Curriculum Plan
Math-Missouri
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: NBT.A.4; NBT.A.2; NBT.A.3; NBT.A.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: 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: NBT.A.4; NBT.A.2; NBT.A.3; NBT.A.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: 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: RA.A.1; RA.A.2; RA.1.3; NBT.A.6
|
||||
| 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: RA.A.1; RA.A.2; RA.1.3; NBT.A.6
| 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
|
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: RA.A.2; RA.A.3; RA.C.1; RA.C.2; NBT.A.6
| 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:
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: RA.A.2; RA.A.3; NBT.A.7
| 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
|
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: RA.B.2; RA.C.A.1; RA.C.2.
| 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
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 |
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: NF.A.1; NF.A.2; NF.A.3
| 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
| 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 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 |
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: NBT.A.1
| 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
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
|
Weeks 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: NBT.A.5
| 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
|
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: NF.B.4; NFN.5
| 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
|
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: RA.C.1; R.A.C.2 ; G.A.2 ;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
|
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: GM.B.1; GM.B.2; DS.A.1; DS.A.2; DS.A.3
| 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
|
Weeks 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: GM.C.A; GM.C.1A; GM.C.2; GM.C.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 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. GM.C.6; GM.C.7; GM.C.8;
| 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 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. |
