Screener 4Th Next Step

4th Grade Fall Screener Next Step Guide

Screener item #missed / CCSS Standard Correlation / Mathematical Importance/ Teacher Notes
**Teachers should refer to all Unit Overviews, Dialogue Boxes, and Teacher Notes…specific pieces are mentioned below. ** / Activities and Lessons from Investigations / Activities and Lessons from the purple book/Red book
*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics. / Other Inquiry Based Activities
*These activities are not intended to be a comprehensive curriculum; rather, it provides a fine-grained approach for improving instruction in mathematics. / Formative Assessment Ideas / Tier II AVMR Assessment Recommendation
Units and Sessions / 10 Minute Math / Games / *To be used for more diagnostic information and to inform teaching. / * To be used by AVMR trained Intervention Strategists
#1 (forward counting)
#2 (number word after)
#3 (backward counting) / Mathematical Practice 7 and 8 / Knowing the words we say for numbers and the numerals we write for numbers is important basic number knowledge. The rudimentary knowledge of NWSs and numerals without a context of quantities is an important domain of students’ developing number knowledge, and it requires explicit instruction(Hewitt and Brown, 1998; Steffe and Cobb, 1988; Wright et al., 2006a, 2007).
In the upper elementary school years, instruction in number words and numerals often decreases. Yet there is much to learn in these years, and many students have difficulties.

NWSs to 1000 and beyond, forwards and backwards
The NWSs of decuples, centuples and thousands.
NWSs by tens off the decuple, such as ’24, 34, 44…’ which become useful in developing jump strategies for addition and subtraction.
NWSs by 2s, 3s, 4s, and so on, which become central to developing strategies for multiplication and division.
Reading and writing numerals up to at least 5 digits

*Refer to Unit 5 (Fourth Grade) Dialogue box pg 199…Finding Numbers on the 10,000 Chart. / Grade 3- Unit 3 session 1.1 pg. 28 Making a 1,000 Chart expand on using sequencing and locating quantities pg. 36 as well as what’s the order pg. 38
Grade 4- Unit 5 session 1.1 pg. 28 How much is 1,000
Grade 4- Unit 5 session 1.2 pg. 33 Finding Numbers to 1,000
Grade 4- Unit 5 session 1.3 pg. 37 Changing Places / Grade 3- Unit 4 Ten-Minute Math Practicing Place Value (also NOTE CC Adaptation Practicing Place Value includes write the number in expanded form see pg. CC19) sessions 1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 2.5, 3.2, 3.5 and 3.6
Grade 4- Ten- Minute Math Today’s Number Broken Calculator Variation pg. 34 Implementation Guide lists sessions to find it in / Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart
Grade 3- Unit 8 session 1.2 pg. 36 Capture from 300 to 600
Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and recording sheet student activity book pg.31 or pg. M22 / *Arrow Cards pg. 43 (purple) / *Make/Modify books of 100, 1,000, etc. (Unit 5 – Fourth Grade pg. 30)
*Van De WalleVolume One- page. 40 Up and Back Counting Activity 2.2, page. 41 Calculator Up and Back Activity 2.5, page. 58 / Modify Grade 1- Unit 3 Assessment: Counting Strips pg. 167 sample student work pg. 168
Grade 3- Unit 3 session 2.3 pg. 83 and pg. M39 Assessment Checklist: Numbers on the 1,000 Chart
Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment checklist pg. M20 / AVMR
Number Words and Numerals Assessment will give levels for FNWS and BNWS
#4 (numeral ID) / Grade 3- Unit 3 session 1.1 pg. 28 Making a 1,000 Chart expand on using sequencing and locating quantities pg. 36
Grade 4- Unit 5 session 1.1 pg. 28 How much is 1,000
Grade 4- Unit 5 session 1.2 pg. 33 Finding Numbers to 1,000
Grade 4- Unit 5 session 1.3 pg. 37 Changing Places
Grade 4- Unit 5 session 3.1 pg. 100 Making a 10,000 Chart
Grade 4- Unit 5 session 3.3 Working with the 10,000 Chart / Grade 3- Unit 4 Ten-Minute Math Practicing Place Value (also NOTE CC Adaptation Practicing Place Value includes write the number in expanded form see pg. CC19) sessions 1.1, 1.2, 1.3, 1.4, 1.5, 2.4, 2.5, 3.2, 3.5 and 3.6
Grade 3- Unit 9Ten-Minute Math Practicing Place Value
4A.1pg.CC73,
4A.2pg.CC77,
4A.3pg.CC81
Grade 4- Ten-Minute Math Practicing Place Value pg. 26 Implementing Guide provides practice reading and writing numerals / Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart
Grade 3- Unit 8 session 1.2 pg. 36 Capture from 300 to 600
Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and recording sheet student activity book pg.31 or pg. M22 / *Arrow Cards pg. 43 (purple)
*Introducing Number Word Sequences Using the Number Roll pg. 32 (red) / Say It Press It Activity 5.14 and 5.15 page 140, Digit Change Activity 5.16 page 140 Teaching Student-Centered Mathematics Grades K-3 volume one, Van de Walle

