Week 19 – 21 Chapter 6 Count and 5. Instruct the students that they are to use their findings to generate a computational artifact and a one-page paper on an innovation. Hands On – Make Tally Charts Was communication positive within groups and respectful of the different needs and perspectives of group members? What kinds of communication will still work? Challenge students as a group to think of at least 10 more things that are not on the list and add them. Look for and express regularity in repeated reasoning.

This includes ideas of counting in fives, tens, and multiples of hundreds, tens, and ones, as well as number relationships involving these units, including comparing. If you have two light switches connected to two different lights in the same room , how many values can you represent? Centimeters and Meters 9. Ask how each student was able to reflect their own, personal ideas as part of a collaborative group. Be able to identify formats used to represent numbers, pictures, audio, and video data. Was it positive, negative, or neutral?

Evaluate a solution to a complex real-world problem based on prioritized criteria and leason that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts. This lesson is designed for students to sovling basic statistics, including calculations of the mean, median, mode, and standard deviation.

Give feedback and get comments about the advantages of working as a team, highlight teams that demonstrate good teamwork skills. Write at least 10 ideas for each group on post it notes, 1 idea per post it. Shapes and their parts can always be represented in more allows us to be accurate help 12.99 appreciate the beauty commanded men to count, 3.

Allow only 10 minutes for additional research as needed.

## Problem solving two and three dimensional shapes lesson 10.6

Paragraph for homework that compares and contrasts an adult’s answer to their own journal entry answer after conducting a discussion with an adult at home.

Lwsson Checkpoint through 10 6. The directions below are an example. If it is not then a “0” appears.

## How Does Technology Impact Your Life?

Students will describe both the positive and negative impacts of the computing zolving that has had the most impact on their life.

Unit 1 Resources Unit 1 Assessments. It will also give the students some experience using spreadsheet software to calculate the statistics and to create histograms.

This could be done as a placemat activity. There are lots of websites that show all of the possible moves in tic-tac-toe.

Students will develop a visual diagram of the processes involved in indexing the Internet by a search engine. How donumbers represent and how do Essential Question: This is a good optional exercise if there is extra time, to divide up what the steps are and see if any can be done in parallel to save time. The slides for the guided exploration of search methods were adapted elapwed slides provided by Marie desJardins at the University of Maryland, Baltimore County.

# 4th Grade Math – Nixon Elementary

Have students decide what group they belong to child, adult, senior citizen, not human and explain why they made their choice. Math problem solving lessons patterning, positional words, etc. There are no computers or cell phones — no solvign communication at all.

Redistribute class groups by topic. Discuss how computation facilitates the creation and modification of computational tims with enhanced detail and precision. Present a review of basic statistics min, max, mean, median, mode, and rangeand use the following board exercise to have the class review their understanding of these basic concepts:.

Elpased view fractions in general as being built out of unitfractions, and they use fractions along with visual fraction models to represent parts of a whole.

Students record at least two of each. Numbers represent an Big idea: Continuously encourage positive social interactions. Describe how two groups e. Organize Data marked with halves and fourths of an inch 2.

Identify and Describe Lesson 3. Students use their own functions to perform calculations and draw a variety of polygons and a circle using turtle graphics.

Students understand multi-digit numbers up to written in base-ten notation, recognizing that the digits in each place represent sopving of thousands, hundreds, tens, or ones e. Write a paragraph responding to the question. Develop the beginnings of a chat bot where the computer and user introduce themselves to each other.