Lesson 12.5 Line Plots - Today's focus is using the line plots to answer questions about the data.

Bell Ringer

I Do: Model Reteach 12.5 example

We Do: Finish Reteach 12.5

Go Math p. 665, 668

You Do: Go Math p. 669, 670:1-2

- Instructors
- LeAnn Moore
- Lily Bunch
- Term
- 2022-2023
- Department
- 4th Grade

No upcoming assignments.

Spiral Review - Week 20

Test 20 for a daily grade in Skyward.

Rocket Math

IXL Recommendations

Spiral Review

Rocket Math

IXL Recommendations

Students will complete an assignment of this week's skills focus for a daily grade in Skyward.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

No School - Easter Break

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.

Line Plot Quiz - review most commonly missed problems

12.5 Line Plots

Bell Ringer

Review Edulastic Practice from Monday. Focus on what the Xs represent and what the fractions represent on each line plot.

Students will complete Lesson 12.5 Interpret Line Plots (Edulastic Practice) - review most commonly missed problems.

Quiz tomorrow!

4.MD.4 - Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Lesson 12.5 Line Plots - Today's focus is using the line plots to answer questions about the data.

Bell Ringer

I Do: Model Reteach 12.5 example

We Do: Finish Reteach 12.5

Go Math p. 665, 668

You Do: Go Math p. 669, 670:1-2

Lesson 12.5 Line Plots - Today's focus is making tally charts and line plots.

Bell Ringer

I Do: Model Reteach 12.5 example

We Do: Finish Reteach 12.5

Go Math p. 665, 668

You Do: Go Math p. 669, 670:1-2

Chapter 11 Test

Bell Ringer

Chapter 11 Quiz - review most commonly missed problems

Test tomorrow!

When finished:

IXL Y.7

IXL Y.3

IXL Y.2

Rocket Math

Bell Ringer

Lesson 11.4 Join and Separate Angles

I Do: Model "Adjacent Angles" #1-2 (Edulastic Practice)

We Do: Finish Adjacent Angles

You Do: IXL Y.9 Adjacent Angles

Quiz tomorrow!

When finished:

IXL Y.3

IXL Y.2

IXL Y.1

Rocket Math

Bell Ringer

Lesson 11.3 Measure and Draw Angles

Standard

Review TCAP example

I Do: Model Lesson 11.3 Reteach Example

We Do: Finish Lesson 11.3 Reteach

Go Math p. 614 (Identify each angle as right, acute, or obtuse.)

You Do: Lesson 11.3 Measuring Angles handout

When finished:

IXL Y.7 Draw angles with a protractor

Rocket Math

Standard 4.G.A.1 (Supporting Content) Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Identify geometric objects (lines, line segments, rays, angles, perpendicular and parallel lines) in two-dimensional figures. Use appropriate vocabulary to describe lines, line segments, rays, angles, perpendicular and parallel lines.

Bell Ringer

Lesson 11.2 Degrees

Standard

Review TCAP example

I Do: Model 11.2 Reteach example

We Do: Finish 11.2 Reteach

Go Math p. 608

Go Math p. 609

You Do:

Go Math p. 611:2-11, p. 612:all

When finished:

IXL Y.1

Spiral Review Day/Make-up Test Day

Third Nine Weeks Math Common Assessment Part B

Third Nine Weeks Math Common Assessment Part A

Review for Third Nine Weeks Math Common Assessment

Third Nine Weeks Science Common Assessment

Chapter 11 Quiz - review most commonly missed problems

Test Monday!

4.MD.7 - understand concepts of angle and measure angles. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

Lesson 11.4 Join and Separate Angles

Bell Ringer

I Do: Model "Adjacent Angles" #1-2 (Edulastic Practice)

We Do: Finish Adjacent Angles

You Do: IXL Y.9 Adjacent Angles

Quiz tomorrow!

4.MD.6 - understand concepts of angle and measure angles. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Lesson 11.3 Measure and Draw Angles

Standard

Review TCAP example

I Do: Model Lesson 11.3 Reteach Example

We Do: Finish Lesson 11.3 Reteach

Go Math p. 614 (Identify each angle as right, acute, or obtuse.)

You Do: Lesson 11.3 Measuring Angles handout

4.MD.5.a - An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.

