# 4th Grade Math Lesson Plans

 BSD Lesson Plans 2019-2020 School:  Brookhaven Elementary School Teacher/ Subject:  4th Grade Math                          Date:  February 17– February 21                                         Topic:  Chapter  13:  Algebra:  Perimeter and Area Standard(s)         Learning Target(s) (based on the language of the standard) Chapter 13:  Algebra:  Perimeter and Area.  Common Core Standards:  Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit(MD) 4.MD.A.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.MD.A.4-Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼,1/8).  Solve problems involving addition and subtraction of fractions by using information presented in line plots.   Science:  Motions, Forces, and Entergy. P.4.6C.2:  P.4.6C.2 In relation to how sound is perceived by humans, analyze and interpret data from observations and measurements to report how changes in vibration affect the pitch and volume of sound. Plan and conduct scientific investigations to test how different variables affect the properties of sound (i.e., pitch and sound).   4.MD.A.3: I can….Use a formula to find the perimeter of a rectangle.                Use a formula to find the area of a rectangle.                Find the area of combined rectangles.                Given perimeter or area, find the unknown measure of a                side of a rectangle.                  Use the strategy solve a simpler problem to solve area                problems.   Science:  I can demonstrate an understanding of the properties of sound as a form of energy. Procedures (with general times)                                                     Homework: (Mon) lesson Bell Work Review lesson 13.1 and lesson 13.2 pg.717-725 Group work pg. 726 Exit slips   (Tue)  lesson Bell Work Review lesson 13.3 pg.729-731 Group work pg. 726 Exit slips Review Mid-Chapter Checkpoint pgs. 735-736   (Wed)   Bell Work Review lesson 13.4 pg.737-739 Group work pg. 740 Exit slips   (Thurs.)  Mid-chapter checkpoint Bell Work Review lesson 13.5 pgs. 743-746 Chapter review pgs.749-754 Exit slips Review science lesson on sound Watch video and take quiz    (Fri) lesson Bell Work Review chapter review pgs. 749-754 Review study guide Exit slips     Homework assignments Monday 2-17-2020 Pg.248 and 250   Tuesday 2-18-2020 Pg. 251-252   Thursday 2-20-2020 Pg.255 Procedures (with general times) ·         Prior knowledge--How to represent numbers using base ten blocks. Know and recite multiplication facts ·         Activities/Centers:       - Envision Videos       - (Work with #number cards in groups.)       - Use of benchmark       -Place Value Anchor Chart       - Solve problems using graphing paper`       -Add and subtract fractions       -Estimate and round whole numbers   ·         Closure--  -Exit Slip       -Teacher created worksheets (independent)       -Quick Check problems Example of an Assessment Item Related to the Standard Standards Practice in Go Math Workbook Formative ·         Lesson Quick Check Examples:   Find the perimeter and area of the rectangle or square 21ft                                  3ft   ·         Mid-Chapter Checkpoint/ Chapter Review Example:   A set of symbols that expresses a mathematical rule is called a ____________. (formula)                                  Summative ·         Chapter Review/Quizzes Example:  A rectangle has a perimeter of 50 centimeters.  If the width of the rectangle is 10 centimeters, what is its length? A.     5 centimeters B.    15 centimeters C.    20 centimeters D.    40 centimeters

