QUICK START GUIDE. your kit BOXES 1 & 2 BRIDGES. Teachers Guides

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1 QUICK START GUIDE BOXES 1 & 2 BRIDGES Teachers Guides your kit Your Teachers Guides are divided into eight units, each of which includes a unit introduction, 20 lessons, and the ancillary pages you ll need to teach them. Keep the binder handy, and store the other binders in your bookcase or cabinet for now. The Assessment Guide is also included in this box. The Teachers Guides and ancillary pages are also available for viewing and download on the Bridges Educator site at. Before unpacking and organizing, you ll want to have the following materials on hand: One plastic box with a lid or a file drawer for your Bridges mats, game boards, and card decks One plastic box with a lid or a file drawer for your Number Corner materials (calendar markers, card decks) Six containers, with or without lids, large enough to accommodate 8 ½ 11 game boards or stackable file trays (for Bridges Work Place materials) One basket or shoebox for your bags of dice, game markers, and spinner overlays Eight tubs, one each for larger manipulatives. See list on page 6. Give yourself plenty of space to unpack your boxes you have three boxes of materials! Box 1 is filled with your Bridges Teachers Guides and components. Box 2 includes Bridges manipulatives, and box 3 has your Number Corner materials. The Math Learning Center QBB4805 4

2 Bridges in Mathematics Grade 4 Quick Start Guide Bridges Components In this box, you ll find an assortment of card decks that students will use to play partner games. Keep each of these card decks in its own labeled bag. You ll need access to them throughout the year. Keep the cards in their labeled bags in a box or file drawer. Store them where you can retrieve them easily. They do not need to be accessible to students. 1 Card decks The Math Learning Center

3 Bridges in Mathematics Grade 4 Quick Start Guide Bridges Manipulatives Your kit contains a variety of manipulatives. We ll talk about ways to keep the manipulatives organized in the next section. 1 Pan balance scale 2 Pattern blocks 3 Colored tiles 4 Platform scale 5 Geoboards and geobands 6 Measuring cups 1 cup & 1 quart 7 Plastic cubes 8 Oral syringe 9 Adding machine tape 10 Measuring tapes 11 Rubber bands 12 Money value pieces 13 Base ten plastic grid 14 Base ten linear pieces 15 Plastic coins 16 Literature 17 Supermagnets with hooks 18 Game markers Number Corner includes a Quick Start Guide similar to this one. It is intended for Number Corner teachers in classrooms where Bridges is not the primary curriculum. Since Number Corner and Bridges share some materials, please follow the steps here. The Math Learning Center

4 Bridges in Mathematics Grade 4 Quick Start Guide BOX 3 NUMBER CORNER Teachers Guides Keep the Volume 1 binder handy, and store the other binders in your bookcase or cabinet for now. Add the Number Corner portion of the Assessment Guide to the Assessment Guide binder found in Bridges box 1. The Teachers Guides and ancillary pages are also available for viewing and download on the Bridges Educator site. Number Corner Components You ll need access to these materials throughout the year. Store them where you can retrieve them easily. Keep the calendar markers, mats, and cards, each in their own labeled bag, in a box or file drawer. 1 Word Resource Cards 2 Calendar markers 3 Card decks 4 Work mats 5 Display cards If you are upgrading from Number Corner to Bridges, you will already have the items shown on these pages. The Math Learning Center

5 Bridges in Mathematics Grade 4 Quick Start Guide Number Corner Manipulatives 1 Calendar Grid pocket chart 2 Colored tiles 3 Pattern blocks protractors 5 Measuring cups 1 cup & 1 quart 6 Plastic coins protractor 8 Spinner overlays 9 Dice Store the manipulatives listed below with the markers, mats and cards for use during Number Corner: Colored tiles Spinner overlays Dice 180 protractors Plastic coins The Math Learning Center

