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Math Fourth Grade

Math Fourth Grade. Building Content Knowledge Education Transformation Office. Common Board Configuration (CBC). DATE : August 2013 Introductions: 3 – 2 - 1 Activity. Vocabulary: Pacing guide, Skills Sheets,, Journal Entries , NGSSS, Item Specs. Exit Slip:

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Math Fourth Grade

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  1. Math Fourth Grade Building Content Knowledge Education Transformation Office

  2. Common Board Configuration (CBC) DATE: August 2013 Introductions: 3 – 2 - 1 Activity Vocabulary: Pacing guide, Skills Sheets,, Journal Entries, NGSSS, Item Specs • Exit Slip: • Revisit Essential Question BELL RINGER: BENCHMARK: Math and Resources and Content. • AGENDA: • I Do: • Review focus group materials • We Do: • Teach One/Learn One Activity • They Do: • Map out how you’re going to teach the beginning of the year concepts. • You Do: • Processing Time: Answer the essential question • Homework Instruction Objective: Today we will explore the math review resources and best practices to teach the content effectively. ESSENTIAL QUESTION: How can exploring the math content and resources help me to be an effective teacher?

  3. 3-2-1

  4. Essential Question: How can exploring the math content help me to be a more effective teacher?

  5. What’s New and Continuing with ETO Elementary Math? 2013-2014 School Year

  6. The ETO Website will Continue to Provide Each Grade Level with the Following: • Pacing Guide with day-to-day breakdown • Grade Level Skills Sheets • Independent Centers Binder • Success Academy Lessons

  7. Skills Sheets-Teacher Edition

  8. What is NEW???? GO MATH will now consist of all COMMON CORE Newly created Bellringers by benchmark including basic skill practice Teacher Led Center (TLC) packets by benchmarks New Dashboard for ThinkCentral

  9. GO MATH 4th Grade “Old vs. New”

  10. GO MATH • Go Math textbooks are all correlated to Common Core. • Schools will receive updated Common Core Teacher’s Editions • You will continue to have access to the “Old GO MATH” with the NGSSS through thinkcentral.com

  11. GO MATH Technology Correlations

  12. GO MATH Technology Correlations

  13. Journal Entries

  14. Digging Deeper Into the Math Content- 4th Grade TOPIC I: Place Value, Addition and Subtraction to One Million New Edition Common Core Textbook MACC.4NBT. 1.1; MACC.4NBT.1.2 ; MACC.4.NBT.1.3; MACC.4NBT. 2.4 Infusing the NGSSS MA.4.A.6.1-Reading, Writing and Comparing Whole Numbers

  15. Standards for Mathematical Practices “The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient.We were purposeful in calling them standards because then they won’t be ignored.” ~ Bill McCallum

  16. Mathematical Practices • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  17. Topic IMathematical Practices MP 2:Reason abstractly and quantitatively Mathematically proficient students can… • have the ability to contextualize and decontextualize (navigate between the concrete and the abstract). • manipulatives pictures symbols • understand and explain the computation methods they use.

  18. Topic IMathematical Practices MP 6:Attend to precision Mathematically proficient students can… • use clear definitions and mathematical vocabulary to communicate their own reasoning • careful about specifying units of measure and labels to clarify the correspondence with quantities in a problem

  19. Essential Content A. Reading and Writing Numbers 1. Standard Form 2. Expanded Form 3. Written Form B. Place Value, Value of Digit and Face Value • Ones • Tens • Hundred • Thousand • Ten Thousand • Hundred Thousand • Million C. Estimate 1. Rounding • ones • tens • hundred • thousand • ten thousand • hundred thousand • million 2. Compatible Numbers D. Problem Solving 1. Adding numbers through millions 2. Subtracting numbers through millions

  20. Professional Development Podcasts * Found on Thinkcentral.com Under Resources

  21. MP 2 and MP 6 PD Podcast • How did you see the practice being implemented? • What are some benefits by viewing the Podcasts? (Take two minutes to discuss with your group)

  22. Benchmark ClarificationsWhat Must Students Be Able to Do? • Students will identify, compare and/or order numbers through the millions place in real-world contexts. • Students will find the answers to real-world problems that involve addingand subtracting numbers through the millions. • Students will make estimationsof numbers through the millions in real-world situations.

  23. What Are the Content Limits? • Items may include the inequality symbols (>, <, , , ). • Items will not include decimals or fractions. • Items involving units of measure may not involve converting from one unit to another. • Front-end estimation will NOT be an acceptable estimation strategy.

  24. Always Know Your Benchmarks Found in Your Test Item Specifications These are the Common Core Standards replacing the NGSSS

  25. Sample Item QuestionsWhat Does it Look Like?

  26. What is FRONT END Estimation When using front-end estimation, use the first number without worrying about what it is closest to.

