4th Grade Math Lesson Plan Template Day 1 · PDF file1 4th Grade Math Lesson Plan Template Day 1 Topic Title Number of Minutes Materials Example/Description Math Read Aloud Math Read

1

4th Grade Math Lesson Plan Template

Day 1

Topic Title

Number of

Minutes

Materials Example/Description

Math Read Aloud

Math Read Aloud and Related

Activity 20

Materials A Remainder of

One by Elinor Pinczes.

Copies of the read aloud activity A Remainder of One

Math vocabulary cards for the math word wall

Pencils

Tell campers that each week you’ll read them a story that is connected to the math topics that they are focusing during this program.

Read the story to the class and be sure to put lots of enthusiasm into your voice! You might want to have the campers sit in a circle on the floor so that it is easier for you to show them the pictures.

Discuss the big ideas of the story which focuses on arrays and remainders that is evident in the bugs’ line formation.

Math vocabulary words/concepts for the story are as follows: remainder and arrays.

Campers will complete the related read aloud activity. (Preteach for the division lessons that will begin on July 8th).

Number Worlds Level G

Unit: Multiplication

Week 4 Lesson 1 p. 32A-33

50

Materials Teacher Manual

pages 32A – 33 (includes math background/ intro).

Campers Workbook pages 32 – 33

Cubes Math vocabulary

Topic: More About Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 1

Objective: Campers use area models to list the factors of a whole number.

Week 4 Lesson 1 math vocabulary: array, product, factor, factor pairs, and prime numbers. (The vocabulary words in bold are listed on page 32C in the teacher’s manual.).

Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.

Complete the Warm Up – Concept Building section on page 32C.

2

cards for the math word wall

Calculators (to check products)

Paper Pencils

Under the Engage heading on page 32C, complete Skill Building section Building Rectangles and Strategy Building section Prime Numbers.

Review the Key Idea box with the campers on page 32. Have the campers complete the Try This and Practice problems on

pages 32 and 33. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the

bottom of page 33. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.

Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.

Differentiated Instruction

and Independent

Problem Solving Task Introduction

Differentiated Instruction Procedure Discussion

and Problem Solving Task – Walking

Away with a Million Dollars

Introduction

20

Materials Chart paper with

an outline of differentiated instruction procedures

Walking Away with a Million Dollars Open Response for each student

Pencils Manila folders Teacher pages 87

– 91. Copies of the PPS

Intermediate Problem Solving Rubric

Differentiated Instruction Procedures: Take this opportunity to review with the campers your procedures for

a successful differentiated instruction session. Questions to ponder when giving the campers information are as

follows:

1. How do students know where to go? 2. How do they know what to do? 3. How are the materials managed? 4. How is the students’ progress/needs monitored?

Walking Away with a Million Dollars Task: Introduce to the campers the Walking Away with a Million Dollars

problem solving task. The task should be kept in the campers’ manila problem solving folders so that they will be able to independently work on the task. Review the Intermediate Problem Solving Rubric with the campers. This rubric will be used by each camper and also will be a tool during the peer review that will occur later on in the week.

3

Manila Folders Pencils

Independent Problem Solving Task: Walking Away with a Million

Dollars Description: Campers estimate if one million dollars will fit in a

suitcase that will hold the equivalent of one carton of paper. Focus:

1. Read and write whole numbers up to 1,000,000. 2. Use paper –and‐pencil algorithms to solve problems involving the

multiplication of multidigit whole numbers. 3. Give reasonable estimates for whole number multiplication

problems. Review the rubric on page 88 and the sample of student responses on

pages 89‐91 when having the campers present their papers and for additional information.

The campers will continue working on this problem during the week as outlined in the lesson plans.

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5

4th Grade Math Lesson Plan Template Day 2

Topic Title Number

of Minutes


Differentiated

Instruction and

Independent Problem

Solving Task

Differentiated Instruction and

Independent Problem Solving Task – Walking


25

Materials: Multiplication

Top‐It directions Everyday Math

Cards Pencils Walking Away

with a Million Dollars Open Response

PPS Intermediate Problem Solving Rubric

Campers’ Manila folders with problem solving task

Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10)– The campers should be familiar with playing Multiplication Top‐It from the third grade. If the campers are not familiar with Multiplication Top It, you can introduce the game to a group of children while the other campers are working on the problem solving task Walking Away with a Million Dollars. Walking Away with a Million Dollars – The campers will continue to

work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.




