Katie Hahn

Assignment #1

Assignment #1Teachers are Responsible for Managing and Monitoring

Students Learning
Reviews and outlines the school districts curriculum for at least two standards within a
content area for the grade level taught, as well as at least one grade level above and
one grade level below.
EnVision Math
Our district is currently on our second year using EnVisionMATH by Pearson. I feel that
this is a rigorous program pushing students to reach higher levels of learning. The
program also provides various teaching and learning techniques to reach the wide
variety of learners in the classroom.
I feel that this curriculum provides students with grade appropriate problems and is
aligned with the Common Core State standards. The textbook is full of colorful pictures
and illustrations and provide many practical real life examples.
At the beginning of each lesson there is a Problem-Based Interactive Learning Problem
Hands-On, Minds-On. This problem is designed to take 10-15 minutes and during this
time a problem is posed followed by a whole-class discussion and ending with smallgroup interactions. If there is time at the end or it is felt that further discussion needs to
take place they also provide and extended problem or discussion. Each lesson also
comes with a visual learning animation. I have found that some of these are worth
watching but many take too long for what they are trying to show. Each lesson has
differentiated instruction with math center games the students really enjoy as well as
reteaching, practice, and enrichment worksheets. I feel that the worksheets are too easy
for students so I primarily use the textbook with my students.

Katie Hahn

Assignment #1

Overall I feel that enVisionMATH is a challenging program that shows rigor as well as
offers differentiated instruction to meet the needs of all learners.

Below I have provided a table showing the arrangement of chapters by domain.

4.OA
Operations and Algebraic Thinking

Topic 1: Multiplication and Division: Meaning and

Facts
Topic 2: Generate and Analyze Patterns

4.NBT
Numbers and Operations in Base Ten

Topic 3: Place Value

Topic 4: Addition and Subtraction of Whole
Numbers
Topic 5: Number Sense: Multiplying by 1-Digit
Numbers
Topic 6: Developing Fluency: Multiplying by 1-Digit
Numbers
Topic 7: Number Sense: Multiplying by 2-Digit
Numbers
Topic 8: Developing Fluency: Multiplying by 2-Digit
Divisors
Topic 9: Number Sense: Dividing by 1-Digit Divisors
Topic 10: Developing Fluency: Dividing by 1-Digit
Divisors

4.NF
Number and Operations Fractions

Topic 11: Fraction Equivalence and Ordering

Topic 12: Adding and Subtracting Fractions and
Mixed Numbers with Like Denominators
Topic 13: Extending Fraction Concepts

4.MD
Measurement and Data

Topic 14: Measurement Units and Conversions

Topic 15: Solving Measurement and Data Problems

4.G
Geometry

Topic 16: Lines, Angles, and Shapes

Curriculum Alignment for enVisionMATH Series

3.NF.A.3d
Compare two fractions with
the same numerator or the
same denominator by
reasoning about their size.

Fraction Equivalence and Ordering

4.NF.A.1
5.NF.A.1
Explain why a fraction a/b is
Add and subtract fractions
equivalent to a fraction c/d by with unlike denominators
using visual fraction models,
(including mixed numbers) by
with attention to how the
replacing given fractions with

Katie Hahn
Recognize that comparisons
are valid only when the two
fractions refer to the same
whole. Record the results of
comparisons with the symbols
>, =, or <, and justify the
conclusion.

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.

Assignment #1
equivalent fractions in such a
way as to produce an
equivalent sum or difference
of fractions with like
denominators.

After reviewing the Common Core Standards for Number and Operations-Fractions for
third, fourth, and fifth grade I have come to the conclusion that the standards align
appropriately. By the end of third grade students should be able to compare fractions
with like denominators which aligns nicely to the fourth grade standard of explaining why
fractions are equivalent and generating equivalent fractions. When fourth grade masters
this standard they will be prepared in fifth grade to replace given fractions with
equivalent fractions in order to add and subtract with unlike denominators. If these
standards are taught and the students master these skills the alignment is correct.

3.NBT.A,3
Multiply one-digit whole
numbers by multiples of 10 in
the range 10-90 using
strategies based on place
value and properties of
operations.

Number Base Ten

4.NBT.B.5
Multiply a whole number of up
to four digits by a one-digit
whole number, and multiply
two-digit numbers, using
strategies based on place
value and the properties of
operations. Illustrate and
explain the calculation by
using equations, regular
arrays, and/or area models.

