TRENTON PUBLIC SCHOOLS Grade 4 Math Curriculum Framework CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION 108 N. Clinton Avenue 3 rd Floor ~ Room 301 Lucy Feria, Interim Superintendent of Schools Dr. Josue Falaise, Interim Chief Academic Officer Michael Tofte, STEM Supervisor Adopted August 29, 2016
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TRENTON PUBLIC SCHOOLS
Grade 4 Math
Curriculum Framework
CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION
108 N. Clinton Avenue
3rd Floor ~ Room 301
Lucy Feria, Interim Superintendent of Schools
Dr. Josue Falaise, Interim Chief Academic Officer
Michael Tofte, STEM Supervisor
Adopted August 29, 2016
TRENTON PUBLIC SCHOOLS SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM)
MISSION AND GUIDING PRINCIPLES OF STEM OFFICE
The mission of the Trenton Public Schools STEM Office is to increase the number of students who are college
and career ready. The STEM Office seeks to meet this goal by:
providing students with courses and strategies that will improve student achievement on standardized
tests required for high school graduation and college entrance exams
providing students with the opportunity to earn college credit by via dual credit STEM courses
exposing students to STEM careers via guest speakers, field trips, career fairs and the development of
partnerships
providing teachers with professional development on strategies on increasing student achievement and
helping students develop the skills they need to graduate and prepare for life after high school
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 1
TRENTON PUBLIC SCHOOLS MATH CURRICULUM
GRADE 4 UNIT 1 SUGGESTED PACING 2016-2017
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 2
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
3 Days See Curriculum Framework
Touchpoint and OCR
Week 2
September 12, 13
4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to
one million (presented as base ten numerals, number names, or expanded
form).
NJSLS.MATH.CONTENT 4.NBT.A.2
Read and write multi-digit whole numbers using base-
ten numerals, number names, and expanded form.
Compare two multi-digit numbers based on meanings
of the digits in each place, using >, =, and < symbols to
record the results of comparisons.
[Grade 4 expectations in this
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 3
domain are limited to whole numbers less than or equal
to 1,000,000.]
September 14, 15, 16
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
3 Days See Curriculum Framework
Touchpoint and OCR
Week 3
September 19
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.2
Read and write multi-digit
1 Day See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 4
one million (presented as base ten numerals, number names, or expanded
form).
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place,
using >, =, and < symbols to record the results of
comparisons. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 5
September 20, 21, 22, 23
4.OA.A.1 SLO-Write multiplication equations from
multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7
times as many as 5) and describe a multiplication equation in words.
4.OA.A.2 SLO-Multiply or divide to solve word
problems involving multiplicative comparisons.
SLO-Write an equation to identify the arithmetic operation written in a word
problem (without solving).
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
NJSLS.MATH.CONTENT 4.OA.A.1
Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
NJSLS.MATH.CONTENT
4.OA.A.2 Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from additive
comparison.
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
4 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 6
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
Week 4
September 26, 27
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
4.OA.C.5
SLO- Generate number or shape patterns by using rules including words, models, or
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
NJSLS.MATH.CONTENT
4.OA.C.5 Generate a number or shape
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 7
graphs, and identify apparent features of the pattern that were not explicit in
pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule
itself. For example, given the rule
“Add 3” and the starting number 1, generate terms in the resulting sequence and
observe that the terms appear to alternate between
odd and even numbers. Explain informally why the numbers will continue to
alternate in this way.
September 28, 29
4.OA.A.1 SLO-Write multiplication equations from
multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7
times as many as 5) and describe a multiplication equation in words.
4.OA.A.2
SLO-Multiply or divide to solve word problems involving multiplicative
comparisons.
NJSLS.MATH.CONTENT 4.OA.A.1
Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
NJSLS.MATH.CONTENT
4.OA.A.2 Multiply or divide to solve word problems involving
multiplicative comparison,
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 8
SLO-Write an equation to identify the arithmetic operation written in a word
problem (without solving).
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from additive
comparison.
