Brookhaven Elementary School

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4th Grade Math Lesson Plans

 

      BSD Lesson Plans

2019-2020

School:  Brookhaven Elementary School

Teacher/ Subject:  4th Grade Math                         

Date:  February 17– February 21  

                                      Topic:  Chapter  13:  Algebra:  Perimeter and Area

                         

 

Standard(s)

 

 

 

 

Learning Target(s)

(based on the language of the standard)

 

 

 

Chapter 13Algebra:  Perimeter and Area.  Common Core Standards:  Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit(MD)

4.MD.A.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

4.MD.A.4-Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼,1/8).  Solve problems involving addition and subtraction of fractions by using information presented in line plots.

 

Science:  Motions, Forces, and Entergy. P.4.6C.2: 

P.4.6C.2 In relation to how sound is perceived by humans, analyze and interpret data from observations and measurements to report how changes in vibration affect the pitch and volume of sound.

Plan and conduct scientific investigations to test how different variables affect the properties of sound (i.e., pitch and sound).

 

4.MD.A.3: I can….Use a formula to find the perimeter of a rectangle.

               Use a formula to find the area of a rectangle.

               Find the area of combined rectangles.

               Given perimeter or area, find the unknown measure of a

               side of a rectangle.  

               Use the strategy solve a simpler problem to solve area

               problems.

 

Science:  I can demonstrate an understanding of the properties of sound as a form of energy.

 

 

Procedures (with general times)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework:

(Mon) lesson

Bell Work

Review lesson 13.1 and lesson 13.2 pg.717-725

Group work pg. 726

Exit slips

 

(Tue)  lesson

Bell Work

Review lesson 13.3 pg.729-731

Group work pg. 726

Exit slips

Review Mid-Chapter Checkpoint pgs. 735-736

 

(Wed)  

Bell Work

Review lesson 13.4 pg.737-739

Group work pg. 740

Exit slips

 

(Thurs.)  Mid-chapter checkpoint

Bell Work

Review lesson 13.5 pgs. 743-746

Chapter review pgs.749-754

Exit slips

Review science lesson on sound

Watch video and take quiz

  

(Fri) lesson

Bell Work

Review chapter review pgs. 749-754

Review study guide

Exit slips

 

 

Homework assignments

Monday 2-17-2020

Pg.248 and 250

 

Tuesday 2-18-2020

Pg. 251-252

 

Thursday 2-20-2020

Pg.255

Procedures (with general times)

 

 

 

 

 

 

 

 

 

·         Prior knowledge--How to represent numbers using base ten blocks.

Know and recite multiplication facts

·         Activities/Centers:

      - Envision Videos

      - (Work with #number cards in groups.)

      - Use of benchmark

      -Place Value Anchor Chart

      - Solve problems using graphing paper`

      -Add and subtract fractions

      -Estimate and round whole numbers

 

·         Closure--  -Exit Slip

      -Teacher created worksheets (independent)

      -Quick Check problems

 

 

 

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Standards Practice in Go Math Workbook

Formative

·         Lesson Quick Check

Examples:

 

Find the perimeter and area of the rectangle or square

21ft

                                 3ft

 

·         Mid-Chapter Checkpoint/ Chapter Review

Example: 

 A set of symbols that expresses a mathematical rule is called a ____________. (formula)

                                

Summative

·         Chapter Review/Quizzes

Example: 

A rectangle has a perimeter of 50 centimeters.  If the width of the rectangle is 10 centimeters, what is its length?

A.     5 centimeters

B.    15 centimeters

C.    20 centimeters

D.    40 centimeters

 

 

 

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

Teacher:  4th Grade Math

 Date: Feb. 3-14

 Subject:  Math/Science

 Topic: Chapter 12 Relative Sizes of Measurement Units

 

 

 

 

Standard(s)

Mathematics Common Core Standards

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mississippi College and Career Readiness Science Standards

4.MD.1 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know the relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table.

4.MD.2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

4.MD.4  Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit. Solve problems involving addition and subtraction of fractions by using information presented in line plots.

P.4.6B.1 Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results.

P.4.6B.2 Obtain and communicate information to explain how the visibility of an object is related to light.

P.4.6B.3 Develop and use models to communicate how light travels and behaves when it strikes an object, including reflection, refraction, and absorption.

P.4.6B.4 Plan and conduct scientific investigations to explain how light behaves when it strikes transparent, translucent, and opaque materials.

P.4.6C.1 Plan and conduct scientific investigations to test how different variables affect the properties of sound (i.e., pitch and volume).

 

 

Learning Target(s)

(based on the language of the standard)

        TSW use benchmarks to understand the relative sizes of measurement units.

        TSW use models to compare customary units of length.

        TSW use models to compare customary units of weight.  

 

        TSW use models to compare customary units of liquid volume.

        TSW make and interpret line plots with fractional data.

         TSW use models to compare metric units of length.

        TSW compare metric units of mass and liquid.

        TSW use models to compare units of time.

        TSW use the strategy draw a diagram to solve elapsed time problems.

 

 

        TSW solve problems involving mixed measures.

        TSW use patterns to write number pairs for measurement units.

        TSW demonstrate an understanding of properties of light as forms of energy.

        TSW demonstrate an understanding of the properties of sound as a form of energy.

 

Procedures (with general times)

Monday, February 03, 2020 – 12.1 Measurement Benchmarks

1.       Bellwork

2.       Go over bellwork.

3.       Fact Practice

4.       Lesson 12.1

5.       Lesson 12.1 – On Your Own

6.       Exit Pass

Science: Review for 4.5 Weeks Test

Tuesday, February 4, 2020 -  12.2 Customary Units of Length

1.       Bellwork

2.       Go over bellwork

3.       Go over homework

4.       Lesson 12.2

5.       Lesson 12.2 – On Your Own

6.       Exit Pass

Science: Review for 4.5 Weeks Test

Wednesday, February 5, 2020 – 12.3 Customary Units of Weight

1.       Bellwork

2.       Go over bellwork

3.       Go over homework

4.       Fact Practice

5.       Lesson 12.3

6.       Lesson 12.3 – On Your Own

7.       Exit Pass

Thursday, February 6, 2020 – 12.4 Customary Units of Liquid Volume

1.       Bellwork

2.       Go over bellwork

3.       Lesson 12.4

4.       Small Groups/Centers

5.       Classworks

Science: Review for 4.5 Weeks Test

 

