Domain: Number and Operations - Fractions Learning …€¦ · Entering Fourth Grade Page 2 Project...
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Entering Fourth Grade Page 2 Project #1 Domain: Number and Operations - Fractions (NF) Learning Targets: I can explain any unit fraction (1/b) as one part of a whole. I can explain any fraction (a/b) as “a” (numerator) being the numbers of parts and “b” (denominator) as the total number of equal parts in the whole. Directions: Draw a picture to illustrate each fraction.
Transcript of Domain: Number and Operations - Fractions Learning …€¦ · Entering Fourth Grade Page 2 Project...
E n t e r i n g F o u r t h G r a d e
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Project #1 Domain: Number and Operations - Fractions (NF) Learning Targets: I can explain any unit fraction (1/b) as one part of a whole. I can explain any fraction (a/b) as “a” (numerator) being the numbers of parts and “b” (denominator) as the total number of equal parts in the whole. Directions: Draw a picture to illustrate each fraction.
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Project #2 Domain: Numbers and Operations in Base Ten (NBT) Learning Targets: I can round whole numbers to the nearest 10. I can round whole numbers to the nearest 100. Directions: Write the numbers below in expanded form. Example: 15,492 10,000 + 5,000 + 400 + 90 + 2 156 12, 943 57, 846 23,456 .
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Project #3 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can interpret products in multiplication (e.g. – 50 = 5 x 10 can be interpreted as 5 groups of ten, an array with 5 rows and 10 columns, the area of a 5 by 10 rectangle, 5 rows of 10 objects).
Directions: Draw a picture of groups/sets of a number to represent the meaning of
multiplication. Then, write the number sentence and the answer to go with the picture. Write the answer in a complete sentence.
Example: There are 5 pots (groups) of 2 flowers. How many flowers in all?
1) There are 6 bags of candy. There are 3 pieces of candy in each bag. How many pieces of candy are there in all? 2) There are 15 children. Each child has 4 markers. How many markers are there in all?
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Project #4 Domain: Operations & Algebraic Thinking (OA) Learning Targets: I can determine when to multiply and divide in word problems. I can represent multiplication and division word problems using drawings, and equations with unknowns in all positions. I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations. I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables. I can explain arithmetic patterns using properties of operations. Directions: Describe the pattern that is shown by the input/output machine. Write the
pattern on the machine and then describe it in a complete sentence. Example:
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Project #5 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables. I can explain arithmetic patterns using properties of operations. Directions: Complete the pattern and then write a sentence describing the pattern.
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Project #6 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can explain division as a set of objects partitioned into an equal number of shares. I can identify parts of division equations (dividend, divisor, and quotient). I can interpret quotients in division (e.g. 50/10 = 5 can be 5 groups with 10 items in each group or 10 groups with 5 items in each group). Directions: Use the pictures to help you fill out the chart following the pictures. Example:
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Project #7 Domain: Number and Operations in Base Ten (NBT) Learning Targets: I can add and subtract within 1000 with ease by using an algorithm or
strategy based on place value. I can use other strategies (such as commutative and associative property) for adding and subtracting within 1000 with ease. Directions: Solve the addition and subtraction problems below.
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Project #8 Domain: Measurement and Data (MD) Learning Targets: I can define a unit square. I can define area as the measure of space with a plane figure and explain why area is measured in square units. Directions: Find the area of each shape by counting the square centimeters (cm2).
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Project #9 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can determine when to multiply and divide in word problems. I can represent multiplication and division word problems using drawings And equations with unknowns in all positions. I can solve word problems involving equal groups, arrays and Measurement quantities using drawings and equations. Directions: Illustrate fair sharing through pictures.
A. Three sub sandwiches are shared among 2 friends. Each person gets 1 ½ sub sandwiches.
B. Three sub sandwiches are shared among 4 friends. Each person gets ¾ of a sub sandwich.
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Project #10 Domain: Measurement and Data (MD) Learning Targets: I can identify polygons. I can define perimeter. I can find the perimeter of polygons when given the lengths of all sides. I can show how rectangles with the same perimeter can have different areas and show rectangles with the same area can have different perimeters. I can solve word problems involving perimeter. Directions: Find the perimeter of the rectangle below. Remember you find the
perimeter of shape by adding up the measurements of the all the sides (2W + 2L=P). Show your work below.
