major work of the grade
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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
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Major Work of the Grade
Fourth Grade
Marta Garcia and Kitty Rutherford
NCCTM Conference 2012
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Session Agenda
Overview of The Major Work of the Grade
Exploring: Decimals and Place Value
Updates
Questions & Answers
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Research
Major Work of the Grade
NC Educators
CCSS Progressions
Smarter Balanced
Assessment Consortium
NC Department of Public
Instruction
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Major Work of the Grade
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Bridging Major Work Standards
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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.
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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?
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Close to 1
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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.
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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/
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Unpacking Document
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Fourth Grade Unit
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Navigations Alignment
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Lessons for Learning
Selected tasks from the DPI Week-by-Week and Strategies Document
rewritten to align to CCSS
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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