· Web viewGrade 4: NC READY EOG – Math Menu of Activities. Using these EOG review lessons for...

Grade 4: NC READY EOG – Math Menu of ActivitiesUsing these EOG review lessons for assessment preparation can serve as a frame for meaningful performance goals as it can help learners to clarify targeted standards; yield evidences of understandings or misunderstandings; and support learning outcomes and benchmarks. The purpose of this resource is to inform teaching and improve learning so students can achieve the highest academic standards possible in mathematics.

Not all of the content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than others based on the depth of the ideas, the time it takes to master, and/or their importance to future mathematics. Some things having greater emphasis is not to say that anything in the standards can safely be neglected in instruction. The major works for the grade level are listed in the table below

The following outlines the percentages of items in each domain of the NC MATH EOG for the grade level:

Fourth GradeMajor Clusters Supporting/Additional Clusters

Operations and Algebraic Thinking Use the four operations with whole numbers

to solve problems.Number and Operations in Base Ten Generalize place value understanding for

multi-digit whole numbers. Use place value understanding and

properties of operations to perform multi-digit arithmetic.

Number and Operations—Fractions Extend understanding of fraction

equivalence and ordering. Build fractions from unit fractions by

applying and extending previous understandings of operations on whole numbers.

Understand decimal notation for fractions, and compare decimal fractions.

Operations and Algebraic Thinking Gain familiarity with factors and

multiples. Generate and analyze patterns.Measurement and Data Solve problems involving

measurement and conversion of measurements from a larger unit to a smaller unit.

Represent and interpret data. Geometric measurement: understand

concepts of angle and measure angles.Geometry Draw and identify lines and angles,

and classify shapes by properties of their lines and angles.

Number and Operations-Fractions27-32%

Numbers and Operations -Base Ten

22-27%

Operations and Algebraic Thinking12-17%

Measurement and Data 12-17%

Geometry12-17%

Helping students be ready for the EOG using such strategies as setting criteria for clarity of tasks; providing relevant lessons connected to assessments; and giving feedback so they can successfully learn and meet the expectations will influence students’ motivation to learn. Released version of the NC

Released version of the NC Ready EOG can be found at http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g4mathpp.pdf. All items in review lessons and games come solely from this released version. .

Building the Language of Math for Students to be Ready for the EOGMathematically proficient students communicate precisely by engaging in discussions about their reasoning using appropriate mathematical language. The terms students should learn to use at this grade level with increasing precision are included in this document. Communication plays an important role in helping children construct links between their formal, intuitive notions and the abstract language and symbolism of mathematics; it also plays a key role in helping children make important connections among physical, pictorial, graphic, symbolic, verbal, and mental representations of mathematical ideas. * Curriculum and Evaluation Standards for School Mathematics, the National Council of Teachers of Mathematics (p. 26)

Mathematical vocabulary however should not be taught in isolation where it is meaningless and just becomes memorization. We know from research that meaningless memorization is not retained nor will it help build the deep understanding of the mathematical content. The students must be provided adequate opportunities to develop vocabulary in meaningful ways such as mathematical explorations and experiences. Students should be immersed into the mathematical language as they experience the following high-level tasks. As student communicate their thoughts, ideas, and justify the reasonableness of their solutions the mathematical language will begin to evolve. * NCDPI

The following resources can be used conjunction with these EOG Ready Lessons to help students understand the math vocabulary as listed on the next page. In each lesson, a math vocabulary game is included; however, if students need more support, please see the direct link below.

Math Vocabulary Development Lesson Activities and Games: *Building Background Knowledge, Marzano http://morethanenglish.edublogs.org/files/2011/08/Vocabulary-Development-Strategies-1vjq96a.pdf

Wake County Public School System, 2014

http://morethanenglish.edublogs.org/files/2011/08/Vocabulary-Development-Strategies-1vjq96a.pdf

http://www.ncpublicschools.org/docs/accountability/testing/releasedforms/g4mathpp.pdf

Math Glossary Hyperlinks: http://www.mathsisfun.com/definitions/index.html www.amathsdictionaryforkids.comhttp://mathlearnnc.sharpschool.com/UserFiles/Servers/Server_4507209/File/Instructional%20Resources/GlossarySP.pdf (words and definitions in English/Spanish for parents, students, and teachers)

These math vocabulary words have been organized by domain and listed in each cluster to better promote connection and precision of the language.

4th Grade Math Vocabulary (NCDPI)Operations and

Algebraic Thinking

Number and Operations in

Base Ten

Number and Operations- Fractions

Measurementand Data Geometry

12-17% of EOG 22-27% of EOG 27-32% of EOG 12-17% of EOG 12-17% of EOG


http://mathlearnnc.sharpschool.com/UserFiles/Servers/Server_4507209/File/Instructional%20Resources/GlossarySP.pdf

http://www.amathsdictionaryforkids.com/

http://www.mathsisfun.com/definitions/index.html

Use the four operations with whole numbers to solve problems.multiplication/multiply, division/divide, dividend, divisor, addition/add, subtraction/subtract, equations, unknown, remainders, reasonableness, mental computation, estimation, roundingGain familiarity with factors and multiples.multiplication/multiply, division/divide, factor pairs, factor, multiples, prime, compositeGenerate and analyze patterns.pattern (number or shape), pattern rule