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Project #11 Domain: Measurement and Data (MD) Learning Targets: I can estimate and measure liquid volumes and masses of objects using
standard units of measure. I can use a drawing to represent one-step word problems involving masses or volumes. I can solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, or division. Directions: Use the word bank to fill in the blanks in the following story.
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Project #12 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the chart below to answer the questions.
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Project #13 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the charts below to answer the questions on the following page.
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Project #14 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the table below to answer the following questions.
1. Which baseball player had the most home runs?
2. How many baseball players on the chart had 600 or fewer home runs?
3. Which baseball player had 630 home runs?
4. Make a bar graph on a separate sheet of paper that shows each player and their total number of home runs.
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Project #15 Domain: Measurement and Data (MD) Learning Targets: I can say and write time to the nearest minute. I can measure a duration of time in minutes. I can solve addition and subtraction word problems involving durations of time measured in minutes. Directions: Read the poem below and use the information in the poem to answer the
word problem.
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Project #16 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can choose the correct operation to perform the first computation, and choose the correct operation to perform the second computation in order to solve two-step word problems. I can write equations using a letter for the unknown number. I can decide if my answers are reasonable using mental math and estimation strategies including rounding. Directions: Solve the word problem below using a number sentence. You may
estimate your answer. Explain your answer in 2-3 complete sentences. Word Problem: A year on Mercury –one complete orbit around the Sun—takes only 88 of
our Earth days. About how many Mercury years are in one Earth year? Remember an Earth Years is 365 days. Write a number below to solve the problem. Then, explain your answer in two to three sentences.
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Project #17 Domain: Geometry (G) Learning Targets: I can use attributes to identify shapes. I can use attributes to classify shapes into categories. I can define quadrilaterals. I can recognize rhombuses, rectangles, and squares as being examples of quadrilaterals. I can draw quadrilaterals other than rhombuses, rectangles and squares. Directions: Fill in the blanks in the table below.
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Project #18 Domain: Numbers and Operations-Fractions (NF) Learning Targets: I can explain any unit fraction (1/b) as one part of a whole. I can explain any fraction (a/b) as “a” (numerator) being the number of parts and “b” (denominator) as the total number of equal parts in the whole. Directions: Write the fractional part for each situation below. Example: What fraction of the pizza has a mushroom topping?
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Extensions
The following activities are based on standards you will learn in fourth grade. They may be challenging for you.
Project #19 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can generate a pattern that follows a given rule. I can identify and explain additional patterns or special behaviors in a pattern that go beyond the given rule. Directions: Cut out the shapes/pictures on the following page and use them to build
simple patterns. Also, take turns starting a pattern and asking a member of your family to finish it. You may also use toys, food, or other objects to build patterns.
Examples of types of patterns:
AB pattern: !@!@!@ ABC pattern: !@#!@#!@# ABBC: !@@#!@@# AABB: !!@@!!@@
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Project #20 Domain: Geometry (G) Learning Targets: I can identify line-symmetric figures. I can define line of symmetry, explain how to identify it in a two- dimensional figure, and explain how folding along the line of symmetry results in matching parts. I can draw a line on a figure to create two symmetric figures. Directions: Butterflies are one example of symmetry in nature. Butterflies are
naturally symmetrical; their wings are a mirror image of each other. Color in the butterfly below to be symmetrical. Both sides of the butterfly should be the same.
Example:
Color in the butterfly below using a symmetrical pattern:
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Helpful Websites Visit one of the websites below and learn about one of the games. Play the game together for 10-20 minutes. Give your child time to play the game independently. Then, check to ensure your child is playing the game correctly and has mastered the concept.
http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html
http://www.coolmath4kids.com/
http://www.firstinmath.com/
http://themathworksheetsite.com/
When completing the problems we need to show all of our work and show all of our thinking. Compare your work to ours, especially if your answer is different than our answer. If the project listed is creative in its approach and each project created would be different, no answer is provided.
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Project #1 Domain: Number and Operations - Fractions (NF) Learning Targets: I can explain any unit fraction (1/b) as one part of a whole. I can explain any fraction (a/b) as “a” (numerator) being the numbers of parts and “b” (denominator) as the total number of equal parts in the whole. Directions: Draw a picture to illustrate each fraction.
