1. Welcome Back! 4th Grade Planning
December 2, 2014
12:15 – 3:00 pm

3. Processing the Video
What did you notice about the teacher’s decisions?
What did you notice about student thinking?
What are the implications for your instruction?

4. Try this problem using the area model . . .
3,124 ÷ 5 =

5. Guiding Questions for Today
What are the 4th grade CC content standards for dividing large numbers? How does the SBAC assess understanding of these standards? What key models and procedures will help students build division operation sense and honor place value? What experiences does Math Expressions offer? What experiences does the PUSD Unit of Study offer? How might we integrate Math Expressions and the PUSD Units to enhance student understanding?

6. 4th Grade CC Standards Numbers and Operations in Base Ten Division Standard
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.
*Notice, it does not require the traditional algorithm that happens at 5th grade.*
Ask, “What does this mean?” Partner talk and then share out.
Chart the different models and strategies teachers share out.

8. How will students be held accountable on the SBAC?

10. We want a deeper approach than “how to” – focus on operational sense.
Play Leftovers with 25.
How were you engaged in the mathematical practices?
In what ways does the game support students in developing “division sense”?
It’s more than models and procedures Students need to grapple with the operation itself in a way that builds number sense.
Variation: Leftovers with 50
Divisors 1-20

11. A Perspective on Textbooks: An argument for professional decision making (Phil Daro)
Each lesson is written for 5 different teacher “types” or perspectives.
A lesson was never intended to be taught in its entirety.
Publishers anticipate you will use what fits into your perspective.
You know more than the publisher. Trust yourself to make informed curriculum decisions.

12. Models Offered in Math Expressions TE pages 267X – 267HH
How do the models and procedures offered in this chapter compare to those we discussed?
Give yourself a brief tour of chapter 3.
What do you notice?
What is the overall instructional style offered in the book: teacher shows – students practice; students explore – teacher asks questions…?
How might we build in more problem solving/rich tasks?

13. ME Unit 3: Division with Whole Numbers
Big Idea 1: Dividing with Whole Numbers Lesson 1: Divide with Remainders Lesson 2: Relate 3-Digit Multiplication to Division Lesson 3: Discuss 2-Digit and 4-Digit Quotients Lesson 4: Digit by Digit Method Lesson 5: Relate Three Methods Lesson 6: Division by Any Method

14. ME Unit 3: Division with Whole Numbers
Big Idea 2: Dividing Issues and Word Problems Lesson 7: Just-Under Quotient Digits Lesson 8: Estimate to Check Quotients Lesson 9: Make Sense of Remainders Lesson 10: Mixed Problem Solving Lesson 11: Focus on Mathematical Practices

15. PUSD Unit of Study ME Chapter 3, Division with Whole Numbers
Pathway:
My Connect
Math Central
Units of Study
4th Grade
Unit 3
Have everyone access the unit. Also, make sure at least half the participants can access the google doc with the Word version of the unit.

16. Integrating Resources
Math Expressions
Engage New York
How might we take the best of both programs and integrate them?
What experiences helped you build “division sense”?
What experiences helped you understand the rectangle model?
What experiences focus on place value and the relationship between multiplication and division?
What experiences will give our students the best opportunity to understand division?

17. Math Expressions: Lesson 2, Activity 2 Explain 3-Digit Quotients

22. Engage New York

25. An earlier lesson lays the foundation for division by presenting it in the area and perimeter context (SBACish).

26. Let’s plan for instruction . . .
Note-Taker on GoogleDocs
What ideas and adjustments did we discuss?
Homework
What would be appropriate homework for each lesson?
Differentiation
How might we differentiate the lesson?

27. Co-Teaching
Is there a lesson we would like to plan in-depth and schedule some co-teaching of it?

28. Reflections
What thoughts do you have about you upcoming math instruction based on the work we did today? Or Reflect on anything that you have been thinking about during our work together today.