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Content Area: Math
Index: 4.4C Grade 4 CPI 2
Standard: 4.4 - Data Analysis, Probability, and Discrete Mathematics
Strand: C - Mathematics--Systematic Listing and Counting
Cumulative Progress Indicator: 2 - The student will represent all possibilities for a simple counting situation in an organized way and draw conclusions from this representation · Organized lists, charts, tree diagrams · Dividing into categories (e.g., to find the total number of rectangles in a grid, find the number of rectangles of each size and add the results)
Grade: 4
Sample Activities:
· Students read One Hundred Hungry Ants by Elinor Pinczes and then illustrate and write their own story books (perhaps titled 18 Ailing Alligators or 24 Furry Ferrets) in a style similar to the book using as many different arrangements of the animals as possible in creating their books. They read their books to students in the lower grades.
· Students count the number of squares of each size (1x1, 2x2, 3x3, 4x4, 5x5) that they can find on a geoboard, and in larger square or rectangular grids.
· Students determine the number of possible combinations of dessert and beverage that could be selected from pictures of those two types of foods they have cut out of magazines. Subsequently, they determine the number of possible combinations of dessert and beverage that could be chosen from a restaurant menu, and how many of those combinations could be ordered if they only have $4.
· Students find the number of different ways to make a row of four flowers each of which could be red or yellow. They can model this with Unfix cubes and explain how they know that all combinations have been obtained.
· Each student uses four squares to make designs where each square shares an entire side with at least one of the other three squares. Geoboards, attribute blocks or Linker cubescan be used. How many different shapes can be made? These shapes are called "tetrominoes."
· Students make a table indicating which stamps of the denominations 1 cent, 2 cents, 4 cents, 8 cents, 16 cents, 32 cents would be used (with no repeats) to obtain each amount of postage from 1 cent to 63 cent. For the table, they list the available denominations across the top and the postage amounts from 1 cent to 63 cents at the left; they put a checkmark in the appropriate spot if they need the stamp for that amount, and leave it blank otherwise. They try to find a pattern which could be used to decide which amounts of postage could be made if additional stamps (like 64 cents and 128 cents) were used.
· Additional Framework Activities
Sample Assessment Question:
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