# Upcoming Assignments

### Due: Today April 22

#### Review for Chapter 9 Test

Review for Chapter 9 Test

### Due: Tomorrow April 23

#### Chapter 9 Test

Homework is due. Review most commonly missed problems.

Chapter 9 Test

# Past Assignments

### Due: Wednesday, April 21

#### Lesson 9.7 Compare Decimals

4.NF.C.7 - Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Lesson 9.7 Compare Decimals

I Do:

Model Reteach 9.7 (use as an anchor chart)

We Do:

Go Math p. 533, 534, 536

You Do for a classwork grade in Skyward:

IXL 16 Compare decimals on number lines

IXL 17 Compare decimals numbers

### Due: Tuesday, April 20

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

4.NF.C.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, 310 as 30100 and add 310 + 4100 = 34100.

Lesson 9.6 Add Fractional Parts of 10 and 100

I Do:

Model Reteach 9.6 (use as anchor chart)

We Do:

Go Math p. 527, 528, 530

You Do for a classwork grade in Skyward:

IXL Q1 Add Fractions with denominators of 10 and 100

### Due: Monday, April 19

#### Lesson 9.3 Equivalent Fractions and Decimals

4.NF.C.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, 310 as 30100 and add 310 + 4100 = 34100.

Hand out homework. Homework is due on Friday.

Lesson 9.3 Equivalent Fractions and Decimals

I Do:

Model Reteach 9.3 (use as an anchor chart)

We Do:

Go Math p. 507, 508, 510

You Do for a classwork grade in Skyward:

Go Math p. 511: 1-8, p.512: 1-2

### Due: Friday, April 16

#### Lesson 9.2 Relate Hundredths and Decimals

4.NF.C.6 - Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.

Homework is due. Students will go to the board to work.

Lesson 9.2 Relate Hundredths and Decimals

I Do:

Model Reteach 9.2 Relate Hundredths and Decimals

We Do:

Go Math p. 501, 502, 504

You Do:

Go Math p. 503 - students will go to the board to work problems

Finish for a classwork grade in Skyward:

IXL S.9 Graph fractions as decimals on number lines

IXL S.10 Convert Fractions and Mixed Numbers to decimals

When finished:

Rocket Math

### Due: Thursday, April 15

#### Lesson 9.1 Relate Tenths and Decimals

4.NF.C.6 - Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.

Mid-Term Progress Reports

Lesson 9.1 Relate Tenths and Decimals

We Do:

Khan Academy: Identify tenths on a number line

You Do:

Enrich 9.1 plus graph the fractions/decimals on a number line - students will go to the board to work problems

When finished:

Rocket Math

IXL S.9 Graph fractions as decimals on number lines

IXL S.10 Convert Fractions and Mixed Numbers to decimals

### Due: Wednesday, April 14

#### Chapter 9 Relate Tenths and Decimals

4.NF.C.6 - Read and write decimal notation for fractions with denominators 10 or 100. Locate these decimals on a number line.

Lesson 9.1 Relate Tenths and Decimals

Assess Prior Knowledge: Go Math p. 493 and 494 (make corrections with red pen).

I Do:

Model Reteach 9.1 (use as an anchor chart)

We Do:

Go Math p. 495, 496, 498

You Do:

Go Math p. 497 - students will go to the board to work the problems.

When finished:

Rocket Math

IXL S.9 Graph fractions as decimals on number lines

IXL S.10 Convert Fractions and Mixed Numbers to decimals

### Due: Tuesday, April 13

#### Chapter 8 Test

Spring Pictures

Chapter 8 Test

Review most commonly missed problems.

### Due: Monday, April 12

#### Chapter 8 Review

Hand out spiral review homework Homework is due on Friday.

Chapter 8 Review -

Go Math p. 487: 1-7

p.488: 5

p. 489: 8, 10

p. 490: 12-14

(omit page 491)

p. 492: 18 - 21

Students will go to the board to work problems.

Test tomorrow!

### Due: Friday, April 9

#### Benchmark Testing and Lesson 8.3 Multiply a Fraction by a Whole Number Using Models

4.NF.B.4.c - Solve contextual problems involving multiplication of a whole number by a fraction (e.g., by using visual fraction models and equations to represent the problem). For example, if each person at a party will eat 38 of a pound of roast beef, and there will be 4 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
4.NF.B.4.b - Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a whole number by a fraction. For example, use a visual fraction model to express 3×25 as 6×15, recognizing this product as 65. (In general, n×ab = (n×a)b = (n×a)×1b.)

Benchmark Testing

8.3 Multiply a Fraction by a Whole Number Using Models

We Do: Go Math p. 471: 1-3

You Do:

IXL R13 for a classwork grade in Skyward.

### Due: Thursday, April 8

#### Quiz and Lesson 8.3 Multiply a Fraction by a Whole Number Using Models

4.NF.B.4.a - Understand a fraction ab as a multiple of 1b. For example, use a visual fraction model to represent 54 as the product 5 ÷ 14, recording the conclusion by the equation 54 = 5×14.
4.NF.B.4.b - Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a whole number by a fraction. For example, use a visual fraction model to express 3×25 as 6×15, recognizing this product as 65. (In general, n×ab = (n×a)b = (n×a)×1b.)
4.NF.B.4.c - Solve contextual problems involving multiplication of a whole number by a fraction (e.g., by using visual fraction models and equations to represent the problem). For example, if each person at a party will eat 38 of a pound of roast beef, and there will be 4 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Mid-Chapter Checkpoint Go Math p. 467-468 - This will count as a quiz grade in Skyward.

Review most commonly missed problems.

Lesson 8.3 Multiply a Fraction by a Whole Number Using Models

I Do:

Model Reteach 8.3 (use as an anchor chart)

We Do:

Use the fraction app to create visual fraction models for example problems from IXL R13.

You Do:

Go Math p. 473: 7 & 8, p. 474: 1 & 2 - Use the fraction app to create a visual model for each equation, then solve the equation.

Students will evaluate each other's models and solutions.

### Due: Wednesday, April 7

#### Lesson 8.2 Multiples of Fractions

4.NF.B.4.b - Understand a multiple of ab as a multiple of 1b and use this understanding to multiply a whole number by a fraction. For example, use a visual fraction model to express 3×25 as 6×15, recognizing this product as 65. (In general, n×ab = (n×a)b = (n×a)×1b.)

Lesson 8.2 Multiples of Fractions

We Do:

EdPuzzle 8.2 Multiples of Fractions

Practice problems from IXL R3

You Do for a classwork grade in Skyward:

Go Math. p. 465: 1-6, p. 466: 1-2, plus 2 additional problems (Edulastic assignment Lesson 8.2 Multiples of Fractions)

Quiz tomorrow!

When finished:

Rocket Math

IXL R3

### Due: Tuesday, April 6

#### Lesson 8.2 Multiples of Fractions

4.NF.B.4.a - Understand a fraction ab as a multiple of 1b. For example, use a visual fraction model to represent 54 as the product 5 ÷ 14, recording the conclusion by the equation 54 = 5×14.

No homework this week due to no school on Monday!

Lesson 8.2 Multiples of Fractions

I Do:

Model Reteach 8.2 (use as an anchor chart)

We Do:

Go Math p. 461,462, 464

You Do:

Go Math p. 463:2-9

Students will go to the board to work problems.

When finished:

Rocket Math

IXL R3

### Due: Monday, April 5

#### Easter Break

No School - Easter Break

### Due: Thursday, April 1

#### Lesson 8.1 Multiples of Unit Fractions

4.NF.B.4.a - Understand a fraction ab as a multiple of 1b. For example, use a visual fraction model to represent 54 as the product 5 ÷ 14, recording the conclusion by the equation 54 = 5×14.

Lesson 8.1 Multiplying Unit Fractions and Whole Numbers

We Do:

Khan Academy: Multiplying Unit Fractions and Whole Numbers

A few practice problems from IXL R.5 and R.6

You Do for a classwork grade in Skyward:

Go Math p. 459:2-10, p.450:1-2

When finished:

Rocket Math

IXL R.6 (Word Problems), R.5 for a smart score of 90

### Due: Wednesday, March 31

#### Lesson 8.1 Multiples of Unit Fractions

4.NF.B.4.a - Understand a fraction ab as a multiple of 1b. For example, use a visual fraction model to represent 54 as the product 5 ÷ 14, recording the conclusion by the equation 54 = 5×14.

Assess Prior Knowledge: Students will complete GoMath p.453-454

Lesson 8.1 Multiples of Unit Fractions

I Do:

Model Lesson 8.1 Reteach (Use as an anchor chart)

We Do: Go Math p. 455 - 456, 458

You Do:

Go Math p. 457 Share and Show - Students will go to the board to work problems

When finished:

Rocket Math

IXL R.6. (Word Problems), R.5 for a smart score of 90

### Due: Tuesday, March 30

#### Chapter 7 Test

Students will complete the Chapter 7 Test
Review most commonly missed problems.

### Due: Monday, March 29

#### Review for Chapter 7 Test

No homework this week! Use the time to study for the Chapter 7 Test.

Review for Chapter 7 Test: Go Math p. 450-452

Students will go to the board to work the problems.

Chapter 7 Test tomorrow!

### Due: Friday, March 26

#### Begin Review for Chapter 7 Test

Homework is due. Students will go to the board to work problems.

Review for Chapter 7 Test: Go Math p. 447-449

Students will go to the board to work the problems.

Chapter 7 Test Tuesday!

