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enVision Math 2.0 Common Core (2016) Topic 5 Divide by 1-Digit Numbers,4th Grade

Rated 4.97 out of 5, based on 35 reviews
5.0Β (35 ratings)
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Conleys Corner
771 Followers
Grade Levels
4th, Homeschool
Standards
Formats Included
  • Google Slidesβ„’
Pages
277 Guided Slides
$5.00
$5.00
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Conleys Corner
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What educators are saying

Loved using this during math small groups. Easy to differentiate! Thank you for creating this resource!
This is a great resource for topic 5! This helped many of my approaching level and on level students with division. I love this resource!
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  1. SEE VIDEO PREVIEWS! - Ready-to-go, no prep lessons! This can save you a TON of time planning! 1,304 slides are included, organized in order for each lesson in every topic. View all Units for the EnVision 2.0, (2016) curriculum here. Need the 2012 Version? Click here. Need the 2020 Common Core versio
    Price $25.29Original Price $28.10Save $2.81
  2. Google Slide Guided lessons for the WHOLE YEAR! 2,896 slides! Your lessons - what you and your students do each day including the practice problems and discussions are ready to go! All they need is a skilled teacher to guide them through it! These daily Google Slides will take you and your students
    Price $64.58Original Price $71.75Save $7.17

Description

Video Preview! Ready to go, 277 Guided Google Slides for Daily Lessons, done for you! Let me save you hours and hours of planning! These daily Google Slides will take you and your students through each lesson in the topic. While the teaching slides and question slides match the sequence taught in the student workbook, none of the examples are copied/taken from the book. You don't have to worry about duplicates! I have looked at each skill and then created slides to help simplify the teaching of the skill as well as give students practice as a class so that they are then ready to tackle their workbooks with confidence.

WHAT'S INCLUDED IN EACH DAY'S GUIDED SLIDE LESSON:

Each day begins with the lesson title, the objective for the day (I have students read this), any needed vocabulary, and then guided practice problems and problems for students to answer independently as they apply what they've learned and work towards mastery. Word problems are also included after students have an opportunity to practice the skill in isolation. The lessons conclude with a "closing discussion" that provides students an opportunity to verbalize and review what they have learned that day. Finally, I add a "next steps" blank slide so that you can add the next steps for your class (workbook page/homework/etc).

I provide answer slides after the questions so that students can also compare their answers for accuracy. Sides take it slow, so students start off by not only practicing the skill, but learning how and why steps are taken in order to solve.

Slides give guidance for you, too! I have small notes letting you know if you should go on to the next slide and also give you a heads up if the next slide contains the answer, so you don't show it before students have an opportunity to solve it themselves. I use these notes for myself as well, because I can never remember what slide comes next. This makes them foolproof!

They are fully editable so you can add/change anything that you need to meet the needs of your classroom.

IN MY OWN CLASSROOM: I start off each math class with a math warmup. This introduces students to new skills and reviews "old" skills. It doesn't take long and is great to keep students working on all math domains, even though the book focuses on one at a time. It also keeps them busy while I'm collecting homework. Then, we do our guided slides together and then students either work independently, with a partner, or with me on their workbook. I typically don't assign all of the guided practice problems because that alone would take 40 minutes for most kids. I pick and choose what I want them to complete (what I'll grade) and then tell them to work on the rest until time is up. Then, they work on the homework page for homework that evening.

View all Units for the EnVision 2.0, (2016) curriculum here.

Lessons in this Topic Include:

5-1 Mental Math: Find Quotients

5-2 Mental Math: Estimate Quotients

5-3 Estimate Quotients with Greater Dividends

5-4 Interpret Remainders

5-5 Division as Sharing

5-6 Use Partial Quotients to Divide

5-7 Use Partial Quotients to Divide: Greater Dividends

5-8 Divide with 1 Digit Numbers

5-9 Continue to Divide with 1 Digit Numbers

5-10 Math Practices and Problem Solving: Model with Math

Total Pages
277 Guided Slides
Answer Key
Included
Teaching Duration
3 Weeks
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Standards

to see state-specific standards (only available in the US).
Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.

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