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Major Work of the Grade

Major Work of the Grade. Fourth Grade Marta Garcia and Kitty Rutherford NCCTM Conference 2012. Session Agenda. Overview of The Major Work of the Grade Exploring: Decimals and Place Value Updates Questions & Answers. http://www.ncdpi.wikispaces.net. NC Educators. CCSS Progressions.

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Major Work of the Grade

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  1. Major Work of the Grade Fourth Grade Marta Garcia and Kitty Rutherford NCCTM Conference 2012

  2. Session Agenda • Overview of The Major Work of the Grade • Exploring: Decimals and Place Value • Updates • Questions & Answers

  3. http://www.ncdpi.wikispaces.net

  4. NC Educators CCSS Progressions Research Major Work of the Grade Smarter Balanced Assessment Consortium NC Department of Public Instruction

  5. Major Work of the Grade

  6. Bridging Major Work Standards

  7. Three Standards from the Major Work Clusters • 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. • 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. • 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

  8. Think about this… Compare : 6 x 4 60 x 4 60 x 40 How much larger is the product of 60 x 40 than 6 x 4?

  9. Close to 1

  10. Three Standards from the Major Work Clusters • 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. • 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. • 4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.

  11. 3-5 Assessment North Carolina Assessment Specifications Summary • http://www.ncdpi.wikispaces.net OR • http://www.ncpublicschools.org/docs/acre/assessment/math.pdf Next Generations Sample Forms • http://dpi.state.nc.us/accountability/testing/releasedforms Smarter Balanced Assessment Consortium (2014-2015) • http://www.smarterbalanced.org/

  12. Unpacking Document

  13. Fourth Grade Unit

  14. Navigations Alignment

  15. Lessons for LearningSelected tasks from the DPI Week-by-Week and Strategies Document rewritten to align to CCSS

  16. NCDPI K-5 Math Listserv Send an email to the Listserv to join: join-k-5_math@lists.dpi.state.nc.us

  17. DPI Contact Information http://www.ncdpi.wikispaces.net

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