Common Core Math Standards: Grade 4-6

The picture is a neighborhood. For each section find the fractional value of the whole

neighborhood.

What did you start with?

Modifications?

Area of the Neighborhood

• What math concepts were you working with?

• What processes or Standards for Practice did you do?

• How would you modify this for your students?

Pattern Block Fractions

• If 2 joint hexagons =1 what is the value of….

• A triangle• 2 triangles• 2 blue rhombi• A trapezoid• A hexagon joined with a triangle• A hexagon joined with a rhombus

More Pattern Block Explorations

• If the hexagon joined with the triangle = 1, come up with 3 shapes that are greater than ½ but less than 1.

• If the hexagon joined with the trapezoid = 1, come up with 3 designs greater than ½ but less than 1.

• If the blue rhombus = 1, what is the value of the red trapezoid?

• If the red trapezoid = 1, what is the value of 2 connected blue rhombi?

Pattern Block Explorations

• What is the benefit?

• Modified from here- http://math.rice.edu/~lanius/Patterns/

Math Games

• Quotient Compare- draw 5 cards. Make a 3-digit by 2-digit division problem to make the largest quotient and the smallest quotient possible. Your score is the difference between the 2 quotients.

• Close to 10- draw 5 cards and make 2 decimal numbers __.__ x __.__. Your score is your different from 10.

• Close to 0.25- draw 4 cards and make 2 decimal numbers: 0. __ __ x 0. __ __. Your score is your difference from 0.25.

Assessment

• Mathematics Reasoning Inventory• There are 295 students in a school. Busses

hold 25 students each. How many busses are needed?

• iPad technologies– http://www.showme.com/sh/?h=0hl4iem

Tiling an Area

• You want to tile a region that is 36 x 24 feet. What is the area?

• You want to tile ¾ of a 36 x 24 foot rectangular region. What is the area?

• You want to tile ¾ of a 36 x 24 foot rectangular region using square tiles that are 3” on each side. How many tiles do you need?

• You want to tile ¾ of a 36 x 24 foot rectangular region using square tiles that are 1 ½” on each side. How many tiles do you need?

Tiling an Area

• Approaches?

• What was the progression?

• How would you support your students with this?

• Your friends come to a party with different lengths of long strips of gum. There is an argument over who has more.

• Sara has 3/4 of a foot• Tomas has 10/12 of a foot• Jillian has 5/7 of a foot• Miguel has 7/9 of a foot

• Draw a picture of each strip of gum and determine who has more.

Partitioning…

Partitioning

• Approaches…

• What was challenging?

Task Sort

• Solve some of the tasks: A, B, C, and G

• For each task complete a row of the table.• Leave the middle column blank for the time

being.

• https://mathreasoninginventory.com/

• http://www.insidemathematics.org/

• http://www.illustrativemathematics.org/

• Elementarymathematics.org

Resources….

• DPI Math wiki– Unpacking document• Standards for Math Practice explanation

– Formative assessment tasks– 1 unit on number sense per grade level – Lessons for Learning (being revised this summer)

• Illustrative Mathematics tasks • Mathematics Reasoning Inventory • InterMath

Task Design

• Pick a Standard from the CCSSM• Write a few tasks that you can use with your

students.

• Characteristics of good tasks?

Sharing Tasks

Unpacking- MPs Unpacked

• Drew Polly- Drew.polly@uncc.edu

• Alexis Piciano- alexis.piciano@cms.k12.nc.us

• http://elemath.pbworks.com