6 your materials & classroom There are many good ways to organize your materials. Begin with the recommendations here, and refine your system throughout the school year to better meet the unique circumstances of your classroom. You ll find more detailed information including photos from real Bridges classrooms on the Bridges Educator site. If you have great organization tips you d like to share, we d love to pass them on to other Bridges users! You can your ideas to * Please see the Bridges Educator site for a comprehensive list of required materials that are not included in your kit. Those mentioned here are marked with an asterisk. Store the manipulatives listed below in a single basket or shoebox: Plastic coins Measuring tapes Game markers Spinner overlays Dice Store each larger manipulative listed below in its own tub: Calculators* Modeling clay (keep in zip-top bag)* Pattern blocks Colored tiles Geoboards and geobands Plastic cubes Money value pieces Store these materials with your general classroom supplies and equipment: Pan balance scale Platform scale Measuring cups Oral Syringe Adding machine tape Rubber bands Supermagnets with hooks Store your three literature books with your Teachers Guides so they don t get mixed in with your classroom book collection. Post these wall charts in your Number Corner display area: Calendar Grid pocket chart Base ten pieces Store these items where students have easy access to them: Student whiteboards, pens, and erasers* Rulers* Protractors The Math Learning Center

7 The following steps will prepare you to teach Bridges and Number Corner on the first day of school. 1 to teach BRIDGES Read Introducing Bridges in Mathematics Grade 4, found in the front of the Teachers Guide. NUMBER CORNER Read Introducing Grade 4 Number Corner, found in the front of the Volume 1 Number Corner Teachers Guide. Introducing Bridges in Mathematics Grade 4 Welcome to Bridges in Mathematics Bridges Activities Bridges in Mathematics, second edition, is a comprehensive K 5 mathematics curriculum that equips teachers to fully implement the Common Core State Standards for Mathematics in a manner that is rigorous, coherent, engaging, and accessible to all learners. The curriculum focuses on developing students deep understandings of mathematical concepts, proficiency with key skills, and ability to solve complex and novel problems. Bridges blends direct instruction, structured investigation, and open exploration. The program taps into the intelligence strengths of all students by presenting material that is as linguistically, visually, and kinesthetically rich as it is mathematically powerful. A Bridges classroom features a combination of whole-group, small-group, and independent activities that are problem centered. Fourth graders engage in five major kinds of activities: Problems & Investigations, Work Places, Math Forums, Problem Strings, and Assessments. Problems & Investigations Problems & Investigations are whole-group activities that also incorporate periods of independent and partner work. They often begin with a problem posed by the teacher, followed by time for students to think independently, work for a period of time, and talk in pairs before reconvening to share and compare strategies and solutions as a whole class. Work Places Work Places are engaging, developmentally appropriate math stations that offer ongoing practice with key skills. Many Work Places are partner games, but some are independent activities or more open-ended partner work. Work Places are always introduced and practiced as a whole class, after which students have opportunities to repeat the Work Place over a period of weeks. Work Places include suggestions that enable the teacher to differentiate each activity to address students needs for additional support or challenge. Math Forums Students discuss their solutions to and strategies for solving problems in nearly every Bridges lesson. Math forums, which occur a few times in most units, are a more formal and structured time for students to share and discuss their work. Prior to conducting a forum, the teacher reviews students written work on a particular problem and selects specific students to share during the forum. She carefully plans the order in which students will share to help the rest of the class develop a deeper understanding of the problem and the variety of strategies that can be applied to solve it. Students who are not sharing their own work are expected to listen carefully, compare their classmates work to their own, and ask questions to better understand each student s ideas. Topics Covered in This Introduction Bridges Activities Problems & Investigations Work Places Math Forums Problem Strings Assessments Number Corner Mathematical Emphasis Content Practices Models Number Line Arrays Ratio Tables Base Ten Area Pieces Models for Fractions Models for Geometry Teacher Materials Teachers Guide Unit Introductions Module Introductions Sessions (Daily Lesson Plans) Ancillary Pages Assessment Guide Support & Intervention Answer Keys Student Materials Bridges Student Book Home Connections Spanish-Language Materials Additional Materials Technology Vocabulary Introducing Grade 4 Number Corner Welcome to Number