Katie Abraham

Internship for Teaching and Learning

Spring 2016
Assignment 1
Teachers are Responsible for Managing and Monitoring Student Learning

Review and Outline for enVisionMATH Series (Elementary School) and Accelerated
Math (Middle School)

Grade 4 Place Value

Topic 3 Place Value
Lesson 1: Representing
Numbers

Grade 5 Place Value

Topic 1 Place Value
Lesson 1: Place Value
Relationships

Cluster: Generalize place

value understanding for
multi-digit whole numbers

Cluster: Understand the

place value system
Standard: 5.NBT.A.1

Standard: 4.NBT.A.2
Objective: Students will
read and write 3-digit and
4-digit numbers
Lesson 2: Place Value
Relationships
Cluster: Generalize place
value understanding for
multi-digit whole
numbers.

Objective: Students will

learn how digits within a
multi-digit whole number
relate to each other by
their place value
Lesson 2: Tenths and
Hundredths
Cluster: Understand the
place value system
Standards: 5.NBT.A.3a,
5.NBT.A.1

Standard: 4.NBT.A.1
Objective: Students will
learn how digits within a
multi-digit whole number
relate to each other by
their place value.
Lesson 3: Comparing
Numbers
Cluster: Generalize place
value understanding for
multi-digit whole
numbers.

Objective: Students
represent decimals
(tenths and hundredths)
as fractions. Students
also represent fractions
with denominators of 10
and 100 as decimals.
Lesson 3: Thousandths
Cluster: Understand the
place value system
Standard: 5.NBT.A.3a,
5.NBT.A.1

Grade 6 Place Value

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Standard: 4.NBT.A.2
Objective: Students will
compare whole numbers
through thousands.

Objective: Students
represent decimals
(thousandths) as fractions
and fractions with
denominators of 1,000 as
decimals.

Lesson 4: Comparing
Greater Numbers

Lesson 4: Decimal Place

Value

Cluster: Generalize place

value understanding for
multi-digit whole
numbers.

Cluster: Understand the

place value system

Standard: 4.NBT.A.2

Objective: Students
represent decimals
(thousandths) as fractions
and fractions with
denominators of 1,000 as
decimals.

Objective: Students will

apply their knowledge of
place value to compare
whole numbers through
hundred thousands.
Lesson 5: Rounding
Whole Numbers

Standard: 5.NBT.A.3a

Lesson 5: Comparing
Decimals

Cluster: Generalize place

value understanding for
multi-digit whole
numbers.

Cluster: Understand the

place value system

Standard: 4.NBT.A.3

Objective: Students
compare and order
decimals through
thousandths.

Objective: Students will

show how to use place
value to round whole
numbers.
Lesson 6: Problem
Solving: Make an
Organized List
Cluster: Generalize place
value understanding for
multi-digit whole
numbers.

Standard: 5.NBT.A.3b

Lesson 6: Problem
Solving: Look for a
Pattern
Cluster: Understand the
place value system
Standard: 5.NBT.A.3a

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Standards: 4.NBT.A.1,
4.NBT.A.2
Objective: Students will
systematically find and
record all possible
outcomes for a situation.

Objective: Students look

for patterns with decimalnumber sets in order to
solve problems.

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Grade 4 Fractions
Topic 12 Adding and
Subtracting Fractions and
Mixed Numbers with Like
Denominators
Lesson 1: Modeling
Addition of Fractions
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.

Grade 5 Fractions
Topic 9 Adding and
Subtracting Fractions

Lesson 1: Problem
Solving: Writing to
Explain
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.

Standard: 4.NF.B.3a

Standard: Foundational
for 5.NF.A.2

Objective: Students will

use models to add
fractions with like
denominators.
Lesson 2: Adding
Fractions with Like
Denominators

Objective: Students
explain how they
estimated fractional
amounts of objects.
Lesson 2: Problem
Solving: Writing to
Explain

Cluster: Build fractions

from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.

Cluster: Use equivalent

fractions as a strategy to
add and subtract
fractions.

Standards: 4.NF.B.3a,
4.NF.B.3d
Objective: Students use
computational procedures
to add fractions with like
denominators and solve
problems
Lesson 3: Modeling
Subtraction of Fractions
Cluster: Build fractions

Grade 6 - Fractions

Standard: 6.NS.1

Standard: 5.NF.A.2,
5.NF.A.1
Objective: Students will
use a number line to
estimate sums and
differences of fractions.