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

 Teacher:  4th Grade Math Date: Feb. 3-14 Subject:  Math/Science Topic: Chapter 12 Relative Sizes of Measurement Units Standard(s) Mathematics Common Core Standards                                                         Mississippi College and Career Readiness Science Standards 4.MD.1 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know the relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 4.MD.4  Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots. P.4.6B.1 Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results. P.4.6B.2 Obtain and communicate information to explain how the visibility of an object is related to light. P.4.6B.3 Develop and use models to communicate how light travels and behaves when it strikes an object, including reflection, refraction, and absorption. P.4.6B.4 Plan and conduct scientific investigations to explain how light behaves when it strikes transparent, translucent, and opaque materials. P.4.6C.1 Plan and conduct scientific investigations to test how different variables affect the properties of sound (i.e., pitch and volume). Learning Target(s) (based on the language of the standard) ●        TSW use benchmarks to understand the relative sizes of measurement units. ●        TSW use models to compare customary units of length. ●        TSW use models to compare customary units of weight. ●        TSW use models to compare customary units of liquid volume. ●        TSW make and interpret line plots with fractional data. ●         TSW use models to compare metric units of length. ●        TSW compare metric units of mass and liquid. ●        TSW use models to compare units of time. ●        TSW use the strategy draw a diagram to solve elapsed time problems. ●        TSW solve problems involving mixed measures. ●        TSW use patterns to write number pairs for measurement units. ●        TSW demonstrate an understanding of properties of light as forms of energy. ●        TSW demonstrate an understanding of the properties of sound as a form of energy. Procedures (with general times) Monday, February 03, 2020 – 12.1 Measurement Benchmarks 1.       Bellwork 2.       Go over bellwork. 3.       Fact Practice 4.       Lesson 12.1 5.       Lesson 12.1 – On Your Own 6.       Exit Pass Science: Review for 4.5 Weeks Test Tuesday, February 4, 2020 -  12.2 Customary Units of Length 1.       Bellwork 2.       Go over bellwork 3.       Go over homework 4.       Lesson 12.2 5.       Lesson 12.2 – On Your Own 6.       Exit Pass Science: Review for 4.5 Weeks Test Wednesday, February 5, 2020 – 12.3 Customary Units of Weight 1.       Bellwork 2.       Go over bellwork 3.       Go over homework 4.       Fact Practice 5.       Lesson 12.3 6.       Lesson 12.3 – On Your Own 7.       Exit Pass Thursday, February 6, 2020 – 12.4 Customary Units of Liquid Volume 1.       Bellwork 2.       Go over bellwork 3.       Lesson 12.4 4.       Small Groups/Centers 5.       Classworks Science: Review for 4.5 Weeks Test   Friday, February 7, 2020 1.       Bellwork 2.       Go over bellwork 3.       Fact Quiz 4.       Science 4.5 Test 5.       Classworks Monday, February 10, 2020 – 12.5 Line Plots 1.       Bellwork 2.       Go over bellwork 3.       Fact Practice 4.       Lesson 12.5 5.       Lesson 12.5 – On Your Own 6.       Exit Pass Science: Sound Tuesday, February 11, 2020 – 12.6 Metric Units of Length 1.       Bellwork 2.       Go over bellwork 3.       Go over homework 4.       Lesson 12.6 5.       Lesson 12.6 – On Your Own 6.       Exit Pass Science: Sound Wednesday, February 12, 2020 – 12.7 Metric Units of Mass and Liquid Volume 1.       Bellwork 2.       Go over bellwork 3.       Go over homework 4.       Fact Practice 5.       Lesson 12.7 6.       Lesson 12.7 – On Your Own 7.       Exit Pass Science: Sound Thursday, February 13, 2020 – 12.8 Units of Time 1.       Bellwork 2.       Go over bellwork 3.       Lesson 12.8 4.       Small Groups/Centers 5.       Classworks Science: Sound Friday, February 14, 2020 - Lesson 12.9 Elapsed Time 1.       Bellwork 2.       Go over bellwork 3.       Fact Quiz 4.       Lesson 12.9 5.       Classworks   •       Prior knowledge: Know and recite multiplication facts •       Activities/Centers: Measurement Conversions •       Closure: Exit Slips, Standard Based Quizzes, Go Math! worksheets, Quick check problems Homework *Homework May Vary* Monday 2/3/2020 : Lesson 12.1 Practice/Homework Tuesday 2/4/2020 : Lesson 12.2 Practice/Homework Wednesday 2/5/2020 : No Homework Thursday 2/6/2020 : Lesson 12.4 Practice/Homework Friday 2/7/2020: No Homework Monday 2/10/2020 : Lesson 12.5 Practice/Homework Tuesday 2/11/2020 : Lesson 12.6 Practice/Homework Wednesday 2/12/2020 : No Homework Thursday 2/13/2020 : Lesson 12.8 Practice/Homework Friday 2/14/2020: No Homework Example of an Assessment Item Related to the Standard What is the better estimate for the mass of a textbook, 1 gram or 1 kilogram?   3 feet = ______ inches   5 tons = ______ pounds   2 pints = ______ cups   65 centimeters = _______ meter   4 liters = ______ milliliters   3 minutes = ________ seconds   Bobbie went snowboarding with friends at 10:10 a.m. They snowboarded for 1 hour and 43 minutes, and then stopped to eat lunch. What time did they stop for lunch?

