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Math Around Town

Grade 4, Mathematics

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Description of Unit

Students will learn about real-life mathematics applications in the world around them.

This guide links the Math Around Town unit to the Texas Essential Knowledge and Skills (TEKS) for fourth graders. Math Around Town is a mathematics unit that allows students to discover the uses of math in the real world, using interviews with professionals who need math skills for their jobs. Though a mathematics unit, Math Around Town also leads students to practice skills in the other subject areas of English language arts, science, and social studies. For example, students use critical thinking and problem solving, which the science TEKS require, and writing and research skills, which the English Language Arts and Reading and Social Studies TEKS include. The following document includes the applicable TEKS and the details of the Math Around Town unit. The asterisks indicate that those TEKS are testable on the State of Texas Assessments of Academic Readiness (STAAR). The final section of this document presents the applicable Texas College and Career Readiness Standards adopted by the Texas Higher Education Coordinating Board (THECB) on January 24, 2008.

Phase I. Learning Experiences

  1. Read Math Curse, by Jon Scieszka and Lane Smith, to students.
    • As a whole class, students brainstorm all of the examples of mathematics that they have encountered that day. Then in small groups, students categorize these examples according to mathematics concepts taught in fourth grade.
    • In partner teams of two or more, students work the problems in the book Math Curse. (Answer key provided—See Attachment #1.) Students classify each of the problems in the book as one of the following: basic math facts, basic math problem solving, higherlevel math problem solving, you've-got-a-problem-but-it-isn't-math, or you-asked-thewrong- question math problem (credit to Suzy Red in Lockhart, TX). Use Math Curse Problem Categorization—Attachment #2.
    • Using the Math Curse format, each student will spend a day recording in a journal how he/she uses mathematics in everyday activities at home and school. He/she then will create Parallel Problems based on journal entries similar to those in Attachment #3— Parallel Problems.
  2. To demonstrate other applications of math skills in real life, students solve multi-step mathematics problems. (See Attachments #4 and #5—Pizza Party and Cover It Up.) You may wish to select various student examples that illustrate the diversity of solutions and follow up with a discussion. This will allow students to compare problem-solving strategies and understand that there are many ways to solve a problem.
  3. To show how mathematics is used in careers, each student will complete one of the career-based mathematics problems attachments—Movie Mania, TV Show, or Golf Course Construction—and will write a brief summary of how they arrived at each answer. (See Attachments #10, #11, or #12.)

Phase II. Independent Research

  1. Each student will select a career to study. A primary focus is to find out how mathematics is used in that career, though the student may want to learn about other aspects of that career as well. To get started, give students a list of careers (Attachment #6—Occupations) that reflect the composition of the workforce in your community. Using the list or other resources, each student will choose a career in which professionals rely heavily upon mathematics skills. You may wish to use http://www.bls.gov/k12/ to help students explore their own career interests.
  2. Each student will prepare a set of interview questions and will conduct an interview with a person in the field of work identified for study. He/she should try to discover all of the mathematical applications used in that person's job.
    • Use Attachment #7—Interview Questions & Answers, to write questions and record answers.
    • Use Attachment #8—Job-related Math Skills, to identify which mathematical concepts interviewees use on their jobs on a regular basis.
    • Use Attachment #9—Interview Math Problems, with samples of math problems the interviewee encounters on the job.

B. The product

Each student will develop a board game or a learning center based on how math is used in the career studied.

  • The game should include fair rules and nine mathematics concepts found in the fourth grade TEKS. (See Attachment #13.)
  • A learning center for another grade level should show how mathematics is used in a particular career. Centers must include directions and manipulatives for each activity. (See Attachment #14.)

C. Communication

Each student will participate in a “job interview” in which he/she demonstrates knowledge of the role of mathematics in the career of study. The student may want to dress as a person in that career and discuss the different ways in which math is important to the jobs they studied. The interview should be audiotaped or videotaped.

The student should write questions for the interviewer. Some questions the interviewer may ask include the following:

  • How has the way the people in that job use math changed over time?
  • What math tools did they use in the past that they do not use now?
  • What math tools do they use now that they did not use in the past?

