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Curriculum Plan

Math-Common Core

4th Grade

 

2019 – 2020

 

Resource:  GoMath

 

Note:  The following is the key for “Teacher Time.”

B – below grade level

O – on grade level

A – above grade level

 

 

Week 1:     Establishing Math Workshop

Topic:        Math Talk, Showing Work, Math Writing and Chapter 1 pre-assessment

Standards:   N/A

 

Day #:  Essential Question and Materials Warm-Up

5-7 minutes

Mini-Lesson

(10-12 minutes)

Workshop

(20-25 minutes)

Closing

(5-7 minutes)

1:   What is Math Workshop?

 

 

·    chart paper

·    markers

·    math folders

·    labels for the folders

·    composition books to use as Math Journal

 

Problem of the Day ·  The goal of this session is to introduce the students to math workshop.

·  You will explain the general structure and discuss the overall routines and procedures, such as

o calendar

o number talks

o the mini-lesson

o student activity time, when workstations and guided math groups take place

o interviews and conferences

o the debrief

The students should engage in a prolonged discussion of the workshop and the way they are going to think about and do math throughout the year.

 

The teacher should create some sort of math anchor chart that highlights the discussion.

Guided Math:

Math talk, showing work, math writing

 

——————-

 

Chapter 1 Pre-Assessment

Review and discuss the essential question.
2:  How do good mathematicians communicate with each other?

 

 

· chart paper

· markers

Problem of the Day The goal of this session is to talk about talk.

 

Put students in groups to discuss the ways public mathematicians engage with each other.

 

Students learn

·  to make eye contact and be attentive and to respond with a thinking mind and a respectful heart

·  “think time”

·  allow each other the time and space to speak

·  stop and think about what has been said

·  digest and think some more before they respond

 

The focus of this session is to teach students to respect each other. It is also to get students to begin to talk about word problems.

In groups practice using think time to discuss today’s Problem of the Day

 

Review and discuss the essential question.
3:   How do good mathematicians talk about their ideas?

 

· chart paper

· markers

· math folders

· labels for folders

 

Problem of the Day

 

 

The third day is a continuation of the conversation about being a good mathematician.

 

Students discuss the idea that math is a language and that one of the things that they will work on during math workshop is “speaking math.”

 

The teacher should introduce the word wall that will help students remember the words they are learning. You can chart some of these ideas and have the class practice using them.

 

Students learn to speak about their mathematical thinking by actually speaking about math!

 

Use a math anchor chart on how to talk with each other and respond to questions (

 

Using more math word problems as the center of the discussion, students practice talking with each other.

Create all the same centers to play some vocabulary games, as an example of the types of games that they will play all year to learn new math words.

 

Students learn to use different prompts to share their thinking about math.

Review and discuss the essential question.
4:  How do good mathematicians show their work?

 

·  Chart paper

·  Markers

 

Problem of the Day The fourth day is about students learning that good mathematicians show their work

 

You want to spend some time talking with students about asking questions. Students need to get comfortable with asking questions of themselves and others.

 

Model what “showing work” looks like. Students should understand that they can show their work with

·  objects

·  drawings

·  pictures

·  acting it out

 

 

In small groups, students do more work with the Problem of the Day.

 

Review and discuss the essential question.
5:  How do good mathematicians write?

 

·  Chart paper

·  Markers

Spiral Review of the Week The fifth day is about writing in math class. During this session, students focus on different ways to write in math class.

Also introduce math journals and have the students make them. The journals have different sections, such as

·  vocabulary

·  do-now

·  word problems

  Have students to respond to the essential question in their math journals.
 

 

 

 

 

 

Week 2:           Establishing Math Workshop (continued) / Chapter 1

Topic:               Number talks / Place Value & Add/Subtract

STANDARDS:      4.NBT.A.1; 4.NBT.A.2; 4.NBT.A.3; 4.NBT.B.4

        

 

 
Day #:  Essential Question and Materials Warm-Up

5-7 minutes

Mini-Lesson

(10-12 minutes)

Workshop

(20-25 minutes)

Closing

(5-7 minutes)

1:  What are the calendar routines during math workshop and how do they relate to work?

 

· Chart paper

· Markers

· Math journals

—————-

 

Lesson 1.1

Essential Question:   How can you read and write numbers through hundred thousands?

Problem of the Day and/or Read Aloud This session is about establishing one of the routines that students will practice during math workshop—the daily calendar routine.

 

Students will discuss different types of calendars and examine a regular calendar as well as the “classroom” calendar posted in the calendar area.

 

Individual calendar folders are introduced. It is important for students to make the connection between real life and the calendar routines that they will do in class. For example, why should students chart the weather? In real life, do people really follow the weather and, if so, when, where, and why? Contextualizing our daily math routines is essential to students being able to make sense of math in their world.

 

———————————————

 

In small groups, do a calendar activity.

 

 

Guided Math:

Chapter 1 Pre-Assessment to determine guided math groups for this chapter.

pp 55-60

Place Value, Addition, and Subtraction to One Million

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students write the questions they have about Chapter 1 in their math journals.

