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4th Grade Math Lesson Plans

BSD Lesson Plans

2018-2019

School: Brookhaven Elementary School

Teacher/ Subject: Lewis/4th Grade Math

 

Date: February 18, 2019 – February 22, 2019

Topic: Chapter 9 Relate Fractions and Decimals

 

Standard(s)

 

 

 

 

 

 

 

4.MD.1

12.1-12.4, 12.6-12.8, 12.11 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know 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

12.9, 12.10 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 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 lines diagrams that feature a measurement scale. 

 

4.MD.4

12.5 Represent and interpret data. 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.  

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

 

 

Monday, February 18, 2019 – Holiday

 

Tuesday, February 19, 2019 – Lesson 12.5: Line Plots

 

1. The students will complete bell work – Line Plots/Cursive

2. The students will go over bell work.

3. The students will watch an introductory video on Lesson 12.5. (Think Central)

4. The students will complete lesson 12.5 – Line Plots pages 665-667.

5. The students will work with a partner to practice line plots. (Common Core Sheets)

6. Exit Pass – Reteach 12.5

                Homework: Lesson 12.5 practice/homework pages 669-670

             

Wednesday, February 20, 2019 – Mid-Chapter Checkpoint

 

1. The students will complete bell work – Line Plots/Cursive

2. The students will go over bell work.

3. The students will go over homework.

4. The students will complete a Timed Multiplication Fact Practice Quiz.

5. The students will completer Chapter 12 – Mid-Chapter Checkpoint pages 671-672.

5. The students will review lessons 12.2, 12.3, 12.4, and 12.5 on white boards.  (teacher made review)

 

 

Thursday, February 21, 2019 – Classworks/Small Group Instruction

 

1. The students will complete bell work – Long Division Review/Cursive

2. The students will go over bellwork.

3. The students will work on Classworks.

4. Small Group Instruction B25%.

                Homework: Metric System Introduction

                  

Friday, February 22, 2019 – Lesson 12.6: Metric Units of Length

 

1. The students will complete bell work – Line Plots/Cursive

2. The students will go over bell work.

3. The students will go over homework.

3. The students will complete a Timed Multiplication Fact Quiz.

4. The students will complete Lesson 12.6 – Metric Units of Length pages 673-675.

5. Exit Pass – Reteach 12.6

 

***Science – Earth’s Systems and Cycles : Thunderstorms, Hurricanes, and Tornadoes

*** Standard – E.4.9C.5

 

Vocabulary

1. air pressure

2. weather

3. condensation

4. evaporation

5. precipitation

6. water cycle

7. climate

8. air mass

9. front

 

 

Stemscopes

Brain Pop

 

 

Procedures (with general times)

 

 

 

 

 

 

 

 

 

  Prior knowledge  - Skip-counting, 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 (Math-Aids, K5 Learning, Common Core Worksheets)

Teacher created worksheets (independent)

Quick Check Problems

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Lesson 12.2: Customary Units of Length

Complete.

1.) 3 feet = _____ inches

Compare using <, >, or =.

2.) 3 yards ____ 10 feet

3.) Jarod bought 8 yards of ribbon. He needs 200 inches to use to make curtains. How many inches of ribbon does he have? ____

 

Lesson 12.3: Customary Units of Weight

Complete.

1.) 5 pounds = _____ ounces

Compare using <, >, or =.

2.) 1 ton ____ 100 pounds

3.) A school bus weighs 7 tons. The weight limit for a bridge is given in pounds. What is the weight of the bus in pounds? ____

 

Lesson 12.4: Customary Units of Liquid Volume

Complete.

1.) 6 gallons = _____ quarts

Compare using <,>, or =.

2.) 6 pints ____ 60 fluid ounces

3.) A cafeteria used 5 gallons of milk in preparing lunch. How many 1-quart containers of milk did the cafeteria use?

 

Lesson 12.6: Metric Units of Length

Complete.

1. 8 centimeters = ____ millimeters

Compare using <,>, or =.

