NO CLASS THE WEEK OF CAASPP TESTING

Developmental Math 

Math Strand Boost Y3

Division A

CP __2337__

Location: Online

Login to https://platform.heinemann.com/ui/login/index.htmlLinks to an external site.

Country: United States

State: California

District/Independent School: Connecting Waters Charter Dist (pick the Waterford one then click NEXT)

 

Username: District ID # followed by cwcs Example: (12345cwcs)

Password: CwDistrictID#!   Example: Cw12345!

 

Please review the CWCS Master Class SyllabusLinks to an external site. that will be used in the Parent/Student Orientation course. 

 

Instructor: Robert Cardenas

Email: rcardenas@cwcharter.org

Phone:___209-403-4046_____

Office Hours: ____8-3:30____

 

Class Information:

Class Days/Times:

Monday, Tuesday and Thursday 1230-1320 Join class sessions with Big Blue Button Link in Canvas

                                      

 

• Quarter 3 - 3/10/25 - 4/2/25  (8 weeks)

Course Overview:  

Math Strand Boost classes are designed to build students’ understanding of foundational math concepts in the areas of operations and algebraic thinking, number and operations with whole numbers and fractions*. The lessons are designed to foster understanding and number sense through visual and physical models, multiple strategies, literature connections, and engaging practice activities.

 

Each strand boost contains 30 lessons which will be completed in an 8-week session. The lessons are interactive and student engagement is key to understanding, so daily attendance is critical. Students are expected to arrive on time and come to class prepared to participate with working microphones on school-issued chromebooks.

 

Strand Boost classes will feature the Do the MathLinks to an external site. curriculum developed by renowned math educator, Marilyn Burns, and a team of master educators. 

 

CWCS’s online courses offer students the opportunity to study at home while employing technology as a learning tool, meeting with other students in a virtual classroom, and receiving live instruction from a teacher. 

 

*Each strand boost covers only foundational concepts of number and operations with whole numbers and fractions.  Students with learning gaps in other domains, such as Measurement & Data,  Geometry, or more complex standards in number sense should continue to use other interventions to close those gaps.

 

Curriculum and Required Materials:  

WorkSpace Multiplication B, student Do the Math worktext (available from the Resource Center)

Do the Math student digital access (available from the course instructor)

Literature books:  Bats on Parade by Kathi Appelt (available in pdf form on the class Canvas page)

Manipulatives: virtual manipulatives available in student digital access

 

Technology Requirements: 

School-issued chromebook with a working camera

Reliable internet access 

Headset with a microphone, or ear buds 

 

 

Grading:  This is a supplemental course and grades are not given. At the end of the course,  the instructor will give a recommendation for the student’s continuation in the program.  Recommendations will be based on attendance & participation, completion of learning activities, and formative and summative assessments.

 

Attendance: Attendance is required.  The Truancy PolicyLinks to an external site. applies to Canvas courses. An unexcused absence may be counted as a truancy.

• Excused Absence is defined as:
  The parent shall notify the teacher by phone of the absence at least 24 hours* prior to the time the class meets.
• Unexcused Absence is defined as:
  An absence that does not accompany a parent phone call to the instructor at least 24 hours* prior to the time the class meets.

*If there are extenuating circumstances that do not allow for at least 24 hours, then the teacher must still be notified prior to the start of class; allowances may be made depending on the circumstances. Examples of extenuating circumstances: car accident, sudden illness, etc. Students should arrange a "backup plan" in case of unexpected computer problems the day of the class (i.e. make pre-arrangements to go to a neighbor, friend, relative, library, etc.)  

Class Participation: Students are expected to actively participate in every class session with working microphones and cameras.  Many of the learning activities will be done with partners in breakout rooms, so it is essential that students are actively participating with cameras on.

Absent/Late Work: If a class is missed, students should follow the steps below to ensure that learning is not missed:

1. Watch the recording
2. Complete the learning activities while viewing the recording (stop recording when necessary to complete partner activities) OR complete alternative assignments given by the instructor
3. Write a paragraph summarizing the class
4. Email the summary to your teacher and CC your ES

 

PACING GUIDE:

Developmental Math

Strand Boost

Level: Y3

Do the Math Module & Level: Division A

Division A: Basic Concepts  focuses on the idea that division is the inverse operation of multiplication, eliminating the need to memorize division facts.  Computational methods for solving division problems are introduced contextually and concretely to help students understand the two meanings of division–sharing and grouping.

 

The module contains 30 lessons to be completed in 8 weeks (one quarter)

 

Week 1 

Beginning of Module Assessment

Lesson 1: Writing Related Multiplication and Division Equations (3.OA.2)

Lesson 2: Modeling Division With Tiles (3.OA.2)

Lesson 3: Representing Sharing Situations With Tiles (3.OA.2)

Lesson 4: Representing Remainders (4.OA.3)

 

Week 2 

Lesson 5: Assessing Student Understanding

Lesson 6: Representing Grouping Situations With Tiles (3.OA.4)

Lesson 7: Representing Grouping Situations With Tiles, continued (3.OA.4)

Lesson 8: Writing Division Equations for Grouping Situations (3.OA.4)

 

Week 3

Lesson 9: Recognizing Problems as Division Situations (3.OA.4)

Lesson 10: Assessing Student Understanding

Lesson 11: Representing Grouping Situations With Pennies (3.OA.5)

Lesson 12: Observing Patterns When Dividing by 10 (4.NBT.1)

 

Week 4 

Lesson 13: Representing Grouping Situations With Dimes (3.OA.5)

Lesson 14: Observing Patterns in Quotients When Dividing by 10 (4.NBT.1)

Lesson 15: Assessing Student Understanding

Lesson 16: Learning the Leftovers  Division Game (4.NBT.6)

 

Week 5 

Lesson 17: Playing the Leftovers  Division Game (4.NBT.6)

Lesson 18: Practicing Division with Leftovers (4.NBT.6)

Lesson 19: Practicing Division with a variation of Leftovers (4.NBT.6)

Lesson 20: Assessing Student Understanding

 

Week 6 

Lesson 21: Dividing Two-Digit Numbers by One-Digit Numbers (4.NBT.6)

Lesson 22: Continue Dividing by One-Digit Numbers (4.NBT.6)

Lesson 23: Learning Remainder Zero, a Division Game (4.NBT.6)

Lesson 24: Playing Remainder One to Practice Division (4.NBT.6)

 

Week 7 

Lesson 25: Assess Student Understanding

Lesson 26: Writing Division Word Problems (4.OA.2)

Lesson 27: Writing Division Word Problems, continued (4.OA.2)

Lesson 28: Reviewing Division Concepts and Vocabulary (3.OA.5)

 

Week 8 

Lesson 29: Solving Word Problems with Division (4.OA.2)

Lesson 30: Assess Student Understanding

End of Module Assessment