Corner! Number Corner, second edition, is a program of skills practice as well as ongoing encounters with broader mathematical concepts. Extensively revised to address the Common Core State Standards for Mathematics, Number Corner features daily 20-minute workouts that introduce, reinforce, and extend skills and concepts related to the critical areas of study at each grade level. Number Corner is an essential component of the Bridges in Mathematics curriculum, but it can be used to complement any K 5 curriculum, providing students and teachers with opportunities to apply Common Core skills in new settings and real-world contexts. The term Number Corner refers not only to the program as a whole but also to the physical bulletin board display. The display is the center of learning activities and the heart of a math-rich classroom environment. We strongly encourage leaving the display up in the room (rather than tucking it in an interactive whiteboard), so students can make use of the models throughout the day. The teacher and students add new pieces to the display each day, which offer starting points for discussions, problem solving, and short written exercises. Over the course of any given month, fourth graders predict and post new markers in the Calendar Grid pocket chart; collect and record a unit of measure or a small set of data each day and then make observations and draw conclusions about the collection; play games and participate in activities designed to improve computational fluency, including number line work; engage in problem strings a focused whole-group activity designed to increase students understanding of mathematical operations and relationships between numbers; and solve problems involving multiple steps, estimating, reasoning, fractions, and all four operations including division with remainders. Math becomes less abstract as students work with concrete and visual models related to multi-digit numbers; fractions; developing and using efficient strategies to add, subtract, multiply and divide; measurement quantities and measurement tools; and investigating and analyzing two-dimensional shapes and their attributes. Many teachers use the quick-paced Number Corner workouts as a warm-up for their daily math time. Others incorporate a workout into their morning routine or as a whole-group time to gather, review, and reflect at the end of the day. The lively sessions feature creative, original activities that build from five predictable routines. Games and challenges are designed to engage young learners as they develop numerical literacy and proficiency. The rigor, focus and coherence in each workout promote conceptual understanding and procedural fluency. We hope you ll enjoy guiding your students through Number Corner. We believe you ll find that with daily, long-term opportunities to work and play with numbers and concepts, their growth in mathematical thinking, confidence, and enthusiasm will soar. 2 Bridges in Mathematics Grade 4 Teachers Guide Number Corner Grade 4 Teachers Guide i BRIDGES Read the Bridges Introduction, and review the organizational charts. Multiplicative Thinking Introduction Skills Across the Grade Levels The table below shows the major skills and concepts addressed in. It is meant to provide a quick snapshot of the expectations for students learning during this unit, as well as information about how these skills are addressed in Bridges Grade 3, elsewhere in Grade 4 including Number Corner (NC), and also in Grade 5. Major Skills/Concepts Addressed Gr. 3 Gr. 4 Elsewhere Gr. 5 3.OA.1 Interpret products of whole numbers M N/A N/A 3.OA.3 Solve multiplication story problems with M N/A N/A products to 100 involving situations of equal groups 3.OA.4 Solve for the unknown in a multiplication M N/A N/A equation involving 3 whole numbers 3.OA.5 Multiply using the commutative and distributive M N/A N/A properties 3.OA.7 Fluently multiply with products to 100 using M N/A N/A strategies 3.MD.7a Demonstrate that the area of a rectangle with M N/A N/A whole-number side lengths can be found by multiplying the side lengths 3.MD.7b Represent the product of two numbers as M N/A N/A the area of a rectangle with side lengths equal to those two numbers 3.MD.7c Use the area model for multiplication to M N/A N/A illustrate the distributive property 3.MD.7d Find the area of a figure that can be decomposed M N/A N/A into non-overlapping rectangles M Unit 2 4.OA.1 Write a multiplication equation to represent a NC Sep., Nov., Jan., Apr. verbal statement of a multiplicative comparison M Units 2, 7 4.OA.2 Solve story problems involving a multiplicative