Math EducationIn Ms. Kenny’s 4th Grade
ClassHello Parents and Families!
My name is Ms. Kenny, and I am your student’s 4th grade teacher this year! I am a recent graduate of Seattle Pacific University. In my spare time I love to crochet, go hiking, play guitar, and explore Seattle with friends.
I’m so excited to have your students in my class this year! It is going to be a great school year. In this issue of the 4th grade newsletter I want to inform you about what math will look like in my
classroom. It is my goal that every student feel successful and confident in math,
and that every student is supported and given the help that they need. In this newsletter you will learn more
about the Common Core standards for 4th grade math, the math tools and manipulatives that will be available for student use, and
my personal philosophy about math education.
Common Core State Standards for 4th Grade
The Common Core state standards for mathematics are divided up into 5 different domains: operations and algebraic thinking, number and operations in base 10, fractions, measurement and data, and geometry. Each of these domains has different focuses and goals for fourth grade students, and the purpose of each goal is to prepare students for math at the next grade level and for the math that we use in daily life. I have included a brief summary of each domain, what your student will be learning, and the materials we will be using to help us.
Operations and Algebraic Thinking
What will my student be learning?Students will be learning how
to solve problems using addition, subtraction,
multiplication, and division. We will be working especially
on word problems using multiplication and division (including what to do with
remainders!). Some of these word problems will involve multiple steps. We will also
be working on finding factors and multiples of numbers, and
determining if numbers are prime. Lastly, we will work on creating patterns that follow a
specific rule.
How will my student be learning this?In order to master these
concepts, a variety of tools will be availabe to students.
Colorful square tiles are useful for finding factors, creating
arrays, and visualizing division or multiplication. Additionally, there will be a number line at
the front of the class for students who prefer using
number lines to visualize their calculations. Students will
also invent their own strategies for solving these problems! I will also have plenty of flash cards for
students to keep up w ith their math facts!
Number and Operations in Base 10
What will my student be learning?
Students will have a good understanding of place value
and understand that a number in one place value is ten times
the digit to the right. They will apply this understanding
to rounding numbers to a particular place value.
Students will also be able to perform calculations such as addition and subtraction of
multidigit numbers. They will also be able to multiply two digit numbers by two digit
numbers, and divide multidigit numbers by a single digit
number.
How will my student
be learning this?
Students will learn these concepts by discovering their
own methods for solving them. I will still be teaching the standard algorithms for
the four operations, but students are able to discover
their own methods to do calculations. We will talk
about the variety of different methods and talk about which ones are efficient and which ones are not. But students will be able to choose how they would like to do the
calcultions. When I teach the standard algorithms I will
have a set of base 10 blocks to help students understand concepts such as borrowing
and carrying.
Here are two examples of different strategies that we will be using to solve multidigit multiplication problems!
FractionsWhat will my
student be learning?Students will learn how to understand
and make equivalent fractions, as well as compare fractions of different numerators
or different denominators. We will also work on
addition and subtraction of
fractions of different denominators, and
multiplying fractions by a whole number.
We will also work on word problems including fractions.
Lastly, we will learn about decimals and how to write a decimal given a fraction with a denominator of 10 or 100, as well as compare decimals.
How will my student
be learning this?
Students should have practice with fractions from 3rd grade, but
we will use lots of tools and manipulatives
to ensure that students understand fractions! We will be making our own paper
fraction kits out of
construction paper to start out our work with fractions. But
students will also have Cuisenaire rods, fraction tiles, fraction circles, Unifix cubes,
and pattern blocks to use depending on which works
best for them. We will work on mastering fractions first, and then decimals will come
soon after. For our
work with decimals,
students can use fraction- decimal dominoes to practice!
Measurement and DataWhat will my
student learn?Students will learn how to solve problems involving
measurement, such as time, distance, or mass. They
will learn about different units
of measurement that are used, and they will be able to make their own measurements and plot their data. We will also
use measurement in the area of geometry to measure
angles!
How will my student
learn this?
Students will use the skills they have
learned for the four operations to solve problems involving measurement. In
addition, there is a classroom set of
rulers, timers, and protractors so that
students can practice measurement. We will create
our own measurement problems and use our tools to solve those problems. We will also get lots of practice with
the protractor, both measuring angles and
constructing angles of a certain measure.
Geometry What will my
student learn?In geometry students will be
able to draw different types of lines and classify shapes
based on their characteristics. Students will also learn how to
recognize when a shape or picture is symetrical and draw
the lines of symmetry.
How will my student
learn this?