2. 4 meters ___ 450 centimeters

3. A pencil is 15 centimeters long. How many millimeters long in that pencil? ____

 

BSD Lesson Plans

2018-2019

School:  BES

Subject: Math   Topic : Go Math Chapter 12: Relative Sizes of Measurement Units      Grade: 4th

Date:  February 11th- February 15th, 2019

 

Math Standard(s)

 

 

 

 

 

 

 

4.MD.1 1 Know 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 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 measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

 

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

-I can use models to compare metric units of length.

-I can compare metric units of mass and liquid volume.

-I can use models to compare units of time.

-I can use the strategy draw a diagram to solve elapsed time problems.

- I can solve problems involving mixed measures and use patterns to write number pairs for measurement units.

 

 

Procedures (with general times)

 

 

 

 

 

 

 

 

 

·         Prior Knowledge

 

Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison Concepts, Adding and Subtracting Fractions, Converting Improper Fractions to Mixed Numbers and vice versa, Understanding Use of Number Line and Ruler, Concepts of Weight, Length, and Capacity, Use of clock

 

·         Activities/Centers

 

Monday  --  Review Basic Unit Measurement (Bell work), Go Math Lesson 12.6 Metric Units of Length pg . 673-678

Tuesday--   Bell work: Math for Today, Go Math Lesson 12.7 Metric Units of Mass and Liquid Volume pg. 679-684

Wednesday--    Bell work: Math for Today, Go Math Lesson 12.8 Units of Time pg. 685-690

Thursday --   Bell work: Math for Today , Go Math Lesson 12.9 Elapsed Time pg. 691-696

Friday--   Bell work: Math for Today,  Go Math Lesson 12.10-12.11 Mixed Measures and Patterns in Measurement Units pg. 697-708

 

-Fact Fluency- Practice: 3 minutes  on Multiplication 100 Facts (Mon, Wed, Fri 8:15-8:30am)

                          Fact Fluency-Quiz: Friday  (grade)

-Small group games and projects

-Computer practice www.ixl.com www.mathplayground.com www.mathisfun.com

 

·         Closure

 

Review: Customary Units of Measurement  4. MD. A. 1

Upcoming Test: Go Math Chapter 12  Relative Sizes of Measurement Units- Tuesday next week, Chapter 12 review Monday next week (dates subject to change based on teacher)

 

Homework

Monday --  See Student Planner

Tuesday -- See Student Planner

Thursday --  See Student Planner

      

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Cam began reading his book at 12:30. It took him 3 1/4 hours to complete the book. What time did he finish reading his book?

 

Carter swam 4 laps in the pool. Each lap took him 45 seconds. Jake also swam 4 laps and it took him 120 seconds all together. How much faster was Jake?

 

Steven took his kids to the doctor for their check up. Tessa was 31/2 feet tall, Tristan was 2 meters tall and Callie was 22 inches tall. Put the kids in order from shortest to tallest.

 

Toby needs to purchase tickets to the circus for his family. He has $220.00 and each tickets costs $22.00. Does he have enough to buy tickets for his family of 9? Explain how you found your answer.

 

 

Bottom 25%

 

 

-Small group centers (Mon and Fri)

 -Class Works Computer Program Intervention with Interventionist

(20 min 3x per week)

-Individual one on one instruction based on missed skills and failed exit slips (daily)

 

 

 

Science

Topic: Earth Systems and Cycles

4th grade Science Standard: E.4.9C.5

 

 

**Thunderstorms, Hurricanes, and Tornadoes**

 

Vocabulary

1.      weather

2.      air pressure

3.      condensation

4.      evaporation

5.      precipitation

6.      water cycle

7.      climate

8.      air mass

9.      front

 

Vocabulary: whole group discussion and definitions

Videos: Stemscopes.com- Earth Science Topics

              Bill Nye the Science Guy, Magic School Bus

Project: Art Class              

 

 

BSD Lesson Plans 

2018-2019 

School: Brookhaven Elementary School 

Givens/ Subject: 4th Grade Math Teachers  

 

Date: January 28 – February 8 

Topic: Chapter 12 Measurement Conversions 

 

Standard(s) 

 

 

 

 

 

 

 

UNDERSTAND DECIMAL NOTATION FOR FRACTIONS, AND COMPARE DECIMAL FRACTIONS 

 

Chapter 12: Measurement Conversions Solve measurement word problems using the 4 operations.