Arrow Card- drag the correct arrow cards into the arrow box

/ Grade 3- Unit 3 session 2.3 pg. 83 and pg. M39 Assessment Checklist: Numbers on the 1,000 Chart
Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment checklist pg. M20
Grade 4- Unit 5 session 4.3 pg. 144 Assessment: Numbers to 10,000 / AVMR
Number Words and Numerals Assessment will give a level for Numeral ID
#5 , #6 and #7 (multiplication and division)
The purpose of #5 and #6 is to assess the extent to which the student can reason multiplicatively in settings involving equal groups
The purpose of #7 is to assess the extent to which the student can reason multiplicatively in settings involving a rectangular array of dots. Some students who can reason with repeated equal groups will be unable to reason with arrays. / MP4, MP5
3.OA.1
3.OA.6
3.OA.7
3.NBT.3
-4.OA.3
-4.OA.4 / The topic of multiplication and division on one hand, builds on students’ knowledge of addition and subtraction, and in a similar vein to addition and subtraction, is fundamental for subsequent topics such as mental and written computation, and computational estimation. Multiplication and division provide foundational knowledge for topics such as fractions, ratio and proportion, and percentage, all of which are core and essential areas of mathematics learning typically addressed in the elementary grades.
Children’s work in multiplication and division extends from the ideas of equal groups and sharing, to the development of abstract composite unit. Children should develop sound knowledge of the principles of commutativity and inverse operations
Grade 3-
*Unit 5 Multiplication Cards (pg. 103) use throughout unit.
*Unit 5 Teacher Note: Images of Multiplication pg. 145-146, Representing Multiplication with a Number Line pg. 147, The Relationship Between Multiplication and Division pg. 148, Patterns with Skip-Counting Charts pg. 152, Students’ Problems with Skip Counting pg. 154, Representing Multiplication with Arrays pg. 157, Learning Multiplication Combinations pg. 160, Two Kinds of Division pg. 163
Grade 4-
*Unit 1 Teacher Note:
Images of Multiplication pg. 115, Representing Multiplication with Arrays pg. 117, Learning and Assessing Multiplication Combinations pg. 120 / 3rd Grade- Unit 4 will prep students for multiplication which will be taught in 3rd grade Unit 5.
Grade 3- Unit 5 session 1.1 pg. 25 Many Things Come in Groups
Grade 3- Unit 5 session 1.2 pg. 29 How Many in Several Groups?
Grade 3- Unit 5 session 2.2 pg. 56 Highlighting Multiples of 3 and 6
3rd Grade- Unit 5 session 2.6 page 76 Using Multiplication Combinations
NOTE: CC Adaptation pg. CC29 The Distributive Property
