FOURTH GRADE LESSONS:
TP 4.1 Students will be able to understand the format of a lesson
A MILLION POP TOPS
Format of a lesson - what does a lesson look like?
- There are different components to each class, and each part is color coded:
- Teaching Point - what is the lesson of the day
- Vocabulary - Mathematical words that I should be using this week
- Turn and Talk - questioning and discussing a topic, in detail, with a partner and listening to what your partner has to say
- Guided Model - working with Mr. Singh to analytically solve a math problem
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
- Share - let's share what we have learned with our classmates!
TP 4.2: Students will be able to understand how to write numbers using different forms
4.NBT.A.2 - HIVES AND NESTS
Vocabulary:
- Word Form
- Standard Form
- Expanded Form
- Turn and Talk - With your partner, to formulate and construct a number in word form and then have your partner convert that number into standard form and expanded form. Each partner needs to come up with 2 answers
- Guided Practice - Let's try writing this number using the 3 different forms
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.3: Students will be able to solve multi-step word problems using whole numbers
4.OA.A.3 - Packages of Crayons
Vocabulary:
- Multi-step
- Equivalent
- Key
- Dozen
- Factors
- Product
- Remainder
- Turn and Talk - With your partner, to construct a table in your notebook which could be used to represent the data for the guided problem. What type of table would you create? What information will you display?
- Guided Model - There are 5 girls eating cookies and there are 2 cookies in a pack. How many packs of cookies are needed so that each girl can eat 3 cookies?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.4: Students will be able to solve multi-step word problems using whole numbers
4.OA.A.3 - A Brick Sidewalk
Vocabulary:
- Multi-step
- Equivalent
- Key
- Table
- Manipulatives
- Remainder
- Guided Model: There are 17 kids in class. Each kid gets 1 pack of crayons. 12 packs of crayons come inside of 1 big box. How many big boxes do we need so that every student gets 1 pack of crayons?
- Turn and Talk - Can you elaborate on the reason why 1 box of crayons would not be enough? What information can you gather to support your idea about how to solve this problem?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.5: SWBAT use a thinking map of their choice to solve multi-step word problems using whole numbers
4.OA.A.3 - A Brick Sidewalk
Vocabulary:
- Multi-step
- Equivalent
- Key
- Table
- Manipulatives
- Remainder
- Turn and Talk - Can you elaborate on the reason why 1 load of bricks would not be enough? What information can you and your partner gather to support your idea about how to solve this problem?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.6: SWBAT use strategies and place value understanding to perform multi-digit multiplication
4.NBT.B.5 - Bags of Stickers
Vocabulary:
- Place value
- Regroup
- Factors
- Product
- ¢ - comes after the #
- $ - comes before the #
- Turn and Talk - use the distributive property of multiplication to solve the following problem 22x13
- Guided Model: There are 4 steps to multiply 2 digits by 2 digits
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.7: SWBAT use strategies and place value understanding to perform multi-digit multiplication
4.NBT.B.5 - Bags of Stickers
Vocabulary:
- Place value
- Regroup
- Factors
- Product
- ¢ - comes after the #
- $ - comes before the #
- Turn and Talk - How can the distributive property of multiplication be used to solve the following problem 22x13? How would it look?
- Guided Model - The 4 steps to multiplying 2 digits by 2 digits:
1. The top # multiplied by the ones place of the bottom #
2. Bring down a zero
3. The top # multiplied by the tens place of the bottom #
4. Add the partial products - Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.8: SWBAT use strategies and place value understanding to perform multi-digit multiplication
4.NBT.B.5 - Jigsaw Puzzles
Vocabulary:
- Regroup
- Factors
- Product
- Tens place
- Hundreds place
- Guided Model: Memphis likes to put puzzles together. Memphis wants to put together twelve puzzles. Each puzzle has fifty six pieces. How many total puzzle pieces does Memphis have in all? Show all your mathematical thinking.
- Turn and Talk with your partner to assess the steps that they took to solving multi-digit multiplication problem. Make observations of their work, and cite evidence to see if they followed the 4 step process correctly.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.9: SWBAT find whole number quotients and remainders
4.NBT.B.6 - Grandfather's Wallet
Vocabulary:
- Dividend - C-the total, the number being divided
- Divisor - B-the amount that will be in each group
- Quotient A-the answer in division, the number of groups made
- Denomination
- Dollars/Quarters
- Equivalent
- Share
- Guided Model: Jack and Jill would like to share cupcakes. They have 11 total cupcakes. Jack says they can't have an equal amount of cupcakes. Jill says they can have an equal amount of cupcakes. Who is correct? Show all of your mathematical thinking.