Lesson 11.2 Degrees

Bell Ringer

Standard

Review TCAP example

I Do: Model 11.2 Reteach example

We Do: Finish 11.2 Reteach

Go Math p. 608

Go Math p. 609

You Do:

IXL Y.3 Use fractions to find the measure of an angle

Lesson 11.1 Angles and Fractional Parts of a Circle

Standard

TCAP example - this is what we are working toward

I Do: Reteach 11.1 Example

We Do: Change sixths to twelfths and solve

Finish Reteach 11.1 - Then change the shaded areas to 12ths (make equivalent fractions or use the fractions app)

Go Math p.604

You Do: IXL Y.2 Angles as a fraction of a circle.

Chapter 9 Test - review most commonly missed problems

Bell Ringer

Chapter 9 Quiz - review most commonly missed problems

Test tomorrow!

4.NF.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons comparisons are valid only when two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Lesson 9.7 Compare Decimals

Bell Ringer

Evidence of Learning Statement

I Do:

Model Reteach 9.7 example

We Do:

Finish Reteach 9.7

TCAP example

Go Math p. 536

You Do:

Go Math p. 537:1-16, p. 538:1-2

Quiz tomorrow!

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 add 3/10 + 4/100 = 34/100. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Lesson 9.6 Add Fractional Parts of 10 and 100

Bell Ringer

Evidence of Learning Statement

I Do: Model Reteach 9.6 example

We Do: Finish Reteach 9.6

TCAP example

Go Math p. 530

You Do: Go Math p. 531: 2-6, p. 532:1-2

No School (Teacher In-Service)

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. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Lesson 9.2 Relate Hundredths and Decimals

Bell Ringer

Evidence of Learning Statements

I Do: Model Reteach 9.2 Example

We Do: Finish Reteach 9.2

p. 503 Share and Show

You Do:

Go Math p. 505: 2-10

p. 506: 1-2

Lesson 9.1 Relate Tenths and Decimals

Evidence of Learning Statements

Bell Ringer

I Do: Model Reteach 9.1 Example

We Do: Finish Reteach 9.1

TCAP example

Go Math p. 498

You Do: Go Math p. 499: 20-10, 500: 1-2

When finished:

Rocket Math

IXL S.10

Chapter 7 Test

Alternate Schedule

Spiral Review

4.NF.4.b - Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

4.NF.4.a - Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).

Bell Ringer

Mid-Chapter Checkpoint Quiz (Edulastic) - Review most commonly missed problems.

Test Wednesday!

When finished:

Rocket Math

Standard 4.NF.B.4 (Major Work of the Grade) Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.

4.NF.B.4b Understand a multiple of 𝑎/𝑏 as a multiple of 1/𝑏 and use this understanding to multiply a whole number by a fraction. For example, use visual fraction model to express 3 × 2/5 as 6 × 1/5 , recognizing this product as 6/5 .

Bell Ringer

I Do: Model Reteach 8.2 Example

We Do: Finish Reteach 8.2

Go Math p. 461-462, p. 464

You Do: Go Math p. 465:1-6, p. 466:1-2

Quiz tomorrow!

Standard 4.NF.B.4 (Major Work of the Grade) Apply and extend previous understandings of multiplication as repeated addition to multiply a whole number by a fraction.

4.NF.B.4a Understand a fraction 𝑎/𝑏 as a multiple of 1/𝑏 . For example, use a visual fraction model to represent 5/4 as the product 5 × 1/4 , recording the conclusion by the equation 5/4 = 5 x 1/4

Bell Ringer

Lesson 8.1

I Do: Model Reteach 8.1 Example

We Do: Finish Reteach 8.1

Go Math p. 456, p. 457:`12-13

You Do: Go Math p. 459:2-10, p. 460: 1-2

Chapter 7 Test

Bell Ringer

Chapter 7 Quiz - review most commonly missed problems.

When finished:

Rocket Math

IXL P. 19

IXL P.20

Chapter 7 Test tomorrow!

4.NF.B.3c Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.

Bell Ringer

Lesson 7.9 Fractions and Properties of Addition

I Model: Reteach 7.9 example

We Do: Finish Reteach 7.9

Go Math p. 437-438

You Do: Go Math p. 439:1-8 and p. 440:1-2 (Edulastic Practice Lesson 7.9 Properties of Addition)

Quiz tomorrow!

When finished:

Rocket Math

IXL P.19

IXL P.20

4.NF.B.3c Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.

Bell Ringer

Lesson 7.8 Subtraction with Renaming

We Do: Go Math p. 432

You Do for a classwork grade in Skyward: Go Math p. 433:2-14 and p. 434: 1 and 2 (Edulastic Practice 7.8 Subtracting with Renaming)

When finished:

Rocket Math

IXL P.19

IXL P.20

4.NF.B.3c Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction and/or by using properties of operations and the relationship between addition and subtraction.

