# Loudon Elementary School

## Upcoming Assignments

No upcoming assignments.

## Past Assignments

### Due: Tuesday, May 2

#### Spiral Review

Spiral Review - Week 20

Test 20 for a daily grade in Skyward.

Rocket Math

IXL Recommendations

### Due: Monday, May 1

#### Spiral Review

Spiral Review
Rocket Math
IXL Recommendations

### Due: Friday, April 14

#### Skills Focus based on Common Assessment

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

### Due: Thursday, April 13

#### Skills Focus based on Common Assessment

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

### Due: Wednesday, April 12

#### Skills Focus based on Common Assessment

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

### Due: Tuesday, April 11

#### Skills Focus based on Common Assessment

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

### Due: Friday, April 7

#### No School - Easter Break

No School - Easter Break

### Due: Thursday, April 6

#### Review

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

### Due: Wednesday, April 5

#### Review

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

### Due: Tuesday, April 4

#### Review

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

### Due: Monday, April 3

#### Review

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

### Due: Thursday, March 30

#### Line Plot Quiz

Line Plot Quiz - review most commonly missed problems

### Due: Wednesday, March 29

#### Lesson 12.5 Line Plots

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!

### Due: Tuesday, March 28

#### Lesson 12.5 Line Plots

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

### Due: Monday, March 27

#### Lesson 12.5 Line Plots

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 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

### Due: Thursday, March 23

#### Chapter 11 Quiz

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

### Due: Wednesday, March 22

#### Lesson 11.4 Join and Separate Angles

Bell Ringer

Lesson 11.4 Join and Separate Angles

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

You Do: IXL Y.9 Adjacent Angles

Quiz tomorrow!

When finished:

IXL Y.3

IXL Y.2

IXL Y.1

Rocket Math

### Due: Tuesday, March 21

#### Lesson 11.3 Measure and Draw Angles

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

### Due: Monday, March 20

#### Lesson 11.2 Degrees

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

### Due: Friday, March 10

#### Spiral Review Day

Spiral Review Day/Make-up Test Day

### Due: Thursday, March 9

#### Third Nine Weeks Math Common Assessment Part B

Third Nine Weeks Math Common Assessment Part B

### Due: Wednesday, March 8

#### Third Nine Weeks Math Common Assessment Part A

Third Nine Weeks Math Common Assessment Part A

### Due: Tuesday, March 7

#### Review for Third Nine Weeks Math Common Assessment

Review for Third Nine Weeks Math Common Assessment

### Due: Monday, March 6

#### Third Nine Weeks Science Common Assessment

Third Nine Weeks Science Common Assessment

### Due: Friday, March 3

#### Chapter 11 Quiz

Chapter 11 Quiz - review most commonly missed problems

Test Monday!

### Due: Thursday, March 2

#### Lesson 11.4 Join and Separate Angles

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)

You Do: IXL Y.9 Adjacent Angles

Quiz tomorrow!

### Due: Wednesday, March 1

#### Lesson 11.3 Measure and Draw Angles

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

### Due: Tuesday, February 28

#### Lesson 11.2 Degrees

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

### Due: Monday, February 27

#### Lesson 11.1 Angles and Fractional Parts of a Circle

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 11.1 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.

### Due: Friday, February 24

#### Chapter 9 Test

Chapter 9 Test - review most commonly missed problems

### Due: Thursday, February 23

#### Chapter 9 Quiz

Bell Ringer

Chapter 9 Quiz - review most commonly missed problems

Test tomorrow!

### Due: Wednesday, February 22

#### Lesson 9.7 Compare Decimals

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!

### Due: Tuesday, February 21

#### Lesson 9.6 Add Fractional Parts of 10 and 100

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

### Due: Monday, February 20

#### No School (Teacher In-Service)

No School (Teacher In-Service)

### Due: Friday, February 17

#### Lesson 9.2 Relate Hundredths and Decimals

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

### Due: Thursday, February 16

#### Lesson 9.1 Relate Tenths and Decimals

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 9.1 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

### Due: Tuesday, February 14

#### Spiral Review Day

Alternate Schedule

Spiral Review

### Due: Monday, February 13

#### Mid-Chapter Checkpoint Quiz

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

### Due: Friday, February 10

#### Lesson 8.2 Multiples of Fractions

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!

### Due: Thursday, February 9

#### Lesson 8.1

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

### Due: Tuesday, February 7

#### Chapter 7 Quiz

Bell Ringer

Chapter 7 Quiz - review most commonly missed problems.

When finished:

Rocket Math

IXL P. 19

IXL P.20

Chapter 7 Test tomorrow!

### Due: Wednesday, February 1

#### Lesson 7.9 Fractions and Properties of Addition

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

### Due: Tuesday, January 31

#### Lesson 7.8 Subtraction with Renaming

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

### Due: Monday, January 30

#### Lesson 7.8 Subtraction with Renaming

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

### Due: Friday, January 27

#### Subtract Mixed Numbers

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.