Friday, February 7, 2020

1.       Bellwork

2.       Go over bellwork

3.       Fact Quiz

4.       Science 4.5 Test

5.       Classworks

Monday, February 10, 2020 – 12.5 Line Plots

1.       Bellwork

2.       Go over bellwork

3.       Fact Practice

4.       Lesson 12.5

5.       Lesson 12.5 – On Your Own

6.       Exit Pass

Science: Sound

Tuesday, February 11, 2020 – 12.6 Metric Units of Length

1.       Bellwork

2.       Go over bellwork

3.       Go over homework

4.       Lesson 12.6

5.       Lesson 12.6 – On Your Own

6.       Exit Pass

Science: Sound

Wednesday, February 12, 2020 – 12.7 Metric Units of Mass and Liquid Volume

1.       Bellwork

2.       Go over bellwork

3.       Go over homework

4.       Fact Practice

5.       Lesson 12.7

6.       Lesson 12.7 – On Your Own

7.       Exit Pass

Science: Sound

Thursday, February 13, 2020 – 12.8 Units of Time

1.       Bellwork

2.       Go over bellwork

3.       Lesson 12.8

4.       Small Groups/Centers

5.       Classworks

Science: Sound

Friday, February 14, 2020 - Lesson 12.9 Elapsed Time

1.       Bellwork

2.       Go over bellwork

3.       Fact Quiz

4.       Lesson 12.9

5.       Classworks

 

       Prior knowledge: Know and recite multiplication facts

       Activities/Centers: Measurement Conversions

       Closure: Exit Slips, Standard Based Quizzes, Go Math! worksheets, Quick check problems

 

Homework

*Homework May Vary*

Monday 2/3/2020 : Lesson 12.1 Practice/Homework

Tuesday 2/4/2020 : Lesson 12.2 Practice/Homework

Wednesday 2/5/2020 : No Homework

Thursday 2/6/2020 : Lesson 12.4 Practice/Homework

Friday 2/7/2020: No Homework

Monday 2/10/2020 : Lesson 12.5 Practice/Homework

Tuesday 2/11/2020 : Lesson 12.6 Practice/Homework

Wednesday 2/12/2020 : No Homework

Thursday 2/13/2020 : Lesson 12.8 Practice/Homework

Friday 2/14/2020: No Homework

 

 

Example of an Assessment

Item Related to the

Standard

What is the better estimate for the mass of a textbook, 1 gram or 1 kilogram?

 

3 feet = ______ inches

 

5 tons = ______ pounds

 

2 pints = ______ cups

 

65 centimeters = _______ meter

 

4 liters = ______ milliliters

 

3 minutes = ________ seconds

 

Bobbie went snowboarding with friends at 10:10 a.m. They snowboarded for 1 hour and 43 minutes, and then stopped to eat lunch. What time did they stop for lunch?

 

 

 

 

BSD Lesson Plans

2019-20  

School: Brookhaven Elementary School 

Teacher:  4th grade math 

 Date: January 21-31

 Subject:  Math/Science 

 Topic:  Multiplying Fractions by Whole Numbers

 

 

 

 

Standard(s)  

Mathematics Common Core

 Standards 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mississippi College and Career Readiness Science Standards 

 

CCSS.MATH.CONTENT.4.NF.C.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 100.2 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

CCSS.MATH.CONTENT.4.NF.C.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.

CCSS.MATH.CONTENT.4.NF.C.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, e.g., by using a visual model.

4.MD.2

- Use the four operations to solve word problems involving  

· intervals of time

 · money

· distances

 · liquid volume

s · masses of objects including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

 

 

Review Standards as needed:  4.NF.1, 4.NF.2, 4.NF.3 a-d

P.4.6B.3 I CAN demonstrate an understand of properties of light as forms of energy

P.4.6B.4 I CAN demonstrate and understand properties of light and Obtain and communicate information to explain how the visibility of an object is related to light.

 

 

 

Learning Target(s)  

(based on the language of the standard)  

·         TSW rename a mixed number to an improper fraction.

·         TSW rename an improper fraction to a mixed number.

·         TSW understand improper fractions as equivalent mixed numbers.

·         TSW understand a fraction as a multiple.

 

·          TSW understand how to multiply a fraction times a whole number.

·          TSW solve word problems involving multiplication of a fraction by a whole number.

·          TSW use visuals to represent given fractions. 

·          TSW demonstrate an understanding of the properties of light as forms of energy.

·          TSW demonstrate an understanding of the properties of light as forms of energy. 

Procedures (with general times) 

 

Monday, January 20, 2020 Holiday

 

Tuesday, January 21, 2020

Relate tenths and Decimals 9.1

 

 

1.       Bell work /MAAP Assessment (5min)

2.       Fact Quiz/Fluency (3 min) 

3.  Lesson 9.1 – Intro (Standard Goals, Vocabulary, I can have stated, Real World Connections) 15-20 min

4. Lesson 8.1 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min

     Exit Pass 5min

 

Wednesday, January 22, 2020

Relate hundredths and Decimals 9.2

 

*Center Day*

3.       Bell work /MAAP Assessment (5min)

4.       Review Homework

5.       Fact Quiz/Fluency (3 min) 

3.  Lesson 9.2 – Intro (Standard Goals, Vocabulary, I can have stated, Real World Connections) 15-20 min

4. Lesson 9.2 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min

     5.Centers and Small Group Teacher Instruction 30 min

6.       Exit Pass 5min

Thursday, January 23,2020

Review 8.4-9.2

**Center Day

 1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.1-8.3 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.1-9.2 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min

5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)

 

 

 

 

 

 

 

Friday, January 24, 2020  

CHAPTER 8 TEST

. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.1-8.3 Review – Intro (Standard Goals,

5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)

 

Monday, January 27,2020

Equivalent Fractions and Decimals 9.3

 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 9.3 – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 9.3 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 30 min

5. Centers and Small Group Teacher Instruction 30 min

6. Exit Pass 5 min

 Tuesday, January 28,2020

Fractions, Decimals, Money 9.4

 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 9.4– Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 9.4 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 60min

 5.Exit Pass 5 min 

 

Wednesday, January 29, 2020

Problem Solving* Money 9.5

**Center Day

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3.* Pull* Math problems and word problems dealing with decimals and money

4. Math Word Problems with decimals and money- Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30 min

5. Classwork’s/Individualized Learning (computer) 40 min (2 x 20 min sessions)

 

Thursday, January 30, 2020

Add Fractional Parts of 10 and 100 (9.6)

 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 9.1. --9.5 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.1-9.2 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min

5. Classwork’s/ Individualized Learning (computer) 40mins (2x 20 min sessions)

 

Friday, January 31, 2020

Compare Decimals 9.7

 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 9.1. --9.6 Review – Intro (Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 9.7– Teacher Model and Whole Group, Partners/Think Pair Share, Independent 20-30min

 

Resources

·         Prior knowledge: Fraction Equivalence and Parts of Whole, Adding and Subtracting Numbers, Decomposing Fractions, converting improper fractions and mixed numbers