Common Core Standards: 4.MD- Know relative sizes of measurements units within one system of units including km, m, cm, mm, 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.  Generate a conversion table for feet and inches listing the number pairs.

4.MD.2- Use the four operations to solve word problems involving

-intervals of time  -money  -distances  -liquid volumes  -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.

Learning Target(s) 

(based on the language of the standard) 

 

 

 

 

 

 

 

 

 

Monday  

 Fact Fluency speed test (3 minutes) 

The students will complete bell work –remediation skills  

The students will go over bell work and homework.  

The students will complete Lesson 12.1pg641-644

Homework: pg645/646

 

Tuesday 

Fact Fluency speed test (3 minutes) 

The students will complete bell work –remediation skills 

The students will go over bell work and homework.  

The students will complete Lesson 12.2 pg647-650

Homework:  651/652

 

(Wed)  lesson 12.3 and 12.4

Fact Fluency speed test (3 minutes) 

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

The students will complete Lesson

Review  measurement worksheet(chapter 12)

Review lesson 12.3 and 12.4 pgs653-658/659-664

 

 

(Thurs.)  12.5 lesson

Fact Fluency speed test (3 minutes) 

The students will complete bell work – remediation skills  

The students will go over bell work and homework.  

The students will complete Lesson

Review lesson 12.5 pgs.665-670

Review  measurement worksheet(chapter 12)

 

(Fri)  Mid-chapter checkpoint

The students will complete bell work –remediation skills    

The students will go over bell work and homework.  

Complete mid-chapter checkpoint pg671/672

The students will complete Lesson Review lessons 12.6 pg673-676

Math 4 today quiz

Review  measurement worksheet(chapter 12)

 

(Mon) lesson 12.7 plot and measurement activity

Fact Fluency speed test (3 minutes) 

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

The students will complete Lesson Review lesson 12.7 pg679-682

Review  measurement worksheet(chapter 12)

Homework:  683/684

 

(Tue lesson 12.8-12.9)

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

The students will complete Lesson 12.8 pgs. 685-6694

Homework:689/690

 

Wed lesson 12.10-12.11

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

The students will complete Lesson 12.10-12.11pgs 697-706

Homework:701/707

 

Thursday lesson 12.10-12.11

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

Review study guide for chapter test

Homework: Chapter review pg. 709

 

Friday Chapter 12 test

The students will complete bell work – remediation skills    

The students will go over bell work and homework.  

The students will complete Chapter 12 test

 

***Science*** 

 

E.4.9C.5  

Obtain and communicate information about severe weather phenomena to explain steps humans can take to reduce the impact of severe weather events. 

 

Earth Systems and Cycles 

**Thunderstorms, Hurricanes, and Tornadoes** 

 

Vocabulary 

1.       weather 

2.       air pressure 

3.       condensation 

4.       evaporation 

5.       precipitation 

6.       water cycle 

7.       climate 

8.       air mass  

9.       front 

 

 

 

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 (Math-Aids, K5 Learning, Common Core Worksheets)  

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:

      2 feet =_____inches       7 yards=_____feet

    

·         Mid-Chapter Checkpoint/ Chapter Review

Example:  A cat weighs_______than one ounce.

                  Serena’s shoe is________than one yard long.

                                

Summative

·         Chapter Review/Quizzes

Example: Select the measures that are equal. Mark all that apply.

A.     6 feet

B.    15 yards

C.    45 feet

D.    600 inches

E.    12 feet

F.    540 inches

 

 

BSD Lesson Plans

2018-2019

School: Brookhaven Elementary School

Givens/ Subject: 4th Grade Math Teachers

 

Date: January 21 – January 25

Topic: Chapter 9 Fractions and Decimals

 

Standard(s)

 

 

 

 

 

 

 

UNDERSTAND DECIMAL NOTATION FOR FRACTIONS, AND COMPARE DECIMAL FRACTIONS

 

4.NF.5 Express 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. For example, express 3/10 as 30/100, and

3/10 + 4/100 = 34/100

4.NF.6 Use 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.