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
September 30 4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
1 Day See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 9
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
Week 5
October 3, 4, 5, 6, 7
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
5 Days See Curriculum Framework
Touchpoint and OCR
Week 6
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 10
October 10, 11, 13, 14
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
4 Days See Curriculum Framework
Touchpoint and OCR
Week 7
October 17, 18, 19
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
5 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 11
4.OA.B.4
SLO-Determine if a number between 1 and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole
number up to 100 and determine whether it is a multiple of a given 1-digit whole
number.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
October 20, 21
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 12
Week 8
October 24, 25, 26, 27, 28
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
5 Days See Curriculum Framework
Touchpoint and OCR
Week 9
October 31, November 1,
2, 3, 4
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
4.MD.A.1 SLO- Express measurement comparisons
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
NJSLS.MATH.CONTENT 4.MD.A.1
Know relative sizes of
5 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 13
within a single system of measurement and record in a two-column chart within a single system of measurement; e.g., know
that 1 ft. is 12 times as long as 1 in.
measurement units within one system of units
including km, m, cm, mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller
unit. Record measurement equivalents in a two-column
table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36).
Week 10
November 7, 8, 9
3 Days Testing Day 1, Testing Day 2, Reteaching Day
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT
4.NBT.A.1
Recognize that in a multi-digit whole
number, a digit in one place
represents ten times what it
represents in the place to its right.
For example, recognize that 700 ÷ 70
= 10 by applying concepts of place
value and division.
[Grade 4 expectations in this domain
are limited to whole numbers less
than or equal to 1,000,000.]
SLO-Explain the quantitative
relationship between places of a
multi-digit whole number up to one
million when moving from right to
left.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Materials and Manipulatives: Base-Ten Blocks Lesson Presentation: Problem of the Day: (With time permitting as an extension of the number talk activity)-Round 3,252 to the nearest ten and to the nearest hundred. Which number is greater? MP2-Ask students to explain how they used place value to
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
determine whether 3,250 or 3,300 was greater. Common Core Quick Check: Online version or presentation slides with questions related to the previous lesson and/or prerequisites for the addressed standards. Investigate the Math: Draw a place-value chart on the board as seen on page 11 (or from My Math online slide). Point out to students the value of each number on a place-value chart. Discuss each number and its place value. Tell students that place value can be modeled using base-ten blocks. Show the students a hundred flat and ask the question, “How many hundred flats do I need to represent 1,000? Next show students a 1,000 cube and let students know that the cube is another way to represent 1,000. Teach the Lesson: Read examples 1 aloud and write 184,800 on the board pointing out example 1 to show students how place-value charts show the value of each digit in a number. “What number is in the ones place? What is the value of this number? What number is in the tens place? What is its value? Continue through the hundred thousands and discuss how the place-value chart helped name the value of each digit in the number? Next read Example 2 aloud. Work through the problem together with students as they write in their books emphasizing that each time a number moves one place to the left in the place value chart its value becomes ten times greater than when it was in its position to the right. Work together with
=4nbt1
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
students on Guided Practice problems 1-4 on page 12. My Homework: Pages 15-16, Problems 1-16. Formative Assessment: Assessment Masters pages 13-14, 15-16 Centers Teacher Center – The teacher works in a
Review Classwork: Review selected independent practice problems for student understanding. Exit Ticket: Use the digits 5, 7, 1, 9, 2, 6 to write the greatest 6-digit number possible without repeating any digit. Then explain your reasoning.
NJSLS.MATH.CONTENT
4.NBT.A.2
Read and write multi-digit whole
numbers using base-ten numerals,
number names, and expanded form.