45

Materials: Teacher Manual

pages 34A ‐ 35 Campers

Workbook pages 34 –35

Multiplication Table p. B23

Math vocabulary

Topic: More about Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 2

Objective: Campers find factor pairs of a whole number. Week 4 Lesson 2 math vocabulary: product, counting upward, and

factor pairs. (The vocabulary words in bold are listed on page 34A in the teacher’s manual.).


6


Paper Pencils

Complete the Warm Up ‐ Concept Building section on page 34A. Under the Engage heading on page 34A, complete Strategy Building

section In Between and Skill Building section Find the Factors. Review the Key Idea box with the campers on page 34. Have the campers complete the Try This and Practice problems on




POTW – Title: Joe

Joins the 32nd Army Corps

Skill Focus: Division 20

Materials POTW copies for

the campers Pencils Manila folders

Skill Focus: Division Distribute the problem to the class. The teacher will introduce the problem to the campers by using the

following overarching questions: o What does the problem already tell me? o What do I want to find out? o What information will help me find the answer? o Do I know a way or strategy to get started? (ex. Draw a picture)

Have campers turn to a partner to retell the problem in their own words prior to solving the task.

7


Topic Title Number

of Minutes



and Independent

Problem Solving Task




20

Materials Multiplication


Cards Pencils Multiplication

Wrestling directions

Multiplication Wrestling Worksheet

Walking Away with a Million Dollars Open Response


Campers’ Manila folders

Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) Multiplication Wrestling (Skill: Partial Products Algorithm): You should have a small teacher led group that you will be able to teach the campers Multiplication Wrestling. You can add this game to the list of possible differentiated instruction activities. This game is more challenging for the campers. Walking Away with a Million Dollars – The campers will continue to

work independently on the task.




50



Workbook pages

Topic: More About Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 3

Objective: Campers find the least common multiple (LCM) of two whole numbers and use it to solve problems.

Week 4 Lesson 3 math vocabulary: multiple, common multiple, and

8

36 – 37 Math vocabulary


Paper Pencils

least common multiple (LCM) (The vocabulary words in bold are listed on page 36 of the student workbook.)


Complete the Warm Up ‐ Concept Building section on page 36A. Under the Engage heading on page 36A, complete Skill Building

section LCM and Strategy Building section Cuckoo Clock. Review the Key Idea box with campers on page 36. Have the campers complete the Try This and Practice problems on




POTW – Title: Joe

Joins the 32nd Army Corps

Skill Focus: Division 20


the campers Pencils Manila folders

Joe Joins the 32nd Army Corps Skill Focus: Multiplication – Two‐Digit by Two‐Digit

Review the campers’ answers to the problem.

9


Topic Title Number

of Minutes



Differentiated Instruction 20

Materials Multiplication


Cards Multiplication



Beat the Calculator directions

Calculator Paper Pencils

Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)

~ Beat the Calculator (Skill: Mental Multiplication Skills) – You can introduce this game to the campers at this time. The campers should know how to play this game from the previous school year.



Week 4, Lesson 4 p.38A-39

50

Materials Teacher

Manual pages 38A ‐ 39

Camper Workbook pages 38 – 39

Math vocabulary

Topic: More about Multiplication Lesson objective must be stated and posted. ‐ Week 4 Lesson 4

Objective: Campers apply divisibility rules to whole numbers. Week 4 Lesson 4 math vocabulary: divisibility/divisible, quotient,

whole number and justify your answer. (The vocabulary words in bold are listed on page 38A in the teacher’s manual).


10


Paper Pencils

Complete the Warm Up section on page 38A. Under the Engage heading on page 38A, complete Skill Building

section Divisibility and Factors and Strategy Building section Write the Rules.





(Option: If the campers need additional instruction on the math concept, you may use the information found on More About Multiplication Week 4, Lesson 5 Review on pages 40A‐41 in the teacher’s manual.)

Problem Solving

Worktime – Peer Review

Walking Away with a Million

Dollars 20

Materials Walking Away


Pencils Highlighters

(optional) Campers’ manila

folders Teacher pages 87


Intermediate Problem Solving

Independent Problem Solving Task: Walking Away with a Million Dollars

Description: Campers estimate if one million dollars will fit in a suitcase that will hold the equivalent of one carton of paper.

Focus:

1. Read and write whole numbers up to 1,000,000. 2. Use paper –and‐pencil algorithms to solve problems involving the

multiplication of multidigit whole numbers. 3. Give reasonable estimates for whole number multiplication

problems. Review the rubric on page 88 and the sample of student responses on


11

Rubric

The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.

