1. 4th Grade Mathematics Common Core Standards
Preparing Students for College and Career Readiness
2013
4th Grade Mathematics Common Core Standards
Kathy Blackburn, K-12 EL Instructional Coach
Curriculum/Professional Learning
Naiomi Hughes, Teacher Leader
Elliott Ranch Elementary
Ryan Merold, Teacher Leader

2. Productive Partners Use the 4 Ls: L = Look at your partner.
Working Draft: Last revised 4/22/2017
Productive Partners
Use the 4 Ls:
L = Look at your partner.
L = Lean toward your partner.
L = Lower your voice.
L = Listen attentively.
Structured Student Interaction slides courtesy of Dr. Kate Kinsella,
San Francisco State University, Center for Teacher Efficacy
TM & © Scholastic Inc. All rights reserved. 9/1/11

3. Partnering Preparation Checklist
Arrange seating conducive to partnering
Pair students appropriately
Implement a procedure for absentee partners
Teach expectations for partnering (4Ls)
Pre-assign partner roles (1/2, A/B)
Analyze lesson for optimal partner tasks
Prepare visible and lesson-specific references
Prepare lesson-specific language support (starter/frame, word bank, grammar target)
Kate Kinsella, Ed.D

4. Brain Teasers Ex: 16 O in a P Ex: 16 Ounces in a Pound
L in the A
2. 7 W of the W
A N
M of the Y
5. 1 D at a T
6. 8 P in the S S
H in a D
D in F in a L Y
H on a G C
10. 3 B M (S H T R)
Ex: 16 Ounces in a Pound
Letters in the Alphabet
2. 7 Wonders of the World
Arabian Nights
Months of the Year
5. 1 Day at a Time
6. 8 Planets in the Solar System
Hours in a Day
Days in February in a Leap Year
Holes on a Golf Course
10. 3 Blind Mice (See How They Run)

5. Structured Interaction
Partner A will go first.
Read your sentences fluently using the frame.
Make eye contact and speak with expression.
Keep discussing until time is up.
If you don’t have a second idea, use the teacher’s idea or repeat your idea.
Be prepared to share your partner’s response.
A strategy I used to solve the brain teasers was ____________.
It was successful/unsuccessful because ________.
Kate Kinsella, Ed.D

6. Outcomes of a Viable Instructional Routine
Efficient lesson delivery and use of time
Both students and teachers devote “cognitive capital” to the content rather than the process
Maximized student engagement and thereby learning
Dr. K. Kinsella, Dr. K. Feldman July 2010

7. Norms
Be invested. Collaborate with colleagues. Avoid sidebar conversations. Turn your cell phone to silent. Please step outside if you have an emergency and need to text.

8. Overview
Yesterday: We took a close look at the relationships between CCSS math rationale, content standards, and Standards for Mathematical Practice and the instructional shifts these will require.

9. Overview
Day 2: Teachers will become familiar with the components of Go Math, be able to use the program as a tool to teach CCSS, and understand how to design a CCSS math lesson.
Day 3: Teachers will take a look at assessment options, parents and CCSS-M, and
continue with lesson design.

10. Today’s Outcomes Build an understanding of:
The components of the Go Math curriculum
Which components are critical in year 1
The importance of planning
Lesson design

11. Common Core
Organization

12. Characteristics Fewer and more Rigorous content
Aligned with College and Career expectations
Application of Higher-order Skills
Built on strengths of Current State Standards
Internationally Benchmarked

13. Let’s take a look at the student materials
Write-In Student Book
Standards Practice Book
Write-On/Wipe-Off Math Boards

14. Multi-Page Lessons

15. Standards Practice Book

16. Estimate the product
96 x 34

17. Planning Guide
Teacher Editions
Grab-n-Go Centers Kit
Manipulatives
RtI Collection
ELL Activity Guide
Technology
Assessment Guide

18. Go Math Component Stations

19. Structured Interaction
Use the 4 Ls:
L = Look at your partner L = Lower your voice.
L = Lean toward your partner L = Listen attentively.
One GoMath! component I am interested in learning more about is ______. I believe it will benefit my students by __________.

20. Break

22. Delving into our Teacher Editions

23. Daily Pacing Chart – Chapter 1
Chapter at a Glance
Daily Pacing Chart – Chapter 1
Introduction
Instruction
Assessment
Total 1 7 2 10

24. Teaching for Depth

25. Developing Math Vocabulary

26. Show What You Know

27. Critical Areas at a Glance

28. Critical Area Projects

29. Structured Interaction Use the 4 Ls: L = Look at your partner. 3
Structured Interaction Use the 4 Ls: L = Look at your partner L = Lower your voice. L = Lean toward your partner L = Listen attentively.
Partner A:
Partner B:
As I read the ______ section, I noticed ______.
I have a question about ____. I am wondering ___.
The section ____ stood out for me because ______.
One question I have concerns ______. I want more information about ___.

30. What is the Instructional Routine for Every Lesson?

31. Teacher Leader Walk Through of a Lesson

32. Lesson at a Glance

33. Differentiate Instruction

34. Differentiate Instruction

35. Step 1: Engage Step 2: Teach and Talk

36. Step 3: Practice

37. Common Errors

38. Problem Solving
Step 4: Summarize

39. Structured Interaction Use the 4 Ls: L = Look at your partner. 3
Structured Interaction Use the 4 Ls: L = Look at your partner L = Lower your voice. L = Lean toward your partner L = Listen attentively.
Partner A:
Partner B:
One way GoMath! is similar to Scott Foresman is ____.
I agree/disagree based on __.
One way I see myself adjusting my instruction is ____.
I agree/disagree based on ____. One way the two programs are different is _____.
In terms of adjusting instruction, I am considering ________.

40. Lunch

41. Technology Time
Let’s go over to the computer lab…

42. Lesson Design Chapter 1, Lesson 1 & Most Difficult Lesson in Chapter 1
What is the essential question?
What will kids have to know to answer that?
What is being taught and what do they need to already know?
Which pieces are going to be most effective to get kids to the end task?
How will you know they learned?

43. Feedback to inform next steps…