BSD Lesson Plans 20182019 School: Brookhaven Elementary School Teacher/ Subject: Lewis/4^{th} Grade Math
Date: February 18, 2019 – February 22, 2019 Topic: Chapter 9 Relate Fractions and Decimals 



Standard(s)

4.MD.1 12.112.4, 12.612.8, 12.11 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table.
4.MD.2 12.9, 12.10 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number lines diagrams that feature a measurement scale.
4.MD.4 12.5 Represent and interpret data. Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. 
Learning Target(s) (based on the language of the standard)

Monday, February 18, 2019 – Holiday
Tuesday, February 19, 2019 – Lesson 12.5: Line Plots
1. The students will complete bell work – Line Plots/Cursive 2. The students will go over bell work. 3. The students will watch an introductory video on Lesson 12.5. (Think Central) 4. The students will complete lesson 12.5 – Line Plots pages 665667. 5. The students will work with a partner to practice line plots. (Common Core Sheets) 6. Exit Pass – Reteach 12.5 Homework: Lesson 12.5 practice/homework pages 669670
Wednesday, February 20, 2019 – MidChapter Checkpoint
1. The students will complete bell work – Line Plots/Cursive 2. The students will go over bell work. 3. The students will go over homework. 4. The students will complete a Timed Multiplication Fact Practice Quiz. 5. The students will completer Chapter 12 – MidChapter Checkpoint pages 671672. 5. The students will review lessons 12.2, 12.3, 12.4, and 12.5 on white boards. (teacher made review)
Thursday, February 21, 2019 – Classworks/Small Group Instruction
1. The students will complete bell work – Long Division Review/Cursive 2. The students will go over bellwork. 3. The students will work on Classworks. 4. Small Group Instruction B25%. Homework: Metric System Introduction
Friday, February 22, 2019 – Lesson 12.6: Metric Units of Length
1. The students will complete bell work – Line Plots/Cursive 2. The students will go over bell work. 3. The students will go over homework. 3. The students will complete a Timed Multiplication Fact Quiz. 4. The students will complete Lesson 12.6 – Metric Units of Length pages 673675. 5. Exit Pass – Reteach 12.6
***Science – Earth’s Systems and Cycles : Thunderstorms, Hurricanes, and Tornadoes *** Standard – E.4.9C.5
Vocabulary 1. air pressure 2. weather 3. condensation 4. evaporation 5. precipitation 6. water cycle 7. climate 8. air mass 9. front
Stemscopes Brain Pop

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

Lesson 12.2: Customary Units of Length Complete. 1.) 3 feet = _____ inches Compare using <, >, or =. 2.) 3 yards ____ 10 feet 3.) Jarod bought 8 yards of ribbon. He needs 200 inches to use to make curtains. How many inches of ribbon does he have? ____
Lesson 12.3: Customary Units of Weight Complete. 1.) 5 pounds = _____ ounces Compare using <, >, or =. 2.) 1 ton ____ 100 pounds 3.) A school bus weighs 7 tons. The weight limit for a bridge is given in pounds. What is the weight of the bus in pounds? ____
Lesson 12.4: Customary Units of Liquid Volume Complete. 1.) 6 gallons = _____ quarts Compare using <,>, or =. 2.) 6 pints ____ 60 fluid ounces 3.) A cafeteria used 5 gallons of milk in preparing lunch. How many 1quart containers of milk did the cafeteria use?
Lesson 12.6: Metric Units of Length Complete. 1. 8 centimeters = ____ millimeters Compare using <,>, or =. 2. 4 meters ___ 450 centimeters 3. A pencil is 15 centimeters long. How many millimeters long in that pencil? ____ 
BSD Lesson Plans 20182019 School: BES Subject: Math Topic : Go Math Chapter 12: Relative Sizes of Measurement Units Grade: 4th Date: February 11th February 15th, 2019 



Math Standard(s)

4.MD.1 1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l. ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. 4.MD.2 2 Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Learning Target(s) (based on the language of the standard)

I can use models to compare metric units of length. I can compare metric units of mass and liquid volume. I can use models to compare units of time. I can use the strategy draw a diagram to solve elapsed time problems.  I can solve problems involving mixed measures and use patterns to write number pairs for measurement units.