2:  How do we participate in number talks?

 

·  Chart paper

·  Markers

·  Math journals

 

—————

 

Lesson 1.2

 

EQ:  How can you read and write numbers through hundred thousands?

Problem of the Day

And

Fluency Builder

p 5B

This session is about number talks.

 

Introduce this activity as a routine that students will do sometimes together as a whole class and sometimes in small guided math groups.

·      The class discusses how to talk during a number talk.

·      They emphasize some of the things they have been discussing, such as listening to each other, discussing their thinking, and showing their work.

·      They talk about how it is okay to be wrong and okay to be right.

·      They talk about how important it is to get all of their thinking on record so they can see what they are saying.

 

This is the day that the students are normed into this routine, through actual practice.

 

———————————————

ENGAGE:  p 5B

EXPLORE:  pp 5-6

EXPLAIN:  P 7

ELABORTATE:  P 8

·      Assignment pp 9-10

 

Class divides into small groups to participate in a math problem, in which they will practice their number talk.

 

 

——————

 

Guided Math pp 3F, 3and 4

1.    B:

2.   A:

Stations

1.    Vocabulary Game pp 48A-D

2.   Independent assignment

3.   Flashcards – facts

 

 
3:  What happens during the mini-lesson?

 

·  Chart paper

·  Markers

·  Math journals

 

 

————–

 

Lesson 1.3

 

EQ: How can you compare and order numbers?

Problem of the Day During this session, students will discuss what happens during the mini-lesson. You can explain that the class will sometimes

·  read a book

·  learn a poem

·  chant, or sing

·  watch a mini-video

·  learn a concept

 

Sometimes students will take notes in their journals and other times they will do activities on their whiteboards.

 

You should emphasize that students have a really important role during the mini-lesson—to listen, talk with each other, and participate.

 

 

In small groups, students play a game (see appendix) that practices number talk that was learned yesterday.
4:  How do we work at math stations?

 

·  Chart paper

·  Markers

·  Math journal

 

————–

 

Lesson 1.2

 

EQ:  How can you read and write numbers through hundred thousands?

 

Problem of the Day

And

Fluency Builder

p 11B

This session focuses on introducing math centers to the students. You will spend a great deal of time rolling out math centers over the next few days. Students need to learn to take out the math centers and to work by themselves, with partners, and in groups. They need to set some rules for:

·  getting along

·  working well together

·  resolving any problems that come up (see appendix).

 

This takes time to do but is essential to running a great math workshop.

 

 

——————————————

 

ENGAGE:  p 11B

EXPLORE:  p 11

EXPLAIN:  P 12

ELABORTATE:  P 13-14

·      Assignment pp 15-16

 

 

 

 

Using the following stations, students will practice working at and transitioning to each station:

·    flash cards to practice math facts

·    independent practice

·    computer (IXL, Moby Max, Study Island, etc. for math practice

 

 

———————

 

Guided Math pp 3F, 3and 4

1.    B:

2.   O:

 

Stations

1.    Independent assignment

2.   Flashcards – facts

Vocabulary Game pp 48A-D

5:  How do we work and play together during math workshop? (part 1)

 

·  Chart paper

·  Markers

·  Math journals

 

 

—————-

 

Lesson 1.3

 

EQ:  How can you compare and order numbers?

Problem of the Day.  17B

 

During this session, the class continues to explore what it means to work together during student activity time. They discuss what types of manipulatives they will use when playing games and doing activities. The teacher leads a discussion about playing with partners.

 

The class models this by breaking into two teams and playing some games. Part of this discussion is about how to start a game (see Figure 9.6). We play many different math games, but there are some general procedures for starting any type of game.

 

Although this concept seems simple, many students struggle with it in the beginning. Students do not tend to play board games these days, so they are not used to deciding who gets to start. So it is important for students to practice it during the next few days.

 

——————————————–

 

ENGAGE:  p 17B

EXPLORE:  p 17

EXPLAIN:  P 18

ELABORTATE:  P 20-22

·      Assignment pp 21-22

 

Have the same game set up in 4 different stations. Students practice rules for playing games and how to work together.

 

 

Guided Math pp 3F, 3and 4

1.    B:

2.   A:

 

Stations

1.    Fluency Builder – p 11B

2.    Independent assignment

3.   Computer

 

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 3:             Establishing Math Workshop (continued)/Chapter 1

Topic:                            Game Norms

Chapter Essential Question:  How can you use place value to compare, add, subject, and estimate with whole

numbers?

Domain:                          Number and Operations in Base Ten

STANDARDS:                  4.NBT.A.1; 4.NBT.A.2; 4.NBT.A.3; 4.NBT.B.4

 

 
Day #:  Essential Question and Materials Warm-Up

5-7 minutes

Mini-Lesson

(10-12 minutes)

Workshop

(20-25 minutes)

Closing

(5-7 minutes)

1:  What are the How do we work and play together during math workshop? (part 2)

 

·  Chart paper

·  Markers

·  Math journals

 

————–

 

Lesson 1.4

 

EQ:  How can you round numbers?

