Feedback Report
Mathematics (English)
Publisher: Discovery Education Inc
Supplemental Math, Grade 4 (IMRA25)
Program: DreamBox Math for Texas - Grade 4
Component: DreamBox Math for Texas - Grade 4 Digital License (ISBN: N/A)
Using story problems would help to interpret remainders based on the questions asked, "Do I want only the quotient, need one more than the quotient, or use just the remainder?"
This teacher narrative can also be found via our Curriculum Guide. Navigate to https://www.discoveryeducation.com/texas/math/reviewer/ and scroll down to 'Educator Dashboard' to find login information for the educator experience. Once logged in, click on 'Curriculum' at the top of the page. Select the Number and Operations domain, then select the 4.4.H standard. A complete list of all teacher narratives aligned to this standard can be found there, including this one. This narrative citation is specially designed to teach the breakout to which it is aligned.
Thank you for your feedback. We will update the Exploration and Discussion section as follows:
Present the first problem:
'There are 15 apples that need to be packed into boxes. Each box holds 4 apples. How many full boxes can we make, and what does the remainder represent?'
Have students solve it individually. After a minute, ask for volunteers to share their strategies. Discuss the quotient and the remainder, emphasizing how to interpret the remainder in this context of the apples and boxes example. Continue with the next problem: 'Now we have 30 apples that need to be packed into boxes. Each box holds 4 apples,' following the same process. Encourage students to explain their reasoning. Repeat this process with 60 apples, 61 apples, and 59 apples.
The current prompt—“The data represents the measurements of student shoes in inches. How can we represent the data using multiple forms of representation?”— allows students to think critically about data representation. However, to deepen mathematical understanding and align more closely with breakout, we recommend explicitly incorporating fractions into the data set and prompt. For example, "The data represents the measurements of student shoes in inches, including fractional values (e.g., 8 ½ inches, 9 ¾ inches). How can we represent this data using multiple forms of representation (such as tables, number lines, or graphs)? Take a moment to solve this independently."
This teacher narrative can also be found via our Curriculum Guide. Navigate to https://www.discoveryeducation.com/texas/math/reviewer/ and scroll down to 'Educator Dashboard' to find login information for the educator experience. Once logged in, click on 'Curriculum' at the top of the page. Select the Data Analysis domain, then select the 4.9.A standard. A complete list of all teacher narratives aligned to this standard can be found there, including this one. This narrative citation is specially designed to teach the breakout to which it is aligned.
Thank you for your feedback. We will update the Application & Reflection section as follows:
Introduce a set of data that includes both whole numbers and fractions to represent the length of student shoes:
“The data below represents the measurements of student shoes in inches. How can we represent the data using multiple forms of representation?”
Sample Shoe Length Data (in inches):
8, 8 ¼, 8 ½, 8 ¾, 9, 9 ¼, 9 ½, 9 ½, 9 ¾, 10, 10 ¼, 10 ½, 10 ½, 10 ¾, 11
Have students solve this independently, then discuss with a partner. Finally, share their findings with the class, focusing on how the data representation changes.