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Eureka Math Module 5 Gr4 Surface, Deep, and Transfer Learning Student Documents
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Grade 4: Eureka Math Module 5 Surface, Deep, and Transfer Learning

After reading Visible Learning by John Hattie, Douglas Fisher, and Nancy Frey my school created posters to display the Surface, Deep, and Transfer learning. I have created both a standard eight and a half by eleven letter size and a journal half sheet for the students to have in a binder or journal. My 4th grade team decided to make them with boxes the students could check off as they learned the skills. You will be receiving both sizes for $0.50 a module. I hope this helps your students keep track of their own learning.

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Eureka Math Module 5 Gr4 Surface, Deep, and Transfer Learning Student Documents

Rated 5 out of 5, based on 1 reviews
5.0 (1 rating)
Iris Chamberlain
9 Followers
$0.50

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4th
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Standards

Description

Grade 4: Eureka Math Module 5 Surface, Deep, and Transfer Learning

After reading Visible Learning by John Hattie, Douglas Fisher, and Nancy Frey my school created posters to display the Surface, Deep, and Transfer learning. I have created both a standard eight and a half by eleven letter size and a journal half sheet for the students to have in a binder or journal. My 4th grade team decided to make them with boxes the students could check off as they learned the skills. You will be receiving both sizes for $0.50 a module. I hope this helps your students keep track of their own learning.

Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.

Reviews

5.0
Rated 5 out of 5, based on 1 reviews
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rating
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Rated 5 out of 5
September 25, 2023
Excellent resource! We have really been looking at surface and deep learning.
Katie B Creates
(TPT Seller)
126 reviews
Grades taught: 4th

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Standards

to see state-specific standards (only available in the US).
Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.
Explain why a fraction 𝘢/𝘣 is equivalent to a fraction (𝘯 × 𝘢)/(𝘯 × 𝘣) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
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