Rigorous Curriculum Design · Skills and Concepts Generalize place value understanding for...

Rigorous Curriculum Design—Unit Planning Organizer Blank

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) Mathematics

Grade and Course

Grade 4

Unit of Study Unit 1: Whole Numbers, Place Value and Rounding In Computation

Pacing 4 weeks

“Unwrapped” Priority Georgia Standards of Excellence

Skills and Concepts

Generalize place value understanding for multi-digit whole numbers MGSE4.NBT.1 RECOGNIZE that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. Use the four operations with whole numbers to solve problems. MGSE4.OA.3 SOLVE multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. REPRESENT these problems using equations with a symbol or letter standing for the unknown quantity. ASSESS the reasonableness of answers using mental computation and estimation strategies including rounding. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MGSE4.MD.2 USE the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. REPRESENT measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

“Unwrapped” Priority Standards

“Unwrapped” Skills (Students Need

to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

MGSE4.NBT.1

• RECOGNIZE • A Multi-digit whole number a digit in any one place represents ten times what it represents in the

• 2 (Understand)

2 (Skills and Concepts)



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place to its right

MGSE4.OA.3

• SOLVE

• REPRESENT

• ASSESS

• Multistep word problems with whole numbers and having whole-number answers using the four operations

• Problems in which remainders must be interpreted

• Problems using equations with a symbol or letter standing for the unknown quantity.

• Reasonableness of answers using mental computation and estimation strategies including rounding.

• 3 (Apply)

• 2 (Understand)

• 3 (Apply)

3 (Strategic Thinking/Reasoning)

MGSE4.MD.2

• USE

• REPRESENT

• Four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money

• Problems involving simple fractions or decimals

• Problems that require expressing measurements given in a larger unit in terms of a smaller unit

• Measurement quantities using diagrams such as number line diagrams that feature a measurement scale

• 3 (Apply)

• 2 (Understand)

2 (Skills and Concepts)



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Supporting Standards

Generalize place value understanding for multi-digit whole numbers. MGSE4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Use place value understanding and properties of operations to perform multi-digit arithmetic. MGSE4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

ELA Overarching Standards

ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented. ELAGSE4W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

Standards for Mathematical Practice

1. Make sense of problems and persevere in solving them. (Daily) 2. Reason abstractly and quantitatively. (Daily) 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. (Daily) 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning.



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Essential Questions Corresponding Big Ideas

1. What effect does the location of a digit have on the value of the digit?

2. How does understanding the base-ten number system help us add and subtract?

3. What strategies can I use to help me make

sense of a written algorithm?

1. The value of a number is determined by the place of its digits.

2. Place value concepts are used to solve multi-step word problems using various operations.

3. The four operations are used to solve word

problems involving distances, intervals of time, liquid volumes, masses of objects, and money.



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Unit Assessments Pre-Assessment Post-Assessment

Student Version:

Gr4_Math_Unit1_Preassessment_Student

Teacher Version:

Gr4_Math_Unit1_Preassessment_Teacher

Student Version:

DeKalb Benchmark Assessment

Teacher Version:



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Performance Assessment

Engaging Scenario

Current Situation: It’s that time of year again! In the month of November, the fourth grade team always participates in a canned food drive.

Student Challenge: Fourth grade did an excellent job collecting cans. We collected over 400! Now you have to figure out the best shipping method. You can ship the cans using crates, cases and individual boxes.

Student Role: It is your job to determine the best shipping method using as few packages as possible.

Intended Audience: You will report this information to your school administration.

Product of Performance: You will write a letter to the principal projecting the amount of money the school will spend shipping the packages. In your explanation be sure to justify the most efficient packaging and shipping methods.

Performance Task Synopses

Task 1: MGSE4.NBT.1: Class A collected 4 cans. Class B collected ten times more cans than Class A. Class C collected ten times more cans than Class B. How many cans did each class collect? Justify your reasoning in writing then find a partner and explain it to them. Task 2: MGSE4.NBT.1 and MGSE4.OA.3: You can send the cans using crates, cases and boxes. A crate will hold 400 cans, a case will hold 40 cans and the rest will go into individual boxes. Part 1: Determine how many crates, cases, and individual boxes you will need to hold the total amount of cans collected? You will need to use as few packages as possible. Part 2: Compare the number of crates, cases, and individual boxes each class needs using a base-ten representation. Part 3: If you only had cases and individual boxes how many would you need for the total amount of cans collected? Create a bar graph to display your understanding. Include all elements of a bar graph (title, x-axis, y-axis, labels and key). Task 3: MGSE4.MD. Based on your findings determine which way will be the most efficient way to ship the cans. Assume that it costs 15 dollars to ship a crate, 10 dollars to ships a case, and 5 dollars to ship an individual box. Using the information from Task 2 choose the best way to ship the cans. Show your understanding using a model and standard algorithm. For enrichment, consider allowing students to research two different shipping companies to find the most efficient method for shipping. Assume that crate weighs 15 pounds, a case weighs 5 pounds and an individual box weighs 1 pound. Task 4 :MGSE4.NBT.1, MGSE4.OA.3 and MGSE4.MD.2 Write an informative letter to your principal explaining your findings. Justify what will be the best way to ship the cans. Include data from your previous tasks in your letter.



