Student Weekly Planning Guide Part 1

Name:________________ Subject: Math

Grade Level: 4thAdding & Subtracting Fractions

5th – 6 weeksMarch 28 – April 15

TEKS4.2 Number, operation, and quantitative reasoning. The student describes and compares fractional parts of whole objects or sets of objects. The student is expected to:4.2A Use concrete objects and pictorial models to generate equivalent fractions. Supporting Standard4.2C Compare and order fractions using concrete and pictorial models. Supporting Standard4.3 Number and Operations. The student applies mathematical process standards to represent and generate fractions to solve problems. The student is expected to:4.3A: Represent a fraction a/b as a sum of fractions 1/b, where a and b are whole numbers and b > 0, including when a > b. 4.3B: Decompose a fraction in more than one way into a sum of fractions with the same denominator using concrete and pictorial models and recording results with symbolic representations.4.3E: Represent and solve addition and subtraction of fractions with equal denominators using objects and pictorial models that build to the number line and properties of operations. 4.3F: Evaluate the reasonableness of sums and differences of fractions using benchmark fractions 0, 1/4, 1/2, 3/4, and 1, referring to the same whole.Essential Questions

How do we add and subtract fractions? How is adding and subtracting fractions like adding and subtracting whole

numbers? How can we use pictures or fraction strips to add and subtract fractions? How can we use a number line to add and subtract fractions?

Scenario(Analyze the problem situation(s) described below. Use this scenario to answer questions listed* and to determine what you would want to go further and explore yourself which you will answer with your creation.)

The 4th grade class from AFIA is creating a model of a future AFIA building. They must include all areas and rooms necessary to conduct school daily. They must include blue prints with dimensions with fractions. Their actual model also must be labeled with their dimensions of length, width, and height including fractions. Finally, they must explain why they chose the size of each room and area in the new school. They will present this to the Head of Schools.

Critical Processes Vocabulary

❖ Explain the process of adding and subtracting fractions.

❖ Explain how adding and subtracting fractions is like and unlike adding whole numbers.

❖ Explain how to use pictures and models to add and subtract fractions.

❖ Explain how to use number lines to add and subtract fractions.

Fraction, Numerator, Denominator, Common

Denominators, Addition, Subtraction.

Formulate a Plan (Complete with students at Circle/Advisory)

5 Tools_X_Inquiry Community _X_Inquiry Journal__Inquiry Circle __Inquiry Chart _X_Inquiry Log

Learning Resources

Primary Sources ___Field Trips ___Experts ___Artifacts _X__ Use a T-chart (observations/reflections) ___Other ___OtherSecondary Sources _X__Text _X__Multimedia _X__Print _X__Web

Assessment

_X__Rubrics _X__Formative _X__Observation Notes___Portfolios _X_Presentation ___Conference Records_X__Inquiry Log ___Research Paper ___Survey Results

_X__Journal ___Timeline ___Other

The Investigation March 28 – April 1

ACTIVATE: (Vocabulary, KWL, Flipped Lesson, Map, Graphic Organizer, Lab, Essay)

o Study multiplication Fact Families on Note Cards.

o Create foldable with vocabulary words, definition, and drawing.

o Write the Essential Questions in your Interactive Notebook. Reflect on what you have learned. (answer the essential questions)

Optional Choice:

1. Take Notes from BlendSpace Videos in your notebook.(Chose 3 videos)

2. Make a graphic organizer using the information you have researched and discovered.

Student Weekly Planning Guide Part 2Name:________________ Subject: Math

Grade Level: 4thAdding & Subtracting Fractions

5th – 6 weeksApril 4 – April 8

Scenario: The 4th grade class from AFIA is creating a model of a future AFIA building. They

must include all areas and rooms necessary to conduct school daily. They must include blue prints with dimensions with fractions. Their actual model also must be labeled with their dimensions of length, width, and height including fractions. Finally, they must explain why they chose the size of each room and area in the new school. They will present this to the Head of Schools.

Identify: (Guide students to formulate the focus question to solve the scenario.)

1. Students will be grouped into collaborative groups. List your group members below.

2. Students will use KWL or explosion sheet to come up with their focus questions as acollaborative group.

3. Have focus question approved by your facilitator.

Team Role Job Description Student Name

Evaluator Evaluates the sources/direction of create

Messenger Summarizes big ideas/Main points/Focuses group

Quiz Kid Raises questions/content related or create related

Note Taker Takes specific notes on content and shares with all

Interpreter Asks “What does it mean? and “Why is it important?”

Image Maker Creates a visual scheme of ideas/blueprints of create

FOCUS QUESTION:(What from the scenario do you want to explore further?)

The Investigation April 4 – April 8

Explore: - (Gather & record important information online and write a summary)

1. Web Research - conduct research on the Web to gather information about your topic:

website #1 information:

website #2 information:

website#3 information:

2. Research Summary Report - complete research summary report after conducting research:

I learned that: ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Investigation April 4 – April 8

Construct Theories:

Students will look for patterns and make connections using their data from the EXPLORE activities. Use the space below to brainstorm your patterns/ideas and construct your theory.

My theory is that…__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The Investigation April 4 – April 8

Test Theories: (was your theory correct? Why or Why not?)...

Students will find one other group to “test” their theory and make notes and/or indicate questions.Clean up/modify/edit theory.

3 things I learned: 2 things I found interesting:

1 question I still have:

The Investigation April 4 – April 8

Draw Conclusions:

Students will formalize their theory, draw a plan and write a summary about their findings. Complete the TAKE HOME ASSESSMENT and turn in to your facilitator BEFORE creating!!

Revised Theory:

Draw a plan:

Write a summary:(of what you know now)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Student Weekly Planning Guide Part 3Name:________________ Subject: Math

Grade Level: 4thAdding & Subtracting Fractions

5th – 6 weeksApril 11 – April 15

Scenario: The 4th grade class from AFIA is creating a model of a future AFIA building. They

must include all areas and rooms necessary to conduct school daily. They must include blue prints with dimensions with fractions. Their actual model also must be labeled with their dimensions of length, width, and height including fractions. Finally, they must explain why they chose the size of each room and area in the new school. They will present this to the Head of Schools.

CREATES: Formulate your plan. (PERFORMANCES, DEMONSTRATIONS, PRODUCTS, EXHIBITION OF MODELS, DRAMATIC PERFORMANCES, ASSEMBLIES, EXERCISES, PROJECTS, ETC.)

SHARE: STUDENT PRESENTATIONS

1. Formative Assessment (Vocab Quiz)2. Formative Assessment (Concept Quiz)3. End of Investigation Assessment

REFLECT: (Answer essential questions/ summarize):

4. Students will use RUBRIC to assess their own create.5. Reflect on what you have learned and how you can use it.6. Reflect on how you could have improved your project.