A Month-to-Month Guide: Fourth-Grade Math by Lainie Schuster

By Lainie Schuster

Making plans math guideline is a tough element of training. lecturers must have an total experience of the curriculum for the complete 12 months, of what will study every month, and of what particularly to coach every day. This consultant makes it effortless to plot all 3. It deals beneficial mathematical strands prepared month by way of month and masking grade-relevant subject matters. in its place to photocopying, the a hundred reproducibles during this ebook also are featured in PDF structure on an integrated CD. simply pop right into a desktop, print, and use!

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I also remind the children that this is a cooperative activity and that I expect them to talk to their partner about the mathematics. When they make a decision to cross out a number, they need to justify their decision mathematically. I give the children a time frame—approximately 15 minutes—and they set off to work. If children finish early, I hand them a nearly blank array titled Thinking in 4s and ask them to try to fill it in. The same rules apply; there must be two numbers that do not fit into the array, in which the sums of the rows and columns should be multiples of four.

In an active mathematics classroom, certain materials should be available and accessible at all times. The organization of materials is a personal choice but one that needs to be shared with your students. Establishing routines early in the year for use, organization, and cleanup of materials will be well worth your time and effort. Your choice of manipulatives should rely on instructional purpose. How will their use support the teaching and learning of mathematics? qxd 12 8/8/08 12:19 PM Page 12 A Month-to-Month Guide: Fourth-Grade Math the decimals unit.

I ask students to work with the same partner, but each child is responsible for completing his own written work. This is a time when the children can be moved from thinking about the specifics of the task to making generalizations about multiples of three, and they may struggle a bit with this line of questioning initially. First they were asked about sums, and now they are being asked about odd and even numbers within the context of this problem. ) 31 FIGURE 2–3 Ava’s completed Thinking in 3s assignment.

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