Lesson 3: Adding
Fractions with Unlike
Denominators

Standard: 6.NS.1

from unit fractions by

applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3a,
4.NF.B.3d
Objective: Students will
use models to subtract
fractions with like
denominators.
Lesson 4: Subtracting
Fractions with Like
Denominators
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3a,
4.NF.B.3d
Objective: Students will
use computational
procedures to subtract
fractions with like
denominators and solve
problems.
Lesson 5: Adding and
Subtracting on the
Number Line
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3a,

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.
Standards: 5.NF.A.1,
5.NF.A.2
Objective: Students will
use models and
computational procedures
to add fractions with
unlike denominators.
Lesson 4: Subtracting
Fractions with Unlike
Denominators
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.
Standards: 5.NF.A.1,
5.NF.A.2
Objective: Students will
use models and
computational procedures
to subtract fractions with
unlike denominators.

Lesson 5: More Adding

and Subtracting Fractions
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.
Standards: 5.NF.A.1,
5.NF.A.2
Objective: Students find

4.NF.B.3d
Objective: Students use
the number line to add
and subtract fractions
with like denominators.
Lesson 6: Improper
Fractions and Mixed
Numbers
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standard: 4.NF.B.3b,
4.NF.B.3c
Objective: Students will
identify and write mixed
numbers as improper
fractions and improper
fractions as mixed
numbers.
Lesson 7: Modeling
Addition and Subtraction
of Mixed Numbers
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3b,
4.NF.B.3c
Objective: Students will
use models to add and
subtract mixed numbers.
Lesson 8: Add Mixed
Numbers

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
equivalent fractions with
the LCD to add and
subtract fractions with
unlike denominators and
give the answer in
simplest form.
Lesson 6: Solving
Problems with Fractions
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.
Standards: 5.NF.A.1,
5.NF.A.2
Objective: Students will
solve problems involving
addition and subtraction
of fractions.

Lesson 7: Problem
Solving: Draw a Picture
and Write an Equation
Cluster: Use equivalent
fractions as a strategy to
add and subtract
fractions.
Standards: 5.NF.A.2,
5.NF.A.1
Objective: Students will
draw a picture and write
an equation to solve a
problem.

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3c
Objective: Students will
use models and
computational procedures
to add mixed numbers.
Lesson 9: Subtracting
Mixed Numbers
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3c
Objective: Students will
use models and
computational procedures
to subtract mixed
numbers.
Lesson 10: Add Mixed
Numbers
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3b,
4.NF.B.3d
Objective: Students

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
decompose fractions and
represent them as
compositions fractions in
a variety of ways.
Lesson 11: Problem
Solving: Draw a Picture
and Write an Equation
Cluster: Build fractions
from unit fractions by
applying and extending
previous understanding of
operations on whole
numbers.
Standards: 4.NF.B.3a,
4.NF.B.3d
Objective: Students will
draw a picture and write
an equation to solve a
problem involving
fractions.

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
The Primary Goal of the Curriculums
enVisionMATH is the curriculum currently being used at the elementary school. The
primary goal of enVisionMATH is to develop an understanding of math concepts
through problem-based instruction, interaction between students, and visual aids.
The curriculum provides leveled games, problem-based interactive teaching tools,
and learning videos.
The Madison Middle School uses Accelerated Math as their math curriculum. The
goal for Accelerated Math is to offer students differentiated instruction based on
their needs. Accelerated Math offers self- pacing and immediate feedback for both
students and teachers.