D. Submission

  1. The cover sheet
  2. Attachment #7—Interview Questions & Answers
  3. Attachment #8—Job-related Math Skills
  4. Attachment #9—Interview Math Problems
  5. Product—Attachment #13 or #14
  6. Audiotape or videotape of job interview, including the Q&A session

This unit may address the following TEKS.

110.6., English Language Arts and Reading, Grade 4, Adopted 2017

110.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
110.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
110.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
110.6(b)(3)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively.
110.6(b)(12)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
110.6(b)(11)
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
110.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
110.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.

111.6, Mathematics, Grade 4

111.6(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.6(b)(4)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for whole number computations and decimal sums and differences in order to solve problems with efficiency and accuracy.
111.6(b)(6)
Geometry and measurement. The student applies mathematical process standards to analyze geometric attributes in order to develop generalizations about their properties.
111.6(b)(8)
Geometry and measurement. The student applies mathematical process standards to select appropriate customary and metric units, strategies, and tools to solve problems involving measurement.
111.6(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
111.6(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

111.7, Mathematics, Grade 5

111.7(b)(1)
Mathematical process standards. The student uses mathematical processes to acquire and demonstrate mathematical understanding.
111.7(b)(3)
Number and operations. The student applies mathematical process standards to develop and use strategies and methods for positive rational number computations in order to solve problems with efficiency and accuracy.
111.7(b)(7)
Geometry and measurement. The student applies mathematical process standards to select appropriate units, strategies, and tools to solve problems involving measurement. The student is expected to solve problems by calculating conversions within a measurement system, customary or metric.
111.7(b)(9)
Data analysis. The student applies mathematical process standards to solve problems by collecting, organizing, displaying, and interpreting data.
111.7(b)(10)
Personal financial literacy. The student applies mathematical process standards to manage one's financial resources effectively for lifetime financial security.

112.6., Science, Grade 4, Adopted 2021

112.6(b)(2)
Scientific and engineering practices. The student analyzes and interprets data to derive meaning, identify features and patterns, and discover relationships or correlations to develop evidence-based arguments or evaluate designs. The student is expected to:
112.6(b)(1)(D)
use tools, including hand lenses; metric rulers; Celsius thermometers; calculators; laser pointers; mirrors; digital scales; balances; graduated cylinders; beakers; hot plates; meter sticks; magnets; notebooks; timing devices; sieves; materials for building circuits; materials to support observation of habitats of organisms such as terrariums, aquariums, and collecting nets; and materials to support digital data collection such as computers, tablets, and cameras, to observe, measure, test, and analyze information;
112.6(b)(6)
Matter and energy. The student knows that matter has measurable physical properties that determine how matter is identified, classified, changed, and used. The student is expected to:

113.15, Social Studies, Grade 4

113.15(b)(9)
Geography. The student understands how people adapt to and modify their environment.
113.15(b)(12)
Economics. The student understands patterns of work and economic activities in Texas.
113.15(b)(13)
Economics. The student understands how Texas, the United States, and other parts of the world are economically interdependent.
113.15(b)(20)
Science, technology, and society. The student understands the impact of science and technology on life in Texas.
113.15(b)(21)
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology.
113.15(b)(22)
Social studies skills. The student communicates in written, oral, and visual forms.
113.15(b)(23)
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings.

