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“I Can” Statements 4 th Math 1 st Six Weeks. TNCore Focus Standards 2012-13 Extend understanding of fraction equivalence and ordering. Build fractions.

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Presentation on theme: "“I Can” Statements 4 th Math 1 st Six Weeks. TNCore Focus Standards 2012-13 Extend understanding of fraction equivalence and ordering. Build fractions."— Presentation transcript:

1 “I Can” Statements 4 th Math 1 st Six Weeks

2 TNCore Focus Standards Extend understanding of fraction equivalence and ordering. Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers. Dropped from the TCAP: SPI , SPI , SPI , SPI , SPI , SPI , SPI , SPI , SPI

3 1 st Six Weeks Pacing Guide (Combine lessons when appropriate.) Lessons: (Review: 1.3) 1.5-* (Review: 2.4, 2.5, 2.6) (Review: 3.1) (Review: 5.1) * TNCore FocusS tandards : #1 Extend understanding of fraction equivalence and ordering. #2 Build fractions from unit fractions by applying and extending previous understanding of operations on whole numbers. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)

4 “I Can” Lesson ,  I can identify the value of each place and digit in a number.  I can put numbers to 10,000 in order and use words and symbols to show equal to, less than, and greater than.  I can use decimals in money to help me make estimates.  I can make change in a transaction.  I can ID a number represented in lots of different ways— symbols, numbers, verbal, pictures. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)

5 “I Can” 2.1,  I can explain why my answer is reasonable.  I can add and subtract in my head.  I can ID and use commutative, associative, and distributive properties.  I can tell when information is missing or extra in a word problem.  I can use whole numbers, fractions, and/or decimals to solve word problems.  I can solve word problems that have 2- and 3-digit whole numbers that require addition and substation (with and without regrouping).  I can use a picture or a diagram to show a problem written in words.  I can write a number sentence or equation to show a problem written in words

6 “I Can”  I can use number and/or picture arrays, and repeated addition to multiply.  I can use patterns and skip counting to find multiples.  I can use the properties of multiplication (commutative, zero, identity) to help me multiply.  I can break apart facts to find the product (distributive property).

7 “I Can”  I can describe the meaning of…  Equation  Inverse Operation  I can use models to show that division is the opposite of multiplication.  I can use fact families to show related multiplication and division facts.  I can demonstrate the special properties of zero in division.  I can use multiplication facts to divide.  I can use a model or picture to help me write and solve an equation.

8 “I Can” , I can multiply by 10 and 100. I can break numbers apart to do mental math. I can use place-value blocks to model how to break apart numbers. I can use compatible numbers to multiple mentally. I can round numbers to help me estimate when I multiply. I can explain why my answer is reasonable. I can use different strategies to help me multiply-- join equal groups, place value blocks, arrays, models, pictures, and diagrams. I can find partial products when multiplying a 2-digit number by a 1-digit number. I can regroup when multiplying 3- digit numbers. I can use a model or picture to help me write and solve an equation.

9 “I Can” I can describe the meaning of… Equation Expression I can use letters and symbols to stand for an unknown number. I can write a simple math problem that contains a symbol or letter for an unknown number. I can look for a pattern or sequence to help me write a rule about the relationship of numbers in a problem. I can solve story problems by using strategies like models and place-value blocks. I can explain why my answer is reasonable. *Note: SPI Dropped from the TCAP (Lesson 1.6, TN Handbook: pg. TN16) SPI Dropped from the TCAP (Lesson 6.1, 15.5, TN Handbook: pg. TN53)


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