Problem of the Day During this session, the students will practice playing with cards. Card games are fun and fast. They play with a variety of cards;

·  big, little

·  playing cards

·  number cards

·  flash cards

 

They talk about the different games that are possible with cards. They practice:

·    holding cards

·    shuffling cards

·    dealing cards

 

During this session, depending on the students, students play a team game and a group game. Sometimes, the class will spend a few days on this topic, with a few days on team games and a few days on group games.

 

Have four different card games stations, in which students spend time at each. Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students write the questions they have about Chapter 1 in their math journals.

2:  How do we work and play together during workshop?  (part 3)

 

· Chart paper

· Markers

· Math journal

————–

 

Lesson 1.5

 

How can you rename a whole number?

Problem of the Day During this session you introduce more manipulatives, highlighting the use of dominos for playing different games. You explain that sometimes students will use playing mats for dominos and sometimes they will not.

 

 

Students play domino games with partners and in groups. (see appendix). The more time that you give students to practice playing together and focusing in on the math during this week, the better they will be able to do it when the class goes into full workshop mode. Have students to respond to the essential question in their math journals.
3:  How do we use math tools during math workshop?

 

·  Chart paper

·  Markers

·  Writing Notebooks

·  Math journals

————

 

Lesson 1.6

 

EQ:  How can you add whole numbers?

Problem of the Day During this session, students spend a great deal of time talking about other tools that they can use in math workshop, besides dice, dominos, and cards.

 

They talk about:

·  Unifix cubes

·  bears

·  color tiles

·  calculators

·  other tools available in the classroom

 

They spend time talking about management routines concerning

·  the tools

·  playing with the tools

·  using the tools to do math

 

It is important that time is spent discussing what math tools are and how they help us do math.

Set up four stations that use various types of manipulatives in which students will be using throughout the year. Have students to respond to the essential question in their math journals.
4 and 5:  What happens during the student work period of math workshop?

 

· Chart paper

· Markers

· Math journals

—————-

 

Lesson 1.7 and 1.8

 

EQ:  How can you subtract whole numbers? And How can you use the strategy draw a diagram to solve comparison problems with addition and subtraction?

4:  Problem of the Day

 

5:  Spiral Review

These are key sessions. Guided math groups are introduced, and the teacher begins to pull the first group. The students are all very aware that they are to be on their best behavior and are to do all the things they have been practicing over the last few days. There is usually a great deal of buzz and excitement on this day when they actually experience the full workshop in action. need to work on.

 

 

Have one guided math group.

 

Other students go to 3 other stations.

The teacher must be sure to debrief this session in detail, so students know exactly what went well and what they need to work on.

 

 

 

 

 

 

 

 

Week 4:                           Establishing Math Workshop (continued) / Chapter 2

Topic:                                 Practice Centers & Guided Math

Chapter Essential Question:      What strategies can you use to multiply by 1-digit numbers?

Domains:                           Number and Operations in Base Ten and Operations & Algebraic Thinking

Standards:                           4.OA.A.1; 4.OA.A2; 4OA.A.2; 4.OA.A.3; 4.NBT.B.5

 

 
Day #:  Essential Question and Materials Warm-Up

5-7 minutes

Mini-Lesson

(10-12 minutes)

Workshop

(20-25 minutes)

Closing

(5-7 minutes)

1 and 2:  What hap pens during share time at the end of math workshop

 

·  Chart paper

·  Markers

·  Math journals

————-

 

Lessons 2.1 and 2.2

 

EQ:  How can you multiplication comparisons? And How does a model help you solve a comparison problem?

Problem of the Day

 

During these sessions, students will discuss what happens during the debrief.

 

It is important for them to summarize their learnings for the day and keep a public record of them.

 

The discussion should focus on the math they did, not just the game or activity that they did.

 

Students make anchor charts to remind them what happens during the debrief.

 

They talk about the importance of the Mathematician’s Chair and how it is an honor to Mathematician’s Chair and how to treat the people who sit in it. They talk about and practice sharing their work with each other.

Two guided math groups. (see appendix)

 

Provide three stations. (see appendix)

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

3, 4 and 5:  What are the routines, rules and procedures during math workshop?

 

·  Chart paper

·  Markers

·  Math journals

 

————-

 

Lessons 2.3 and 2.4

 

EQ:  How does understanding place value help you multiply tens, hundreds, and thousands?  And How can you estimate products by rounding and determine if exact answers are reasonable?

Problem of the Day

 

Spiral Review

 

During these last three sessions, the class spends time doing the math workshop and talking about it extensively. This is the time to praise the good and work out the kinks and the rough spots. This is the blueprint for your yearlong journey.

 

These last few days are meant to make sure that the foundation for math workshop is solid.

 

·  The 20-day framework is just a guideline. Every class is different. Creating a vibrant, energetic, academically rigorous math workshop takes time, energy, and much effort, but it is well worth it! Stick with the process of establishing the workshop, don’t get discouraged, lean into the rough spots, and know that when it is all done, you will have created a space for learning that is:

·  student centered

·  standards-based

·  cognitively engaging and demanding.