4.NF.7 Compare 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.

 

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

 

Monday,  January 21 – MLK Holiday

 

Tuesday, January 22 Lesson 9.3 Equivalent Fractions and Decimals

 

1.      Fact Fluency speed test (3 minutes)

2.      The students will complete bell work – Multiply fractions   

3.      The students will go over bell work and homework.

4.      The students will complete Lesson 9.3 – pages 507 – 510

5.      Homework pages 511-512

6.       Exit Pass – Reteach 9.2

 

Wednesday, January 23 & Thursday 24 Review lesson 9.1 – 9.3

 

1.      The students will complete bell work – Area & Perimeter

2.      The students will go over bell work.

3.              Group Activities ( 30 minutes per group 2 Days)

            1) Teacher group  -  small group tutoring

            2) Computer group - Classworks

            3) Fact Fluency Group – Division Fact sheet

            4) Independent group – “Birthday Money” word problems

            5) Kinesthetic Group – “SPOONS” with equivalent fractions

   

4.      Homework – Teacher generated worksheet on money

 

 

Friday, January 25 Lesson 9.4 Relate Fractions, Decimals, and Money

 

1. The students will complete bell work – Enrich sheet 9.2

2. The students will go over bell work.

3. The students will complete pages 513- 516

4. Homework pages 517 – 518

5. Exit Pass – Reteach 9.4

 

 

***Science***

 

E.4.9C.5

Obtain and communicate information about severe weather phenomena to explain steps humans can take to reduce the impact of severe weather events.

 

Earth Systems and Cycles

**Thunderstorms, Hurricanes, and Tornadoes**

 

Vocabulary

  1. weather
  2. air pressure
  3. condensation
  4. evaporation
  5. precipitation
  6. water cycle
  7. climate
  8. air mass 
  9. front

 

 

 

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 (Math-Aids, K5 Learning, Common Core Worksheets)

Teacher created worksheets (independent)

Quick Check Problems

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Molly loved her new book. She read for 2.25 hours on Friday. On Saturday she read for 2.75 hours. Then on Sunday she read less than she did on Saturday more than she did on Friday. What could the possible amount of time she read on Sunday be? Using a number line, place two numbers on the line that are between 40.0 and 41.0. Compare those two numbers using or =.

 

Draw a rectangle with a length 1 with 3 parts shaded. Then draw another rectangle of the same length but with 9 parts shaded. Could they be equal?

1/2 x − = 3/6

 

Create and use a number line to compare ¾ and 2/3. Explain how using a number line can help you get your answer.

 

Gavin collected honey from his 4 beehives. The first two hives he collected gallon of honey. Then he 3 2 collected out of his third hive and 4 1 from his last hive. How much 3 1 honey did Gavin collect in all?

 

 

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

2018-2019

School: Brookhaven Elementary School

Teacher/ Subject: Lewis/4th Grade Math

 

Date: January 14, 2019 – January 18, 2019

Topic: Chapter 8 Multiply Fractions by Whole Numbers and Chapter 9 Relate Fractions and Decimals

 

Standard(s)

 

 

 

 

 

 

 

 

4.NF.4

8.1 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 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.

 

4.NF.4

8.2, 8.3 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

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.

 

4.NF.4

8.4, 8.5 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

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.

 

4.NF.5

9.3, 9.6 Understand decimal notation for fractions, and compare decimal fractions. Express 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.

 

4.NF.6

9.1, 9.2, 9.4 Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100.

 

4.NF.7

9.7 Understand decimal notation for fractions, and compare decimal fractions. Compare 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 conclusion, e.g., by using a visual model.

 

4.MD.2

9.5 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 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. 

