Engaging Students in Learning Mathematics Grade 4 Session 3 Pam Hutchison March 14, 2015

AGENDA Logic Problems Mindset Revisited Critical Areas Planning –Overview of Chapter –Continue planning

Making Muffins

Team Travel The 57 players on four soccer teams traveled to a soccer tournament in Plainville. Each car carrying the members of the same team had the same number of players in it. The 15 players on the Barracudas rode three to a car. The Sharks and the Dolphins had three fewer players on each team than the Barracudas had. In an odd number of cars, the Sharks had one more player in each car than the Dolphins. The Stingrays had six players per car. In all, how many cars did the soccer players take to the tournament?

Mindset

In 1978, Stanford psychologist Carol Dweck made a profound discovery: children who believed their intelligence could grow did better in school, and better in life. She called this basic belief about intelligence “mindset.” In 2016, Carol Dweck’s lab at Stanford, PERTS, partnered with ClassDojo to bring this important lesson to classrooms everywhere through a five episode video series.PERTS

Episode 1 In Episode 1, “A Secret about the Brain,” Mojo learns a secret from his friend, Katie, that changes how he thinks about learning!

Episode 1 Discussion Guide 1.Why does Mojo want to leave school? Can you sometimes relate to how Mojo is feeling? 2.What does Katie say to Mojo to convince him not to leave? Do you think Mojo can become smarter? Why or why not? 3.What subject do you feel frustrated by sometimes? Can you see yourself becoming smarter in that subject? How?

Resources Each of the 5 episodes includes: Video Discussion guide Take-home questions

Episode 1 Take-home Questions We’re watching a video series about how students can develop a growth mindset! Watch it at: and ask your child these questions tonight. 1.What was the biggest challenge you faced today? (Ask your child, and then have them ask the question back!) 2.How can you and I think about these challenges in a new way? 3.What can we do differently tomorrow if we face similar challenges?

In Episode 2, “The Magic of Mistakes,” Mojo learns an important lesson from Katie about what mistakes really do for the brain. In Episode 3, “The Power of Yet,” Katie realizes she can learn new things, too, and that she can ask others for help! In Episode 4, “The World of Neurons,” Mojo and Katie learn that challenging things help their brains grow stronger. In Episode 5, “Little by Little,” Mojo and Katie embark on their greatest challenge yet - but still face a setback.

Critical Areas

In Grade 4, instructional time should focus on three critical areas: (1)developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends; (2)developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; (3)understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry.

Critical Areas 70% of the SBAC items are supposed to be from these critical areas Which of these areas have you taught in depth? Which of these areas have you taught in part but there may still be some gaps? Which of these areas have you not yet taught?

GO Math! Chapter 8

4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a)Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x (1/4), recording the conclusion by the equation 5/4 = 5 x (1/4). b)Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b.) c)Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Chapter 8 Chapter at a Glance Teaching for Depth Strategies for English Leaners/Developing Math Language Review Prerequisite Skills Learning Progressions and Content Standards

Chapter 8 Lesson 8.1 Lesson 8.2 Lesson 8.3 Lesson 8.4 Lesson 8.5