·      Activities/Centers: Math Detective, Go Math Lesson, Adding Fractions with Multiplatives, Adding Parts of Candy Bar, Class Works, Skills Review- MAAP practice test (whiteboard)  

·      Closure: Exit Slips, Standard Based Quizzes, Quick check problems  

 

Homework  (subject to change based on teacher)

*Homework May Vary* 

Tuesday 1/21/20/: Lesson 9.1 practice/homework 

Wednesday 1/22/20: Lesson 9.2 practice/homework

Thursday 1/23/20: Chapter 8 Study Guide 

Monday 1/27/20/: Lesson 9.3 practice/homework 

Tuesday 1/28/20/: Lesson 9.4 practice/homework 

Wednesday 1/29/20: Lesson 9.5 practice/homework 

Thursday 1/30/20: Lesson 9.6 practice/homework 

 

 

 

BSD Lesson Plans

2019-20  

School: Brookhaven Elementary School 

Teacher:  4th grade math 

 Date: January 7-17

 Subject:  Math/Science 

 Topic:  Multiplying Fractions by Whole Numbers

 

 

 

 

Standard(s)  

Mathematics Common Core Standards 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mississippi College and Career Readiness Science Standards 

 4.NF.4 a-c  Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n× (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at t the party, how many pounds of roast beef will be needed? Between what two whole numbers do you expect your answer to lie?

Review Standards as needed:  4.NF.1, 4.NF.2, 4.NF.3 a-d

P.4.6B.1 Construct scientific evidence to support the claim that white light is made up of different colors. Include the work of Sir Isaac Newton to communicate results.

P.4.6B.2 Obtain and communicate information to explain how the visibility of an object is related to light.

 

Learning Target(s)  

(based on the language of the standard)  

·         TSW rename a mixed number to an improper fraction.

·         TSW rename an improper fraction to a mixed number.

·         TSW understand improper fractions as equivalent mixed numbers.

·         TSW understand a fraction as a multiple.

 

·          TSW understand how to multiply a fraction times a whole number.

·          TSW solve word problems involving multiplication of a fraction by a whole number.

·          TSW use visuals to represent given fractions. 

·          TSW demonstrate an understanding of the properties of light as forms of energy.

·          TSW demonstrate an understanding of the properties of light as forms of energy. 

Procedures (with general times) 

Tuesday, January 7, 2020

Multiples of Unit Fractions

*Center Day*

1.       Bell work /MAAP Assessment (5min)

2.       Fact Quiz/Fluency (3 min) 

3.  Lesson 8.1 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min

4. Lesson 8.1 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min

     5.Centers and Small Group Teacher Instruction 30 min

6.       Exit Pass 5min

 

Wednesday, January 8, 2020

Multiples of Fractions

1. Bell work /MAAP Assessment (5min)

2.Fact Quiz/Fluency (3 min) 

3. Lesson 8.2 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min

4. Lesson 8.2 – Teacher Model and Whole Group, Partners/Think Pair Share, Independent 60min

5. Exit Pass 5 min

 

Thursday, January 9, 2020 

Multiply a Fraction by a Whole Number

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.3 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.3 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min

5. Exit Pass 5 min

 

Friday, January 10, 2020  

Review 8.1-8.3

*Center Day

 1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.1-8.3 Review – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.1-8.3 Review– Teacher Model and Whole Group, Partners/Think Pair Share, Independent  20-30min

5. Classworks/ Individualized Learning (computer) 40mins (2x 20 min sessions)

 

 

Monday, January 13, 2020

Multiply a Fraction or Mixed Number by a Whole Number

*Center Day*

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.4 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.4 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min

5. Centers and Small Group Teacher Instruction 30 min

6. Exit Pass 5 min

 

Tuesday, January 14, 2020

Multiply a Fraction or Mixed Number by a Whole Number Cont.

1.  Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.4 Cont. – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.4 Cont. – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60 min

5. Exit Pass 5 min 

 

Wednesday, January 15, 2020

Problem Solving-Comparison Problems with Fractions

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 8.5 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 8.5 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min

 5.Exit Pass 5 min 

 

Thursday, January 16, 2020

Review 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3.* Pull* Math problems and word problems dealing with multiplying fractions and whole numbers

4. Math Word Problems dealing with multiplying whole numbers times fractions- Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 20-30 min

5. Classworks/Individualized Learning (computer) 40 min (2 x 20 min sessions)

 

Friday, January 17, 2020

Review/Assessment

      1.  Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Chapter 8 Review (whole group)

4. Chapter 8 Test

 

Resources

·         Prior knowledge: Fraction Equivalence and Parts of Whole, Adding and Subtracting Numbers, Decomposing Fractions, converting improper fractions and mixed numbers

·      Activities/Centers: Math Detective, Go Math Lesson, Adding Fractions with Multiplatives, Adding Parts of Candy Bar, Class Works, Skills Review- MAAP practice test (whiteboard)  

·      Closure: Exit Slips, Standard Based Quizzes, Quick check problems  

 

Homework  (subject to change based on teacher)

*Homework May Vary* 

Tuesday 1/7/20: Lesson 8.1 practice/homework

Thursday 1/9/20: Lesson 8.2 practice/homework 

Monday 1/13/20: Lesson 8.3 practice/homework 

Tuesday1/14/20: Lesson 8.4 practice/homework 

Thursday 1/16/20: Chapter 8 Study Guide  

 

Example of an Assessment  

Item Related to the  

Standard  

Kathy’s puppy gained 3.8 pound each week for 4 weeks.  Altogether, how much weight did the puppy gain during the 4 weeks?

 

Write the equation for 1/5 + 1/5 + 1/5.

 

Brielle exercises for ¾ hour each day for 6 days in row.  How many hours does she exercise for 6 days?

 

 

 

 

BSD Lesson Plans

2019-20  

School: Brookhaven Elementary School 

Teacher:  4th grade math 

 Date: December 2-20, 2019 

 Subject:  Math/Science 

 Topic:  Adding and Subtraction Fractions and Mixed Numbers in Word Problems. 

 

 

 

 

Standard(s)  

Mathematics Common Core Standards 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mississippi College and Career Readiness Science Standards 

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.  

Review Standards:    

4.NF.3 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. 

 

P.4.6A Students will demonstrate an understanding of the common sources and uses of heat and electric energy and materials used to transfer heat and electricity.

P.4.6A.5 Use informational text and technology resources to communicate technological breakthroughs made by historical figures in electricity. 

P.4.6A.6  Design a device that converts any form of energy from one form to another form. Use an engineering design process to define the problem, design, construct, evaluate, and improve the device. 

 

 

 

Learning Target(s)  

(based on the language of the standard)  

·         TSW add or subtract parts of a whole.

·         TSW write a fraction as a sum of fractions with the same denominators. 

·         TSW add fractions with like denominators using models.  

·         TSW subtract fractions with like denominators using models.  

