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Content Area: Math
Index: 4.1A Grade 4 CPI 5
Standard: 4.1 - Number and Numerical Operations
Strand: A - Number Sense
Cumulative Progress Indicator: 5 - The student will use concrete and pictorial models to relate whole numbers, commonly used fractions, and decimals to each other, and to represent equivalent forms of the same number.
Grade: 4
Sample Activities:
· When modeling 3- and 4-digit numbers with a base-ten model like base-ten blocks or place value chips, the students are frequently asked questions like: Show all the ways you can make 327. Children thus begin to see that 3 hundreds, 2 tens, and 7 ones; 2 hundreds, 12 tens, and 7 ones; 2 hundreds, 11 tens, and 17 ones; and 32 tens and 7 ones all represent the same number. Students are assessed by asking them to show 327 in two different ways.
· Students use shadings on ten-by-ten grids to represent fractions and decimals that are equivalent. For example, the representation for 0.4 is the same as that for 4/10.
· Students develop their own questions, the answers to which are equivalent to some target number. For example, if the target number is 24, students may ask the following questions: What is 20 + 4? What is 2 x 12? What is 2 x 2 x 2 x 3? How much is 2 dozen? How many is 3 less than the number of children in our class? or How much would something cost if you paid a quarter and got back a penny in change?
· Students use geoboards, pattern blocks, Cuisenaire Rods, paper folding, and tangrams to explore common fractions. They may be challenged to model 3/4, for instance, with all of the different models.
· Students use money to represent decimals. For example, 8 dimes = $0.80 = .8. They also represent fractional parts of a dollar as a decimal (a quarter = 1/4 = 25 cents = .25).
· Students use graham crackers, candy bars, pizzas, and other food to illustrate fractions.
· Students work through the Sharing Cookies lesson that is described in the First Four Standards of this Framework. They realize that 8 is not readily divisible by 5 and try to find ways to solve that sharing problem using real cookies.
· Students play Bowl a Fact by rolling three dice and using the numbers shown to make number sentences whose answers equal numbers from 1 to 10. For each different answer, they knock down the bowling pin labeled with that number. For example, if they roll 2, 5, and 3, they can make these number sentences: 2 + 5 + 3 = 10, 5 + 3 - 2 = 6, 5 x 2 - 3 = 7, 5 - 3 + 2 = 4, and 3 x 2 - 5 = 1, and therefore knock down the 10, 6, 7, 4 and 1 pins. If they cannot knock down all ten pins on the first roll, they roll the dice again and try to get the remaining pins. The students are assessed by giving all of them the same outcomes of two rolls of the three dice to play the game.
Vignettes (PDF Format):
Kidspiration Activities: |
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