Alignment Between the Curriculum and the CCSS

enVisionMATH organizes lessons based on Standards for Mathematical Content.
Each of the topics are arranged by domain and each domain are placed together.
This arrangement allows for conceptual understanding and procedural fluency
called for by the Common Core State Standards.
The enVisionMATH lessons are aligned to the domains and content clusters of the
Common Core State Standards. In grade 5, there are five major content clusters.
They are: 1.) Understand the place value system, 2.) Perform operations with multidigit whole numbers and with decimals to the hundredths, 3.) Use equivalent
fractions as a strategy to add and subtract fractions, 4.) Apply and extend previous
understandings of multiplication and division to multiply and divide fractions, and

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
5.) Geometric measurement: understand concepts of volume and relate volume to
multiplication and to addition.
Each cluster in the series is color coded and at the beginning of each topic there is a
Common Core State Standards Skills Trace to aide in knowing what students should
have been taught in the grade prior and what they will be taught in the next grade.
The 8 Standards of Mathematical Practices are present throughout each cluster. At
the beginning of each lesson, it states which practices are being taught within the
lesson.
When students enter 6th grade they begin Accelerated Math. The lessons taught are
based on the Common Core State Standards. The teacher can assign objectives
which are based from the Common Core Standards. When students master an
objective, they test, and based on their test results they either move to the next
objective or receive additional instruction. Students receive their test results
immediately after they finish a test because they scan a card on a scan card reader
which is hooked up to a computer. The computer will print the students test results
and the teacher can assign more practice if needed.

Curriculum Unfolding in Place Value and Fractions

Students are introduced to place value in first grade. Students in grade 1 work with
numbers in the ones and tens place value. In grade 2, students begin to work with
numbers in the thousands place value. In fourth grade, students being to
understand what the value of each place value and fifth grade students being to
work with numbers to the right of the decimal. The domain of Number and

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
Operations in Base Ten ends in fifth grade and the domain of Number Systems
begins which means students need to have those standards mastered as they are
building blocks for Number Systems in sixth grade. It is also true with the domain of
Number and Operations Fractions. The basics of adding, subtracting, multiplying,
and dividing fractions are no longer taught in the sixth grade. Students move to
more complicated topics involving fractions.
For 5.NBT.A.1, the first standard I chose, students are to recognize that in a multidigit number, a digit in one place represents 10 times as much as it represents in
the place to its right 1/10 of what it represents in the place to its left. In fourth grade,
students need to recognize that in a multi-digit whole number, a digit in one place
represents 10 times what it represents in the place to its right. In sixth grade,
students need to fluently add, subtract, multiply, and divide multi-digit decimals
using the standard algorithm for each operation, but the domain changes and
standard is not requiring students to know the value of the digits.
The second standard I chose to look at was 5.NF.1 Add and subtract fractions with
unlike denominators (including mixed numbers) by replacing given fractions with
equivalent fractions in such a way as to produce an equivalent sum or difference of
fractions with like denominators. In fourth grade, students are asked to add and
subtract fractions with like denominators and in sixth grade students need to use
what they know about fractions and interpret and compute quotients of fractions,
and solve word problems involving division of fractions by fractions.
Two Additional Approaches

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
One instructional strategy a teacher could use is IXL. IXL is an online system aligned
to the Common Core Standards. Students can log into an account and choose a
topic to practice math skills. Students receive instant feedback on their answers.
Correct answers will receive praise such as Brilliant or Good Work and incorrect
answers will receive strategies one could use in order to aid in answering the
remainder of the questions. The questions become more complicated as students
progress through the skill, but do not get more complicated if students are showing
weakness. Teachers can log on and observe how well each student is doing in a
particular area. IXL is a way for students to continue to practice skills theyve
already learned or explore skills they will eventually learn in their current grade
level.
Another tool to use for review and introduction to the Common Core State
Standards is Common Core Math 4 Today published by Carson-Dellosa. Students
receive two to four questions daily and the questions are based on the CCSS, but as
the year goes on the questions are either a review or they might be the first time
students have seen a question of that kind. At the end of the week, students take a
test over the standards they reviewed during the week. This tool is a way for
students to continue to review standards already taught or learn about standards
they will learn about in the future.
The South Dakota Math Counts program is another teaching program which helps
students understand mathematical concepts. The Math Counts program gives
teachers strategies to use to support students with an understanding of a
mathematical concept. Teachers learn to break down the skills students should

Katie Abraham
Internship for Teaching and Learning
Spring 2016
Assignment 1
know in order to help students identify what the question is asking and how
students should go about solving it.

Sources:
Charles, R. I., Caldwell, J. H., Copley, J., Crown, W. D., Fennell, F., Murphy, S. J., &
Schielack, J. F. (2015). EnVisionMath common core. Glenview, IL: Pearson Education.