1. Building Content Knowledge Education Transformation Office
Math Fourth Grade
Building Content Knowledge
Education Transformation Office

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

3. Write 2 actions that will assist you in meeting your goals
3-2-1
Set 3 Goals for this school year
Write 2 actions that will assist you in meeting your goals
Write 1
challenge that may
Encounter

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

5. What’s New and Continuing with ETO Elementary Math?
3/31/ :34 PM
School Year
© 2007 Microsoft Corporation. All rights reserved. Microsoft, Windows, Windows Vista and other product names are or may be registered trademarks and/or trademarks in the U.S. and/or other countries.
The information herein is for informational purposes only and represents the current view of Microsoft Corporation as of the date of this presentation. Because Microsoft must respond to changing market conditions, it should not be interpreted to be a commitment on the part of Microsoft, and Microsoft cannot guarantee the accuracy of any information provided after the date of this presentation. MICROSOFT MAKES NO WARRANTIES, EXPRESS, IMPLIED OR STATUTORY, AS TO THE INFORMATION IN THIS PRESENTATION.

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

7. Skills Sheets-Teacher Edition

8. Skills Sheets-Student Friendly

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

10. GO MATH 4th Grade “Old vs. New”

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

12. GO MATH Technology Correlations

13. GO MATH Technology Correlations

14. Journal Entries

15. Are You Smarter Than A Fourth Grader??

16. ADD THE QUIZ OR OTHER ACTIVITY

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

18. OELCS 2005 Math Module 3 Speaker Notes
Standards for Mathematical Practices
“The Standards for Mathematical Practice are unique in that they describe how teachers need to teach to ensure their students become mathematically proficient. We were purposeful in calling them standards because then they won’t be ignored.”
Mathematically literate students are able to analyze, reason, and communicate ideas effectively as they pose, formulate, solve and interpret mathematical problems in a variety of situations.
~ Bill McCallum

19. OELCS 2005 Math Module 3 Speaker Notes
Mathematical Practices
Make sense of problems and persevere in solving them
Reason abstractly and quantitatively
Construct viable arguments and critique the reasoning of others
Model with mathematics
Use appropriate tools strategically
Attend to precision
Look for and make use of structure
Look for and express regularity in repeated reasoning
Make Sense, Persevere, Reason abstractly and quantitatively, construct viable arguments, critique others reasoning, Model with mathematics , use tools strategically while attending to precision, structure and repeated reasoning

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

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

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

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

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

25. Benchmark Clarifications What Must Students Be Able to Do?
Students will identify, compare and/or order numbers through the millions place in real-world contexts.
Students will find the answers to real-world problems that involve adding and subtracting numbers through the millions.
Students will make estimations of numbers through the millions in real-world situations.

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

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

28. Sample Item Questions What Does it Look Like?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

46. These are the
Common Core
Standards
replacing
the NGSSS

47. What Does it Look Like?

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

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

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

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

52. Multiplication Comparisons
Example #1 9 36 n 36

53. Multiplication Comparisons
Example # 2
Total

54. Multiplication Comparisons
Example # 2
Total 6
Miguel n n n n
Sara n
SO, Sara has 2 rabbits

55. Distributive Property of Multiplication (2-Digit by 1-Digit) Using GRID PAPER
Multiply 4 x 19 4
4 x 10 = 40
4 x 9 = 36
= 76

56. Multiplying Using Expanded Form
7 1 5

57. Using Partial Products for Solving Multi-product Multiplication
Expand
X Expand
40 x 70 = x 8 = x 5 = x = ,510

58. Multiplication with Base-10 Blocks With Regrouping

59. Have the students use grid paper OR Tiles
Factors Using Arrays
Have the students use grid paper OR Tiles
Find the factors of 20:
Always list the factors in order from greatest to least or least to great.
NOT IN RANDOM
ORDER!
2 x 10
4 x 5

60. FACTORS

61. Multiples Strategy Make a List
Example: Find the first 5 multiples of 4
1. Skip Count
4- 4,8,12,16, OR
2. Multiply counting consecutively starting with 1
4 x 1= 4, 4 x 2 = 8, 4 x 3= 12, 4 x 4= 16, 4 x 5=20

62. Multiples Strategy Make a Number Line

63. Suggested Activities for Multiplication

64. Suggested Activities for Factors and Multiples

65. Your Turn to Give It a Try (Think-Pair-Share)
# 1
# 2
Have teachers work on these problems for 15 minutes. 4 groups will share out their solutions for problems # One problem from each group.

66. Your Turn to Give It a Try (Think-Pair-Share)

67. Your Turn to Give It a Try (Think-Pair-Share)
# 3
Use the distributive property to solve.
#4 Use base-ten pictorials to show your work.

68. Your Turn to Give It a Try (Think-Pair-Share)
Use the distributive property to solve.
51 X 5
60 + 8 X

69. How Do These Problems Relate to Mathematical Practices 1 & 4
Discuss with your partners and give at least three examples for Topic II
(Take 5 minutes to record your responses)

70. Digging Deeper Into the Math Content- 4th Grade
TOPIC IlI: Multiplying Multi-Digit Numbers
New Edition Common Core Textbook
MACC.4.NBT.2.5; MACC.4.OA.1.3
No CC for MA.4.A.6.6
Infusing the NGSSS MA.4.A.1.2; MA.4.A.6.6

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

72. Topic III Mathematical Practices
MP 8: Look for and express regularity in repeated reasoning
Mathematically proficient students can…
notice repeating calculations and look for efficient methods/ representations to solve a problem
evaluate the reasonableness of their results throughout the problem solving process.

