1. 4th Grade MSP November 2015

2. Learning Targets By the end of the session, we will be able to:
Know how to deconstruct our focus standard(s) to plan for instruction.
Understand how to use scaffolding activities and math tasks aligned to focus standard(s).
Be able to integrate STEM to reinforce understanding of focus standard(s).

3. Housekeeping Bathrooms Lunch 11:00 -12:15 Future of MSP Trainings
Materials

4. Norms
Be an active participant. Be mindful of air time. Be mindful of sidebar conversations. Use technology at appropriate times.

5. Agenda Vertical Alignment & Deconstruction MICA, MIST, OnTrac
Scaffolding Activity with Manipulatives
Math Task (Instructional)
Math and Science Integrated Activity leading into a STEM Challenge
Closing
Jamie/Evelyn

6. MSP Wikispace

7. Focus Standards Math Science
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/ /100=34/100.
4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 meters; locate 0.62 on a number line diagram.
4.MD.A.2 Use the four operations (addition and subtraction) to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Science
GLE Explore the interactions between magnets.
SPI Identify how magnets attract or repel one another.

8. Vertical Alignment
Use the Vertical Progression Guide to identify the vertical alignment of the focus standards.
Identify the implications across the grade levels.
Identify common student misconceptions.
Each group will be given a part of the standard to consider what students should Know, Understand, and Be Able to Do.
Jamie/Evelyn

9. Deconstruction/Collaboration
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/ /100=34/100.
4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 meters; locate 0.62 on a number line diagram.
Identify key components.
What will the students need to Know, Understand, and Be Able to Do in order to master the standard?
What are possible misconceptions?

10. MS Scaffolding Document

11. Standards for Mathematical Practice
Mathematically Proficient Students…

12. Reflection
Private Think Time: Why is it important to deconstruct standards? Shoulder Partner: Share

14. MICA
Computer Time!
Log in to MICA and work through all the 4.NF.C.5 problems as a student would.
Look at answers.

15. MICA Activity: Bowtie Vocabulary Pre-Requisite Knowledge
Possible Misconceptions

16. MIST
Compare and Contrast MICA-style questions with MIST Practice Test 1 and 2 questions.
Revise “Bowtie”
Be the Change Agent!

17. Your Turn: Using OnTrac
Item types
Depth of questions
Create a formative assessment!

18. Be ready to start back at 12:15!

20. Challenge
Your class has been asked to develop a game for students to play at the Family Carnival. The game must use magnets, toy vehicles, and require calculation of distance traveled. The game should be easy for elementary students to play. Let’s see who can go the distance!!!

21. Scaffolding Skills Chart
Introduce challenge early in instruction
Discuss skills/topics that have already been taught or need to be taught
Provide connections and integration
Share the materials and resources if the entire STEM team is not here
Remember all resources will be available on the Wiki/DC Instructional Resources

22. Developing Decimal Fraction Number Sense with Number Lines and Grid Models

23. Learning Target: I can rename a fraction with denominator of 10 as an equivalent fraction with a denominator of 100.
Number Lines
I DO” Relate to Ruler
Here we have a number line showing the distance from 0 to 1 or representing 1 whole.
We can break that whole into 10 equal segments or parts and each of them is called a 10th.
If we look at our number lines, 10/100ths and 1/10 are at the same point on the number line. Therefore, they are equivalent.
We can break the same whole into 100 equally sized pieces ….each of them called a 100th.
20/100 and 2/10 are at the same point, so they are also equivalent.
This continues all the way down to 10/10 and 100/100 which not only occupies the same space but can also be called one whole.

24. Learning Target : I can rename a fraction with denominator of 10 as an equivalent fraction with a denominator of 100 using a grid model.
Grid Models
We can break the same size whole into tenths and hundredths. These are called grid models.
Can model color overlays here.
Important for students to know that the number of equal sized pieces changed. The size of the whole did not change.

25. Misconception

26. Consider Ways to Model it!

27. Check yourself: Number Line
Looking at it again, we double check our work, we go back to our number line and see that 4/10 and 40/100 occupy the same space on the number line. And therefore they are equivalent fractions.