Procedures (with general times)

· Prior Knowledge
Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison Concepts, Adding and Subtracting Fractions, Converting Improper Fractions to Mixed Numbers and vice versa, Understanding Use of Number Line and Ruler, Concepts of Weight, Length, and Capacity, Use of clock
· Activities/Centers
Monday  Review Basic Unit Measurement (Bell work), Go Math Lesson 12.6 Metric Units of Length pg . 673678 Tuesday Bell work: Math for Today, Go Math Lesson 12.7 Metric Units of Mass and Liquid Volume pg. 679684 Wednesday Bell work: Math for Today, Go Math Lesson 12.8 Units of Time pg. 685690 Thursday  Bell work: Math for Today , Go Math Lesson 12.9 Elapsed Time pg. 691696 Friday Bell work: Math for Today, Go Math Lesson 12.1012.11 Mixed Measures and Patterns in Measurement Units pg. 697708
Fact Fluency Practice: 3 minutes on Multiplication 100 Facts (Mon, Wed, Fri 8:158:30am) Fact FluencyQuiz: Friday (grade) Small group games and projects Computer practice www.ixl.com www.mathplayground.com www.mathisfun.com
· Closure
Review: Customary Units of Measurement 4. MD. A. 1 Upcoming Test: Go Math Chapter 12 Relative Sizes of Measurement Units Tuesday next week, Chapter 12 review Monday next week (dates subject to change based on teacher)

Homework 
Monday  See Student Planner Tuesday  See Student Planner Thursday  See Student Planner

Example of an Assessment Item Related to the Standard

Cam began reading his book at 12:30. It took him 3 1/4 hours to complete the book. What time did he finish reading his book?
Carter swam 4 laps in the pool. Each lap took him 45 seconds. Jake also swam 4 laps and it took him 120 seconds all together. How much faster was Jake?
Steven took his kids to the doctor for their check up. Tessa was 31/2 feet tall, Tristan was 2 meters tall and Callie was 22 inches tall. Put the kids in order from shortest to tallest.
Toby needs to purchase tickets to the circus for his family. He has $220.00 and each tickets costs $22.00. Does he have enough to buy tickets for his family of 9? Explain how you found your answer. 
Bottom 25%

Small group centers (Mon and Fri) Class Works Computer Program Intervention with Interventionist (20 min 3x per week) Individual one on one instruction based on missed skills and failed exit slips (daily) 
Science 
Topic: Earth Systems and Cycles 4th grade Science Standard: E.4.9C.5
**Thunderstorms, Hurricanes, and Tornadoes**
Vocabulary 1. weather 2. air pressure 3. condensation 4. evaporation 5. precipitation 6. water cycle 7. climate 8. air mass 9. front
Vocabulary: whole group discussion and definitions Videos: Stemscopes.com Earth Science Topics Bill Nye the Science Guy, Magic School Bus Project: Art Class

BSD Lesson Plans 20182019 School: Brookhaven Elementary School Givens/ Subject: 4^{th} Grade Math Teachers
Date: January 28 – February 8 Topic: Chapter 12 Measurement Conversions 



Standard(s)

UNDERSTAND DECIMAL NOTATION FOR FRACTIONS, AND COMPARE DECIMAL FRACTIONS
Chapter 12: Measurement Conversions Solve measurement word problems using the 4 operations. Common Core Standards: 4.MD Know relative sizes of measurements units within one system of units including km, m, cm, mm, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a twocolumn table. Generate a conversion table for feet and inches listing the number pairs. 4.MD.2 Use the four operations to solve word problems involving intervals of time money distances liquid volumes masses of objects Including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 
Learning Target(s) (based on the language of the standard)

