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Educational Epiphany ™ Districtwide PLC Protocol for Mathematics Teacher/Teacher Team: Chalmers Grade/Course:
Educational Epiphany ™
Districtwide PLC Protocol for Mathematics
Teacher/Teacher Team: Chalmers
Grade/Course: 4th Grade Math
Date: Week of July 15, 2024 Lesson plans for 4-1, 4-2, 4-3, 4-4, and 4-5
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Planning Question
Teacher/Teacher Team Response
Grade 4 Coherence Tool: Access the foundational standards to make connections to previously taught skills during the lesson introduction.
1
Which state standard is your lesson progression addressing?
Lesson 4-1
Lesson 4-2
Lesson 4-3
Lesson 4-4
Lesson 4-5
4.NBT.B.5- Multiply a whole number of up to four digits by a one- digit whole number and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations,
rectangular arrays, and/or area models.
Foundational Standards:
3.NBT.A.2, 3.NBT.A.3, 3.OA.B.5, 3.OA.C.7, 4.NBT.A.1
4.OA.A.3- Solve multi-step contextual problems (posed 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 letter standing for the unknown quantity.
Foundational Standards:
3.OA.D.8, 4.NBT.A.3, 4.NBT.B.6
4.NBT.B.5
Foundational Standards:
3.NBT.A.2, 3.NBT.A.3, 3.OA.B.5, 3.OA.C.7, 4.NBT.A.1
4.OA.A.3
Foundational Standards:
3.OA.D.8, 4.NBT.A.3, 4.NBT.B.6
4.NBT.B.5
Foundational Standards:
3.NBT.A.2, 3.NBT.A.3, 3.OA.B.5, 3.OA.C.7, 4.NBT.A.1
4.OA.A.3
Foundational Standards:
3.OA.D.8, 4.NBT.A.3, 4.NBT.B.6
4.NBT.B.5
Foundational Standards:
3.NBT.A.2, 3.NBT.A.3, 3.OA.B.5, 3.OA.C.7, 4.NBT.A.1
4.NBT.B.5
Foundational Standards:
3.NBT.A.2, 3.NBT.A.3, 3.OA.B.5, 3.OA.C.7, 4.NBT.A.1
2
What mathematical concepts are embedded in the state standard?
Understand (that):
Basic facts and place-value patterns can be used to mentally multiply a 2-digit number b a multiple of 10.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number.
Multiply two two-digit numbers.
Illustrate and explain multiplication using equations, rectangular arrays, or area models
Understand (that):
Place-value block, area models, and arrays provide ways to visualize and find products.
4.OA.A.3
Solve multi-step contextual problems posed with whole numbers using any combination of the four operations.
Interpret remainders in multi-step contextual problems.
Represent multi-step contextual problems with an equation using a letter for the unknown quantity.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number.
Multiply two two-digit numbers.
Illustrate and explain multiplication using equations, rectangular arrays, or area models
Understand (that):
Products of 2-digt by 2-digit numbers can be estimated by replacing factors with other numbers that are close and easy to multiply mentally or by replacing each factor with the closest multiple of 10.
4.OA.A.3
Solve multi-step contextual problems posed with whole numbers using any combination of the four operations.
Interpret remainders in multi-step contextual problems.
Represent multi-step contextual problems with an equation using a letter for the unknown quantity.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number.
Multiply two two-digit numbers.
Illustrate and explain multiplication using equations, rectangular arrays, or area models
Understand (that):
The expanded algorithm for multiplying with 2-digit numbers is an extension of the expanded algorithm for multiplying with 1-digit numbers.
4.OA.A.3
Solve multi-step contextual problems posed with whole numbers using any combination of the four operations.
Interpret remainders in multi-step contextual problems.
Represent multi-step contextual problems with an equation using a letter for the unknown quantity.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number.
Multiply two two-digit numbers.
Illustrate and explain multiplication using equations, rectangular arrays, or area models
Understand (that):
The Distributive Property can be used to multiply two 2-digit numbers by breaking the computation down into four simpler products and adding the partial products together.
4.NBT.B.5
Multiply a whole number of up to four digits by a one-digit whole number.
Multiply two two-digit numbers.
Illustrate and explain multiplication using equations, rectangular arrays, or area models
3
What teacher knowledge, reminders, and misconceptions are assumed in the standard?