### Due: Thursday, March 25

#### Lesson 7.10 Problem Solving: Multistep Fraction Problems

4.NF.B.3.d - Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators

Lesson 7.10 Problem Solving: Multistep Fraction Problems

I Do:

Model Lesson 7.10 Reteach

We Do:

Finish Lesson 7.10 Reteach

Go Math p. 441, 442, 443

You Do:

Go Math p. 444, 445:1-3, 446: 1-2

Students will go to the board to work the problems.

When finished:

Rocket Math

Finish any IXL assignments: P.1-7, 9-11, 16-17, 19-20 - work to get at least a smart score of 90

### Due: Wednesday, March 24

#### Lesson 7.9 Fractions and Properties of Addition

4.NF.B.3.c - 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 7.9 Fractions and Properties of Addition

We Do:

Go Math p. 438

Go Math p. 439:1

You Do for a classwork grade in Skyward:

Go Math p. 439: 2-8

Go Math p. 440: 1 & 2

When finished:

Rocket Math

Finish any IXL assignments: P.1-7, 9-11, 16-17, 19-20 - work to get at least a smart score of 90

### Due: Tuesday, March 23

#### Lesson 7.9

4.NF.B.3.c - 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 7.9 Fractions and Properties of Addition

I Do: Model Lesson 7.9 Reteach (use as an anchor chart)

We Do:

Lesson 7.9 Reteach

Go Math p. 435, 436

You Do: Go Math p. 437

Students will go to the board to work problems.

When finished:

Rocket Math

Finish any IXL assignments: P.1-7, 9-11, 16-17, 19-20 - work to get at least a smart score of 90

### Due: Monday, March 22

#### Lesson 7.8 Subtraction with Renaming

4.NF.B.3.c - 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.

Handout Homework. Homework is due on Friday.

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, p. 434: 1-2 (or Go Math p. 433:2-14, p. 434:1-2 if more practice is needed)

Students will go to the board to work problems.

Khan Academy Practice: Add and subtract mixed numbers (with regrouping) - This has been assigned. Just logon and practice.

IXL P.19, P.20

### Due: Friday, March 19

#### Lesson 7.9 Fractions and Properties of Addition

4.NF.B.3.c - 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.

Homework is due. Review most commonly missed problems.

Lesson 7.9 Fractions and Properties of Addition

I Do: Model Lesson 7.9 Reteach (use as an anchor chart)

We Do:

Lesson 7.9 Reteach

Go Math p. 435, 436

You Do: Go Math p. 437

Students will go to the board to work problems.

### Due: Thursday, March 18

#### Lesson 7.8 Subtraction with Renaming

4.NF.B.3.c - 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 7.8 Subtraction with Renaming

We Do: Go Math p. 432

You Do for a Classwork grade in Skyward: Go Math p. 433: 2-14, p. 434: 1-2

Students will go to the board to work problems.

Khan Academy Practice: Add and subtract mixed numbers (with regrouping) - This has been assigned. Just logon and practice.

IXL P.19, P.20

### Due: Wednesday, March 17

#### Lesson 7.8 Subtraction with Renaming

4.NF.B.3.c - 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 7.8 Subtraction with Renaming

Model - Khan Academy: Intro to subtracting mixed numbers

I Do: Model Lesson 7.8 Reteach (use as an anchor chart)

We Do:

Lesson 7.8 Reteach

Go Math p. 429, 430

You Do:

Go Math p. 431: 1-12

Students will go to the board to work problems.

Khan Academy Practice: Add and subtract mixed numbers (with regrouping) - This has been assigned. Just logon and practice.

IXL P.19, P.20

### Due: Tuesday, March 16

#### Lesson 7.7 Add and Subtract Mixed Numbers (with regrouping when adding)

4.NF.B.3.c - 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.

We Do: Go Math p. 426: 21-25

You Do for a classwork grade in Skyward: Go Math p. 4.27: 2-13, Go Math p. 428: 1-2

Review most commonly missed problems

Khan Academy Practice: Add and subtract mixed numbers (no regrouping) - this has been assigned, just logon and practice

IXL P.19, P.20

### Due: Monday, March 15

#### Lesson 7.7 Add and Subtract Mixed Numbers (no regrouping)

4.NF.B.3.c - 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.

Handout Homework - Homework is due on Friday.

Lesson 7.7 Add and Subtract Mixed Numbers (no regrouping)

I Do: Reteaching 7.7 (#2, #3) using the fraction app (use the Reteaching page as an anchor chart.

We Do: Reteaching 7.7 (#4, #5, #6, #8) using the fraction app if necessary

You Do: p. 424: 1, p. 425: 4 - 6, 8, 10 - 13, 17, 19, 20

Students will work out problems on the board.

Khan Academy Practice: Add and subtract mixed numbers (no regrouping) -This has been assigned, just logon and practice.

IXL P.19, P.20 - smart score of at least 90

### Due: Friday, March 5

#### Lesson 7.6 Rename Fractions and Mixed Numbers

4.NF.B.3.c - 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 PowerPoint

We Do:

Go Math p. 419: 2 and 8

You Do:

Go Math p. 419:finish the page

Students will go to the board to work.

Finish IXL O.26, P.16, P.17

### Due: Thursday, March 4

#### Lesson 7.6 Rename Fractions and Mixed Numbers

4.NF.B.3.c - 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 PowerPoint

I Do:

Model #1 and #5 on Lesson 7.6 Reteach (Use this as an anchor chart.) Use the fraction as a visual.

We Do:

Finish the Reteach page.

Go Math p. 418 Share and Show

Go Math p. 420: 16-19

Check for Understanding:

Go Math p. 420:20

You Do:

IXL 0.26

### Due: Wednesday, March 3

#### Mid-Chapter Checkpoint

4.NF.B.3 - Understand a fraction ab with a > 1 as a sum of fractions 1b. For example, 45 = 15 + 15 + 15 + 15.

Today's PowerPoint

Mid-Chapter Checkpoint: Go Math p. 415-416

Students will go to the board to work problems.

Rocket Math

IXL P.7 and P.11 - practice with number lines

### Due: Tuesday, March 2

#### Lesson 7.5 Add and Subtract Fractions

4.NF.B.3.a - Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
4.NF.B.3.d - Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators

Lesson 7.5 Add and Subtract Fractions

Today's PowerPoint

I Do:

Model Reteach 7.5

We Do: Go Math p. 409, 410 (Common Denominators on top of the page), p. 411, p. 412 Sense or Nonsense

You Do for a classwork grade in Skyward: Edulastic Practice -Lesson 7.5 Add and Subtract Fractions (These are various problems from Lesson 7.5. Students will be provided a paper copy of the Edulastic practice.)

For extra practice/instruction:

IXL P.16 and P.17

### Due: Monday, March 1

#### Common Assessment

No homework this week due to Common Assessments.

Math Common Assessment - a grade will be taken.

### Due: Friday, February 26

#### Lesson 7.4 Subtract Fractions Using Models

4.NF.B.3 - Understand a fraction ab with a > 1 as a sum of fractions 1b. For example, 45 = 15 + 15 + 15 + 15.

Review most commonly missed problems on homework.

Lesson 7.4 Subtract Fractions Using Models

(This lesson addresses Level 2 of the 4th grade standard which may not have been fully covered in 3rd grade).

I Do:

Model Go Math p. 403

We Do:

Go Math p. 404, 405:1-3

You Do:

IXL P.9, P.10 for a Smart Score of 90.

### Due: Thursday, February 25

#### Lesson 7.3 Add Fractions Using Models

4.NF.B.3.d - Solve contextual problems involving addition and subtraction of fractions referring to the same whole and having like denominators.

IXL F.11

We Do: 1 problem

You Do: 1 problem

Lesson 7.3 Add Fractions Using Models

(This lesson addresses Level 2 of the 4th grade standard which may not have been fully covered in 3rd grade).

I Do:

Model Go Math p. 397

We Do:

Go Math p. 398

Go Math p. 400: Stained Glass Windows -

This problem mirrors a TNReady test question : If 2/8 of the rectangles are blue, which equation would represent the triangles that are red, orange, or yellow? What information do we need to calculate first? (What fraction of the rectangles are not blue.)

2/8 + 2/8 + 1/8

2/8 + 3/8 + 3/8

2/8 + 3/8 + 1/8 - this is the correct answer

You Do:

IXL P.5, P.6 for a Smart Score of 90

### Due: Wednesday, February 24

#### Lesson 7.2 Write Fractions as Sums

4.NF.B.3.b - Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 38 = 18 + 18 + 1838 = 18 + 28; 218 = 1 + 1 + 18 = 88 + 88 + 18), recording each decomposition by an equation. Justify decompositions by using a visual fraction model.

IXL F.11

We Do: 1 problem

You Do: 1 problem

Lesson 7.2 Write Fractions as Sums

We Do:

Go Math p. 395: 1

You Do:

Go Math for a classwork grade in Skyward: Write Fractions as Sums (Students will be provided a paper copy of the Edulastic assignment.)

For more instruction/practice:

Khan Academy: Decomposing a fraction visually

Lesson 7.2 Reteach

Lesson 7.2 Enrich

IXL P.1-4

### Due: Tuesday, February 23

#### Lesson 7.2 Write Fractions as Sums

4.NF.B.3.b - Decompose a fraction into a sum of fractions with the same denominator in more than one way (e.g., 38 = 18 + 18 + 1838 = 18 + 28; 218 = 1 + 1 + 18 = 88 + 88 + 18), recording each decomposition by an equation. Justify decompositions by using a visual fraction model.

IXL F.11

We Do: 1 problem

You Do: 1 problem

Lesson 7.2 Write Fractions as Sums

I Do:

Model Go Math p. 391

We Do:

Go Math p. 392, 394

Use fraction app to write the sum of the following fractions in 3 different ways: 8/10, 6/12, 4/9

You Do: (check for understanding) 5/8 - write the sum in 3 different ways.