Monday Fact Fluency speed test (3 minutes) The students will complete bell work –remediation skills The students will go over bell work and homework. The students will complete Lesson 12.1pg641644 Homework: pg645/646
Tuesday Fact Fluency speed test (3 minutes) The students will complete bell work –remediation skills The students will go over bell work and homework. The students will complete Lesson 12.2 pg647650 Homework: 651/652
(Wed) lesson 12.3 and 12.4 Fact Fluency speed test (3 minutes) The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Lesson Review measurement worksheet(chapter 12) Review lesson 12.3 and 12.4 pgs653658/659664
(Thurs.) 12.5 lesson Fact Fluency speed test (3 minutes) The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Lesson Review lesson 12.5 pgs.665670 Review measurement worksheet(chapter 12)
(Fri) Midchapter checkpoint The students will complete bell work –remediation skills The students will go over bell work and homework. Complete midchapter checkpoint pg671/672 The students will complete Lesson Review lessons 12.6 pg673676 Math 4 today quiz Review measurement worksheet(chapter 12)
(Mon) lesson 12.7 plot and measurement activity Fact Fluency speed test (3 minutes) The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Lesson Review lesson 12.7 pg679682 Review measurement worksheet(chapter 12) Homework: 683/684
(Tue lesson 12.812.9) The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Lesson 12.8 pgs. 6856694
Wed lesson 12.1012.11 The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Lesson 12.1012.11pgs 697706
Thursday lesson 12.1012.11 The students will complete bell work – remediation skills The students will go over bell work and homework. Review study guide for chapter test Homework: Chapter review pg. 709
Friday Chapter 12 test The students will complete bell work – remediation skills The students will go over bell work and homework. The students will complete Chapter 12 test
***Science***
E.4.9C.5 Obtain and communicate information about severe weather phenomena to explain steps humans can take to reduce the impact of severe weather events.
Earth Systems and Cycles **Thunderstorms, Hurricanes, and Tornadoes**
Vocabulary 1. weather 2. air pressure 3. condensation 4. evaporation 5. precipitation 6. water cycle 7. climate 8. air mass 9. front

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

Standards Practice in Go Math Workbook Formative · Lesson Quick Check Examples: 2 feet =_____inches 7 yards=_____feet
· MidChapter Checkpoint/ Chapter Review Example: A cat weighs_______than one ounce. Serena’s shoe is________than one yard long.
Summative · Chapter Review/Quizzes Example: Select the measures that are equal. Mark all that apply. A. 6 feet B. 15 yards C. 45 feet D. 600 inches E. 12 feet F. 540 inches 
BSD Lesson Plans 20182019 School: Brookhaven Elementary School Givens/ Subject: 4^{th} Grade Math Teachers
Date: January 21 – January 25 Topic: Chapter 9 Fractions and Decimals 



Standard(s)

UNDERSTAND DECIMAL NOTATION FOR FRACTIONS, AND COMPARE DECIMAL FRACTIONS
4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and 3/10 + 4/100 = 34/100 4.NF.6 Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols <, =, or > and justify the conclusions.

Learning Target(s) (based on the language of the standard)

Monday, January 21 – MLK Holiday
Tuesday, January 22 Lesson 9.3 Equivalent Fractions and Decimals
1. Fact Fluency speed test (3 minutes) 2. The students will complete bell work – Multiply fractions 3. The students will go over bell work and homework. 4. The students will complete Lesson 9.3 – pages 507 – 510 5. Homework pages 511512 6. Exit Pass – Reteach 9.2
Wednesday, January 23 & Thursday 24 Review lesson 9.1 – 9.3
1. The students will complete bell work – Area & Perimeter 2. The students will go over bell work. 3. Group Activities ( 30 minutes per group 2 Days) 1) Teacher group  small group tutoring 2) Computer group  Classworks 3) Fact Fluency Group – Division Fact sheet 4) Independent group – “Birthday Money” word problems 5) Kinesthetic Group – “SPOONS” with equivalent fractions
4. Homework – Teacher generated worksheet on money
Friday, January 25 Lesson 9.4 Relate Fractions, Decimals, and Money
1. The students will complete bell work – Enrich sheet 9.2 2. The students will go over bell work. 3. The students will complete pages 513 516 4. Homework pages 517 – 518 5. Exit Pass – Reteach 9.4
***Science***
E.4.9C.5 Obtain and communicate information about severe weather phenomena to explain steps humans can take to reduce the impact of severe weather events.
Earth Systems and Cycles **Thunderstorms, Hurricanes, and Tornadoes**
Vocabulary