128.6., Spanish Language Arts and Reading, Grade 4, Adopted 2017

128.6(b)(4)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to use appropriate fluency (rate, accuracy, and prosody) when reading grade-level text.
128.6(b)(8)
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.
128.6(b)(12)(D)
compose correspondence that requests information.
128.6(b)(12)(B)
compose informational texts, including brief compositions that convey information about a topic, using a clear central idea and genre characteristics and craft;
128.6(b)(3)(B)
use context within and beyond a sentence to determine the relevant meaning of unfamiliar words or multiple-meaning words;
128.6(b)(3)(C)
identify the meaning of and use base words with affixes, including mono-, sobre-, sub-, inter-, poli-, -able, -ante, -eza, -ancia, and -ura, and roots, including auto, bio, grafía, metro, fono, and tele;
128.6(b)(11)(D)
edit drafts using standard Spanish conventions, including:
128.6(b)(11)(D)(ix)
capitalization of historical events and documents, titles of books, stories, and essays;
128.6(b)(11)(D)(x)
punctuation marks, including commas in compound and complex sentences and em dash for dialogue
128.6(b)(11)(D)(xi)
correct spelling of words with grade-appropriate orthographic patterns and rules
128.6(b)(11)(D)(vii)
pronouns, including personal, possessive, objective, reflexive, and prepositional;
128.6(b)(11)(D)(v)
adverbs that convey frequency and adverbs that convey degree;
128.6(b)(11)(D)(ii)
irregular verbs;
128.6(b)(11)(D)(iii)
singular, plural, common, and proper nouns, including gender-specific articles;
128.6(b)(11)(D)(iv)
adjectives, including their comparative and superlative forms;
128.6(b)(11)(D)(vi)
prepositions and prepositional phrases;
128.6(b)(13)
Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.
128.6(b)(13)(F)
recognize the difference between paraphrasing and plagiarism when using source materials;
128.6(b)(13)(G)
develop a bibliography
128.6(b)(13)(A)
generate and clarify questions on a topic for formal and informal inquiry;
128.6(b)(13)(B)
develop and follow a research plan with adult assistance;
128.6(b)(13)(C)
identify and gather relevant information from a variety of sources;
128.6(b)(1)
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion.
128.6(b)(1)(C)
express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively
128.6(b)(5)
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.

This unit may address the following Texas College and Career Readiness Standards.

Science:

S.I.A.4
Rely on reproducible observations of empirical evidence when constructing, analyzing, and evaluating explanations of natural events and processes.
S.I.B.1
Design and conduct scientific investigations in which hypotheses are formulated and tested.
S.I.C.1
Collaborate on joint projects.
S.I.E.1
Use several modes of expression to describe or characterize natural patterns and phenomena. These modes of expression include narrative, numerical, graphical, pictorial, symbolic, and kinesthetic.
S.I.E.2
Use essential vocabulary of the discipline being studied.
S.III.B.2
Set up apparatuses, carry out procedures, and collect specified data from a given set of appropriate instructions.
S.III.B.3
Recognize scientific and technical vocabulary in the field of study and use this vocabulary to enhance clarity of communication.
S.III.B.4
List, use , and give examples of specific strategies before, during, and after reading to improve comprehension.
S.III.C.1
Prepare and present scientific/technical information in appropriate formats for various audiences.
S.III.D.1
Use search engines, databases, and other digital electronic tools effectively to locate information.
S.III.D.2
Evaluate quality, accuracy, completeness, reliability, and currency of information from any source.
S.V.C.1
Recognize patterns of change.
S.V.E.1
Use models to make predictions.

Social Studies:

SS.I.F.1
 Use a variety of research and analytical tools to explore questions or issues thoroughly and fairly.
SS.I.A.3
 Analyze how physical and cultural processes have shaped human communities over time.
SS.I.A.5
 Analyze how various cultural regions have changed over time.
SS.III.B.1
 Apply social studies methodologies to compare societies and cultures.
SS.IV.A.1
 Identify and analyze the main idea(s) and point(s)-of-view in sources.
SS.IV.A.2
 Situate an informational source in its appropriate contexts (contemporary, historical, cultural).
SS.IV.A.3
 Evaluate sources from multiple perspectives.
SS.IV.A.4
 Understand the differences between a primary and secondary source and use each appropriately to conduct research and construct arguments.
SS.IV.A.5
 Read narrative texts critically.
SS.IV.A.6
 Read research data critically.
SS.IV.B.1
 Use established research methodologies.
SS.IV.B.3
 Gather, organize, and display the results of data and research.
SS.IV.B.4
 Identify and collect sources.
SS.IV.C.1
 Understand and interpret presentations (e.g., speeches, lectures, informal presentations) critically.
SS.IV.D.1
 Construct a thesis that is supported by evidence.
SS.IV.D.2
 Recognize and evaluate counter-arguments.
SS.V.A.1
 Use appropriate oral communication techniques depending on the context or nature of the interaction.
SS.V.A.2
 Use conventions of standard written English.
SS.V.B.1
 Attribute ideas and information to source materials and authors.