- Turn and Talk with your partner to hypothesize what mathematical strategies could be used to solve this problem. How would you and your partner assess if your chosen strategy would work or not?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.10: SWBAT show an understanding of the concept of division and remainders
4.NBT.B.6 - Drawing Paper
Vocabulary:
- Dividend
- Divisor
- Quotient
- Remainders
- Equivalent
- Share
- Whole/Part
- Guided Model: PS46 is having a school picnic. There are 5 tables. Mrs. Famoso orders 56 napkins. Mrs. Famoso wants to put the same amount of napkins on each table. How many napkins does Mrs. Famoso put on each table? Show all of your mathematical thinking.
- Turn and Talk with your partner to hypothesize what mathematical strategies could be used to solve this problem. How would you and your partner assess if your chosen strategy would work or not?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.11: SWBAT find quotients and remainders with up to 3 digit dividends
4.NBT.B.6 - Sharing Jelly Beans
Vocabulary:
- Dividend
- Divisor
- Quotient
- Remainders
- Equivalent
- Share
- Whole/Part
Guided Model: There are 390 skittles in a bowl. Hector and Michael decide to share them equally. How many skittles do Hector and Michael each get?
Their mother tells them that they cannot eat all the skittles at once. They can each eat an equal amount of skittles for four days. How many skittles do Hector and Michael eat each day for four days? - Turn and Talk with your partner to hypothesize what mathematical strategies could be used to solve this problem. How would you and your partner assess if your chosen strategy would work or not?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.12: SWBAT understand how to create arrays using factors and products
4.0A.B.4 - Boxes for Mini Muffins
Vocabulary:
- array
- factors
- products
- multiples
- skip counting
- combinations
- number line
- Guided Model: Dunkin Donuts wants to design a holiday box that holds a dozen cupcakes. The cupcakes must be arranged in the shape of a rectangle with the same number of cupcakes in each row and the same number of cupcakes in each column. The box will only have one layer of cupcakes (no stacking). What are all the possible arrangements of cupcakes that Dunkin donuts could use? Show your mathematical thinking.
- Turn and Talk with your partner to hypothesize what mathematical strategies could be used to solve this problem. How would you and your partner assess if your chosen strategy would work or not?
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.13: SWBAT convert fractions using LCD
4.NF.A.1 - A New Rug
Vocabulary:
- numerator
- denominator
- equivalent
- Least Common Denominator
- Convert
- Guided Model: Donna buys a card game with 16 cards. Two-fourths of the cards are green. Three-eighths of the cards are blue. Are there more green cards or blue cards in the game? Show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.14: SWBAT learn strategies for comparing fractions with unlike denominators using >,<,= symbols
4.NF.A.1 - A Snack for Class
Vocabulary:
- > - when the first number is larger
- < - when the second number is larger
- convert - to change
- Least Common Denominator - skip count, circle, convert
- cross multiply - strategy
- Guided Model: Mr. Singh's students vote on which game they will play during recess. Four-sixths of the class voted for playing boardgames, while five-eighths of the class voted for playing seven-up. Which game received the larger amount of votes? Show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.15: SWBAT learn how to multiply fractions by whole numbers
4.NF.B.4a - planting crops
Vocabulary:
- of - a buzz word for multiplying fractions
- equivalent -
- convert -
- Guided Model: Mr Singh built a play room for his son, Memphis. The room is in the shape of a rectangle and is 100 square feet in size. One-half of the room is for his bed and dresser. One-fourth of his room is for his toys. The rest of his room is free space. What are the measurements of each part of the room? Show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would solve this problem. Cite evidence from the problem and give reasons to support your thinking, as to how your strategy would work.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.16: SWBAT learn how to multiply fractions by whole numbers
4.NF.B.4b - Keisha's Barbecue
Vocabulary:
- of - a buzz word for multiplying fractions
- each -
- factors -
- product -
- Guided Model: PS46 is having a barbecue for the staff. There are 200 staff members at the barbecue. Each person will eat one-fourth of a pound of steak. How many pounds of steak will be eaten at the barbecue? Show all of your mathematical thinking.
- Turn and talk with your partner to develop a logical strategy for how you would
solve this problem. Cite evidence from the problem and give reasons to support your
thinking, as to how your strategy would work. - Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self
- assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.17: SWBAT learn how to read and interpret data on a line plot
4.MD.B.4 - Bean Plants for Mother's Day
Vocabulary:
- number line - a line used to organize numbers in sequential order from least to greatest
- intervals - the slash marks on a number line
- x-axis - moves from left to right on a coordinate plane
- Line Plot - a way to organize data on a number line
- Data - pieces of information
- Outlier - any number in the data set that is very different from the rest of numbers
- Technology Connection - https://www.khanacademy.org/search?referer=%2F&page_search_query=line+plots
- Guided Model: PS46's math students are conducting a study on snowfall over the last 4 months. They created a bar graph to represent their findings. How could the students show this data using a line plot? Use numbers and strong math vocabulary to draw a conclusion based on their findings.