NC Sep., Apr. comparison using multiplication or division M Unit 2 4.OA.4 Find all factor pairs for a whole number NC Sep. Dec. between 1 and 100 M Unit 2 4.OA.4 Demonstrate an understanding that a whole NC Sep. Dec. number is a multiple of each of its factors N/A M Unit 2 4.OA.4 Determine whether a whole number between 1 and 100 is prime or composite D D Units 4, 7, 8 4.MD.1 Identify the relative sizes of centimeters, NC Sep., Nov., Apr., May meters, and kilometers; grams and kilograms; ounces and pounds; milliliters and liters; seconds minutes and hours D Units 4, 7, 8 4.MD.1 Express a measurement in a larger unit in May terms of a smaller unit within the same system of NC Sep., Nov., Apr., measurement I Skill or concept is introduced or reintroduced. D Skill or concept is developed. M Skill or concept is expected to be mastered. Skill or concept is reviewed, practiced, or extended to higher levels. S Support materials are provided for students who require intervention or additional practice. N/A Skill or concept is not addressed. begins the year with a study of multiplication and division, focusing in particular on models, strategies and multiplicative comparisons. In Module 1, students use open number lines, arrays, and ratio tables. They also solve multiplication and division story problems and participate in their first math forum. In Module 2, they use the area model to investigate factors and multiples and prime and composite numbers. They also review strategies for finding single-digit multiplication facts. Module 3 has them working with factors and products as well as multiplicative comparisons and equations. Module 4 extends the idea of multiplicative comparison into the arena of measurement, as students develop deeper understandings of the relative sizes of metric units for length, mass, and liquid volume. Planner Module Day Session & Work Places Introduced P&I PS MF WP A HC DP Module 1 Models for Multiplication & Division 1 Session 1 Setting Our Course for the Year The teacher and class work together to build community and set the tone for the year ahead. 2 Session 2 Number Lines In a multiday investigation, students use open 3 Session 3 Pre-Assessment number lines, ratio tables, and arrays to determine the number of school supplies collected in 4 Session 4 Methods & Models for Multiplication a fictional classroom. 5 Session 5 Models for Division 6 Session 6 Math Forum on Multiplication & Division Module 2 Primes & Composites 7 Session 1 Finding Factors of Numbers from 1 to 36 Students use the area model to investigate factors of numbers and determine whether numbers 8 Session 2 Exploring Prime & Composite Numbers are prime or composite. They consider multiplication fact strategies introduced in third grade and Work Place 1A Cover Up 9 Session 3 Reviewing Multiplication Strategies use open number lines, ratio tables, and the area model to review them. The Work Place activities 10 Session 4 Introducing Work Place 1B introduced in this module also provide practice Arrays to One Hundred with multiplication facts and strategies. Work Place 1B Arrays to One Hundred 11 Session 5 Seeing Strategies, Part 1 Work Place 1C The Multiple Wheel 12 Session 6 Seeing Strategies, Part 2 Work Place 1D Spinning Around Multiplication Module 3 Multiplicative Comparisons & Equations 13 Session 1 Introducing Work Place 1E Products This module focuses on factors, products, multiplication comparisons, and equations. Students Work Place 1E Products Four in a Row Four in a Row are introduced to two new Work Places. In Products Four in a Row, they develop strategies 14 Session 2 Multiplication & Division Checkpoint to choose factors that will give them the most 15 Session 3 Multiplicative Comparisons with a Giant advantageous products. Then in Dragon s Gold, they learn to verbalize and record statements of 16 Session 4 Introducing Work Place 1F Dragon s Gold multiplicative comparison. Work Place 1F Dragon s Gold 17 Session 5 Post-Assessment Module 4 Measurement Experiences 18 Session 1 Linear Measurement This module provides hands-on experience with measurement as students explore linear 19 Session 2 Benchmarks for Standard Units: measurement, mass, weight, and liquid volume, Mass/Weight and review the definitions and units of measure 20 Session 3 Volume & Capacity for each category. They use various measurement tools and match the units of measure with each tool. The investigations enable them to better identify the relative sizes of various units of measure. P&I Problems & Investigations, PS Problem String, MF Math Forum, WP Work Place, A Assessment, HC Home Connection, DP