Bell Ringer

Lesson 7.8 Subtraction with Renaming

I Do: Model with Khan Academy - Subtracting mixed numbers with regrouping (stop at 1:46)

I Do : Model Reteach 7.8 example

We Do: Finish Reteach 7.8

You Do: Go Math p. 431: 2-12

When finished:

Rocket Math

IXL P.19

IXL P.20

Students complete daily review page, review together - keep in binder.

I do: Solve and Share problem

Show students the Visual learning animation plus video: Video *

I do: Guided practice

We do: Independent Practice

You do: Additional practice 9-9 #1-19, #22-23

Early finishers: IXL p. 19 and p. 20

Students complete daily review page, review together - keep in binder.

I do: Solve and Share problem

Show students the Visual learning animation plus video: Video

I do: Guided practice

We do: Independent Practice

You do: Additional practice 9-7 #1-13, #15, 18-19

Early finishers: IXL p. 19 and p. 20

Bell Ringer Week 13

Bell Ringer Test Week 13

Daily Review 9-5 and 9-6

Lesson 7.6 Rename Fractions and Mixed Numbers - Today's focus is on renaming mixed numbers as equivalent fractions by decomposing the mixed number into fractions to make equivalent fractions greater than one.

- Bell Ringer
- You Do: Edulastic Practice (Go Math p. 421). - Finish from yesterday.
- Rocket Math
- IXL O.27 Convert Mixed Numbers to Improper Fractions
- Daily Review

Lesson 7.6 Rename Fractions and Mixed Numbers - Today's focus is on renaming mixed numbers as equivalent fractions by decomposing the mixed number into fractions to make equivalent fractions greater than one.

- Bell Ringer
- Standard
- I Do: Model 3 2/3
- We Do: Go Math p. 417
- We Do: Go Math p. 419
- We Do: Number Match Game – students will work in pairs to match each mixed number with its equivalent fraction.
- Students will work in small groups to create a contextual problem for a given mixed number.
- You Do: Edulastic Practice (Go Math p. 421).

4.NF.3.a - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Chapter 7 Mid-Chapter Checkpoint for a Quiz Grade

Bell Ringer

Lesson 7.4 Subtract Fractions Using Area Models

Review Lesson 7.3 Add Fractions Using Area Models

I Do: Model Reteach 7.4

We Do: Finish Reteach 7.4

Go Math. p. 404 Example, One Way and Another Way

Go Math p. 406

You Do:

Go Math p. 407 and 408:1-2

Assessment: Complete 5 problems of each

IXL P.9 Subtract fractions with like denominators using are models

IXL P.12 Add fractions with lik

Bell Ringer

Lesson 7.3 Add Fractions Using Models

Review Lesson 7.2 Write Fractions as Sums p. 394

I Do: Model Reteach 7.3

We Do: Finish Reteach 7.3

Go Math. p. 397 Another Way

Go Math p. 398 Example and Share and Show

Go Math p. 400: #15 Go Deeper

You Do:

Go Math p. 401 and 402:1-2

Assessment: Complete 5 problems each

IXL P.5 Add fractions with like denominators using area models

IXL P.8 Add fractions with like denominators

No School (Teacher In-Service)

Students complete daily review page, review together - keep in binder.

I do: Solve and Share problem

Show students the Visual learning animation plus video: Video

I do: Convince me & Guided practice

We do: Students complete independent practice questions #5-16 on whiteboards for whiteboard practice (or on paper). Problem solving questions completed together.

You do: Additional practice 9-1 #1-2, #13, #16-19

Early finishers: IXL P.8

Chapter 6 Test

4.NF.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.)

Math Antics Compare fractions Video

Practice comparing fractions using cross multiplication, use problems from IXL O.21

Student's complete daily review page - go over together & keep in binder.

Show students the visual learning animation plus video: Savvas

I do: Convince me, another example, Envision reteach page

We do: Guided practice #1-2. Students can complete independent practice #6-15 on whiteboards/with partners/independently on paper. Problem solving questions #16-18, 20, #20-21, #23-24

You do: Additional Practice 8-6 #1-12, #17-18, #23, #26-27 this is the assessment.

Early finishers: IXL: O.21

Students complete Envision's daily review page, review together - keep in binder.

Show students the Visual learning animation plus video: Savvas Realize

I do: Convince me & Envision reteach page

We do: Guided practice questions #1-6. Students can complete independent practice questions #7-16 on whiteboards for whiteboard practice (or on paper). Problem solving questions #19-22, #24 completed together

You do: Additional Practice 8-5 #1-19, #22 this is the assessment

Early finishers: IXL: O.19

Bell Ringer #13 Test

4.NF.A.1 Generate equivalent fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 𝑥𝑥 𝑛𝑛 𝑏𝑏 𝑥𝑥 𝑛𝑛 .

