Planning
Grade 4 Mathematics
Planning for Mathematics
Exemplary Elementary Mathematics Program
All students must have access to high-quality, rigorous mathematics instruction. The Exemplary Elementary Mathematics Program identifies how the ideas of exemplary mathematics align to Planning and Preparation, Classroom Environment, Instruction, and Professional Responsibilities as related to the Danielson Framework.
Structures for Mathematics Class
These models outline options for structuring your mathematics class. Your mathematics class is not required to use the same model everyday. The model for each day should be selected intentionally to support the needs of your students and the goals of the lesson.
Routines
Number Routines are an effective way to begin instruction on a daily basis. Routines should focus on numbers and integrate multiple concepts. Number Talks is a premiere routine that can be established after a brief, 3-session PD course. Other routines are available on this page with video descriptions and blackline masters.
Closure
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
Three-Act Tasks
A Three-Act Task is a whole group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution seeking Act Two, and a solution discussion and solution revealing Act Three.
Knowing Our Students as Learners First Week Performance Tasks
These tasks and activities are designed to know our learners as people and as mathematicians. They begin lessons for building connections and community. These tasks are used the first week or so of school so that students can engage in quality mathematics activities from the very start of the school year. They can be implemented through group activities with opportunities for independent work. They can be used to determine student understanding of mathematics concepts from previous grades as well as the grade they are entering.
Problem Solving
Problem solving is not an isolated activity. It doesn't occur every Friday. Instead problem solving is a skill that favors every mathematics lesson. Problem solving is more than just one-step word problems. Problem solving should feature rich tasks, authentic purposes, and multiple ways to be solved.
Increasing Rigor
Rigor is for every student. Rigor is directly related to the tasks we use with our students. These tasks are aligned, connect learning, use representations, promote reasoning, and engage students in justifying their solutions. This page provides more insight into rigor in mathematics. Each standard's "About the Math" page identifies prompts for increasing rigor.
Standards for Mathematical Practice
The Standards for Mathematical Practice identify the behaviors of mathematically proficient students. The "practices" are not taught in isolation. They are developed intentionally through mathematics instruction. This page identifies student and teacher behaviors of these practices. It also provides resources.
Articulation Recommendations
These are articulation recommendations from the Elementary Mathematics Office. Adjustments may be needed for varied reasons such as resource allocation, scheduling challenges, or departmentalization models.
Instructional Level Identification
A mathematics instructional level is determined by a student’s performance. Performance should equally measure concepts, procedures, and application of mathematics. Contact your Mathematics Support Teacher or the Elementary Mathematics Office with questions.
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Instructional Level Identification Guide Download Instructional Level Identification Guide
- Instructional Level Change Form Download Instructional Level Change Form
Number Readiness Assessments
Number Readiness Assessments can be useful in determining student understanding of foundational number concepts needed for grade level instruction. They should be administered in an interview or small group setting.
Homework
What is the role of homework? What is a good homework assignment? How much instructional time should be dedicated to going over homework? This page answers these questions, notes other considerations, and provides a resource (Assorted Concepts Homework) to support mathematics instruction.
Progressions Links to an external site.
Mathematics is not learned in isolation. It is an interconnected collection of skills and concepts. Each standard builds on previous learning while contributing to future learning. This link connects to progressions developed by the Common Core writing team.
Coherence Map Links to an external site.
This interactive map from Achieve the Core.org shows how mathematics content standards connect within and among grade levels. It is useful for backmapping standards to differentiate instruction. Enhanced features of the tool will be embedded in About the Math pages later this year.