 

·         TSW add and subtract fractions with like denominators.  

·         TSW rename mixed numbers as fractions greater than 1 and rename fractions greater than 1 as mixed numbers. 

·         TSW add and subtract mixed numbers with like denominators. 

·         TSW rename a mixed number to help them subtract. 

·         TSW add fractions with like denominators using the properties of addition.

 

·          TSW use informational text and technology resources to communicate technological breakthroughs made by historical figures in electricity. 

·          TSW discuss the design a device that converts any form of energy from one form to another form. Use an engineering design process to define the problem, design, construct, evaluate, and improve the device. 

Procedures (with general times) 

Monday, December 2, 2019

Add and Subtract Parts of Whole

*Center Day*

1.       Bell work /MAAP Assessment (5min)

2.       Fact Quiz/Fluency (3 min) 

3.  Lesson 7.1 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min

4. Lesson 7.1 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min

     5.Centers and Small Group Teacher Instruction 30 min

6.       Exit Pass 5min

 

Tuesday, December 3, 2019

Write Fractions as Sums

1. Bell work /MAAP Assessment (5min)

2.Fact Quiz/Fluency (3 min) 

3. Lesson 7.2 – Intro (Standard Goals, Vocabulary, I can stated, Real World Connections) 15-20 min

4. Lesson 7.2 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min

5. Exit Pass 5 min

 

Wednesday, December 4, 2019 

Add Fractions Using Models

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.3 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.3 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min

5. Exit Pass 5 min

 

Thursday, December 5, 2019  

Subtract Fractions Using Models

 1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.4 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.4 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent  20-30min

5. Class works/ Individualized Learning (computer) 40mins

 

Friday, December 6, 2019  

Add and Subtract Fractions 

*Center Day*

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.5 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.5 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min

5. Centers and Small Group Teacher Instruction 30 min

6. Exit Pass 5 min

 

Monday, December 9, 2019 

Rename Fractions and Mixed Numbers

*Center Day*

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.6 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.6 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 30 min

5. Centers and Small Group Teacher Instruction 30 min

6. Exit Pass 5 min

 

Tuesday, December 10, 2019

Add and Subtract Mixed Numbers 

1.  Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.7 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.7 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60 min

5. Exit Pass 5 min 

 

Wednesday, December 11, 2019 

Subtraction with Renaming

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Lesson 7.8 – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Lesson 7.8 – Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 60min

 5.Exit Pass 5 min 

 

Thursday, December 12, 2019  

Review 

1. Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3.* Pull* Math Word Problems deal with adding and subtracting fractions – Intro(Standard Goals, Vocabulary, I can, Real World Examples) 15-20 min

4. Math Word Problems dealing with adding and subtracting fractions– Teacher Model  and Whole Group, Partners/Think Pair Share, Independent 20-30 min

5. Class works/Individualized Learning (computer) 40 min

 

Friday, December 13, 2019

Review/Assessment

      1.  Bell work /MAAP Assessment (5min)

2. Fact Quiz/Fluency (3 min) 

3. Chapter 7 Review (whole group)

4. Chapter 7 Test

 

****December 16-20 Math/Science 2nd 9 Weeks Test Review/ Test****

 

Resources

·         Prior knowledge: Fraction Equivalence and Parts of Whole, Adding and Subtracting Numbers

·      Activities/Centers: Math Detective, Go Math Lesson, Adding Fractions with Multiplatives, Adding Parts of Candy Bar, Class Works, Skills Review- MAAP practice test (whiteboard)  

·      Closure: Exit Slips, Standard Based Quizzes, Quick check problems  

 

Homework  (subject to change based on teacher)

*Homework May Vary* 

Monday 12/2/19: Lesson 7.1 practice/homework

Tuesday 12/3/19: Lesson 7.2 practice/homework

Thursday 12/5/19: Lesson 7.4 practice/homework 

Monday 12/9/19: Lesson 7.6 practice/homework 

Tuesday12/10 /19: Lesson 7.7 practice/homework 

Thursday 12/12/19: Chapter 7 Study Guide  

 

Example of an Assessment  

Item Related to the  

Standard  

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?

 

Avery had 4 cups of milk. He used of a cup in his cereal, he 5 3 used of a cup in his pancake 5 1 mix and he drank of a cup. 5 4 Avery still wants to make pudding which requires of a cup of 3 2 milk. Will Avery have enough milk left? Explain using numbers and words.

 

 

      BSD Lesson Plans

2019-2020

School:__Brookhaven Elementary School

Teacher/ Subject:  4th Grade Math                         

 Date:   Nov.11 – Nov.22th                        Topic:  Chapter Add and Subtract Fractions   

 

Standard(s)

 

 

 

 

 

 

 

 

 

 

 

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Objectives

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Common Core Standards:  

7.1-7.5 Extend understanding of fraction equivalence and ordering.CC.4.NF.3 Understand a fraction a/b with a >1 as a sum of fractions 1/b.

Objectives: I can…..

a.       Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

b.       Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation.  Justify decompositions by using a visual fraction model.

c.       Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

d.       Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators by using visual fraction models and equations to represent the problem.

 

Vocabulary:  factor, multiply, number line, product distributive property, partial product, expanded form, estimate, round, associative property

Science:

Objective:  I can demonstrate an understanding of the common source and uses of heat and electric energy and the materials used to transfer heat and electricity

 

P.4.6A.1

Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy.

P.4.6A.2

 

Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.

 

P.4.6A.4

Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound).

P.4.6A.3 Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy.

 Procedures (with general times)

(Mon) lesson 7.1-7.2

Students must complete Math 4-today quiz

Review lessons 7.1-7.2 

Homework:  Teacher created worksheet

Review study guide

 

(Tue) lesson 7.3-7.5

Students must also complete Math 4-today (morning work)

Review lesson 7.3-7.5

Homework:  Pg.252/253

 

(Wed)  lesson 7.6-7.7

Review multiplication fact rhymes.

Review lesson 7.6-7.7

Review study guide

 

(Thur)  

Chapter 7 Review

 

(Fri)  Chapter 7 test review

Chapter 7 test review

Science 4.5 Exam

 

(Mon)

Students must complete Math 4-today quiz

Science Review  

Homework:  study guide

 

 

(Tue) lesson

Students must complete Math 4-today (morning work)

Math Review

Homework:  study guide

 

(Wed)  

Math 4.5 Exam

Review study guide

 

(Thur)  

Math 4.5 Exam

 

(Fri)  

Make up Science/Math Exam

 

 

 

Homework 

 

 

 

 

 

 

 

 

 

 

Classworks

·         Homework May Vary

·         Monday 11/11/2019:  Lesson 7.1 -7.2 practice /homework

·         Tuesday 11/12/2019:  Lesson 7.3-7.4 practice/homework

·         Thursday 11/14/2019:  Lesson 7.4 practice/homework

·         Monday 11/18/2019:  Science study guide

·         Tuesday 11/19/2019:  Math study guide

·         

 

 

 Students will log onto classworks at the end or beginning of each class period.

