BSD Lesson Plans 201819 School: Brookhaven Elementary School Teacher/ Subject: 4^{th} Grade Math Date: October 14^{th}25^{th}, 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 Standards4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit 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 3Solve 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: 4.14.4 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 15 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 10142019/ 10182019 
Monday Lesson 4.5 TuesdayLesson 4.6 Thursday Lesson 4.8 
Homework 10212019/ 10252019

Monday Lesson 4.9 TuesdayLesson 4.10 Thursday Chapter 4 study guide

Procedures: 
10142019/ 10182019
(Mon) Lesson Morning work Math 4today Lesson 4.5 Fact Fluency
(Tue) Lesson Morning work Math 4today Lesson 4.6
(Wed) Lesson Morning work Math 4 today Lesson 4.7 Review multiplication fact rhymes.
(Thur) Lesson Math 4today day Lesson 4.8
(Fri) Lesson Morning work Math 4today: day Review lesson 4.54.8
10212019/ 10252019
Mon) Lesson Morning work Math 4today Lesson 4.9 Fact Fluency
(Tue) Lesson Morning work Math 4today Lesson 4.10
(Wed) Lesson Morning work Math 4 today Lesson 4.11 Review multiplication fact rhymes.
(Thur) Lesson Lesson Morning work Math 4today: day Review lesson 4.94.11
(Fri) Lesson
Chapter 4 Assessment
P Prior knowledgeHow 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 201819 School: Brookhaven Elementary School Teacher/ Subject: 4^{th} 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: 4.14.4 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 13 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 TuesdayLesson 4.2 Thursday Lesson 4.4 
Procedures: 
(Mon) Lesson 1072019/ 10112019 morning work Math 4today Lesson 4.1 Fact Fluency
(Tue) Lesson morning work Math 4today Lesson 4.2
(Wed) Lesson morning work Math 4 today Lesson 4.3 Review multiplication fact rhymes.
(Thur) Lesson Math 4today day Lesson 4.4
(Fri) Lesson morning work Math 4today: day Review lesson 4.14.4
PriPrior knowledgeHow 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 201819 School:Brookhaven Elementary School Teacher/ Subject: 4^{th} Grade Math Date: Sept. 30^{th} – 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 1Digit 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 multidigit 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. 2.32.8; 2.10, 2.11 Use place value understanding and properties of operations to perform multidigit arithmetic. cc.4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit 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 wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 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: 2.12.12 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 2digit number by a 1digit number. cc.4.NBT.5 Use expanded for to multiply a multidigit number by a 1digit number. cc.4.NBT.5 Use place value and partial products to multiply a multidigit number by a 1digit number. cc.4.NBT.5 Use mental math and properties to multiply a multidigit number by a 1digit number. cc.4.OA.3 Use the draw a diagram strategy to solve multistep problems. cc.4.NBT.5 Use regrouping to multiply a 2digit number by a 1digit number. cc.4.NBT.5 Use regrouping to multiply a multidigit number by a 1digit 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 13 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 TuesdayHomework: 67/68 Thursday Homework: 79/80 Homework: 123/124 Homework: 129/130 Homework: 97/98 Homework: 111/112 Homework: 117/118

Procedures: 
(Mon) Lesson 09302019 thur 10042019 morning work Math 4today: day 3 Review lesson 2.5 Homework:
(Tue) Lesson morning work Math 4today: 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 4today day morning work Math 4day: day1 Chapter 2 midchapter checkpoint Review lesson 2.8 Homework: 111/112
(Fri) Lesson morning work Math 4today: day Review lesson 2.9 Homework: 117/118
************9 Weeks Test October 28, 2019***************** (Review all Week) Test Date Depends on the Teacher
(Mon) lesson 10062019 thur 10112019 morning work Math 4today: day 1 Review lesson 2.10 Homework: 123/124
(Tue) lesson morning work Math 4today: day 2 Review lesson 2.11 Homework: 129/130
(Wed) lesson morning work Math 4today: day 3 Review lesson 2.12 Homework:
(Thur) lesson Math 4today day 4 morning work Review chapter 2 study guide Homework: study guide
(Fri) Chapter 2 Test morning workMath 4today Quiz #7 Review multiplication fact rhymes. Chapter #2 Test 
Procedures (with general times)

· Prior knowledgeHow 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 ______.
· MidChapter 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 201819 School:__Brookhaven Elementary School Teacher/ Subject: 4^{th} Grade Math Date: Sept. 23^{th} – 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 1Digit 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 multidigit 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. 2.32.8; 2.10, 2.11 Use place value understanding and properties of operations to perform multidigit arithmetic. cc.4.NBT.5 Multiply a whole number of up to four digits by a onedigit whole number, and multiply two twodigit 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 wholenumber answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding. 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 longterm 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: 2.12.12 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 2digit number by a 1digit number. cc.4.NBT.5 Use expanded for to multiply a multidigit number by a 1digit number. cc.4.NBT.5 Use place value and partial products to multiply a multidigit number by a 1digit number. cc.4.NBT.5 Use mental math and properties to multiply a multidigit number by a 1digit number. cc.4.OA.3 Use the draw a diagram strategy to solve multistep problems. cc.4.NBT.5 Use regrouping to multiply a 2digit number by a 1digit number. cc.4.NBT.5 Use regrouping to multiply a multidigit number by a 1digit 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 TuesdayHomework: 67/68 Thursday Homework: 79/80 Homework: 123/124 Homework: 129/130 Homework: 97/98 Homework: 111/112 Homework: 117/118