BSD Lesson Plans

2019-20

School: Brookhaven Elementary School

 Teacher:  4th grade math Date: January 21-31 Subject:  Math/Science Topic:  Multiplying Fractions by Whole Numbers Standard(s) Mathematics Common Core  Standards                                                                                                          Mississippi College and Career Readiness Science Standards CCSS.MATH.CONTENT.4.NF.C.5Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100. CCSS.MATH.CONTENT.4.NF.C.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. CCSS.MATH.CONTENT.4.NF.C.7Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. 4.MD.2 - Use the four operations to solve word problems involving   · intervals of time  · money · distances  · liquid volume s · masses of objects including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.     Review Standards as needed:  4.NF.1, 4.NF.2, 4.NF.3 a-d P.4.6B.3 I CAN demonstrate an understand of properties of light as forms of energy P.4.6B.4 I CAN demonstrate and understand properties of light and Obtain and communicate information to explain how the visibility of an object is related to light. Learning Target(s)   (based on the language of the standard) ·         TSW rename a mixed number to an improper fraction. ·         TSW rename an improper fraction to a mixed number. ·         TSW understand improper fractions as equivalent mixed numbers. ·         TSW understand a fraction as a multiple. ·          TSW understand how to multiply a fraction times a whole number. ·          TSW solve word problems involving multiplication of a fraction by a whole number. ·          TSW use visuals to represent given fractions. ·          TSW demonstrate an understanding of the properties of light as forms of energy. ·          TSW demonstrate an understanding of the properties of light as forms of energy. Procedures (with general times) Monday, January 20, 2020 Holiday   Tuesday, January 21, 2020 Relate tenths and Decimals 9.1     1.       Bell work /MAAP Assessment (5min) 2.       Fact Quiz/Fluency (3 min)  3.  Lesson 9.1 – Intro (Standard Goals, Vocabulary, I can have stated, Real World Connections) 15-20 min 4. Lesson 8.1 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min      Exit Pass 5min   Wednesday, January 22, 2020 Relate hundredths and Decimals 9.2   *Center Day* 3.       Bell work /MAAP Assessment (5min) 4.       Review Homework 5.       Fact Quiz/Fluency (3 min)  3.  Lesson 9.2 – Intro (Standard Goals, Vocabulary, I can have stated, Real World Connections) 15-20 min 4. Lesson 9.2 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min      5.Centers and Small Group Teacher Instruction 30 min 6.       Exit Pass 5min Thursday, January 23,2020 Review 8.4-9.2 **Center Day  1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.1-8.3 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.1-9.2 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min 5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)               Friday, January 24, 2020   CHAPTER 8 TEST . Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.1-8.3 Review – Intro (Standard Goals, 5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)   Monday, January 27,2020 Equivalent Fractions and Decimals 9.3   1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 9.3 – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 9.3 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min 5. Centers and Small Group Teacher Instruction 30 min 6. Exit Pass 5 min  Tuesday, January 28,2020 Fractions, Decimals, Money 9.4   1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 9.4– Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 9.4 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 60min  5.Exit Pass 5 min    Wednesday, January 29, 2020 Problem Solving* Money 9.5 **Center Day 1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3.* Pull* Math problems and word problems dealing with decimals and money 4. Math Word Problems with decimals and money- Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30 min 5. Classwork’s/Individualized Learning (computer) 40 min (2 x 20 min sessions)   Thursday, January 30, 2020 Add Fractional Parts of 10 and 100 (9.6)   1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 9.1. --9.5 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.1-9.2 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min 5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)   Friday, January 31, 2020 Compare Decimals 9.7   1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 9.1. --9.6 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 9.7– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min   Resources ·         Prior knowledge: Fraction Equivalence and Parts of Whole, Adding and Subtracting Numbers, Decomposing Fractions, converting improper fractions and mixed numbers ·      Activities/Centers: Math Detective, Go Math Lesson, Adding Fractions with Multiplatives, Adding Parts of Candy Bar, Class Works, Skills Review- MAAP practice test (whiteboard)   ·      Closure: Exit Slips, Standard Based Quizzes, Quick check problems Homework  (subject to change based on teacher) *Homework May Vary*  Tuesday 1/21/20/: Lesson 9.1 practice/homework  Wednesday 1/22/20: Lesson 9.2 practice/homework Thursday 1/23/20: Chapter 8 Study Guide  Monday 1/27/20/: Lesson 9.3 practice/homework  Tuesday 1/28/20/: Lesson 9.4 practice/homework  Wednesday 1/29/20: Lesson 9.5 practice/homework  Thursday 1/30/20: Lesson 9.6 practice/homework