73. Essential Content
A. Multiplication 1. Real world problem solving 2. Two, Three, Four digits by one digit 3. Two digits by two digits 4. Area Models B. Real World Problem Solving 1. Two Step Problems 2. Number Sentences 3. Estimation 4. Rounding a. nearest 10 b. nearest 100
C. Properties of Multiplication 1. Distributive Property 2. Associative Property

74. These are the
Common Core
Standards
replacing
the NGSSS

75. What Does it Look Like?

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

77. What Are the Content Limits?
Items may include whole-number multiplication facts from
0 X 0 through 12 X 12 and the related division facts.
For items that require solving multi-digit multiplication problems, the two factors may not exceed three digits by three digits or four digits by two digits.
When both factors have three digits, at least one digit must be a zero.
Items may include finding partial products of a multi-digit multiplication problem or finding errors in multiplication problems.
Items may include checking for reasonableness of products.
Items may use properties (e.g., commutative, associative, inverse, identity, distributive, zero) to solve problems but will not include asking students to name the specific properties.

78. No Common Core
Standard

79. What Does it Look Like?

80. Partial Products with 2-Digit Numbers( Break Apart)
Model 13 x 18
Draw an array that shows 13 by 18.
Break apart 13 and 18 into smaller addends so you can multiply easier.
13 = and = 3.
100 80 30 24
4. Add all the products
= 234
10 x x 8
3 x x 8

81. Distributive Property of Multiplication With Larger Numbers
When multiplying large number you can break apart the factors in order to make multiplying easier.
X = 40 ( )
= ( 40 x 5000) + ( 40 x 20 )
= ,
= ,800

82. Be Sure to Show the Standard Algorithm

83. Student will not be assessed on this strategy
The answer to 213 x 58 = 12,354
***DO NOT TEACH LATTICE METHOD IN ISOLATION…STUDENTS MUST HAVE AN UNDERSTANDING OF THE STANDARD ALGORITHM

84. Commutative Property of Multiplication
You can multiply factors in any order and get the same product.

85. Commutative Property Activity

86. Associative Property of Multiplication

87. Associative Property Activity

88. Distributive Property

90. Your Turn to Give It a Try (Think-Pair-Share)
#1 Use the standard algorithm.
# 2
Use the strategy, partial product or break apart to solve. Show your work.

91. Your Turn to Give It a Try (Think-Pair-Share)#1
Use the standard algorithm.
# 2 4
4 6 8
4, 3 6 8 X
400 50
+ 25
,275 80 5

92. How Do These Problems Relate to Mathematical Practices 4 & 8
Discuss with your partners and give at least three examples for Topic II
(Take 5 minutes to record your responses)

93. Digging Deeper Into the Math Content- 4th Grade
TOPIC IV: Algebraic Rules
New Edition Common Core Textbook
NONE
NGSSS –MA.4.A.4.2; MA.4.A.4.3

94. Essential Content
A. Variables 1. Solving for an unknown B. Algebraic Expressions 1. Determine a rule 2. Write an expression
C. Expressions with Two Operations 1. Write expressions with more than 1 operation 2. Evaluate expressions with 1 variable and two operations D. Repeating Patterns 1. Recognize patterns 2. Describe algebraic rule

96. What Does It Look Like?

97. Benchmark Clarifications What Must Students Be Able to Do?
Students will translate a written description or a graphic to an expression or equation or translate an expression or equation to a written or graphic description to solve a real-world problem.
Students will identify a missing number or element in a numeric or graphic relationship.
Students will describe or generalize the rule of a visual relationship using an expression, equation, or description of the graphic.

98. What Are the Content Limits?
Items must use rules or relationships that involve only one operation or a one-step function.
A relationship must be defined in words, or at least three examples of the relationship must be provided.
Relationships involving multiplication or division are limited to the multiplication facts of 0 X 0 through 12 X 12 and the related division facts.
Items may include only one variable

99. Algebraic Language

100. Algebraic Expressions Strategies
Use a model
Division Example

101. Algebraic Expressions Strategies
Use a model
Multiplication
Example
SOME doesn’t give you an amount. A variable can be used to represent this unknown number.

102. Algebraic Expressions Strategies
Use a model Addition Example

103. Patterns- Finding the Rule Making an Input/output Table

104. Strategies For Algebraic Expressions With Two Operations

105. Algebraic Expressions Activities

106. How Do These Problems Relate to Mathematical Practices 4 & 8
Discuss with your partners and give at least three examples for Topic II
(Take 5 minutes to record your responses)

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

108. QUESTIONS/CONCERNS

109. ETO Elementary Collaboration Website
You can find this presentation in addition to all curricular resources on our very own ETO Collaboration Website
Please visit us at:
Build, Sustain, Accelerate