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
4th Grade Math Assignments
- Instructors
- LeAnn Moore
- Lily Bunch
- Term
- 2022-2023
- Department
- 4th Grade
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Spiral Review
Spiral Review - Week 20
Test 20 for a daily grade in Skyward.
Rocket Math
IXL Recommendations
Due:
Spiral Review
Spiral Review
Rocket Math
IXL Recommendations
Due:
Skills Focus based on Common Assessment
Students will complete an assignment of this week's skills focus for a daily grade in Skyward.
Due:
Skills Focus based on Common Assessment
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Skills Focus based on Common Assessment
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Skills Focus based on Common Assessment
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
No School - Easter Break
No School - Easter Break
Due:
Review
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Review
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Review
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Review
Students will work on needed skills as identified by the 3rd Nine Weeks Common Assessment.
Due:
Line Plot Quiz
Line Plot Quiz - review most commonly missed problems
Due:
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:
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.
Due:
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
Due:
Chapter 11 Test
Chapter 11 Test
Due:
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:
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)
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
Due:
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:
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:
Spiral Review Day
Spiral Review Day/Make-up Test Day
Due:
Third Nine Weeks Math Common Assessment Part B
Third Nine Weeks Math Common Assessment Part B
Due:
Third Nine Weeks Math Common Assessment Part A
Third Nine Weeks Math Common Assessment Part A
Due:
Review for Third Nine Weeks Math Common Assessment
Review for Third Nine Weeks Math Common Assessment
Due:
Third Nine Weeks Science Common Assessment
Third Nine Weeks Science Common Assessment
Due:
Chapter 11 Quiz
Chapter 11 Quiz - review most commonly missed problems
Test Monday!
Due:
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)
We Do: Finish Adjacent Angles
You Do: IXL Y.9 Adjacent Angles
Quiz tomorrow!
Due:
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:
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:
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:
Chapter 9 Test
Chapter 9 Test - review most commonly missed problems
Due:
Chapter 9 Quiz
Bell Ringer
Chapter 9 Quiz - review most commonly missed problems
Test tomorrow!
Due:
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:
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:
No School (Teacher In-Service)
No School (Teacher In-Service)
Due:
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:
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
Due:
Chapter 7 Test
Chapter 7 Test
Due:
Spiral Review Day
Alternate Schedule
Spiral Review
Due:
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:
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:
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
Due:
Chapter 7 Test
Chapter 7 Test
Due:
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:
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:
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:
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:
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:
Add 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 9-7 #1-13, #15, 18-19
Early finishers: IXL p. 19 and p. 20
Due:
Spiral Review Day
Bell Ringer Week 13
Bell Ringer Test Week 13
Daily Review 9-5 and 9-6
Due:
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:
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:
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:
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:
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:
No School (Teacher In-Service)
No School (Teacher In-Service)
Due:
Addition of Fractions
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
Due:
Chapter 6 Test
Chapter 6 Test
Due:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
Last day before Thanksgiving Break
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
Due:
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:
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:
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:
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:
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
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
Due:
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:
Veteran's Day Program
Veteran's Day Program - No Math class
Due:
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:
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:
No School - Election Day
Enjoy your day!
Due:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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!
Due:
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)
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
Due:
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:
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:
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:
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
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!
Due:
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
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
Due:
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:
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:
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:
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:
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:
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:
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:
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:
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:
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:
Chapter 1 Test
Bell Ringer Week 5
Homework #5 - due Friday
Chapter 1 Test
Due:
Quiz: Lessons 1.6 and 1.7
Quiz: Lessons 1.6 and 1.7 - Review most commonly missed problems
Due:
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:
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:
Labor Day - No School
Labor Day - No School
Due:
Homework and Bell Ringer
Review Homework
Bell Ringer Test 3 - review most commonly missed problems
Complete any missing assignments
Complete any IXL assignments
Due:
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:
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:
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:
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:
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:
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:
Lesson 1.4 Round Numbers (Day 1)
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
Due:
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:
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 < 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:
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 < 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:
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:
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
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
Due:
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:
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:
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)
Read the number
You Do: (15 minutes)
IXL A.12, IXL A.13
Due:
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:
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:
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:
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