Compare two multi-digit numbers
based on meanings of the digits in
each place, using >, =, and < symbols
to record the results of comparisons.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]
SLO-Compare numbers using >, =,
and < for two multi-digit whole
numbers up to one million
(presented as base ten numerals,
number names, or expanded
form).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic B
Option 2 – SMART Presentation
Option 3 – My Math
Lesson 2 website from Eureka Math
http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers: Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4
.NBT
Problem set from Eureka Math (Engage
NY):
http://greatminds.net/maps/images/math
_documents/g4_m1_a_02_problem_set_v
1_3_1.pdf
Individual Center – Students work on the
Common Core Sheets
http://www.commoncoresheets
.com/SortedByGrade.php?Sort
ed=4nbt2
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket
From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_01_exit_ticket_v1_3_1.pdf
NJSLS.MATH.CONTENT
4.NBT.A.3
Use place value understanding to
round multi-digit whole numbers to
any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.] SLO-Round multi-digit whole
numbers up to one million to any
place.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic C
Option 2 – SMART Presentation
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers Teacher Center – The teacher works in a
Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket
From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_02_exit_ticket_v1_3_1.pdf
NJSLS.MATH.CONTENT
4.OA.A.1
Interpret a multiplication equation as
a comparison, e.g., interpret 35 = 5 ×
7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5.
Represent verbal statements of
multiplicative comparisons as
multiplication equations.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5.
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16
Eureka Math Grade 4 Module 3 Topic A
http://greatminds.org
http://greatminds.net/maps/math/standards/4.oa.1
Math SMART Presentation https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
Achieve the Core Coherence
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.1 - Touchpoint 4.OA.1 - OCR
Smart Presentations website classwork and homework: https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket “Explain how you would evaluate the expression 33-(5 x 4).” Answer: 5 x 4 = 20, 33-20 =13. “How could you change this expression so that it is correct to subtract before multiplying?” Sample answer: You could place the parentheses around 33-5 rather than 5 x 4.
NJSLS.MATH.CONTENT
4.OA.A.2
Multiply or divide to solve word
problems involving multiplicative
comparison, e.g., by using drawings
and equations with a symbol for the
unknown number to represent the
problem, distinguishing multiplicative
comparison from additive
comparison.
SLO-Multiply or divide to solve
word problems involving
multiplicative comparisons.
SLO-Write an equation to identify
the arithmetic operation written in
a word problem (without solving).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 3
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Review Classwork Smart Presentations website classwork and homework:
https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket Write the equation (4 + x) x 2 = y on the board. Tell students to create a table and input the following values for x: 1, 2, 3, and
4. Have students find the output numbers. (answers: 10, 12, 14, 16).
NJSLS.MATH.CONTENT
4.OA.B.4
Find all factor pairs for a whole
number in the range 1–100.
Recognize that a whole number is a
multiple of each of its factors.
Determine whether a given whole
number in the range 1–100 is a
multiple of a given one-digit number.
Determine whether a given whole
number in the range 1–100 is prime
or composite.
SLO-Determine if a number
between 1 and 100 is a prime or
composite number.
SLO-Find all factor pairs for a
whole number up to 100 and
determine whether it is a multiple
of a given 1-digit whole number.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 3
Topic F
Option 2 – SMART Presentation
Option 3 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 191, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Review Classwork Exit Ticket List all the factor pairs of the numbers 42, 100, 21, 35, and 72.
NJSLS.MATH.CONTENT
4.OA.C.5
Generate a number or shape pattern
that follows a given rule. Identify
apparent features of the pattern that
were not explicit in the rule itself.
For example, given the rule “Add 3”
and the starting number 1, generate
terms in the resulting sequence and
observe that the terms appear to
alternate between odd and even
numbers. Explain informally why the
numbers will continue to alternate in
this way.
SLO- Generate number or shape
patterns by using rules including words, models, or graphs, and identify apparent features of the
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – SMART Presentation
Option 2 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Pg. 273, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
pattern that were not explicit in the rule of the original pattern. For example, given the rule “Add 3” and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/OA/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 275-276,
My Math-RoboWorks Place Value
computer center.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
LaShonne represented the pattern above with the numbers 1, 4, 9. Explain what pattern LaShonne is seeing. What number would be 5th in the list given?…what number will be 8th in the list that is given?