Cross-Disciplinary Standards:

CDS.I.A.1
 Engage in scholarly inquiry and dialogue.
CDS.I.A.2
 Accept constructive criticism and revise personal views when valid evidence warrants.
CDS.I.B.1
 Consider arguments and conclusions of self and others.
CDS.I.B.2
 Construct well-reasoned arguments to explain phenomena, validate conjectures, or support positions.
CDS.I.B.3
 Gather evidence to support arguments, findings, or lines of reasoning.
CDS.I.B.4
 Support or modify claims based on the results of an inquiry.
CDS.I.D.1
 Self-monitor learning needs and seek assistance when needed.
CDS.I.D.2
 Use study habits necessary to manage academic pursuits and requirements.
CDS.I.D.3
 Strive for accuracy and precision.
CDS.I.D.4
 Persevere to complete and master tasks.
CDS.I.E.1
 Work independently.
CDS.I.E.2
 Work collaboratively.
CDS.I.F.1
 Attribute ideas and information to source materials and people.
CDS.I.F.2
 Evaluate sources for quality of content, validity, credibility, and relevance.
CDS.I.F.3
 Include the ideas of others and the complexities of the debate, issue, or problem.
CDS.I.F.4
 Understand and adhere to ethical codes of conduct.
CDS.II.A.1
 Use effective prereading strategies.
CDS.II.A.2
 Use a variety of strategies to understand the meanings of new words.
CDS.II.A.3
 Identify the intended purpose and audience of the text.
CDS.II.A.4
 Identify the key information and supporting details.
CDS.II.A.5
 Analyze textual information critically.
CDS.II.A.7
 Adapt reading strategies according to structure of texts.
CDS.II.A.8
 Connect reading to historical and current events and personal interest.
CDS.II.B.1
 Write clearly and coherently using standard writing conventions.
CDS.II.B.2
 Write in a variety of forms for various audiences and purposes.
CDS.II.C.1
 Understand which topics or questions are to be investigated.
CDS.II.C.2
 Explore a research topic.
CDS.II.C.3
 Refine research topic based on preliminary research and devise a timeline for completing work.
CDS.II.C.4
 Evaluate the validity and reliability of sources.
CDS.II.C.5
 Synthesize and organize information effectively.
CDS.II.C.6
 Design and present an effective product.
CDS.II.C.7
 Integrate source material.
CDS.II.C.8
 Present final product.
CDS.II.D.1
 Identify patterns or departures from patterns among data.
CDS.II.D.2
 Use statistical and probabilistic skills necessary for planning an investigation and collecting, analyzing, and interpreting data
CDS.II.D.3
 Present analyzed data and communicate findings in a variety of formats.
CDS.II.E.1
 Use technology to gather information.
CDS.II.E.2
 Use technology to organize, manage, and analyze information.
CDS.II.E.3
 Use technology to communicate and display findings in a clear and coherent manner.
CDS.II.E.4
 Use technology appropriately.

