4NF5 - What I did to teach it...

Students need to be able to express a fraction with a denominator of 10  as an equivalent fraction with a denominator of 100 and use this technique to add fractions.

This is what I did...

Lesson 1  First we created equivalent fractions with denominators of 10 and 100 by shading in base 10 blocks. Students looked at the shapes and realized that they were different in parts but equaled the same amount and were the same size.

Ex...3/10 = 30/100

Lesson 2  We continued this process reversing it from 100 to 10 and students did use the base ten blocks if necessary. Students were asked how to explain this process and they used the models or drew pictures of the models to explain their thinking. I also used money for some students-dimes and pennies.

Lesson 3 Next we moved on to adding fractions of 10 and 100 by using base ten models to create equivalent fractions. I spent 2 days on this concept and also reviewed this in small group. I also used money to help with this concept. Students also practiced subtration as well.

Ex...3/10 + 4/100 = 30/100 + 4/100 = 34/100

3/10- 4/100 = 30/100 - 4/100 = 26/100

Lesson 4  Students then took their knowledge and applied it to solve problems that involved this skill.

Center Activities I also created a matching game that involved addition with deominators of 10 and 100 and I used that in small group and whole group. Students would get a card and they would need to find their partner. Once everyone found their partner they spoke about their answer and how they knew it was correct.

I also created a matching game that involved money with dimes and pennies so that students related the concept to something else besides base ten models.

http://www.teacherspayteachers.com/Product/4th-Grade-Fraction-Worksheets-and-Center-Cards-Common-Core-4NF5

I hope this helps you!

4NF4 - What I did to teach it.

Students need to understand that fractions can be a multiple, how to multiply fractions, and solve word problem involving multiplication. This is the process I went through so that my students understood the standard. I listed the items in order as to what I taught.

Lesson 1 We decomposed frations and wrote them as multiplication expressions.

Ex: 2/5= 1/5 + 1/5...decompose the fraction first.  Ask the question...How many 5ths are there? Answer 2, therefore 2/5 is the same as 2 x 1/5.

Lesson 2 We wrote whole numbers as fractions and explained the concept of why it works with division. Students rewrote problems and then proceeded to multiply.

Ex. 3 x 1/4 = 3/1 x 1/4

3/1 is the same as 3 divided by 1 = 3

I showed models as well.

 Students solved several problems in which they rewrote the whole number as a fraction and multiplied to solve the equation.

Lesson 3 We created multiplication expressions to model multiples.

Ex: 2 x 3 = 6 x 1   therefore

2 x 3/4 = 6 x 1/4

Lesson 4 We created models of multiplication sentences.

Lesson 5 We practiced the multiplication algorithm.

Lesson 6 We practiced word problems.


Centers-I created flash cards with multiplication problems that students can solve. They also were required to create their own story problems using the cards and how to model the problems. They also created screen chomp videos that showed if they understood what they needed to do to solve these types of problems.
I will post my anchor posters when I have time. I hope this helps for those that are struggling with CCSS.

http://www.teacherspayteachers.com/Product/4th-Grade-Fraction-Worksheets-and-Center-Cards-Common-Core-4NF4-a-b-and-c

4.NF.3 Math Posters and Reader's Response Notebook

These are some of the posters I'm using for CCSS 4NF4 and a poster that my students use to help them when they respond in their reader's response notebook. Everytime I introduce or review a part of the Reader's Response Notebook I create a poster and an anchor for students to refer to because they need that visual model as a guide. I have found that CCSS is much more detailed than just using an algorithm to solve a problem. It's about how the math works. My students had difficulty with decomposing mixed numbers to improper fractions not becuase they couldn't do it, but because they didn't understand why it worked and how to apply it in math situations. Hopefully I will have time to share the units I have created which have made my life so much easier in teaching math. There isn't much math CCSS out there.

Fraction Centers

These are the fraction centers that my students are using at this time. They are easy to assemble and students can use them right away.

Paragraph Writing Cupcake Contest

For Valentine's Day I decided to have a Cupcake Contest. Students will create their ultimate cupcake and write a descriptive paragraph using a cupcake organizer. They will then draw their cupcake and include their description. Students have the opportunity to vote on the one they would like to try and the winners will get a special treat!

Literary Elements/Conflict/Paragraph Writing

 Wow things have been so busy I can't find the time for anything. So this is a collection of things my students have been working on over the past month.

We have been reading a lot of fiction and one project they created was conflict flip books. Students watched a power point that I created and then used the information that was presented to create their flip book. On the inside they list a definition and their own example from literature. They also included an illustration.



This is a picture of the burger graphic organizer that my students use for paragraph writing.

 



Help! My room has been invaded by sock snowpeople

We began our expository writing unit by creating sock puppets and students went through the process of creating them and then wrote their  "How To" which gave the material and steps to create their own. They loved it!