Weekly-Assignments-December 7 – December 11
| Teacher | Kathleen Manning |
|---|---|
| Subject Area | Math and Science |
| Grade Level | 4 |
| Week # | 4 |
| Unit of Instruction | Division/Problem Solving/ Properties of Matter |
| Standard(s) Taught |
|---|
MATH: 4.OA.1.1 4.OA.1.2 4.OA.1.3 4.OA.1.a 4.OA.1.b -Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. -Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. -Determine whether an equation is true or false by using comparative relational thinking. For example, without adding 60 and 24, determine whether the equation 60 + 24 = 57 + 27 is true or false. -Determine the unknown whole number in an equation relating four whole numbers using comparative relational thinking. For example, solve 76 + 9 = n + 5 for n by arguing that nine is four more than five, so the unknown number must be four greater than 76. SCIENCE: |
| Learning Targets and Learning Criteria |
The student will: •use manipulatives or drawings of rectangular arrays and/or area models to solve and explain division problems that involve the division of a multi-digit dividend (with up to four digits) by a one-digit divisor. •apply an understanding of rectangular arrays and area models to connect to the partial quotients strategy. •interpret a basic multiplication equation as a comparison (e.g., if a = n × b, then a is n times as much as b). •represent verbal statements of multiplicative comparison as multiplication equations. **NOTE: Statements for comparative language: times as many, times as tall as, times as long as, times as heavy as, times as much as, etc. (rather than times more, times taller, times longer, times heavier, etc.). •distinguish multiplicative comparison (e.g., Tonya has 3 times as many cousins as Matthew) from additive comparison (e.g., Tonya has 3 more cousins than Matthew). **NOTE: In an additive comparison, the underlying question is what amount would be added to one quantity in order to result in the other. In a multiplicative comparison, the underlying question is what factor would multiply one quantity in order to result in the other. •solve word problems involving multiplicative comparison. •solve multi-step word problems (up to 3 steps) that involve multiplication and/or division using strategies for this grade level. (E.g., rectangular arrays, area models, partial products/quotients, etc.). •represent a multi-step word problem using equations involving a variable represented by a letter for the unknown number. •interpret remainders that result from multi-step word problems. E.g.The context of a word problem must be considered when interpreting remainders. Here are some ways remainders can be addressed: 1) remainder as an answer-“How many are leftover?” 2) discard remainder leaving only the whole number answer -“How many full boxes?” 3)increase the whole number answer by one -“How many buses are needed for all students? •assess the reasonableness of answers to multi-step word problems using estimation strategies including rounding. •determine if a given equation is true or false by comparing, composing, and/or decomposing the numbers without solving. •compare the two sides of an equation to determine the unknown value without solving. E.g. Use comparative relational thinking to determine the value of n. • investigate and classify objects that are attracted to magnets (paper clips, iron filings, scissors) and those that are not (bottles, pennies, nickels, copper wire, erasers, foil). • investigate that all magnets, regardless of shape, have a north pole (N) and a south pole (S) although they may not be marked. • investigate the presence of a magnetic field with different-shaped magnets. • describe the effects of the magnetic field of different-shaped magnets using iron filings. • investigate how magnets attract and repel other magnets based on the presence of a magnetic field. |
| Classroom Activities |
Math Textbook p. 385-404 |
| Assignments Due |
See Weekly Assignment sheet at top of page |
| Additional Resources |