strategy per problem is necessary. You may explain your thinking in 1 or 2 sentences.
CGI Problem: Sam and Ava used their Thanksgiving break to keep in shape for soccer. Each girl ran every day and kept a journal of their miles ran.
Monday: A= .7 miles S=3/10 miles
Tuesday: A= 5/10 miles S=.8 miles
Wednesday: A= 1/10 miles S=.9 miles
Thursday: A= .4 miles S= 6/10 miles
Friday: A= .1 miles S= .9 miles
Who ran more miles? Explain.
Getting into Decimals!
Tenths, hundredths, and thousandths digital manipulative site: http://www.mhhe.com/math/ltbmath/bennett_nelson8e/VMK.html?initManip=decimalSquares
Decimals as money - Video Credit 4thgradeiscool
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Decimals Intro - Video Credits to GCFLearnFree.org
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Decimals 1 - Video Credits to Sara Ibarra
Decimals 3 - Video Credits to Turtlediary
Decimals 5 - Video Credits to Alishya Summers
Decimals 7 - Video Credits to Anna T
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Decimals 2 - Video Credits to NUMBEROCK Math Songs
Decimals 4 - Video Credits to Sally Davidson
Decimals 6 - Video Credits to abcteach
Decimals 7 - Video Credits to GrammarSongs by Melissa
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Decimals 8 - Video Credits to mathantics
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Decimals 9 - Video Credits to Komodo Maths
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Decimals 10 - Video Credits to teachheath
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Decimals 11 - Video Credits to Maths Revision - Maths Mansion
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Monday 10-17-16
Five strategies for knowing if fractions are equivalent or not:
Great Resource for fraction models:
https://illuminations.nctm.org/Activity.aspx?id=3519
Strategy 1) Unit Fractions:
-If the numerators are both 1, then the denominators must be the same in order for the fractions to be equivalent.
Strategy 2) Fractions equivalent to 1/2:
-If you multiply the numerator by 2 and it equals the denominator, then the fraction is worth 1/2 (Lindsey's Strategy)
Example: Is 3/6 equivalent to 1/2 ?
3 X 2 = 6, so yes it is!
Strategy 3) Bunk Bed Strategy:
Example: Is 2/3 equivalent to 3/4 ?
Make a bunkbed/number line (between 0 and 1) showing 2/3 on the top bunk and 3/4 on the bottom bunk. Compare the shaded area.
Five strategies for knowing if fractions are equivalent or not:
Great Resource for fraction models:
https://illuminations.nctm.org/Activity.aspx?id=3519
Strategy 1) Unit Fractions:
-If the numerators are both 1, then the denominators must be the same in order for the fractions to be equivalent.
Strategy 2) Fractions equivalent to 1/2:
-If you multiply the numerator by 2 and it equals the denominator, then the fraction is worth 1/2 (Lindsey's Strategy)
Example: Is 3/6 equivalent to 1/2 ?
3 X 2 = 6, so yes it is!
Strategy 3) Bunk Bed Strategy:
Example: Is 2/3 equivalent to 3/4 ?
Make a bunkbed/number line (between 0 and 1) showing 2/3 on the top bunk and 3/4 on the bottom bunk. Compare the shaded area.
The bottom bunk bed has more area shaded, and therefore these two fractions are NOT equivalent.
Strategy 4) Common Denominator Strategy:
-Find a denominator that works for both fractions
-Sing skip counting songs (find multiples) for both denominators, then find two multiples that are the same
-Whatever you do to the bottom (denominator), you have to do to the top (numerator) (Teddie's Strategy)
Example: Is 2/3 equivalent to 3/4 ?
In order to find a common denominator, we can sing skip-count songs for both denominators:
Lets sing the threes song: 3,6,9,12,15,18, 21, 24, 27, 30, 33, 36
Let's sing the fours song: 4,8,12,16, 20, 24, 28, 32, 36, 40, 44, 48
The least common demonimator is the 12.