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 ÷𝑛𝑛 𝑏𝑏 ÷ 𝑛𝑛 .

Quiz over Lesson 6.1 - 6.3 (Students will show #1 and #8 on a number line.)

REPORT CARDS GO HOME TODAY

Bell Ringer #13 (on #3, #8, #9, #12 and #14 make equivalent fractions)

4.NF.A.1 Generate equivalent fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 𝑥𝑥 𝑛𝑛 𝑏𝑏 𝑥𝑥 𝑛𝑛 .

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 ÷𝑛𝑛 𝑏𝑏 ÷ 𝑛𝑛 .

I Do: Model Go Math p. 340 One Way (generate 2 equivalent fractions for each, show on a number line)

We Do: Go Math p. 340 Another Way (generate 2 equivalent fractions for each, show on a number line)

You Do:

Go Math p. 343: 2-13

Quiz tomorrow!

Bell Ringer #13 (on #3, #8, #9, #12 and #14 make equivalent fractions)

4.NF.A.1 Generate equivalent fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 𝑥𝑥 𝑛𝑛 𝑏𝑏 𝑥𝑥 𝑛𝑛 .

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 ÷𝑛𝑛 𝑏𝑏 ÷ 𝑛𝑛 .

Lesson 6.2 Generate Equivalent Fractions

I Do:

Model Reteach 6.2 Example - Show on a number line also

We Do:

Finish Reteach 6.2 - Show on a number line also

TCAP problem

You Do: Go Math p. 335: 2-6 Show on Number line

4.NF.A.1 Generate equivalent fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 𝑥𝑥 𝑛𝑛 𝑏𝑏 𝑥𝑥 𝑛𝑛 .

Explain why a fraction 𝑎𝑎 𝑏𝑏 is equivalent to a fraction 𝑎𝑎 ÷𝑛𝑛 𝑏𝑏 ÷ 𝑛𝑛 .

Chapter 6 Fraction Equivalence and Comparison

Lesson 6.1 Equivalent Fractions

Bell Ringer #13 (on #3, #8, #9, #12 and #14 make equivalent fractions)

I Do: Model with Khan Academy "Equivalent Fractions on a Number Line"

We Do:

TCAP problem

Khan Academy Practice: Fractions on a Number Line

You Do: IXL O.7 Graph equivalent fractions on a number line

4.MD.3 - Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Review for Chapter 13 Test - Quiz grade in Skyward

Can miss 2 and still make 100.

Preview each problem before test - perimeter or area?

Can make corrections 1 time.

Bell Ringer #12

Homework #12 - due today

Lesson 13.5 Decompose Shapes to Find the Area

I Do: Model Lesson 13.5 Reteach Example

We Do: Finish Lesson 13.5 Reteach

Go Math p. 743

You Do: Go Math p. 747:2-4, 748:1-2

(This is also on Edulatic: Decomposing Shapes to Find Area)

Bell Ringer #12

Homework #12 - due Thursday

Lesson 13.4 Find Unknown Measure

I Do: Model Reteach 13.4 Example

We Do: Finish Reteach 13.4

Go Math p. 739: 1-5

You Do: Edulastic Practice - Go Math p. 741:2-5, p. 742: 1-2, plus 3 problems

Bell Ringer #12

Homework #12 - due Thursday

Lesson 13.3 Area of Combined Rectangles

I Do: Model Reteach 13.3 Example

We Do: Finish Reteach 13.3

You Do: Area of Combined Rectangles (handout)

Bell Ringer #12

Homework #12 - due Thursday

Chapter 13: Perimeter and Area

I Do: Model TCAP Practice Problem

We Do: Edulastic Practice: Area and Perimeter (1-5)

You Do: Finish the Edulastic Practice (6-10)

Bell Ringer #11

Homework #11 - Review most commonly missed problems

Khan Academy: * Factors, multiples, and patterns | Khan Academy

IXL E.18 and E.19

IXL K.6

IXL D.9

4.OA.4 - Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

4.OA.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Chapter 5 Test

4.OA.4 - Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

4.OA.5 - Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

Chapter 5 Quiz

Bell Ringer #11

Homework #11 - due today

Chapter 5: Factors, Multiples, and Patterns

Today's Focus: Patterns

I Do: Model Reteach 5.6 Number Patterns

We Do: Finish Reteach 5.6

Go Math p. 312

Bell Ringer #11 (add 1 problem of factor pairs: 48)