Grade 3- Unit 5 session 3.1A pg. CC32 What’s the Area and session 3.1 pg. 82 Arranging Chairs NOTE: CC Adaptation pg. CC29 Multiplying to Find the Area
Grade 3- Unit 5 session 3.2 pg. 87 Investigating Arrays NOTE: CC Adaptation pg. CC29 Multiplying to Find the Area
Grade 3- Unit 5 session 3.3 pg. 92 Finding the Number of Squares in an Array NOTE: CC Adaptation pg. CC30 Multiplying to Find the Area and The Distributive Property
Grade 3- Unit 5 session 3.5A pg. CC37 and 3.5 pg. 102 and pg. M28-M33 Learning Multiplication Combinations session 3.5 skipped in CC Adaptation also session 3.5B pg. CC42
Grade 3- Unit 5 session 4.2 pg. 121 and pg. CC31 for CC Adaptation Teaching Note for Multiply or Divide (using the inverse relationship between multiplication and division)
Grade 3- Unit 5 sessions 4.5 and 4.6 pg. 133 and pg. 137 Solving Multiplication and Division Problems
Grade 4- Unit 1 session 1.1 pg. 26 Things That Come in Arrays
Grade 4- Unit 1 session 1.2 pg. 32 and 1.3 pg. 38 Making Arrays
Grade 4- Unit 1 session 1.5 pg. 47 Using Arrays to Multiply / Grade 3- Unit 5 session 1.3 pg. 35 Introduce Counting Around the Class and continue 2.1 pg. 48, 2.2 pg. 53, 2.3 pg. 59, 2.4 pg. 64, 2.5 pg. 71, 2.6 pg. 76, 3.4 pg. 97,
3.5Apg.CC37,
3.5 pg. 101 3.5Bpg.CC42, 3.6 pg.107,
3.7Apg.CC47
Grade 3- Unit 6 session 1.1 pg. 24 Ten- Minute Math Guess My Rule also pg. 32, pg. 39, pg. 44, pg. 48
Grade 3- Unit 8 session 1.1
Grade 3- Unit 8 session 1.1 pg. 28 Ten-Ten-Minute Math Counting Around the Class pg. 28, pg. 36, pg. 40
Grade 4- Unit 1 session 2.1 pg. 59 Introducing Quick Images: Seeing Numbers using array to model multiplication situations
2.2 pg. 64,
2.3 pg. 68,
2.4 pg. 76,
2.5 pg. 80, 3.1 pg. 88 / Grade 3- Unit 5 session 3.4 pg. 99 Factor Pairs
Grade 3- Unit 5 session 3.5 pg. 104 Practicing with Multiplication Cards
Grade 3- Unit 5session 3.6 pg. 108 Count and Compare
Grade 3- Unit 5 session 4.4 pg. 129 and pg. M41-M42 Missing Factors CC Adaptation Teaching Note on pg. CC31
Grade 4- Unit 1 session 1.4 pg. 44 Factor Pairs with Array Cards
Grade 4- Unit 1session 2.3 pg. 68 and pg. M45-M49 Multiple Turn Over Note CC Adaptation on pg. CC2
Grade 4- Unit 1 session 2.2 pg. 64Multiplication Cards pg. M35-M40 Note CC Adaptation on pg. CC2 / *Count Around Multiples pg. 167 (purple)
*Array Flip pg. 171 (purple)
*Lemonade Stand pg. 170 (purple)
*Dueling Arrays pg. 172 (purple)
*Array Bingo pg 167(red)
*Multiples of ___ pg 170 (red)
*Factoring Game Board pg 173 (red) / *Solon School District website “Multiplication Activities”
*Kathy Richardson Book 3 – pg. 163 Activities 2-11 through 2-14
*Chapter 3 pages 88-95 Teaching Student-Centered Mathematics Grades 3-5, Van de Walle and Lovin