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

Molly loved her new book. She read for 2.25 hours on Friday. On Saturday she read for 2.75 hours. Then on Sunday she read less than she did on Saturday more than she did on Friday. What could the possible amount of time she read on Sunday be? Using a number line, place two numbers on the line that are between 40.0 and 41.0. Compare those two numbers using or =.
Draw a rectangle with a length 1 with 3 parts shaded. Then draw another rectangle of the same length but with 9 parts shaded. Could they be equal? 1/2 x − = 3/6
Create and use a number line to compare ¾ and 2/3. Explain how using a number line can help you get your answer.
Gavin collected honey from his 4 beehives. The first two hives he collected gallon of honey. Then he 3 2 collected out of his third hive and 4 1 from his last hive. How much 3 1 honey did Gavin collect in all?
Jim had 122 baseball cards. He kept 12 cards for himself. Jim shared the rest evenly among his 5 friends. How many cards did each friend get?
On a Saturday evening a pizza shop had orders for 6 pepperoni, 95 sausage, and 335 cheese pizzas. If the 4 cooks each made an equal number of pizzas, how many pizzas did each cook make? 
BSD Lesson Plans 20182019 School: Brookhaven Elementary School Teacher/ Subject: Lewis/4^{th} Grade Math
Date: January 14, 2019 – January 18, 2019 Topic: Chapter 8 Multiply Fractions by Whole Numbers and Chapter 9 Relate Fractions and Decimals 



Standard(s)

4.NF.4 8.1 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b.
4.NF.4 8.2, 8.3 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number.
4.NF.4 8.4, 8.5 Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.
4.NF.5 9.3, 9.6 Understand decimal notation for fractions, and compare decimal fractions. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.
4.NF.6 9.1, 9.2, 9.4 Understand decimal notation for fractions, and compare decimal fractions. Use decimal notation for fractions with denominators 10 or 100.
4.NF.7 9.7 Understand decimal notation for fractions, and compare decimal fractions. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusion, e.g., by using a visual model.
4.MD.2 9.5 Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. 
Learning Target(s) (based on the language of the standard)

Monday, January 14, 2019 – Lesson 9.1; Relate Tenths and Decimals
1. The students will complete bell work – Lesson 8.4 practice/homework page 479 #’s 28/Cursive 2. The students will go over bell work. 3. The students will complete a Timed Multiplication Fact Practice Quiz (4 minutes). 4. The students will complete Chapter 8 – Show What You Know pages 493494. 5. The students will complete Lesson 9.1 – Relate Tenths and Decimals pages 495497. 6. Exit Pass – Reteach 9.1/Enrich 9.1
Tuesday, January 15, 2019 – Lesson 9.2: Relate Hundredths and Decimals
1. The students will complete bell work – Using Models to Identify Decimals – Practice 1 and 2/Cursive 2. The students will go over bell work and homework. 3. The students will complete Lesson 9.2 – Relate Hundredths and Decimals pages 501503 4. Exit Pass – Reteach 9.2/Enrich 9.2 5. The students will practice writing decimals in words.
Wednesday, January 16, 2019 – Lesson 9.1 and Lesson 9.2
1. The students will complete bell work – Using Models to Identify Decimals – Practice 3 and 4/ Cursive 2. The students will go over bell work and homework. 3. The students will complete a Timed Multiplication Fact Practice Quiz (4 minutes). 4. The students will complete Identifying Word Forms of Decimals. 5. Exit Pass – Decimals in Word Forms.
Thursday, January 17, 2019 – Lesson 9.1 and Lesson 9.2
1. The students will complete bell work – Correct Exit Pass/Ordering Decimals/Cursive 2. The students will go over bell work. 3. The students will work on Classworks.
Friday, January 18, 2019 – Decimals and Money
1. The students will complete bell work – Comparing Money Amounts/Cursive. 2. The students will go over bell work and homework. 3. The students will complete a Timed Multiplication Fact Quiz (4 minutes). 4. The students will complete Comparing Money and Writing Money Amounts
***Science – Earth’s Systems and Cycles : Thunderstorms, Hurricanes, and Tornadoes *** Standard – E.4.9C.5
Vocabulary 1. air pressure 2. weather 3. condensation 4. evaporation 5. precipitation 6. water cycle 7. climate 8. air mass 9. front
Stemscopes Brain Pop