5.NBT.B.5
Fluently multiply multi-digit
whole numbers using the
standard algorithm.

After reviewing the Common Core Standards for Number and Operations in Base Ten for
third, fourth, and fifth grade I have come to the conclusion that the standards align
appropriately as well. By the end of third grade students should have the understanding
of multiplication and be able to multiply one digit numbers by multiplies of ten. Having
mastered this skill in third grade they will be ready to multiply up to four digit numbers
by one and two-digit numbers successfully. This skills will prepare them for fifth grade

Katie Hahn

Assignment #1

and being able to fluently multiply multi-digit whole numbers using the standard
algorithm.
The primary goals of EnVisions is focus on Common Core math clusters, develop in-depth
understanding, connect mathematical content and practice standards using a variety of
teaching strategies such as interactive learning aids and videos, games, worksheet
practice, and various differentiated instruction options.
EnVisions does have a strong alignment between the curriculum and the Common Core
standards. To begin each topic EnVisions provides a Common Core State Standards
Skills Trace on the first page of the teacher edition. The information is organized to
show the standards being taught in the topic as well as showing standards that were
taught in 3rd grade and the standards that they will be learning later on in 4th grade and
onto 5th grade. This alignment is useful for teachers to make understanding of where the
students were, should be, and will be.
Not only does enVisionsMATH align the Common Core Standards correctly but it also
unfolds the level of instruction to mastery in a meaningful manner. EnVisions looks at the
Big Ideas of mathematics such as: Numbers Uses, Classification, and Representation;
Numbers and the Number Lines; The Base-Ten Numeration System; The Base-Ten
Numeration System; Equivalence; Comparison and Relationships; Operation Meaning and
Relationships; Estimation; Properties; Basic Facts and Algorithms; and Variables. Each
Big Idea is appropriately introduced or reintroduced to build on childrens increasing

1, 2,
3, 5,

3, 7,
8

11

1, 3, 9

Grade 6
Topics

Grade 5
Topics

Grade 4
Topics

Grade 2
Topics
5, 10

Topics Grade 3

Number Uses,
Classification, and

Topics Grade 1

Big Idea

Grade K
Topics

knowledge of mathematics.

1, 6

Katie Hahn
Representation
Numbers and the Number
Line
The Base-Ten Numeration
System
Equivalence

Comparison and
Relationship
Operation Meaning and
Relationships

Assignment #1
6, 11
4
6, 10
9

2, 4,
12, 15
7, 8, 9

16

8, 9

7, 8,
9
3, 8

4, 9,
12
1, 2,
3, 4,
6

Estimation

12, 13

2, 9, 10

5, 10

1, 9,
10
1

3, 13

1, 7

12, 13

8, 10

7, 11

1, 5, 11

2, 3, 5,
10, 15
1, 3, 4,
9, 15

10

4, 6,
11, 12,
13
3, 11,
13
1, 9,
10, 12

1, 7

1, 10,
12
6

3, 4, 5,
7, 9,
10, 14
1

2, 4, 5,
6, 7, 9,
10, 11
3, 8

4, 5, 6,
11

1, 4, 5,
6, 7, 8,
10, 12

2, 3, 4,
5, 6, 7,
9, 11

4, 5

14

Properties

1, 5

2, 8

Basic Facts and Algorithms

4, 5,
10,
11

2, 3, 6,
7, 8, 9,
10, 11,
14

Variables

2, 4,
6, 7,
8
2

2, 3,
4, 6,
8
2, 3,
6

10, 11

(Teachers Edition Program Overview)

Number Uses, Classification, and Representation Numbers can be used for
different purposes, and numbers can be classified and represented in different ways.
Numbers and the Number Line The set of real numbers is infinite and ordered.
Whole numbers, integers, and fractions are real numbers. Each real number can be
associated with a unique point on the number line.
The Base-Ten Numeration System The base-ten numeration system is a scheme for
recording numbers using digits 0-9, groups of ten, and place value.
Equivalence Any number, measure, numerical expression, algebraic expression, or
equation can be represented in an infinite number of ways that have the same value.
Comparison and Relationship Numbers, expressions, measures, and objects can be
compared and related to other numbers, expressions, measures, and objects in different
ways.

