4th Grade Place Value Remediation
What educators are saying
If you have students who are experiencing difficulty in math and need a lot of extra support, you don't want to miss out on this resource!
High-quality math instruction typically leads to success for 80-90% of students. Sadly, most of us have seen those numbers decrease the past year. This Place Value Remediation Unit supports our students who need more from their core curriculum.
Original | Tier 1 Instruction | Core Instruction Math Units
My original 4th grade math units lend themselves to a constructivist approach to teaching, math and there is a focus on teaching through problem solving. While the success rate from these units is , we also have to plan for the students that do not respond to our core instruction.
Some students will make gains through targeted instruction using small groups, modifications, and scaffolding. With that extra support, they will find
success from the core curriculum.
Place Value Remediation Unit
This Place Value Remediation resource is designed for students who continue to have difficulty in math after they have received appropriate support. This resource incorporates key strategies supported by the NCTM, Van de Walle, and The National Mathematics Advisory Panel.
What do the lessons include?
- Strategy 1-Explicit Instruction-This is the biggest difference from my traditional math units. This style of instruction is characterized by highly structured, step-by-step, teacher-led instruction.
- Strategy 2-Math Vocabulary-Lesson plans include essential vocabulary.
- Strategy 3-Representations-These lessons explicitly connect hands-on (concrete) and pictorial representations to abstract representations.
- Strategy 4-Number Lines-There are an abundance of number lines in this unit. When we consistently use number lines, students gradually develop the ability to visualize a number line, which is a need trait for proficiency in math.
- Strategy 5-Consistent Review-This resource includes daily review and integrate previously learned content to ensure that students maintain understanding of concepts and procedures.
- Strategy 6-Math Fact Fluency-Each lesson starts with a brief round of practice for multiplication fact fluency.
What These Lessons Are NOT
• They are not used for lowering expectations. As educators, we need to realize that not all students will take the same path to their goals. These lessons are an alternative path that some students may need to reach grade-level goals.
• They are not what is considered ”best practices” for most students. However, they are based out of extensive research for “best practices” for students who learn differently than the approximate 90% of students in the classroom.
• They are not meant to serve as your Tier 3 interventions. They are perfect for your students who receive those interventions, but these lessons follow grade-level standards, rather than specific goals.
• They do not have to be used with set groups. Your groups should remain flexible throughout the year.
Understanding the Lesson Plan
Since all groups are different and will need a different starting place, I have left the number sense portion of the lesson plan flexible. In each lesson you may select which number sense activity you plan to implement. I have included a folder with a large collection of number sense activities. The activities are organized by type.
• Patterned sets (subitizing and eventually unitizing)
• One and two more, one and two less
• Benchmarks of 5 and 10
• Part-part-whole relationship
You can adjust this portion of the lesson to meet the needs of your small group. This portion of the lesson should only be about five minutes. On the lesson plan, you can record which particular facts your group is focusing on for the week. You can also
write the name of which multiplication game or activity you plan to incorporate in that lesson. In the Multiplication Games folder, I have included a collection of games that are suited for this part of the lesson.
This includes any new words that should be explicitly taught. You may use any strategy to introduce and teach these terms. I try to keep this portion of the lesson short and focused.
• Each lesson begins with a review of previously learned content. This activates prior knowledge and prepares students for the new skill that will be introduced in the lesson.
• The lessons are often broken into three parts: concrete, pictorial, and abstract. They compliment and correspond with the core lesson from my 4th Grade Place Value Unit. However, they are more scaffolded, provide more hands-on opportunities, and include more direct instruction.
• After each lesson, there is an opportunity for independent practice.