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Project #2 Domain: Numbers and Operations in Base Ten (NBT) Learning Targets: I can round whole numbers to the nearest 10. I can round whole numbers to the nearest 100. Directions: Write the numbers below in expanded form. Example: 15,492 10,000 + 5,000 + 400 + 90 + 2 156 100 + 50 + 6 12, 943 10,000 + 2,000 + 900 + 40 + 3 57, 846 50,000 + 7,000 + 800 + 40 + 6 23,456 20,000 + 3,000 + 400 + 50 + 6 .
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Project #3 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can interpret products in multiplication (e.g. – 50 = 5 x 10 can be interpreted as 5 groups of ten, an array with 5 rows and 10 columns, the area of a 5 by 10 rectangle, 5 rows of 10 objects).
Directions: Draw a picture of groups/sets of a number to represent the meaning of
multiplication. Then, write the number sentence and the answer to go with the picture. Write the answer in a complete sentence.
Example: There are 5 pots (groups) of 2 flowers. How many flowers in all?
1) There are 6 bags of candy. There are 3 pieces of candy in each bag. How many pieces of candy are there in all? 6 x 3 = 18 There are 18 pieces of candy in all. 2) There are 15 children. Each child has 4 markers. How many markers are there in all?
15 x 4 = 60 There are 40 markers in all.
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Project #4 Domain: Operations & Algebraic Thinking (OA) Learning Targets: I can determine when to multiply and divide in word problems. I can represent multiplication and division word problems using drawings, and equations with unknowns in all positions. I can solve word problems involving equal groups, arrays, and measurement quantities using drawings and equations. I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables. I can explain arithmetic patterns using properties of operations. Directions: Describe the pattern that is shown by the input/output machine. Write the
pattern on the machine and then describe it in a complete sentence. Example:
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Project #5 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can identify and describe arithmetic patterns in number charts, addition tables, and multiplication tables. I can explain arithmetic patterns using properties of operations. Directions: Complete the pattern and then write a sentence describing the pattern.
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Project #6 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can explain division as a set of objects partitioned into an equal number of shares. I can identify parts of division equations (dividend, divisor, and quotient). I can interpret quotients in division (e.g. 50/10 = 5 can be 5 groups with 10 items in each group or 10 groups with 5 items in each group). Directions: Use the pictures to help you fill out the chart following the pictures. Example:
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Project #7 Domain: Number and Operations in Base Ten (NBT) Learning Targets: I can add and subtract within 1000 with ease by using an algorithm or
strategy based on place value. I can use other strategies (such as commutative and associative property) for adding and subtracting within 1000 with ease. Directions: Solve the addition and subtraction problems below.
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Project #8 Domain: Measurement and Data (MD) Learning Targets: I can define a unit square. I can define area as the measure of space with a plane figure and explain why area is measured in square units. Directions: Find the area of each shape by counting the square centimeters (cm2).
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Project #9 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can determine when to multiply and divide in word problems. I can represent multiplication and division word problems using drawings And equations with unknowns in all positions. I can solve word problems involving equal groups, arrays and Measurement quantities using drawings and equations. Directions: Illustrate fair sharing through pictures.
A. Three sub sandwiches are shared among 2 friends. Each person gets 1 ½ sub sandwiches.
B. Three sub sandwiches are shared among 4 friends. Each person gets ¾ of a sub sandwich.
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Project #10 Domain: Measurement and Data (MD) Learning Targets: I can identify polygons. I can define perimeter. I can find the perimeter of polygons when given the lengths of all sides. I can show how rectangles with the same perimeter can have different areas and show rectangles with the same area can have different perimeters. I can solve word problems involving perimeter. Directions: Find the perimeter of the rectangle below. Remember you find the
perimeter of shape by adding up the measurements of the all the sides (2W + 2L=P). Show your work below.
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Project #11 Domain: Measurement and Data (MD) Learning Targets: I can estimate and measure liquid volumes and masses of objects using
standard units of measure. I can use a drawing to represent one-step word problems involving masses or volumes. I can solve one-step word problems involving masses or volumes using addition, subtraction, multiplication, or division. Directions: Use the word bank to fill in the blanks in the following story.
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Project #12 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the chart below to answer the questions.
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Project #13 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the charts below to answer the questions on the following page.