Daily Practice Bridges in Mathematics Grade 4 Teachers Guide Bridges in Mathematics Grade 4 Teachers Guide i Introduction Assessments There are three written assessments in a unit pre-assessment near the beginning of Module 1, a checkpoint near the beginning of Module 3, and a unit post-assessment at the end of Module 3. In addition to these, six Work Places introduced over the course of the unit offer teachers frequent opportunities to observe students skills in authentic settings. The following chart shows where and when assessment opportunities appear throughout the unit. Skills/Concepts Assessed Observational Assessments Written Assessments 3.OA.4 Determine the unknown whole M3, S2 Multiplication & number in a multiplication or division Division Checkpoint equation relating three whole numbers Supports 3.OA Use and explain M2, S5 Work Place 1C The additive and multiplicative strategies Multiple Wheel to demonstrate an understanding of multiplication 3.OA.5 Multiply using the commutative property M2, S3 Work Place 1A Cover Up 3.OA.5 Multiply using the distributive M2, S4 Work Place 1B Arrays to property One Hundred 3.OA.6 Solve division problems by finding an unknown factor (e.g., Solve 32 8 by finding the number that makes 32 when multiplied by 8) 3.OA.7 Fluently multiply with products M2, S3 Work Place 1A Cover Up to 100 using strategies M2, S4 Work Place 1B Arrays to M3, S2 Multiplication & One Hundred Division Checkpoint M2, S5 Work Place 1C The Multiple Wheel M2, S6 Work Place 1D Spinning Around Multiplication M3, S4 Work Place 1F Dragon s Gold M3, S1 Work Place 1E Products Four in a Row 3.OA.9 Explain patterns among basic M2, S3 Work Place 1A Cover Up M3, S2 Multiplication & multiplication facts by referring to Division Checkpoint properties of the operation 3.NBT.3 Multiply whole numbers from 1 9 by multiples of 10 from using strategies based on place value and properties of operations 3.MD.7b Find the area of a rectangle M2, S3 Work Place 1A Cover Up M3, S2 Multiplication & by multiplying its side lengths M2, S4 Work Place 1B Arrays to Division Checkpoint One Hundred 3.MD.7c Use the area model for multiplication to illustrate the distributive M2, S3 Work Place 1A Cover Up property (e.g., the area of a rectangle with side lengths a and b + c is equal to a (b + c) or a b + a c) 4.OA.1 Make a comparison statement to match a multiplication equation; M3, S2 Multiplication & write a multiplication equation to Division Checkpoint represent a verbal statement of a multiplicative comparison 4.OA.2 Solve story problems involving a multiplicative comparison using multiplication or division 4.OA.3 Solve multi-step story problems involving only whole numbers, using addition,, multiplication, and division viii Bridges in Mathematics Grade 4 Teachers Guide ix Visit the Resources section of the Bridges Educator site to find online resources mapped to the units and modules of Bridges in Mathematics and months of Number Corner. It is designed to help teachers and students make the most of the many excellent free resources provided by educators, authors, universities, and organizations. The Math Learning Center

8 1 foot Bridges in Mathematics Grade 4 Quick Start Guide 3 BRIDGES Review the, Module 1 Introduction. (Each unit contains four modules.) The Planner shows what kinds of activities you ll be doing in the first module. Use the Materials Chart as a checklist to prepare your materials before your first Number Corner session.. NUMBER CORNER Review the Introduction section of the September Number Corner Teachers Guide. The Sample Display shows how to set up your Number Corner display, and the Daily Planner gives you the month s schedule at a glance. The Materials Chart shows everything you ll need to prepare ahead of time. Use it as a checklist to get all the materials ready before the first day of school. Module 1 Models for Multiplication & Division Number Corner September In Module 1, the teacher works to set the tone for the year and to build community within the class. Students brainstorm what the class should look like and sound like in Session 1, extending and refining their list as the module continues. Also in Session 1, the teacher launches a multi-day investigation in which students determine the number of school supplies collected in a fictional fourth grade classroom. This context allows students to review and extend their understanding of multiplication strategies, concepts, and models including open number lines, ratio tables, and arrays. Students take the Pre-Assessment in Session 3 and reflect on their work in Session 4. They participate in the