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

### Due: Thursday, January 26

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.

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

### Due: Wednesday, January 25

#### Spiral Review Day

Bell Ringer Week 13
Bell Ringer Test Week 13
Daily Review 9-5 and 9-6

### Due: Tuesday, January 24

#### Lesson 7.6 Rename Fractions and Mixed Numbers

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.

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

### Due: Monday, January 23

#### Lesson 7.6 Rename Fractions and Mixed Numbers

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.

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).

### Due: Thursday, January 19

#### Chapter 7 Mid-Chapter Checkpoint Quiz

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

### Due: Wednesday, January 18

#### Lesson 7.4 Subtract Fractions Using Area Models

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

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

### Due: Tuesday, January 17

#### Lesson 7.3 Add Fractions Using Models

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

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

### Due: Monday, January 16

#### No School (Teacher In-Service)

No School (Teacher In-Service)

### Due: Friday, January 13

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

### Due: Wednesday, January 11

#### Comparing Fractions

4.NF.2 - Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model. (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

### Due: Tuesday, January 10

#### Comparing Fractions

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

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

### Due: Monday, January 9

#### Comparing Fractions

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

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

### Due: Friday, January 6

#### Lesson 6.1 - 6.3 Quiz

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.)

### Due: Thursday, January 5

#### Lesson 6.2 and 6.3 Generate Equivalent Fractions

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!

### Due: Wednesday, January 4

#### Lesson 6.2 Generate Equivalent Fractions

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

### Due: Tuesday, January 3

#### Lesson 6.1 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 .

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

### Due: Friday, December 2

#### Review for Chapter 13 Test - Quiz grade in Skyward

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.

### Due: Thursday, December 1

#### Lesson 13.5 Decompose Shapes to Find the Area

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)

### Due: Wednesday, November 30

#### Lesson 13.4 Find Unknown Measure

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.

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

### Due: Tuesday, November 29

#### Lesson 13.3 Area of Combined Rectangles

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.

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)

### Due: Monday, November 28

#### Chapter 13 Perimeter and Area

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.

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)

### Due: Tuesday, November 22

#### Last day before Thanksgiving Break

Bell Ringer #11

Homework #11 - Review most commonly missed problems

IXL E.18 and E.19

IXL K.6

IXL D.9

### Due: Monday, November 21

#### 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 Test

### Due: Friday, November 18

#### Chapter 5 Quiz

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

### Due: Thursday, November 17

#### Chapter 5: Factors, Multiples, and Patterns

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.

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

### Due: Wednesday, November 16

#### Chapter 5: Factors, Multiples, and Patterns

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.

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

### Due: Tuesday, November 15

#### Lesson 5.4 Factors and Multiples

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.

Bell Ringer #11

Homework #11 - due on Thursday

Lesson 5.4 Factors and Multiples

I Do: Model Reteach 5.4 Example

We Do: Finish Reteach 5.4

Go Math p. 300 Share and Show

Khan Academy: Relate Factors and Multiples Practice

You Do: Kahoot

### Due: Monday, November 14

#### Chapter 4 Test

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.

### Due: Friday, November 11

#### Veteran's Day Program

Veteran's Day Program - No Math class

### Due: Thursday, November 10

#### Quiz

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!

### Due: Wednesday, November 9

#### Lesson 4.3 Day 2

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.

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!

### Due: Monday, November 7

#### Lesson 4.3 Interpret the Remainder

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.

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

### Due: Friday, November 4

#### Division Quiz

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.)

Division Quiz #1 - review most commonly missed problems

Homework #10 Review most commonly missed problems

### Due: Thursday, November 3

#### Homework and Bell Ringer

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.)

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

### Due: Wednesday, November 2

#### Lesson 4.10 Day 3

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 #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

### Due: Tuesday, November 1

#### Box Method Division

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 #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

### Due: Friday, October 28

#### Finish Edulastic Lesson 4.3 Interpret the Remainder

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.

Review most commonly missed homework problems.

Bell Ringer Test

Finish Edulastic Lesson 4.3 Interpret the Remainder

Review most commonly missed problems

### Due: Thursday, October 27

#### Lesson 4.3 Interpret the remainder

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.

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

### Due: Wednesday, October 26

#### Quiz

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

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

Quiz

Review most commonly missed problems

### Due: Tuesday, October 25

#### Lesson 4.10 Place the First Digit (Day 2)

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.)

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!

### Due: Monday, October 24

#### Lesson 4.10 Place the First Digit (Day 1)

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.)

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

### Due: Friday, October 21

#### Review most commonly missed problems

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

### Due: Thursday, October 20

#### Chapter 3 Test

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

### Due: Wednesday, October 19

#### Mid-Chapter Checkpoint p. 169:12-23

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.)

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:

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!

### Due: Tuesday, October 18

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

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.)