Knowledge:
4.NBT.B.5
Grade 4 students are developing a conceptual understanding of the process of multiplication.
Visual representations such as an area model and array diagrams reinforce for students what is mathematically occurring.
Students should work with partial products and develop a deep understanding of how the distributive property and multiplication can be connected.
Utilizing the distributive property allows numbers to be decomposed into base ten units, products of the units to be computed, and then those products to be combined. This simplifies multiplication for students so that they are multiplying a single digit by a multiple of 10, 100, 1000. (extends to two-digit by two-digit multiplication.)
Reminders and Misconceptions:
Students can connect area models and array diagrams to numerical work in order to help develop their conceptual understanding of multiplication methods. It is important to note that students may create arrays with either factor representing the parts or the number in each group and get the correct answer. Encourage students to think about the first factor being the groups and the second factor being the number in each group.
Prevent Misconceptions:
Lesson 4-1 Students may miscount the zeros when a basic fact ends in zero. Suggest that they underline the product of the basic fact and then count the remaining zeros.
Knowledge:
4.OA.A.3
Students build on 3rd grade experiences of solving two-step contextual problems and extend their thinking as they solve multi-step contextual problems using all four operations including problems in which remainders must be interpreted.
Initial instruction should focus on using problems involving smaller, familiar numbers allowing students to focus on the conceptual understanding of multiple operations within the problems as opposed to focusing on computation with less familiar numbers.
Initial instruction involving problems which require interpreting remainders should focus on helping students understand why the remainder must be interpreted and how that interpretation effect solution as opposed to focusing on correct solutions.
Students should continue to use manipulatives, multiple strategies, and written equations when solving multi-step contextual problems.
Students should be able to explain the connection between the visual representation and the equation that represents the problem.
Encourage students to use multiple strategies and make connections between each strategy.
Reminders and Misconceptions:
4.OA.A.3
Students may write individual equations for each step in a multi-step problem or write all steps in one equation.
The instructional focus should be more on students understanding multi-step problems and sense making as opposed to simply getting a correct answer.
Teaching key words to associate addition, subtraction, multiplication, and division should not be an instructional focus.
Focus instruction on developing an understanding of what an operation is needed to solve the problem rather than focusing on key words that sometimes, but not always, associate with the operation.
Knowledge:
4.NBT.B.5
Grade 4 students are developing a conceptual understanding of the process of multiplication.
Visual representations such as an area model and array diagrams reinforce for students what is mathematically occurring.
Students should work with partial products and develop a deep understanding of how the distributive property and multiplication can be connected.
Utilizing the distributive property allows numbers to be decomposed into base ten units, products of the units to be computed, and then those products to be combined. This simplifies multiplication for students so that they are multiplying a single digit by a multiple of 10, 100, 1000. (extends to two-digit by two-digit multiplication.)
Reminders and Misconceptions:
Students can connect area models and array diagrams to numerical work in order to help develop their conceptual understanding of multiplication methods. It is important to note that students may create arrays with either factor representing the parts or the number in each group and get the correct answer. Encourage students to think about the first factor being the groups and the second factor being the number in each group.
Knowledge:
4.OA.A.3
Students build on 3rd grade experiences of solving two-step contextual problems and extend their thinking as they solve multi-step contextual problems using all four operations including problems in which remainders must be interpreted.
Initial instruction should focus on using problems involving smaller, familiar numbers allowing students to focus on the conceptual understanding of multiple operations within the problems as opposed to focusing on computation with less familiar numbers.
Initial instruction involving problems which require interpreting remainders should focus on helping students understand why the remainder must be interpreted and how that interpretation effect solution as opposed to focusing on correct solutions.
Students should continue to use manipulatives, multiple strategies, and written equations when solving multi-step contextual problems.
Students should be able to explain the connection between the visual representation and the equation that represents the problem.
Encourage students to use multiple strategies and make connections between each strategy.
Reminders and Misconceptions:
4.OA.A.3
Students may write individual equations for each step in a multi-step problem or write all steps in one equation.
The instructional focus should be more on students understanding multi-step problems and sense making as opposed to simply getting a correct answer.
Teaching key words to associate addition, subtraction, multiplication, and division should not be an instructional focus.
