Math+Chat+-+Fourth+Grade

  __Welcome to our On-line Reflection Meeting! To add text, simply click on "Edit this Page" and start typing. Please be sure to sign your name or initials to your comments. The goal of this is for you to place comments that will help us teach the math program more effectively. Typical comments might be: "We need two days on Lesson 2-3 instead of 1" or "I would like for this topic to be placed at a different time in the year" or "I didn't really get what they were trying to get the kids to do on page 45." It would also be awesome if you could share any additional activities, games, etc. that you use.__

__Thoughts, Suggestions, Concerns, Notes__ HeY! Two areas of concerns for me: mental math and breaking apart I know this helps with number sense, but not TAKS tested and I feel like it would be better to cover these after TAKS

This unit was fine, but I am not sure I like starting school with place value up to the hundred millions place.
 * __enVision Topic 1: Numeration -- 8 days__ **

**__enVision Topic 2: Addition and Subtraction Number Sense -- 11 days__** Topic 2 lesson 1 Mental Math: We touched on this lesson lightly. This lesson was our least favorite. The Daily TEKS/TAKS Review 2-9 workbook page #4 is labeled A,C,B,D instead of A, B, C, D

**__enVision Topic 3: Multiplication Meaning and Facts --- 9 days We doubled up on these lesson because of IKE, but next year we may want to look at doubling up next year. We understand breaking apart, but not useful for lower students.

enVision Topic 4: Division Meaning and Facts - 6 days Lessons 4-1 and 4-2 are easily combined.__ Quick Check 4-5 The last question had the students dividing 408 by 8. This skill has not been covered since 3rd grade. I did not like this on the Quick Check. I am not sure Quick Check is a true assessment of student understanding.**

__**Benchmark 1 Thoughts:

Topic 5 lesson 2 Mental math - this lesson does not promote the students working out their problems paper pencil which we require for TAKS. We did the bridge to learning and moved to lesson 3 estimating. I like lesson 1 and I am glad that it is introduced at this point.**__ Topic 5 Lesson 5-1 & 5-2 These lessons are easy for a majority of the students to grasp. Lesson 5-2 Mental math is confusing to the students who grasp math easier than others. I like the students to use paper, pencil in which they will be using for TAKS in April. Some students who can do math mentally, feel comfortable with it. But I feel the majority need to visibly see the numbers on paper. SH Topic 5 lesson 2 Mental math - this lesson does not promote the students working out their problems paper pencil which we require for TAKS. We did the bridge to learning and moved to lesson 3 estimating. I like lesson 1 and I am glad that it is introduced at this point. LB

**__Topic 6:__** Lesson 6-1 Breaking Apart Arrays was fine Lesson 6-2 Using An Expanded Algorithm used arrays to find partial products. I prefer teaching them how to multiply the way we were taught, but I am sure that this will make sense later on. Lesson 6-3 This lesson was how I would prefer to teach 2 digit by 1 digit multiplication Lesson 6-4 This lesson was how I would prefer teaching 3 digit by 1 digit multiplication Lesson 6-5 Problem Solving: Draw a Picture and Write an Equation (I would like to see more multiple step problems at this stage) Lisa Bontrager

**__ Topic 7: __**Lesson 7-1 Using Mental Math to Multiply 2-Digit Numbers ( I refer to this as the hang over method) Lesson 7-2 Estimating Products I do not like giving the students the choice to either round or use compatiable numbers I wish it were either round or use compatiable numbers Lesson 7-3 Arrays and an Expanded Algorithm ( I like use a table as another option for teaching 2 digit multiplication by 2 digit) We refer to this as the wrestling mat! I did not like the graph array. I found it confusing and hard to explain to the students. Lesson 7-4 Multiplying 2-Digit Numbers by Multiples of Ten This lesson was fine. Lesson 7-5 Multiplying 2-Digit Numbers by 2-Digit Numbers was fine. Lisa Bontrager I really enjoyed this Topic. I feel comfortable in teaching the part, part, whole as well as the Algorithm of scratch and sniff or stop, drop and roll. The wrestling mat is great and shows our partial products. This makes it easier to explain to the students about partial products. I felt the students also enjoyed this topic which makes me feel more successful. Sherry Hudman

__**Topic 8:**__

Topic 20: 20-3 (tally marks) and 20-4 (interpreting graphs) can be taught in one day 20-5 (misleading graphs) and 20-6 (building a graph) can also be taught in one day. I want to free up time to review 2-digit by 2 and 3-digit multiplication. jh

I do not feel that Topic 8-2 is going against what we teach the students on estimating. It is frustrating to me and the students when the rule is 1-4 stay the same and 5 and above round up. Help!!! I had to explain to the students that you round until the divisor is able to go into the first 2 digits of the dividend equally and then add the zeros you need. I do not like teaching this. Sorry I am so direct. Sherry Hudman

Topic 9: I liked working with the manipulatives on Lesson 9-1. I believe that it helped the students to see the division happening before their eyes. SH