Generalize place value understanding for multi-digit whole numbers.place value, greater than, less than, equal to, ‹, ›, =, comparisons/compare, round, estimate, digit, expanded form, number namesUse place Value understanding and properties of operations to perform multi-digit arithmetic.add, addend, sum, subtract, difference, equation, strategies, (properties)-rules about how numbers work, rectangular arrays, area model, multiply, divide, factor, product, quotient, reasonableness, more, fewer, total, in each, groups of, equal shares

Extend understanding of fraction equivalence and ordering.partition(ed), fraction, unit fraction, equivalent, expression, multiple, reason, denominator, numerator, region model, number line, relationship, comparison/compare, ‹, ›, =, benchmark fraction, whole, halves, thirds, fourths, sixths, eighths, twelfthsBuild fractions from unit fractions by applying and extending previous understanding of operations on whole numbers.operations, addition/joining, subtraction/separating, fraction, unit fraction, equivalent, multiple, reason, denominator, numerator, decomposing, mixed number,(properties)-rules about how numbers work, multiply, multipleUnderstand decimal notation for fractions, and compare decimal fractions. fraction, numerator, denominator, like and unlike terms, equivalent, reasoning, decimals, tenths, hundreds, multiplication, comparisons/compare, ‹, ›, =,

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.measure, metric, customary, convert/conversion, relative size, liquid volume, mass, length, distance, kilometer (km), meter (m), centimeter (cm), kilogram (kg), gram (g), liter (L), milliliter (mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt), quart (qt), gallon (gal), time, a.m., p.m., clockwise, counter clockwise, hour, minute, second, equivalent, operations, add, subtract, multiply, divide, fractions, decimals, area, perimeterRepresent and interpret data.data, line plot, length, fractions,Geometric measurement: understand concepts of angle and measure angles.measure, point, end point, geometric shapes, ray, angle, circle, fraction, intersect, one-degree angle, protractor, decomposed, addition, subtraction, unknown, obtuse, acute

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.classify shapes/figures, properties (attributes, features), defining characteristics and non-defining characteristic, point, line, line segment, ray, angle, vertex/vertices, right angle, acute, obtuse, perpendicular, parallel, right triangle, isosceles triangle, equilateral triangle, scalene triangle, line of symmetry, symmetric figures, two dimensional, regular and irregularFrom previous grades: polygon, rhombus/rhombi, rectangle, square, triangle, quadrilateral, pentagon, hexagon, cube, trapezoid, half/quarter circle, circle, cone, cylinder, sphere

*NC DPI


Building Fluency Through Games (NCDPI) Developing fluency requires a balance and connection between conceptual understanding and computational proficiency. Computational methods that are over-practiced without understanding are forgotten or remembered incorrectly. Conceptual understanding without fluency can inhibit the problem solving process. * NCTM, Principles and Standards for School Mathematics, pg. 35 Why Play Games? People of all ages love to play games. They are fun and motivating. Games provide students with opportunities to explore fundamental number concepts, such as the counting sequence, one-to-one correspondence, and computation strategies. Engaging mathematical games can also encourage students to explore number combinations, place value, patterns, and other important mathematical concepts. Further, they provide opportunities for students to deepen their mathematical understanding and reasoning. Teachers should provide repeated opportunities for students to play games, and let the mathematical ideas emerge as they notice new patterns, relationships, and strategies. Games are an important tool for learning. Here are some advantages for integrating games into elementary mathematics classrooms: Playing games encourages strategic mathematical thinking as students find different strategies for solving problems and it deepens their understanding of numbers. Games, when played repeatedly, support students’ development of computational fluency. Games provide opportunities for practice, often without the need for teachers to provide the problems. Teachers can then observe or assess students, or work with individual or small groups of students. Games have the potential to develop familiarity with the number system and with “benchmark numbers” – such as 10s, 100s, and 1000s and provide engaging opportunities to practice computation, building a deeper understanding of operations. Games provide a school to home connection. Parents can learn about their children’s mathematical thinking by playing games with them at home. Building Fluency Developing computational fluency is an expectation of the Common Core State Standards. Games provide opportunity for meaningful practice. The research about how students develop fact mastery indicates that drill techniques and timed tests do not have the power that mathematical games and other experiences have. Appropriate mathematical activities are essential building blocks to develop mathematically proficient students who demonstrate computational fluency (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 94). Remember, computational fluency includes efficiency, accuracy, and flexibility with strategies (Russell, 2000). The kinds of experiences teachers provide to their students clearly play a major role in determining the extent and quality of students’ learning. Students’ understanding can be built by actively engaging in tasks and experiences designed to deepen and connect their knowledge. Procedural fluency and conceptual understanding can be developed through problem solving, reasoning, and argumentation (NCTM, Principles and Standards for School Mathematics, pg. 21). Meaningful practice is necessary to develop fluency with basic number combinations and strategies with multi-digit numbers. Practice should be purposeful and should focus on developing thinking strategies and a knowledge of number relationships rather than drill isolated facts (NCTM, Principles and Standards for School Mathematics, pg. 87). Do not subject any student to computation drills unless the student has developed an efficient strategy for the facts included in the drill (Van de Walle & Lovin, Teaching Student Centered Mathematics Grades K-3, pp.117) Drill can strengthen strategies with which students feel comfortable—ones they “own”—and will help to make these strategies increasingly automatic. Therefore, drill of strategies will allow students to use them with increased efficiency, even to the point of recalling the fact without being conscious of using a strategy. Drill without an efficient strategy present offers no assistance (Van de Walle & Lovin, Teaching Student-Centered Mathematics Grades K-3, pg. 117)