Focus instruction on developing an understanding of what an operation is needed to solve the problem rather than focusing on key words that sometimes, but not always, associate with the operation.
Knowledge:
4.NBT.B.5
Grade 4 students are developing a conceptual understanding of the process of multiplication.
Visual representations such as an area model and array diagrams reinforce for students what is mathematically occurring.
Students should work with partial products and develop a deep understanding of how the distributive property and multiplication can be connected.
Utilizing the distributive property allows numbers to be decomposed into base ten units, products of the units to be computed, and then those products to be combined. This simplifies multiplication for students so that they are multiplying a single digit by a multiple of 10, 100, 1000. (extends to two-digit by two-digit multiplication.)
Reminders and Misconceptions:
Students can connect area models and array diagrams to numerical work in order to help develop their conceptual understanding of multiplication methods. It is important to note that students may create arrays with either factor representing the parts or the number in each group and get the correct answer. Encourage students to think about the first factor being the groups and the second factor being the number in each group.
Prevent Misconceptions Lesson 4-3:
If two factors when rounding are both greater than the original factors, the produce is an overestimate. If two factors when rounding are both less than the original factors, the product is an underestimate. If, when rounding, one factor is greater than the original factor, and the other is less than the original factor, the product may be either an overestimate or an underestimate.
Knowledge:
4.OA.A.3
Students build on 3rd grade experiences of solving two-step contextual problems and extend their thinking as they solve multi-step contextual problems using all four operations including problems in which remainders must be interpreted.
Initial instruction should focus on using problems involving smaller, familiar numbers allowing students to focus on the conceptual understanding of multiple operations within the problems as opposed to focusing on computation with less familiar numbers.
Initial instruction involving problems which require interpreting remainders should focus on helping students understand why the remainder must be interpreted and how that interpretation effect solution as opposed to focusing on correct solutions.
Students should continue to use manipulatives, multiple strategies, and written equations when solving multi-step contextual problems.
Students should be able to explain the connection between the visual representation and the equation that represents the problem.
Encourage students to use multiple strategies and make connections between each strategy.
Reminders and Misconceptions:
4.OA.A.3
Students may write individual equations for each step in a multi-step problem or write all steps in one equation.
The instructional focus should be more on students understanding multi-step problems and sense making as opposed to simply getting a correct answer.
Teaching key words to associate addition, subtraction, multiplication, and division should not be an instructional focus.
Focus instruction on developing an understanding of what an operation is needed to solve the problem rather than focusing on key words that sometimes, but not always, associate with the operation.
Knowledge:
4.NBT.B.5
Grade 4 students are developing a conceptual understanding of the process of multiplication.
Visual representations such as an area model and array diagrams reinforce for students what is mathematically occurring.
Students should work with partial products and develop a deep understanding of how the distributive property and multiplication can be connected.
Utilizing the distributive property allows numbers to be decomposed into base ten units, products of the units to be computed, and then those products to be combined. This simplifies multiplication for students so that they are multiplying a single digit by a multiple of 10, 100, 1000. (extends to two-digit by two-digit multiplication.)
Reminders and Misconceptions:
Students can connect area models and array diagrams to numerical work in order to help develop their conceptual understanding of multiplication methods. It is important to note that students may create arrays with either factor representing the parts or the number in each group and get the correct answer. Encourage students to think about the first factor being the groups and the second factor being the number in each group.
Knowledge:
4.NBT.B.5
Grade 4 students are developing a conceptual understanding of the process of multiplication.
Visual representations such as an area model and array diagrams reinforce for students what is mathematically occurring.
Students should work with partial products and develop a deep understanding of how the distributive property and multiplication can be connected.
Utilizing the distributive property allows numbers to be decomposed into base ten units, products of the units to be computed, and then those products to be combined. This simplifies multiplication for students so that they are multiplying a single digit by a multiple of 10, 100, 1000. (extends to two-digit by two-digit multiplication.)
Reminders and Misconceptions:
Students can connect area models and array diagrams to numerical work in order to help develop their conceptual understanding of multiplication methods. It is important to note that students may create arrays with either factor representing the parts or the number in each group and get the correct answer. Encourage students to think about the first factor being the groups and the second factor being the number in each group.
4
What objective(s) must be taught? In what order? Why?