first math forum of the year in Session 6, sharing their work on a variety of story problems from Session 5. Planner During this first month of school, students become familiar with the rhythms and routines of each Number Corner workout, while reviewing, revisiting, and extending skills and concepts addressed in third grade and exploring those new to fourth grade. While each workout stands alone, there are also connections among them that invite students to consider the material in different contexts and that help solidify and deepen their understandings. The primary mathematical emphasis this month is multiplication: students review multiplication facts, work with multiples of 10, think about factors and multiples, and work on strategies for multiplication with larger numbers. Activities Workouts Day Activities D G SB Calendar Grid Ancient Egyptian Numerals The calendar markers this month feature unfamiliar symbols, which students learn mid-month are ancient Egyptian numerals. Students search for patterns among the symbols to determine how the ancient Egyptian system of numeration works and how the markers are changing from day to day. This pattern provides a place value review that will help as they work with larger numbers and decimal numbers later in the year. Session P&I PS MF WP A HC DP Session 1 Setting Our Course for the Year Session 1 opens with a discussion about how the classroom should look and sound during math period to ensure that everyone has a chance to be successful. Students ideas are recorded on a chart to set the tone for the day s work. Students listen to a story that launches them into an investigation to determine quantities of school supplies to be used in a fictional fourth grade classroom. They solve problems in pairs and share their strategies with the class. To close the session, the class makes a poster about their Community of Learners to refer to for the rest of the year. Session 2 Number Lines This session opens with the first problem string of the year. Students set up their student journals and work through the string to review using an open number line to represent multiplication problems. Then the investigation into Mrs. Carter s school supplies continues as they use a variety of strategies, including the problem string, to find quantities of supplies in Mrs. Carter s class. Students examine a Number Line Puzzle and apply the strategies they are practicing. Session 3 Pre-Assessment This session begins with a short problem string in which students investigate ratio tables. Then students complete the Pre-Assessment. They reflect on the assessment during the next session. This session ends with a brief exploration of the math manipulatives and materials students will use throughout the year. Session 4 Methods & Models for Multiplication After reviewing the pre-assessment given in Session 3, students solve several multiplication story problems and the teacher models their strategies using open number lines, ratio tables, and rectangular arrays. In the back of their math journals, students begin a handbook involving a collection of mathematics vocabulary and strategies to use throughout the year. Session 5 Models for Division Students investigate the relationship between multiplication and division using open number lines, ratio tables and the area model. After students collaborate to connect the three models to division, they begin a set of multiplication and division story problems. Session 6 Math Forum on Multiplication & Division Students finish the Camping Story Problems Student Book page from Session 5. Then the teacher leads the first math forum, a purposeful classroom discussion of students strategies. Today s forum focuses on grouping and sharing problems, using the array model to strengthen understanding. The teacher asks intentionally selected students to share their strategies for solving two of the Camping Story Problems. Throughout the forum, the teacher guides students understanding of the strategies and how the strategies relate to each other. P&I Problems & Investigations, PS Problem String, MF Math Forum, WP Work Place, A Assessment, HC Home Connection, DP Daily Practice Module 1 Calendar Collector Six Inches a Day The class collects a 6-inch strip of paper each day and glues it onto a yard-long strip marked at 1-foot increments. Students keep a chart to show the growing collection of inches, feet, and yards. They make conversions from one unit to another that involve both whole numbers and fractions. Computational Fluency The Number Line & Splat! Students identify and consider multiples of 2, 3, and 6 on a