Time may vary for each teacher. Time frames between 7:20am – 2:20pm

Monday

Tuesday

Thursday

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Standards Practice in Go Math Workbook

Formative

·         Lesson Quick Check

Examples:    3/5 ___1/2

    

·         Mid-Chapter Checkpoint/ Chapter Review

Example:  write the fractions in order from least to greatest

                  2/3, ¾,  1/6  

                                

Summative

·         Chapter Review/Quizzes

Example:  Jamal made a list of fractions and asked Will to find the fraction written in simplest form. Which fraction should Will choose?

A.      1/8          B. 3/9            C. 9/18             D. 6/10

 

 

BSD Lesson Plans

2019-20

School: Brookhaven Elementary School

Teacher:  4th grade math

 Date: October 30 – November 8

 Subject:  Math/Science

 Topic:  Fraction Equivalence and Comparison

 

 

 

 

Standard(s)

Mathematics Common Core Standards

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Mississippi College and Career Readiness Science Standards

4.NF.1 Recognize that the value of “n” cannot be 0, explain why a fraction a/b is equivalent to a fraction (n x a)/(n x 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.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 such as 1/2. 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. 

 

 

E.4.10.1 Organize simple data sets to compare energy and pollution output of various traditional, nonrenewable resources (e.g. coal, crude oil, wood). 

E.4.10.2 Use technology or informational text to investigate, evaluate, and communicate various forms of clean energy generation.

P.4.6A.1 Obtain and communicate information to compare how different processes (including burning, friction, and electricity) serve as sources of heat energy.

P.4.6A.2 Plan and conduct scientific investigations to classify different materials as either an insulator or conductor of electricity.

P.4.6A.3 Develop models demonstrating how heat and electrical energy can be transformed into other forms of energy (e.g., motion, sound, heat, or light).

P.4.6A.4 Develop models that demonstrate the path of an electric current in a complete, simple circuit (e.g., lighting a light bulb or making a sound).

 

 

Learning Target(s)

(based on the language of the standard)

        TSW use models to show equivalent fractions.

        TSW use multiplication to generate equivalent fractions.

        TSW write and identify equivalent fractions in simplest forms.

        TSW use equivalent fractions to represent a pair of fractions as fractions with a common denominator.

 

        TSW use the strategy make a table to solve problems using equivalent fractions.

        TSW compare fractions using benchmarks.

        TSW compare fractions by first writing them as fractions with a common numerator or a common denominator.

        TSW compare and order fractions.

 

·         TSW demonstrate an understanding of the various sources of energy used for human needs along with their effectiveness and possible impacts.

·         TSW demonstrate an understanding of the common source and uses of heat and electric energy and the materials used to transfer heat and electricity.

 

Procedures (with general times)

Wednesday, October 30, 2019

Equivalent Fractions

1.       Bellwork

2.       Go over bellwork.

3.       Fact Practice (3 mins.)

4.       Lesson 6.1 – Equivalent Fractions

5.       Lesson 6.1 – On Your Own

6.       Classworks/Small Groups

7.       Exit Pass

Thursday, October 31, 2019

Generate Equivalent Fractions

1.       Bellwork

2.       Go over bellwork

3.       Lesson 6.2 – Generate Equivalent Fractions

4.       Lesson 6.2 – On Your Own

5.       Exit Pass

6.       Classworks/Small Groups

Friday, November 1, 2019

Simplest Form

1.       Bellwork

2.       Go over bellwork

3.       Fact Quiz (3 mins.)

4.       Lesson 6.3 – Simplest Form

5.       Lesson 6.3 – On Your Own

6.       Exit Pass

Monday, November 4, 2019

 

Common Denominators

 

1.       Bellwork

2.       Go over bellwork

3.       Fact Practice (3 mins.)

4.       Lesson 6.4 – Common Denominators

5.       Lesson 6.4 – On Your Own

6.       Exit Pass

 

 

 

 

 

Tuesday, November 5, 2019

 

Find Equivalent Fractions

 

1.       Bellwork

2.       Go over bellwork

3.       Lesson 6.5 – Find Equivalent Fractions

4.       Lesson 6.5 – On Your Own

5.       Exit Pass

 

Wednesday, November 6, 2019

 

Compare Fractions Using Benchmarks

 

1.       Bellwork

2.       Go over bellwork

3.       Fact Practice (3 mins.)

4.       Lesson 6.6 – Compare Fractions Using Benchmarks

5.       Lesson 6.6 – On Your Own

6.       Classworks/Small Groups

7.       Exit Pass

 

Thursday, November 7, 2019

 

Compare Fractions

 

1.       Bellwork

2.       Go over bellwork

3.       Lesson 6.7 – Compare Fractions

4.       Lesson 6.7 – On Your Own

5.       Exit Pass

6.       Classworks/Small Groups

 

Friday, November 8, 2019

 

Compare and Order Fractions

 

1.       Bellwork

2.       Go over bellwork

3.       Fact Quiz (3 mins.)

4.       Lesson 6.8 – Compare and Order Fractions

5.       Lesson 6.8 – On Your Own

6.       Exit Pass

 

       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*

Thursday 10/21/19: Lesson 6.2 practice/homework

Monday 11/4/19: Lesson 6.4 practice/homework

Tuesday 11/5/19: Lesson 6.5 practice/homework

Thursday 11/7/19: Lesson 6.7 practice/homework

 

Example of an Assessment

Item Related to the

Standard

Tell whether the fractions are equivalent.

1/6 ____ 2/12

 

Write two equivalent fractions.

2/6 = _____ = _______

 

Tell whether the fraction is in simplest form. Write yes or no.

4/10 = ______

 

Write the pair of fractions as a pair of fractions with a common denominator.

½ and 1/3 =  ____________________

 

Compare. Write < or >.

8/10 ____ 3/8

 

Write ¾, 3/6, 1/3, and 2/12 in order from least to greatest.

 

_______    ________    ________    ________

 

 

 

      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.

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.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.

Review Standards;

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

2018-19

School:__Brookhaven Elementary School

Teacher/ Subject:  4th Grade Math                         

Date:    Sept. 23th – Oct. 4th

Topic:  Chapter  2:  Place Value, Addition and Subtraction to One Million 

 

Standard(s)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Target(s):  Objectives

(based on the language of the standard)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Homework

Common Core Standards:  Chapter 2:  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.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.

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.

 

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.

Science Objective: I CAN… Demonstrate an understanding of weather and climate patterns.