 

Consistency is the key!

Begin meeting with two guided math groups a day and three stations. Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

 

 

 

 

 

 

 

Week 5:                          GoMath Chapter 2 (continued)

Chapter Essential Question:      What strategies can you use to multiply by 1-digit numbers?

Domains:                           Number and Operations in Base Ten and Operations & Algebraic Thinking

STANDARDS:                      4.OA.A.1; 4.OA.A2; 4OA.A.2; 4.OA.A.3; 4.NBT.B.5

Info for Mini-Lesson (Domains) Math Workshop Info for Mini-Lesson (Domains)
Guided Math Workshop

 

1

Number and Operations in Base Ten

 

Operations and Algebraic Thinking

 

Lessons 2.5 and 2.6

 

 

B:     Reference Reach/ Enrich Chapter 2 Resource

 

O:    Go Math Chapter 2

 

A:   Reference Reach/ Enrich Chapter 2 Resource

 

 

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students write the questions they have about Chapter 1 in their math journals.

2 and 3

 

Lessons 2.7 and 2.8

 

 

Guided Math pp 3F, 3and 4

3.   Below Level

4.   Above Level

Stations

4.   Vocabulary Game pp 48A-D

5.   Independent assignment

6.   Flashcards – facts

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

4

Lessons 2.9 and 2.10

 

 

 

Guided Math pp 3F, 3and 4

3.   Below Level

4.   On Level

 

Stations

3.   Independent assignment

4.   Flashcards – facts

5.   Vocabulary Game pp 48A-D

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

5

Lessons 2.11 and 2.12

 

 

  Guided Math pp 3F, 3and 4

3.   Below Level

4.   Above Level

 

Stations

4.   Fluency Builder – p 11B

5.    Independent assignment

6.   Computer

 

Select a student for the Mathematician’s Chair.

 

Debrief the day.

 

Have students to respond to the essential question in their math journals.

 

 

Resources:

Lesson Ideas

https://www.engageny.org/file/34106/download/math-g4-m3-topic-d-lesson-12.pdf?token=m8zLgvak-tCLLn7iQPEv-pBhIM4iN_O-jBWEIgWjUNk

 

Interactive Teaching Tools

4.OA. A.2 (bar diagram to model multiplicative comparison)   https://www.mathplayground.com/tb_multiplication/index.html

4.OA. A.1  (online problems) https://mrnussbaum.com/multiplication-statements-online

 

Printables:

4.OA.A.1 https://www.commoncoresheets.com/SortedByGrade.php?Sorted=4oa2

4.OA. A.1  ( Multiplicative Comparison)  http://www.theteacherscafe.com/Worksheets/Math/Multiplicative%20Comparisons%20Worksheets.pdf

 

Videos: 

Video and online questions – Khan  Academy https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-mult-div-topic/cc-4th-mult-comparing/v/comparing-with-multiplication-exercise

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

Week 6     

Review and Assessment

Using engaging activities, review chapters 1 and 2
Assessment of chapters 1 and 2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 7, 8 and 9:               Math Workshop – GoMath Chapter 3

Chapter Essential Question:      What strategies can you use to multiply 2-digit numbers?

Domains:                          Operations & Algebraic Thinking and Number and Operations in Base Ten

STANDARDS:                     4.OA.A3; 4.NBT.B.5

Info for Mini-Lesson Math Workshop Closure
Guided Math Math Stations
·      Multiply by Tens (1 day)

·      Estimate Products (1 day)

·      Investigate Area Models and Partial Products (2 days)

·      Multiply Using Partial Products (1 day)

·      Multiply with Regrouping (2 days)

·      Choose a Multiplication Method (2 days)

·      Problem Solving Multiply 2-Digilt Numbers (2 days)

·      Review and Assess

B:     Reference Reach/ Enrich Chapter 3 Resource

 

O:    Go Math Chapter 3

 

A:   Reference Reach/ Enrich Chapter 3 Resource

 

 

 

Differentiated workshops; refer to Resources list below.

 

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

Allow students share out what they learned today.

 

Resources:

Lesson Ideas

4.OA.A3 https://www.engageny.org/file/34106/download/math-g4-m3-topic-d-lesson-12.pdf?token=m8zLgvak-tCLLn7iQPEv-pBhIM4iN_O-jBWEIgWjUNk

 

Interactive Teaching Tools

Modeling tool https://www.mathplayground.com/thinking_blocks_modeling_tool/index.html

4.NBT.5 Area model/ partial products https://play.dreambox.com/student/dbl/TeacherTool_Multiplication2DArray?atype=2&back=http%3A%2F%2Fwww.dreambox.com%2Fteachertools&eng=Intermediate&ie_skin=paperfrenzy

 

Online Practice

4.0A.A3- https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-multistep-word-problems/e/multi-step-word-problems-with-whole-numbers