Cautions Sometimes teachers use games solely to practice number facts. These games usually do not engage children for long because they are based on students’ recall or memorization of facts. Some students are quick to memorize, while others need a few moments to use a related fact to compute. When students are placed in situations in which recall speed determines success, they may infer that being “smart” in mathematics means getting the correct answer quickly instead of valuing the process of thinking. Consequently, students may feel incompetent when they use number patterns or related facts to arrive at a solution and may begin to dislike mathematics because they are not fast enough. Introduce a game A good way to introduce a game to the class is for the teacher to play the game against the class. After briefly explaining the rules, ask students to make the class’s next move. Teachers may also want to model their strategy by talking aloud for students to hear his/her thinking. “I placed my game marker on 6 because that would give me the largest number.” Games are fun and can create a context for developing students’ mathematical reasoning. Through playing and analyzing games, students also develop their computational fluency by examining more efficient strategies and discussing relationships among numbers. Teachers can create opportunities for students to explore mathematical ideas by planning questions that prompt students to reflect about their reasoning and make predictions. Remember to always vary or modify the game to meet the needs of your leaners. Encourage the use of the Standards for Mathematical Practice. Holding Students Accountable While playing games, have students record mathematical equations or representations of the mathematical tasks. This provides data for students and teachers to revisit to examine their mathematical understanding. After playing a game have students reflect on the game by asking them to discuss questions orally or write about them in a mathematics notebook or journal: 1. What skill did you review and practice? 2. What strategies did you use while playing the game? 3. If you were to play the games a second time, what different strategies would you use to be more successful? 4. How could you tweak or modify the game to make it more challenging? For students to become fluent in arithmetic computation, they must have efficient and accurate methods that are supported by an understanding of numbers and operations. “Standard” algorithms for arithmetic computation are one means of achieving this fluency. NCTM, Principles and Standards for School Mathematics, pg. 35.

Overemphasizing fast fact recall at the expense of problem solving and conceptual experiences gives students a distorted idea of the nature of mathematics and of their ability to do mathematics. Seeley, Faster Isn’t Smarter: Messages about Math, Teaching, and Learning in the 21st Century, pg. 95 Fluency refers to having efficient, accurate, and generalizable methods (algorithms) for computing that are based on well-understood properties and number relationships. NCTM, Principles and Standards for School Mathematics, pg. 144 Computational fluency refers to having efficient and accurate methods for computing. Students exhibit computational fluency when they demonstrate flexibility in the computational methods they choose, understand and can explain these methods, and produce accurate answers efficiently. NCTM, Principles and Standards for School Mathematics, pg. 152


WordSplash!Purpose: To provide explicit vocabulary concept development for a specific math domain or cluster of standards for the grade level.

Lesson Materials Needed:

EOG Math Vocabulary words from a specific domain or cluster Math journal or notebook paper Pencils Wordsplash! Handout (attached)

Directions:

1. Teacher provides vocabulary concept development for a specific math domain or cluster as listed in the vocabulary section for the grade level.

2. Students work with a partner and use the words that are “splashed” with WordArt displayed on paper or projected to talk about how they are connected.

3. Students then write a journal entry to record in complete statements about how the words are connected using as many words as possible to explain. Journal entries must make sense. Allow time for students to share their journal entries with a small group.

4. The following is an example of a WordSplash! for the grade level. Adapt this activity for any domain or cluster.

WordSplash!Wake County Public School System, 2014

Discuss the following words with a partner that are “splashed” on the page below. Be as precise as possible when talking about how the following words are connected. After discussion, each student will write a journal entry capturing an example to show how the words are connected using as many words as possible. Journal entries must make sense. Be ready to share your entry with a small group.


Numbered Heads TogetherPurpose: To provide an effective and engaging practice activity in reviewing material prior to an assessment and as well as encourage the sharing of information so that all students regardless of levels can master the content and language related to the topic.

Lesson Materials Needed:-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:1. Groupings are made of heterogeneously mixed students of four. Once grouped, they count off so that each student has a number 1-4.

2. Teacher uses prepared assessment review questions from the EOG Review Question Sets displayed or projected. Problems are revealed one at a time and each group discusses the possible answer choices finding a consensus on the correct answer.

3. The teacher then spins a spinner and calls out a number 1-4. If the number is “2” then all students who are number 2 in each group stand up and give their groups answer. Though everyone in the group is responsible for the answer, only one student in each group will be chosen randomly to report the answer.

4. Use the following sentence frames to support groups’ math talk discussions: It may be helpful to post these on sentence strips or index cards for students to refer to during cooperative group work.

“I disagree with that answer because I think it should be ____ because I know___.”“I agree that is the correct answer because ______________.”“The correct answer is _____ because _________.”

*Variation: Instead of students having a number 1-4, they can be assigned a letter A-D to represent an multiple choice answer. Teacher then randomly picks a letter card from a bag and then all students with that letter must stand and explain why that answer choice is correct OR why that answer choice is not correct. Teacher facilitates discussion of the correct answer choice while students give rationales as to why the other answer choices would not make sense.


http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf

http://education.ti.com/en/us/product-resources/demo_1015

SNAP!Purpose: To provide vocabulary concept development for a specific math domain or cluster in the grade level.