28. Learning Target: I can add two decimal fractions after renaming them both with denominators of 100.
Remember that grid models allow us to make comparisons between fractions with denominators of 10 and We can break a whole into 10/10 or 100/100, one whole is equal to 10/10 which is equivalent to 100/100. All of these grid models represent 1 whole.

29. Learning Target: I can use a number line to show equivalencies

30. Learning Target: I can write decimal fractions as decimals in a variety of situations. Review and Connect: Place value chart
Taught in Unit 1
The place value system developed for whole numbers extends to fractional parts represented as decimals. This is a connection to the metric system. Decimals are another way to write fractions. The place-value system developed for whole numbers extends to decimals. The concept of one whole used in fractions is extended to models of decimals.
In decimal numbers, the value of each place is 10 times the value of the place to its immediate right. Students need an understanding of decimal notations before they try to do conversions in the metric system. Understanding of the decimal place value system is important prior to the generalization of moving the decimal point when performing operations involving decimals.

31. Exploration Stations
Rotate through each station. Consider how you would use the paddle boards, number lines, or decimal sets with each activity to promote conceptual understanding?
How can you adapt each activity for struggling learners?
How can you adapt each activity for advanced learners?

32. Reflection
How can the decimal grid help students understand decimal fractions?
How can you use number lines when practicing adding decimal fractions?

35. VS Differences in Tasks INSTRUCTIONAL TASKS ASSESSMENT TASKS
Similar to discovery learning or inquiry-based learning
Used to teach new concepts/build on prior knowledge
Must have multiple entry points/solution paths
Involves students in math practices
Uncovers students’ misconceptions
Often referred to PBA or CRA
Used to assess what students know
Should be objective with fewer solution paths
Correct solutions will require one or more math practices
Uncovers students’ misconceptions VS
Susan Sewell

36. Planning Process for Instructional Task
What are your mathematical goals for the lesson?
How do you think students will solve it?
What misconceptions do you think they will have?
What resources or tools does the student need?
How will the students record their work?
What questions will you ask to help the students access prior knowledge and work through the task?
HOW WELL

37. Math Tasks Gallery Walk Activity: Discuss possible solution paths.
Write Assessing and Advancing Questions for
The student that can’t get started
The student that finishes early
Identify misconceptions

38. Challenge
Your class has been asked to develop a game for students to play at the Family Carnival. The game must use magnets, toy vehicles, and require calculation of distance traveled. The game should be easy for elementary students to play. Let’s see who can go the distance!!!

39. Focus Standards Math Science
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/ /100=34/100.
4.NF.C.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 meters; locate 0.62 on a number line diagram.
4.MD.A.2 Use the four operations (addition and subtraction) to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Science
GLE Explore the interactions between magnets.
SPI Identify how magnets attract or repel one another.

40. Video Clip https://m.youtube.com/watch?v=dN3DaKlstME

41. Adapted from Wikipedia, free encyclopedia
Close Read
“Truck Pulling”
Adapted from Wikipedia, free encyclopedia
Found at

42. Integrated Math and Science Lesson
Science Learning Target: I can explain the interaction of magnets using attraction (pull) and repel (push).
Math Learning Targets:
I can write equivalent decimal fractions with denominators of 10 and 100.
I can add two fractions with like denominators.

43. What is magnetism?
Magnetism is the force when you hold two magnets close and feel them either attract (pull toward one another) or repel (push away).

44. Materials
Toy truck
Two magnets
Cardboard track
Timer
Meter stick

45. Truck Run Directions
Place one magnet in the bed of the toy truck and place the truck at the starting point.
Use the second magnet under the cardboard track to push the truck forward.
You have one minute to push the truck down the track. Once the truck crosses the track outlined in black, mark the distance with a stickie and return to start.
You may have two runs within the minute before calculating the total distance. Remember to place a stickie at each stopping point.
Add the two decimal fractions in 100ths to get the total distance traveled to your engineering notebook.

46. Push and Pull of Magnets

47. Measure distance traveled with the meter stick

48. Reflection How can you use this integrated lesson in your classroom?
What is the purpose of applying math to science content?

49. Three W’s
What did I learn today and how do I plan to share with others my learning of today?
So What? (relevancy, importance, usefulness)
Now What? (how does this fit into what students are expected to do, does it affect our thinking, can we predict where we are going)

50. http://www. mediacollege