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Eureka Math 4th Grade Module 2 - Homework Guide for Free Videos

Eureka Math 4th Grade Module 2 - Homework Guide for Free Videos
Eureka Math 4th Grade Module 2 - Homework Guide for Free Videos
Eureka Math 4th Grade Module 2 - Homework Guide for Free Videos
Eureka Math 4th Grade Module 2 - Homework Guide for Free Videos
File Type

PDF

(401 KB|2 pages)
Standards
  • Product Description
  • StandardsNEW
I have recorded 154 free YouTube videos covering every single 4th grade Eureka Math lesson. These videos are intended to help students, families, and teachers with Eureka Math homework. In each video, I model how to solve some representative problems from that night’s homework, leaving plenty available to challenge students.

The videos are free (search for "Mr. Kung Has Problems" to find them).

This TPT product is three-fold:
- It's a complete list of links to all of the videos in Module 2.
- It's a list of a couple ways that these videos could be incorporated into your classroom as part of homework support or combo classes.
- It's a complete list of exactly which homework problems appear in the Module 2 videos, so that you can assign problems which include or exclude those problems, depending on your goal.

Note: I made the Module 2 version free since there are so few (5) lessons in the module. I have a more complete list of ideas with the other modules, which also cover many more lessons.
Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
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.
Use the four operations 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.
Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36),...
Total Pages
2 pages
Answer Key
Does not apply
Teaching Duration
N/A
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