Arrays

Factor Trail Game

When students play the Factor Trail game, they have to identify the factors of a number to earn points. Built into this game is cooperative learning— students check one another's work before points are awarded. The score sheet used for this game provides a built-in assessment tool that teachers can use to check their students' understanding.
/ Grade 3-Unit 5 session 1.4 pg. 39 Assessment: Solving Problems about our Pictures look at pg.41 for an idea of an assessment checklist
Grade 3- Unit 5 session 4.7 pg. 141 and pg. M44 End-of-Unit Assessment: Equal Groups NOTE pg. 165 and observing children work checklist on pg. 142
Grade 3- Unit 8 session 1.4 pg. 53 and pg. C53 and pg. M22 Assessment: Multiplication Combinations NOTE: CC Adaptation pg. CC68 has noted to use pg. C53 to replace M21
Grade 4- Unit 1 session 1.5 pg. 50 Assessment: Representing 8x6 pg. M31 and Assessment Checklist pg. M32
Grade 4- Unit 1session 2.5 pg. 80 Assessment: Multiplication Combinations pg. M51
RED book pg. 158 specific to question #7 refer to Notes section third, fourth and fifth bullet / AVMR Multiplication and Division Assessment will give a Construct for Multiplication and Division Arithmetical Strategies
#8 (addition) and
# 9 (subtraction)
Facile mental computation is not stepping back and selecting from a toolbox, so much as noticing number relationships and reasoning about relationships. In our assessment of students’ mental strategies, we try to observe what relationships they are noticing and how they are reasoning. / 3.NBT.2 / We want to challenge students with tasks involving larger numbers. Some tasks involving 3- and 4-digit numbers require little extension in knowledge from 2-digit addition and subtraction. For example, a student who can solve 17+65 can solve 417+65, or indeed 9417+65. Similarly, a student who can solve 42-39 can probably solve 842-839.
While it is essential that all students learn to solve mentally any addition or subtraction task in the range to 100, solving mental tasks beyond that range may not seem essential but is certainly useful.
The incentives to use insightful strategies and demands on memory recall are greater. Also, when more numbers are involved, there are more possible number relationships to find and use. Students may discover that they tend to use different strategies in the higher ranges than they do in the range to 100. Students will need to know how to interpret the place value of numbers as they operate with them.
Grade 3-
*Unit 3 Teacher notes pg 203-204, 210-211
*Unit 8 pg 68… Differentiation Note.
*Unit 8 pg 115… subtraction cards to be used throughout.
*Unit 8 Addition Strategies Teacher Note pg. 152
* Unit 8 Subtraction Strategies pg. 163
*Red Book – Chapter 6 Addition and Subtraction to 100 (Facility with Mental Addition and Subtraction) / Grade 3- Unit 3 session 1.5 pg. 51 How many 100’s?
Grade 3- Unit 3 session 2.1 pg. 72 Breaking Numbers Apart to Add Them
Grade 3- Unit 3 session 2.2 pg. 78 Sharing and Representing Strategies
Grade 3- Unit 3 session 2.4 pg. 85 How did you start?
Grade 3- Unit 3 session 2.5 pg. 90 Addition Starter Problems