Students will use the class set of rulers to draw different types of lines and lines of
symmetry. There will also be a set of shapes for the
students to work with that help them learn the names of the shapes and how they are
classified.Common Core Standards for
Mathematical Practice
These are the Common Core standards for mathematical practice, which state habits that all math students should have. My math instruction will provide opportunities for students to grow in each of these areas. We will work together to understand problems before we dive into trying to solve it, using appropriate tools,
stategies and reasoning to work through them. We will work on complex problems that force us to reason and look for structure. We will also have a math environment in which we share our work with the class, justify our conclusions, critique each other’s work, and revise our thinking as necessary. We will work on real-world problems so that when students leave the classroom they can take their math knowledge and apply it! The types of problems that we will work on in my class and the ways that we solve them and discuss them will encourage all my students to develop these math practices!
For more information about Common Core visit http://www.corestandards.org/Math/
A List of MaterialsPost-It Easel Pad (with grid)(6) Advanced Geometric ShapesFunny and Fabulous Fraction StoriesVisual Math DictionaryEveryday Mathematics Intervention Activities: Grade 4Gallon Measurement Set(2) Math in a Flash Multiplication flash cards(2) Math in a Flash Division flash cardsThe Best of TimesThe Grapes of MathFraction FunPiece- Part- PortionFull House: An Invitation to FractionsA Remainder of OneMultiplying Menace: The Revenge of RumpelstiltskinThe Great DivideThe Multiplying Menace DividesMath Matters Level 2Math CurseBase 10 classroom setBase 10 thousandths chips
Square color tiles(2) Wooden pattern blocks(2) Cuisenaire rods (bucket of plastic rods)Decimal- fraction dominoesPrinted Fraction Circles and Squares Complete SetComplete Set of Fraction Tiles with TrayNasco's Single- sided Unlined dry erase math board classroom kitUnifix cubes for place value to a millionUltrak 310 timer set(3) Clearview 12" Flexible Ruler (pkg. of 12)6" professional protractor (bulk protractor set)Nasco's Primary Calculator classroom setNumber line -20 to 100 Bulletin board setExpo low odor dry erase marker setDifferentiating Math Instruction: Strategies that Work for K-8 Classrooms
These are the materials that I will have in my classroom and
will use for math instruction, and they will be available for students to use at any time! This list does not include the technology that I have to use, such as the Document Camera, ActivBoard, a few computers, and a TV/VCR/DVD player. The materials are coordinated with the Common Core standards, and is color-coded as follows:Operations and Algebraic Thinking
Number and Operations in Base 10Number and Operations – FractionsMeasurement and DataGeometryMath books/ Teacher Resources
I was able to purchase all these materials thanks to the principal, who gave $1,500 towards math education in our classroom!
My Teaching PhilosophyIn my classroom, I am very intentional about the way that
mathematics is done. I resonate strongly with an idea from Van De Walle, who says that math education should go from concrete, to semi-concrete, to abstract (Van De Walle 99). This means that at
the beginning of a new topic, students will start by using manipulatives, then move to creating their own graphic representations, and then move onto abstract things such as equations. This is consistent with Jerome Bruner’s theory of constructivism. This theory says that people construct knowledge based upon their existing knowledge, and that it is an active process (Theories of Learning in Educational Psychology). When we start students off by working with manipulatives to solve problems, they are building a very concrete knowledge of the content. Then we can build off that knowledge and move onto semi-concrete and abstract. We are helping students to construct math knowledge by presenting the lesson in a way that builds up on itself.
For this reason, I will always have manipulatives available in my classroom for students to use. They will be stored in such a way so that students can grab them at any time, but the first time that we work with manipulatives I will go over explicit instruction about how we use those manipulatives. Some students take longer than others to move past the concrete stage, so students will be able to access the tools at any time. Additionally, I will make use of the technology in my classroom to help move from concrete to the next stages. Through both the document camera and the ActivBoard I am able to work through problems (from all content areas) both with concrete manipulatives and in semi-concrete and abstract ways. By displaying this work for all the class to see, students will be better prepared to take their math learning to the next level.
Lastly, I believe that math is all about the process, not about the answer. Jean Piaget’s theories of development suggest that students go through a process, and teachers must build off of where they are at at any given time (Educational Implications of Piaget’s Theory). I want to find out where a student is at, see what they are capable of independently, and what they can do with my help (this is called the Zone of Proximal Development)(Mcleod). I will work with students wherever they are in math and we will work together to grow from there!
McLeod, Saul. Zone of Proximal Development. http://www.simplypsychology.org/Zone-of-Proximal-Development.html . 2010. Accessed 23 November 2014.
Theories of Learning in Educational Psychology. http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html.
Accessed 23 November 2014.Van De Walle, John A. Elementary and Middle School Mathematics. Pearson Inc. 2013. Print
Classroom LayoutLast
but not least
this is the
layout of our classroom! Students will sit in groups to encourage working together, and are in close reach of the math manipulatives. The rug and kidney table are places for math instruction, as well as the ActivBoard, document camera and TV that I have at the front of the room!
This is how math will look in Ms. Kenny’s class this year!
I can’t wait to get started!