PBO:
4.NBT.B.5
SWBAT multiply a whole number of up to four digits by a one-digit number and two two-digit numbers using strategies based on place value and the properties of operations IOT solve, illustrate and explain real-world mathematical problems using equations, rectangular arrays, and/or area models.
Lesson objectives:
Lesson 4-1
Use mental math strategies to multiply 2-digit multiples of 10 by 2-digit multiples of 10.
I can use place value strategies or properties of operations to multiply by multiples of 10.
Standards for Mathematical Practice
MP. 2 Reason abstractly and quantitatively.
MP. 7 Look for and make use of structure.
PBO:
4.OA.A.3-
SWBAT use addition and subtraction IOT solve multi-step contextual problems with whole number answers.
4.NBT.B.5
SWBAT multiply a whole number of up to four digits by a one-digit number and two two-digit numbers using strategies based on place value and the properties of operations IOT solve, illustrate and explain real-world mathematical problems using equations, rectangular arrays, and/or area models.
Lesson objectives:
Lesson 4-2
Use models and properties of operations to multiply 2-digit numbers by multiples of 10.
I can use models and properties of operations to multiply.
Standards for Mathematical Practice
MP. 2 Reason abstractly and quantitatively.
MP.4 Model with mathematics.
MP.5 Use appropriate tools strategically.
PBO:
4.OA.A.3
SWBAT use addition and subtraction IOT solve multi-step contextual problems with whole number answers
4.NBT.B.5
SWBAT multiply a whole number of up to four digits by a one-digit number and two two-digit numbers using strategies based on place value and the properties of operations IOT solve, illustrate and explain real-world mathematical problems using equations, rectangular arrays, and/or area models.
.
Lesson objectives:
Lesson 4-3
Use rounding or compatible numbers to estimate products of two 2-digit numbers.
I can use rounding or compatible numbers to estimate.
Standards for Mathematical Practice
MP. 2 Reason abstractly and quantitatively.
MP.3 Construct viable arguments and critique the reasoning of others.
PBO:
4.OA.A.3
SWBAT use addition and subtraction IOT solve multi-step contextual problems with whole number answers.
4.NBT.B.5
SWBAT multiply a whole number of up to four digits by a one-digit number and two two-digit numbers using strategies based on place value and the properties of operations IOT solve, illustrate and explain real-world mathematical problems using equations, rectangular arrays, and/or area models.
Lesson objectives:
Lesson 4-4
Use arrays, place value, partial products, and properties of operations to multiply two 2-digit numbers.
I can use place value concepts and properties to multiply.
Standards for Mathematical Practice
MP.4 Model with mathematics.
MP. 7 Look for and make use of structure.
PBO:
4.NBT.B.5
SWBAT multiply a whole number of up to four digits by a one-digit number and two two-digit numbers using strategies based on place value and the properties of operations IOT solve, illustrate and explain real-world mathematical problems using equations, rectangular arrays, and/or area models.
Lesson objectives:
Lesson 4-5
Use the Distributive Property and an area model to multiply two 2-digit numbers.
I can area models and properties of operations to multiply two 2-digit numbers.
Standards for Mathematical Practice
MP.4 Model with mathematics.
MP. 7 Look for and make use of structure.
5
What academic language must be taught before and after the explain phase?
How will the academic language be taught and assessed?
Academic Language:
Area Model-a model for multiplication and/or division problems, in which the length and width of a rectangle represents the factors, or quotient and dividend.
Digits-a symbol used to make a numeral; 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the ten digits used
Equations-a mathematical statement containing an equal sign to show that two expressions are equal
Explain-make clear by describing; to make something clear by describing it in more detail or by revealing relevant facts or ideas
Illustrate-to explain; make clear by giving examples, pictures, charts, etc.
Mathematical-related to the abstract science of number, quantity and space
Multiply-repeated addition
Numbers-symbol used for counting objects and measuring quantities
Place Value-the value given to a place a digit has in a number
Problems-a question that needs a solution
Properties of Operations-strategies used to add, subtract, multiply and/or divide
Real World-relating to a concrete setting
Rectangular arrays-arrangement of objects into rows and columns that form a rectangle
Solve-to apply an operation(s) in order to find a value; to find an answer
Strategy-a method or way of solving a problem
Whole number-the counting numbers and zero
Instructional Practice 2:
Strategies used to teach unfamiliar words will include:
30 – 30 – 30 (common math-related word parts in the text, problem or objective)
Point of Use Annotation of Performance-Based Objective
Universal Language of Literacy
Word-and-Definition Word Walls
Word Parts
Context Clues
Point of Use Annotation of the Texts (In Real Time)
Academic Language:
Addition- to join something as to increase the number; the process of combining two or more numbers into one equivalent number (called sum), represented by the symbol +
Answer- a spoken or written response to a question
Area Model-a model for multiplication and/or division problems, in which the length and width of a rectangle represents the factors, or quotient and dividend.