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36). SLO-Express measurement
comparisons within a single
system of measurement and
record in a two-column chart within
a single system of measurement;
e.g., know that 1 ft. is 12 times as
long as 1 in.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotes (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 2
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 687 My Math-Am I Ready? Pg. 767, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Website below is the entire teachers edition for the grade level program, exit ticket appears on page 22: http://greatminds.net/maps/images/math_documents/G4.M2.v3.1.3.0w_Teacher_Edition.pdf
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract
multi-digit whole numbers
using the standard algorithm.
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal
to 1,000,000.]
*(benchmarked)
SLO-Fluently add and
subtract multi-digit whole
numbers using the standard
algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 – My Math
Eureka Math (Requires free registration for username and password Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction: Topic D Lessons 11 – 16
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
http://greatminds.net/maps/images/math_documents/g4_m1_teacher_edition_v1_3_1.pdf Lesson 11 Objective (Page 161): Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagrams. Number Talk or Fluency Practice (10 minutes) Application Problem (7 minutes) “Meredith kept track of the calories she consumed for three weeks. The first week, she consumed 12,490 calories, the second week 14,295 calories, and the third week 11, 116 calories . About how many calories did Meredith consume altogether? Which of these estimates will produce a more accurate answer: rounding to the nearest thousand or rounding to the nearest ten thousand? Explain.” This problem reviews rounding. Concept Development (20 minutes) Materials: Teacher Millions place value chart (Template), students personal white board, students millions place value chart T: (Project vertically: 3,134 + 2,493) Say this problem with me. S: Three thousand, one hundred thirty-four plus two thousand, four hundred ninety-three. T: Draw a tape diagram to represent this problem. What are the two parts that make up the whole?
Teacher login page for all online resources available for My Math
S: 3,134 and 2,493. T: Record that in the tape diagram. T: What is the unknown? S: In this case, the unknown is the whole. (Continue as per the pdf accessible on Eureka Math website) Student Debrief (10 minutes) Invite students to review their solutions for the Problems Set and the totality of the lesson experience. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstanding that can be addressed in the Student Debrief. Guide students in a conversation to debrief the Problem Set. (Continue on page 166 of Eureka Math Lesson 11) Centers Teacher Center – The teacher works in a
Review Classwork Exit Ticket Option 1 (Eureka Math): After the student debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem vertically on the board: 27,873 – 12,625 = 15,252 Ask students to identify the error and explain how to correct it.
NJSLS.MATH.CONTENT
4.NBT.B.5 Multiply a whole number of
Number Talk https://elementarynumbertalks.wordpress.com/
Teachers will agree on common classwork problems in their grade
Eureka Math – Grade 4 Module 3 Topics B, C, D
http://greatminds.org
The standards assessments below are in EdConnect. These are the
SLO-Use strategies to multiply multi-digit numbers and explain the answer using equations, rectangular arrays, and area models (up to 4-digits by 1-digit or 2-digits by 2-digits).
(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plan
Option 4 – My Math
Eureka Math Grade 4, Module 3 Teacher
Edition: A Story of Units Topics B and C
lessons 4-11. Lesson 4 begins on page 62
of the following document (Free
registration required from Eureka Math
website for username and password):
http://greatminds.net/maps/images/mat
h_documents/G4.M3.v3.1.3.0w_Teacher
_Edition.pdf
Topic B Multiplication by 10, 100, and
1,000:
Objective: Interpret and represent
level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
http://greatminds.net/maps/math/sta
ndards/4.nbt.5
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-
Option 1 Eureka Math: After the Student Debrief, instruct students to complete the exit ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem on the board: $43 x 50. Ask the students to write the steps you would take to solve the problem, and then solve. Check students’ responses for steps; $2,150.
NJSLS.MATH.CONTENT
4.NBT.B.6
Find whole-number
quotients and remainders
with up to four-digit
dividends and one-digit
divisors, using strategies
based on place value, the
properties of operations,
and/or the relationship
between multiplication and
division. Illustrate and
explain the calculation by
using equations, rectangular
arrays, and/or area models.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotients. (Number Talks website created by Mollie Hall based on the book by Sherry
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number
SLO-Use strategies to divide multi-digit dividends by one-digit divisors and explain the answer using equations, rectangular arrays, and area models.
Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson
Plan
Option 4 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NBT
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/17/168/168
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
Review Classwork Exit Ticket Have students write an answer for the following questions: “When modeling division with base-ten blocks, when do you regroup?” and “When does a remainder occur?”
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topic B
Eureka Math Grade 4 Module 1 Topic F; Module 3 Topics A, D, E, G
Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.OA
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
Problem Solving with Measurement, Lesson 10 Solve multi-step measurement word problems. Page 127 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
Review Classwork Exit Ticket Ask students to solve this multi-step word problem. Make sure they complete all the steps. “Quinten’s family went to watch a movie. There are 4 people in his family. Each ticket costs $8. They also decide to each buy popcorn for $3 and a soda for $2. How much did Quinten’s family spend at the movie? (Answer is $52)
Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
ndards/4.nf.1
Math SMART Presentation https://njctl.org/courses/math/4th-
Review Classwork Exit Ticket Have students respond with pencil and paper to the following questions: What do you notice about the number of equivalent fractions a given fraction may have? (Sample answer: A given fraction has an unlimited number of equivalent
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
fractions.) What do you notice about strategies that can be used to find equivalent fractions? (Sample answer: There is more than one way to find an equivalent fraction. Students may also tell you that one way is easier for them than another.
NJSLS.MATH.CONTENT
4.NF.A.2
Compare two fractions with
different numerators and
different denominators, e.g.,
by creating common
denominators or
numerators, or by comparing
to a benchmark fraction such
as 1/2. Recognize that
comparisons are valid only
when the two fractions refer
to the same whole. Record
the results of comparisons
with symbols >, =, or <, and
justify the conclusions, e.g.,
by using a visual fraction
model.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6,
8, 10, 12 and 100.]
SLO-Compare two
fractions with different
numerators and different
denominators using >, <,
and = and justify the
comparison by using visual
fraction models
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Review Classwork Exit Ticket Eureka Math Grade 4, Module 5 Teachers Edition Exit ticket, Lesson 12 Reason using benchmarks to compare two fractions on the number line. page 166 (Eureka Math requires a login, registration and resource is free). http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf
NJSLS.MATH.CONTENT
4.NF.B.3
Understand a fraction a/b
with a > 1 as a sum of
fractions 1/b.
4.NF.B.3a. Understand
addition and
subtraction of fractions
as joining and
separating parts
referring to the same
whole.
4.NF.B.3b.
Decompose a fraction
into a sum of fractions
with the same
denominator in more
than one way,
recording each
decomposition by an
equation. Justify
decompositions, e.g.,
by using a visual
fraction model.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Review Classwork Exit Ticket After teaching addition of fractions ask the student to write two steps you learned for adding like fractions: (Sample answers: 1. Add the numerators. Keep the denominators the same. 2. Write the sum in simplest form.)
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplicaton 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – SMART Presentation
Option 2 – Learnzillion Lesson
Plans
Option 3 – My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topics A, B, C Exploring Measurement with Multiplication. Page 189. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Math SMART Presentation https://njctl.org/courses/math/4th-
grade-math/measurement-data/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/16/152/152
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
Standard/SWBAT Student Strategies Based on Instructional Framework Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-
digit whole numbers using the
standard algorithm.
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal to
1,000,000.]
*(benchmarked)
SLO-Fluently add and subtract
multi-digit whole numbers using
the standard algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3- Learnzillion Lesson Plans
Option 4-My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math Am I Ready Chapter 2 page 55, My Math Am I Ready Chapter 5 page 273. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Eureka Math Grade 4 Module 1 Topic F
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nbt.4
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/addition-subtraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/17/165/165
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
Review Classwork Exit Ticket Is there a greater difference between the populations of Salem and Gresham, or of Eugene and Hillsboro? Justify your solution.
Rank City Population
1 Portland 609,456
2 Salem 160,614
3 Eugene 159,190
4 Gresham 109,397
5 Hillsboro 97,368
https://learnzillion.com/lesson_plans/3095-14-multi-digit-addition-and-subtraction-word-problems-a Grade 4 Unit 4 Lesson 14 exit ticket (Free account needed to access above website).