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Performance Task 1 In Detail

Generalize place value understanding for multi-digit whole numbers MGSE4.NBT.1 RECOGNIZE that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. Circumstances of Performance: In-Class (Approximate Time 20-25 minutes) Task 1 Student Directions:

• Read Engaging Scenario, copy provided by your teacher.

• Use the “Understand, Plan, Solve” (UPS) check (Polya’s Problem Solving Strategy) to solve the problem.

• Class A collected 4 cans. Class B collected ten times more cans than Class A. Class C collected ten times more cans than Class B.

• How many cans did each class collect?

• Justify your reasoning in writing then find a partner and explain it to them. Task 1 Teacher Notes:

• Students will use their knowledge of place value understanding and powers of ten to determine the total number of canned foods collected by all classes given comparison amounts.

• Students will create an equation to represent the unknown amount and solve.

• Students must explain and justify their reasoning by referencing concepts of place value and powers of ten.

• Assist students will problem solving using teacher prompts from the UPS Check Template.

• Monitor student progress in each step of the process as you monitor student written responses.

• Engage in dialogue with students about the plan they chosen to solve their problem. o Ask: Why did you choose this strategy? o How can you check your work for accuracy?

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All proficient criteria plus: o Constructed a viable

argument to generalize place value understanding for multi-digit whole numbers using additional examples beyond the task.

o Used multiplication strategies to determine the correct number of cans collected per class.

o Showed evidence using place value of that a digit represents 10 times what it represents in the place to its right.

o Used multiplication strategies to determine the correct number of cans collected per class but did not use place value to explain results.

o Provided explanations and/or mathematical representations that could not be clearly understood or interpreted.



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Generalize place value understanding for multi-digit whole numbers MGSE4.NBT.1 RECOGNIZE that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. Use the four operations with whole numbers to solve problems. MGSE4.OA.3 SOLVE multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. REPRESENT these problems using equations with a symbol or letter standing for the unknown quantity. ASSESS the reasonableness of answers using mental computation and estimation strategies including rounding. Circumstances of Performance: In-Class (Approximate Time 40-45 minutes) Task 2 Student Directions:

• Read Task 2. Use “Understand, Plan, Solve” UPS check or Poyla’s Problem Solving strategies to solve the problem.

• You can send the cans using crates, cases and boxes. A crate will hold 400 cans, a case will hold 40 cans and the rest will go into individual boxes.

o Part 1: Determine how many crates, cases, and individual boxes you will need to hold the total amount of cans collected? You will need to use as few packages as possible.

o Part 2: Compare the number of crates, cases, and individual boxes each class needs using a base-ten representation.

o Part 3: If you only had cases and individual boxes how many would you need for the total amount of cans collected? Create a bar graph to display your understanding. Include all elements of a bar graph (title, x-axis, y-axis, labels and key).

• Justify your reasoning in writing.

Task 2 Teacher Notes:

• Students will use the four arithmetic operations to determine the costs for shipping the total amount of collected canned goods given different shipping options, (i.e., crates, cases, or boxes).

• There are 3 parts to this task o . In order to meet the rubric requirements make sure that you complete all 3 parts. It may take

more than one day to complete all 3 parts. o Provide students with base-ten blocks. o Students must compare the costs for each of the shipping scenarios and display their findings

in a graph to demonstrate differences in the shipping methods. o When the students are creating a graph, make sure they include appropriate titles and label

and a key. o Provide an exemplar bar graph so that students clearly understand the expectations.



All proficient criteria plus: o Explained the

reasonableness of all solutions of the task.

o Solved for the number of correct crates, cases and boxes using the four operations and created an equation for each calculation.

o Create an accurate graphical representation of the mathematical task.

o Solved for the number of correct crates, cases and boxes using the four operations.