Katie Hahn

Assignment #1

Operation Meaning and Relationship there are multiple interpretations of addition,

subtraction, multiplication, and division of rational numbers, and each operation in
related to other operations.
Estimation Numbers can be approximated by numbers that are close. Numerical
calculations can be approximated by replacing numbers with other numbers that are
close and easy to compute with mentally. Some measurements can be approximated
using known referents as the unit in the measurement process.
Properties For a given set of numbers there are relationships that are always true,
called properties, and these are the rules that govern arithmetic and algebra.
Basic Facts and Algorithms There is more than one algorithm for each of the
operations with rational numbers. Some strategies for basic facts and most algorithms
for operations with rational numbers, both mental math and paper and pencil, use
equivalence to transform calculations into simpler ones.
Variable Mathematical situations and structures can be translated and represented
abstractly using variables, expressions, and equations.
The skills trace table shown below also illustrates how our curriculum should unfold from
the level of instruction to mastery. If students master skills the number and operation
fractions skills in third grade they will be prepared to learn and master the fourth grade
number and operation fraction standards. I feel that our curriculum seamlessly unfolds. It
is well organized and aligns with the Common Core Standards. Most skills, depending on
appropriateness, are reintroduced at a higher level of thinking as students get older.
Topic 11: Fraction Equivalence and Ordering
Common Core State Standards Skills Trace
DOMAIN: Number and
Looking Back
Looking Ahead
Operations Fractions

Katie Hahn

Grade 3 Common Core

Standards
3.NF.A.1 Understand a
fraction 1/6 as the quantity
formed by 1 part when a
whole is partitioned into b
equal parts; understand a
fraction a/b as the quantity
formed by a parts of size 1/b.
T9 Understanding
Fractions

3.NF.A.3a Explain
equivalence of fractions in
special cases, and compare
fractions by reasoning about
their size. Understand two
fractions are equivalent
(equal) if they are the same
size, or the same point on
the number line.
T10 Fraction Comparison
and Equivalence
3.NF.A.3b Recognize and
generate simple equivalent
fractions, and recognize
fractions that are equivalent
to whole numbers.
T10 Fraction Comparison
and Equivalence

3.NF.A.3c Express whole

numbers as fractions, and
recognize fractions that are
equivalent to whole
numbers.
T10 Fraction Comparison
and Equivalence

3.NF.A.3d Compare two

fractions with the same
numerator or the same
denominator by reasoning
about their size. Recognize
that comparisons are valid
only when the two fractions
refer valid only when the two

Assignment #1

Grade 4 Topic 11
4.NF.A.1 Explain why a fraction
a/b is equivalent to a fraction
(nxa)/(nxb) 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.
11-4 Equivalent Fractions
11-5 Number Lines and
Equivalent Fractions

4.NF.A.2 Compare two

fractions with different
numerators and different
denominators, e.g., by creating
common denominators or
numerators, or by comparing to
a benchmark fraction such as
. Recognize that comparisons
are valid only when the two
fractions refer to the same
whole. Record the results of
comparisons with symbols >,
=, or <, and justify the
conclusion, e.g., by using a
visual fraction model.
11-6 Comparing Fractions
11-7 Ordering Fractions
11-8 Problem Solving: Write
to Explain
4.O.A.B.4 Find all factor pairs
for a while number in the range
1-100. Recognize that a whole
number is a multiple of each of
its factors. Determine whether
a given whole number is the
range 1-100 is a multiple of a
given on-digit number

Grade 4 Common Core

Standards
4.NF.B.3a Understand a
fraction a/b with a>1 as a
sum of fractions 1/b.
Understand addition and
subtraction of fractions as
joining and separating parts
referring to the same whole.
T12 Adding and
Subtracting Fractions and
Mixed Numbers with Like
Denominators.
4.NF.B.4a Apply and extend
previous understanding of
multiplication to multiply a
fraction by a whole
number .Understand a
fraction a/b as a multiple of
1/b.
T13 Extending Fraction
Concepts

Grade 5 Common Core

Standard
5.NF.A.1 Add and subtract
fractions with unlike
denominators (including
mixed numbers) by replacing
given fractions with
equivalent fractions in such a
way as to produce an
equivalent sum or difference
of fractions with like
dominators.
T9 Adding and
Subtracting Fractions