- Turn and talk with your partner to analyze the bar graph. Then formulate and construct a line plot and draw conclusions about the data, citing evidence from the two representations to support your thinking.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self
assess, as well as peer assess - Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.18: SWBAT learn how to compare decimals using fractions, conversions, and place value
4.NF.C.7 - Red marbles
Vocabulary:
- place value
- tenths
- hundredths
- thousandths
- fractional conversion
- *one zero for each place value of a decimal
- Guided Model: Karla and Nick are eating pizza for lunch. The pizzas are the same size. Karla eats 0.25 of her pizza. Nick eats 0.5 of his pizza. Who ate the greater amount of pizza? Use numbers, and pictures to show your mathematical thinking.
- Turn and talk with your partner to apply concepts of fractional conversion to the problem in the guided model. Design and construct different ways to compare and analyze the two amounts of pizza, to clearly show who ate the greater amount.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.19: SWBAT learn how to find equivalence in units of measure
4.MD.A.1 - Xeno, the Xylophone Maker
Vocabulary:
- inches
- feet
- yards
- length
- convert
- pattern
- Guided Model: Mrs. Nissen measures plant growth for 7 days. On day 1 her plant is 25 inches tall. On day two it has grown to 27.5 in. On day 3 it is 30 inches tall, and on day 4 it has grown to 32.5 inches tall. If this pattern continues, how tall will Mrs. Nissen's plant be on day 7? Use numbers and pictures to show all of your mathematical thinking.
- Turn and talk with your partner to apply concepts of measurement conversion to the problem in the guided model. Design and construct different ways to compare and analyze the plant's size using inches, feet, and yards.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.20: SWBAT learn how to solve for area and perimeter
4.MD.A.3 - A Play Area
Vocabulary:
- length
- width
- perimeter
- area
- square units
- Guided Model: PS46 has a rectangular garden that has a length of 6 yards, and a width of 8 yards. PS188 has a rectangular garden with a length of 12 yards and a width of 3 yards. Which garden has the larger area? Which garden has the greater perimeter? Use numbers and pictures to show all of your mathematical thinking.
- Turn and talk with your partner to apply concepts of perimeter and area to the guided model. Design and construct different ways to compare and analyze the gardens' perimeters and areas.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.21: SWBAT learn how to draw and identify different types of geometric angles
4.MD.C.7 - Acute Angles
Vocabulary:
- angles - the amount of turn between two straight lines that have a common end point
- degrees - the unit used to measure angles
- point - an exact location
- vertex - the point where two straight lines meet to create a bend
- protractor - the tool used to measure or draw angles
- acute angle - measures between 1 degree and 89 degrees
- right angle - measures exactly 90 degrees
- obtuse angle - measures between 91 degrees and 179 degrees
- straight line - measures 180 degrees
- Guided Model: Mr. Singh puts the image above on the smartboard. Stamo says that the angle measures 30 degrees, but Marsha disagrees. Marsha thinks the angle measures 150 degrees. How can we prove who is correct? Use numbers and geometric vocabulary to show all of your mathematical thinking.
- Turn and talk with your partner to apply concepts of angles and measurement to the guided model. Design and construct different ways to compare and analyze a 150 degree angle versus a 30 degree angle
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.22: SWBAT learn how to draw and identify different types of geometric angles
4.MD.C.7 - Acute Angles
Vocabulary:
- angles - the amount of turn between two straight lines that have a common end point
- degrees - the unit used to measure angles
- point - an exact location
- vertex - the point where two straight lines meet to create a bend
- protractor - the tool used to measure or draw angles
- acute angle - measures between 1 degree and 89 degrees
- right angle - measures exactly 90 degrees
- obtuse angle - measures between 91 degrees and 179 degrees
- straight line - measures 180 degrees
- Guided Model: Mr. Singh puts the image above on the smartboard. Stamo says that the angle measures 30 degrees, but Marsha disagrees. Marsha thinks the angle measures 150 degrees. How can we prove who is correct? Use numbers and geometric vocabulary to show all of your mathematical thinking.
- Turn and talk with your partner to apply concepts of angles and measurement to the guided model. Design and construct different ways to compare and analyze a 150 degree angle versus a 30 degree angle
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.23: SWBAT generate and analyze patterns
4.OA.C.5 - Apple Picking
Vocabulary:
- data - information
- pattern - a mathematical arrangement, that follows a rule, or rules
- comparison -
- x-axis
- y-axis
- Guided Model: Mrs. Brown's class is conducting a study for kindergarten science class. The first day, they see three mosquitoes by the window. The second day, they see six mosquitoes by the window. The third day, they see nine mosquitoes by the window. If this pattern continues, on what day will the kindergartners see 39 mosquitoes? Use numbers and charts/graphing to represent your data, and to justify your mathematical thinking.
