major work of the grade
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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
Research
Major Work of the Grade
NC Educators
CCSS Progressions
Smarter Balanced
Assessment Consortium
NC Department of Public
Instruction
Major Work of the Grade
Bridging Major Work Standards
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.
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?
Close to 1
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.
3-5 AssessmentNorth 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/
Unpacking Document
Fourth Grade Unit
Navigations Alignment
Lessons for Learning
Selected tasks from the DPI Week-by-Week and Strategies Document
rewritten to align to CCSS
DPI Contact InformationKitty RutherfordElementary Mathematics [email protected]
Johannah MaynorSecondary Mathematics [email protected]
Barbara BissellK – 12 Mathematics Section [email protected]
Susan HartK-12 Program [email protected]
http://www.ncdpi.wikispaces.net