Katie Hahn
fractions refer to the same
whole. Record the results of
comparisons with the
symbols >, =, or <, and
justify the conclusion.
T10 Fraction Comparison
and Equivalence

Assignment #1
Determine whether a given
whole number in the range 1100 is prime or composite.
11-1 Factors
11-2 Prime and Composite
Numbers
11-3 Multiples

EnVisionMATH offers students an excellent platform for student engagement. I feel that
successful student engagement incorporates technology, having fun, collaborating,
communicating, and being creative. The curriculum provides students with online access
to complete assignments and received immediate feedback, watch lesson introduction
videos, and math games to motivate, reinforce skills, and develop procedural fluency.
Each topic begins with an optional cross-curricular math project. For example, Topic 11
aligns with social studies and the project is to create a factoid. Students are to write a
fraction describing the number of state flags that contain stars. This project engages
students and connects math to social studies. Envisions also provides Problem-Based
Interactive Learning problems to being each lesson, and three differentiated instruction
activities. These activities are hands-on engaging games one at each of the three levels
of intervention, on-level, and advanced.
This curriculum does lend itself to a variety of instructional strategies. Each lesson offers
instructional strategies such as interacting with peers, math language, modeling,
organizing, thinking aloud, understanding problems, and visual representations. These
strategies are implemented by the use of hands-on activities, math through literature,
guided practice, independent practice, problem solving, interventions, on-level and
advanced activity centers, technology, and homework.
Additional Approaches
Math IXL

Katie Hahn

Assignment #1

Math IXL is a web-based program that targets math for grades K-12. All problems are
aligned with the common core standards. Students receive math problems in a variety of
questions types from word problems to interactive graphs. Each time a student gets a
problem wrong IXL explains why. Students successes are also tracked and they receive
certificates and visual rewards. IXL provides teachers with reports of student progress.
This program is very enjoyable for students and makes learning math fun!
I include IXL in my classroom routinely on Fridays from 10:50-11:30. I also try to
incorporate IXL in my daily lessons as much as possible and try to promote using IXL at
home and on their free time. I use this strategy for assessment and instruction. Students
can be introduced to new skills using IXL and when they get a questions wrong they are
given feedback as to what mistake was made and how to fix it. I have also used IXL as an
assessment tool by checking their reports and progress.

Katie Hahn

Assignment #1

In 2015, IXL created an IXL Skill Alignment - 4th grade alignment for enVisionMATH
Common Core Edition. (https://www.ixl.com/community/IXL-Envision-Math-Grade4.pdf)
This document has been very useful in my classroom. For each topic it provides the
lesson and the IXL skills that align.

Katie Hahn

Assignment #1

At the beginning, middle, and end of each year I have students complete a 4th Grade
Math Common Core State Standard Benchmark Test. This test includes one question from
each fourth grade math standard. We have aligned IXL Practice Skills to each standard
providing students extra practice in those difficult areas. This is shown to students and
parents.

Katie Hahn

Assignment #1

Katie Hahn

Assignment #1

Math 4 Today
Math 4 Today is daily skills practice and a wonderful supplement for the classroom. I use
this for instruction and assessment. Each day students work on four problems
individually and then we discuss each one as a group. During this collaboration time we
discuss various ways to solve problems. On the fifth day there is a ten questions
assessment reviewing the skills reinforced during the week. Math 4 Today allows the
students to make sense of problems and persevere in solving them, reason abstractly
and quantitatively, construct viable arguments and critique the reasoning of others, and
model with mathematics, use appropriate tools strategically, attend to precision daily.
Math 4 Today includes a Common Core State Standard Alignment Matrix to ensure
appropriate skills are being taught.

Katie Hahn

Assignment #1

South Dakota Math Counts

An additional approach to planning and instruction would be South Dakota Math Counts.
This program assists students in understanding mathematical concepts by providing
educators a variety of strategies. These strategies encourage students to explain their
thinking, understand the question being asked, as well as breaking down numbers for
better understanding.

Sources:
Charles, R. I., Caldwell, J.H., Coply, J., Crown, W.D., Fennell, F., Murphy, S.J., & Schielack, J.F.
(2015). EnvisionMath common core. Glenview, IL: Pearson Education.
IXL, Math, Language Arts, Science, and Social Studies Practice. IXL Learning. 07 Mar. 2016.