1. Welcome: Let’s Self Assess Right now at this moment, rate yourselves: How comfortable/familiar are you with Math Investigations? Not at all Somewhat Very Familiar Familiar Please place a sticky note on the number line of how comfortable you are with Math Investigations. 0510

2. 4 TH GRADE INVESTIGATIONS TRAINING, PART 2 8:30am – 11:00am

3. WELCOME

4. LET’S TALK  Introductions  Talk at your tables:  Who you are  Share positive experiences you’ve had with Math Investigations this year

5. Agenda  Intro  Ten Minute Math  Using Curriculum Map to pick and plan Investigation Lessons  Break  Intervention Resources  Access Codes  Exit Slips

6. Ten Minute Math Activity  Counting Around the Class- Included in Unit 1, 3, 8  Try it out  Talk about it  Where can we access this online?

7. Curriculum Map Alignment 4 th Grade Curriculum Map  Always use this to guide your instruction  Students will be able to do… Use these concepts to plan and guide your lesson  A closer look….  Let’s look at the CCS Curriculum Map – Unit 4 Fraction Cards and Decimal Squares Investigations Unit 6 Session 2.1, 2.2, 2.3, 2.4, 2.5

8. Layout of Investigations Units/Sessions  Unit 6 – Fraction Cards and Decimal Squares  Planner Classroom Routines – beige box  Activity – game, small group instruction, guided instruction, student tasks Blue writing – discussion ideas In orange – Supporting the range of learners  Resources – black activity pages in the margins  Student Activity Book – blue activity pages in margins Helpful Codes Backpack – Homework Pencil – Practice Spinner – Recording Sheet Blank – Additional Work  Ongoing Assessment – In red (informal assessment)  Discussion – Closure of Lesson

9. How do we align investigations materials to our CCS Curriculum Maps?  Let’s pick out what the “Student will be able to do…” from the CCS curriculum map.  Use visual models, sets, and number lines to represent fractions.  Connect visual models of equivalent fractions to operations used to find equivalent fractions.  Recognize and generate equivalent fractions by using multiplication and division.  Compare two fractions with same numerators or same denominators.  Recognize that the size of the whole must be considered when comparing.  Create common numerators/denominators to compare fractions.

10. SWBAT Cont.  Utilize a benchmark fraction to compare fractions.  Compare fractions using the equality symbols of,=  Find all factor pairs of a gien numerator and denominator.  Find all multiples of a given numerator and denominator.  Generate a rule for writing equivalent fractions.

11. Planning Materials  Where to start?  Look at the Planner at beginning of Investigation (Unit 6) Looking across Sessions 2.1 – 2.5 Look closely at one session from this Unit. Does your session align with the goals of the unit? If so, which ones? If not, what other resources might we use?  Use visual models, sets, and number lines to represent fractions.  Connect visual models of equivalent fractions to operations used to find equivalent fractions.  Recognize and generate equivalent fractions by using multiplication and division.  Compare two fractions with same numerators or same denominators.  Recognize that the size of the whole must be considered when comparing.  Create common numerators/denominators to compare fractions  Utilize a benchmark fraction to compare fractions.  Compare fractions using the equality symbols of,=  Find all factor pairs of a gien numerator and denominator.  Find all multiples of a given numerator and denominator.  Generate a rule for writing equivalent fractions.

12. Model Lesson  10 Minute Math might happen outside your math block – just mention it. Could be as a transition.  Beige box, Implementing Investigations book  Mini-Lesson = “Activity” in Investigations  Highlight discussion points in blue for teacher  Highlight student talking points “Students might say…”  Student Tasks = “Activity” in Investigations  In red – Ongoing Assessment. What am I doing/looking for while students are working?  In orange – Supporting the range of learners

13. Model Lesson, con’td…  Closure = “Discussion” in Investigations  Often these get to the big ideas about the lesson. Don’t skip this part!

14. Assessment  Use resources on curriculum map for assessmentcurriculum map  Be cautious about using the Investigations unit assessments – have you taught everything that is assessed in that unit?

15. Interventions & Extensions  Intervention Guide  Organized by Units  Intervention, Practice and Enrichment Ideas

16. How to access online materials  www.pearsonsuccessnet.com www.pearsonsuccessnet.com  Register as a new user – if you do not already have an account.  Click on your name in the top right hand corner My account Manage Products Add New Products Type in access code Click Save

17. Thank you for coming  Exit Slip  Check your email and complete the survey sent to you from Tara Nattress