BSD Lesson Plans

2019-20

School: Brookhaven Elementary School

 Teacher:  4th grade math Date: January 7-17 Subject:  Math/Science Topic:  Multiplying Fractions by Whole Numbers Standard(s) Mathematics Common Core Standards                                                                                                      Mississippi College and Career Readiness Science Standards 4.NF.4 a-c  Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n× (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at t the party, how many pounds of roast beef will be needed? Between what two whole numbers do you expect your answer to lie? Review Standards as needed:  4.NF.1, 4.NF.2, 4.NF.3 a-d P.4.6B.1 Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results. P.4.6B.2 Obtain and communicate information to explain how the visibility of an object is related to light. Learning Target(s)   (based on the language of the standard) ·         TSW rename a mixed number to an improper fraction. ·         TSW rename an improper fraction to a mixed number. ·         TSW understand improper fractions as equivalent mixed numbers. ·         TSW understand a fraction as a multiple. ·          TSW understand how to multiply a fraction times a whole number. ·          TSW solve word problems involving multiplication of a fraction by a whole number. ·          TSW use visuals to represent given fractions. ·          TSW demonstrate an understanding of the properties of light as forms of energy. ·          TSW demonstrate an understanding of the properties of light as forms of energy. Procedures (with general times) Tuesday, January 7, 2020 Multiples of Unit Fractions *Center Day* 1.       Bell work /MAAP Assessment (5min) 2.       Fact Quiz/Fluency (3 min)  3.  Lesson 8.1 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min 4. Lesson 8.1 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min      5.Centers and Small Group Teacher Instruction 30 min 6.       Exit Pass 5min   Wednesday, January 8, 2020 Multiples of Fractions 1. Bell work /MAAP Assessment (5min) 2.Fact Quiz/Fluency (3 min)  3. Lesson 8.2 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min 4. Lesson 8.2 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 60min 5. Exit Pass 5 min   Thursday, January 9, 2020  Multiply a Fraction by a Whole Number 1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.3 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.3 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min 5. Exit Pass 5 min   Friday, January 10, 2020   Review 8.1-8.3 *Center Day  1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.1-8.3 Review – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.1-8.3 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent  20-30min 5. Classworks/ Individualized Learning (computer) 40mins (2x 20 min sessions)     Monday, January 13, 2020 Multiply a Fraction or Mixed Number by a Whole Number *Center Day* 1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.4 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.4 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min 5. Centers and Small Group Teacher Instruction 30 min 6. Exit Pass 5 min   Tuesday, January 14, 2020 Multiply a Fraction or Mixed Number by a Whole Number Cont. 1.  Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.4 Cont. – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.4 Cont. – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60 min 5. Exit Pass 5 min    Wednesday, January 15, 2020 Problem Solving-Comparison Problems with Fractions 1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Lesson 8.5 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min 4. Lesson 8.5 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min  5.Exit Pass 5 min    Thursday, January 16, 2020 Review  1. Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3.* Pull* Math problems and word problems dealing with multiplying fractions and whole numbers 4. Math Word Problems dealing with multiplying whole numbers times fractions- Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 20-30 min 5. Classworks/Individualized Learning (computer) 40 min (2 x 20 min sessions)   Friday, January 17, 2020 Review/Assessment       1.  Bell work /MAAP Assessment (5min) 2. Fact Quiz/Fluency (3 min)  3. Chapter 8 Review (whole group) 4. Chapter 8 Test   Resources ·         Prior knowledge: Fraction Equivalence and Parts of Whole, Adding and Subtracting Numbers, Decomposing Fractions, converting improper fractions and mixed numbers ·      Activities/Centers: Math Detective, Go Math Lesson, Adding Fractions with Multiplatives, Adding Parts of Candy Bar, Class Works, Skills Review- MAAP practice test (whiteboard)   ·      Closure: Exit Slips, Standard Based Quizzes, Quick check problems Homework  (subject to change based on teacher) *Homework May Vary*  Tuesday 1/7/20: Lesson 8.1 practice/homework Thursday 1/9/20: Lesson 8.2 practice/homework  Monday 1/13/20: Lesson 8.3 practice/homework  Tuesday1/14/20: Lesson 8.4 practice/homework  Thursday 1/16/20: Chapter 8 Study Guide Example of an Assessment   Item Related to the   Standard Kathy’s puppy gained 3.8 pound each week for 4 weeks.  Altogether, how much weight did the puppy gain during the 4 weeks?   Write the equation for 1/5 + 1/5 + 1/5.   Brielle exercises for ¾ hour each day for 6 days in row.  How many hours does she exercise for 6 days?

BSD Lesson Plans

2019-20

School: Brookhaven Elementary School

 BSD Lesson Plans 2019-2020 School:__Brookhaven Elementary School Teacher/ Subject:  4th Grade Math                           Date:   Nov.11 – Nov.22th                        Topic:  Chapter Add and Subtract Fractions Standard(s)                       Learning Target(s) (based on the language of the standard)                                                     Objectives Common Core Standards:   7.1-7.5 Extend understanding of fraction equivalence and ordering.CC.4.NF.3 Understand a fraction a/b with a >1 as a sum of fractions 1/b. Objectives: I can….. a.       Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b.       Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.  Justify decompositions by using a visual fraction model. c.       Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d.       Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem.   Vocabulary:  factor, multiply, number line, product distributive property, partial product, expanded form, estimate, round, associative property Science: Objective:  I can demonstrate an understanding of the common source and uses of heat and electric energy and the materials used to transfer heat and electricity   P.4.6A.1 Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy. P.4.6A.2   Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.   P.4.6A.4 Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound). P.4.6A.3 Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy. Procedures (with general times) (Mon) lesson 7.1-7.2 Students must complete Math 4-today quiz Review lessons 7.1-7.2  Homework:  Teacher created worksheet Review study guide   (Tue) lesson 7.3-7.5 Students must also complete Math 4-today (morning work) Review lesson 7.3-7.5 Homework:  Pg.252/253   (Wed)  lesson 7.6-7.7 Review multiplication fact rhymes. Review lesson 7.6-7.7 Review study guide   (Thur)   Chapter 7 Review   (Fri)  Chapter 7 test review Chapter 7 test review Science 4.5 Exam   (Mon) Students must complete Math 4-today quiz Science Review   Homework:  study guide     (Tue) lesson Students must complete Math 4-today (morning work) Math Review Homework:  study guide   (Wed)   Math 4.5 Exam Review study guide   (Thur)   Math 4.5 Exam   (Fri)   Make up Science/Math Exam Homework                      Classworks ·         Homework May Vary ·         Monday 11/11/2019:  Lesson 7.1 -7.2 practice /homework ·         Tuesday 11/12/2019:  Lesson 7.3-7.4 practice/homework ·         Thursday 11/14/2019:  Lesson 7.4 practice/homework ·         Monday 11/18/2019:  Science study guide ·         Tuesday 11/19/2019:  Math study guide ·               Students will log onto classworks at the end or beginning of each class period. Time may vary for each teacher. Time frames between 7:20am – 2:20pm Monday Tuesday Thursday Example of an Assessment Item Related to the Standard Standards Practice in Go Math Workbook Formative ·         Lesson Quick Check Examples:    3/5 ___1/2      ·         Mid-Chapter Checkpoint/ Chapter Review Example:  write the fractions in order from least to greatest                   2/3, ¾,  1/6                                    Summative ·         Chapter Review/Quizzes Example:  Jamal made a list of fractions and asked Will to find the fraction written in simplest form. Which fraction should Will choose? A.      1/8          B. 3/9            C. 9/18             D. 6/10