  27. What Are Good Strategies ? Order from least to greatest 256, 162, 224 1. MAKE A PLACE VALUE CHART. 2. Line numbers up ( Stack them on top of each other). 3. Compare from left to right once they are lined up correctly. 4. Since the directions are least to greatest, circle the smallest number on the left. 162 would be listed first. 5 6 1 6 2 2 2 4

  28. Make a Place Value Chart 5. Put a line through the number already listed. 6. The other numbers have the same digit. Circle both 2’s then compare the numbers directly behind. The number that is smallest will be listed next. 7. Have the students compare the underlined numbers to see which one is smaller. 8. Since 2 is the smaller number, 224 would be listed next and 256 is last. 9. The order would be: 162, 224, 256

  29. Additional Strategy • Have students place the numbers in the place value chart starting in the ones place. • If there are a different amount of digits in the number, have the students place zeros in the front. 4 8 7 6 0 8 2 3

  30. Comparing Strategies The alligator always eats the larger number. * Read it like a sentence from left to right. 6 10 6 is less than 10 10 6 10 is greater than 6

  31. Rounding Strategies 1. Use rounding chant- 4 or less…let it rest 5 or more…raise the a score 2.When estimating, round first and then complete problem. Example- 152 + 296

  32. Expanded Form 12,502 1. Start with the digit in the place value all the way to the left. 2. Turn all of the numbers behind to zeros. 3. Place a ( + ) sign between the numbers 4. Repeat with each number moving from the left to the right. 12,502= 10,000 + 2,000 + 500 + 2 OR 10,000 - 1 x 10,000 = 10,000 2,000 - 2 x 1,000 = 2,000 500 - 5 x 100 = 500 2 - 2 x 1= 2 = 10,000 + 2,000 + 500 + 2

  33. The Bar Model to Subtract This visual bar model allows the students to see the pictorial representation. It will help them understand what DIFFERENCE means.

  34. Suggested Activities 1. Make a flip chart 3. Mystery picture – Match the standard form with the word form 2. Give students number from a chart to ORDER or COMPARE 4. Place Value Game On long strips of paper make place value charts, making sure the commas are in place and writing the words (ones, tens, hundreds, etc.) under the blank line where a number will be placed. With a partner and a deck of cards the children shuffle the deck and then pass out the predetermined number of cards according to how far you want them to learn place value. Hundred thousands would be 6 cards, millions 7 cards, 10 millions 8 cards, etc. Cards are face down in a pile. Face cards equal 1, aces are 0, and everything else what they say. They are trying to make the largest number possible to win (or smallest). Both players turn over a card at the same time and decide where to place it. Once placed, it must stay there. You must be able to say the number you made to win the pile of cards. They learn place value and soon move on to the strategy of where to place the cards to their best advantage. They continue until all the cards are used. The winner has the largest number.

  35. End of the Topic Group Activity Collaborative Strategy- Numbered Heads 1. Each individual will receive a popsicle stick with a number. 2. Everyone with the same number will group as a pair to work on an a computation problem and a word problem. 3. At this time choose who will be the: A. Teacher B. Student 4. Teachers please explicitly teach the concept and incorporate the following in your lesson: A. Problem Solving Strategy B. Address Common Errors

  36. Your Turn to Give It a Try(Think-Pair-Share) # 1 Estimate. Then find the difference. # 2

  37. Your Turn to Give It a Try(Think-Pair-Share) # 1 Estimate. Then find the difference. # 2

  38. How Do These Problems Relate to Mathematical Practices 2 & 6 • Discuss with your partners and give at least three examples for Topic II (Take 5 minutes to record your responses)

  39. Digging Deeper Into the Math Content- 4th Grade TOPIC Il: Multiplication New Edition Common Core Textbook MACC.4.NBT.2.5; MACC.4.OA.1.1; MACC.4.OA.1.2; MACC.4.OA.1.3; Infusing the NGSSS MA.4.A.1.1; MA.4.A.6.2; MA.4.A.6.4

  40. Topic IIMathematical Practices MP 1: Make sense of problems and persevere in solving them. Mathematically proficient students can… • explain the meaning of the problem • monitor and evaluate their progress “Does this make sense?” • use a variety of strategies to solve problems

  41. Topic IIMathematical Practices MP 4: Model with Mathematics. Mathematically proficient students can… • apply mathematics to solve problems that arise in everyday life • reflect on their attempt to solve problems and make revisions to improve their model as necessary

  42. Essential Content A. Multiple Representations of Multiplication and Division of Whole Numbers 1. Manipulatives 2. Drawings 3. Algorithms 4. Comparisons B. Recall Multiplication Facts 2-9 (Daily Routine) C. Multiplication Strategies 1. Partial Product 2. Distributive Property 3. Regrouping D. Relate Repeated Addition to Multiplication. E. Relate Repeated Subtraction to Division F. Problem Solving 1.Drawings 2.Write number sentences 3.Inverse operation

  43. These are the Common Core Standards replacing the NGSSS

  44. What Does it Look Like?

  45. Benchmark ClarificationsWhat Must Students Be Able to Do? • Students will solve real-world problems using basic multiplication and the related division facts. • Students will solve multi-digit whole-number multiplication problems or supply partial products in real-world multiplication problems.

  46. What are the Content Limits? • Items may include whole-number multiplication facts from 0 X 0 through 12 X 12 and the related division facts. • For items that require solving multi-digit multiplication problems, the two factors may not exceed three digits by three digits or four digits by two digits. • When both factors have three digits, at least one digit must be a zero. • 1. 250 (when the 0 is on the top, 123 x 123 switch it to the bottom) x 250 2. 658 2563 x 324x 48 Three digit by Three digits Four digit by Two digits

  47. What Are Good Strategies? • Teachers don’t need to stress the memorization of the property names as much as the application of what the property does. • When teaching distributive property use the grid paper to model the break apart method. • Emphasize place value when multiplying • Multiplication Ladder---track students learning their facts • Multiplication with base ten blocks

  48. Multiplication Comparisons(New with Common Core) This strategy will assist your students to better understand algebraic expressions. The [bracket] = the total of 15 (as 5) is 5) in a single box on Top or bottom (3 times) draw 3 boxes of 5

  49. Multiplication Comparisons Example #1 9 4 9 9 9 9 9 36 n 36

  50. Multiplication Comparisons Example # 2 Total

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