Homework #11

Chapter 5: Factors, Multiples, and Patterns:

Today's Focus: Prime and Composite Numbers

Lesson 5.5 Prime and Composite Numbers

I Do: Model Reteach 5.5 Prime and Composite Numbers

We Do: Finish Reteach 5.5

You Do: Edulastic Practice - Prime and Composite Numbers

Bell Ringer #11

Homework #11 - due on Thursday

Lesson 5.4 Factors and Multiples

I Do: Model Reteach 5.4 Example

Khan Academy: Reasoning about factors and multiples

We Do: Finish Reteach 5.4

Go Math p. 300 Share and Show

Khan Academy: Relate Factors and Multiples Practice

You Do: Kahoot

4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

4.NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit 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. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

Bell Ringer #11

Homework #11 - due Thursday

Chapter 4 Test - review most commonly missed problems.

Veteran's Day Program - No Math class

4.OA.3 - Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

4.NBT.6 - Find whole-number quotients and remainders with up to four-digit dividends and one-digit 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. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

Quiz - review most commonly missed problems.

Chapter 4 Test Monday!

Lesson 4.3 Day 2

I Do: Model with Khan Academy

Interpreting remainders (article) | Division | Khan Academy

We Do: Go Math p. 212

You Do:

Go Math p. 213: 2-5, p. 214: 1-3, plus 2 more problems (Edulastic Practice for a class work grade in Skyward).

Quiz tomorrow!

Enjoy your day!

Lesson 4.3 Interpret the remainder

No Bell Ringer this week!

No homework this week!

I Do:

Model Reteach 4.3 Example

We Do: Reteach 4.3

Go Math p. 210

You Do:

Edulastic Lesson 4.3 Interpret the Remainder

Division Quiz #1 - review most commonly missed problems

Homework #10 Review most commonly missed problems

Division Quiz tomorrow!

Bell Ringer #10

Bell Ringer #10 test

Homework #10 - due today

9:15 Nurse Gabby - blood pressure check for students in gym

Bell Ringer #10

Homework #10 is due on Thursday

We Do: Review both methods (standard algorithm and box method)

You Do: Lesson 4.10 Day 3 for a classwork grade in Skyward

Bell Ringer #10

Homework #10 - due Thursday

I Do: Model division using the box method: Box Method Division

We Do: IXL E18 (5 problems together)

You Do: IXL E18

Those who have already shown mastery will do IXL E15

When finished:

Rocket Math

Homework

Review most commonly missed homework problems.

Bell Ringer Test

Finish Edulastic Lesson 4.3 Interpret the Remainder

Review most commonly missed problems

Lesson 4.3 Interpret the remainder

Bell Ringer

Homework is due!

I Do:

Model Reteach 4.3 Example

We Do: Reteach 4.3

Go Math p. 210

Other Ways -Change 80 people to 1,380

Try This - Change 31 students to 4,631 students

Go Math p. 211

Combine #1 and #2 to read: Olivia baked 53 mini-loaves of banana bread to be sliced as snacks for a craft fair. She will place an equal number of whole loaves in 6 different locations. How many loaves will be at each location?

#3 - Change 22 small wooden animals to 222

Omit #4

#5 and #6 - as is

You Do:

Edulastic Lesson 4.3 Interpret the Remainder

Bell Ringer

Review most commonly missed problems from yesterday's Edulastic practice.

Quiz

Review most commonly missed problems

Lesson 4.10 Place the First Digit (Day 2)

Bell Ringer

We Do:

Review 9,234 divided by 4 and 3,129 divided by 6

You Do:

Edulastic Practice - Lesson 4.10 Place the First Digit (Day 2)

Quiz Tomorrow!

Lesson 4.10 Place the First Digit (Day 1)

Bell Ringer #9

Handout homework #9 - due Thursday

I Do:

Model Lesson 4.10 Reteach

We Do:

Finish Lesson 4.10 Reteach

Dividing 4-digit by 1 digit word problems - students will work on blue boards (Edulastic - Lesson 4.10 Place the First Digit (We Do)

You Do:

Edulastic Assignment - Lesson 4.10 Place the First Digit Day 1

Review most commonly missed problems from Chapter 3 Test.

Review most commonly missed problems from homework.

Bell Ringer Test

When finished:

Rocket Math

IXL D.41 Multiply a 2-digit number by a 2-digit number: word problems

IXL D.46 Multiply numbers ending in zeroes: word problems

4.NBT.5 - Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

Homework is due.