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

Monday, January 14, 2019 – Lesson 9.1; Relate Tenths and Decimals Write the fraction or mixed number as a decimal. 1. 4/10 = ____ 2. 7/10 = ____ 3. Valerie has 10 CDs in her music case. Seven of the CDs are pop music CDs. What is this amount written as a decimal? ____
Tuesday, January 15, 2019 – Lesson 9.2: Relate Hundredths and Decimals Write the fraction or mixed number as a decimal. 1. 37/100 = ___ 2. 8 11/100 = ___ 3. There were 100 questions on the unit test. Alondra answered 97 of the questions correctly. What decimal represents the fraction of questions Alondra answered correctly? ____

BSD Lesson Plans 20182019 School: BES Subject: Math Topic : Go Math Chapter 8: Multiplying Fractions by Whole Numbers Grade: 4th Date: Jan. 711th, 2019 



Math Standard(s)

4.NF.4 ac Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. c. Solve word problems involving multiplication of a fraction by a whole number. 
Learning Target(s) (based on the language of the standard)

I can write a fraction as a product of a whole number and a unit fraction. I can write a product of a whole number and a fraction as a product of a whole number and a unit fraction. I can use a model to multiply a fraction by a whole number. I can use the strategy draw a diagram to solve comparison problems with fractions.

Procedures (with general times)

· Prior Knowledge
Multiplication Facts, Recognize simple division facts, Understanding of Parts of a Whole, Comparison Concepts, Adding and Subtracting Fractions, Converting Improper Fractions to Mixed Numbers and vice versa
· Activities/Centers
Monday  Review Converting Fractions (Bellwork), Review 2nd 9 weeks test, Chapter 8 Intro: Show What You Know and Vocabulary, Go Math Lesson 8.1 Multiples of Unit Fractions pg. 455458 Tuesday Bellwork: Math for Today, Go Math Lesson 8.2 Multiples of Fractions pg. 461464 Wednesday Bellwork: Math for Today, Go Math Mid Chapter Checkpoint pg. 467468 Thursday  Bellwork: Math for Today , Go Math Lesson 8.4 Multiply a Fraction or Mixed Number by a Whole Number pg. 475478 Friday Bellwork: Math for Today, Go Math Lesson 8.5 Comparison Problems with Fractions pg. 481483
Fact Fluency Practice: 5 minutes on Multiplication 100 Facts (Mon, Wed, Fri) Quiz: Friday (grade) Small group games Computer practice www.ixl.com www.mathplayground.com www.mathisfun.com
· Closure
Review: Converting Fractions (for mastery), Adding and Subtracting Mixed Numbers (for mastery) Upcoming Test: Go Math Chapter 8 Multiply Fractions by Whole Numbers next week (subject to change based on teacher)

Homework 
Monday  See Student Planner Tuesday  See Student Planner Thursday  See Student Planner

Example of an Assessment Item Related to the Standard

Solve. 6 x 1/2 = 24 x 1/8 =
There are 12 kids at the pizza party. If each kid eats 1/3 of a pizza then how many will they need to order?
Ally ate 2/3 of the 12 donuts. How many donuts did she eat?
Multiply and solve 4 x 1/4 =____ Then represent the solution as: ● an area model ● on a number line ● an equation 
Bottom 25%

Small groups Class Works Computer Program Intervention with Interventionist (20 min 3x per week) Individual one on one instruction based on missed skills 
Science 
Topic: Cloud Types
Standard: E.4.9B.1, E.4.9B.2
Vocabulary 1. Cumulus clouds 2. Stratus clouds 3. Cirrus clouds 4. Nimbus clouds
Vocabulary: whole group discussion Videos: Stemscopes.com Earth Science Topics Bill Nye the Science Guy Project: Art Class

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



Standard(s)

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

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

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

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



Standard(s)

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

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

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



Standard(s)

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

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

Procedures (with general times)

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

Example of an Assessment Item Related to the Standard

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



Standard(s)

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

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

Procedures (with general times)

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

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

Example of an Assessment Item Related to the Standard

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

Bottom 25%

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