BSD Lesson Plans 20182019 School: Brookhaven Elementary School Teacher/ Subject: 4^{th} Grade Math Teachers
Date: December 10, 2018 – December 14, 2018 Review Topics: Chapter 7 Add and Subtract Fractions, Chapter 6 Fraction Equivalence and Comparison & Chapter 4 Division 



Standard(s)

4.NF.1 6.16.5 Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. **Review**
4.NF.2 6.66.8 Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, <, or = and justify the conclusions, e.g., by using a visual fraction model. **Review**
4.NF.3 7.1 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3 7.2, 7.6 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 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, e.g., by using a visual fraction model.
4.NF.3 7.77.9 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4.NF.3 7.37.5, 7.10 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.OA.3 Use the four operations with whole numbers to solve problems. Solve multistep (two or more operational steps) word problems posed with whole numbers and having wholenumber 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. 4.NBT.6 4.1, 4.2, 4.44.11 Use Place value understanding and properties of operations to perform multidigit arithmetic. Find wholenumber quotients and remainders with up to fourdigit dividends and onedigit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. **Review** 
Learning Target(s) (based on the language of the standard)

Students will be reviewing this week to prepare for 9 weeks tests, so each teacher could be on different lessons.
Monday, December 10, 2018 – Review Lessons 7.1  7.8
1. The students will complete bell work – Subtraction Across Zeros/ Math 4 Today (Day 1) 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz. (Goal 3 min) 4. The students will complete Chapter 7.17.8 problems that teacher assigns. 5. Exit Pass one addition and one subtraction fraction problem on index card
Tuesday, December 11, 2018 – Lesson 7.9 Fractions and Properties of Addition
1. The students will complete bell work – Long Division/Math 4 Today (Day 2) 2. The students will go over bell work. 3. The students will complete Lesson 7.9 – Fractions and Properties of Addition pages 435438 4. Exit Pass – Reteach 7.9
Wednesday, December 12, 2018 – Lesson 7.10 Problem Solving: Multistep Fraction Problems
1. The students will complete bell work – Place Value and Rounding/Math 4 Today (Day 3) 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz (Goal 3 min) 4. The students will complete Lesson 7.10 Problem Solving: Multistep Fraction Problems pages 441444 5. Exit Pass – Reteach 7.10
Thursday, December 13, 2018 & Friday, December 14, 2018 Review 7.1  7.10 1. The students will complete bell work – teacher selected/Math 4 Today (Day 4) 2. The students will go over bell work. 3. Group Activities (2 Days) 1) Teacher group 2) Computer group 3) Fact Fluency Group 4) Independent group 5) Kinesthetic Group
***Science Review– Clouds & Organ Systems
Types of Clouds 1. Cumulus clouds 2. Stratus clouds 3. Cirrus Clouds 4. Nimbus Clouds
Vocabulary for Organ Systems 1. respiratory system 2.nervous system 3. digestive system 4. excretory system 5. endocrine system 6. skeletal and muscular system 7. integumentary system 8. circulatory system
Stemscopes Brain Pop

Procedures (with general times)

Prior knowledge: Multiplication facts. Recognize simple division facts, Parts of a Whole, Comparison of fractions
Activities/Centers: Markers/dry erase boards Khan Activity Go Math Video Math Antics
Closure: Minutes to Mastery – Timed Math Practice Teacher Created Resources Book  Fractions Exit Passes (MathAids, K5 Learning, Common Core Worksheets) Teacher created worksheets (independent) Quick Check Problems

Example of an Assessment Item Related to the Standard

Find the difference of these mixed numbers. 3 2/8 – 1 3/8
Create and use a number line to compare ¾ and 2/3. Explain how using a number line can help you get your answer.
Jaylen read 3/8 of his book on Monday. He read 2/8 of his book on Tuesday. What fraction of the book has Jaylen read?
Jim had 122 baseball cards. He kept 12 cards for himself. Jim shared the rest evenly among his 5 friends. How many cards did each friend get?
On a Saturday evening a pizza shop had orders for 6 pepperoni, 95 sausage, and 335 cheese pizzas. If the 4 cooks each made an equal number of pizzas, how many pizzas did each cook make? 
BSD Lesson Plans 20182019 School: Brookhaven Elementary School Teacher/ Subject: 4^{th} Grade Math Teachers
Date: December 3, 2018 – December 7, 2018 Topic: Chapter 7 Add and Subtract Fractions 



Standard(s)