You Do:

Go Math p. 393: 1-7, p.395: 2-7

Review most commonly missed problems.

For more instruction/practice:

Khan Academy: Decomposing a fraction visually

Lesson 7.2 Reteach (attached)

Lesson 7.2 Enrich (attached)

IXL P.1-4

### Due: Monday, February 22

#### Lesson 7.1 Add and Subtract Parts of a Whole

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

Handout Spiral Review Homework. Homework is due on Friday. Students MUST show their work.

IXL F.11

We Do: 1 problem

You Do: 1 problem

Lesson 7.1 Add and Subtract Parts of a Whole

I Do:

Model Go Math p. 385

We Do:

Discuss p. 386. 388

Use fraction app to explore/illustrate:

1) 1/5 + 3/5 = 45

2) 2/3 - 1/3 = 1/3

3) 3/4 + 1/4 = 4/4

4) 5/6 - 2/6 = 3/6

You Do for a Classwork grade in Edulastic - Add and Subtract Parts of a Whole

(This is Go Math p. 387:1-6,8 and p.389:6, 390:1-2. Paper copies of the Edulastic will be provided to the students)

Review most commonly missed problems.

For more instruction/practice:

Lesson 7.1 Reteach (attached)

Lesson 7.1 Enrich (attached)

IXL P.1-4

### Due: Friday, February 19

#### Chapter 6 Test

Chapter 6 Test
Review most commonly missed problems.

### Due: Thursday, February 18

#### Snow Day - No School

Snow Day- No School

### Due: Wednesday, February 17

#### Review for Chapter 6 Test

4.NF.A.1 - Explain why a fraction ab is equivalent to a fraction a × nb × n or a ÷ nb ÷ n by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 34 = 3 × 24 × 2 = 68.
4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

No homework this week! Chapter 6 Test on Wednesday!

Review for Ch. 6 Test (see attachments)

### Due: Monday, February 15

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

No School for students. Enjoy your day!

### Due: Friday, February 12

#### Lesson 6.8 Compare and Order Fractions

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Review Homework. Students will work problems on the board.

Lesson 6.8 Compare and Order Fractions

I Do:

Model Write 3/ 8 , 1/4 , and 1/2 in order from least to greatest. (This is Reteach Lesson 6.8 - use this as an anchor chart.)

We Do:

Go Math p. 371, 372

You Do:

Edulastic Practice: Compare and Order Fractions (This is Go Math p. 373).

Review most commonly missed problems. Students will go to the board to work problems.

For extra instruction/practice:

IXL O.22 Graph and order fractions on number lines

### Due: Thursday, February 11

#### Quiz - Compare Fractions Using Benchmarks or Common Denominators

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

IXL F.11

We Do: 1 problem

You Do: Solve 1 problem

Quiz - Compare Fractions Using Benchmarks or Common Denominators

Review most commonly missed problems - students will work

problems on the board.

### Due: Wednesday, February 10

#### Lesson 6.7 Compare Fractions

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

IXL F.11

We Do: 1 problem

You Do: Solve 1 problem

Lesson 6.7 Compare Fractions

We Do:

Khan Academy: Compare Fractions Word Problems

Go Math p. 369:1

You Do:

Edulastic Practice: (This is Go Math p. 369:2-9, p. 270 Lesson Check)

Review most commonly missed problems - students will work problems on the board.

Quiz tomorrow!

For more instruction/practice:

Edpuzzle: Comparing Fractions with Common Denominators (Caitlin Sample)

IXL 0.14 Compare Fractions with Like Numerators or Denominators

IXL 0.19 Compare Fractions

IXL 0.21 Compare Fractions in Recipes

Dirt Bike Comparing Fractions - Arcademics

IXL O.17 Compare Fractions Using Benchmarks

### Due: Tuesday, February 9

#### Lesson 6.7 Compare Fractions

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

IXL F.11

We Do: 1 problem

You Do: Solve 1 problem

Today's PowerPoint

Lesson 6.7 Compare Fractions

I Do: Model

Theo filled a beaker 2/4 full with water. Angelica filled a beaker 3.8 full of water. Whose beaker has more water?

Compare 2/4 and 3/8.

We Do:

Khan Academy: Comparing Fractions 1 (Unlike Denominators)

Go Math p. 365

Go Math p. 366 - Make contextual problems

Go Math p. 368 Unlock the problem.

My Favorite Mistake - students will work together to identify the mistake of an incorrect problem

You Do:

Go Math p. 367 (for a possible classwork grade in Skyward)

Review most commonly missed problems - students will work problems on the board.

For more instruction/practice:

Edpuzzle: Comparing Fractions with Common Denominators (Caitlin Sample)

IXL 0.14 Compare Fractions with Like Numerators or Denominators

IXL 0.19 Compare Fractions

IXL 0.21 Compare Fractions in Recipes

Reteach Lesson 6.7 (attached)

Enrich Lesson 6.7 (attached)

### Due: Monday, February 8

#### Lesson 6.6 Compare Fractions Using Benchmarks

Due to no school on Monday because of snow and a 2 hour delay on Tuesday, last Friday's plans have been pushed to today.

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Handout Spiral Review Homework. Homework is due on Friday.

IXL F.11

We Do: 1 problem

You Do: Solve 1 problem

Today's PowerPoint

Lesson 6.6 Compare Fractions Using Benchmarks

We Do:

Review p. 359, 360

Khan Academy - Compare Fractions Using Benchmarks Practice

Student can use the fraction app.

IXL 0.17 (if needed)

You Do for a classwork grade in Skyward:

Edulastic Assignment: More Comparing Fractions Using Benchmarks (This is Go Math p. 363: 2-14 and p. 364: Lesson Check)

Review most commonly missed problems - students will work problems on the board.

For Extra Instruction/Practice:

Dirt Bike Comparing Fractions - Arcademics

IXL O.17 Compare Fractions Using Benchmarks

### Due: Wednesday, February 3

#### Lesson 6.6 Compare Fractions Using Benchmarks

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Today's PowerPoint

IXL F.11

We Do: Model 1 problem

You Do: Solve 1 problem

Lesson 6.6 Compare Fractions Using Benchmarks

I Do:

Explain Benchmark Fractions (top of Go Math p. 360)

Model Go Math p. 359 (using the fraction app)

We Do:

Go Math p. 360

Edpuzzle: MATH Compare Fractions Using Benchmark Fractions (Nancy Ann Flaherty)

You Do:

Edulastic Assignment: Compare Fractions Using Benchmarks - Practice (This is Go Math p. 361). Take a grade if students do well.

Review most commonly missed problems - students will work problems on the board.

For Extra Instruction/Practice:

Dirt Bike Comparing Fractions - Arcademics

IXL O.17 Compare Fractions Using Benchmarks

Reteach Lesson 6.6 (attached)

Enrich Lesson 6.6 (attached)

### Due: Tuesday, February 2

#### Lesson 6.4 Common Denominators

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

IXL F.11

We Do: 1 problem

You Do: Solve 1 problem

Lesson 6.4 Common Denominators

We Do:

Go Math p. 348, p.349:1

You Do for a classwork or quiz grade in Skyward:

Go Math p. 349:2-13, p. 350: Lesson Check

Review most commonly missed problems - students will work out problems on the board.

For more practice:

Mr. Nussbaum - Fractions - Finding a Common Denominator - Online

### Due: Monday, February 1

#### Lesson 6.4 Common Denominators

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Handout Spiral Review Homework. Homework is due on Friday.

IXL F.11

We Do: Model 1 problem

You Do: Solve 1 problem

Lesson 6.4 Common Denominators

I Do:

What is a common denominator? (Go Math p. 345)

Model: Find common denominators for 4/5 and 1/2 using multiplication chart.

We Do:

Lesson 6.4 Reteach

You Do:

Go Math p. 347 for a possible classwork grade in Skyward.

Review most commonly missed problems - students will work problems on the board.

For more instruction/practice:

Edpuzzle: Common Denominators

### Due: Friday, January 29

#### Spiral Review Homework, IXL, Practice Generating Equivalent Fractions

Review homework. Students can work out problems on the board.

IXL F.11- (20 minutes)

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Practice: Play Equivalent Fraction Bingo

IXL 0.5

### Due: Thursday, January 28

#### Equivalent Fractions Quiz

4.NF.A.1 - Explain why a fraction ab is equivalent to a fraction a × nb × n or a ÷ nb ÷ n by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 34 = 3 × 24 × 2 = 68.

IXL F.11- (20 minutes)

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Practice: Equivalent Fraction Bingo

Quiz: Generate Equivalent Fractions - Students MUST show their work.

Review most commonly missed problems. Students will go to the board.

### Due: Wednesday, January 27

#### Lesson 6.3 Using Division to Generate Equivalent Fractions

4.NF.A.1 - Explain why a fraction ab is equivalent to a fraction a × nb × n or a ÷ nb ÷ n by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 34 = 3 × 24 × 2 = 68.

IXL F.11- (20 minutes)

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Lesson 6.3 - Do NOT focus on finding simplest form. Instead, use the fractions to explain how division can be used to generate equivalent fractions.

I Do:

Model how to use division to generate equivalent fraction for 4/12. Use the fraction app for visuals.

We Do:

Go Math p. 341: 2-8 Find as many equivalent fractions as possible using division.

You Do:

Using Division to Find Equivalent Fractions (Edulastic Practice) for a classwork grade in Skyward - This is Go Math p. 343

### Due: Tuesday, January 26

#### Lesson 6.2 Generate Equivalent Fractions

4.NF.A.1 - Explain why a fraction ab is equivalent to a fraction a × nb × n or a ÷ nb ÷ n by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 34 = 3 × 24 × 2 = 68.