Assess- to evaluate or estimate
Computation-calculation
Contextual- situation used to describe the mathematical problem
Digits-a symbol used to make a numeral; 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the ten digits used
Equations-a mathematical statement containing an equal sign to show that two expressions are equal
Estimate- an approximate calculation
Explain-make clear by describing; to make something clear by describing it in more detail or by revealing relevant facts or ideas
Illustrate-to explain; make clear by giving examples, pictures, charts, etc.
Mathematical-related to the abstract science of number, quantity and space
Mental (strategy)-calculations done in one’s mind using various methods to solve a problem
Multiply-repeated addition
Multi-step- algebraic expressions that require more than one operation
Numbers-symbol used for counting objects and measuring quantities
Place Value-the value given to a place a digit has in a number
Problems-a question that needs a solution
Properties of Operations-strategies used to add, subtract, multiply and/or divide
Real World-relating to a concrete setting
Reasonableness- capable of reasoning; rationale
Rectangular arrays-arrangement of objects into rows and columns that form a rectangle
Rounding- process that determines which multiple of 10, 100, 1000 and so on a number is closest to.
Solve-to apply an operation(s) in order to find a value; to find an answer
Strategy- a method or way of solving a problem
Subtraction- process of taking away one number from another; process of taking away one number from another to find the quantity left (called the difference), represented by the symbol –
Whole Number- the counting numbers and zero
Instructional Practice 2:
Strategies used to teach unfamiliar words will include:
30 – 30 – 30 (common math-related word parts in the text, problem or objective)
Point of Use Annotation of Performance-Based Objective
Universal Language of Literacy
Word-and-Definition Word Walls
Word Parts
Context Clues
Point of Use Annotation of the Texts (In Real Time)
Academic Language:
Addition- to join something as to increase the number; the process of combining two or more numbers into one equivalent number (called sum), represented by the symbol +
Answer- a spoken or written response to a question
Area Model-a model for multiplication and/or division problems, in which the length and width of a rectangle represents the factors, or quotient and dividend.
Assess- to evaluate or estimate
Computation-calculation
Contextual- situation used to describe the mathematical problem
Digits-a symbol used to make a numeral; 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the ten digits used
Equations-a mathematical statement containing an equal sign to show that two expressions are equal
Estimate- an approximate calculation
Explain-make clear by describing; to make something clear by describing it in more detail or by revealing relevant facts or ideas
Illustrate-to explain; make clear by giving examples, pictures, charts, etc.
Mathematical-related to the abstract science of number, quantity and space
Mental (strategy)-calculations done in one’s mind using various methods to solve a problem
Multiply-repeated addition
Multi-step- algebraic expressions that require more than one operation
Numbers-symbol used for counting objects and measuring quantities
Place Value-the value given to a place a digit has in a number
Problems-a question that needs a solution
Properties of Operations-strategies used to add, subtract, multiply and/or divide
Real World-relating to a concrete setting
Reasonableness- capable of reasoning; rationale
Rectangular arrays-arrangement of objects into rows and columns that form a rectangle
Rounding- process that determines which multiple of 10, 100, 1000 and so on a number is closest to.
Solve-to apply an operation(s) in order to find a value; to find an answer
Strategy- a method or way of solving a problem
Subtraction- process of taking away one number from another; process of taking away one number from another to find the quantity left (called the difference), represented by the symbol –
Whole Number- the counting numbers and zero
Instructional Practice 2:
Strategies used to teach unfamiliar words will include:
30 – 30 – 30 (common math-related word parts in the text, problem or objective)
Point of Use Annotation of Performance-Based Objective
Universal Language of Literacy
Word-and-Definition Word Walls
Word Parts
Context Clues
Point of Use Annotation of the Texts (In Real Time)
Academic Language:
Addition- to join something as to increase the number; the process of combining two or more numbers into one equivalent number (called sum), represented by the symbol +
Answer- a spoken or written response to a question
Area Model-a model for multiplication and/or division problems, in which the length and width of a rectangle represents the factors, or quotient and dividend.