NJSLS.MATH.CONTENT
4.NF.B.3c-d
4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math Grade 4 Module 5 Topic A
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.3
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
4.NF.B.3c: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. SLO-Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction. 4.NF.B.3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. SLO- Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction Number Talks-Subtraction adding Up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/174/174
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
Nick was at a party and saw a pizza divided into eight equal parts (slices). By the time he got to the food table, only 7 slices of pizza were there. If Nick ate 2 of those slices, then what part of the pizza was left for other guests to eat?
NJSLS.MATH.CONTENT
4.NF.B.4a-c
4.NF.B.4:
Apply and extend previous
understandings of multiplication
to multiply a fraction by a whole
number.
4.NF.B.4a: Understand a fraction a/b as a
multiple of 1/b.
For example, use a visual
fraction model to represent
5/4 as the product 5 ×
(1/4), recording the
conclusion by the equation
5/4 = 5 × (1/4).
SLO- Multiply a fraction by a whole number using visual fraction models and equations, demonstrating a fraction a/b as a multiple of 1/b. 4.NF.B.4b: Understand a multiple of a/b as a
multiple of 1/b, and use this
understanding to multiply a
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.
Eureka Math Grade 4 Module 5 Topic G
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.4
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/186/186
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
SLO- Solve 1-step word problems involving multiplication of a fraction by a whole number. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content. My Math Real-World Problem Solving
Library: Math and Social Studies: Life in the
United States
Review Classwork Exit Ticket Tyrone had a chocolate bar, of which he gave one-half to his friend Nora. Nora gave one-half of her piece to her friend Eduardo. What fractional part of the original chocolate bar did Eduardo get?
NJSLS.MATH.CONTENT
4.NF.C.5
Express a fraction with
denominator 10 as an equivalent
fraction with denominator 100,
and use this technique to add two
fractions with respective
denominators 10 and 100.
For example, express 3/10 as
30/100, and add 3/10 + 4/100
= 34/100.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100.]
SLO- Add two fractions with
respective denominators of 10
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Addition Number Talks-Making Ten Addition 3-5 (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready
Eureka Math Grade 4 Module 6 Topic D
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.5
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/190/190
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.5 - Touchpoint 4.NF.5 - OCR
Review Classwork Exit Ticket Write a fraction addition number sentence where one addend has a denominator of 10 and the other addend has a denominator of 100 and the sum of 90/100. Is there another possibility?
NJSLS.MATH.CONTENT
4.NF.C.6
Use decimal notation for fractions
with denominators 10 or 100.
For example, rewrite 0.62 as
62/100; describe a length as 0.62
meters; locate 0.62 on a number
line diagram.
[Grade 4 expectations in this
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module
Eureka Math Grade 4 Module 6 Topic A
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.6
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-decimals-concepts/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.6 - Touchpoint 4.NF.6 - OCR
(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/191/191
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most
Eureka Math Grade 4 Module 6 Topic C
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.7
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Multiplication
Modules
Option 2 – Multiplication SMART
Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.
Review Classwork Exit Ticket Five swimmers are entered into a competition. Four of the swimmers have had their turns. Their scores are 9.8 s, 9.75 s, 9.79 s, and 9.81 s.
What score must the last swimmer get in order to win the competition?
NJSLS.MATH.CONTENT
4.MD.A.2
Use the four operations to solve
word problems involving
distances, intervals of time, liquid
volumes, masses of objects, and
money, including problems
involving simple fractions or
decimals, and problems that
require expressing measurements
given in a larger unit in terms of a
smaller unit. Represent
measurement quantities using
diagrams such as number line
diagrams that feature a
measurement scale.
SLO-Solve word problems involving simple fractions or decimals that incorporate measurement comparisons of like units (including problems that require measurements given in a larger unit in terms of a smaller unit).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Multiplying Up Division. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687, My Math Am I Ready Chapter 12 page 625.
