Inquiry is a very important part of our science curriculum.  When we are practicing our inquiry skills we begin by asking a question, we design an investigation to answer the question, we make a prediction, we collect and analyze data, we make observations and we finish by drawing a conclusion.  Right now we are working on a science unit that has a lot of opportunities for inquiry.

Our current science unit is about forces and motions.  The Vermont grade expectation is that “students will demonstrate their understanding of force by investigating and describing how different amounts of force can change the direction and speed of an object in motion.”  We have 3 ramp investigations during this unit.  The first investigates whether the length of a ramp effects the distance a ball will travel, the second investigates whether the height of a ramp effects the distance a ball will travel and the third investigates whether the mass of the ball effects the distance the ball will travel.  All three require us to control variables, run multiple trials, collect data, and draw conclusions.  It’s also really fun to play with balls and ramps.

This unit also includes a NECAP science practice task.  When we finish a NECAP science test each year we are allowed to keep the materials for the inquiry task.  We are also encouraged to use the materials to prepare for the NECAP science assessment.  Several years ago the fourth grade NECAP science assessment included a task about forces and motion.  We will conclude this unit by doing this task.  We have been practicing all of the steps, it will be our opportunity to show what we are able to do independently.

I will do my best to post pictures soon of one of our investigations. 

In science we have been studying weather.  Last week we made stop motion animation videos to show the results of research projects on weather fronts, air pressure, and clouds using iMotion on our iPads.  Enjoy!

Fractions!  Fractions! Fractions!  We just finished the first of two fraction units.  Fractions are by far the topic in math that people in our society have the most trouble with.  I think it is because when many people learned about fractions they memorized a series of processes without any meaning attached.  I know I learned to use prime factors to find common denominators.  I tossed around teams like LCM and LCD without knowing what they meant in terms of the size or the value of the fraction itself.  Fractions are a very important topic in fifth grade and, trust me, your children will start fifth grade with a solid foundation to build upon!

     In fourth grade we spend a lot of time modeling fractions focusing on the fact that a fraction is part of a whole.  We used egg cartons, rulers, clocks and number lines to illustrate the size and value of proper and improper fractions as well as mixed numbers.  We found the size of the whole if given a fractional part.  I used candy bars to illustrate the point that we don’t know the size of a fraction unless we know how big the whole is.

     In fourth grade one of the things we focus on is equivalent fractions. We use area models and number lines to reason about equivalence.  We see that the process of multiplying the numerator and denominator of a fraction by the same number corresponds physically to dividing each fraction into smaller equal pieces.   For example:

 

States of Matter Video by 4th Graders

My fourth grade students created this video to help a class of first grade students understand three states of matter.  I divided the class into three groups.  Each group created, practiced, and recorded a video.  I directed the introduction using students who recorded the other sections.  It is amazing what fourth graders can do.  Enjoy!

Using Devices

We have been practicing math facts using our netbooks and iPads!

Learning Multiplication

Multiplication is a major topic in fourth grade mathematics and we have been working hard to learn it.  Many parents wonder why we approach multiplication so differently now than when they were learning it.  Multiplicative reasoning is more than being able to multiply and divide.  It is learning to think in groups.  Multiplication and division strategies can be considered as falling within three levels.

Level 1 is making a picture and counting all of the quantities.  If we need to find the total number of wheels on 5 tricycles, we would draw the five tricycles, each having three wheels and count the wheels.  This level is generally used in second grade.  Level 2 is skip counting by a number such as for 3: 3; 6; 9; 12; 15; 18; 21; 24; 27; 30. The count-bys give the running total.  It can be hard to skip count by numbers that are high.  I know I can't count by 8's without already knowing multiplication facts.  At some point I would revert to counting by ones which is a level 1 strategy.  This level is generally used in the beginning of third grade. Between levels 1 and 3 you will find students repeatedly adding quantities to find an answer to a multiplication situation. These two levels have been left behind at this point in fourth grade.  By the end of third grade students are moving from skip counting to thinking of multiplication problems in an array.

Level 3 methods use the associative property or the distributive property to take numbers apart, multiply the parts and put them back together.  This strategy is what we work to solidify in fourth grade.  We do this by relating multiplication to finding the area of a rectangle.  See example below.

We move from using the diagrams like the one above to using partial products.  Our goal is for every fourth grade student to use partial products to multiply multi-digit numbers by the end of the year.  We will introduce the traditional algorithm before the end of the year and they are taught the traditional multiplication algorithm in fifth grade.

It is important that students have a deep understanding multiplication before they learn the traditional algorithm or they won’t learn to think in groups.  If students don’t fully develop multiplicative reasoning abilities they will have trouble understanding fractions and proportional reasoning in middle school, which will then impact their ability to understand algebra.  

For information go to -- http://commoncoretools.me/wp-content/uploads/2011/05/ccss_progression_cc_oa_k5_2011_05_302.pdf

I really enjoyed meeting with parents at our conferences.  Students learn best when they have a strong team of parents and teachers working together for them.  Parents, please feel free to contact Heidi or me any time you have a question or a concern.

We are finishing up our Animal Adaptations unit.  The weeks before and after Thanksgiving will be devoted to our final projects and activities.  Students will be designing their own animal by focusing on adaptations for survival.  This should result in some interesting animals!  Students will work in partners to make a poster and write paragraphs to picture, name and describe their animal and its adaptations.

In math we continue to build understanding and skills for multiplication.  Students should be working on memorizing multiplication facts.  If they have their facts memorized they will have more mental energy for solving more complex problems. 

On a final note, the fourth grades will be performing a skit about a bullying machine at an assembly on November 30th.  They will need a gray hooded sweatshirt.  If your child doesn't have one please let us know and we will provide one for them.  If your child has and extra gray hooded sweatshirt and is willing to share it, please send it in.

Enjoy your holiday!

Linda