4.NBT.5  https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-mult-10s-100s-1000s/v/multiplying-1-digit-numbers-by-multiples-of-10

Printables:

4.0A. A3-  https://www.commoncoresheets.com/SortedByGrade.php?Sorted=4oa3

4.NBT.5- http://www.theteacherscafe.com/Worksheets/Math/4.NBT.B.5_Worksheets.pdf

4.NBT.5- http://www.theteacherscafe.com/Worksheets/Math/Multiplication-Division.htm

4NBT. 5- https://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nbt5

Videos: 

4.OA. A3http://studyjams.scholastic.com/studyjams/jams/math/algebra/acreating-equations.htm

4.NBT.5 More ways to multiply- https://www.khanacademy.org/math/arithmetic/arith-review-multiply-divide/arith-review-place-value-area-models/v/more-ways-to-think-about-multiplying

4.NBT.5 Partial Products https://vimeo.com/217214462

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks: 10, 11 and 12:           Math Workshop – GoMath Chapter 4

Chapter Essential Question:      How can you divide by 1-digit numbers?

Domain:                            Operations & Algebraic Thinking and Number & Operations in Base Ten

STANDARDS:                      4.OA.A3; 4.NBT.B.6

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Estimate Quotients Using Multiples (1 day)

·      Investigate Remainders (1 day)

·      Interpret the Remainder (1 day)

·      Divide Tens, Hundreds, and Thousands (1 day)

·      Estimate Quotients Using Compatible Numbers (1 day)

·      Investigate Division and the Distributive Property (1 day)

·      Investigate Divide Using Repeated Subtraction (1 day)

·      Divide Using Partial Quotients (1 day)

·      Investigate Model Division with Regrouping (1 day)

·      Place the First Digit (1 day)

·      Divide by 1-Digit Numbers (1 day)

·      Problem Solving. Multistep Division Problems (2 days)

·      Review and Assess

B:     Reference Reach/ Enrich Chapter 4 Resource

 

O:    Go Math Chapter 4

 

A:   Reference Reach/ Enrich Chapter 4 Resource

 

   Differentiated workshops; refer to Resources list below.

 

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

Allow students share out what they learned today.

 

Resources

Lesson Ideas

 

Interactive Teaching Tools

Modeling tool https://www.mathplayground.com/thinking_blocks_modeling_tool/index.html

 

Online Practice

 

Printables:

4.NBT.B.6  Single Digit- http://www.theteacherscafe.com/Worksheets/Math/Long_Division_Remainder.htm

4.NBT.B.6   Long Division- http://www.softschools.com/math/division/long_division/long_division_worksheets/

4.NBT.B.6   Mixed Divisio http://www.theteacherscafe.com/Worksheets/Math/4.NBT.B.6_Worksheets.pdf

 

Videos: 

4.NBT.B.6 Divisibility rules- http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/divisibility-rules.htm

4NBT.B.6 Single digit division- http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/single-digit-division.htm

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 13 and 14                Math Workshop – GoMath Chapter 5

Chapter Essential Question:      How can you find actors and multiples, and how can you generate and describe number patterns?

Domain:                            Operations and Algebraic Thinking

STANDARDS:                      4.OA.B.4; 4.OA.C.5

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Model Factors (1 day)

·      Factors and Divisibility (1 day)

·      Problem Solving:  Common Factors (1 day)

·      Factors and Multiples (1 day)

·      Prime and Composite Numbers (1 day)

·      Algebra:  Number Patterns

·      Review and Assess (4 days)

B:     Reference Reach/ Enrich Chapter 4 Resource

 

O:    Go Math Chapter 5

 

A:   Reference Reach/ Enrich Chapter 4 Resource

 

   Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

Allow students share out what they learned today.

 

Resources 

Lesson Ideas

 

Interactive Teaching Tools

4.OA.B.4- Greatest Common Factor Game http://www.sheppardsoftware.com/mathgames/fractions/GreatestCommonFactor.htm

4.OA.B.4- Multiple Frenzy http://www.sheppardsoftware.com/mathgames/multiple/multiple_frenzy.htm

4.OA.B.4- Coconut Multiples:  https://www.topmarks.co.uk/times-tables/coconut-multiples

4.OA.B.4- Prime Numbers http://www.sheppardsoftware.com/mathgames/numbers/fruit_shoot_prime.htm

 

Online Practice     

4.OA.B.4- http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/prime-composite-numbers.htm

 

Printables:

4.OA.B.4- Factors and Multiples https://www.commoncoresheets.com/Factors.php

 

Videos: 

4.OA.B.4- Finding factor pair with T-Chart  https://learnzillion.com/lesson_plans/6637-find-all-factor-pairs-of-a-number-using-a-t-chart/lesson

Prime and Composite Numbers http://studyjams.scholastic.com/studyjams/jams/math/multiplication-division/prime-composite-numbers.htm

https://www.youtube.com/watch?v=1qAc22WxsWA

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 15, 16 and 17:           Math Workshop – GoMath Chapter 6

Chapter Essential Question:      What strategies can you use to compare fractions and write equivalent fractions?