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

Bell Ringer #8

We Do: (students use notebook paper)

EdPuzzleMath 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

### Due: Monday, October 17

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

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.)

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

### Due: Friday, September 30

#### Chapter 2 Test

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.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.)

Chapter 2 Test

### Due: Thursday, September 29

#### Chapter 2 Quiz

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.)

Bell Ringer #7

Chapter 2 Quiz #2 - review most commonly missed problems

Test tomorrow!

### Due: Wednesday, September 28

#### Multiplication Area Model Task Cards

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.)

Bell Ringer #7

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!

### Due: Tuesday, September 27

#### Multiplication Word Problem Task Cards

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.)

Bell Ringer #7

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

### Due: Monday, September 26

#### Lesson 2.11 Multiply using standard algorithm.

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.)

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

### Due: Friday, September 23

#### Bell Ringer Practice and Review Homework

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

Homework is due - review most commonly missed problems.

### Due: Wednesday, September 21

#### Lesson 2.11 Multiply using standard algorithm

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.)

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

### Due: Tuesday, September 20

#### Mid-Chapter Checkpoint Quiz

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.)

Bell Ringer #6

Mid-Chapter Checkpoint Quiz for a grade in Skyward.

Review most commonly missed problems.

### Due: Monday, September 19

#### Lesson 2. Multiply Using Expanded Form

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.)

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!

### Due: Friday, September 16

#### Homework and Bell Ringer Test

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

### Due: Thursday, September 15

#### Lesson 2.3 Multiply Tens, Hundreds, and Thousands

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.)

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.

### Due: Thursday, September 15

#### Lesson 2.9 Multi-step Multiplication Problems

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.

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

### Due: Wednesday, September 14

#### Lesson 2.2 Comparison Problems

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)

### Due: Tuesday, September 13

#### Lesson 2.1 Multiplication Comparison

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

### Due: Monday, September 12

#### Chapter 1 Test

Bell Ringer Week 5

Homework #5 - due Friday

Chapter 1 Test

### Due: Friday, September 9

#### Review for Chapter 1 Test

Problem of the Day

Review for Chapter 1 Test

### Due: Thursday, September 8

#### Quiz: Lessons 1.6 and 1.7

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

### Due: Wednesday, September 7

#### Lesson 1.7 Subtract Whole Numbers (Day 2)

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!

### Due: Tuesday, September 6

#### Lesson 1.7 Subtract Whole Numbers (Day 1)

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

### Due: Monday, September 5

#### Labor Day - No School

Labor Day - No School

### Due: Friday, September 2

#### Homework and Bell Ringer

Review Homework

Bell Ringer Test 3 - review most commonly missed problems

Complete any missing assignments

Complete any IXL assignments

### Due: Thursday, September 1

#### Lesson 1.6 Add Whole Numbers (Day 2)

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)

### Due: Wednesday, August 31

#### Lesson 1.6 Add Whole Numbers (Day 1)

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 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)

### Due: Tuesday, August 30

#### Lesson 1.5 Rename Numbers (Day 2)

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.

### Due: Monday, August 29

#### Lesson 1.5 Rename Numbers (Day 1)

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.)

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)

### Due: Friday, August 26

#### Mid-Chapter Checkpoint Quiz

Mid-Chapter Checkpoint for a quiz grade in Skyward.

Bell Ringer Test

Check homework.

IXL A.7 Place Value Review

### Due: Thursday, August 25

#### Lesson 1.4 Rounding Numbers (Day 2)

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!!!

### Due: Wednesday, August 24

#### Lesson 1.4 Round Numbers (Day 1)

Lesson 1.4 Round Numbers (Day 1)

Bell Ringer #3

I Do:

Model with EdpuzzleRounding 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

### Due: Tuesday, August 23

#### Lesson 1.3 Compare and Order Numbers (Day 2)

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.

### Due: Monday, August 22

#### Lesson 1.3 Compare and Order Numbers (Day 1)

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 &lt; 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

### Due: Friday, August 19

#### Lesson 1.3 Compare and Order Numbers (Day 1)

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 &lt; 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

### Due: Thursday, August 18

#### Quiz: Lesson 1.1 and 1.2

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.)
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.

### Due: Wednesday, August 17

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

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

"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

### Due: Tuesday, August 16

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

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 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!

### Due: Monday, August 15

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

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

### Due: Friday, August 12

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

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

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 #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)

You Do: (15 minutes)

IXL A.12, IXL A.13

### Due: Thursday, August 11

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

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

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.)

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

### Due: Wednesday, August 10

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

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

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.)

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

### Due: Tuesday, August 9

#### Lesson 1.1 Model Place Value Relationships (Day 2)

Lesson 1.1 Model Place Value Relationships (Day 2)

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.)

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

### Due: Monday, August 8

#### Lesson 1.1 Model Place Value Relationships (Day 1)

Lesson 1.1 Model Place Value Relationships (Day 1)

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.)

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