IXL F.11

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Today's PowerPoint

Lesson 6.2 Generate Equivalent Fractions

We Do:

Go Math p. 335

You Do for a Classwork Grade in Skyward:

Go Math p. 337: 2-14, p. 338: 1-2 (Edulastic Assignment)

Review most commonly missed problems.

### Due: Monday, January 25

#### Chapter 13 Retest

Handout Spiral Review Homework. Homework is due on Friday.

Retake Chapter 13 Test. Calculators are allowed. Students MUST show work.

Review most commonly missed problems. Students can work the problems on the board.

### Due: Friday, January 22

#### Lesson 6.2 Generate Equivalent Fractions

IXL F.11- (20 minutes)

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Lesson 6.2 Generate Equivalent Fractions

We Do:

Go Math p. 335

You Do for a Classwork Grade in Skyward:

Go Math p. 337: 2-14, p. 338: 1-2 (Edulastic Assignment)

Review most commonly missed problems.

### Due: Thursday, January 21

#### Lesson 6.2 Generate Equivalent Fractions

4.NF.A.1 - Explain why a fraction ab is equivalent to a fraction a × nb × n or a ÷ nb ÷ n by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions. For example, 34 = 3 × 24 × 2 = 68.

IXL F.11- (20 minutes)

I Do: 1st Problem - I model

We Do: 2nd Problem -Discuss key words, students work it out

You Do: Work to get a Smart Score of 90.

Lesson 6.2 Generate Equivalent Fractions

I Do:

Model Go Math p. 333

We Do:

Go Math p. 334

You Do:

1. Practice: Equivalent fractions (fraction models)

2. Practice: Equivalent fractions

For more instruction/practice:

1. Khan Academy: More on Equivalent Fractions (assigned)

2. IXL O.5 Find equivalent fractions using area models

### Due: Wednesday, January 20

#### Chapter 13 Test

Chapter 13 Test

Review most commonly missed problems.

### Due: Tuesday, January 19

#### Chapter 13 Quiz

No homework this week! Study for the test!

Chapter 13 Quiz - Edulastic assignment (with a paper copy)

Review most commonly missed problems.

Chapter 13 Test tomorrow!

No school today!

### Due: Friday, January 15

#### Decomposing Shapes to Find Area

Today's PowerPoint

8:30 - 9:10

Students will have 5 minutes to log homework in Edulastic. Review most commonly missed problems.

Go Math Lesson 13.5

I Do:

Model Go Math p. 743

We Do:

Go Math p. 744

Go Math p. 745 Share and Show

Go Math p. 746: #1

You Do:

Go Math p.747 2-4, p. 748: 1-2 (This is an Edulastic practice - Decomposing Shapes to Find Area.)

For more instruction/practice:

Problem Solving: Find the Area (Lesson 13.5 Reteach)

Quiz Tuesday!

### Due: Thursday, January 14

#### Go Math Lesson 13.3 Area of Combined Rectangles

Today's PowerPoint

8:30 - 9:10

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

Go Math Lesson 13.3 Area of Combined Rectangles

I Do:

Model Go Math p. 729

We Do:

Edpuzzle: Area of Combined Rectangles (3:40) - This is problem #2 on Go Math p. 733 (handout)

Go Math p. 730, p. 732

You Do:

Edulastic Practice - Area of Combined Rectangles (see attachment)

Review most commonly missed problems.

For more instruction/practice:

Practice: Understanding decomposing figures to find area (Khan Academy)

IXL AA.9 Area of Complex Figures (with all right angles)

Area of Combined Rectangles (Lesson 13.3 Reteach)

### Due: Wednesday, January 13

#### Find the Missing Side Given the Area

Today's PowerPoint

8:30-9:10

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

We Do:

Review: Find the Missing Side Given Area (Edpuzzle) (6:05)

You Do: Edulastic Practice for a Classwork grade in Skyward - Area

Review commonly missed problems.

More Instruction/Practice if needed: IXL AA.8 Area Word Problems

### Due: Tuesday, January 12

#### Find the Missing Side Given the Area

Today's PowerPoint

8:30 - 9:10

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

I Do:

Model first problem Finding Missing Side When Given Area (Khan Academy) (3:03)

We Do:

Finish video

Whole Group - Find the Missing Side When Given the Area (Edpuzzle) (3:39)

You Do:

Practice: Find a Missing Side Length When Given Area (Khan Academy)

More Instruction/Practice if needed:

IXL AA.8 Area Word Problems

Find the Missing Side Given the Area (see attachment)

### Due: Monday, January 11

#### Introduction to Area

Due to reteaching of Perimeter last week and being out of school last Friday due to snow, we will begin Area today.

Handout homework. Homework is due on Friday.

Students will have 5 minutes to log homework in Edulastic. Review most commonly missed problems.

Today's PowerPoint

I Do:

Sal will model the first problem.

We Do:

Finish the video.

Students will model using graph paper.

You Do:

Practice: Transition from Unit Squares to Area Formula (Khan Academy)

More instruction/practice if needed:

IXL AA.8 Area Word Problems

Area (Lesson 13.2 Reteach)

Counting Squares to Find Area (see attachment)

Area of a Rectangle (see attachment)

### Due: Friday, January 8

#### Find the Area and the Missing Side When Given the Area

4.MD.A.3 - Know and 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.

Check to make sure homework is complete. Students will put homework into Edulastic. (5 minutes)

Review most commonly missed problems.

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

Review of Wednesday and Thursday lessons: Find the Missing Side Given Area (Edpuzzle) (6:05)

Edulastic Practice for a Classwork grade in Skyward.

### Due: Friday, January 8

#### Lesson 6.7 Compare Fractions

Review homework - students work out problems on the board.

Lesson 6.7 Compare Fractions

I Do:

Model Go Math p. 365

We Do:

Khan Academy: Comparing Fractions 1 (Unlike Denominators)

Go Math p. 366 - Make contextual problems

You Do:

Go Math p. 367 (for a possible classwork grade in Skyward)

Review most commonly missed problems - students will work problems on the board.

For more instruction/practice:

Edpuzzle: Comparing Fractions with Common Denominators (Caitlin Sample)

IXL 0.14 Compare Fractions with Like Numerators or Denominators

### Due: Thursday, January 7

#### Find the Missing Side Given the Area

4.MD.A.3 - Know and 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.

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

I Do:

Model first problem Finding Missing Side When Given Area (Khan Academy) (3:03)

We Do:

Finish video

Whole Group - Find the Missing Side When Given the Area (Edpuzzle) (3:39)

You Do:

Practice: Find a Missing Side Length When Given Area (Khan Academy)

More Instruction/Practice if needed: IXL AA.8 Area Word Problems

Area of a rectangle - attached

### Due: Thursday, January 7

#### Lesson 6.6 Compare Fractions Using Benchmarks

4.NF.A.2 - Compare two fractions with different numerators and different denominators by creating common denominators or common numerators or by comparing to a benchmark fraction such as 12. Recognize that comparisons are valid only when the two fractions refer to the same whole. Use the symbols >, =, or < to show the relationship and justify the conclusions.

Science 8:00 - 8:30

IXL F.11

We Do: Model 1 problem

You Do: Solve 1 problem

Lesson 6.6 Compare Fractions Using Benchmarks

We Do:

Khan Academy - Compare Fractions Using Benchmarks Practice

Student can use the fraction app.

IXL 0.17

You Do for a classwork grade in Skyward:

Edulastic Assignment: More Comparing Fractions Using Benchmarks (This is Go Math p. 363: 2-14 and p. 364: Lesson Check

Review most commonly missed problems - students will work problems on the board.

### Due: Wednesday, January 6

#### Find the Area

4.MD.A.3 - Know and 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.

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

I Do:

Sal will model the first problem.

We Do:

Finish the video.

Students will model using graph paper.

You Do:

Practice: Transition from Unit Squares to Area Formula (Khan Academy)

More instruction/practice if needed: IXL AA.8 Area Word Problems

### Due: Tuesday, January 5

#### Find the Missing Side Given the Perimeter

4.MD.A.3 - Know and 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.

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

I Do:

Model using problems from IXL AA.4 Perimeter Word Problems (jump to next level)

We Do:

Whole Group - Find the Missing Side Given the Perimeter (Edpuzzle)  (6:02)

Go Math p. 740: #10

You Do:

Edulastic Practice for a classwork grade in Skyward.

### Due: Monday, January 4

#### Find the Perimeter

4.MD.A.3 - Know and 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.

Handout homework. Homework is due on Friday.

Rocket Math (5 minutes)

IXL F11 Multi-step Word Problems (15 minutes)

IXL Diagnostic Arena (15 minutes)

Brain Break (5 minutes)

We Do:

Set up accounts in Khan Academy using Class Code

Example Problems for IXL AA.4 Perimeter Word Problems

Go Math p. 720

You Do: IXL AA.4 Perimeter Word Problems

For more instruction/practice if needed:

Edpuzzle: Perimeter - Finding Perimeter

Khan Academy - Finding Perimeter Given Side Lengths (practice)

### Due: Friday, December 18

#### Last Day of Class

Last Day of Classes Before Christmas Break

1/2 Day (Buses will run)

### Due: Thursday, December 17

#### Make-up Day

2nd 9 Weeks Test Make-up tests

Rocket Math

Complete any IXL assignments

https://youtu.be/zSRRAHvSQBo

### Due: Wednesday, December 16

#### Second 9 Weeks Common Assessment

Students will complete the Second 9 Weeks Common Assessment

### Due: Tuesday, December 15

#### Chapter 4 Test

4.NBT.B.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.
4.OA.A.3 - Solve multi-step contextual 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.