Domain:                            Number and Operations – Fractions

STANDARDS:                      4.NF.A.1; 4.NF.A.2

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Investigate:  Equivalent Fractions (2 days)

·      Generate Equivalent Fractions (2 days)

·      Simplest Form (1 day)

·      Common Denominators (2 days)

·      Problem Solving:  Find Equivalent Fractions (2 days)

·      Compare Fractions Using Benchmarks (1 day)

·      Compare Fractions (1 day)

·      Compare and Order Fractions (1 day)

·      Review and Assess

 

B:     Reference Reach/ Enrich Chapter 5 Resource

 

O:    Go Math Chapter 6

 

A:   Reference Reach/ Enrich Chapter 5 Resource

 

Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

Resources 

                       

 

 

Resources 

Interactive Teaching Tools

4.NF- Fraction Manipulative and More  http://nlvm.usu.edu/en/nav/category_g_2_t_1.html

4.NF.A.1- http://www.sheppardsoftware.com/mathgames/fractions/equivalent_fractions_shoot.htm

4.NF. A.2 Estimating Fractions http://www.sheppardsoftware.com/mathgames/fractions/EstimateFractionsShapesShoot.htm

 

Online Practice

https://www.khanacademy.org/commoncore/grade-4-NF 

 

Printables:

4.NF.A.1 Comparing and Order http://www.theteacherscafe.com/Worksheets/Math/Comparing%20Fractions.pdf

4.NF.A.1 Comparing fractions (different levels) –  https://www.mathinenglish.com/worksheetsfractions.php?stid=90010

Videos:

4.NF.A.1 Equivalent Fractions  https://youtu.be/RbKFgYm6bE0

https://www.khanacademy.org/math/arithmetic/fraction-arithmetic/arith-review-visualizing-equiv-frac/v/equivalent-amount-of-pizza

4.NF.A.2   Using benchmark fractions to compare https://learnzillion.com/lesson_plans/5115-compare-fractions-to-a-benchmark-of-one-half-using-number-lines/

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 18, 19, 20 and 21:       Math Workshop – GoMath Chapter 7

Chapter Essential Question:      How do you add or subtract fractions that have the same denominator?

Domain:                            Number and Operations – Fractions

STANDARDS:                      4.NBT.3

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Investigate:  Add and Subtract Parts of a Whole (2 days)

·      Write Fractions as Sums (1 day)

·      Add Fractions Using Models (1 day)

·      Subtract Fractions Using Models (1 day)

·      Add. And Subtract Fractions (1 day)

·      Rename Fractions and Mixed Numbers (1 day)

·      Add and Subtract Mixed Numbers (2 days)

·      Subtraction with Renaming (2 days)

·      Algebra:  Fractions and Properties of Addition (1 day)

·      Problem Solving:  Multistep Fraction Problems (2 days)

·      Review and Assess (3 days)

B:     Reference Reach/ Enrich Chapter 6 Resource

 

O:    Go Math Chapter 7

 

A:   Reference Reach/ Enrich Chapter 6 Resource

 

   Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

Resources 

Lesson Ideas

 

Interactive Teaching Tools

Guided Word problems https://www.mathplayground.com/tb_fractions/index.html

Modeling addition and subtraction of fractions

https://play.dreambox.com/student/dbl/TeacherTool_FractionSubtraction?atype=2&back=http%3A%2F%2Fwww.dreambox.com%2Fteachertools&eng=Intermediate&ie_skin=paperfrenzy

 

Add fractions with unlike denominator http://www.sheppardsoftware.com/mathgames/fractions/mathman_fractions_add_uncommon.htm

Add and subtract fractions with like denominator http://www.sheppardsoftware.com/mathgames/fractions/mathman_add_subtract_fractions.htm

Online Practice

Videos and Problems https://www.khanacademy.org/commoncore/grade-4-NF#4.NF.B.3

 

Printables:

Math manipulative  http://www.theteacherscafe.com/Math/vocabulary_notebook/Benchmark_Fraction_Strips.php

Fraction worksheet http://theteacherscafe.com/free-printable-worksheets-adding-and-subtracting-fractions/

Mixed fraction worksheets  https://www.commoncoresheets.com/Fractions.php

 

Equivalent Fractions:  https://www.mathworksheets4kids.com/equivalent-fractions.php

 

Videos:

https://www.youtube.com/watch?v=LR2S0TOJimc

 

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

Week 22, 23 and 24:           Math Workshop – GoMath Chapter 8

Chapter Essential Question:      How do you multiply fractions by whole numbers?