Assess- to evaluate or estimate
Computation-calculation
Contextual- situation used to describe the mathematical problem
Digits-a symbol used to make a numeral; 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the ten digits used
Equations-a mathematical statement containing an equal sign to show that two expressions are equal
Estimate- an approximate calculation
Explain-make clear by describing; to make something clear by describing it in more detail or by revealing relevant facts or ideas
Illustrate-to explain; make clear by giving examples, pictures, charts, etc.
Mathematical-related to the abstract science of number, quantity and space
Mental (strategy)-calculations done in one’s mind using various methods to solve a problem
Multiply-repeated addition
Multi-step- algebraic expressions that require more than one operation
Numbers-symbol used for counting objects and measuring quantities
Place Value-the value given to a place a digit has in a number
Problems-a question that needs a solution
Properties of Operations-strategies used to add, subtract, multiply and/or divide
Real World-relating to a concrete setting
Reasonableness- capable of reasoning; rationale
Rectangular arrays-arrangement of objects into rows and columns that form a rectangle
Rounding- process that determines which multiple of 10, 100, 1000 and so on a number is closest to.
Solve-to apply an operation(s) in order to find a value; to find an answer
Strategy- a method or way of solving a problem
Subtraction- process of taking away one number from another; process of taking away one number from another to find the quantity left (called the difference), represented by the symbol –
Whole Number- the counting numbers and zero
Instructional Practice 2:
Strategies used to teach unfamiliar words will include:
30 – 30 – 30 (common math-related word parts in the text, problem or objective)
Point of Use Annotation of Performance-Based Objective
Universal Language of Literacy
Word-and-Definition Word Walls
Word Parts
Context Clues
Point of Use Annotation of the Texts (In Real Time)
Academic Language:
Area Model-a model for multiplication and/or division problems, in which the length and width of a rectangle represents the factors, or quotient and dividend.
Digits-a symbol used to make a numeral; 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 are the ten digits used
Equations-a mathematical statement containing an equal sign to show that two expressions are equal
Explain-make clear by describing; to make something clear by describing it in more detail or by revealing relevant facts or ideas
Illustrate-to explain; make clear by giving examples, pictures, charts, etc.
Mathematical-related to the abstract science of number, quantity and space
Multiply-repeated addition
Numbers-symbol used for counting objects and measuring quantities
Place Value-the value given to a place a digit has in a number
Problems-a question that needs a solution
Properties of Operations-strategies used to add, subtract, multiply and/or divide
Real World-relating to a concrete setting
Rectangular arrays-arrangement of objects into rows and columns that form a rectangle
Solve-to apply an operation(s) in order to find a value; to find an answer
Strategy-a method or way of solving a problem
Whole number-the counting numbers and zero
Instructional Practice 2:
Strategies used to teach unfamiliar words will include:
30 – 30 – 30 (common math-related word parts in the text, problem or objective)
Point of Use Annotation of Performance-Based Objective
Universal Language of Literacy
Word-and-Definition Word Walls
Word Parts
Context Clues
Point of Use Annotation of the Texts (In Real Time)
6
What is your resource plan for the 5 Es of inquiry-based math instruction?
Engage
Explore
Explain
Elaborate
Evaluate
What practice problems will you use? What did you learn from working the problems in advance of using them in class with students?
enVision Instructional Model
Step 1: Problem- Based Learning
Engage and Explore: Solve and Share
Teacher: will tell students to solve and share
Students: will choose a method of multiplying multiples of ten
Teacher: will Facilitate their exploration by asking clarifying questions.
Step 2: Visual Learning
Explain: Visual Learning Bridge, Convince Me!
Teacher: will introduce How you can multiply by multiples of ten through the visual learning video
Students: will watch video.
Teacher: will model how you can multiply by multiples of ten through place value chart and vocabulary words.
Elaborate: Guided Practice, Independent Practice, Problem Solving
Teacher: will assign guided practice questions number 1 and 7
Students will complete guided practice questions 1 and 7 and explain.