2/3 = ?/12 - We multiplied 3X4 to get 12, so we need to multiply 2X4 to get 8.
S0...2/3 = 8/12
3/4 = ?/12 - We multiply 4X3 to get 12, so we need to multiply 3X3 and get 9.
S0...3/4 = 9/12
8/12 is NOT equivalent to 9/12
So...2/3 is NOT equivalent to 3/4
Strategy 5) Cross Multiply Strategy:
Example: Is 4/7 equivalent to 3/8 ? See the video below by northstar15
Strategy 4) Common Denominator Strategy:
-Find a denominator that works for both fractions
-Sing skip counting songs (find multiples) for both denominators, then find two multiples that are the same
-Whatever you do to the bottom (denominator), you have to do to the top (numerator) (Teddie's Strategy)
Example: Is 2/3 equivalent to 3/4 ?
In order to find a common denominator, we can sing skip-count songs for both denominators:
Lets sing the threes song: 3,6,9,12,15,18, 21, 24, 27, 30, 33, 36
Let's sing the fours song: 4,8,12,16, 20, 24, 28, 32, 36, 40, 44, 48
The least common demonimator is the 12.
2/3 = ?/12 - We multiplied 3X4 to get 12, so we need to multiply 2X4 to get 8.
S0...2/3 = 8/12
3/4 = ?/12 - We multiply 4X3 to get 12, so we need to multiply 3X3 and get 9.
S0...3/4 = 9/12
8/12 is NOT equivalent to 9/12
So...2/3 is NOT equivalent to 3/4
Strategy 5) Cross Multiply Strategy:
Example: Is 4/7 equivalent to 3/8 ? See the video below by northstar15
Tuesday 10-11-16
Practice the song... sing it out loud to someone: "Unit fractions are my friend. One be-ing the numerator. Break those fractions up, break those fractions up, break those fractions up. One be-ing the numerator!
Now, let's warm up with unit fractions. Don't forget to break those fractions up!
Unit Fractions Warm Up:
1 whole = 1/5 + ____________ or 1/5 X ___
2 wholes = 1/5 +__________________________ or 1/5 X ___
3 wholes = 1/5 +__________________________________________ or 1/5 X ___
Brett had 12 bars of clay and invited 4 friends to come over and make sculptures. He wanted everyone to have an equal amount. How much clay did each person get?
Practice the song... sing it out loud to someone: "Unit fractions are my friend. One be-ing the numerator. Break those fractions up, break those fractions up, break those fractions up. One be-ing the numerator!
Now, let's warm up with unit fractions. Don't forget to break those fractions up!
Unit Fractions Warm Up:
1 whole = 1/5 + ____________ or 1/5 X ___
2 wholes = 1/5 +__________________________ or 1/5 X ___
3 wholes = 1/5 +__________________________________________ or 1/5 X ___
Brett had 12 bars of clay and invited 4 friends to come over and make sculptures. He wanted everyone to have an equal amount. How much clay did each person get?
10/10/16 ~ Lindsey was hosting a lunch for her friends. She served Subway sandwiches. Nathan ate 4/9 of one sub. Ava ate 2/9 of a sub, Adam ate 6/9 of a sub, Nikki ate 1/9 of a sub and Rockson ate 9/9 of a sub. There were a few pieces left, but no full subs left. How many sub sandwiches did Lindsey start with? How many pieces were left for Lindsey to eat?
How many cups in a gallon?
A student in my class found this image above, which is a great visual to see how many quarts in a gallon, pints in a quart, and cups in a pint.
Read the story problem below. Select students to come to the front to act it out. Students: Use a new page of your math journal. Write the date and title at the top. Remember to sketch, label, and write your explanation.
Ms. Kim was so pleased with the 4th grade mathematicians and said she would bring popsicles next week (true story)!
Ms. Kim went to Costco and bought 50 popsicles. She ate 6 of them herself because it was SO hot outside! Now she had 44 left for the kids. Everyone wanted as much popsicle as possible, especially because of the heat wave. If Ms. Kim let each child have an equal amount, how much popsicle would each child get. Remember, we have 33 kids in the class.