4.NF.1 6.16.5 Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. **Review**
4.NF.2 6.66.8 Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, <, or = and justify the conclusions, e.g., by using a visual fraction model. **Review**
4.NF.3 7.1 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3 7.2, 7.6 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 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, e.g., by using a visual fraction model.
4.NF.3 7.77.9 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4.NF.3 7.37.5, 7.10 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.OA.3 Use the four operations with whole numbers to solve problems. Solve multi step (two or more operational steps) word problems posed with whole numbers and having wholenumber 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. 
Learning Target(s) (based on the language of the standard)

Students will be NWEA Progress Monitoring this week so each teacher could be on different lessons.
Monday, December 3, 2018 – Review Lessons 7.1  7.5 & Lesson 7.6
1. The students will complete bell work – Subtraction Across Zeros. 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz. 4. The students will complete Chapter 7 Mid Chapter Checkpoint pages 415416. 5. The students will complete Lesson 7.6 – Rename Fractions and Mixed Numbers page 417420.
Tuesday, December 4, 2018 – Lesson 7.7 Add and Subtract Mixed Numbers
1. The students will complete bell work – Long Division 2. The students will go over bell work and homework. 3. The students will complete Lesson 7.7 – Add and subtract mixed numbers pages 423426. 4. Exit Pass – Reteach 7.6
Wednesday, December 5, 2018 – Lesson 7.8 Subtraction with Renaming
1. The students will complete bell work – Place Value and Rounding 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz 4. The students will go over homework. 5. The students will complete Lesson 7.8 subtraction with renaming pages 429432 6. Exit Pass – Reteach 7.7
Thursday, December 6, 2018 & Friday, December 7, 2018 Review 7.1  7.8
1. The students will complete bell work – Homework pages from 7.8 pages 433434 2. The students will go over bell work. 3. Group Activities (2 Days) 1) Teacher group 2) Computer group 3) Fact Fluency Group 4) Independent group 5) Kinesthetic Group
***Science – Clouds***
Types of Clouds 1. Cumulus clouds 2. Stratus clouds 3. Cirrus Clouds 4. Nimbus Clouds
Stemscopes Brain Pop

BSD Lesson Plans 20182019 School: Brookhaven Elementary School Teacher/ Subject: Lewis/4^{th} Grade Math
Date: November 26, 2018 – November 30, 2018 Topic: Chapter 6 Fraction Equivalence and Comparison/Chapter 7 Add and Subtract Fractions 



Standard(s)

4.NF.1 6.16.5 Extend understanding of fraction equivalence and ordering. Explain why a fraction a/b is equivalent to a fraction by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. **Review**
4.NF.2 6.66.8 Extend understanding of fraction equivalence and ordering. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, <, or = and justify the conclusions, e.g., by using a visual fraction model. **Review**
4.NF.3 7.1 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.3 7.2, 7.6 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 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, e.g., by using a visual fraction model.
4.NF.3 7.77.9 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
4.NF.3 7.37.5, 7.10 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. 
Learning Target(s) (based on the language of the standard)

Monday, November 26, 2018 – Lesson 7.1: Add and Subtract Parts of a Whole
1. The students will complete bell work – Adding Whole Numbers/Cursive pages 40 and 41. 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz (6 minutes). 4. The students will complete Chapter 7 Show What You Know pages 383384. 5. The students will complete Lesson 7.1 – Add and Subtract Parts of a Whole pages 385388. 6. Exit Pass – Reteach 7.1
Tuesday, November 27, 2018 – Lesson 7.2: Write Fractions as Sums
1. The students will complete bell work – Subtracting Whole Numbers/Cursive pages 42 and 43. 2. The students will go over bell work and homework. 3. The students will complete Lesson 7.2 – Write Fractions as Sums pages 391393. 4. Exit Pass – Reteach 7.2
Wednesday, November 28, 2018 – Lesson 7.3: Add Fractions Using Models
1. The students will complete bell work – Enrich 7.2 /Cursive pages 44 and 45. 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz (6 minutes). 4. The students will go over homework. 5. The students will complete Lesson 7.3 – Add Fractions Using Models pages 397399 6. Exit Pass – Reteach 7.3
Thursday, November 29, 2018 – Lesson 7.4: Subtract Fractions Using Models
1. The students will complete bell work – 2 digit by 2 digit multiplication/Cursive pages 46 and 47. 2. The students will go over bell work. 3. The students will complete Lesson 7.3 practice/homework pages 401402. 4. The students will go over practice/homework. 5. The students will complete Lesson 7.4 – Subtract Fractions Using Models pages 403405. 6. Exit Pass – Reteach 7.4
Friday, November 30, 2018 – Lesson 7.5: Add and Subtract Fractions
1. The students will complete bell work – Long Division/Cursive pages 48 and 49. 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Quiz (6 minutes). 4. The students will go over homework. 5. The students will complete Lesson 7.5 – Add and Subtract Fractions pages 409410. 6. Exit Pass – Lesson 7.5 practice/homework pages 413414.
***Science – Cloud Types
Vocabulary 1. Cumulus clouds 2. Stratus clouds 3. Cirrus clouds 4. Nimbus clouds
Stemscopes Brain Pop