Teacher: will aggressively monitor students
Teacher: will assign independent practice questions number 9, 17 and 21
Students: will complete independent practice math problems 9, 17, and 21
Evaluate: Quick Check
Teacher: will assign assessment practice problem number 28
Students: will complete Assessment practice question number 8.
Step 3: Assess & Differentiate (Quick Check prescribes the differentiated instruction needed for students.)
Intervention
Reteach to Build Understanding
Build Mathematical Literacy
Enrichment
Activity Centers
Additional Practice
For technology integration resources and suggestions, please click here.
enVision Instructional Model
Step 1: Problem- Based Learning
Engage and Explore: Solve and Share
Teacher: will tell students to solve and share
Students: will choose a method on how to use models to multiply 2-Digit numbers by multiples of 10
Teacher: will Facilitate their exploration by asking clarifying questions.
Step 2: Visual Learning
Explain: Visual Learning Bridge, Convince Me!
Teacher: will introduce how you can use an Array or an Area model to multiply through visual learning video,
Students will watch visual learning videos.
Teacher: will model how you can use an array or an area model to multiply
Elaborate: Guided Practice, Independent Practice, Problem Solving
Teacher: will assign Guided practice question number 2
Students: will complete guided practice question number 2 and explain their answers.
Teacher: will aggressively monitor students
Teacher: will assign independent practice questions numbers 3 and 7
Students: will complete independent practice questions 3 and 7
Evaluate: Quick Check
Teacher: will assign assessment practice question number 13,
Students: will complete Assessment practice question number 13.
Step 3: Assess & Differentiate (Quick Check prescribes the differentiated instruction needed for students.)
Intervention
Reteach to Build Understanding
Build Mathematical Literacy
Enrichment
Activity Centers
Additional Practice
For technology integration resources and suggestions, please click here.
enVision Instructional Model
Step 1: Problem- Based Learning
Engage and Explore: Solve and Share
Teacher: will tell students to solve and share
Students: will solve and share on estimating the use of rounding or compatible numbers.
Teacher: will Facilitate their exploration by asking clarifying questions.
Step 2: Visual Learning
Explain: Visual Learning Bridge, Convince Me!
Teacher: will Introduce what strategies you can use when estimating through visual learning video
Students: will watch visual learning video
Teacher: will model what strategies you can use when estimating
Elaborate: Guided Practice, Independent Practice, Problem Solving
Teacher: will assign Guided Practice questions number 1 and 4
Students will complete guided practice questions 1 and 4 and explain their answers.
Teacher: will aggressively monitor students.
The teacher will assign independent practice questions number 7 and 14.
Students: will complete independent practice questions number 7 and 14
Evaluate: Quick Check
Teacher: will assign assessment practice question number 19
Students: will complete Assessment practice question number 19
Step 3: Assess & Differentiate (Quick Check prescribes the differentiated instruction needed for students.)
Intervention
Reteach to Build Understanding
Build Mathematical Literacy
Enrichment
Activity Centers
Additional Practice
For technology integration resources and suggestions, please click here.
enVision Instructional Model
Step 1: Problem- Based Learning
Engage and Explore: Solve and Share
Teacher: will tell students to solve and share
Students: will solve and share strategies on Arrays and Partial products
Teacher: will Facilitate their exploration by asking clarifying questions.
Step 2: Visual Learning
Explain: Visual Learning Bridge, Convince Me!
Teacher: will Introduce to students on how you can multiply use an Array through visual learning video
Students: will watch video.
Teacher: will model Arrays and partial products, and how students can multiply use an Array
Elaborate: Guided Practice, Independent Practice, Problem Solving
Teacher: will assign guided practice problems 2 and 3
Students: will complete guided practice problems 2 an3 and explain their answers
Teacher: will aggressively monitor students
Teacher: will assign independent practice questions 5 and 7
Students: will complete independent practice questions 5 and 7
Evaluate: Quick Check
Teacher: will assign assessment practice question number 13
Students: will complete assessment practice question number 13
Step 3: Assess & Differentiate (Quick Check prescribes the differentiated instruction needed for students.)