Eureka Math Grade 4 Module 6 Topic C
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.md.2
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-
Review Classwork Exit Ticket When Lucca started soccer practice, his watch read 3:25 PM. When practice was over, his watch read 5:15 PM. Lucca claims that he has been practicing for 2 hours and 10 minutes. Is he correct? Why or why not? Justify your answer with words and a visual model.
SLO-Make a line plot to display a data set in measurements in fractions of a unit (1/2, 1/4, 1/8) and use it to solve problems involving addition and subtraction of fractions with like denominators.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687.
Eureka Math Grade 4 Module 7 Topic B
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.md.4
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-digit
whole numbers using the standard
algorithm.
[Grade 4 expectations in this domain are
limited to whole numbers less than or
equal to 1,000,000.]
*(benchmarked)
SLO-Fluently add and subtract multi-digit
whole numbers using the standard
algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART
Presentation
Option 3- Learnzillion Lesson
Plans
Option 4-My Math
Centers Teacher Center – The teacher works in
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Review Classwork Exit Ticket Tasha, her mom, and aunt are all rock collectors. Tasha has 278 rocks, her mother has 1,375 rocks, and her aunt has 723 rocks. Which numbers can you combine together to get a number less than 1,500? Show your work for
the solution and show how you can check your solution.
NJSLS.MATH.CONTENT 4.OA.A.3
Solve multistep word problems posed
with whole numbers and having whole-
number answers using the four operations,
including problems in which remainders
must be interpreted. Represent these
problems using equations with a letter
standing for the unknown quantity. Assess
the reasonableness of answers using
mental computation and estimation
strategies including rounding.
*(benchmarked)
SLO-Compose equations from
information supplied in word problems
(with all 4 operations) using letters to
represent unknowns (without solving).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART
Presentation
Option 3 – Learnzillion
Lesson Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in
a small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Review Classwork Exit Ticket Superman was feeling hungry one night. He bought 3 pizzas and 4 large apples. Each pizza was $6.00 and each apple was $0.50. How much more did Superman spend on pizza than apples? Write the equation and show your work.
NJSLS.MATH.CONTENT 4.MD.C.5
4.MD.C.5
Recognize angles as geometric shapes
that are formed wherever two rays share
a common endpoint, and understand
concepts of angle measurement.
SLO-Determine the measure of an
angle in degrees. The two rays of an
angle share a common endpoint. If
that endpoint is located at the center
of a circle, the fraction of the circular
arc (between the points where the
rays intersect the circle) measures
the angle in degrees. A “degree” is
defined as 1/360 (one degree angle)
of the entire circle; and an angle that
turns n one degree angles is said to
measure n degrees.
4.MD.C.5a
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.md.5
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/measurement-data/ Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/16/155/155
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.5 4.MD.5 - Touchpoint 4.MD.5 - OCR 4.MD.5a 4.MD.5a - Touchpoint 4.MD.5a - OCR 4.MD.5b 4.MD.5b - Touchpoint 4.MD.5b - OCR
SLO-Determine the measure of an angle in degrees. The two rays of an angle share a common endpoint. If that endpoint is located at the center of a circle, the fraction of the circular arc (between the points where the rays intersect the circle) measures the angle in degrees. A “degree” is defined as 1/360 (one degree angle) of the entire circle; and an angle that turns n one degree angles is said to
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories);
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs http://greatminds.net/maps/math
/standards/4.md.7
Math SMART Presentation https://njctl.org/courses/math/4t
h-grade-math/measurement-data/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/16/159/159
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
Review Classwork Exit Ticket
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 14-7
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4t
h-grade-math/measurement-data/
click on ‘lab’
NJSLS.MATH.CONTENT 4.G.A.1
4.G.A.1. Draw points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel
lines. Identify these in two-dimensional
figures.
SLO-Draw points, lines, line segments,
rays, angles (right, acute, obtuse),
and perpendicular and parallel lines
and identify these in two-dimensional
figures.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
SLO-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specific size. Recognize right angles as a category, and identify right triangles.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
SLO-Draw lines of symmetry and identify line-symmetric figures.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.