Whitman Elementary - Tulsa Public Schools

Grade / Instructional Focus: 4th Grade Mathematics
Groups: _X_ Regular; _X_ IEP; _X_ ELL; _X_ Econ. Disadvantaged; _X_ Race; X_ Gender
Goal: All fourth grade students will demonstrate mathematics proficiency at grade level or
above grade level on the Oklahoma Core Curriculum Test.
Achievement Objective / Benchmark (median scores or assessment nomenclature):
Standard Objective PASS Current %
or
assessment
nomenclature
Number
Operations &
Computation
11/24%
Estimation
5 test items
@ least half
will score __
Years as
Issue
as %
or assessment
nomenclature
3.3 40% 60% N/A
Geomerty &
Measurement
10/22%
Measurement
4 test items
4.4 50% 75% 06-07,
07-08,
08-09
Interventions / Strategies:
The following research-based strategies have been chosen specifically to meet the needs of
students of each gender and race as well as those who are Special Needs or economically
challenged. Female students benefit from verbal interaction, descriptive narration, and
expressing emotional connections/experiences to the information. Male students benefit from
simple, analytic explanation, kinesthetic movement, and visual images to aid in retention of
information. According to Ruby Payne, economically challenged students, need to know the
“why” and “how” of a topic, before they can learn it. With those needs in mind, the following
interventions/strategies have been chosen:
3.3
Apply a variety of estimation and mental math techniques to simplify computations 3.3 The
fourth grade teacher will use the Kagan strategy Rally Robin to practice estimating skills. The
teacher will give the students a rounded number (i.e. 90). The students then popcorn
numbers aloud that would round to 90. That can be repeated with any rounded number. The
teacher will use the mental math game “I have, who has”. Each child will be given a card with
a rounded number on the front and a 2 or three digit number on the back. The teacher begins
by calling out a number ex. 24. The students look on their card to see if they have the
rounded number 20. If they do they say “I have 20.” They then flip over their card and say,
“Who has the number that 67 rounds to?”. The game continues until each child has gone.
4.4
Using Marzano’s strategies of reinforcing effort through real life situations of solving problems
involving money, time and temperature. Students will be able to use real life situations for the
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