Domain:                            Numbers and Operations – Fractions

STANDARDS:                      4.NBT.4

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Multiples of Unit Fractions (1 day)

·      Multiples of Fractions (2 days)

·      Multiply a Fraction by a Whole Number Using Models (2 days)

·      Multiply a fraction or Mixed Number by a Whole Number (2 days)

·      Problem Solving:  Comparison Problems with Fractions (2 days)

·      Review and Assess (3 days)

B:     Reference Reach/ Enrich Chapter 7 Resource

 

O:    Go Math Chapter 8

 

A:   Reference Reach/ Enrich Chapter 7 Resource

 

Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

Resources

Teacher Video 

More on the topic- https://vimeo.com/249437693

 

Interactive Tools

http://www.xpmath.com/forums/arcade.php?do=play&gameid=110#.UdwhwWkS5PU

 

Online Practice

Online Practice and http://www.xpmath.com/forums/arcade.php?do=play&gameid=110#.UdwhwWkS5PU

 

Printable

4.NF.B.4  http://www.theteacherscafe.com/Worksheets/Math/4.nf_.4_lessons_1-11.pdf

 

 

Videos

Multiplying fractions https://www.youtube.com/watch?v=NnyzzkIVNSQ

Multiplying a fraction and whole number https://www.youtube.com/watch?v=NnyzzkIVNSQ&list=RDNnyzzkIVNSQ&start_radio=1&t=32

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks 25, 26 and 27:          Math Workshop – GoMath Chapter 9

Chapter Essential Question:      How can you record decimal notation for fractions, and compare decimal fractions?

Domain:                            Number and Operations – Fractions and Measurement and Data

STANDARDS:                      4.NF.B.4A; 4.NFB.4B; 4.NF.B.4C

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Relate Tenths and Decimals (2 days)

·      Relate Hundredths and Decimals (2 days)

·      Equivalent Fractions and Decimals (2 days)

·      Relate Fractions, Decimals, and Money (1 day)

·      Problem Solving:  Money (1 day)

·      Add Fractional Parts of 10 and 100 (1 day)

·      Compare decimals (1 day)

·      Review and Assess (2 days)

B:     Reference Reach/ Enrich Chapter 8 Resource

 

O:    Go Math Chapter 9

 

A:   Reference Reach/ Enrich Chapter 8 Resource

 

   Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

Resources

 

Online Practice

Khan Academy https://www.khanacademy.org/commoncore/grade-4-NF

Decimal Games  http://www.sheppardsoftware.com/math.htm

 

Printable

Decimal worksheets https://www.commoncoresheets.com/Decimals.php

 

Video

Introduction to decimals https://www.youtube.com/watch?v=2FH6YiLWIuE

Decimal place value https://www.youtube.com/watch?v=68TBZRfaKnA https://www.youtube.com/watch?v=KG6ILNOiMgM

Converting fractions to decimals song https://www.youtube.com/watch?v=WV5VY76Pf5U

Ordering Decimals  song  https://www.youtube.com/watch?v=68TBZRfaKnA https://www.youtube.com/watch?v=KG6ILNOiMgM

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 28 and 29:                Math Workshop – GoMath Chapter 10

Chapter Essential Question:      How can you record decimal notation for fractions, and compare decimal fractions?

Domain:                            Geometry and Operations & Algebraic Thinking

STANDARDS:                      4.OA.C.5; 4.G.A.2; 4.G.A.3

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Lines, Rays and Angles (1 day)

·      Classify Triangles by Angles (1 day)

·      Parallel Lines and Perpendicular Lines (1 day)

·      Classify Quadrilaterals (1 day)

·      Line Symmetry (1 day)

·      Find and draw Lines of Symmetry (1 day)

·      Problem Solving:  Shape Patterns (1 day)

·      Review and Assess (3 days)

 

B:     Reference Reach/ Enrich Chapter 10 Resource

 

O:    Go Math Chapter 10

 

A:   Reference Reach/ Enrich Chapter 9 Resource

 

 Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

 

Resources

Info video

Go math lesson https://www.youtube.com/watch?v=i7EA1D-pYyI

 

Online Practice

Line game  http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/line_shoot.htm

Line of symmetry  http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/SymmetryLinesShapesShoot.htm

Symmetry game http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/SymmetryShapesShoot.htm

Sorting Triangle http://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/triangles_shoot.htm

 

Printables

Polygon sort https://www.dropbox.com/sh/lm6lfuje43hjsgj/AAAd458B96s5R4Gn234fRqCoa?dl=0&preview=quadrilaterals.pdf

Types of lines https://www.mathworksheets4kids.com/angles.php

 

Videos

Overview with questions https://www.khanacademy.org/commoncore/grade-4-G

Types of lines song  https://www.youtube.com/watch?v=P3AOoLbA3us

Types of angles song  https://www.youtube.com/watch?v=P3AOoLbA3us

Types of triangle song https://www.youtube.com/watch?v=pXJW3qjfEBA

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 30           :             Math Workshop – GoMath Chapter 11

Chapter Essential Question:      How can you measure angles and solve problems involving angle measures?