Procedures: 
(Mon) lesson (9232019 thur 9272019) 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 4today day 1 &day 2 Review lesson 2.2 Homework:
(Thur) lesson morning work Math 4today day 3 & day 4 Review lesson 2.3 Homework: 79/80
(Fri) Chapter morning work Math 4today Quiz#5 Review lessons 2.4 .5 4weeks Test( 4.5 9 weeks test) Review multiplication fact rhymes.
(Mon) lesson 09302019 thur 10042019 morning work Math 4today: day 3 Review lesson 2.5 Homework:
(Tue) lesson morning work Math 4today: 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 4today day morning work Math 4day: day1 Chapter 2 midchapter checkpoint Review lesson 2.8 Homework: 111/112
(Fri) lesson morning work Math 4today: day Review lesson 2.9 Homework: 117/118

Procedures (with general times)

· Prior knowledgeHow 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 ______.
· MidChapter 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
201920
School:___Brookhaven Elementary School______
Teacher: 
Date: Sept. 1620 
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 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given number in the range 1100 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 longterm 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: 1Teacher 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 tchart • 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?
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
201920
School:___Brookhaven Elementary School______
Date: Sept. 913 
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 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given number in the range 1100 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 tchart method, identifying if the number is prime or composite. ● TSW complete page 287288 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 PairShare 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 midchapter 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 300301 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 openended question: List the first six multiples of 5. Explain why the number 24 is not in your list. TSW will pairshare 2 times with a partner and then discuss their answer with the class.
· Small Group Centers: 1Teacher 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 pairshare twice and share their answers. · Small Group Centers: 1Teacher 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 tchart • 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?
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
201920
School:___Brookhaven Elementary School______

Date: Sept. 26 
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 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given number in the range 1100 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 Tchart 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 tchart method, identifying if the number is prime or composite. ● TSW complete page 287288 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 PairShare 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 midchapter 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 300301 from GO Math!
• Prior knowledge: Know and recite multiplication facts • Activities/Centers: Factors and Multiples Anchor Chart, Factors graph paper activity, factor tchart • 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?
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 20192020 School:__Brookhaven Elementary School
Teacher/ Subject: 4^{th} Grade Math/Science Date: Aug. 26^{th} – 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 1100. Recognize that the whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given whole number in the range 1100 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: 5.15.5 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 4today: day 1 Chapter introduction/introduction video Review lesson 5.1
(Tue) lesson morning work Math 4today: day 2 Review lesson 5.2/lesson preview Math Art: decorative patterns
(Wed) lesson morning work lesson 5.3 /complete patterns Review lesson Midchapter 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 knowledgeHow 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:
· MidChapter 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 201819 School:__Brookhaven Elementary School Teacher/ Subject: 4^{th} 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 multidigit whole numbers. cc.4.NBT.1 Recognize that in a multidigit 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 multidigit whole numbers. cc.4.NBT.2 Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit 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 multidigit whole numbers. cc.4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. 1.61.8 Use place value understanding and properties of operations to perform multidigit arithmetic. cc.4.NBT.4 Fluently add and subtract multidigit 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 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given onedigit number. Determine whether a given number in the range 1100 is prime or composite.
Lesson Objectives: 1.11.8 cc.4.NBT.1 Model the 10to1 relationship among place value positions in the baseten 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 Math4today Review lesson 1.3 Homework:
(Tue) Chapter Morning work Math4today Review lessons 1.4 Review multiplication fact rhymes.
(Wed) lesson Morning work Math4today Review lesson 1.5 Homework: Chapter 1 midchapter checkpoint Homework: lesson 1.5 practice and homework Chapter 1 study guide
(Thur) lesson 1.6 and lesson 1.7 Chapter 1 midchapter check point morning work Math4today Review lesson 1.6 and lesson 1.7
(Fri) lesson 1.8 morning work Math4today Review lesson 1.8 Homework: study guide (Mon) Chapter 1 Morning work Math4today 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
· MidChapter 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 20182019 School: Brookhaven Elementary School Subject: 4^{th} 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 multidigit whole numbers. Recognize that in a multidigit 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 multidigit whole numbers. Read and write multidigit whole numbers using baseten numerals, number names, and expanded form. Compare two multidigit 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 multidigit whole numbers. Use place value understanding to round multidigit whole numbers to any place. 4.NBT.4 1.61.8 Use place value understanding and properties of operations to perform multidigit arithmetic. Fluently add and subtract multidigit 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 multidigit whole numbers. I can recognize that in a multidigit 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 multidigit whole numbers. I can read and write multidigit whole numbers using baseten numerals, number names, and expanded form. I can compare two multidigit 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 multidigit whole numbers. I can use place value understanding to round multidigit whole numbers to any place. 4.NBT.4 1.61.8 I can use place value understanding and properties of operations to perform multidigit arithmetic. I can fluently add and subtract multidigit 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 57 4. The students will complete On Your Own – pages 7 and 8 #’s 817 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 1112 4. The students will complete On Your Own – pages 1214 #’s 417 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 1718 5. The students will complete On Your Own – pages 1920 #’s 722 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 2325 4. The students will complete On Your Own – pages 2526 #’s 611 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 2930 5. The students will complete Lesson 1.5 – Rename Numbers pages 3134 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 (MathAids, 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 ninetytwo thousand, four ____________________ ____________________ 2. Based on a 2008 study, children 611 years old spend sixtynine 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? _____