BSD Lesson Plans

2019-20

School: Brookhaven Elementary School

BSD Lesson Plans

2018-19

School: Brookhaven Elementary School

Date:    October 14th-25th, 2019

Math Topic:  Chapter 4- Divide 4 digit by 1 digit

Standard(s)

Learning Target(s):  Objectives

(based on the language of the standard)

Common Core Standards:

Math

Chapter 4: Divide 4 digit by 1 Digit

4.NBT.6 Find whole ­number quotients and remainders with up to four ­digit dividends and one ­digit divisors. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

# Review Standards

4.NBT.5

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

# Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted.

Science:

E.4.9C.5 Obtain and communicate information about severe weather phenomena (e.g., thunderstorms, hurricanes, or tornadoes) to explain steps humans can take to reduce the impact of severe weather events.

Review Standards

E.4.9c.1 Analyze and interpret data to describe and predict how natural processes affect Earth's surface.

E.4.9c.2 Develop and use models of natural processes to explain the effect of the movement of water on the ocean shore zone, including beaches, barrier islands, estuaries, and inlets.

E. 4. 9c.3 Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth.

E.4.9C.4 Research and explain how systems (i.e., the atmosphere, geosphere, and/or hydrosphere), interact and support life in the biosphere.

Lesson Objectives: 4.1-4.4 The student should be able to apply each objective to their skill set.

Math:

Lesson 4.5 I Can... Use multiples to estimate quotients.  (4.NBT.B.6)

Lesson 4.6 I Can... Use models to divide whole numbers that do not divide evenly. (4.NBT.B.6)

Lesson 4.7 I Can... Use remainders in division problems. (4.OA.A.3)

Lesson 4.8 I Can... Divide numbers through thousand by whole numbers to 10. (4.NBT.B.6)

Lesson 4.9 I Can... Use multiples to estimate quotients.  (4.NBT.B.6)

Lesson 4.10 I Can... Use models to divide whole numbers that do not divide evenly. (4.NBT.B.6)

Lesson 4.11 I Can... Use remainders in division problems. (4.OA.A.3)

Science:

I CAN…. E.4.9C 1-5 I can demonstrate an understanding of how natural processes and human activities affect the feature of Earth's landforms and oceans.

Invention/Remediation

CLASSWORKS: Wednesday and Friday

Homework

10-14-2019/ 10-18-2019

Monday- Lesson 4.5 Tuesday-Lesson 4.6 Thursday- Lesson 4.8

Homework

10-21-2019/ 10-25-2019

Monday- Lesson 4.9 Tuesday-Lesson 4.10 Thursday- Chapter 4 study guide

Procedures:

10-14-2019/ 10-18-2019

(Mon)  Lesson

Morning work- Math 4-today

Lesson 4.5

Fact Fluency

(Tue)  Lesson

Morning work- Math 4-today

Lesson 4.6

(Wed)  Lesson

Morning work- Math 4- today

Lesson 4.7

Review multiplication fact rhymes.

(Thur)  Lesson Math 4-today day

Lesson 4.8

(Fri) Lesson

Morning work- Math 4-today: day

Review lesson 4.5-4.8

10-21-2019/ 10-25-2019

Mon)  Lesson

Morning work- Math 4-today

Lesson 4.9

Fact Fluency

(Tue)  Lesson

Morning work- Math 4-today

Lesson 4.10

(Wed)  Lesson

Morning work- Math 4- today

Lesson 4.11

Review multiplication fact rhymes.

(Thur)  Lesson

Lesson Morning work- Math 4-today: day

Review lesson 4.9-4.11

(Fri) Lesson

Chapter 4 Assessment

P Prior knowledge--How to use multiplication to work word problems.

Know and recite multiplication facts

·         Activities/Centers:

- Envision Videos

-(Work with #number cards in groups.)

- Use of benchmark

-Place Value Anchor Chart

- Solve problems using graphing paper

-Estimate and round whole numbers

·         Closure-- -Exit Slip

-Teacher created worksheets (independent)

-Quick Check problems

Example of an Assessment Item Related to the Standard

Solve. (Students can solve using algorithm, rectangular array or area model.) 54 ÷ 9 = 162 ÷ 6 =

Mrs. Smith bought a bag of 240 lollipops. There are eight second grade classes. How many lollipops will each class get?

Write a division problem using a 3-digit dividend and a 1-digit divisor that results in 1) an even quotient. 2) a quotient with a remainder.

BSD Lesson Plans

2018-19

School: Brookhaven Elementary School

Date:    October 7- October October 11th, 2019

Math Topic:  Chapter  4- Divide 4 digit by 1 digit

Standard(s)

Learning Target(s):  Objectives

(based on the language of the standard)

Common Core Standards:

Math:  Chapter 4: Divide 4 digit by 1 Digit

4.NBT.6 Find whole ­number quotients and remainders with up to four ­digit dividends and one ­digit divisors. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

# 4.OA 3. Solve multistep word problems posed with whole numbers and having whole number answers using the four operations, including problems in which remainders must be interpreted.