Domain:                            Measurement and Data

STANDARDS:                      4.MD.C.5A; 4.MD.C.5B; 4.MD.C.6; 4.MD.C.7

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Investigate:  Angles and fractional Parts of a Circle (1 day)

·      Degrees (1 day)

·      Measure and Draw Angles (1 day)

·      Investigate:  Join and Separate Angles (1 day)

·      Problem Solving:  Unknown Angle Measures (1 day)

 

B:     Reference Reach/ Enrich Chapter 10 Resource

 

O:    Go Math Chapter 11

 

A:   Reference Reach/ Enrich Chapter 10 Resource

 

   Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

 

 

Resources

Interactive Whiteboard

Measuring angles with a protractor https://www.abcya.com/games/measuring_angles

Online Practice

Khan Academy angle basics https://www.khanacademy.org/math/basic-geo/basic-geo-angle/angle-intro/v/angle-basics

Khan Academy angles in circles  https://www.khanacademy.org/math/basic-geo/basic-geo-angle/angles-in-circles/e/angles-in-circles

Printable

https://www.mathworksheets4kids.com/angles.php

Videos

http://studyjams.scholastic.com/studyjams/jams/math/geometry/types-of-lines.htm

 

http://studyjams.scholastic.com/studyjams/jams/math/geometry/classify-angles.htm

Math Antics: Angles and Degrees  https://www.youtube.com/watch?v=_n3KZR1DSEo

 

Fluency

http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Week 31 and 32:                Math Workshop – GoMath Chapter 13

Chapter Essential Question:      How can you use formulas for perimeter and area?

Domain:                            Measurement and Data

STANDARDS:                      4.MD.A.3

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Perimeter (day 1)

·      Area (1 day)

·      Area of combined Rectangles (1 day)

·      Find Unknown Measures (1 day) Problem Solving:  Find the Area (1 day)

·      Review and Assess-chapters 11 and 13 (5 days

B:     Reference Reach/ Enrich Chapter 11 Resource

 

O:    Go Math Chapter 13

 

A:   Reference Reach/ Enrich Chapter 11 Resource

 

   Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

Allow students share out what they learned today.

 

 

Resources

 

Lesson Ideas

Look up Gallon man of the story of King Gallon for capacity (customary)

For metric conversions- look up King Henry Died Unusually Drinking Chocolate Milk

 

 

Online Practice

http://www.sheppardsoftware.com/mathgames/measurement/MeasurementMeters.htm

customary units of length http://studyjams.scholastic.com/studyjams/jams/math/measurement/units-of-length.htm

https://www.learningfarm.com/startSession.cfm?subID=53&topicID=489&modeID=5&randID=0.1079583146728249&CFID=39989954&CFTOKEN=af8c269e0d5cc0f-F3536513-C223-710C-F48C3248F4EEA310

Printables:

Metric conversion fan (foldable)  https://www.teacherspayteachers.com/Product/Measurement-Conversion-Fans-FREE-1186107

Measurement worksheet https://www.commoncoresheets.com/Measurement.php

Customary unit practice  https://www.lauracandler.com/wp-content/uploads/2018/06/CustomaryMeasurePractice.pdf

Videos: 

Capacity (customary) song https://www.youtube.com/watch?v=E4UC_StFhAk

Metric System song https://www.youtube.com/watch?v=h6vca9PnlyI

Fluency:  

Math Sprints  http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Weeks  33, 34 and 35:         Math Workshop – GoMath Chapter 12

Chapter Essential Question:      How can you use relative sizes of measurements to solve problems and to generate measurement tables that show a relationship?

Domain:                            Measurement and Data

STANDARDS:                      4.MD.A.1; 4.MD.A.2; 4.MD.B.4

Info for Mini-Lesson Guided Math Workshop Stations Closure
·      Measurement Benchmarks (1 day)

·      Customary Units of Length (1 day)

·      Customary Units of Weight (1 day)

·      Customary Units of Liquid Volume (1 day)

·      Line Plots (1 day)

·      Investigate:  Metric Units of Length (1 day)

·      Metric Units of Mass and Liquid Volume (1 day)

·      Units of Time (1 day)

·      Problem Solving:  Elapse Time (1 day)

·      Mixed Measures (1 day)

·      Algebra:  Patterns in Measurement Units (1 day)

·      Review (1 day)

 

B:     Reference Reach/ Enrich Chapter 12 Resource

 

O:   Go Math Chapter 12

 

A:   Reference Reach/ Enrich Chapter 12 Resource

 

.

Differentiated workshops; refer to Resources list below.

1. Fluency

2. Independent Work

3. Khan Academy/ Online Math Games

4.

 

 

 

Allow students share out what they learned today.

 

Resources

 

Online Practice

https://www.learningfarm.com/startSession.cfm?subID=53&topicID=489&modeID=5&randID=0.1079583146728249&CFID=39989954 &CFTOKEN=af8c269e0d5cc0f-F3536513-C223-710C-F48C3248F4EEA310

Printables:

Videos: 

Fluency:  

Math Sprints  http://www.ansonia.org/filestorage/949/2673/Summer_Math_-_End_of_Grade_4_Sprints_(Fluency_Practice).pdf

 

 

Week 36   

Review and Assessment

Using engaging activities, review chapters 9-13.
Assessment of chapters 9-13.

 

Weeks 37 – 40   

Review and Assessment

Using engaging activities, review chapters 1-13.
Assessment of chapters 1-13.