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 

 

 

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 (9-23-2019 thur 9-27-2019)

Timed fact test- practice

 morning work-

Review lesson

Homework: worksheet

 

(Tue) lesson

morning work- Chapter 5 lesson review

Introduction to chapter 2/ preview video

Review lesson 2.1

Homework: 67/68

 

(Wed)  lesson

morning work- Math 4-today day 1 &day 2

Review lesson  2.2

Homework:

 

(Thur)  lesson

morning work- Math 4-today day 3 & day 4

Review lesson 2.3

Homework: 79/80

 

(Fri)  Chapter  

 morning work- Math 4-today Quiz#5

Review lessons 2.4

.5 -4weeks Test( 4.5 9 weeks test)

Review multiplication fact rhymes.

 

(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)  Chapter  

 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

 

 

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?

  1. 2 and 4
  2. 3 and 6
  3. 4 and 8
  4. 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______

  Date: Sept. 9-13

 Subject:  Math/Science

 Topic: Factors & Multiples/

 

 

 

 

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.4.9A Students will demonstrate an understanding of how the water cycle is propelled by the sun’s energy.

E.4.9A.1  Develop and use models to explain how the sun’s energy drives the water cycle. (e.g., evaporation, condensation, precipitation, transpiration, runoff, and groundwater)

 

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 how the water cycle is propelled by the sun’s energy.

        TSW develop a model of the water cycle directed by the sun’s energy. 

 

Procedures (with general times)

Monday: Review Factors

        TSW and TTW work on finding the factors for 48 while creating the divisibility anchor chart for the divisibility rules.

        TSW glue in the divisibility rules in their math journals.

        TSW work with a partner to list the factors of given numbers by using the t-chart method, identifying if the number is prime or composite.

        TSW complete page 287-288 in the Go Math Book.

        Exit Slip: A student writes 2 numbers that are both factors of 40. One of the numbers is prime and the other is composite.  Which two numbers does the student write down?

        TSW Pair-Share twice to check their answers with other students in the classroom.

 

Science: Water Cycle

 

Tuesday: Review Factors

 

        Review Daily Math Day 2

        Review Multiplication Facts

 

        TTW review notes on factors from the previous week: When a number has only 1 and itself as factors, it is a prime number.  Composite numbers have more than two factors.  The number 1 is neither prime nor composite.

        TTW will show the students an example of both a composite number and prime number. 

        TTW use grid paper to create rectangular area models to investigate whether numbers are prime or composite.  TTW show 7 and 12 on grid paper using the area model to represent a number.  If only one rectangle can be formed to show a number, it is prime; if multiple rectangles can be formed, it is composite. 

        TSW be given two numbers on their grid paper to determine if the numbers are prime or composite. 

        TSW practice finding/listing the factors of numbers and determining if given products have a factor of a given digit from an extra resource worksheet or mid-chapter checkpoint.

        Exit Slip: Sarah said that all prime numbers are odd, but Jack disagreed.  Who is correct?  Explain your thinking. 

        Factors Quiz

 

 

Science: Water Cycle

 

Wednesday: Multiples Introduction

        Review Daily Math Day 3

        Review Multiplication Facts

 

        Go Math Lesson 5.3: Multiples Introduction

 

        TTW show a 100s chart and begin shading in the multiples of 4.  TTW ask the students what they notice about the pattern between multiples of 4.  TSW will turn and talk to their partner about what they notice between the multiples of 4 and give a thumbs up when they are finished.

        TTW record student answers and ask: What patterns do you notice?  Could you use that pattern to identify the multiples of 4 that are greater than 50, if so how?  Is there another pattern in the multiples of 4? (The ones digits repeat)

        TTW present the following statements for the students to discuss with a partner to determine if they are true:

     All multiples of 4 are even.

     All even numbers are multiples of 4.

     Some multiples of 4 are also multiples of 5.

     Some multiples of 5 are also multiples of 4.

     No multiples of 4 are odd.

 

        TTW and TSW discuss the definition of the word multiple and add it to the word wall: Multiple= a multiple of a number is the produce when that number is multiplied by another whole number

        TSW practice finding multiples of given numbers: 5, 11, 8, 12

        TSW complete page 300-301 from GO Math!

 

Science: Water Cycle

 

Thursday: Multiples and Factors

        Review Daily Math Day 4

        Review Multiplication Facts

 

·         TSW start the lesson by completing the following open-ended question:

               List the first six multiples of 5. Explain why the                number 24 is not in your list. 

TSW will pair-share 2 times with a partner and then discuss their answer with the class.

 

·         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: Water Cycle

Friday: Multiples and Factors

        Daily Math Day Quiz

        Multiplication Facts Quiz

        Factors and Multiples Formative Assessment

 

·         TSW complete the following formative assessment: Ahmed said that the factors of 18 are 1,2,3,6, and 18. Do you agree or disagree. Explain.

·         TSW will pair-share twice and share their answers.

·         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: Water Cycle

 

 

       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: Spiral Review Monday

 

Tuesday: Spiral Review Monday and Tuesday Section OR Page 283 & 284

 

Wednesday: No Homework/ Optional: Spiral Review Wednesday Night Section

 

Thursday: Spiral Review Thursday Section OR 289 & 290

 

Friday: No Homework

 

Example of an Assessment

Item Related to the

Standard

Which is a factor pair of 36?

  1. 2 and 4
  2. 3 and 6
  3. 4 and 8
  4. 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. 

 

 

BSD Lesson Plans

2019-20

School:___Brookhaven Elementary School______

 

 Date: Sept. 2-6

 Subject:  Math/Science

 Topic: Factors & Multiples/ Life Cycle of Plants, Butterfly, and Frog

 

 

 

 

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.

L.4.2.1 Students will demonstrate an understanding of the organization, functions, and interconnections of the major human body systems.

L.4.2.2 Students will demonstrate an understanding of life cycles, including familiar plants and animals (e.g., reptiles, amphibians, or birds).

 

 

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 how body systems work together.

        TSW understand similarities and differences in different life cycles. 

 

Procedures (with general times)

Monday: Labor Day Holiday- NO School

 

 

Science: Labor Day Holiday- NO School

 

Tuesday: Factors

 

        Review Daily Math Day 1 and 2

        Review Multiplication Facts

 

        Go Math Lesson 5.1: Model Factors

        TTW list the following numbers on the board:

3, 5, 7, 11, 13, 15, 67

        TTW ask the students “How are these numbers similar?” and ask the students to think about them in terms of multiplication. (Possible answers may include: They are all odd numbers.  3, 5, 7, 11, 13, and 67 can only be multiplied by factors 1 and itself.  15 can be multiplied by numerous factors and is different from the other.  15 is composite.)

        TSW turn and talk with a partner to discuss what they see. 

        TTW will show the Factors video from mathantics.com

        TSW take notes in their math journal on factors.