- EOG Math Vocabulary words from a specific domain or cluster-Snap Handout (attached)-Index Cards (optional)-Small bag or box

Directions:

1. Focus words are written on index cards or can be typed into the attached template handout. Write the word “SNAP” on a couple of cards.

2. Place all cards in a small bag or box. Student draws out one card and tries to define the word with a picture, gesture, or verbally

3. If correct, the student keeps the card; however, if incorrect the student puts the card back in the bag.

4. If a student draws a “SNAP” card, all cards from every student must go back into the bag. The bag is passed from student to student until time runs out or teacher calls time.


Geometry SNAP!

Ray AngleParallel Intersect

Perpendicular MeasureRight angle AttributeSymmetry PointPolygon Line

One-degree VertexQuadrilateral Acute

Equilateral Obtuse*SNAP* *SNAP*

Measurement and Data SNAP!


Metric CustomaryConversion Liquid volume

Mass LengthKilometer Meter

Centimeter InchFoot YardMile Ounce

Pound CupGallon quart

*SNAP* *SNAP*Number and Operations Fractions SNAP!


Partition FractionUnit fraction Region modelNumber line Benchmark

Whole HalvesTwelfths Sixths

Equivalent CompareThirds Fourths

Eighths RelationshipNumerator Denominator

*SNAP* *SNAP*Number and Operations in Base Ten SNAP!


Place value Greater thanLess than Equal toCompare RoundEstimate Expanded form

Digit Number nameReasonable More

Fewer Area modelArrays Equation

Groups of In each*SNAP* *SNAP*

Operations and Algebraic Thinking SNAP!


Remainder QuotientProduct Equation

Add SubtractMultiply DividePattern Prime

Composite MultipleFactor pairs Unknown

Equation DivisorDividend Addend*SNAP* *SNAP*

4-CornersPurpose: To provide an exciting movement activity for all learners to participate in sharing their answer choice to a review assessment question in a non-threatening way to a group.



-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:

1. Each corner of the room is labeled with a letter A, B, C, D. Teacher uses prepared assessment review questions from EOG Review Question Set displayed or projected one at a time. All students solve the problem using individual whiteboard.

2. When teachers says “GO” students mix around the room comparing their solutions and answer choices. When teacher says “CORNER” each student to the corner they believe to be showing the correct answer choice to the review question.

3. Teacher monitors understandings or misunderstandings and can take advantage of teachable moments. Instruction now becomes whole group as teacher clarifies.

4. Promote more whole group math talk to connect ideas by posing questions such as: What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

LINGO!Purpose: To provide vocabulary concept development for a specific math domain or cluster as





listed in the vocabulary section for the grade level.


- EOG Math Vocabulary words from a specific domain or cluster-Markers-LINGO board per student (attached)-Vocabulary Cards (attached)Directions:

1. Have students write in empty boxes from a set of focus words in a specific domain or cluster. Teacher provides the word list for students to choose from (see below).

2. Teacher gives a description and a picture representation of each word.

3. In order to win, the first student with 5 in a row (vertical, horizontal, diagonal) must restate or explain each word using a gesture or drawing to the rest of the class.

*Variation: Rather than just have “winners” restate each word, as they use gestures and/or drawings to explain to the class, this activity can easily turn into a quick game of charades or Pictionary which will allow for all students to remain engaged in the learning process as the winner’s words are revealed!

OPERATIONS and ALGEBRAIC THINKING

NUMBER and OPERATIONS in

BASE TEN

NUMBER and OPERTAIONS FRACTIONS

MEASUREMENT and DATA

GEOMETRY

multiplication, division, addition, subtraction, equation ,unknown, remainder, reasonable, estimation, rounding, factor pairs, factor, multiples, prime, composite, pattern, pattern rule, computation, expression, divisor, dividend, addend, sum, difference

place value, greater than, less than, equal to, comparison, round, estimate, digit, expanded form, number name, add, addend, sum, subtract, difference, properties, arrays, area model, multiply, divide, factor, product, groups of, in each, more, fewer, total

partition, fraction, unit fraction, equivalent, expression, reason, denominator, numerator, region model, number line, benchmark fraction, whole, halves, thirds, fourths, sixths, eighths, twelfths, mixed number, decimals, tenths, hundredths, like term, unlike term

metric, customary, conversion, relative size, liquid volume, mass, length, distance, clockwise, counter clockwise, data, line plot, length, decimals, area, perimeter, measure, point, ray, angle, intersect, obtuse, acute, one-degree angle, unknown

classify, figures, properties, non-defining characteristics, point, line, line segment, ray, angle, vertex, right angle, perpendicular, parallel, isosceles triangle, equilateral triangle, scalene triangle, line of symmetry, polygon


L I N G O

FREE


Practice TestPurpose: To provide an engaging experience with a practice test (at home or school) utilizing technology to review material previously taught.


-computer/projector (if whole group practice)

-blank paper and graph paper

-pencil

-(TI-15) calculators (optional)

Directions:

Use hyperlink to display or project a grade level practice test for common core math Grade 4. https://sat2.sbacpt.tds.airast.org/Student/Pages/TestShellModern.aspx

Optional Activities:

1. Project for the whole group each question. Allow time for students to work independently first to find the answer. Then have students pair and share to compare answers. Randomly choose students to solve and discuss at the board as they manipulate the screen to show the correct answer.