Intervention
Reteach to Build Understanding
Build Mathematical Literacy
Enrichment
Activity Centers
Additional Practice
For technology integration resources and suggestions, please click here.
enVision Instructional Model
Step 1: Problem- Based Learning
Engage and Explore: Solve and Share
Teacher: will tell students to solve and share
Students: will solve and share strategies on Area Models and partial products
Teacher: will facilitate their exploration by asking clarifying questions.
Step 2: Visual Learning
Explain: Visual Learning Bridge, Convince Me!
Elaborate: Guided Practice, Independent Practice, Problem Solving
Teacher: will introduce area models and partial products and how to use distributive property to multiply through visual learning video
Students: will watch visual learning videos.
Teacher will model how students can use distributive property to multiply.
Teacher: will assign Guided practice question number 3
Students: will complete Guided practice question number 3 and explain their answers.
Teacher will aggressively monitor students.
Teacher: will assign independent practice questions number 7 and 10
Students will complete independent practice questions 7 and 10
Evaluate: Quick Check
Teacher: will assign assessment practice question number 17
Students: will complete assessment practice problem number 17.
Step 3: Assess & Differentiate (Quick Check prescribes the differentiated instruction needed for students.)
Intervention
Reteach to Build Understanding
Build Mathematical Literacy
Enrichment
Activity Centers
Additional Practice
For technology integration resources and suggestions, please click here.
7
What manipulatives might be integrated into the 5E model (Engage, Explore, Explain, Elaborate, Evaluate)?
What did you learn from using the manipulatives in advance of using them in class with students?
enVision:
¼ inch grid paper (Teaching Tool 10)
Grade 4 Teaching Tools
Savvas Realize Math Tools
Educational Epiphany Interpretation and Resource Guide
Reference: Interactive Manipulatives
Didax Virtual Manipulatives
https://toytheater.com/category/teacher-tools/
enVision:
Place Value blocks (Teaching Tool 4 and 5
¼ grid paper (Teaching Tool 10)
Grade 4 Teaching Tools
Savvas Realize Math Tools
Educational Epiphany Interpretation and Resource Guide
Reference: Interactive Manipulatives
Didax Virtual Manipulatives
https://toytheater.com/category/teacher-tools/
enVision:
Grade 4 Teaching Tools
Savvas Realize Math Tools
Educational Epiphany Interpretation and Resource Guide
Reference: Interactive Manipulatives
Didax Virtual Manipulatives
https://toytheater.com/category/teacher-tools/
enVision:
¼ inch grid paper (Teaching Tool 10)
Grade 4 Teaching Tools
Savvas Realize Math Tools
Educational Epiphany Interpretation and Resource Guide
Reference:
Interactive Manipulatives
Didax Virtual Manipulatives
https://toytheater.com/category/teacher-tools/
enVision:
Grade 4 Teaching Tools
Savvas Realize Math Tools
Educational Epiphany Interpretation and Resource Guide
Reference: Interactive Manipulatives
Didax Virtual Manipulatives
https://toytheater.com/category/teacher-tools/
8
What graphic organizer(s) might support students’ conceptual understanding of the process outlined by the performance-based objective(s)?
enVision:
Teaching Tool 25: (Vocabulary: Frayer Model)
Educational Epiphany Interpretation and Resource Guide
Reference:
Graphic Organizer Templates
Google Drawing Graphic Organizers
Teacher Vision
enVision:
Teaching Tool 25: (Vocabulary: Frayer Model)
Educational Epiphany Interpretation and Resource Guide
Reference:
Graphic Organizer Templates
Google Drawing Graphic Organizers
Teacher Vision
enVision:
Teaching Tool 25: (Vocabulary: Frayer Model)
Educational Epiphany Interpretation and Resource Guide
Reference:
Graphic Organizer Templates
Google Drawing Graphic Organizers
Teacher Vision
enVision:
Teaching Tool 25: (Vocabulary: Frayer Model)
Educational Epiphany Interpretation and Resource Guide
Reference:
Graphic Organizer Templates
Google Drawing Graphic Organizers
Teacher Vision
enVision:
Teaching Tool 25: (Vocabulary: Frayer Model)
Educational Epiphany Interpretation and Resource Guide
Reference:
Graphic Organizer Templates
Google Drawing Graphic Organizers
Teacher Vision
Additional supporting and prerequisites standards are indicated on the curriculum map. In addition, this is not a comprehensive breakdown of each lesson for this weekly PLC protocol guide.