DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )

DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
DAILY MATH DIALOGUE JOURNAL (4th Grade _Vol. 1 )
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PDF

(3 MB|25 pages)
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Standards
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This activity is a journal with 40 rich mathematical problems, accompanying google slides for daily projection and answer key. There is a wide margin designed on each page so the teacher can comment on a student’s thinking or engage in dialogue about their ideas. The pressure of improving student achievement scores on the Smarter Balance or MARS exams is known by many educators. It is difficult to provide enough practice of the types of problems that students will see on these assessments without compromising your everyday curricular goals. The goal of this Journal is 40 days of daily problems that target the variety problems that are often on these exams as well as problems to let students think deeply about their mathematics, draw pictures, and provide opportunities for reflection and meta-cognition. The beauty of this is that you get to practice good problems, think deeply about mathematics and incorporate writing across the curriculum. This journal (Volume 1) was designed for the first quarter of 4th Grade. I am working on more volumes to complete the year.

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Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.
Total Pages
25 pages
Answer Key
Included
Teaching Duration
N/A
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