number line and and play a game called Splat! In the number line activities, students review factors and multiples, do count-arounds (i.e., count by a particular number), and record the multiples of 2, 3, and 6 on a number line. The game Splat! provides practice multiplying by 10 and by multiples of 10. Problem Strings Multiplication Models Students explore multiplication models and strategies as they review and solidify their understanding of how problem strings work. Solving Problems One-Step Multiplication Problems Students solve problems and then discuss their solutions in pairs and as a class. For each problem, they paraphrase the question they are being asked to answer, identify the pertinent information in the problem, show their work, and state the answer in the form of a complete sentence. The mathematical content focuses mainly on one-step multiplication problems, including multiplication in the context of calculating area. 1 1 Introducing the Calendar Grid 4 2 Updating & Discussing the Calendar Grid 7 3 Revealing the Tenth Marker & Introducing the Observations Chart 10 4 Comparing Numeration Systems 12, 16 5 Completing a Student Book Page 20 6 Concluding the September Calendar Grid 3 1 Introducing the October Calendar Collector 6 2 Introducing the Calendar Collector Record Sheet 14 3 Sharing Observations & Computing Total Inches, Feet & Yards 18 4 Completing the Inches, Feet & Yards Page 1, 7, 12 1 Marking Multiples of 2, 3 & 6 on the Number Line 4 2 Introducing Splat! 10, 16 3 Playing Splat! with a Partner 20 4 Looking Back at the Month 11 1 Problem String Problem String Problem String Introducing Solving Problems & Solving Megan s Marbles Problem 5 2 Discussing Megan s Marbles & Solving a Related Problem 15 3 Solving Xavier s Garden Problem 17 4 Discussing Xavier s Garden Problem September Introduction Assessment Baseline Assessment Students spend two periods completing a written assessment that provide teachers with information about some of the most critical skills students should have mastered in third grade. D Discussion, G Game, SB Number Corner Student Book 8 Baseline Assessment, Part 1 Completing Pages Baseline Assessment, Part 2 Completing Pages 4 & 5 4 Bridges in Mathematics Grade 4 Teachers Guide 1 Number Corner Grade 4 Teachers Guide 1 BRIDGES Read, Module 1, Session 1. NUMBER CORNER Read the first week s featured workouts. September Calendar Collector Six Inches a Day The class collects a 6-inch strip of paper each day and glues it onto a yard-long strip marked at 1-foot increments. Students keep a chart to show the growing collection of inches, feet, and yards. In the process, they make conversions from one unit to another, working in both whole numbers and fractions through the month. Skills & Concepts Recognize equivalent fractions (4.NF.1) Explain addition of fractions as joining parts referring to the same whole (4.NF.3a) Solve story problems involving addition of fractions referring to the same whole and with like denominators (4.NF.3d) Multiply a fraction by a whole number (4.NF.4b) Express a measurement in a larger unit in terms of a smaller unit within the same system of measurement (e.g., convert from feet to inches) (4.MD.1) Record equivalent measurements in different units from the same system of measurement using a 2-column table (4.MD.1) Solve story problems involving distance using addition or multiplication of fractions (4.MD.2) Solve story problems that involve expressing measurements given in a larger unit in terms of a smaller unit within the same system of measurement (4.MD.2) Reason abstractly and quantitatively (4.MP.2) Attend to precision (4.MP.6) Materials Activities Day Copies Kit Materials Classroom Materials Activity 1 3 TM T2 glue stick Introducing the October Six-Inch Strips calculators, optional Calendar Collector TM T3 yard stick, optional Yard Strips Activity 2 6 Inches, Feet & Introducing the Calendar Yards Record Sheet Collector Record Sheet (see Preparation) Activity 3 14 Sharing Observations & Computing Total Inches, Feet, & Yards Activity 4 18 NCSB 5* Completing the Inches, Inches, Feet & Yards Feet & Yards Page TM Teacher Master, NCSB Number Corner Student Book Copy instructions are located at the top of each teacher master. *Run 1 copy of this page for display. Preparation Module 1 Session 1 Before the first Calendar Collector Activity this month, prepare all of the Six-Inch Strips and one Yard Strip. Store the strips in a plastic bag or envelope and post near the display. Include a glue stick in the bag or envelope. Post one Yard Strip before Activity 1 and add more Yard Strips as needed through the