English Language Arts:

ELA.I.A.4
Review feedback and revise each draft by organizing it more logically and fluidly, refining key ideas, and using language more precisely and effectively.
ELA.I.A.2
Generate ideas, gather information, and manage evidence relevant to the topic and purpose.
ELA.I.A.3
Evaluate relevance, quality, sufficiency, and depth of preliminary ideas and information; organize material generated; and formulate a thesis or purpose statement.
ELA.II.A.5
Analyze and evaluate implicit and explicit arguments in a variety of texts for the quality and coherence of evidence and reasoning.
ELA.II.A.4
Make evidence-based inferences about a text’s meaning, intent, and values.
ELA.II.A.1
Use effective reading strategies to determine a written work’s purpose and intended audience.
ELA.II.A.2
Use text features to form an overview of content and to locate information.
ELA.II.D.1
Make text-to-self, text-to-text, and text-to-world connections.
ELA.III.A.5
Plan and deliver focused, coherent presentations that convey clear and distinct perspectives and demonstrate sound reasoning.
ELA.III.A.4
Adjust delivery, vocabulary, and length of message for particular audiences, purposes, and contexts.
ELA.III.A.1
Participate actively, effectively, and respectfully in one-on-one oral communication as well as in group discussions.
ELA.III.A.3
Understand how style, register, and content of spoken language vary in different contexts and influence the listener’s understanding.
ELA.IV.A.5
Recognize fillers, intentional pauses, and placeholders in speech (e.g., um) and make inferences in context.
ELA.IV.A.4
Comprehend detailed instructions, explanations, and directions in a range of contexts (e.g., specialized contexts such as workplace procedures and operating instructions).
ELA.IV.A.2
Listen critically and respond appropriately.
ELA.IV.A.1
Use a variety of active listening strategies to enhance comprehension.
ELA.IV.A.3
Develop an awareness of rhetorical and stylistic choices used to convey a message.
ELA.IV.A
Apply listening skills in a variety of settings and contexts.
ELA.V.A.3
Devise a plan for completing work on time.
ELA.V.A.1
Articulate and investigate research questions.
ELA.V.A.2
Explore and refine a research topic.
ELA.V.B.3
Assess the relevance and credibility of sources.
ELA.V.B.1
Explore and collect a range of potential sources.
ELA.V.C
Design and produce an effective product.
ELA.V.C.1
Integrate and organize material effectively.
ELA.V.C.2
Use and attribute source material ethically.

Mathematics:

M.I.A.2
Perform computations with rational and irrational numbers.
M.I.A.1
Compare relative magnitudes of rational and irrational numbers, and understand that numbers can be represented in different ways.
M.IV.C.1
Use probability to make informed decisions.
M.V.A.1
Formulate a statistical question, plan an investigation, and collect data.
M.V.B.4
Describe patterns and departure from patterns in the study data.
M.V.B.2
Construct appropriate visual representations of data.
M.V.B.1
Classify types of data.
M.VII.A.5
Evaluate the problem-solving process.
M.VII.A.4
Justify the solution.
M.VII.A.2
Formulate a plan or strategy.
M.VII.A.1
Analyze given information.
M.VII.A.3
Determine a solution.
M.VII.C.2
Understand attributes and relationships with inductive and deductive reasoning.
M.VII.D.1
Interpret results of the mathematical problem in terms of the original real-world situation.
M.VIII.A.3
Use mathematical language for reasoning, problem solving, making connections, and generalizing.
M.VIII.A.1
Use mathematical symbols, terminology, and notation to represent given and unknown information in a problem.
M.VIII.A.2
Use mathematical language to represent and communicate the mathematical concepts in a problem.
M.VIII.C.2
ate and use representations to organize, record, and communicate mathematical ideas.
M.VIII.C.3
Explain, display, or justify mathematical ideas and arguments using precise mathematical language in written or oral communications.
M.VIII.C.1
Communicate mathematical ideas, reasoning, and their implications using symbols, diagrams, models, graphs, and words.
M.VIII.B.1
Model and interpret mathematical ideas and concepts using multiple representations.
M.VIII.B.2
Summarize and interpret mathematical information provided orally, visually, or in written form within the given context.
M.IX.B.3
Know and understand the use of mathematics in a variety of careers and professions.
M.IX.B.2
Understand and use appropriate mathematical models in the natural, physical, and social sciences.
M.IX.B.1
Use multiple representations to demonstrate links between mathematical and real-world situations.
M.IX.A.1
Connect and use multiple key concepts of mathematics in situations and problems.
M.IX.A.2
Connect mathematics to the study of other disciplines.
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