2. Send home this link attached with a piece of blank paper and graph paper. Allow parents to utilize this technology practice test with their student. Have students respond in writing to one of the following prompt:

“What is the one thing after taking the math practice test that you understand the most? What about the least?”

3. Allow for students to individually take the practice test on a computer or another functioning device. Monitor students and assist as necessary responding to individual needs.

*Note: Explore more tests and performance tasks online at http://sbac.portal.airast.org/

Find Someone WhoWake County Public School System, 2014

http://sbac.portal.airast.org/

https://sat2.sbacpt.tds.airast.org/Student/Pages/TestShellModern.aspx

Purpose: To provide an engaging movement activity that allows students to peer coach each other on previously taught material to review for an assessment.


-EOG Problem Question Set (attached)-Whiteboards/Markers-Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:1. Students are given a review sheet of assessment problems from EOG Review Question Set.

2. Students are given a ten minute head start to independently find answers to the problems. Teacher may assist struggling students during this10 minutes. Then all students circulate around the room to find help answering the questions on the sheet.

3. As they approach each other and ask a question and if the student knows the answer, s/he must “teach and tell” it to the other student while that student writes it down on review sheet. The student who gave the answer/information will then sign or initial next to the answer on the other students’ paper. Each student may give information to no more than one question on another student’s paper.

4. After a given time, students take their seats and the teacher displays the correct answer choices for all of the problems while each student self checks his/her review sheet.

5. Then the teacher facilitates a review session for difficult problems so that students can make sense of the answers. Promote more whole group math talk to connect ideas by posing questions such as: What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

Word Sorts!Wake County Public School System, 2014




Purpose: To provide vocabulary concept development for a specific math domain or cluster as listed in grade level standards.


-EOG Math Vocabulary words from a specific domain or cluster-Envelope-Word Sort handout (attached)-Index Cards (optional)-T-chart or Venn diagram http://wvde.state.wv.us/strategybank/GraphicOrganizers.htmlDirections:

1. Give small groups or pairs of students a list of focus words from a specific domain or cluster of standards. Have the cards typed into the attached handout and precut or wrote on index cards. All cards are then placed in an envelope and given to a group of students.

2. Ask students to work together to sort the words into categories. Monitor students as they are discussing words and listen for precise descriptions.

3. A graphic organizer like a T-chart of Venn diagram can be used when sorting words to help students.

*Note- all words in the example below will not be used in one complete sort. This allows for students to make multiple sorts.

4. Allow time for small group to be in the “fishbowl” as other groups circle around to listen and learn how and why the group sorted the words that way. Students can ask questions for the group inside the “fishbowl” to answer.

5. Teacher can provide a whole class discussion to connect and clarify ideas using math talk.

Measurement and Data Word Sorts!


http://wvde.state.wv.us/strategybank/GraphicOrganizers.html

Measurement

Customary

Metric

Mass Length VolumeCups Gallon InchesFeet Yards Meters

Kilometers Miles OunceGram Pound Centimet

erPints Quarts MillilitersLiters Hour Minute

Second Unit Conversion


Width Height

Geometry Word Sorts!

Angle Ray LineTriangle Scalene EquilateralIsosceles Symmetr

yVertex

Point Right ObtuseAcute Attribute

sClassify

Defining Parallel perpendicular

Polygon Trapezoid HexagonWake County Public School System, 2014

Pentagon Triangle CircleRhombus Trapezoid SquareRectangl

eKite

Number and Operations Fractions Word Sorts!

Fraction Whole Benchmark fraction

Halves Partition Unit fractionFourths Thirds Number lineEighths Sixths Equivalent

Hundredths Tenths Mixed number


Decimals Compare Twelfths

Relationship

Numerator

Denominator

Number and Operations in Base Ten Word Sorts!

Add Subtract MultiplyDivide Sum Difference

Product Quotient PropertiesRound Estimate Place

valueCompare Greater Less than


thanEqual to Factor AddendDividend Divisor More

Fewer Total

Operations and Algebraic Thinking Word Sorts!

Multiply Divide AddSubtract Operation Equation

Remainder Product QuotientFactor Dividend Reasonabl

ePattern Rule Prime

Composite Multiples Factor Wake County Public School System, 2014

pairsRounding Estimating Equation

Vocabulary Paint ChipsPurpose: To provide vocabulary concept development for a specific math domain or cluster of standards in small group review sessionLesson Materials Needed:-a set of colored paint chips/cards (pick up for FREE at a local hardware store)- EOG Math Vocabulary words from a specific domain or clusterDirections:Assign each student in a small group a specific vocabulary word from a particular math domain or cluster. Pass out a blank colored paint chip card to each student. Allow time for the students to complete each portion of the card. See example below.

Optional Activities:

1. You can ask students in the small group to sort all of their words in a way that make sense. Make sure that you are assigning words from a domain that can be sorted in multiple ways. Monitor students as they are discussing words and listen for precise descriptions. You can also provide a graphic organizer (Venn diagram, T-Chart, 2-column chart, ect.) for students to write on which will allow for some accountability in learning. Allow time for students to share with the whole group.

2. You can have students paired together for peer partners. Once students in the classroom have created a set of paint chip vocabulary cards, partner students together and provide a few premade Wake County Public School System, 2014

paint chip cards and a short list of the terms from the paint chip cards on a sheet of paper. One student serves as the coach and the other a player. While the player works to define a key term from the list, the coach provides assistance, feedback, or praise based on the word, definition, sentence, or picture from the paint chip. Students take turns and reverse roles until all words on the list have been reviewed.