        TSW and TTW put the prime and composite table in their math journal.  TSW highlight composite numbers green and prime numbers yellow through discussions on patterns they see. 

        TSW will work on finding the factor pairs for the following numbers using the T-chart method: 12, 11, 32, 40, 35, and 31

        Exit Slip:

 

 

Science: Frog Life Cycle

        Brain Pop Video

        Interactive Journal

 

Wednesday: Factors

        Review Daily Math Day 3

        Review Multiplication Facts

 

        Go Math Lesson 5.2 and Review Lesson 5.1: Model Factors and Factors and Divisibility

 

        TTW review factors from Tuesday’s lesson by asking what factors are

        TSW and TTW work on finding the factors for 48 while creating the divisibility anchor chart for the divisibility rules.

        TSW glue in the divisibility rules in their math journals.

        TSW work with a partner to list the factors of given numbers by using the t-chart method, identifying if the number is prime or composite.

        TSW complete page 287-288 in the Go Math Book.

        Exit Slip: A student writes 2 numbers that are both factors of 40. One of the numbers is prime and the other is composite.  Which two numbers does the student write down?

        TSW Pair-Share twice to check their answers with other students in the classroom.

 

Science: Butterfly Life Cycle

        Brain Pop Video

        Interactive Journal

 

Thursday: Factors

        Review Daily Math Day 4

        Review Multiplication Facts

 

        Go Math Review Lesson 5.1 and Lesson 5.2: Model Factors and Factors and Divisibility

 

        TTW review notes on factors from the previous week: When a number has only 1 and itself as factors, it is a prime number.  Composite numbers have more than two factors.  The number 1 is neither prime nor composite.

        TTW will show the students an example of both a composite number and prime number. 

        TTW use grid paper to create rectangular area models to investigate whether numbers are prime or composite.  TTW show 7 and 12 on grid paper using the area model to represent a number.  If only one rectangle can be formed to show a number, it is prime; if multiple rectangles can be formed, it is composite. 

        TSW be given two numbers on their grid paper to determine if the numbers are prime or composite. 

        TSW practice finding/listing the factors of numbers and determining if given products have a factor of a given digit from an extra resource worksheet or mid-chapter checkpoint.

        Exit Slip: Sarah said that all prime numbers are odd, but Jack disagreed.  Who is correct?  Explain your thinking. 

        Factors Quiz

Science: Review for 4.5 Week Test

Friday: Multiples

        Daily Math Day Quiz

        Multiplication Facts Quiz

        4.5 Week Math Test

        4.5 Week Science Test

GO Math Lesson 5.3: Multiples Introduction

        TTW show a 100s chart and begin shading in the multiples of 4.  TTW ask the students what they notice about the pattern between multiples of 4.  TSW will turn and talk to their partner about what they notice between the multiples of 4 and give a thumbs up when they are finished.

        TTW record student answers and ask: What patterns do you notice?  Could you use that pattern to identify the multiples of 4 that are greater than 50, if so how?  Is there another pattern in the multiples of 4? (The ones digits repeat)

        TTW present the following statements for the students to discuss with a partner to determine if they are true:

     All multiples of 4 are even.

     All even numbers are multiples of 4.

     Some multiples of 4 are also multiples of 5.

     Some multiples of 5 are also multiples of 4.

     No multiples of 4 are odd.

 

        TTW and TSW discuss the definition of the word multiple and add it to the word wall: Multiple= a multiple of a number is the produce when that number is multiplied by another whole number

        TSW practice finding multiples of given numbers: 5, 11, 8, 12

        TSW complete page 300-301 from GO Math!

 

       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: Labor Day Holiday- NO School

 

Tuesday: Spiral Review Monday and Tuesday Section OR Page 283 & 284

 

Wednesday: No Homework/ Optional: Spiral Review Wednesday Night Section

 

Thursday: Spiral Review Thursday Section OR 289 & 290

 

Friday: No Homework

 

Example of an Assessment

Item Related to the

Standard

Which is a factor pair of 36?

  1. 2 and 4
  2. 3 and 6
  3. 4 and 8
  4. 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. 

 

 

 
 

      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

 

 

      BSD Lesson Plans

2018-19

School:__Brookhaven Elementary School

Teacher/ Subject:  4th Grade Math                         

Date:    Aug. 19_th – Aug. 23th

Topic:  Chapter  1:  Place Value, Addition and Subtraction to One Million 

 

Standard(s)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Learning Target(s)

(based on the language of the standard)

Common Core Standards:  Chapter 1: 

Objectives:

Common Core Standards:  Chapter 1:  Place Value, Addition, and Subtraction to One Million

1.1, 1.5 Generalize place value understanding for multi-digit whole numbers.  cc.4.NBT.1 Recognize that in a multi-digit whole number, a digit a digit in one place represents ten times what it represents in the place to its right.       

1.2, 1.3 Generalize place value understanding for multi-digit whole numbers. cc.4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.  Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, < symbols to record the results of comparisons.      

1.4        Generalize place value understanding for multi-digit whole numbers.  cc.4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.

1.6-1.8 Use place value understanding and properties of operations to perform multi-digit arithmetic.  cc.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.

4.OA.1 Interpret a multiplication equation as a comparison. 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.

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.

 

Lesson Objectives:  1.1-1.8 

 cc.4.NBT.1 Model the 10-to1 relationship among place value positions in the base-ten number system. 

cc.4.NBT.2 Read and write whole numbers in standard form, word form, and expanded form.

cc.4.NBT.2 Compare and order whole numbers based on the values of the digits in each number.

cc.4.NBT.3 Round a whole number to any place. 

 cc.4.NBT.1 Rename whole numbers by regrouping.

cc.4.NBT.4 Add whole numbers and determine whether solutions to addition problems are reasonable.

cc.4.NBT.4 Subtract whole numbers and determine whether solutions to subtraction problems are reasonable.

cc.4.NBT.4 Use the strategy draw a diagram to solve comparison problems with addition and subtraction.

cc.4.OA.1 Relate multiplication equations and comparison statements.

cc.4.OA.1 Solve problems involving multiplicative comparison and additive comparison.

Vocabulary:  L1.1 digit, place value; L1.2 expanded form, period, standard form, word form, sum; L1.3 compare, equal sign, greater than sign, less than sign, number line, order; L1.4 estimate, round; L1.5 regroup; L1.6 addend; L1.7 addition, difference               

Procedures (with general times)

(Mon)  lesson 1.3

morning work- Math-4-today

Review lesson 1.3

Homework:

 

(Tue)  Chapter  

 Morning work- Math-4-today

Review lessons 1.4

Review multiplication fact rhymes.