Chapter 3 Test

Bell Ringer

Mid-Chapter Checkpoint p. 169:12-23 - Students will work out on their blue board. Students are allowed to use their multiplication chart.

Do 1 problem at a time:

1. Start with #12

2. Give students 90 seconds to work out the problem.

3. Call on a volunteer to work the problem on the board.

4. Students will make corrections on their blue board.

5. Repeat with the next problem.

Chapter 3 Test tomorrow!

Lesson 3.6 Multiply Two 2-Digit Numbers (Day 2)

Bell Ringer #8

We Do: (students use notebook paper)

EdPuzzle: Math Antics

Go Math p. 174 (solve using standard algorithm)

Write the distributive property, but work out in standard algorithm.

You Do for a quiz grade in Skyward:

Lesson 3.6 Multiply Two 2-Digit Numbers (handout)

Review most commonly missed problems

Lesson 3.6 Multiply Two 2-digit numbers (Day 1)

Handout Homework #8 - due on Thursday

Bell Ringer #8

I Do: (Use notebook paper!)

Model Lesson 3.6 Reteach example

Write the distributive property, but work out using standard algorithm: 89 x 47 is the same as (89 x 7) + (89 x 40)

We Do: (Use notebook paper!)

Finish Reteach: write the Distributive Property for each problem, but work out using standard algorithm

Go Math p. 179: 16, 17 and p. 180

You Do: (Use notebook paper!)

Go Math p. 179: 2-5

When finished:

Rocket Math

IXL D.41 Multiply a 2-digit number by a 2-digit number: word problems

Chapter 2 Test

Bell Ringer #7

Chapter 2 Quiz #2 - review most commonly missed problems

Test tomorrow!

Bell Ringer #7

Multiplication Area Model Task Cards

I Do: Model using a task card

We Do: task card area model problems

You Do: Task card problems - students will work on the board

Solve 3 problems correctly on IXL D.19

Quiz tomorrow!

Bell Ringer #7

Multiplication Word Problem Task Cards

I Do: Model using a task card

We Do: task card word problems

You Do: Task card problems - students will work on the board

Solve 3 problems correctly on IXL D.23

Bell Ringer #7

Homework #7

Lesson 2.11 Multiply using standard algorithm.

I Do: Model Reteach 2.11 example

We Do: Finish Reteach 2.11

Go Math p. 128

You Do: Go Math p. 129: 1-10, 130: 1-2

Bell Ringer #6 (for a classwork grade in Skyward) - review most commonly missed problems.

Homework is due - review most commonly missed problems.

Bell Ringer #6

Lesson 2.11 Multiply using standard algorithm

I Do: Model Reteach 2.11 example

We Do: Finish Reteach 2.11

Go Math p. 128

You Do: Go Math p. 129: 1-10, 130: 1-2

Bell Ringer #6

Mid-Chapter Checkpoint Quiz for a grade in Skyward.

Review most commonly missed problems.

Bell Ringer #6

Homework #6

Lesson 2.6 Multiply Using Expanded Form

I Do: Model 4 x 6,932 using expanded form and area model. Start with multiplying the ones first and then continue to the tens, hundreds, and thousands.

We Do: Go Math p. 96

You Do: Lesson 2.6 Multiply Using Expanded Form

Chapter 2 Quiz tomorrow!

4.OA.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

Bell Ringer Week 5 Test (counts as a classwork grade in Skyward). Review most commonly missed problems.

Homework is due. Counts as a classwork grade in Skyward. Review most commonly missed problems.

IXL D.10, D.11, D.26

Lesson 2.3 Multiply Tens, Hundreds, and Thousands

I Do: Model Using Reteach 2.3 example (keep in binder)

We Do: finish Reteach 2.3

Go Math p. 78

You Do: Go Math p. 79, 80 - students will work on the board.

Bell Ringer #6

Lesson 2.9 Multi-step Multiplication Problems

I Do: Model Reteach 2.9 example

We Do: Finish Reteach 2.9

Go Math p. 116

You Do: Go Math p. 117: 1 and 2

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.

Bell Ringer

Lesson 2.2 Comparison Problems

I Do: Model using problems from IXL

Write the multiplication sentence for each problem.

We Do: Problems from IXL D.11

Write the multiplication sentence

(students can use calculators)

You Do:

Edulastic Lesson 2.2 Multiplicative Comparison (students can use calculators)

4.OA.1 - Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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.

