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WELCOME TO GRADE 4 BIG IDEA 3

WELCOME TO GRADE 4 BIG IDEA 3. While we are waiting to begin, please make sure that you have: • signed in on the hard copy. • signed in on the computer. Directions and BE # are on the table next to the computer. • ordered lunch in room 301 now, if you wish.

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WELCOME TO GRADE 4 BIG IDEA 3

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  1. WELCOME TO GRADE 4BIG IDEA 3 While we are waiting to begin, please make sure that you have: • signed in on the hard copy. • signed in on the computer. Directions and BE # are on the table next to the computer. • ordered lunch in room 301 now, if you wish. We will break for lunch around 11:30 for one hour.

  2. GROUP NORMS AND HOUSEKEEPING LOGISTICS: Group Norms: Rest Rooms Participate Phone Calls Listen with an open mind Breaks Lunch Ask questions Punctuality Work toward solutions Sharing Limit side bars

  3. Is Doubling Always Doubling? Using centimeter graph paper, draw a quadrilateral with an area of 10 square units. Below this polygon, draw a similar quadrilateral by doubling the length and width of your first shape. Explain what happens to the area of your quadrilaterals.

  4. FOURTH GRADE BIG IDEA 3 Develop an understanding of area and determine the area of two-dimensional shapes.

  5. FCAT Reporting Categories Operations & Problems 45% Base Ten & Fractions 25%

  6. Time To Examine TE’s • Look in the chapter planner. List the benchmarks that are to be taught in this chapter. • Note specific content that will be taught. • Examine the “Teaching for Depth” component that appears in the beginning of each chapter. Share information that you think is essential. • Review the chapter. List any content or vocabulary that appears to be unfamiliar.

  7. WHAT IS TEACHING TO DEPTH OF UNDERSTANDING

  8. Today’s workshop will focus on the following benchmarks and concepts:

  9. BIG IDEA 3 MA.4.G.3.1 Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area. MA.4.G.3.2 Justify the formula for the area of the rectangle "area = base x height". MA.4.G.3.3 Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems.

  10. Mr. Clark hired workers to construct an in-ground pool in his backyard. For which of the following situations might the workers have used the area formula when constructing the pool? a. determining the amount of water needed to fill the pool b. determining the amount of fencing to put around the pool c. determining the amount of ground the bottom of the pool will cover d. determining the amount of dirt that will need to be dug for the pool

  11. Mr. Hanson is getting new carpet in his classroom. Which is the best estimate of the total amount of carpet needed to cover the entire floor of a classroom? a. 6 square feet c. 600 square feet b. 6 square inches d. 600 square inches Lana bought a patch in the shape of an “L” to sew onto the back of her denim jacket. The size of the patch is shown below. Using the provided ruler, what is the area, in square centimeters, of Lana’s patch?

  12. Explore Area with Geoboards

  13. Grab and Go Center

  14. Explore Area with Color Tiles

  15. Estimate Area

  16. iTools

  17. 3 m 5 yd 7 m 10 yd Area = base x height Area = length x width A = b x h A = l x w

  18. Predict & Compare 8 “ 4 ” 8” 5” 10” 10”

  19. Construct an 8 cm square and a 12 cm x 6 cm rectangle.

  20. A rectangular classroom has a perimeter of 140 feet. If the length of the classroom is 40 feet, what is the area?

  21. You are going to make a rectangular vegetable garden using 100 feet of chain link fencing. To make room for lots of vegetables, you want the largest possible area. What will be the base and height of your garden?

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