Chapter 4 Test

### Due: Monday, December 14

#### Review for Chapter 4 Test

Review homework from last week

Review for Chapter 4 Final Assessment (Review Friday's quiz)

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Friday, December 11

#### Chapter 4 Quiz

4.NBT.B.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.

Review Spiral Review Homework

Chapter 4 Quiz

Review most commonly missed problems.

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11 (Smart Score of at least 90)

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Thursday, December 10

#### Chapter 4 Lesson 4.11 (Day 2)

4.NBT.B.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.

Chapter 4 Lesson 4.11 Divide by 1 - Digit Numbers (Day 2)

I Do:

Model Go Math p. 261: 8

We Do:

Go Math p. 262

You Do for a classwork grade in Skyward:

Go Math p. 263: 2-5, 264: 1,2 (I will add 4 additional problems)

Review most commonly missed problems.

Chapter 4 Quiz tomorrow

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Wednesday, December 9

#### Chapter 4 Lesson 4.11 (Day 1)

4.NBT.B.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.

Chapter 4 Lesson 4.11 Divide by 1 - Digit Numbers (Day 1)

I Do:

Model Go Math p. 259 - 260

Model with EdPuzzle (stop at 4:20)

We Do:

Finish the EdPuzzle

Reteach 4.11

You Do:

Go Math p. 261 Share and Show (Edulastic Practice)

Review most commonly missed problems.

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Tuesday, December 8

#### Review dividing 3-digit dividend by 1-digit divisor

4.NBT.B.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.

Review Dividing 3 digit dividend by a one digit divisor. (handout)

To check for understanding: Complete Edulastic Practice Chapter 4 Lesson 4.9 (not for a grade)

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Monday, December 7

#### Review of Lesson 4.6

Math Benchmark Assessment

4.NBT.B.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.

Handout Homework - Students will also answer on Edulastic.

Review most commonly missed problems from Edulastic Lesson 4.6 Day 1

You Do: Complete Edulastic Lesson 4.6 Day 2 for a classwork grade in Skyward.

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL F.11

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Friday, December 4

#### Chapter 4 Lesson 4.10 Place the First Digit (Day 1)

4.NBT.B.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.

Chapter 4 Lesson 4.10 Place the First Digit (Day 1)

I Do:

Model Go Math p. 253, 254

We Do:

Start at 4:40

You Do:

Go Math p. 255: 2-11

This is an Edulastic practice. Students will work out the problems and answer in their Go Math book and on Edulastic.

Review most commonly missed problems.

Independent:

Rocket Math

IXL E.17 and E.18 (Smart Score of at least 90)

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Thursday, December 3

#### Chapter 4 Lesson 4.9 Investigate- Model Division with Regrouping

4.NBT.B.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.

Homework is due. Review most commonly missed problems.

Chapter 4 Lesson 4.9 Investigate - Model Division with Regrouping

I Do:

Model Go Math p. 248 Make Connections

We Do:

Stop at 4:39

Go Math p. 249: 1-4

You Do:

Go Math p. 251: 2-5, 252: Lesson Check

This is an Edulastic Practice. Students will answer in their Go Math book and on Edulastic. Review most commonly missed problems.

Independent:

Rocket Math

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Wednesday, December 2

#### Mid-Chapter Quiz

4.NBT.B.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.

Chapter 4 Mid-Chapter Quiz

Review most commonly missed problems.

Independent:

Rocket Math

Homework

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Tuesday, December 1

#### Chapter 4 Lesson 4.6 (Day 2)

4.NBT.B.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.

Chapter 4 Lesson 4.6 Division and the Distributive Property (Day 2)

I Do: Model Go Math p. 229:9

We Do: (Students can choose their preferred method of solving the problems.)

Go Math p. 230: 11, p 231: 1, p. 232: Lesson Check

You Do for a classwork grade in Skyward:

Go Math p. 231: 2-11

This is an Edulastic practice. Students will work out the problems in their Go Math book and answer on Edulastic

Review most commonly missed problems.

Quiz tomorrow!

Independent:

Rocket Math

Homework

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Monday, November 30

#### Chapter 4 Lesson 4.6 Division and the Distributive Property

4.NBT.B.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.

Assign Homework - Spiral Review Go Math p. 232:4-6, p.240:3-6, p. 246: 4-6

The homework is also on Eulastic.com. Students should work out the problems in their Go Math book and answer on Edulastic.

This lesson is a continuation from Tuesday, November 24.

Chapter 4 Lesson 4.6 Division and the Distributive Property (Day 1)

* Students are allowed to work out the problems using standard algorithm if they prefer.

I Do:

Model Go Math p. 227 Investigate

We Do:

Pause video to let students work the problems.

Reteach 4.6

You Do:

Go Math p. 229 Share and Show (Edulastic Practice)

Review most commonly missed problems.

Independent:

Rocket Math

Homework

IXL E.11 (Smart Score of at least 90)

IXL E.22 and E.23 (Smart Score of at least 90)

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Friday, November 27

#### Thanksgiving Break

No School - Happy Thanksgiving!

### Due: Thursday, November 26

#### Thanksgiving Break

No School - Happy Thanksgiving!

### Due: Wednesday, November 25

#### Thanksgiving Break

No School - Happy Thanksgiving!

### Due: Tuesday, November 24

This is a "Fun Day" for all classes who sold 100 boxes of cookies or collected \$700. Alternate assignments and activities will be given to the classes who do not qualify to participate in the "Fun Day".

### Due: Monday, November 23

#### Chapter 4 Lesson 4.6 Division and the Distributive Property (Day 1)

4.NBT.B.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.

Review Homework. Make corrections as needed.

Chapter 4 Lesson 4.6 Division and the Distributive Property

* Students are allowed to work out the problems using standard algorithm if the prefer.

I Do:

Model Go Math p. 227 Investigate

We Do:

Pause video to let students work the problems.

Reteach 4.6

You Do:

Go Math p. 229 Share and Show (Edulastic Practice)

Review most commonly missed problems.

### Due: Friday, November 20

#### Chapter 4 Lesson 4.6 Division and the Distributive Property (Day 1)

4.NBT.B.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.

Review Homework. Make corrections as needed.

Chapter 4 Lesson 4.6 Division and the Distributive Property

* Students are allowed to work out the problems using standard algorithm if the prefer.

I Do:

Model Go Math p. 227 Investigate

We Do:

Pause video to let students work the problems.

Reteach 4.6

You Do:

Go Math p. 229 Share and Show (Edulastic Practice)

Review most commonly missed problems.

### Due: Thursday, November 19

#### Chapter 4 Lesson 4.4 (Day 2)

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Turn in Homework.

Chapter 4 Lesson 4.4 (Day 2)

I Do:

Model Go Math p. 216: #13 & 14

We Do:

Go Math p. 217 Problem Solving Applications

Go Math p.218: 20-23 (Discuss the chart before assigning.)

You Do:

Edulastic Practice for a grade in Skyward.

Independent:

Rocket Math

IXL E.22 and E.23 (Smart Score of at least 90)

### Due: Wednesday, November 18

#### Chapter 5 Lesson 4.4 Divide Tens, Hundreds, and Thousands (Day 1)

4.NBT.B.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.

I Do:

Model Go Math p. 215 Unlock the Problem Examples 1 & 2

We Do:

Go Math p. 215 Mathematical Practices problem at the bottom of the page

Go Math p. 216 Share and Show:

What contextual problem could we write for each one?

You Do:

Go Math p. 216: On Your Own #6-12 (This is an Edulastic Practice. Students will work out the problem on paper and record the answers in their Math book to use as a study guide for the test)

Independent:

Rocket Math

IXL E.22 and E.23 (Smart Score of at least 90).

Homework

### Due: Tuesday, November 17

#### Quiz on Lessons 4.2 and 4.3

Quiz on Lessons 4.2 and 4.3 (Edulastic Assignment)

Independent Work:
Rocket Math
Complete IXL E.12 and E.14 if needed (Smart Score of at least 90)

### Due: Monday, November 16

#### Chapter 4 Lesson 4.3 Interpret the Remainder (Day 2)

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Handout homework. Homework is due on Thursday.

Chapter 4 Lesson 4.3 Interpreting the Remainder in Word Problems (Day 2)

We Do:

Go Math p. 211 Share and Show (omit #4)

You Do:

Go Math p. 213: 2-5, p.214: 1-2 Edulastic for a classwork grade in Skyward. (This is an Edulastic practice. Students will work out the problems on paper and record the answers in their Go Math book to use as a study guide.)

Quiz tomorrow on Lessons 4.2 and 4.3

Independent:

Rocket Math

IXL E.12 and E.14 (Smart Score of at least 90)

### Due: Friday, November 13

#### Chapter 4 Lesson 4.3 Interpret the Remainder (Day 2)

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Review homework. Make corrections as necessary.

Chapter 4 Lesson 4.3 Interpreting the Remainder in Word Problems (Day 2)

We Do:

IXL  E.12 and E.14 for a review

You Do:

IXL E.12 and E.14 (Smart Score of 90)

### Due: Thursday, November 12

#### Chapter 4 Lesson 4.3 Interpret the Remainder (Day 1)

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Chapter 4 Lesson 4.3 Interpret the Remainders in Word Problems (Day 1)

I Do:

Model Go Math p. 210: Other Ways

We Do:

EdPuzzle: Interpreting the Remainder (whole class)

Go Math p. 210: Try This!

Go Math p. 213:1

You Do:

Go Math p. 213: 2-5, p. 214: Lesson Check 1,2

Check when everyone is finished.

