Grade 4 Module 2 Unpacking

Unit Conversion and Problem Solving Metric Measurement

Facilitated by Christine King

September 9, 2018

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• Use the materials to make a number bead string.
• Knot one end, then begin beading.
• Ten of one color, followed by 10 white beads, then repeat pattern until you reach 100.
• Knot the end, so your beads do not fall off.

Build a Number Bead String

Online Tool: http://www.taw.org.uk/lic/itp/count_on.html

Welcome and Overview

Group Norms

Trust

Sharing

Respect

Belonging

“Norms are the agreements of a group about how the members will work together…” (Center on Disability and Community Inclusion, 2014)

Session Overview

• Fluencies and KUD (Know, Understand and Do)
• Tools, Models and Strategies
• Incorporating Pedagogical Structures
• Application, Share Out and Reflection

Do the problems first.

Task: Take the Module Exam

• End-of-Module - Module 2
• #1 (do 1 section)
• #2 and #3 (do a, b or c)
• #4

• End-of-Module - Module 7
• #3

As you work, think about:

• Where you might have made a mistake and then self-corrected?
• Where you had to re-read to make sense of the situation?
• Where your students might get frustrated or confused?
• Where you only knew one way to approach the problem or situation?
• The DoK levels of the problem.

What are we learning?

• What are the Stage 3 and Stage 4 fluencies that are developed and can be assessed during this module?

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• What should students know, understand and be able to do by the end of this module?

Exploration Stations

• If I have a meter, how many centimeters is that?
• If I have a kilometer, how many meters is that?
• If I have a kilometer, how many centimeters is that?
• If I have a liter, how many milliliters is that?
• If I have a kilogram, how many grams is that?

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What are the questions that we need to ask for the Customary Units?

Consistently use tools, models and strategies.

Tools, Models and Strategies

The Power of Ratio Tables

Find tasks that stimulate conversation.

Task: Lesson 1 Problem Set #4

Pedagogical Structures: Act-it Out, Rally Coach or Pairs Compare

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Rally Coach: Student A coaches Student B in how to complete the problem. Student A works to use precise mathematical language.

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Pairs Compare: Students work in partnership to complete a problem that the larger group selected. Once they complete the problem the partnerships then compare their solution pathways and answers.

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Task: Lesson 5 Problem Set #1 and #2

Pedagogical Structure: Problem Solving Peer Tutoring Script

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Sprint String, then Fluency Carousel

4 m 80 cm + 1m 10 cm = ____m ____cm

4 m 90 cm + 1m 10 cm = ____m ____cm

4 m 90 cm + 1m 20 cm = ____m ____cm

4 m 90 cm + 1m 60 cm = ____m ____cm

Converting Measurements

This child is 3 feet 4 inches tall. Is he tall enough to ride this ride?

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Converting Measurements

3 feet 4 inches

42 inches

What is the larger unit of measure?

Thank you!

christine@ckinged.com

www.ckingeducation.com