Grade 3- Unit 8 session 1.3 pg. 43 Related Subtraction Problems
Grade 3- Unit 8 session 2.1 pg. 64 Making an Easier Problem
Grade 3- Unit 8 session 2.2 pg. 72 Addition Starter Problems
Grade 3- Unit 8 session 2.3 pg. 79 Categorizing Addition Strategies
Grade 3- Unit 3session 3.3 pg. 122 How Far From 100?
Grade 3- Unit 3session 3.4 pg. 128 Travel Problems- Crossing Over 100
Grade 3- Unit 3session 3.5 pg. 136 Finding the Difference Between Two Numbers
Grade 3- Unit 3session 4.4 pg. 175 How Many are Left?
Grade 3- Unit 3session 4.5 pg. 183 Solving Subtraction Problems NOTE: Sharing and Comparing Strategies pg. 158-187
Grade 3- Unit 8 session 1.1 pg. 31 Paper Clip Problems
Grade 3- Unit 8 session 1.3 pg. 43 Related Subtraction Problems
Grade 3- Unit 8 session 3.1 pg. 102 Collections Compare
Grade 3- Unit 8 session 3.6 pg. 132 Strategies for Subtracting
Grade 4- Unit 5 session 2.2 pg. 66 Addition Strategies
Grade 4- Unit 5session 2.3 pg. 72 Starter Problems / Grade 3- Unit 3 session 1.5 pg. 51Ten-Minute Math: Today’s Number
Grade 3- Unit 3 session 1.6 pg. 57Ten-Minute Math: Today’s Number
Grade 3- Unit 3 session 2.1 pg. 68Ten-Minute Math: Today’s Number
Grade 3- Unit 3 session 2.2 pg. 75Ten-Minute Math: Today’s Number also pg. 85
Grade 3- Unit 7 session 1.3 pg. 36 Ten-Minute Math Today’s Number
Grade 4- Ten-Minute Math Closest Estimate pg. 25 Implementing Guide provides practice calculating mentally
Grade 4- Ten- Minute Math Today’s Number pg. 33 Implementing Guide provides computation practice / Grade 3- Unit 1session 1.5 page 60 Capture 5: Adding and Subtracting 10s and 1s
Grade 3- Unit 1 pg. 105 and pg. M30 Close to 100. (Some tasks involving 3-digit numbers require little extension in knowledge from 2-digit addition and subtraction.)
Grade 3- Unit 3 session 3.3 pg. 122 How Far from 100? Pg. M54 and pg. M52
Grade 3- Unit 3 session 2.3 pg. 81 and pg. M30-M32 Capture on the 300 Chart
Grade 3- Unit 8 session 1.2 pg. 36 Capture from 300 to 600
Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and recording sheet student activity book pg.31 or pg. M22 / Activities IA 7.1-IA7.7 pgs 111-119
*Chapters 8 and 9 – Two digit addition and subtraction
*Chapter 5 Conceptual Place Value pg. 89 IA5.1- pg. 95 IA5.7
Activities IA6.1-IA6.13 pg. 125-134 / * Van De Walle Volume Two – page 72, Expanded Lesson Close, Far, and in Between also refer to Chapter 4 pg. 100 Strategies for Whole-Number Computation to deepen teacher understanding
*Kathy Richardson Book 3 section C pg. 99 Addition and Subtraction of Two-Digit Numbers / Grade 3- Unit 1pg. 68 and pg. M3 Assessment Checklist Adding and Subtracting 10s
Grade 3- Unit 3 session 2.7 pg. 99 and pg. M42 Assessment: Addition Strategies
Grade 3- Unit 3 session 4.6 pg. 188 and pg. M64-M65 End-of-Unit Assessment
Grade 3- Unit 8 pg. 58 and pg. M23 Assessment: Problems About Capture from 300 to 600 and NOTE pg. M24 Assessment Checklist: Adding and Subtracting Multiples of 10 and 100
Grade 3- Unit 8
Pg. 94 and pg. M40 Assessment: Addition Strategies
Grade 4- Unit 5 session 1.5 pg. 53 Assessment: Numbers to 1,000 pg. M19 and assessment checklist pg. M20