Science:

E.4.9c.1 Analyze and interpret data to describe and predict how natural processes affect Earth's surface.

E.4.9c.2 Develop and use models of natural processes to explain the effect of the movement of water on the ocean shore zone, including beaches, barrier islands, estuaries, and inlets.

E. 4. 9c.3 Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth.

Lesson Objectives: 4.1-4.4 The student should be able to apply each objective to their skill set.

Math:

Lesson 4.1 I Can... Use multiples to estimate quotients.  (4.NBT.B.6)

Lesson 4.2 I Can... Use models to divide whole numbers that do not divide evenly. (4.NBT.B.6)

Lesson 4.3 I Can... Use remainders in division problems. (4.OA.A.3)

Lesson 4.4 I Can... Divide numbers through thousand by whole numbers to 10. (4.NBT.B.6)

Science:

I CAN…. E.4.9C 1-3 I can demonstrate an understanding of how natural processes and human activities affect the feature of Earth's landforms and oceans.

Homework

Monday- Lesson 4.1  Tuesday-Lesson 4.2  Thursday- Lesson 4.4

Procedures:

(Mon)  Lesson 10-7-2019/ 10-11-2019

morning work- Math 4-today

Lesson 4.1

Fact Fluency

(Tue)  Lesson

morning work- Math 4-today

Lesson 4.2

(Wed)  Lesson

morning work- Math 4- today

Lesson 4.3

Review multiplication fact rhymes.

(Thur)  Lesson Math 4-today day

Lesson 4.4

(Fri) Lesson

morning work- Math 4-today: day

Review lesson 4.1-4.4

PriPrior knowledge--How to use multiplication to work word problems.

Know and recite multiplication facts

·         Activities/Centers:

- Envision Videos

-(Work with #number cards in groups.)

- Use of benchmark

-Place Value Anchor Chart

- Solve problems using graphing paper

-Estimate and round whole numbers

·         Closure--  -Exit Slip

-Teacher created worksheets (independent)

-Quick Check problems

Example of an Assessment Item Related to the Standard

Solve. (Students can solve using algorithm, rectangular array or area model.) 54 ÷ 9 = 162 ÷ 6 =

Mrs. Smith bought a bag of 240 lollipops. There are eight second grade classes. How many lollipops will each class get?

Write a division problem using a 3­digit dividend and a 1­digit divisor that results in 1) an even quotient. 2) a quotient with a remainder.

