Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE

Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
Grade 4 Module 2 Eureka Math 8 Individual Smart Notebooks FULL MODULE
File Type

Zip

(22 MB|8 Notebook Files)
Standards
  • Product Description
  • StandardsNEW

This product includes 8 individual Smart Notebook files for 8 days of instruction in Grade 4 Math.

DOWNLOAD THE PREVIEW: GRADE 4 MODULE 2 LESSON 4

The Smart Notebook files use the Great Minds Eureka curriculum.

Every single lesson is represented with:

  • Monthly Core Value for Morning Meeting discussion
  • Eureka Homework Check
  • Fluency - redesigned for use with student whiteboards
  • Application - many updated PARCC like multi-select and pre-made tape diagrams, etc.
  • Intro - a PARCC aligned weekly prep question to grapple with
  • Standard - CCSS aligned in "I can" format
  • Standards of Mathematical Practice - each lesson has standards highlighted for discussion
  • Zearn - template available for 2 groups - Small Group Lesson & Independent Digital Stations (optional to use)
  • Concept Development - Problems feature T-Charts, Tape Diagrams, and Games paired with the Eureka Problem Sets
  • Outro - a formative assessment of the Intro PARCC aligned prep question

I teach with 4 Core Days and 1 Flex Day. This means Monday-Thursday I teach a new Eureka lesson (Core Days) and on Fridays we do a review, Ketchup, Debrief, Genius Hour, and a ClassDojo exchange (Flex Day).

  • Ready Review - Curriculum Associates Grade 4 iReady Aligned Test Prep
  • Ketchup - an opportunity for students to catch up (get it?) on Zearn and to complete the week's Exit Tickets.*
  • Debrief - a weekly 20 minute discussion using the Eureka Debrief questions.
  • Genius Hour - an earned time each Friday when students have completed their work for the week. Students play on computers, work in a MakerSpace, play with our class pet, etc. Students who need to finish work do so during this time.
  • ClassDojo Exchange - I included the way I let students trade in points.

I have students turn in a binder each week. The binder includes all complete Problem Sets, Homeworks, Exit Tickets, and the Outro. The students get the opportunity to correct their Problem Sets and Homeworks in class, so all information should correct in the binder. I grade the Exit Tickets and Outro on Friday afternoon, and return the graded binders on Monday Morning to discuss in a Data Meeting.

In addition, I have also created the following for assessment:

  • re-created End-of-Module Assessment Practice (similar to test)
  • re-created End-of-Module Assessment Homework (similar to test)

As a bonus I included my Daily Schedule/Supplies/Seats so you can see how I break up the Math Block to my students and the supplies required for each piece of the Block.

I will be uploading a FULL set of Smart Notebook files for EVERY GRADE 4 and GRADE 5 Eureka Module.

*I know some administrators might give you push back to doing Exit Tickets once a week, but after the students have fully soaked in the week's fluencys, applications, problem sets & homeworks, and Zearns I find the students have a better understanding to grapple with the Exit Tickets once a week instead of daily.

Please share feedback with me. If you find a mistake I'd love to correct it. And thanks!!

Log in to see state-specific standards (only available in the US).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(π‘₯ – 1) = 3. Noticing the regularity in the way terms cancel when expanding (π‘₯ – 1)(π‘₯ + 1), (π‘₯ – 1)(π‘₯Β² + π‘₯ + 1), and (π‘₯ – 1)(π‘₯Β³ + π‘₯Β² + π‘₯ + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 Γ— 8 equals the well remembered 7 Γ— 5 + 7 Γ— 3, in preparation for learning about the distributive property. In the expression π‘₯Β² + 9π‘₯ + 14, older students can see the 14 as 2 Γ— 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(π‘₯ – 𝑦)Β² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers π‘₯ and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Total Pages
8 Notebook Files
Answer Key
Included
Teaching Duration
2 Weeks
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