What do you need to do when you first enter the classroom?

Hang up your backpack, mark your lunch, and start on bell work

Go walk around and talk with friends

Bring your backpack to your desk

How do we ask a question?

Raise your hand and wait for the teacher to call on you

Raise your hand and shout out your question

What do you do when the teacher rings the bell or gives an attention prompt?

Freeze, put your materials down, and listen

What do you need to bring to school?

Bring your own mask to wear each day

What does the surf pro do?

They are the table captains and hands in the table group papers.

What do you receive if you complete your homework on time?

20 auction tickets and a piece of candy

Where do I find my homework?

It will be posted each Friday on Google Classroom

When can I get a drink?

Please bring a water bottle with a lid and put it in on the corner of your desk.

Where do I get a sharpened pencil?

There is a cup of sharpened pencils on the counter.

Where do we turn in our papers?

Blue Class: Blue and Green Baskets- Red Class: Red and Yellow Baskets

How do we line up and walk in the hall?

Two straight lines, facing forward with our hands to our self

One line and talking with our friends

No line and running in the hall

What do you take to Chinese class?

backpack and pencil bag with pencil and marker

What do we do before we switch classes?

Put your desk cubby away and make sure your desk is clean

Who takes the lunch bin to the lunch room?

Two classroom helpers of the day

When do we have the spinning wheel and who gets to spin it?

Every other Friday and the table with the most points gets to spin the wheel for prizes.

The table with the most points and on every Wednesday.

What do we do during morning announcements?

Stop what you are doing and listen quietly and respectfully

Say good morning to your friend

Ask the questions that you have been thinking about last night to your teacher

Can I bring my own headphones?

Yes, that would be wonderful! You can keep them in your desk cubby

How do I treat the people in my class?

We are all friends and we treat each other with respect.

laugh at them when they make a mistake

What classroom playground equipment can I use?

Students can find jump ropes, kickballs, footballs, basketballs, and soccer balls in the bin under the counter. You are responsible to return what you take outside.

I can play with another teacher's ball and bring it to my classroom because I found it.

Classroom Routines and Procedures

Ms. Wells' Classroom Routines and Expectations

Span 2 Social Routines and Classroom tasks

Classroom rules and routines

GRADE 4 Module 6 Lesson 3. Interpret Remainders This PowerPoint file contains instructional aids for teachers who have purchased Into Math. It is intended to be projected to students and used in conjunction with the Student Edition and manipulatives as needed. These slides can be used to move the conversation forward in the classroom, but they should not serve as a replacement for student-centered, collaborative conversations in which students have the space they need to find an entry point, construct meaning, and build understanding. About the Slide Presentation Presenter View: Use the Presenter view to see notes while presenting. Customization: Add or delete content or notes to get the best learning experience for your classroom. 1 Problem of the Day. Which equations can be used to solve the following problem? Rita makes 40 bracelets and gives an equal number to 8 friends, including Veronica. Veronica gives 2 of the bracelets that she received to her sister. How many bracelets does Veronica have left? A. 40 – 8 = 32 32 ÷ 2 = 16 B. 40 ÷ 8 = 5 5 + 2 = 7 C. 8 + 2 = 10 40 ÷ 10 = 4 D. 40 ÷ 8 = 5 5 – 2 = 3 2 I Can. I Can solve a division problem and interpret the remainder in the context of the problem. 3 Spark Your Learning. Aiden is building solar toy cars in his science club. The cars collect and use energy from the sun for power. Aiden buys 18 wheels. Each car needs 4 wheels. How many cars can Aiden build? Show your thinking. 4 Turn and Talk. What is the remainder in this problem? What does the remainder mean? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 5 Build Understanding • Task 1 ACTIVITY. There are 57 students going to the science museum. Each van can take 5 students. How many vans are needed to take all the students? Use a visual model to show how the students are divided into groups of 5. 6 Turn and Talk. How can you use the whole-number quotient and remainder to answer these questions? How many vans will be full? How many students will ride in the van that is not full? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 7 Step It Out • Task 2 ACTIVITY.. Amanda has 73 inches of wire for a science experiment. She needs to cut all the wire into 8 identical pieces. How many inches long will each piece be? 8 Turn and Talk. Why is this problem a good situation to write the remainder as a fraction? Professional Development note: Use the Professional Learning Cards to provide language routines that may help students access the meaning of the problem. 9 Check Understanding. 1. Maya needs 44 batteries for smoke alarms. The batteries come in packs of 6. How many packs does Maya need to buy? For 44 ÷ 6, the whole-number quotient is ____ and the remainder is ____. Maya needs to buy ____ packs. Circle how you interpreted the remainder to solve the problem. 10 I Can Scale. 4 I can explain how to solve a division problem and interpret the remainder in the context of the problem. 3 I can solve a division problem and interpret the remainder in the context of the problem. 2 I can solve a division problem and identify the whole-number quotient and the remainder. 1 I can solve a division problem with a remainder. 11 Exit Ticket. Mr. Jenkins’ class is giving speeches during a 46-minute class. Each student will be able to talk for 4 minutes. How many students can give speeches? Justify your answer.

Make a quiz using this information: Professional Learning Communities Despite compelling evidence indicating that working collaboratively represents best practice, teachers in many schools continue to work in isolation. Even in schools that endorse the idea of collaboration, the staff's willingness to collaborate often stops at the classroom door. Educators must stop working in isolation and hoarding their ideas, materials, and strategies and begin to work together to meet the needs of all students. Educators who are building a professional learning community recognize that they must work together to achieve their collective purpose of learning for all. Therefore, they create structures to promote a collaborative culture. The powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practice. Teachers work in teams, engaging in an ongoing cycle of questions that promote deep team learning. This process, in turn, leads to higher levels of student achievement. Collaborative conversations call on team members to make public what has traditionally been private—goals, strategies, materials, pacing, questions, concerns, and results. These discussions give every teacher someone to turn to and talk to, and they are explicitly structured to improve the classroom practice of teachers—individually and collectively.’ Each team must have time to meet during the workday and throughout the school year. Teams must focus their efforts on crucial questions related to learning and generate products that reflect that focus, such as lists of essential outcomes, different kinds of assessment, analyses of student achievement, and strategies for improving results. Teams must develop norms or protocols to clarify expectations regarding roles, responsibilities, and relationships among team members. Teams must adopt student achievement goals linked with school and district goals. Professional learning communities judge their effectiveness on the basis of results. Working together to improve student achievement becomes the routine work of everyone in the school. Every teacher team participates in an ongoing process of identifying the current level of student achievement, establishing a goal to improve the current level, working together to achieve that goal, and providing periodic evidence of progress. Example of a PLC Goal: “We will increase the percentage of students who meet the state standard in language arts from 83 percent to 90 percent” or “We will reduce the failure rate in our course by 50 percent.” The results-oriented professional learning community not only welcomes data but also turns data into useful and relevant information for staff.

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