3. You can have students in a small group take turns use descriptions and gestures to describe the words without saying the vocabulary word. Place all paint chips vocabulary cards face down. Have one student at a time turn over a card. Then that student demonstrates for the small group that word until someone from the group guesses the word. Each player takes a turn. Once paint chip cards have been used, keep them face up so another student doesn’t choose that word again.

Circle the SagePurpose: To allow student instruction to be maximized for all levels of learners as well as allow a structured time for classroom teacher to work with a struggling group of students while student leaders are facilitating small group learning.

Lesson Materials Needed: -EOG Problem Question Set (attached)-Whiteboards/Markers -Blank Paper-Pencils-TI-15 Calculators (optional) http://education.ti.com/en/us/product-resources/demo_1015-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdf-Bubble Sheet (optional)http://images.pcmac.org/Uploads/PassChristianSD/PassChristianSD/Sites/Forms/Bubble%20Sheet.pdf

Directions:

1. The teacher prepares review assessment problems from EOG Review Question Set displayed or projected. The teacher asks for 4-5 “sages” who feel they could answer the question correctly and





explain with precision to a small group of students why the answer makes sense.

2. The sages sit in a chair located in different places around the room. It might be helpful to prepare questions cards for the sages to ask students to check for understanding such as:

“Can you show me a model?” “Can you prove why this answer choice is correct?” “Does anyone else have any questions for me?” “Can you explain how this problem was solved?” “Does this answer make sense? Why or why not?”

3. The other students then divide themselves equally among the sages. They sit down on the floor to listen and learn from the sage. These students are required to take notes and write down the answer proving it with a model to help make sense of the problem and solution.

4. Then all students return back to their original desks. Teacher then facilitates whole group discussion on the problems and promotes more math talk to connect ideas by posing questions such as:

What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

JeopardyPurpose: To facilitate cooperative group learning through technology but allow for independent accountability for each player on the team.

Lesson Materials Needed:-Jeopardy Game Board per student (attached)-Jeopardy Math PPT file (attached)-Whiteboards/Markers-Blank Paper and pencils-TI-15 Calculators (optional)-EOG Graph Paper http://www.ncpublicschools.org/docs/accountability/testing/eog/EOG_Graph_Paper.pdfDirections:1. Every student is given a copy of the blackline master, “Jeopardy Game Board” to keep track of individual answers. This allows for all students to participate in solving the problem. Teacher manages the PowerPoint presentation clicking on the cell for which a contestant chooses. Categories are based on math domains.



2. Students are placed into 3 heterogeneous groups of mixed ability and then one student is chosen from each group to be the contestant representing the group. Teacher can randomly choose contestants each time or students can choose.3. A point value is added to the group if their contestant responds correctly; however, a point value is not subtracted from the game score if the contestant responds incorrectly as the process is important. Teacher must facilitate discussion around why the correct answer choice makes sense and why the other answer choices are not correct. 4. If the contestant answers correctly within reasonable time, the group remains in control, but a new contestant from the group must be chosen. No contestant can have another turn until all students have participated.5. Students are given a couple of minutes to work on the problem presented as soon as the contestant has chosen it. No answers can be given from any contestant. Contestant must use whiteboard/markers to show their solutions. The rest of the groups can discuss quietly in their teams.6. In order for an answer to be counted as point, the contestant must explain and justify why the answer choice is correct.7. If the contestant answers incorrectly, another contestant playing in the round can answer.8. Double Jeopardy is when the point values double and only the contestant who selected it will be allowed to answer. This question cannot go to another group.9. Final Jeopardy is when all students agree on a wager (within their points) and every group must play by answering the question. Every person has about 2 minutes to respond on the back of their game board. Every student in the group that gets the correct answer to the question is multiplied by a point value the team wagered.10. Award all players a small token for participation.Note: *More interactive games to use for EOG review. Simply download and customize to your class using similar test prep questions. http://www.sueresources.com/games.html**Additional assessment items from NCDPI can be found at http://3-5cctask.ncdpi.wikispaces.net/home


http://3-5cctask.ncdpi.wikispaces.net/home

http://www.sueresources.com/games.html

MATH EOG Jeopardy Game Board

Fractions Measurement & Data Geometry Base Ten Algebra

100 100 100 100 100

200 200 200 200 200

300 300 300 300 300

400 400 400 400 400

500 500 500 500 500

I Have/Who HasPurpose: To provide a fast-paced review game in a small group setting on specific material previously taught. Lesson Materials Needed:-Set(s) of I Have/Who Has cards (attached)-Whiteboards and markersDirections:

1. Deal all the cards to the players to a small group in the class. Each student will receive multiple cards in the deck. Remind students to turn over the cards once their answer has been shared. The The player with the ‘Start’ card reads his/her card aloud to the whole group.

2. Each player checks to see if s/he has the correct answer. If so, that player then reads the answer and the question on his/her card.

3. The game ends when the player who started the game reveals his/her answer. All players should have an opportunity to participate if each player answered correctly.

Measurement Conversion Card Deck (small group)START

I have 36 inches.Who has 1 foot?

I have 12 inches.Who has 60

minutes?

I have 1 hour.Who has 60

seconds?

I have 1 minute.Who has 5,280 feet?

I have 1 mile. Who has 2 cups?

I have 1 pint.Who has 1 gallon?

I have 4 quarts.Who has 1 pound?