### Due: Wednesday, November 11

#### Chapter 4 Lesson 4.2 (Day 2)

4.NBT.B.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.

Chapter 4 Lesson 4.2 Remainders (Day 2)

We Do (Review):

Go Math p. 205: 13

You Do for a Classwork grade in Skyward:

Go Math p. 207 - This is an Edulastic practice. Students should draw the pictures on their notebook paper and record the answers in their Go Math book to use as a study tool.

### Due: Tuesday, November 10

#### Chapter 4 Lesson 4.2

4.NBT.B.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.

Chapter 4 Lesson 4.2 Remainders (Day 1)

I Do:

Model Go Math p. 203 - 204 Investigate and Draw Conclusions

Use multiplication chart instead of counters.

28 divided by 3 = ?

What multiple of 3 is the closest to 28 without being more than 28?

(27)

27 divided by 3 = ? (9)

I am going to draw a picture of what that looks like. (3 circles with a 9 in each circle).

But, the problem is 28 divided by 3. That means I will have one left over. That one is called a remainder .

We Do:

Go Math p. 204 Make a connection

What if this was our problem: Mrs. Moore has 39 pieces of candy. She wants to share the candy equally with 5 students. Mrs. Moore wants to eat any of the candy left over (the remainder). How many pieces of candy will each student get? Will Mrs. Moore get to eat any candy?

39 divided by 5

What multiple of 5 is closest to 39 without being more than 39?

(35)

35 divided by 5 = ? (7)

Let's draw a picture of what that looks like. (5 circles with a 7 in

each circle).

The problem is 39 divided by 5, so how many will be left over (the remainder) ?  (4)

How many pieces of candy will each student get? (7) How many pieces of candy will Mrs. Moore get to eat? (4)

Go Math p. 205 What's the Error

You Do:

Go Math p.205: 1-10

Check when everyone is finished. Allow students to come to the board to show how they solved the problems.

Check for Understanding:

Go Math p. 208 Lesson Check: 1,2

We will continue this lesson tomorrow.

### Due: Monday, November 9

#### Chapter 5 Test

4.OA.B.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.C.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.

Handout Homework. Homework is due on Thursday.

Chapter 5 Test

Review most commonly missed items.

### Due: Friday, November 6

#### Chapter 5 Lesson 5.6 Number Patterns (Day 2)

Progress Monitor / IXL Diagnostic Arena

Chapter 5 Lesson 5.6 Number Patterns (Day 2)

We Do: Go Math p. 315: #1

You Do: Go Math p. 315: 2-3 - Check when finished.

Chapter 5 Test Monday

Independent:

Rocket Math

Reflex Math

Finish any IXL assignments: D.6, A.18, A.19, K.5

### Due: Thursday, November 5

#### Chapter 5 Lesson 5.6 (Day 1)

4.OA.C.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.

Homework is due.

Chapter 5 Lesson 5.6 Number Patterns (Day 1)

I Do: Model Go Math p. 311 Unlock the Problem (whole page - focus on question #2).

We Do: Go Math p. 312 Example (Discuss the Try This - Level 4 of the standard).

You Do:

Go Math p. 313 (whole page) - Check when everyone is finished.

Independent:

Rocket Math

IXL K.5

Homework

### Due: Wednesday, November 4

#### Chapter 5 Lesson 5.4 and 5.5 Quiz

4.OA.B.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.

Chapter 5 Lesson 5.4 and 5.5 Quiz

Review most commonly missed problems from Quiz.

Independent:

Rocket Math

Reflex Math/IXL Diagnostic Arena (15 minutes)

IXL D.6, A.18, A.19 (Smart Score of 90)

Homework

### Due: Tuesday, November 3

#### No School - Election Day

This day is an In-Service Day for teachers.

### Due: Monday, November 2

#### Chapter 5 Lesson 5.5 Prime and Composite Numbers (Day 2)

 (Homeroom) 8:00 - 10:00 4.OA.B.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. Handout Homework. Homework is due on Thursday. This week's homework will be used as a review for the Chapter 5 Test which will be on Monday, Nov. 9.   Chapter 5 Lesson 5.5 Prime and Composite Numbers (Day 2)   We Do: Review - Go Math p. 309: 1-9   You Do: Edulastic Practice for a Classwork Grade in Skyward  Review most commonly missed problems from the Edulastic       Practice   Quiz Wednesday on Lesson 5.4 and 5.5   Independent: Rocket Math IXL D.6, A.18, A.19 (Smart Score of 90) IXL Diagnostic Arena

### Due: Friday, October 30

#### Chapter 5 Lesson 5.4 and 5.5 Quiz

Chapter 5 Lesson 5.4 and 5.5 Quiz

Review most commonly missed problems from Quiz.

Review Homework/Make corrections

Independent:

Rocket Math

IXL D.6, A.18, A.19 (Smart Score of 90)

IXL Diagnostic Arena

### Due: Thursday, October 29

#### Chapter 5 Lesson 5.5 Prime and Composite Numbers (Day 2)

4.OA.B.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.

Homework is due.

Chapter 5 Lesson 5.5 Prime and Composite Numbers

We Do: Review - Go Math p. 309: 1-9

You Do: Edulastic Practice for a Classwork Grade in Skyward

Review most commonly missed problems from the Edulastic       Practice

Quiz tomorrow

Independent:

Rocket Math

IXL D.6, A.18, A.19 (Smart Score of 90)

IXL Diagnostic Arena

### Due: Wednesday, October 28

#### Chapter 5 Lesson 5.5 Prime and Composite Numbers (Day 1)

4.OA.B.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.

I Do: Model Go Math p. 305 (whole page), p. 306 Divisibility

We Do: Go Math p. 306 Share and Show

You Do: Go Math p. 307 - Check when everyone is finished.

Independent:

Rocket Math

IXL A.18, A.19 (Smart Score of 90)

Homework - due tomorrow

### Due: Tuesday, October 27

#### Chapter 5 Lesson 5.4 Factors and Multiples (Day 2)

4.OA.B.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.

Chapter 5 Lesson 5.4 Factors and Multiples (Day 2)

We Do:

Review Factors and Multiples - Go Math p. 302 #29

You Do: Edulastic Practice for a Classwork grade in Skyward

Review most commonly missed problems from the Edulastic Practice

Independent:

Rocket Math

IXL D.6 Choose the multiples of a given number up to 12 (Smart Score of 90)

Reflex Math (5 minutes)

IXL Diagnostic Arena (5 minutes)

Homework

### Due: Monday, October 26

#### Chapter 5 Lesson 5.4 Factors and Multiples (Day 1)

Handout Homework (Homework is due on Thursday)

Chapter 5 Lesson 5.4 Factors and Multiples (Day 1)

4.OA.B.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.

I Do: Model Go Math p. 299 (whole page)

We Do: Go Math p. 300 Share and Show

You Do: Go Math p. 301 On Your Own (#10-21, omit common multiples) - Check when everyone is finished.

Independent:

IXL D.6 Choose the multiples of a given number up to 12 (Smart Score of 90)

Rocket Math (5 minutes)

Reflex Math (5 minutes)

Homework

### Due: Friday, October 23

#### Lesson 5.1-5.2 Quiz

8:30 - 9:00 Quiz

9:00 - 9:20 Correct Homework

Independent:

Progress Monitor

IXL Diagnostic Arena

Rocket Math

Reflex Math

### Due: Thursday, October 22

#### Go Math Lesson 5.2 Factors and Divisibility (Day 3)

Homework is due today!

I Do: Model Go Math p. 287: 10

We Do: Go Math p. 288: 11 - 13

You Do:  Edulastic Practice (The Edulastic practice is exactly like Go Math p. 289, except Ss will find all the factor pairs for each number. Students can write the answers in the book to use as a study tool.)

Quiz tomorrow!

Independent:

Rocket Math

Reflext Math

IXL D.7, D.8

Science Video

### Due: Wednesday, October 21

#### Go Math Lesson 5.2 Factors and Divisibility (Day 2)

4.OA.B.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.

Review Divisibility Rules Anchor Chart

I Do:

Model: Go Math p. 289: 1- 4 Change the directions to: Select all the numbers (36, 56, 42, 66) that have a factor of 6.

We Do: Go Math p. 289: 1-5 (Select all the numbers (38, 45, 60, 39) that have a factor of 5.

You Do: Edulastic Practice for a classwork grade in Skyward.

https://app.edulastic.com/author/tests/tab/review/id/5f8f69251f96db0007f6de32

Independent:

Rocket Math

Reflex Math

IXL D.8

### Due: Tuesday, October 20

#### Go Math Lesson 5.2 Factors and Divisibility (Day 1)

4.OA.B.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.

Go Math Lesson 5.2 Factors and Divisibility

I Do: Model Go Math p. 285 Unlock the Problem: One Way

Divisibility Rule: Model the Anchor Chart

We Do: Go Math p. 296: Try This! (use the divisibility rules anchor chart), Go Math p. 298: 14, 17

You Do: IXL Skill Plan 5.2 (D.7 Identify Factors) - Smart Score of 90

Independent:

Rocket Math

Reflex Math (5 minutes)

Homework

### Due: Monday, October 19

#### Lesson 5.1 Model Factors

Handout Homework - Due on THURSDAY

4.OA.B.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.