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Project #14 Domain: Measurement and Data (MD) Learning Targets: I can make a scaled picture graph or bar graph with several categories to represent data. I can read and interpret scaled bar graphs in order to solve one- and two- step “how many more” and “how many less” problems. Directions: Use the table below to answer the following questions.
1. Which baseball player had the most home runs?
Barry Bonds
2. How many baseball players on the chart had 600 or fewer home runs?
3; Jim Thome, Frank Robinson, Mark McGwire
3. Which baseball player had 630 home runs?
Ken Griffey, Jr.
4. Make a bar graph on a separate sheet of paper that shows each player and their total number of home runs.
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Project #15 Domain: Measurement and Data (MD) Learning Targets: I can say and write time to the nearest minute. I can measure a duration of time in minutes. I can solve addition and subtraction word problems involving durations of time measured in minutes. Directions: Read the poem below and use the information in the poem to answer the
word problem.
He watched TV for 18 hours. He watched 2 TV shows each hour. 18 times 2 equals 36. Jimmy watched 36 TV shows that day.
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Project #16 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can choose the correct operation to perform the first computation, and choose the correct operation to perform the second computation in order to solve two-step word problems. I can write equations using a letter for the unknown number. I can decide if my answers are reasonable using mental math and estimation strategies including rounding. Directions: Solve the word problem below using a number sentence. You may
estimate your answer. Explain your answer in 2-3 complete sentences. Word Problem: A year on Mercury –one complete orbit around the Sun—takes only 88 of
our Earth days. About how many Mercury years are in one Earth year? Remember an Earth Years is 365 days. Write a number below to solve the problem. Then, explain your answer in two to three sentences.
365 divided by 88 equals 4 Remainder 1. There are about 4 Mercury years in one Earth year. Each Mercury year is 88 days and each Earth year is 365 days.
I had to divide 365 by 88 to get the answer of 4.
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Project #17 Domain: Geometry (G) Learning Targets: I can use attributes to identify shapes. I can use attributes to classify shapes into categories. I can define quadrilaterals. I can recognize rhombuses, rectangles, and squares as being examples of quadrilaterals. I can draw quadrilaterals other than rhombuses, rectangles and squares. Directions: Fill in the blanks in the table below.
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Project #18 Domain: Numbers and Operations-Fractions (NF) Learning Targets: I can explain any unit fraction (1/b) as one part of a whole. I can explain any fraction (a/b) as “a” (numerator) being the number of parts and “b” (denominator) as the total number of equal parts in the whole. Directions: Write the fractional part for each situation below. Example: What fraction of the pizza has a mushroom topping?
E n t e r i n g F o u r t h G r a d e
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Extensions
The following activities are based on standards you will learn in fourth grade. They may be challenging for you.
Project #19 Domain: Operations and Algebraic Thinking (OA) Learning Targets: I can generate a pattern that follows a given rule. I can identify and explain additional patterns or special behaviors in a pattern that go beyond the given rule. Directions: Cut out the shapes/pictures on the following page and use them to build
simple patterns. Also, take turns starting a pattern and asking a member of your family to finish it. You may also use toys, food, or other objects to build patterns.
Examples of types of patterns:
AB pattern: !@!@!@ ABC pattern: !@#!@#!@# ABBC: !@@#!@@# AABB: !!@@!!@@
E n t e r i n g F o u r t h G r a d e
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Project #20 Domain: Geometry (G) Learning Targets: I can identify line-symmetric figures. I can define line of symmetry, explain how to identify it in a two- dimensional figure, and explain how folding along the line of symmetry results in matching parts. I can draw a line on a figure to create two symmetric figures. Directions: Butterflies are one example of symmetry in nature. Butterflies are
naturally symmetrical; their wings are a mirror image of each other. Color in the butterfly below to be symmetrical. Both sides of the butterfly should be the same.
Example:
Color in the butterfly below using a symmetrical pattern:
E n t e r i n g F o u r t h G r a d e
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Helpful Websites Visit one of the websites below and learn about one of the games. Play the game together for 10-20 minutes. Give your child time to play the game independently. Then, check to ensure your child is playing the game correctly and has mastered the concept.
http://www.oswego.org/ocsd-web/games/mathmagician/cathymath.html
http://www.coolmath4kids.com/
http://www.firstinmath.com/
http://themathworksheetsite.com/