Bell Ringer

Homework

Lesson 2.1 Multiplication Comparison

I Do: Model Reteach 2.1

We Do: Finish Reteach 2.1: 1-4, Go Math p.63-64

You do: Edulastic Lesson 2.1

Bell Ringer Week 5

Homework #5 - due Friday

Chapter 1 Test

Quiz: Lessons 1.6 and 1.7 - Review most commonly missed problems

Lesson 1.7 Subtract Whole Numbers (Day 2)

Problem of the Day

We Do: Go Math p. 46

You Do:

Go Math p. 47 - 48 (Edulastic Lesson 1.7 Subtract Whole Numbers)

Quiz tomorrow!

Lesson 1.7 Subtract Whole Numbers (Day 1)

Problem of the Day

I Model: Reteach 1.7 Subtract Whole Numbers

We Do:

Finish Reteach 1.7 Subtract Whole Numbers

Go Math p. 45 -46

You Do:

Go Math p. 44

Labor Day - No School

Review Homework

Bell Ringer Test 3 - review most commonly missed problems

Complete any missing assignments

Complete any IXL assignments

4.NBT.4 - Fluently add and subtract multi-digit whole numbers using the standard algorithm. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000. A range of algorithms may be used.)

Lesson 1.6 Add Whole Numbers (Day 2)

Bell Ringer

We Do:

Problem from IXL B.4 for quick review

You Do for a classwork grade in Skyward:

Go Math p. 41:2-9, p. 42: 1-2 (Edulastic Lesson 1.6 Add Whole Numbers)

Lesson 1.6 Add Whole Numbers (Day 1)

Bell Ringer

I Do:

Model with Khan Academy - Relate place value to standard algorithm for multi-digit addition (7 minutes)

We Do using place value chart and graph paper:

Lesson 1.6 Reteach #1 (keep as an anchor chart)

Go Math p. 37, 39:8-9, and p. 40 (round each addend to estimate before solving) Use place value chart if needed.

You Do:

IXL B.4 (Smart Score of 90)

4.NBT.1 - Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)

Lesson 1.5 (Day 2)

Bell Ringer

We Do (10 minutes):

Ell Strategy on Go Math p. 32-students will use place value chart if needed

You Do for a classwork grade in Skyward:

Edulastic - Lesson 1.5 Rename Numbers

Review most commonly missed problems.

Bell Ringer #3 Test

Homework #4

Bell Ringer #4

Lesson 1.5 Rename Numbers (Day 1)

I Do:

Model problems from Reteach 1.5 using base ten blocks or Base Ten Blocks (didax.com) and place value chart.

We Do:

Go Math p. 33 Share and Show using base ten blocks or Base Ten Blocks (didax.com) and place value chart

Go Math p. 34

Break

You Do:

IXL A.5 (Smart Score of 90)

Mid-Chapter Checkpoint for a quiz grade in Skyward.

Bell Ringer Test

Check homework.

IXL A.7 Place Value Review

Lesson 1.4 Rounding Numbers (Day 2)

Bell Ringer #3

We Do:

Go Math p. 25-26 Share and Show #1-8

You Do for a classwork grade in Skyward:

Go Math p. 27: #2-9 and p.28 plus 3 problems (Edulastic Assignment: Lesson 1.4 Rounding Numbers)

QUIZ Tomorrow!!!

Lesson 1.4 Round Numbers (Day 1)

Bell Ringer #3

I Do:

Model with Edpuzzle: Rounding Numbers - Number Line

Model 7,431 using base ten blocks or Base Ten Blocks (didax.com) and number lines (put number lines in a sleeve and keep in binder)

We Do (using number lines):

Reteach 1.4 (Keep in binder as an anchor chart)

Go Math p. 23 and 24

You Do:

Edulastic Lesson 1.4 Rounding Numbers Practice

Lesson 1.3 Compare and Order Numbers (Day 2)

Bell Ringer #3

We Do:

Khan Academy - Comparing Multi-digit whole numbers word problems

Khan Academy Practice - Comparing Multi-digit whole numbers word problems

You Do for a classwork grade in Skyward:

Edulastic: Lesson 1.3 Compare and Order Numbers

Review most commonly missed problems.

Quiz: Lesson 1.1 and 1.2

Homework #3

Bell Ringer #3

Quiz: Lesson 1.1 and 1.2

Lesson 1.3 Compare and Order Numbers (Day 1)

I Do: Model Using Place Value Chart (10 minutes)

Model with Khan Academy - Comparing Multi-digit numbers

I model: 632,845 < 61,498

We Do:

Reteach 1.3 (Keep in binder as an anchor chart)

Go Math p. 17 and 18

You Do:

IXL A.26 Compare numbers up to one million

Homework is due.