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Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MGSE4.MD.2 USE the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. REPRESENT measurement quantities using diagrams such as number line diagrams that feature a measurement scale Circumstances of Performance: In-Class (Approximate Time 40-45 minutes)

Task 3 Student Directions:

• Read Task 3. Use “Understand, Plan, Solve” UPS check or Poyla’s Problem Solving strategies to solve the problem.

• Based on your findings determine which way will be the most efficient way to ship the cans. Assume that it costs 15 dollars to ship a crate, 10 dollars to ships a case, and 5 dollars to ship an individual box. Using the information from Task 2 choose the best way to ship the cans. Show your understanding using a model and standard algorithm.

• Justify your reasoning in writing.


• Students will use findings from Task B to determine the costs for the different shipping methods given certain prices for each method.

• Students will then compare the costs to determine the most efficient shipping method.

• Students must solve and demonstrate their understanding by using a model and algorithm.

• For enrichment, consider allowing students to research two different shipping companies to find the most efficient method for shipping. Assume that crate weighs 15 pounds, a case weighs 5 pounds and an individual box weighs 1 pound.



All proficient criteria plus: o Research actual

companies to find the most efficient method for shipping. Assume that crate weighs 15 pounds, a case weighs 5 pounds and an individual box weighs 1 pound.

o Use addition strategies with accuracy to determine the cost of the shipping methods involving standard algorithms and visual models.

o Compare and analyze the data to determine the most efficient shipping method.

o Computed the cost of the shipping methods.




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Generalize place value understanding for multi-digit whole numbers MGSE4.NBT.1 RECOGNIZE that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. Use the four operations with whole numbers to solve problems. MGSE4.OA.3 SOLVE multistep word problems with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. REPRESENT these problems using equations with a symbol or letter standing for the unknown quantity. ASSESS the reasonableness of answers using mental computation and estimation strategies including rounding. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. MGSE4.MD.2 USE the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. REPRESENT measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Circumstances of Performance: In-Class (Approximate Time 1-2 class periods) Task 4 Student Directions:

• Use data and information from previous tasks to create an informational writing piece for your principal. In your writing piece you should construct a viable argument defending the best shipping method. Be sure to justify your reason abstractly and quantitatively.

• Use a graphic organizer to brainstorm your ideas for your informational writing piece.

• Create a rough draft of your paper and edit before submitting.

• Include any models needed to justify your findings/


• Students will take information from Tasks 1-3 to write an informative letter to present to their administrators explaining the most efficient method for shipping their collected goods.

• Information should be specific to their findings and must show the most efficient method.

• Students must include charts and graphs to demonstrate comparison amounts.

• Allow 1-2 class periods for drafting, revising, and editing to complete a finished, polished work product.

• Collaborate with ELA teacher to help student publish finished product.

• Encourage students to insert models for justifications of results.



All proficient criteria plus: Students will: o Provided an

alternative shipping method based on their own research findings supported with mathematical evidence and calculations

o Constructed a viable argument in writing that justifies the shipping methods based on mathematical findings.

o Justification consisted of calculation errors that did not support the outcome of the task.




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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: eg, sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

Strategies for Teaching and Learning o GADOE Grade 4 Framework Unit 1

Literature Resources:

o GADOE Grade Level Curriculum Overview – Grade 4

o GADOE Grade 4 Framework Unit 1 Explanation of Standards:


o GADOE Grade 4 Framework Unit 1 Intervention Table and Instructional Activities:

o GADOE Grade 4 Framework Unit 1 Base Ten Blocks p.1-5 http://lrt.ednet.ns.ca/PD/math_ess11/09_blackline_masters/blackline_masters.pdf Place Value Chart p. 67-71 http://lrt.ednet.ns.ca/PD/math_ess11/09_blackline_masters/blackline_masters.pdf Number Cube p. 55-57 http://lrt.ednet.ns.ca/PD/math_ess11/09_blackline_masters/blackline_masters.pdf MGSE4.OA.3, MGSE4.MD.2 and MGSE4.NBT.4 Soup-er Students Task MGSE4.OA.3 and MGSE4.NBT.4 School Supply Shopping Task Poyla’s Problem Solving UPS Check Newman’s Prompts https://docs.google.com/viewer?a=v&pid=sites&srcid=cGFycmEuY2F0aG9saWMuZWR1LmF1fHllYXItNy1tc3B8Z3g6MzhmZTE4YWNkYmU5YzhmYw