 BSD Lesson Plans 2018-19 School:Brookhaven Elementary School Teacher/ Subject:  4th Grade Math                          Date:    Sept. 30th – Oct. 11th (revised) Topic:  Chapter  2:  Multiply by 1 Digit Number Standard(s)                                                                                                                           Learning Target(s):  Objectives (based on the language of the standard)                                                                                           Homework Common Core Standards:  Chapter 2: Multiply by 1-Digit Numbers 2.1 Use the four operations with whole numbers to solve problems.  cc.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.  Represent verbal statements of multiplicative comparisons as multiplication equations.        2.2 Use the four operations with whole numbers to solve problems.  cc.4.OA.2 Generalize place value understanding for multi-digit whole numbers. cc.NBT.2  Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.       2.3-2.8; 2.10, 2.11    Use place value understanding and properties of operations to perform multi-digit arithmetic.  cc.4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations.  Illustrate and explain the calculation by using equations, rectangular arrays, and /or area models. 2.9, 2.12  Use the four operations with whole numbers to solve problems. Use the four operations with whole numbers to solve problems.  cc.4.OA.3.  Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.  Represent these problems using equations with a letter standing for the unknown quantity.  Assess the reasonableness of answers using mental computation and estimation strategies including rounding. Science: E.4.9B.3 Design weather instruments utilized to measure weather conditions (e.g., barometer, hygrometer, rain gauge, anemometer, or wind vane). Use an engineering design process to define the problem, design, construct, evaluate, and improve the weather instrument. E.4.9c.1 Analyze and interpret data to describe and predict how natural processes affect Earth's surface. E.4.9c.2 Develop and use models of natural processes to explain the effect of the movement of water on the ocean shore zone, including beaches, barrier islands, estuaries, and inlets. E. 4. 9c.3 Construct scientific arguments from evidence to support claims that human activities, such as conservation efforts or pollution, affect the land, oceans, and atmosphere of Earth.     Lesson Objectives: 2.1-2.12 The student should be able to apply each objective to their skill set.   I CAN…. cc.4.OA.1 Relate multiplication equations and comparison statements.  cc.4.OA.2 Solve problems involving multiplicative comparison and additive comparison.  cc.4.NBT.5 Multiply tens, hundreds, and thousands by whole number through 10.  cc.4.NBT.5 Estimate products by rounding and determine if exact answers to multiplication problems are reasonable. cc.4.NBT.5 Use the Distributive Property to multiply a 2-digit number by a 1-digit number. cc.4.NBT.5 Use expanded for to multiply a multi-digit number by a 1-digit number. cc.4.NBT.5 Use place value and partial products to multiply a multi-digit number by a 1-digit number.  cc.4.NBT.5   Use mental math and properties to multiply a multi-digit number by a 1-digit number. cc.4.OA.3 Use the draw a diagram strategy to solve multistep problems. cc.4.NBT.5  Use regrouping to multiply a 2-digit number by a 1-digit number. cc.4.NBT.5  Use regrouping to multiply a multi-digit number by a 1-digit number. cc.4.OA.3   Represent and solve multistep problems using equations. Vocabulary:  L2.3 factor, multiply, number line, place value, product; L2.4 estimate, round; L2.5 Distributive Property, partial product; L2.6 expanded form; L2.8 Associative Property of Multiplication; L.10 regroup  Science- I CAN... E.4.9B.3 I can demonstrate an understanding of weather and climate patterns. E.\$.9C 1-3 I can demonstrate an understanding of how natural processes and human activities affect the feature of Earth's landforms and oceans.                     Monday- Homework: 79/80 Tuesday-Homework: 67/68 Thursday- Homework: 79/80                    Homework: 123/124                Homework: 129/130             Homework: 97/98                    Homework: 111/112                Homework: 117/118 Procedures: (Mon)  Lesson 09-30-2019 thur 10-04-2019 morning work- Math 4-today: day 3 Review lesson 2.5  Homework:   (Tue)  Lesson morning work- Math 4-today: day 4 Review lesson 2.6 Homework: 97/98   (Wed)  Lesson    morning work- Math 4- today Quiz  #6 Review lessons 2.7 Review multiplication fact rhymes.     (Thur)  Lesson Math 4-today day morning work- Math 4-day: day1 Chapter 2 mid-chapter checkpoint Review lesson 2.8 Homework: 111/112     (Fri) Lesson morning work- Math 4-today: day Review lesson 2.9 Homework: 117/118   ************9 Weeks Test October 2-8, 2019***************** (Review all Week) Test Date Depends on the Teacher     (Mon) lesson 10-06-2019 thur 10-11-2019 morning work- Math 4-today: day 1 Review lesson 2.10 Homework: 123/124   (Tue) lesson morning work- Math 4-today: day 2 Review lesson 2.11 Homework: 129/130   (Wed)  lesson morning work- Math 4-today: day 3 Review lesson  2.12 Homework:   (Thur)  lesson Math 4-today day 4 morning work- Review chapter 2 study guide Homework: study guide   (Fri)  Chapter  2 Test      morning work-Math 4-today Quiz #7 Review multiplication fact rhymes. Chapter #2 Test Procedures (with general times) ·         Prior knowledge--How to represent numbers using base ten blocks. Know and recite multiplication facts ·         Activities/Centers:       - Envision Videos       -(Work with #number cards in groups.)       - Use of benchmark       -Place Value Anchor Chart       - Solve problems using graphing paper       -Add and subtract fractions       -Estimate and round whole numbers   ·         Closure--  -Exit Slip                                  -Teacher created worksheets (independent)                                  -Quick Check problems Example of an Assessment Item Related to the Standard Standards Practice in Go Math Workbook Formative ·         Lesson Quick Check Examples:    5 x 9 = 45   ____times as many as _____is ______.      ·         Mid-Chapter Checkpoint/ Chapter Review Example:  75                X  5                                  Summative ·         Chapter Review/Quizzes Example:  Hector planted 185 flowers in 2 days.  There were 5 volunteers, including Hector, who each planted about the same number of flowers.  About how many flowers did they plant?   185     400     500     1,000

