4th Grade Horizontal Alignment Professional Development
4th Grade Horizontal Alignment Professional Development
Welcome
Dayton ISD appreciates your commitment to professional growth and learning. In order to respect every attendee’s time and contributions, we will follow these expectations during today’s meeting: ● ● ● ● ● ●
Be Attentive - participate, contribute, collaborate Be Prepared - we will begin on time & follow the agenda Be Polite - silence phones, limit messages, take calls outside Be Open-Minded - thinking is student centered & solution driven Be Present - avoid sidebar conversations & multi-tasking Be Professional - respect others’ opinions and perspectives
DISD Learning Today, Leading Tomorrow
Agenda ● ● ● ●
Welcome Low TEKS Ideas Exit Ticket
4th Grade District Low TEKS 4.10A (S) Expenses
20.40%
4.4C (S) Multiply 2 digit numbers
25.20%
4.4A (R) Add/Subtract Decimals
29%
4.3C (S) Equivalent Fractions
31.60%
4.4B (S) Products of 10 or 100
33.20%
4.4F (S) Division
37.60%
4.2B (R) Represent Value of Digit
40.60%
4.9B (S) Solve Data Problems
42.40%
4.2G (R) Relate Decimals to Fractions
45.97%
Multiply 2-Digit Numbers
4.4 C Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
● ●
Use base 10 blocks (concrete) to construct the area models then bridge to paper/pencil (abstract) Review arrays (2nd & 3rd TEKS) and then build to area models
Add and Subtract Whole Numbers & Decimals 4.4A Add & Subtract whole numbers & Decimals to the hundredths place using the standard algorithm
● ●
Encourage students to use cm paper when add/subtract/multiply/dividing to keep numbers lined up properly (this will be in their test booklet) This TEK is most likely going to be a word problem so teaching students key steps to break the problem down is critical
Equivalent Fractions
4.3C Determine if two given fractions are equivalent using a variety of methods
● ● ● ● ●
Use Fraction squares, circles, strips, or cuisenaire rods to start It is not recommended to teach students how to cross multiply (butterfly method) GCF to reduce Can use cm graph paper to draw pictures to figure out “Whatever you do to the bottom you must do to the top”
Products of 10 or 100
4.4B Determine products of a number and 10 or 100 using properties of operations & place value understandings
●
●
To show place value relationships have students use manipulatives (base 10 blocks) and start with 1 then multiply by 10; then start over using a different number Use partial products/area model to show why the “zero” trick works
Division
4.4 F Use strategies & algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
● ● ● ●
Use multiplication models and teach backwards to help students understand the division models Use models to bridge to partial quotients and then standard algorithm Use cm graph paper to help keep numbers lined up “Does McDonalds Serve Cheese burgers?”
Represent Value of Digit
4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation & numerals
● ● ● ●
Must have place value understanding (800 = 8 x 100) Use base 10 blocks to represent decimals Spiral tek in small groups Have kids stack numbers up and actually solve the expanded notation
Relate Decimals to Fractions 4.2G Relate decimals to fractions that name tenths & hundredths
● ● ●
Students tend to count all of the pieces in two wholes and add them together instead of considering just what the one whole is Label, Label, Label Use base 10 blocks
Exit Ticket Write one idea you learned today that you can use in your classroom?
Welcome
Dayton ISD appreciates your commitment to professional growth and learning. In order to respect every attendee’s time and contributions, we will follow these expectations during today’s meeting: ● ● ● ● ● ●
Be Attentive - participate, contribute, collaborate Be Prepared - we will begin on time & follow the agenda Be Polite - silence phones, limit messages, take calls outside Be Open-Minded - thinking is student centered & solution driven Be Present - avoid sidebar conversations & multi-tasking Be Professional - respect others’ opinions and perspectives
DISD Learning Today, Leading Tomorrow
Agenda ● ● ● ●
Welcome Low TEKS Ideas Exit Ticket
4th Grade District Low TEKS 4.10A (S) Expenses
20.40%
4.4C (S) Multiply 2 digit numbers
25.20%
4.4A (R) Add/Subtract Decimals
29%
4.3C (S) Equivalent Fractions
31.60%
4.4B (S) Products of 10 or 100
33.20%
4.4F (S) Division
37.60%
4.2B (R) Represent Value of Digit
40.60%
4.9B (S) Solve Data Problems
42.40%
4.2G (R) Relate Decimals to Fractions
45.97%
Multiply 2-Digit Numbers
4.4 C Represent the product of 2 two-digit numbers using arrays, area models, or equations, including perfect squares through 15 by 15
● ●
Use base 10 blocks (concrete) to construct the area models then bridge to paper/pencil (abstract) Review arrays (2nd & 3rd TEKS) and then build to area models
Add and Subtract Whole Numbers & Decimals 4.4A Add & Subtract whole numbers & Decimals to the hundredths place using the standard algorithm
● ●
Encourage students to use cm paper when add/subtract/multiply/dividing to keep numbers lined up properly (this will be in their test booklet) This TEK is most likely going to be a word problem so teaching students key steps to break the problem down is critical
Equivalent Fractions
4.3C Determine if two given fractions are equivalent using a variety of methods
● ● ● ● ●
Use Fraction squares, circles, strips, or cuisenaire rods to start It is not recommended to teach students how to cross multiply (butterfly method) GCF to reduce Can use cm graph paper to draw pictures to figure out “Whatever you do to the bottom you must do to the top”
Products of 10 or 100
4.4B Determine products of a number and 10 or 100 using properties of operations & place value understandings
●
●
To show place value relationships have students use manipulatives (base 10 blocks) and start with 1 then multiply by 10; then start over using a different number Use partial products/area model to show why the “zero” trick works
Division
4.4 F Use strategies & algorithms, including the standard algorithm, to divide up to a four-digit dividend by a one-digit divisor
● ● ● ●
Use multiplication models and teach backwards to help students understand the division models Use models to bridge to partial quotients and then standard algorithm Use cm graph paper to help keep numbers lined up “Does McDonalds Serve Cheese burgers?”
Represent Value of Digit
4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation & numerals
● ● ● ●
Must have place value understanding (800 = 8 x 100) Use base 10 blocks to represent decimals Spiral tek in small groups Have kids stack numbers up and actually solve the expanded notation
Relate Decimals to Fractions 4.2G Relate decimals to fractions that name tenths & hundredths
● ● ●
Students tend to count all of the pieces in two wholes and add them together instead of considering just what the one whole is Label, Label, Label Use base 10 blocks
Exit Ticket Write one idea you learned today that you can use in your classroom?