Page 88 Rubric and PPS Intermediate Rubric Correlation:

Page 88 Rubric PPS Intermediate Problem Solving Rubric

Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1

Divide the campers in partners and have them assess each other’s

work using the rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the PPS Intermediate Problem Solving Rubric to assess the campers’ work. The campers should be instructed to highlight on the rubric where their peer’s work falls.

After the peer review is completed, give the campers an opportunity to revise their work.

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13


Topic Title Number

of Minutes


Independent Problem

Solving Task



20

Materials: Walking Away



Pencils Campers’ Manila

folders

Independent Problem Solving Task: Walking Away with a Million Dollars

Based on the peer review, give the campers the opportunity to revise their Walking Away with a Million Dollars task.

(Once the campers have revised their problems, they may play any of the differentiated instruction activities.)


Unit: Division Week 3 Lesson 1 p.

22A-23 50





Paper Pencils

Topic: Beyond the Basics Lesson objective must be stated and posted ‐ Week 3 Lesson 1

Objective: Campers divide three‐digit and four‐digit numbers by one‐digit divisors with remainders.

Week 3 Lesson 1 math vocabulary: quotient, divisor, and dividend. Math vocabulary words, their definition, and a pictorial

representation when applicable must be posted in the classroom on the math vocabulary word wall.

Complete the Warm Up – Concept Building section on page 22C. Under the Engage heading on page 22C, complete Skill Building

section Long Division and Strategy Building section Solve The Problem.


pages 22 and 23. Review these problems with the campers.

14

Exit Slip: All campers must complete the Reflect problem at the bottom of page 23. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.


Problem Solving Closing – Student Presentation

Walking Away with a Million

Dollars 20

Materials Walking Away





The campers will present their solutions to the Walking Away with a Million Dollars problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.


Page 88 Rubric PPS Intermediate Problem Solving

Rubric Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1

Make sure that with teacher’s guidance, the campers are able to identify the examples of each of the categories in the rubric. ‐ Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).

The presentation of the campers’ work during the Closing will begin with Approaching the Standard work and end with the Exceeds the Standard work.

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Topic Title Number

of Minutes










Calculator Paper Pencils Baseball

Multiplication (Advanced version) directions

4 six‐sided dice


~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts) – You can have a teacher led group to review the Baseball Multiplication (Advanced Versions) game.

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Unit: Division Week 3 Lesson 2 p.

24A-25 50



Workbook pages 24 –25


Paper Pencils


Objective: Campers divide three‐digit and four‐digit numbers by one‐digit divisors with remainders.

Week 3 Lesson 2 math vocabulary: left over, solve each problem, quotient, divisor, remainder, and dividend. (The vocabulary words in bold are listed on page 24A in the teacher’s manual.).



section Division with Remainders and Strategy Building section Problem Solving.





Independent Problem

Solving Task

A Trip to Adventure Land

Introduction 20

Materials A Trip to

Adventure Land Open Response for each student


– 99.

Independent Problem Solving Task: A Trip to Adventure Land Description: Campers calculate the cost per student for a field trip. Focus:

1. Use paper‐and‐pencil algorithms to solve problems involving the division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.

2. Make reasonable estimates for whole number multiplication and division problems, and explain how the estimates were obtained.

17

Copies of the PPS Intermediate Problem Solving Rubric

Review the rubric on page 96 and the sample of student responses on



The campers will continue working on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.

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19


Topic Title Number

of Minutes


Independent Problem

Solving Task

A Trip to Adventure Land 30

Materials A Trip to











The campers will continue work on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.


Unit: Division Week 3 Lesson 3

p. 26A-27 50-60



Workbook pages 26 – 27

Math vocabulary


Objective: Campers divide three‐digit and four‐digit numbers by two‐digit divisors with no remainders.

Week 3 Lesson 3 math vocabulary: estimate, dividend, divisor, and quotient.

Math vocabulary words, their definition, and a pictorial

20


Paper Pencils

representation when applicable must be posted in the classroom on the math vocabulary word wall.


section More Long Division and Strategy Building section Division Application.

Review the Key Idea box with campers on page 26. Have the campers complete the Try This and Practice problems on




21


Topic Title Number

of Minutes










Calculator Paper Pencils Baseball


4 six‐sided dice Name that

Number directions


~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts). ~Name that Number (Skill: Naming numbers with expressions) – You can have a teacher led group to review the Name That Number game.