Lesson 5.1 Model Factors

I Do: Model Go Math p. 279 (use tiles and grid paper)

We Do: Go Math p. 280 Share and Show

Go Math p. 281 #9 - 12

You Do: Go Math p. 283: #2

Independent:

Rocket Math

Reflex Math

Homework

### Due: Friday, October 9

#### Make-up Day

Make-Up Day for First Nine Weeks Common Assessment

Complete any missing assignments

### Due: Thursday, October 8

#### First Nine Weeks Common Assessment

First Nine Weeks Common Assessment

### Due: Wednesday, October 7

#### Picture Day/ Continue Review for First 9 Weeks Common Assessment

Picture Day

Rocket Math Ice Cream Party

Continue Review for First Nine Weeks Common Assessment

### Due: Tuesday, October 6

#### Review for First Nine Weeks Common Assessment

4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.
4.OA.A.3 - Solve multi-step contextual 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.A.1 - Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70×10 = 700.
4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
4.NBT.A.3 - Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.
4.NBT.B.4 - Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.
4.NBT.B.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.

Review for First Nine Weeks Common Assessment (Quizizz and Edulastic Practice)

### Due: Monday, October 5

#### Go Math Chapter 3 Test

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Handout Homework

Chapter 3 Test

### Due: Wednesday, September 30

#### Chapter 3 Contextual Problems

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Turn in Homework.

Chapter 3 Day 4

I Do: Model showing Standard Algorithm, Area Model, and Partial Products

We Do:

Play Zapp or Jeopardy

Include two 4.OA.A.3 problems

You Do:

Edulastic Practice for a Classwork Grade in Skyward.

Include one 4.OA.A.3 problem

Fact Fluency:

Rocket Math

Reflex Math (15 minutes)

Homework

### Due: Tuesday, September 29

#### Chapter 3 Estimate Products

4.NBT.B.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.

Turn in Homework

Chapter 3 Day 4 Estimate Products

I Do:

Model Go Math p. 151 Unlock the Problem

Solve by rounding and compatible numbers

Solve to find actual product

Model Go Math p. 152 Another Way

Solve by rounding

Solve to find actual product

We Do: Solve by rounding or compatible numbers, solve to find actual product

Go Math p. Go Math p. 152 Try This part A and B

Go Math p. 152 Share and Show

Go Math p. 2-4

You Do:

Edulastic Practice

Fact Fluency:

Rocket Math

Reflex Math (15 minutes)

Homework

### Due: Monday, September 28

#### Chapter 3 Multiplying by 10s

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Handout Homework

Chapter 3 Day 3

Today's PowerPoint Presentation

I Do: Model Go Math p. 145 "Unlock the Problem"

We Do:

Go Math p. 149: 5-6

Go Math p. 148: 15, 16,18

You Do:

Go Math p. 148

Edulastic Practice for a classwork grade in Skyward.

Fact Fluency:

Rocket Math

Reflex Math (15 minutes)

Homework

### Due: Friday, September 25

#### Chapter 3 Lesson 3.3 Day 2

4.NBT.B.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.

Turn in homework. Grade will be taken.

Chapter 3 Lesson 3.2 (Day 2)

I Do: Model Multiplying Two 2-Digit Numbers Showing all 3 Strategies

You Do: Edulastic Practice for a Classwork grade in Skyward.

Fact Fluency:

Rocket Math

IXL Diagnostic Arena (15 minutes)

Reflex Math

### Due: Thursday, September 24

#### Chapter 3 Lesson 3.3

4.NBT.B.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.

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Chapter 3 Lesson 3.2

Today's Focus: Multiply Two 2-Digit Numbers Using the Strategy of Your Choice

Agenda:

I Do: Model Go Math p. 161 Show all 3 strategies

You Do: Edulastic Practice

Fact Fluency:

Rocket Math

Homework

Reflex Math

### Due: Wednesday, September 23

#### Chapter 2 Test

4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.
4.OA.A.3 - Solve multi-step contextual 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.B.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.

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Chapter 2 Test

### Due: Tuesday, September 22

#### Review for Chapter 2 Test

4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.
4.OA.A.3 - Solve multi-step contextual 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.B.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.

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Chapter 2 Spiral Review Assessment (Edulastic) - for a Quiz grade in Skyward

Review any commonly missed problems from Mid-Chapter Quiz.

Review for Chapter 2 Test - Jeopardy

Jeopardy

https://www.playfactile.com/kf9zqrpjco

Fact Fluency:

Rocket Math

Reflex Math - 15 minutes

Homework

### Due: Monday, September 21

#### Chapter 2 Mid-Chapter Quiz

4.NBT.B.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.
4.OA.A.3 - Solve multi-step contextual 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.OA.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.
4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.

Handout Homework

Review Anchor Chart: 35 = 5×7

35 is 5 times as many as 7 and 7 times as many as 5

White board practice:

Write the equation: 48 is 6 times as many as 8

Write the comparison statement: 3x9=27

Review of 4.OA.A.2 Multiplicative Comparison Problems

Use the problem as an anchor chart.

Review Anchor Charts for Distributive Property, Area Model, and Partial Products

Chapter 2 Mid-Chapter Quiz

Fact Fluency:

Rocket Math

Reflex Math

IXL Diagnostic Arena

### Due: Friday, September 18

#### Chapter 2 Lesson 7 Multiply Using Partial Products

Turn in homework. Grade will be given.

Chapter 2 Lesson 7

Today's focus: CUBE

I Do: Model Go Math p. 101: 16

We Do: Go Math p. p. 101: 17 -18

You Do: Edulastic Practice

Mid-Chapter Quiz on Monday for a grade in Skyward.

Fact Fluency:

IXL Diagonostic Arena - 15 minutes

Rocket Math

Reflex Math

### Due: Thursday, September 17

#### Chapter 2 Lesson 7 Multiply Using Partial Products

Turn in homework. Grade will be given. Homework can be corrected for a better grade.

Lesson 2.7 - Multiply Using Partial Products

Today's Focus: When you multiply by 10, shift every digit to the left 1 time. When you multiply by 100, shift every digit to the left 2 times. When you multiply by 1,000, shift every digit to the left 3 times. Tomorrow we will focus on multi-step contextual problems.

I Do:

Model Go Math p. 99 Unlock the Problem

Model Go Math p. 100 Example

We Do:

Go Math p. 100 Share and Show

You Do: Edulastic Practice for a grade in Skyward.

Watch this video for more help: https://edpuzzle.com/video/QY9j0BbeYuE

Fact Fluency:

Rocket Math

Homework

Reflex Math

### Due: Wednesday, September 16

#### Chapter 2 Lesson 6 Multiply Using Expanded Form

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Chapter 2 Lesson 2.6 Multiplying Using Expanded Form

Evidence of Learning Statement (attached)

Today's Focus: Multiply using strategies of place value (expanded form - area model) We will focus on contextual problems and multi-step contextual problems.

I Do:  Model Go Math p. 95: 6 Model how to draw the area model

We Do: Go Math p. 95: 7 - 8

Go Math p. 96: 12 - 13

You Do:

Edulastic Practice - choose your method to solve

Fact Fluency:

Rocket Math

Homework

Reflex Math

### Due: Tuesday, September 15

#### Chapter 2 Lesson 6 Multiply Using Expanded Form

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Chapter 2 Lesson 2.6 Multiplying Using Expanded Form

Evidence of Learning Statement (attached)

Today's Focus: Multiply using strategies of place value (expanded form - area model)

Tomorrow we will continue this lesson by solving contextual problems and multi-step contextual problems.

I Do: Model Go Math p. 93 Unlock the Problem

Model Go Math p. 94 Example 2 - Show how to draw the area model and how to use partial products

We Do:  Go Math p. 94 Share and Show - draw area model for #2 and #3. Change #3 to 3 x 2,880

Go Math p. 97 Problem Solving 5 -6

You Do:

joinmyquiz.com

and enter this code 10901440

Differentiation:

Edpuzzle (remediation)

https://edpuzzle.com/media/5f5d406f2e5e98409a4c0200

Retake Quizizz if needed.

Fact Fluency:

Rocket Math

Homework

Reflex Math

### Due: Monday, September 14

#### Make-up Day and Review

Handout Homework

Make-up Loss of Learning Test for anyone who was absent last week.

Go to my webpage. Make sure students can access the EdPuzzle video "Multiply 4 Digits by 1 Digit". DON'T start video. Will use the video tomorrow.

https://edpuzzle.com/media/5f5d406f2e5e98409a4c0200

Review of

• 4.OA.A.1 Multiplicative Comparison
• 4.OA.A.2 Multiply to solve contextual problems involving multiplicative comparisons
• 4.NBT.B.5 Multiply using strategies based on place value
• 4.NBT.B.5 Multiply using strategies based on the properties of operations (distributive property)

Quizizz Practice for 4.OA.A.1 and 4.OA.A.2

joinmyquiz.com

and enter this code 62035904

Quizizz Practice for 4.NBT.B.5 Multiplying using strategies based onplace value

joinmyquiz.com

and enter this code 56989632

Quizizz Practice for 4.NBT.B.5 Multiplying using the distributive property

joinmyquiz.com

and enter this code 31692736

Fact Fluency:

Rocket Math

Homework

Reflex Math

Videos:

EdPuzzle

### Due: Friday, September 11

#### Loss of Learning Assessment Subparts 2 & 3

Turn in homework. Grade will be taken.

Loss of Learning Test:

Math Subpart 2: 12 items/30 minutes/Calculator permitted

10 minute break

Math Subpart 3: 13 items/40 minutes/Calculator permitted

### Due: Thursday, September 10

#### Loss of Learning Assessment Supbart 1

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

Mid-Term Progress Reports Go Home

Loss of Learning Test:

Math Subpart 1: 25 Items/45 minutes/No calculator

### Due: Wednesday, September 9

#### Chapter 2 Lesson 5 Multiplying Using the Distributive Property

Turn in homework. Grade will be taken. Homework can be corrected for a better grade.

4.NBT.B.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.