Use your knowledge of fractions to solve the problem. Try to work independently, but conference with a partner if you get stuck.
Ms. Kim was so pleased with the 4th grade mathematicians and said she would bring popsicles next week (true story)!
Ms. Kim went to Costco and bought 50 popsicles. She ate 6 of them herself because it was SO hot outside! Now she had 44 left for the kids. Everyone wanted as much popsicle as possible, especially because of the heat wave. If Ms. Kim let each child have an equal amount, how much popsicle would each child get. Remember, we have 33 kids in the class.
Use your knowledge of fractions to solve the problem. Try to work independently, but conference with a partner if you get stuck.
Today we unpacked the story problem below by acting it out. It was a lot of fun a nice way to bring some laughter and smiles to the room. Next, we worked in groups of 4 to solve the problem using different strategies. We presented our strategies and learned from each other.
Story problem: Nainoa wanted to raise $2630 to go to basketball camp. He wrote an email to all of his relatives to see if anyone in his family could help fund the cost of the camp. He received his first phone call on Tuesday from his aunt. She was happy to donate $25. He jumped for joy! On Wednesday, his grandparents called and said they could spare $380, but he would have to come help with yard work to get the money. On Friday, his older sister said she would give him what she had in her piggy bank, which was $182. He was very thankful and offered to do her chores for three weeks. Nainoa sat and daydreamed about basketball camp. Then he decided that he would do a lemonade sale to earn more money. It was a success! He made 272 dollars!! Nainoa's parents were so proud that they offered to pay the rest. How much money did they pay?
CGI Math 9-26-16
Today we are learning how to use a graphic organizer to help us solve CGI problems. Today we will start off with a fairly simple problem, so that we can focus on our icons and how to use this graphic organizer. See directions below.
Step 1) Write your number, name and the date on the worksheet given to you.
Step 2) Create/sketch your icons in the boxes provided.
- Top left: Lips (Math Language), Top right: flower (details)
- Second row left: Math symbol (type of math), Second row right: three question marks (unanswered question)
- Third row left: Light bulb (strategy 1), Third row right: Light bulb (strategy 2)
- Bottom row left: pencil (writing/explaining), Bottom row right: Light bulb (writing/explaining)
Step 4) Solve the problem with two strategies.
Step 5) Explain each strategy in detail, making sure to use math language.
4th Graders Playing Place Value Exchanging Game...
Rounding Strategy - VIDEO BELOW
Steps:
1) Find the target number (which place value the question is asking you for) and hold your pencil on it. Keep your pencil there while you think about the next step...
2) Look at the digit to the right of your pencil... is it 5 or more? Is it 4 or less?
3) If the digit to the right of your pencil is 5 or more, write an up arrow over the target number. This will remind you to change the digit to one number higher. If the digit to the right of your pencil is 4 or less, write a dash through your target number. This will remind you to keep it the SAME.
4) At this point, you have either changed your target number up by 1, or you left it the same. The rest is easy.
5) All digits to the right of the target number become zeros.
6) All digits to the left of the target number stay the same.
#13 Comma in wrong place - should be 81,960 (It's hard to film and think ;-)
1) Find the target number (which place value the question is asking you for) and hold your pencil on it. Keep your pencil there while you think about the next step...
2) Look at the digit to the right of your pencil... is it 5 or more? Is it 4 or less?
3) If the digit to the right of your pencil is 5 or more, write an up arrow over the target number. This will remind you to change the digit to one number higher. If the digit to the right of your pencil is 4 or less, write a dash through your target number. This will remind you to keep it the SAME.
4) At this point, you have either changed your target number up by 1, or you left it the same. The rest is easy.
5) All digits to the right of the target number become zeros.
6) All digits to the left of the target number stay the same.
#13 Comma in wrong place - should be 81,960 (It's hard to film and think ;-)
This is also a great video, done by Math Antics...