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

 

 

Monday, January 14, 2019 – Lesson 9.1; Relate Tenths and Decimals

 

1. The students will complete bell work – Lesson 8.4 practice/homework page 479 #’s 2-8/Cursive

2. The students will go over bell work.

3. The students will complete a Timed Multiplication Fact Practice Quiz (4 minutes).

4. The students will complete Chapter 8 – Show What You Know pages 493-494.

5. The students will complete Lesson 9.1 – Relate Tenths and Decimals pages 495-497.

6. Exit Pass – Reteach 9.1/Enrich 9.1

           

 

Tuesday, January 15, 2019 – Lesson 9.2: Relate Hundredths and Decimals

 

1. The students will complete bell work – Using Models to Identify Decimals – Practice 1 and 2/Cursive

2. The students will go over bell work and homework.

3. The students will complete Lesson 9.2 – Relate Hundredths and Decimals pages 501-503

4. Exit Pass – Reteach 9.2/Enrich 9.2

5. The students will practice writing decimals in words.

            

 

 

Wednesday, January 16, 2019 – Lesson 9.1 and Lesson 9.2

 

1. The students will complete bell work – Using Models to Identify Decimals – Practice 3 and 4/ Cursive

2. The students will go over bell work and homework.

3. The students will complete a Timed Multiplication Fact Practice Quiz (4 minutes).

4. The students will complete Identifying Word Forms of Decimals.

5. Exit Pass – Decimals in Word Forms.

           

 

Thursday, January 17, 2019 – Lesson 9.1 and Lesson 9.2

 

1. The students will complete bell work – Correct Exit Pass/Ordering Decimals/Cursive

2. The students will go over bell work.

3. The students will work on Classworks.

           

      

Friday, January 18, 2019 – Decimals and Money

 

1. The students will complete bell work – Comparing Money Amounts/Cursive.

2. The students will go over bell work and homework.

3. The students will complete a Timed Multiplication Fact Quiz (4 minutes).

4. The students will complete Comparing Money and Writing Money Amounts

 

 

 

 

***Science – Earth’s Systems and Cycles : Thunderstorms, Hurricanes, and Tornadoes

*** Standard – E.4.9C.5

 

Vocabulary

1. air pressure

2. weather

3. condensation

4. evaporation

5. precipitation

6. water cycle

7. climate

8. air mass

9. front

 

 

Stemscopes

Brain Pop

 

 

Procedures (with general times)

 

 

 

 

 

 

 

 

 

  Prior knowledge  - Skip-counting, 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 (Math-Aids, K5 Learning, Common Core Worksheets)

Teacher created worksheets (independent)

Quick Check Problems

 

 

 

 

 

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Monday, January 14, 2019 – Lesson 9.1; Relate Tenths and Decimals

Write the fraction or mixed number as a decimal.

1. 4/10 = ____

2. 7/10 = ____

3. Valerie has 10 CDs in her music case. Seven of the CDs are pop music CDs. What is this amount written as a decimal? ____

 

 

Tuesday, January 15, 2019 – Lesson 9.2: Relate Hundredths and Decimals

Write the fraction or mixed number as a decimal.

1. 37/100 = ___

2. 8 11/100 = ___

3. There were 100 questions on the unit test. Alondra answered 97 of the questions correctly. What decimal represents the fraction of questions Alondra answered correctly? ____

 

 

BSD Lesson Plans

2018-2019

School:  BES

Subject: Math   Topic : Go Math Chapter 8:  Multiplying Fractions by Whole Numbers     Grade: 4th

Date:  Jan. 7-11th, 2019

 

Math Standard(s)

 

 

 

 

 

 

 

 

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. 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. c. Solve word problems involving multiplication of a fraction by a whole number.

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

-I can write a fraction as a product of a whole number and a unit fraction.

-I can write a product of a whole number and a fraction as a product of a whole number and a unit fraction.

-I can use a model to multiply a fraction by a whole number.

-I can use the strategy draw a diagram to solve comparison problems with fractions.