- Turn and talk with your partner to develop a logical argument for which strategies you would use to solve the guided model. Then design, construct, and apply that strategy to solve the problem.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.24: SWBAT learn how to solve for perimeter and
area of 4 sided shapes
4.MD.A.3 - building a garden
Vocabulary:
- area - measures the amount of square units that can fit inside of a shape
- area formula - length x width
- perimeter - measures the amount of fencing that can go around the outside
of a shape - perimeter formula - add all the sides
- rectangle - four sided shape, with four 90* angles, all sides are not equal, opposite sides are parallel (rectangles cannot be squares)
- Squares can be rectangles
- Guided Model: Mrs. Karalazarides is planning to construct a new garden for PS46. The garden must be a rectangular shape, and needs a fence around it. Mrs. Karalazarides has 10 total feet of fencing to put around the garden and must use all of it. What are all the different possible ways that the fence can be placed around the garden? Show all of your mathematical thinking.
- Turn and talk with your partner to design and construct the different possible gardens. Then logically determine, and prove, which garden has the greatest area.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.25: SWBAT understand decimal place value
5.NBT.A.3a - stepping up 1 - 5.NBT.A.3a
Vocabulary:
- place value
- tenths - one number to the right of the decimal
- hundredths - two numbers to the right of the decimal
- thousandths - three numbers to the right of the decimal
- Annex - to add on a zero to the back end of a decimal (to the right side)
- > - greater than
- < - less than
- RULE: Value get smaller when you move further to the right of the decimal
- Bamboo - 1.502 inches on day one, 1.309 inches on day two, and 2.1 inches on day three
- Clover - 2.2 inches on day one, 1.207 inches on day two, and 1.304 inches on day three
- Turn and talk with your partner to analyze the data in the guided problem. Then work with your partner to design and construct two observations that Mrs. Nissen could make, using the >, <, = symbols to draw conclusions about the data.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.26: SWBAT compare decimals using place value and >,<,= symbols
5.NBT.A.3b - stepping up 2 - Phoning new friends
Vocabulary:
- place value
- per - each
- > - greater than & < - less than
- Annex - to add on a zero to the back end of a decimal (to the right side)
- RULE: Numbers get smaller when you move further to the right of the decimal
- First Rate Low Phone Plan = $15.00 per month for access and $0.15 per text message
- Talk a Lot Phone Plan = $30.00 per month for access and $0.10 per text message
- Amy decides to use the greater than, less than, and equal to symbols to compare the plan. Which phone plan will Amy choose and why? Show all of your mathematical thinking.
- Turn and talk with your partner to analyze the data in the guided problem. Then work with your partner to design and construct a logical mathematical model which could be used to solve the problem.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP 4.27: SWBAT compare decimals using place value and >,<,?= symbols
5.NBT.B.7 - stepping up 3 - Snack Bars
Vocabulary:
- place value
- > - greater than & < - less than
- dozen - twelve
- annex - to add a zero to the back end of a number that has a decimal
- RULE: Numbers get smaller when you move further to the right of the decimal
- Anna ate 2 chocolate bars
- Bob ate 1.5 chocolate bars
- Chris ate 2.7 chocolate bars
- Donna ate 1.8 chocolate bars
- Eric ate 2.5 chocolate bars
- Turn and talk with your partner and analyze the data in ?the guided problem. Draw conclusions about which place is the greatest and which is the least. Cite specific evidence from the problem to support your thinking.
- Assessment - Student's will use the Exemplar's Rubric, and "take selfies" to self assess, as well as peer assess
- Early Finishers - will create a thinking map of their choice to show an alternative way of solving the problem
TP(ch9) SWBAT learn how to use GCF to simplify fractions
Vocabulary:
Greatest Common Factor - the largest number that a numerator and denominator have in common
Simplify - to reduce (divide) a fraction into its lowest (smallest) terms
Steps for simplifying fractions:
1. Create a factor rainbow (a list of all of the factors for the numerator and the denominator)
2. Circle the GCF (the largest number that the numerator and denominator have in common)
3. Divide the numerator and the denominator by the GCF
TP: SWBAT learn how to use a protractor to measure angles
vocabulary:
- protractor - A handy tool used to measure and draw angles
- angles - are created by attaching 2 rays, they share a common endpoint that is called a vertex
- vertex - the corner when two lines meet
- acute angle - measures 1 degree to 89 degrees
- right angle - measures exactly 90 degrees
- obtuse angle - measures 91 degrees to 179 degrees
- straight line - measures exactly 180 degrees
- circles - measure exactly 360 degrees
- degrees - the unit of measurement used on a protractor