 

(Wed) lesson

Morning work- Math-4-today

                  Review lesson 1.5

Homework: Chapter 1 mid-chapter checkpoint

Homework:   lesson 1.5 practice and homework

                    Chapter 1 study guide

                                                 

(Thur)  lesson 1.6 and lesson 1.7

Chapter 1 mid-chapter check point

morning work- Math-4-today

Review lesson  1.6 and lesson 1.7

 

(Fri)  lesson 1.8

morning work- Math-4-today

Review lesson 1.8

Homework:  study guide

 (Mon)  Chapter  1

 Morning work- Math-4-today quiz #3

Chapter 1 Test

Review multiplication fact rhymes.

   

Example of an Assessment Item Related to the Standard

 

 

 

 

 

 

 

 

 

 

 

 

Standards Practice in Go Math Workbook

Formative

·         Lesson Quick Check

Examples:    Find the value of the underlined digit

380,671                  650,234

    

·         Mid-Chapter Checkpoint/ Chapter Review

Example:  Compare.  Write <,>, or =.

 

390,040 ___ 39,040

                                

Summative

·         Chapter Review/Quizzes

Example:  A dime has the same value as 10 pennies.  Marley brought 290 pennies to the bank.  How many dimes did Marley get?

 

 

BSD Lesson Plans

2018-2019

School: Brookhaven Elementary School

 Subject: 4th Grade Math

 

Date: August 12, 2018 – August 16, 2019

Topic: Chapter 1 Place Value, Addition, and Subtraction to One Million

 

Standard(s)

 

 

 

 

 

 

 

4.NBT.A.1

1.1, 1.5 Generalize place value understanding for multi-digit whole numbers. Recognize that in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

4.NBT.A.2

1.2, 1.3 Generalize place value understanding for multi-digit whole numbers. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.A.3

 1.4 Generalize place value understanding for multi-digit whole numbers. Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.4

 1.6-1.8 Use place value understanding and properties of operations to perform multi-digit arithmetic. Fluently add and subtract multi-digit whole numbers using the standard algorithm.

 

Learning Target(s)

(based on the language of the standard)

 

 

 

 

 

 

 

 

4.NBT.A.1

1.1, 1.5 I can generalize place value understanding for multi-digit whole numbers. I can recognize that in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

4.NBT.A.2

1.2, 1.3 I can generalize place value understanding for multi-digit whole numbers. I can read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. I can compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

4.NBT.A.3

 1.4 I can generalize place value understanding for multi-digit whole numbers. I can use place value understanding to round multi-digit whole numbers to any place.

4.NBT.4

 1.6-1.8 I can use place value understanding and properties of operations to perform multi-digit arithmetic. I can fluently add and subtract multi-digit whole numbers using the standard algorithm.

 

Procedures (with general times)

 

 

 

 

 

 

 

 

Monday, August 12, 2019 – Lesson 1.1 Model Place Value Relationships

 

1. The students will complete bell work – Science Daily Warm Up and Place Value

2. The students will go over bell work.

3. The students will complete fact practice.

3. The students will complete Lesson 1.1 – Model Place Value Relationships pages 5-7

4. The students will complete On Your Own – pages 7 and 8 #’s 8-17

5. Exit Pass

              Homework: Lesson 1.1 Practice and Homework – pages 9 and 10

****HOMEWORK CAN VARY

 

Tuesday, August 13, 2019 – Lesson 1.2 Read and Write Numbers

 

1. The students will complete bell work – Science Daily Warm Up and Value of Underlined Digit

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

3. The students will complete Lesson 1.2 – Read and Write Numbers pages 11-12

4. The students will complete On Your Own – pages 12-14 #’s 4-17

5. Exit Pass

                Homework: Lesson 1.2 Practice and Homework – pages 15 and 16

****HOMEWORK CAN VARY

 

Wednesday, August 14, 2019 – Lesson 1.3 Compare and Order Numbers

 

1. The students will complete bell work – Science Daily Warm Up and Number Forms

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

3. The students will complete fact practice.

4. The students will complete Lesson 1.3 – Compare and Order Numbers pages 17-18

5. The students will complete On Your Own – pages 19-20 #’s 7-22

6. Exit Pass

               NO HOMEWORK

 

Thursday, August 15, 2019 – Lesson 1.4 Rounding

 

1. The students will complete bell work – Lesson 1.3 practice/homework pages 21 and 22

2. The students will go over bell work.

3. The students will complete Lesson 1.4 – Rounding pages 23-25

4. The students will complete On Your Own – pages 25-26 #’s 6-11

5. Exit Pass

                Homework: Lesson 1.4 Practice and Homework – pages 27 and 28

****HOMEWORK CAN VARY

        

Friday, August 16, 2019 – Lesson 1.5 Rename Numbers

 

1. The students will complete bell work – Science Daily Warm Up and Rounding

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

3. The students will complete fact quiz (daily grade)

4. The students will complete Chapter 1 Mid Chapter Checkpoint pages 29-30

5. The students will complete Lesson 1.5 – Rename Numbers pages 31-34

6. Exit Pass

               NO HOMEWORK

Science

Standard – L.4.1.1 , L.4.1.2 , L.4.1.3

Chapter 4 – Lesson 2: Organs and Their Functions

         Vocabulary:

1.      Respiratory system

2.      Circulatory system

3.      Nervous system

 

  Prior knowledge  - Place Value

                                     Value of a Digit

                                     Addition/subtraction

 

                                           

Activities/Centers:

Markers/dry erase boards

Khan Activity

 

Closure:

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

 

 

 

 

 

 

 

 

 

 

 

 

Chapter 1 Lesson 1 (Model Place Value Relationships)

Find the value of the underlined digit.

1. 6,035

2. During one season, a total of 453,193 people attended a baseball team’s games. What is the value of the digit 5 in the number of people? ___

 

Chapter 1 Lesson 2 (Read and Write Numbers)

Read and write the number in two other forms.

1.  six hundred ninety-two thousand, four

____________________

____________________

2. Based on a 2008 study, children 6-11 years old spend sixty-nine thousand, one hundred eight minutes a year watching television. What is the number written in standard form?

____________________

 

 

Chapter 1 Lesson 3 (Compare and Order Numbers)

Compare. Write <, >, or =.

1. 3,273 ___ 3,279

 

 

2. List these numbers in order from greatest to least: 90,048 ; 93,405 ; 90,543

 

___________    ______________   _____________

 

Chapter 1 Lesson 4 (Round Numbers)

Round to the place value of the underlined digit.

1.862,840 = ___________

 

2. What is 247,039 rounded to the nearest thousand? ___________________

 

Chapter 1 Lesson 5 (Rename Numbers)

Rename the number.

1. 120,000 = _____ ten thousands

2. A dime has the same value as 10 pennies. Marley brought 290 pennies to the bank. How many dimes did Marley get?

_____