Evidence of Learning Statements (attached)

Today's Focus: Multiplying using the properties of operations (Distributive Property)

I Do: Model Go Math p. 88 Make a Connection with base ten blocks

We Do: Go Math p. 89:1-2 with base ten blocks

p. 89:3-5

Break

You Do: IXL Math Skill Plan 2.5 (D.26) Multiplying Using the Distributive Property - smart score of 85

Fact Fluency:

Rocket Math

Reflex Math

### Due: Tuesday, September 8

#### Chapter 2 Lesson 3 Multiplying 10s, 100s, and 1,000s

Handout Homework: (4.OA.A.1, 4.OA.A.2) Multiplication as a Comparison (from Quizizz)

4.NBT.B.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.

Evidence of Learning Statements (attached)

Today's Focus: Multiply using strategies based on place value.

I Do: Model with Edpuzzle Multiplying by 10, 100, 1,000

We Do: Go Math p. 79:11-12

p. 80 1-2

p.78:15 (multi-step)

Break

You Do: IXL Math Skill Plan 2.2.3 (D.44) Multiplying Numbers Ending in Zeros Word Problems (Smart Score of 85)

Differentiation: Use base 10 manipulatives

Engage NY Grade 4 Module 3 Lesson 5 - use base 10 manipulatives

Fact Fluency:

Rocket Math

Reflex Math

### Due: Friday, September 4

#### Chapter 2 Quiz 1

4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.

Quiz over Chapter 2 Lessons 1 and 2

Differentiated instruction based on quiz results:

IXL Skill Plan Lesson 2.1 or 2.2 (or both if needed)

Review videos:

Edpuzzle: Multiplication Comparisons

Retake Chapter 2 Quiz 1

Complete IXL assignments if needed.

Fact Fluency:

Rocket Math

Reflex Math

### Due: Friday, September 4

#### Chapter 3 Test

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Chapter 3 Test

### Due: Thursday, September 3

#### Chapter 2 Lesson 2

4.OA.A.2 - Multiply or divide to solve contextual problems involving multiplicative comparison, and distinguish multiplicative comparison from additive comparison. For example, school A has 300 students and school B has 600 students: to say that school B has two times as many students is an example of multiplicative comparison; to say that school B has 300 more students is an example of additive comparison.

Chapter 2 Lesson 2 Comparison Problems

Handout Multiplication Chart - review how to use a multiplication chart

I Do: Model Go Math p. 69

Edpuzzle: Multiplication Comparisons

We Do: Go Math p. 70: Share and Show

We Do: Go Math p. 71: 4-7

You Do: on your whiteboard do p.72:11

You Do: Edulastic Practice Chapter 2 Lesson 2

IXL Skill Plan 2.2 (Chapter 2 Lesson2)

Fact Fluency:

Rocket Math

Reflex Math

### Due: Thursday, September 3

#### Chapter 3 Quiz

4.OA.A.3 - Solve multi-step contextual 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.B.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.

Turn in Homework.

Chapter 3 Quiz

Review commonly missed problems on Quiz.

Fact Fluency:

Rocket Math

Reflex Math (15 minutes)

IXL Diagnostic Arena (15 minutes)

Homework

### Due: Wednesday, September 2

#### Chapter 2 Lesson 1 Multiplication Comparisons

4.OA.A.1 - Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5×7 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.

Chapter 2 Lesson 1 Multiplication Comparisons

Click on the link above to access the PowerPoint

Introduction video: Edpuzzle

I Do: Model Go Math p. 63

We Do: Go Math p. 64 Example

We Do: Play whiteboard game

We Do: Go Math p. 65: 8,9

You Do: Chapter 2 Lesson 1 Edulastic Assignment

You Do: IXL Skill Plan 2.1 (Chapter 2 Lesson1)

Fact Fluency:

Rocket Math

Reflex  Math

### Due: Tuesday, September 1

#### Chapter 1 Test

Students will complete the GoMath Chapter 1 Test online.

Fact Fluency:
RocketMath
Reflex Math

### Due: Monday, August 31

#### Review for Chapter 1 Test

4.OA.A.3 - Solve multi-step contextual 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.A.1 - Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70×10 = 700.
4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.
4.NBT.A.3 - Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.
4.NBT.B.4 - Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

Review for Chapter 1 Test:

Chapter 1 Quiz 2 - Use results to determine which interactive video(s) each student needs to watch.

Interactive Videos:

MathAntics Rounding

Expanded Form

Writing Numbers is Words and Standard Form

Subtracting Multi-digit Numbers With Regrouping

Comparing Numbers

Subtracting Across Zero

Subtracting Across Two Zeros

Retake Chapter 1 Quiz 2 (if time allows)

### Due: Friday, August 28

#### Chapter 1 Lesson 7 Subtract Whole Numbers

4.NBT.B.4 - Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

Chapter 1 Lesson 7 Subtract Whole Numbers

Today's Focus:

When you take one from the left, you add 10 to the right.

Borrowing Across Zeros

• I Do: Model With GoMath p. 43 (Show from ThinkCentral Teacher Edition) Remember to CUBE –Circle all the numbers, Underline the question, Box the important information, Evaluate to make sure you answered the question
• We Do: GoMath p. 45: 15 –18
• You Do: Edulstic Practice

### Due: Thursday, August 27

#### Chapter 1 Lesson 6 Add Whole Numbers

4.NBT.B.4 - Fluently add and subtract within 1,000,000 using appropriate strategies and algorithms.

Chapter 1 Lesson 6 Add Whole Numbers

Today's Focus - Write the renamed digit first so you won't forget it.

I Do: Model Using PP

We Do: Practice Using PP

You Do: Edulastic Practice Chapter 1 Lesson 6 for a Classwork Grade in Skyward

Adding Multi Digit Numbers with Regrouping

### Due: Wednesday, August 26

#### Review of Rounding Numbers

4.NBT.A.3 - Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.

Review of Rounding Numbers

Quiz on Friday, August 21 showed non-mastery of this standard.

I Do: Model Quiz Questions: 3, 4, 6

We Do: Roll A Row (Round Numbers To The Nearest 100,000)

You Do: Edulastic Practice - (Redirect) Chapter 1 Lesson 4

Mathantics Rounding Video

Expanded Form (Place Values)

Writing Numbers in Words and Standard Form

### Due: Tuesday, August 25

#### Review of Standard Form, Word Form, Expanded Form

4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Review of Standard Form, Word Form, and Expanded Form

Quiz on Friday, August 21 showed non-mastery of this standard.

I Do: Model Quiz Questions: 1, 2, 5

We Do: Play "Trap It In" - Whole Numbers in Standard Form and Word Form

We Do: Play "Trap It In" - Whole Numbers in Standard and Expanded Form

You Do: Edulastic Practice- Redirect Chapter 1 Lesson 2

### Due: Monday, August 24

#### Review of Place Value Relationships

4.NBT.A.1 - Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70×10 = 700.

Review of Place Value Relationships

Quiz on Friday, Aug. 21 showed non-mastery of this standard.

I Do: Model quiz questions 7&8.

We Do: Play "Snakes" (Comparing Digit Values) - Use online dice roller

You Do: Redirect Ch. 1 Lesson 1 Edulastic Practice

Homework is due on Friday, August 24.

### Due: Friday, August 21

#### Mid-Chapter Quiz

4.NBT.A.1 - Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70×10 = 700.
4.NBT.A.3 - Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.
4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Place Value Review

Mid-Chapter Quiz - for a grade in Skyward

Last day to turn in homework.

### Due: Thursday, August 20

#### Rounding Numbers

4.NBT.A.3 - Round multi-digit whole numbers to any place (up to and including the hundred-thousand place) using understanding of place value.

Today's Focus: A number line is a good visual when rounding.

I Do:  Model (PP)

We Do: Practice (PP)

You Do: Edulastic Practice

### Due: Wednesday, August 19

#### Comparing Numbers

4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Chapter 1 Lesson 3

Today's Focus:

Your numbers need to aligned by place value in order to compare correctly.

I Do: Model (PP)

We Do: PP and IXL GoMath Skill Plan 1.3

You Do: Edulastic Assignment

### Due: Tuesday, August 18

4.NBT.A.2 - Read and write multi-digit whole numbers (less than or equal to 1,000,000) using standard form, word form, and expanded form (e.g. the expanded form of 4256 is written as 4×1000 + 2×100 + 5×10 + 6×1). Compare two multi- digit numbers based on meanings of the digits in each place and use the symbols >, =, and < to show the relationship.

Chapter 1 Lesson 2.pptx

Chapter 1 Lesson 2 Read and Write Numbers

Today's Focus:

1. When you come to a comma, you name the period (millions or thousands).

2. Use zeros as place value holders.

I Do:

Model (PP = PowerPoint)

We Do: IXL GoMath Skill Plan Chapter 1 (1.2)

You Do: Edulastic Practice (TEAMS)

### Due: Monday, August 17

#### Place Value Relationships

4.NBT.A.1 - Recognize that in a multi-digit whole number (less than or equal to 1,000,000), a digit in one place represents 10 times as much as it represents in the place to its right. For example, recognize that 7 in 700 is 10 times bigger than the 7 in 70 because 700 ÷ 70 = 10 and 70×10 = 700.

Today's Focus: Each time you move to the LEFT, the value of the digit is 10x GREATER.  Each time you move to the RIGHT, the value of the digit is 10 LESS.

I Do:

Model (PP = PowerPoint)

We Do:

Edpuzzle Place Value Relationships

https://edpuzzle.com/video/nxbW4GGdn9I

Practice: (PP)

Homework will be given on Monday each week. Students have until Friday to turn it in. Homework will count as a grade.