Bell Ringer #2 Test (daily grade in Skyward)

Review "The 10x Rule". Review questions 9-12 from yeserday's quiz.

Lesson 1.3 Compare and Order Numbers (Day 1)

I Do: Model Using Place Value Chart (10 minutes)

Model with Khan Academy - Comparing Multi-digit numbers

I model: 632,845 < 61498

We Do:

Reteach 1.3 (Keep in binder as an anchor chart)

Go Math p. 17 and 18

You Do:

IXL A.26 Compare numbers up to one million

4.NBT.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)

Bell Ringer #2

Quiz: Lesson 1.1 and 1.2 (Edulastic) - review most commonly missed problems, students will make corrections with a red pen.

4.NBT.2 - Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.)

Lesson 1.2 Read and Write Numbers - Expanded Form (Day 2)

Bell Ringer #2

I model using Khan Academy:

"Writing a Number in Expanded Form"

We Do:

Khan Academy - Practice: Write whole numbers in expanded form

Khan Academy - Whole numbers in expanded form review

You Do for a classwork grade in Skyward:

Edulastic Practice: Lesson 1.2 Expanded Form

Lesson 1.2 Read and Write Numbers - Expanded Form (Day 1)

Bell Ringer #2

I Do: (5 minutes)

Model 2,659,058 (use place value chart)

We Do: (15 minutes)

Lesson 1.2 Reteach: #2, #3 - write each in expanded form

Go Math p. 12: Share and Show - write each number in expanded form

You Do: (15 minutes)

4th grade IXL A.2 Convert between expanded and standard form OR

5th grade IXL A.1 Convert between expanded and standard form

QUIZ TOMORROW!

Handout Homework #2

Bell Ringer #2

Lesson 1.2 Read and Write Numbers: Standard Form and Word Form (Day 2)

Bell Ringer #2.

I model (5 minutes): Reteach 1.2: #2, #3

We Do:

Go Math p. 11 (15 minutes) - omit expanded form

You Do:

IXL A.12, IXL A.13 (5 minutes on each)

For a classwork grade in Skyward:

Edulastic Practice: Lesson 1.2 Standard Form and Word Form

Review most commonly missed problems

Lesson 1.2 Read and Write Numbers: Standard Form and Word Form (Day 1)

Bell Ringer #1: Test

Evidence of Learning Statement

I Do: (5 minutes)

Model Place Value Chart (ones to millions) - stress saying the period name at each comma

We Do: (15 minutes)

Use document camera

Students take turns rolling place value dice (or regular dice 0-9)

Plug each number in the place value chart (put chart in a clear sleeve to be used as a white board, keep in binder as an anchor chart)

Read the number

You Do: (15 minutes)

IXL A.12, IXL A.13

Lesson 1.1 Model Place Value Relationships (Day 4) - Compare the Value of Digits

Bell Ringer #1: make corrections with a red pen, keep in binder

Evidence of Learning Statement

We Do (15 minutes):

Lesson 1.1 We Do: Place Value Relationships

This is an Edulastic Practice. Students will have a paper copy. Students will answer on Edulastic and on their paper.

You Do for a classwork grade in Skyward (15 minutes):

Edulastic Practice - Chapter 1 Lesson 1 Place Value Relationships

Lesson 1.1 Model Place Value Relationships (Day 3) - Compare the Value of Digits

Bell Ringer #1: make corrections with a red pen, keep in binder

Evidence of Learning Statement

I model (5 minutes):

Anchor Chart

Use place value chart

Model 7,469 and 7382

We Do (10 minutes):

Reteach 1.1: 5 and 6

Enrich 1.1

You Do (15 minutes):

Quizizz Practice: Place Value Relationship - Move Right, Move Left

Lesson 1.1 Model Place Value Relationships (Day 2)

Bell Ringer #1: make corrections with a red pen, keep in binder

Evidence of Learning Statement

I Do (5 minutes):

Model 824,397 using the place value chart.

We Do (15 minutes):

Go Math p. 7: 1-5, 8-11

You Do for a classwork grade in Skyward (10 minutes):

Edulastic Practice - Lesson 1.1 Model Place Value Relationships

Lesson 1.1 Model Place Value Relationships (Day 1)

Bell Ringer #1: make corrections with a red pen, keep in binder

Handout homework.

Evidence of Learning Statements

I Do:

Model 8,516 using place ten blocks (Base Ten Blocks (didax.com) and place value charts(from Reteach 1.1)

We Do:

Reteach 1.1 (keep in binder as an anchor chart)

Go Math p. 5 -6

You Do:

Khan Academy: Practice - Place Value Blocks