 Brookhaven Elementary School 4th Grade Math Lesson Plans

BSD Lesson Plans

2018-19

School: Brookhaven Elementary School

Teacher/ Subject:  4th Grade Math

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

-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

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

Teacher/ Subject:  4th Grade Math

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

-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

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