Standard 4.3C: Math

Content Area: Math

Index: 4.3C Grade 4 CPI 1

Standard: 4.3 - Patterns and Algebra

Strand: C - Modeling

Cumulative Progress Indicator: 1 - The student will recognize and describe change in quantities

· Graphs representing change over time (e.g., temperature, height)

· How change in one physical quantity can produce a corresponding change in another (e.g., pitch of a sound depends on the rate of vibration)

Grade: 4

Sample Activities:

· Students use cubes to build a one-story "house" and count the number of cubes used. They add a story and observe how the total number of cubes used changes. They explain how changing the number of stories changes the number of cubes used to build the house.

· Students plant seeds in vermiculite and in soil. They observe the plants as they grow, measuring their height each week and recording their data in tables. They examine not only how the height of each plant changes as time passes but also whether the seeds in vermiculite or soil grow faster.

· Students begin with a number like 5, add 3 to it, add 3 to it again, and repeat this five times. They record the results in a table and make a bar graph which represents the numbers that they have generated. They draw a straight line connecting the tops of the bars. They experiment with numbers other than 5 or 3 to see if the same thing occurs.

· Students begin with a number less than 10, double it, and repeat the doubling at least five times. They record the results of each doubling in a table and make a bar graph which represents the numbers they have generated. They discuss whether they can connect the tops of the bars with a straight line.

· Students measure the temperature of a cup of water with ice cubes in it every fifteen minutes over the course of a day. They record their results (time passed and temperature) in a table and plot this information on a coordinate grid to make a line graph. They discuss how the temperature changes over time and why. Initially the temperature will increase rapidly, but as the water warms up, its temperature will increase more slowly until it essentially reaches room temperature.

· Students are given several examples of bar graphs with straight lines connecting the tops of the bars. They are asked to describe a motion scenario which reflects the data. For example, they might indicate that a graph reflects their running to an after-school activity, staying there for an hour, and then slowly walking home to do their chores.

· Students keep a monthly record of their height and record the data collected on a bulletin board. At the end of the school year, they describe what happened over time. They also find each month the average height of all the students in the class, and discuss how the change in average height over the year is similar to, and how it is different from, the change in height over the year of the individual students in the class.

· Students plant some seeds in vermiculite and some in soil. They observe the plants as they grow, measuring their height each week and recording their data in tables. They examine not only how the height of each plant changes as time passes but also whether the seeds in vermiculite or soil grow faster.

Sample Assessment Question:

· The temperature in the food freezer was 70°F when it was plugged in at 12:00 noon. If the temperature went down 8°F every hour, what was the temperature in the freezer at 3:00 P.M.?

o A. 62°F

o B. 54°F

o C. 46°F

o D. 28°F

The correct answer is C.