I have 16 ounces. Who has 1 kilometer?

I have 1,000 meters.Who has 1 meter?

I have 100 centimeters.

Who has 1 liter?

I have 1,000 milliliters.Who has 1 kilogram?

I have 1,000 grams.Who has 2 pints?

I have 1 quart.Who has 1 yard?

Geometry Card Deck (whole group with partners)START

I have an ANGLE.

Who has the term for an angle that measures less than 90 degrees?

I have ACUTE.

Who has the term for two lines that never intersect?

I have PARALLEL.

Who has the term for a six-sided figure?

I have HEXAGON.

Who has the term for a triangle that has no equal sides?

I have SCALENE.

Who has the term for an angle that measures greater than 90 degrees?

I have OBTUSE.

Who has the term for the linear distance measured around a polygon?

I have PERIMETER.

Who has the term for an angle that measures exactly 90 degrees?

I have RIGHT.

Who has a term for a section of a line between two end points?

I have LINE SEGMENT.

Who has a term for the point at which two rays of an angle meet?

I have VERTEX.

Who has the term for the number of square units needed to cover a figure?

I have AREA.

Who has the term for a section of a line with one endpoint?

I have RAY.

Who has the term for a quadrilateral with 4 equal sides?

I have a RHOMBUS.

Who has the term for two lines that intersect at right angles?

I have PERPENDICULAR.

Who has the term for two rays that share a common endpoint?


Place Value Card Deck (Small group)

START I have 1,000.

Who has 31 tens and 4 ones?

I have 314.

Who has 5 ones, 7 hundreds, and 6 thousands?

I have 6,705.

Who has 20 hundreds and 4 tens?

I have 2,040.

Who has 6 + 30 + 500?

I have 536.

Who has 10 tens?

I have 100.

Who has 10 tens and 10 hundreds?

I have 1,010.

Who has 5 thousands, 2 tens, and 7 ones?

I have 5,027.

Who has 21 hundreds and 4 tens?

I have 2,140.

Who has 8 + 800 + 90 + 1,000?

I have 1,898.

Who has 100 less than 4,596

I have 4,496.

Who has 200 more than 4,596?

I have 4,796.

Who has 3 tens + 71 hundreds?

I have 7,130.

Who has 500 less than 41 hundreds?

I have 3,600.

Who has 10 hundreds?


QR CodesPurpose: To provide a quick response, group activity utilizing technology that will engage all learners in review of previously taught material.

Lesson Materials Needed:-QR codes printed on different colored paper (attached)- Ipads or device with a QR scanner-Blank Paper-Clipboards-Create more unique QR codes for continued review at http://www.qrstuff.com/

Directions:

1. Display the QR codes around the room on brightly colored paper or create more and place around the school as a scavenger hunt for students. Each QR code is linked to a different EOG review problem.

2. Group students together and give them a device to scan the QR code. Allow time for students solve the 6 problems on blank paper. Clipboards may be provided.

3. Once all teams have quickly responded to the codes, provide time to discuss in whole group to solidify and summarize the problems and solutions. Teacher asks probing questions to connect and clarify ideas such as:

What did ____just say? Can you tell me more? Who can repeat what _____just said? Does anyone want to add on to what ____said? Do you agree or disagree with _____’s idea/answer? Is this what you said? Can you prove it? What do you think will happen if _____? What makes you say that?

QR Codes


http://www.qrstuff.com/

BINGOPurpose: To provide interactive review for specific math computations in the grade level using technology. Lesson Materials Needed:-BINGO game board per student (attached)-Whiteboards and markers-red/yellow counters-Projector/computerDirections:1. Teacher choose computational skill for review game focus using one of the BINGO sites below. Teacher may adapt this activity to provide practice for any standard.

Division BINGO http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-4.html

Base Ten BINGOhttp://www.abcya.com/base_ten_bingo.htm

Multiplication BINGOhttp://www.abcya.com/math_bingo.htmhttp://www.scholastic.com/parents/resources/article/math-activities/multiplication-bingo

Addition BINGOhttp://www.bingocardcreator.com/bingo-cards/math/additions

2. Have students write randomly in the empty boxes from a set of answers provided by the teacher.

3. Teacher displays the problem and students solve the problem using whiteboard/markers. Then student marks the answer on his/her board.

4. Students follow along using the website; however in order to win, the first student with 5 in a row (vertical, horizontal, diagonal) must choose one answer to solve and explain to the rest of the class.


http://www.bingocardcreator.com/bingo-cards/math/additions

http://www.scholastic.com/parents/resources/article/math-activities/multiplication-bingo

http://www.abcya.com/math_bingo.htm

http://www.abcya.com/base_ten_bingo.htm

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-4.html

http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bingo/bingo1-4.html

FREESPACE


QUESTION SET A- Geometry (12-17%) and Measurement and Data (12-17%)

Sue has 10 gallons of water. How many quarts of water does she have?

The lengths and widths of four rectangles are shown below. Which rectangle has a perimeter of 20 ft.?

1

2

3

A. length = 10 ft, width = 10 ftB. length = 9 ft, width = 1 ftC. length = 7 ft, width = 2 ftD. length = 5 ft, width= 2 ft

Addie got to the park at 7:45. While she was there, she walked her dog for 35 minutes played for 15 minutes. At what time did Addie leave the park?


4

Which statement is always true for a square, but not always true for a rhombus?