 

 

Procedures (with general times)

 

 

 

 

 

 

 

 

 

·         Prior Knowledge

 

Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison Concepts, Adding and Subtracting Fractions, Converting Improper Fractions to Mixed Numbers and vice versa

 

·         Activities/Centers

 

Monday  --  Review Converting Fractions (Bellwork), Review 2nd 9 weeks test, Chapter 8 Intro: Show What You Know and Vocabulary, Go Math Lesson 8.1 Multiples of Unit Fractions pg. 455-458

Tuesday--   Bellwork: Math for Today, Go Math Lesson 8.2 Multiples of Fractions pg. 461-464

Wednesday--    Bellwork: Math for Today, Go Math Mid Chapter Checkpoint pg. 467-468

Thursday --   Bellwork: Math for Today , Go Math Lesson 8.4 Multiply a Fraction or Mixed Number by a Whole Number pg. 475-478

Friday--   Bellwork: Math for Today,  Go Math Lesson 8.5 Comparison Problems with Fractions pg. 481-483

 

-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

 

·         Closure

 

Review: Converting Fractions (for mastery), Adding and Subtracting Mixed Numbers  (for mastery)

Upcoming Test: Go Math Chapter 8 Multiply Fractions by Whole Numbers- next week (subject to change based on teacher)

 

Homework

Monday --  See Student Planner

Tuesday -- See Student Planner

Thursday --  See Student Planner

      

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Solve. 6 x  1/2 =

 24 x 1/8 =

 

There are 12 kids at the pizza party. If each kid eats 1/3 of a pizza then how many will they need to order?

 

Ally ate 2/3 of the 12 donuts. How many donuts did she eat?

 

Multiply and solve 4 x  1/4 =____ Then represent the solution as: ● an area model ● on a number line ● an equation

 

 

Bottom 25%

 

 

-Small groups

 -Class Works Computer Program Intervention with Interventionist

(20 min 3x per week)

-Individual one on one instruction based on missed skills

 

 

 

Science

Topic: Cloud Types

 

 Standard: E.4.9B.1, E.4.9B.2

 

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              

 

 

BSD Lesson Plans

2018-2019

School: Brookhaven Elementary School

Teacher/ Subject: 4th 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

6.1-6.5 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

6.6-6.8 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

7.7-7.9 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

7.3-7.5, 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 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.

4.NBT.6

4.1, 4.2, 4.4-4.11 Use Place value understanding and properties of operations to perform multi-digit arithmetic.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit 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 7.1-7.8 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 435-438

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 441-444

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 (Math-Aids, 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

2018-2019

School: Brookhaven Elementary School

Teacher/ Subject: 4th Grade Math Teachers

 

Date: December 3, 2018 – December 7, 2018

Topic: Chapter 7 Add and Subtract Fractions

 

Standard(s)

 

 

 

 

 

 

 

 

4.NF.1

6.1-6.5 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

6.6-6.8 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

7.7-7.9 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

7.3-7.5, 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 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.

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 415-416.

5. The students will complete Lesson 7.6 – Rename Fractions and Mixed Numbers page 417-420.

 

 

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 423-426.

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 429-432

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 433-434

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

2018-2019

School: Brookhaven Elementary School

Teacher/ Subject: Lewis/4th 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

6.1-6.5 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

6.6-6.8 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

7.7-7.9 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

7.3-7.5, 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 383-384.

5. The students will complete Lesson 7.1 – Add and Subtract Parts of a Whole pages 385-388.

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 391-393.

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 397-399

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 401-402.

4. The students will go over practice/homework. 

5. The students will complete Lesson 7.4 – Subtract Fractions Using Models pages 403-405.

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 409-410.

6. Exit Pass – Lesson 7.5 practice/homework pages 413-414.

 

 

***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  - Skip-counting, 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 (Math-Aids, 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

2018-19

School:  BES

 Subject: Math   Topic :  Fraction Equivalence and Comparison  Grade: 4th   Date:  Nov. 12-16,2018

 

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)

 

 

 

 

 

 

 

 

 

  • Prior Knowledge

 

Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison

 

  • Activities/Centers

 

Monday  --  Review Long Division (Test)

Tuesday--   Go Math Lesson 6.1 Equivalent Fractions pg. 327-330

Wednesday--   Go Math Lesson 6.2 Generate Equivalent Fractions pg. 333-336

Thursday --   Go Math Lesson 6.3 Simplest Form pg. 339-342

Friday--   Go Math Lesson 6.4 Common Denominators pg. 345-348

 

-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

  • Closure

 

Review: Long Division (for mastery)

Test: Go Math Chapter 4-Long 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

 

 

 

Bottom 25%

 

 

-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