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

 Teacher: Date: Sept. 16-20 Subject:  Math/Science Topic: Factors & Multiples/Cloud Types Standard(s) Mathematics Common Core Standards                                                 Mississippi College and Career Readiness Science Standards 4.OA.4 Find all factor pairs for a whole 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 in the range 1-100 is a multiple of a given one-digit number. Determine whether a given number in the range 1-100 is prime or composite. 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. 4.OA.2 Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. E.4.9B.1 Analyze and interpret data (e.g., temperature, precipitation, wind speed/direction, relative humidity, or cloud types) to predict changes in weather over time.  E.4.9B.2 Construct explanations about regional climate differences using maps and long-term data from various regions. Learning Target(s) (based on the language of the standard) ●        TSW find all the factors of a number by using moldels. ●        TSW determine whether a number is a factor of a given number. ●        TSW solve problems by using the strategy make a list of factors from a given product. ●        TSW understand the relationship between factors and multiples, and determine whether a number is a multiple of a given number. ●        TSW determine whether a number is prime or composite. ●        TSW understand the different types of clouds and climate patterns. Procedures (with general times) Monday: Factors and Multiples 1.       Bellwork 2.       Go over bellwork. 3.       Fact Practice 4.       Lesson 5.4 – Factors and Multiples 5.       Lesson 5.4 – On Your Own 6.       Exit Pass Science: Cloud Types Tuesday: Prime and Composite Numbers 1.       Bellwork 2.       Go over bellwork 3.       Go over homework/exit pass. 4.       Lesson 5.5 – Prime and Composite Numbers 5.       Lesson 5.5 – On Your Own 6.       Exit Pass Science: Cloud Types Wednesday: Number Patterns   1.       Bellwork 2.       Go over bellwork 3.       Go over homework/exit pass 4.       Fact Practice 5.       Lesson 5.6 – Number Patterns 6.       Lesson 5.6 – On Your Own 7.       Exit Pass Thursday 1.       Bellwork 2.       Go over bellwork/exit pass 3.       Chapter 5 Study Guide ·         Small Group Centers: 1-Teacher Table OA.1 (Skill depends on the group: place value, adding and subtracting with regrouping, factors, multiples), 2- Multiples, 3- Classworks, 4- Factors   Science: Weather and climate patterns Friday: 1.       Bellwork 2.       Go over bellwork 3.       Fact Quiz 4.       Chapter 5 Test   •       Prior knowledge: Know and recite multiplication facts •       Activities/Centers: Factors and Multiples Anchor Chart, Factors graph paper activity, factor t-chart •       Closure: Exit Slips, Standard Based Quizzes, Go Math! worksheets, Quick check problems Homework *Homework May Vary* Monday: Lesson 5.4 Practice/Homework Tuesday: Lesson 5.5 Practice/Homework Wednesday: No Homework Thursday: Study for Chapter 5 Test Friday: No Homework Example of an Assessment Item Related to the Standard Which is a factor pair of 36? 2 and 4 3 and 6 4 and 8 9 and 4   James said that the factors of 18 are 1, 2, 3, 6, and 18.  Do you agree or disagree? List the first six multiples of 5.  Explain why the number 24 is not on your list. A student writes two numbers that are both factors of 40.  One of the numbers is prime and the other number is composite.  Which two numbers did the student write down? List the first 5 multiples of 8.  Is the number a factor of 6? Write yes or no. 3? ____      6? ____      16? ____     18? ____ The rule for the pattern is add 3, subtract 1. The first term in the pattern is 6. What are the next four numbers? 6, ___, ___, ___, ____,…

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

 BSD Lesson Plans 2019-2020 School:__Brookhaven Elementary School   Teacher/ Subject:  4th Grade Math/Science                        Date:    Aug. 26th – Aug. 30th 2019 Standard(s) Math Topic: Chapter 5:  Factors, Multiples, and Patters.   4.OA.4. Find all pairs for a whole number in the range 1-100.  Recognize that the whole number is a multiple of each of its factors.  Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number.  Determine whether a given whole number in the range 1-100 is prime or composite.    Science:   L.4.2.1 Demonstrate an understanding of life cycles, including familiar plants and animals (eg. reptiles, amphibians, or birds.)     *Lesson plans are subject to change due to NWEA Testing* Lesson Target(s) Lesson Objectives:     5.1-5.5 4.OA.4.            Find all the factors of a number by using models. 4.OA.4.            Determine whether a number is a factor of a given number. 4.OA.4.            Solve problems by using the strategy make a list. 4.OA.4.            Understand the relationship between factors and multiples, and determine whether a number is a multiple of a given number.   4.OA.4.            Determine whether a number is prime or composite.   L.4.2.1 I can demonstrate an understanding of life cycles, including familiar plants and animals (eg. reptiles, amphibians, or birds). Procedures (with general times) (Mon) lesson morning work- Math 4-today: day 1 Chapter introduction/introduction video Review lesson 5.1       (Tue) lesson morning work- Math 4-today: day 2 Review lesson 5.2/lesson preview Math Art:  decorative patterns     (Wed)  lesson   morning work- lesson 5.3 /complete patterns Review lesson Mid-chapter checkpoint     (Thur)  lesson     morning work- Math 4 today: day 3 and day 4 Review lessons 5.4 and 5.5 Review multiplication fact rhymes.    (Fri)  Chapter    morning work- Math 4 today quiz #4 Review lessons 5.6 Review multiplication fact rhymes.   PriPrior knowledge--How to represent numbers using base ten blocks. Know and recite multiplication facts ·         Activities/Centers:       - Envision Videos       -(Work with #number cards in groups.)       - Use of benchmark       -Place Value Anchor Chart       - Solve problems using graphing paper       -Add and subtract fractions       -Estimate and round whole numbers   ·         Closure--  -Exit Slip                                  -Teacher created worksheets (independent)                                  -Quick Check problems Homework Homework:   Go Math Lesson 5.1 Go Math Lesson 5.4 Go Math Lesson 5.5 Vocabulary:  L2.3 factor, multiply, number line, place value, product; L2.4 estimate, round; L2.5 Distributive Property, partial product; L2.6 expanded form; L2.8 Associative Property of Multiplication; L.10 regroup Example of an Assessment Item Related to the Standard Standards Practice in Go Math Workbook Formative ·         Lesson Quick Check Examples:    List all the factors from least to greatest 8:    1,2,4,8                      14:      ·         Mid-Chapter Checkpoint/ Chapter Review Example:  Is 6 a factor of the number?  Write yes or no.   81:No           45:           42:            56:                                    Summative ·         Chapter Review/Quizzes Example:  Manny makes dinner using 1 box of pasta and 1 jar of sauce, if past is sold in packages of 6 boxes and sauce is sold in packages of 3 jars, what is the least number of dinners that Manny can make without any supplies leftover?                             _____________dinners