A. Two angles are obtuse.

B. All sides are equal.

C. Two or more angles are right angles.

D. More than two sides are parallel.

The sides of a rectangle measure 2 inches and 4 inches. How many lines of symmetry does the rectangle have?

A. 2

B. 3

C. 4

D. 8Wake County Public School System, 2014

7

8

5

6

A security camera rotates 30 degrees every 10 seconds. How long does it take the camera to rotate 360 degrees? A. 1 minute B. 2 minutes C. 5 minutes D. 12 minutes QUESTION SET B- Operations and Algebraic Thinking (12-17%)

Which number is a multiple of 6?

A. 65 B. 70

C. 79 D. 96

Tom has twice as many marbles as Luke. Together they have 39 marbles. How many marbles does Tom have?

A. 26 B. 25

C. 14 D. 13

There were 28 white ducks swimming in a pond.

Twice as many brown ducks flew in and landed in the pond.

Then half of the white ducks flew away.

How many ducks remained in the pond?

A. 14 B. 28

C. 56 D. 70

What are the next three numbers in this pattern?

6,000 6,003 6,009 6,018 6,030 6,045 ____ _____ _____

A. 6,060 6,075 6,090

B. 6,060 6,078 6,099

C. 6,063 6,081 6,099

D. 6,063 6,084 6,108

Mark and Leonard went bird-watching.

Leonard saw 4 times as many red birds as Mark. Leonard saw 28 red birds.


4

1 2

5

3

Which equation could be used to find how many red birds Mark saw (n) ? A. 4 x 28 = n B. 28 – 4 = n C. 4 + 28 = n D. 28 ÷4 = n

Mrs. Harper ordered 3 different colors of markers.

She ordered 25 of each color marker. She also ordered some pencils She ordered 3 times as many pencils as markers.

How many pencils did Mrs. Harper order?

A. 675

B. 225

C. 75

D. 25

Patrick is buying cheese for a party.

He needs to buy 50 ounces of cheese. Cheese is sold only in 8 and 12 ounce packages.

Which choice shows the least amount of cheese Patrick can buy to have enough for the party?

A. three 12 ounce packages and two 8 ounce packages

B. five 12 ounce packages

C. two 12 ounce packages and three 8 ounce packages

D. seven 8 ounce packages


76

QUESTION SET C- Numbers and Operations – Fractions (22-27%)


1 2

4

3

5

Then she gave her sister 3 cars. What fraction of Lisa’s set did she give to her sister?

A. 3/4 B. 1/4 C. 2/3 D. 1/3

Ben had 2 boxes of blocks.

Each box had 100 blocks. He built a tower with 1/5 of the blocks out of each of the

boxes.

How many blocks did Ben use to build the tower?

A. 50 B. 40 C. 30 D. 20

Julie used 12 ¾ gallons of water on her garden on Monday. She used 15 ¼ gallons of water on Tuesday. What is the total amount of water Julie used to water her garden on Monday and Tuesday?

A. 27 gallons B. 27 ½ gallons

C. 28 gallons D. 28 ¼ gallons

QUESTION SET D- Numbers and Operations – Base Ten (27-32%)

Which choice has a total of 4,520?

A. 45 hundreds and 52 tens

B. 45 hundreds and 20 tens

C. 40 hundreds and 62 tens

D. 38 hundreds and 72 tens

A school is collecting books for a book sale.

The goal is to collect 800 books. On Monday, students brought 20

boxes of 18 books each. On Tuesday, students brought 10

boxes of 13 books each.

Which is closest to the number of books the school still needs to collect to meet its goal?

Sabrina rounded the size of a park to the nearest thousand acres. Her estimate was 276,000 acres. What number could be the exact number of acres?

A. 276,543

B. 276,479

C. 275,424


7 8

1 2

A. 200 B. 300

C. 400 D. 700

D. 275,289

The math team went to the aquarium to do research. Each team member paid $12 for the trip. There were 25 team members on the trip. What was the total amount the team members paid?

A. $290 B. $291

C. $300 D. $390

A store sold 336 DVD players last year.

The store sold 8 different brands of DVD players.

The store sold the same number of each brand of DVD player.

How many of each brand of DVD player did the store sell?

A. 40 b. 42 C. 44 D. 48

A stadium can hold 20,000 people when it is full. The table below shows the number of people that attended concerts at the stadium over a 3-day

period.

If the stadium had been full for each of the concerts, how many more people would have attended the concerts over the same 3-day period?

A. 7,693 B. 7,692 C. 7,593 D. 7,592

ANSWER KEYS

Question Set A

1. D. 40

2. B. length = 9 ft, width = 1 ft

3. C. obtuse angle

4. D. 8:35

5. C. Two or more angles are right angles

6. A. 2

7. B. 2 minutes

8. C. 6/8 in.

Question Set B

1. D. 96

2. A. 26

3. D. 70

4. D. 6,063 6,084 6,108

5. D. 28 ÷ 4 = n

6. B. 225

7. A. three 12 ounce packages and two 8 ounce packages


4 5

Question Set C

1. C. 0.36

2. D. 5/2

3. C. between 1 ½ and 2 pounds

4. C. 48

5. A. 8/10 liter

6. B. ¼

7. B. 40

8. C. 28 gallons

Question Set D

1. D. 38 hundreds and 72 tens

2. B. 300

3. B. 276,479

4. C. $300

5. B. 42

6. A. 7,693


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