Technology Resources:


o GADOE Grade 4 Framework Unit 1 MGSE4.NBT.1 https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-place-value/v/place-value-when-multiplying-and-dividing-by-10 https://learnzillion.com/lesson_plans/6646-understand-place-value-multiplying-by-a-power-of-10?card_id=78258 MGSE4.OA.3 and MGSE4.MD.2 https://learnzillion.com/lesson_plans/2006#lesson MGSE4.NBT.2 https://www.illustrativemathematics.org/content-standards/4/NBT/A/1/tasks/1809 MGSE4.NBT.3 https://www.illustrativemathematics.org/content-standards/4/NBT/A/3/tasks/1683 MGSE4.NBT.4 https://learnzillion.com/resources/73029-add-and-subtract-using-the-standard-algorithm-4-nbt-b-4 https://learnzillion.com/lesson_plans/3095 MGSE4.NBT.4 and MGSE4.OA.3 https://learnzillion.com/lesson_plans/3250 MGSE4.NBT.4, MGSE4.OA.3and MGSE4.MD.2 https://learnzillion.com/lesson_plans/1186

http://lrt.ednet.ns.ca/PD/math_ess11/09_blackline_masters/blackline_masters.pdf






https://ccak52012.wikispaces.com/file/detail/4.OA.2%20and%203%20Soup-er%20Students.doc

https://ccak52012.wikispaces.com/file/detail/4.OA.3_%26_4.NBT.4_School_Supply_Shopping.doc

https://math.berkeley.edu/~gmelvin/polya.pdf

http://nova.saisd.net/storage/uploads/Math/M_Handout4_12_7_2012.pdf

https://docs.google.com/viewer?a=v&pid=sites&srcid=cGFycmEuY2F0aG9saWMuZWR1LmF1fHllYXItNy1tc3B8Z3g6MzhmZTE4YWNkYmU5YzhmYw



https://www.khanacademy.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-place-value/v/place-value-when-multiplying-and-dividing-by-10




https://learnzillion.com/lesson_plans/6646-understand-place-value-multiplying-by-a-power-of-10?card_id=78258



https://learnzillion.com/lesson_plans/2006#lesson

https://www.illustrativemathematics.org/content-standards/4/NBT/A/1/tasks/1809




https://learnzillion.com/resources/73029-add-and-subtract-using-the-standard-algorithm-4-nbt-b-4


https://learnzillion.com/lesson_plans/3095





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Unit Vocabulary

Unit Vocabulary Terms Interdisciplinary Connections

Academic/Tier 2 Unit-Specific / Domain / Tier 3

Digits Estimate Numerals Operations Order Period Strategies Total

Addends Addition Associative Property Base ten Commutative Property Compare Difference Equal To = Expanded Form Greater Than> Inverse Operation Less Than< Minuend Multi-digit Whole Number Number Names Place value Properties of Operations Regrouping Round Standard Algorithm Standard Form Subtraction Subtrahend Sum Zero Property

Informative Writing ELAGSE4W2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases. (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.



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Weekly Planner Course: Grade 4 Mathematics Unit: Unit 1: Whole Numbers, Place Value and Rounding In Computation

Pacing Priority (in bold)and Supporting Standards

Engaging Learning Experiences

Core Instruction (in bold)and additional resources

Formative Assessments

Mathematical Literacy: The ability to read, listen, think creatively, and communicate about problem situations, mathematical representations, and the validation of solutions will help students to develop and deepen their understanding of mathematics. (National Council of Teachers of Mathematics, 2000)

4 weeks Make modifications to the pacing based upon student pre-

assessment results

and the daily analysis of student

work.

See CAAG for a listing of all standards. Instruction should be supported with the implementation of the Standards for Mathematical Practice (SMP).

Students should complete the listed experiences to support understanding and mastery of the math standards. Students are expected to exhibit the SMP.

Teachers should implement the listed experiences to support core instruction on the math standards. Teachers should model the SMP during the 3-Part Lesson Structure.

Teachers should use the assessments to support student learning at all levels. The unit pre-assessment should be administered prior to unit instruction for diagnostic purposes.

o Differentiate instruction based upon the pre-assessment results. o Make modifications to the pacing based upon student pre-assessment results and the daily analysis of student work. o Implement the Formative Assessment Lesson (FAL) to monitor the progress of students during the instructional unit. o Introduce the learning targets on a daily basis in kid friendly language using “I Can” statements. o Provide instruction using the Concrete-Representational-Abstract (CRA) sequence of instruction. o Utilize the Gradual Release Model of Responsibility (I do, We do, You do) during instruction to support student learning of concepts/skills. o Use UPS Check and the 3 Read Protocol for the Problem Solving Process. o Use Newman’s Prompt to diagnose the hurdles students face while problem solving. o Incorporate Mathematical Visualization to model math concepts, skills, and problem solving. o Remind students that mistakes are respected, expected, and inspected in the mathematics classroom.

