In the beginning of the Unit 1 binder, there is an overview of the philosophy of this curriculum and the components included in the curriculum. The instructional materials identify the MPs, with two to four identified for each Bridges session and Number Corner activities. Problem strings (found in Unit 2, 4 and 6) target procedural skill and fluency by targeting opportunistic strategies. Materials include learning objectives that are visibly shaped by CCSSM cluster headings. Preparation However, teacher guidance on how to incorporate these resource is lacking within the materials. The materials reviewed for Grade 4 partially attend to the standards' emphasis on mathematical reasoning. Suggestions for SUPPORT or CHALLENGE are embedded in some sessions (not consistent) and noted in the Teacher’s Guide. For example, Unit 2, Module 3, Session 3, "Doubling & Halving," students begin the session with problems that double or half and then move to problems that double and half, resulting in the same product. Students will look at patterns and strategies on the multiplication table to build multiplication fact fluency in this unit. The Bridges overall Scope & Sequence for Units does not note the practice standards, however, between two and four MPs are identified in the “Skills and Concepts” section at the beginning of every Bridges Session. Materials support teachers in planning and providing effective learning experiences by providing quality questions to help guide students' mathematical development. In the Implementation section of the Online Resources, there is a "Math Coach" tab that provides the Implementation Guide, Scope & Sequence, Unpacked Content, and CCSS Focus for Grade 4 Mathematics. by each item on the assessment An answer key . In Unit 2, Module 2, Session 2 as students are learning to represent arrays pictorially, after working with concrete models, teachers are prompted to ask the following questions: In Unit 3, Module 1, Session 2 - As students are exploring fractions on the number line, teachers are prompted to ask the following questions: In Unit 6, Module 3, Session 3, - When discussing a fraction game, the teacher is prompted to ask the following questions: In the November Number Corner Computational Fluency activity, "Roll & Compare" game, the following questions are provided in the "Key Questions" section in the margin: Materials contain a teacher's edition with ample and useful annotations and suggestions on how to present the content in the student edition and in the ancillary materials; however, additional teacher guidance for the use of embedded technology to support and enhance student learning is needed. Also, encourage students to consider the semi-perimeter (half of the perimeter) and its relationship to the dimensions.”, Unit 2, Module 3, Session 1 provides a ELL suggestion. Examples below: In Unit 4, Module 2, Session 1, "Removal vs. Finding the Difference," students use the “Find the Difference” and “Removing” strategies to subtract after they are modeled by the teacher using an open number line. As students work and record their answers, they pause for discussion to share their thinking with the class, using paper bills and base ten area pieces. The Comprehensive Growth Assessment contains 49 written items, addressing every Common Core standard for Grade 4. *Students try to sink battleships by plotting fractions on a number line. After the Pre-Assessment, students are asked to make a star next to the two skills that he/she needs to work on the most during the unit. The instructional materials reviewed for Grade 4 meet the expectations for focus. decision making around the use of high-quality instructional materials. Encourage students to respond to each other's ideas: if they agree with a classmate, they might still have some ideas to add or some ways to extend their thinking; if they disagree, they can suggest a different idea and explain why it makes sense to them. The students then are given tasks that build on the session skills learned for the home connections. This document lists the progression of the major work in grades K-8. Materials are well-designed, and lessons are intentionally sequenced. Materials encourage students to monitor their own progress. In unit 6, multi-digit multiplication and division, no assessment items require the standard algorithm; most items allow for student choice of solution strategy. In the Number Corner April Computational Fluency, the class plays "Color Ten" a game that requires players to generate fractions and mixed numbers and then add or subtract them to get as close to 10 as possible. The instructional materials reviewed for Grade 4 partially meet the expectations for fostering coherence through connections at a single grade, where appropriate and required by the standards. In Unit 1, Module 2, Sessions 1 and 3-6 (Primes & Composites), Grade 3 Operations and Algebraic Thinking standards, including 3.OA.5, 3.OA.7, and 3.OA.9, and Grade 3 Measurement and Data standards, 3.MD.7.B and 3.MD.7.C are identified for purpose of review and extension alongside standards in major cluster 4.OA.B.

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