Kathy Richardsonassessing math concepts: grouping tens (#8)

Kathy Richardsonassessing math concepts: two-digit addition and subtraction (#9)

AVMR Addition and Subtraction Assessment will give a Construct for Addition and Subtraction Arithmetical Strategies

AVMR Place Value Assessment will give a Construct for Place Value: Base-Ten Arithmetical Strategies

#9 (subtraction) / 3.NBT.2 / Grade 3- Unit 3 session 1.6 pg. 57Ten-Minute Math: Today’s Number and pg. 94 (students use both addition and subtraction)
Grade 3- Unit 3 session 2.7 Ten Minute Math: Today’s Number (students create subtraction expressions)
Grade 4- Ten-Minute Math Today’s Number pg. 33 / Grade 4- Unit 5 session 1.3 pg. 40 Changing Places cards pg. M10 recording sheet student activity book pg. 5 or M12 instructions pg. M15
Grade 4- Unit 5 session 2.5 pg. 86 Close to 1,000 pg. M21 Instructions and recording sheet student activity book pg.31 or pg. M22 / *Chapters 8 and 9 – Two digit addition and subtraction(purple)
*How many more to make 100? Pg. 134 (red) / Grade 3- Unit 3session 3.6 pg. 141 Assessment: How far did they travel? NOTE: observing checklist on pg. 142 when looking at student work
Grade 3- Unit 3 session 4.6 pg. 188 and pg. M64-M65 End-of-Unit Assessment
Grade 3- Unit 8 pg. 58 and pg. M23 Assessment:
Problems About Capture from 300 to 600 and NOTE pg. M24 Assessment Checklist: Adding and Subtracting Multiples of 10 and 100
Grade 3- Unit 8 pg. 121 and pg. M52 Assessment : Subtraction Strategies Note: Checklist pg. 122
#10 (fractions with place value) / MP1, MP 2, MP8
-3.OA.9
-3.NB.2
3.NF.1, 3.NF.2, 3.NF.3 / Coming to understand fractions are special forms of numbers is a very challenging part of mathematics learning. A fraction should be understood as a relational number, that is, a single number that represents a multiplicative relationship between two quantities. Put simply, many students do not realize that 11/12 is a number that is close to 1 or a measure that is close to the whole.
To understand fractions as numbers rather than parts of objects or collections, students need to recognize that fractions are parts of the number one, not parts of pizzas. This transition from fractions represented by a relationship involving quantities of length, area or groups of objects to fractions as numbers is a significant achievement.
To help students develop an understanding of fractions as numbers, and in particular numbers that represent a multiplicative relationship between two quantities, we must change our reliance on pre-partitioned shapes to introduce the idea of fraction numbers.
*Unit 7 Teacher Note pg 109-110 and 113-114 Fractions
*Unit 7 Session 1.1, 1.2, 1.4a and 1.4b – ordering fractions
*Unit 7 – pg 26 Differentiation note
*Unit 7 – Assessment Checklist Many Ways to Make a Share” M17
*Investigation Student Handbook (Fourth Grade) pg 53-63 / Grade 3- Unit 7 session 1.2 Making Fraction Sets CC Adaptation pg. CC54 Teaching Note: Using Notation to Compare Fractions
Grade 3- Unit 7 session 1.3 Fraction Facts pg. 41
Grade 3- Unit 7 session 1.4A pg. CC57 Fractions on a Number Lineand 1.4Bpg. CC62Comparing Fractions on Number Lines
Grade 3- Unit 7 session 2.1 Making Cookie Shares CC Adaptation pg. CC55 Teaching Note for Cutting Up Cookies Activity: Whole Numbers as Fractions
Grade 3- Unit 7session 2.4 pg. 80 Making Half-Yellow Designs NOTE: focus using representations to combine fractions to equal other fractions/equivalent fractions pg. 83
Grade 3- Unit 8 session 1.5 pg. CC68 CC Adaptation session follow-up pg. C54 More Comparing Fractions
Grade 3- Unit 9 session 2.1 pg. CC71 CC Adaptation session follow-up pg. C58 Representing and Comparing Fractions
Grade 4- Unit 6 session 2.1 pg. 68 and 2.2 pg. 74 Fraction Cards
Grade 4- Unit 6 session 2.4 pg. 83 Comparing Fractions to Landmarks pg. T68
Grade 4- Unit 6 session 2.5 pg. 88 Fractions on a Number Line / Grade 3- Unit 7 session 2.2 pg. 69 The Fraction Cookie Game
Grade 4- Unit 6 session 2.3 pg. 78 Capture Fractions pg.M20 / *Chapter 11 pg 225-234(red) Activities IA11.1-IA11.11 / *Van De Walle Volume Two – pgs. 146-157 Ordering and Equivalent Fractions
Equivalent Fractions (uses number line):

Fraction Tracks:
*Van De Walle Volume Two – pgs. 146-157 Ordering and Equivalent Fractions
* Van De Walle Volume Two – page 186, Develop a conceptual connection between fractions and decimal notations extending to pages 188 activity 7.4 and 7.5 as well as page 189 activity 7.6 also refer to page 191-192 activities 7.9 and 7.10
* Van De Walle Volume Two – page 202, expanded lesson on friendly fractions to decimals

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