Unit Expectations

o Performance Assessment (4 Tasks and Scoring Guide) o Formative Assessment Lessons o GADOE Instructional Tasks

Weekly core instruction should include the implementation of

instructional tasks from the Georgia Department of Education (GADOE)

located at www.georgiastandards.org along with other district and

supplemental instructional resources. Included in the planner are

possible suggestions for GADOE tasks.

http://www.georgiastandards.org/



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Week 1

MGSE4.NBT.1 MGSE4.OA.3 MGSE4.MD.2

Intro Engaging Scenario Task 1:Class Can Collections Task 2:Crates, Cases, or Boxes o Formative Assessment

Lesson: Ordering 4-Digit Numbers

GADOE Gr. 4 Unit 1: Relative Value of Places

Place Value; Power of Ten o https://www.khanacade

my.org/math/pre-algebra/pre-algebra-arith-prop/pre-algebra-place-value/v/place-value-when-multiplying-and-dividing-by-10

o https://learnzillion.com/lesson_plans/6646-understand-place-value-multiplying-by-a-power-of-10?card_id=78258

o Base Ten System o Base Ten Blocks o Place Value Charts

o Poyla’s Problem Solving o “Understand, Plan, Solve”

(UPS) Check o Math Talks

Pre-Assessment (Unit

Pre-Assessment)

Pre-assessment My Math Chapter 1 Readiness Quiz My Math Chapter 4 Readiness quiz

o Task 1 scoring guide o Interactive Journal o Number Talks o Exit Tickets (Ticket out

the Door) o Newman’s Prompts o Four Corners o Suggested progress monitoring checks:

• “Am I Ready?” Chapter 1 Discussion of the Essential Questions

Week 2

MGSE4.OA.3 MGSE4.MD.2 MGSE4.NBT.3 MGSE4.NBT.2

Task 2:Crates, Cases, or Boxes

GADOE Gr. 4 Unit 1: Rounding for Operations

o Comparing Numbers o https://www.illustrativem

athematics.org/content-standards/4/NBT/A/1/tasks/1809

o Rounding o https://www.illus

trativemathematics.org/content-standards/4/NBT/A/3/tasks/1683

o Poyla’s Problem Solving


the Door) o Newman’s Prompts Suggested progress monitoring checks:

• “Am I Ready?” Chapter 4 Discussion of the Essential Questions

https://www.illustrativemathematics.org/content-standards/tasks/459



























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o “Understand, Plan, Solve” (UPS) Check

o Math Talks

Week 3 MGSE4.OA.3 MGSE4.MD.2 MGSE4.NBT.4

Task 3:To Ship or Not to Ship o Formative Assessment

Lesson: To Regroup or Not to Regroup

o Soup-er Students Task School Supply Shopping Task

o Adding and Subtracting Multi-digit whole numbers using the standard algorithm

o https://learnzillion.com/resources/73029-add-and-subtract-using-the-standard-algorithm-4-nbt-b-4

o https://learnzillion.com/lesson_plans/3095



o Properties of Operations o Poyla’s Problem Solving o “Understand, Plan, Solve”




• “Am I Ready?” Chapter 2

o Discussion of the Essential Questions Discussion of the Essential Questions

Week 4

MGSE4.NBT.1 MGSE4.OA.3 MGSE4.MD.2

Task 4:Letter to Principal GADOE Gr. 4 Unit 1 It’s in the Numbers

o Problem solving in relation to Place Value

o https://learnzillion.com/lesson_plans/2006#lesson

o Poyla’s Problem Solving o “Understand, Plan, Solve”


o Task 4scoring guide o Interactive Journal o Number Talks o Exit Tickets (Ticket out


• “Am I Ready?” Chapters 2 and 9

o Discussion of the Essential Questions Discussion of the




https://ccak52012.wikispaces.com/file/detail/4.OA.2%20and%203%20Soup-er%20Students.doc

https://ccak52012.wikispaces.com/file/detail/4.OA.3_%26_4.NBT.4_School_Supply_Shopping.doc

















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Essential Questions o Post Assessment

(District Benchmark)

Rigorous Curriculum Design · Skills and Concepts Generalize place value understanding for...

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