month. Post the Inches, Feet & Yards Record Sheet on the display before the second activity. September CC September Calendar Grid Ancient Egyptian Numerals The calendar markers this month feature unfamiliar symbols, which students learn mid-month are ancient Egyptian numerals. Students search for patterns among the symbols to determine how the ancient Egyptian system of numeration works and how the markers are changing from day to day. This pattern provides a place value review that will help as they work with larger numbers and decimal numbers later in the year. Skills & Concepts Setting Our Course for the Year Summary Generate a number or shape pattern that follows a given rule and identify features of the pattern that were not explicit in the rule used to generate it (4.OA.5) Demonstrate an understanding that in a multi-digit number, each digit represents ten times what it represents in the place to its right (4.NBT.1) Read and write multi-digit whole numbers represented with numerals, with words, and in expanded form (4.NBT.2) Write a simple expression to record calculations with numbers (5.OA.2) Construct viable arguments and critique the reasoning of others (4.MP.3) Look for and make use of structure (4.MP.7) Session 1 opens with a discussion about how the classroom should look and sound during math period to ensure that everyone has a chance to be successful. Students ideas are recorded on a chart to set the tone for the day s work. Then the teacher tells a story to launch an investigation in which students determine quantities of school supplies to be used in a fictional fourth grade classroom. They solve problems in pairs and share their strategies with the class. To close the session, the class makes a poster about their Community of Learners to refer to for the rest of the year. Skills & Concepts Materials Activities Day Copies Kit Materials Classroom Materials Activity 1 1 Calendar Grid pocket Introducing the chart Calendar Grid Ancient Egyptian Activity 2 4 Numerals Calendar Updating & Discussing Markers the Calendar Grid Month, Day, and Year Cards Activity 3 7 TM T1 Calendar Grid Revealing the Tenth Ancient Egyptian Observations Chart Marker & Introducing Numeration Chart (see Preparation) the Observations Chart 1 piece of lined chart paper (see Preparation) Activity 4 10 NCSB 1* Comparing Comparing erasable pen or dryerase marker Numeration Systems Numeration Systems Activity 5 12, NCSB 2* Completing a Number 16 Expanded Form Corner Student Book NCSB 3* Page Equations for Egyptian Numerals Activity 6 20 NCSB 4* Concluding the Cracking the Code September Calendar Grid TM Teacher Master, NCSB Number Corner Student Book Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display. Interpret products of whole numbers (3.OA.1) Make a comparison statement to match a multiplication equation (4.OA.1) Solve story problems involving a multiplicative comparison using multiplication or division (4.OA.2) Make sense of problems and persevere in solving them (4.MP.1) Construct viable arguments and critique the reasoning of others (4.MP.3) Materials Copies Kit Materials Classroom Materials Problems & Investigations Setting Our Course for the Year TM T1 School Supplies SB 1* More School Supplies Daily Practice 2 pieces of chart paper taped to the wall in an easily accessible location marker SB 2 How Many Pencils? HC Home Connection, SB Student Book, TM Teacher Master Copy instructions are located at the top of each teacher master. * Run 1 copy of this page for display. Preparation Prepare Student Books for use by writing students names on them. Create two charts for recording students thinking. On the first, make a T-chart with one column labeled Looks Like and the other column labeled Sounds Like. On the second, write Community of Learners at the top. Vocabulary An asterisk [*] identifies those terms for which Word Resource Cards are available. equation* groups of multiplication multiplicative comparison multiply* strategy unit* Module 1 Session 1 Vocabulary An asterisk [*] identifies those terms for which Word Resource Cards are available. equation* numeral place value predict September CG In the Implementation section of the Bridges Educator site you ll find the Bridges Blog alongside resources that can help you build a strong classroom community, improve your class discussions, manage your time effectively, and much more. 1 yard Number Corner Grade 4 Teachers Guide 15 Number Corner Grade 4 Teachers Guide 5 Bridges in Mathematics Grade 4 Teachers Guide 3 START TEACHING, AND ENJOY! The Math Learning Center

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