Procedures (with general times)

Prior knowledge  Skipcounting, arrays, multiplication facts
Activities/Centers: Markers/dry erase boards Khan Activity
Closure: Minutes to Mastery – Timed Math Practice Teacher Created Resources Book  Fractions Exit Passes (MathAids, K5 Learning, Common Core Worksheets) Teacher created worksheets (independent) Quick Check Problems

Example of an Assessment Item Related to the Standard

Monday, November 26, 2018 – Lesson 7.1: Add and Subtract Parts of a Whole Use the model to solve the equation. 1. 2/3 + 3/6 = ____ 2. A whole pie is cut into 8 equal slices. Three of the slices are served. How much of the pie is left? ____
Tuesday, November 27, 2018 – Lesson 7.2: Write Fractions as Sums Write the fraction as a sum of unit fractions. 1. 4/5 = ___________________ 2. Greg wants to write 4/5 s a sum of unit fractions. What should be write?
Wednesday, November 28, 2018 – Lesson 7.3: Add Fractions Using Models Find the sum. Use fraction strips to help. 1. 2/6 + 1/6 = ____ 2. Mary Jane has 3/8 of a medium pizza left. Harry has 2/8 of another medium pizza left. How much pizza do they have altogether? Use models to help.
Thursday, November 29, 2018 – Lesson 7.4: Subtract Fractions Using Models Subtract. Use fraction strips to help. 1. 4/5 – 1/5 = ____ 2. Lee reads for ¾ hour in the morning and 2/4 hour in the afternoon. How much longer does Lee read in the morning than in the afternoon? _____
Friday, November 30, 2018 – Lesson 7.5: Add and Subtract Fractions Find the sum or difference. 1. 4/12 + 8/12 = _____ 2. 3/6 – 1/6 = _____ 3. Michael buys 5/8 pound of red grapes and 3/8 pound of green grapes. How many pounds of grapes did he buy? _____ 
BSD Lesson Plans 201819 School: BES Subject: Math Topic : Fraction Equivalence and Comparison Grade: 4th Date: Nov. 1216,2018 



Standard(s)

4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction.
Review: 4.OA.A2, 4.OA.A3, 4.NBT.B.6 
Learning Target(s) (based on the language of the standard)

I can use models to show equivalent fractions. I can use multiplication to generate equivalent fractions. I can write and identify equivalent fractions in simplest forms. I can use equivalent fractions to represent a pair of fractions as fractions with a common denominator.

Procedures (with general times)

Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison
Monday  Review Long Division (Test) Tuesday Go Math Lesson 6.1 Equivalent Fractions pg. 327330 Wednesday Go Math Lesson 6.2 Generate Equivalent Fractions pg. 333336 Thursday  Go Math Lesson 6.3 Simplest Form pg. 339342 Friday Go Math Lesson 6.4 Common Denominators pg. 345348
Fact Fluency Practice: 5 minutes on Multiplication 100 Facts (Mon, Wed, Fri) Quiz: Friday (grade) Small group games Computer practice www.ixl.com www.mathplayground.com www.mathisfun.com
Review: Long Division (for mastery) Test: Go Math Chapter 4Long Division (Monday) subject to change based on teacher
Test: 2nd 9 Weeks 4.5 Week Test  Tuesday

Homework 
Monday Study Guide 4.5 Week Test Tuesday  Go Math HW Lesson 6.1 Thursday  Go Math HW Practice Lesson 6.3

Example of an Assessment Item Related to the Standard

Create and use a number line to compare 4/ 3 and 2/ 3. Explain how using a number line can help you get your answer.
Compare the fractions below. Circle less than, greater than, or equal to. 9 /3 (>,<, = ) 5 / 15 6 /2 (<, >, =) 4/ 2

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Small groups Classworks Computer Program Intervention (20 min 3x per week) Individual one on one instruction based on missed skills 
Science 
Topic: Cloud Types
Vocabulary 1. Cumulus clouds 2. Stratus clouds 3. Cirrus clouds 4. Nimbus clouds
Vocabulary: whole group discussion Videos: Stemscopes.com Earth Science Topics Bill Nye the Science Guy Project: Art Class