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Unit: Division Week 3, Lesson 4

p.28A-29 50

Materials Teacher




Paper Pencils

Topic: Beyond the Basics Lesson objective must be stated and posted. ‐ Week 3 Lesson 4

Objective: Campers divide three‐digit and four‐digit numbers by two‐digit divisors with remainders.

Week 3 Lesson 4 math vocabulary: dividend, divisor, quotient, and remainder. (The vocabulary words are found on page 28 of the student workbook.)


Complete the Warm Up – Concept Building section on page 28A. Under the Engage heading on page 28A, complete Skill Building

section Quotients and Remainders and Strategy Building section What Remains. Review the Key Idea box with the campers on page 28. Have the campers complete the Try This and Practice problems on




(Option: If the campers need additional instruction on the math concept, you may use the information found on Beyond the Basics Week 3, Lesson 5 Review on pages 30A‐31 in the teacher’s manual.)

Problem Solving



Materials A Trip to



1. Use paper‐and‐pencil algorithms to solve problems involving the

23




division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.











24

25


Topic Title Number

of Minutes


Independent Problem

Solving Task

Independent Problem Solving Task – A Trip to Adventure Land

20

Materials A Trip to






Independent Problem Solving Task: A Trip to Adventure Land. Based on the peer review, give the campers the opportunity to

revise their A Trip to Adventure Land at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)


Unit: Number Sense


50




2 construction paper circles cut

Topic: Fractions as Parts of Wholes or Parts of Sets Lesson objective must be stated and posted. ‐ Week 1 Lesson 1

Objective: Given a picture of fractional parts of a whole, campers use a fraction to label the representation.

Week 1 Lesson 1 math vocabulary: fraction, numerator, denominator, and mixed numbers (The vocabulary words in bold are listed on page 2C in the teacher’s manual.).


Complete the Warm Up – Concept Building section on page 2C.

26

into 4 equal pieces per circle


Paper Pencils

In your definition of what is a mixed number you will have already made 2 circles and divided them into 4 equal pieces per circle for a total of 8 pieces. You will take 7 of those 8 pieces and show them to the campers. You will tell the campers that those are 7 fourths and write the improper fraction of 7/4. Then, you will take the 7/4 and show the campers how the improper fraction is actually the mixed number of 1 ¾ by combining 4 of the fourths into a whole and having 3 of the fourths leftover.

Review the Key Idea box with the campers on page 2. Complete problems #1, 5, and 13 with the campers. Have the

campers complete problems #2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 14, 15, and 16 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 14, 15, and 16 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 3. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction concept.


Problem Solving

Closing – Student

Presentation


Materials A Trip to




Intermediate Problem Solving




The campers will present their solutions to A Trip to Adventure Land.

The teacher will select problems that will represent each level from

27

Rubric

Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+). Page 96 Rubric and PPS Intermediate Rubric Correlation:

Page 96 Rubric PPS Intermediate Problem Solving

Rubric Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1

Make sure that with teacher’s guidance, the campers are able to

identify the examples of each of the categories in the rubric. ‐ Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).



28

29


Topic Title Number

of Minutes




Materials: Fraction Top‐It

Cards 1 and 2 Fraction Top‐It

directions Envelopes Scissors Multiplication






Calculator Baseball


Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions) – You can introduce this game to a group of campers while the other campers are playing other games. Keep the cards in an envelope to be used during future differentiated instruction sessions. ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)

~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).

~Name that Number(Skill: Naming numbers with expressions)

30


Number directions

Pencils Paper


Unit: Number Sense


50




Templates or ruler

blank paper and scissors (for fraction origami)


Paper Pencils


Objective: Campers draw or make a physical representation of a given fraction.

Week 1 Lesson 2 math vocabulary: numerator, denominator, fraction and physical representation. (The vocabulary words in bold are listed on page 4A in the teacher’s manual.).


Complete the Warm Up ‐ Concept Building section on page 4A. Under the Engage heading on page 4A, complete the fraction origami

section with the campers. The fraction origami activity will help the campers in actually building the fraction concept. Make sure that you model the folding and cutting of the paper to ensure that the campers move through this section quickly. Due to tight time constraints, you may want to model the folding and cutting of the paper and have the campers respond to the questions posed in the fraction origami activity instead of having the campers fold and cut out the paper themselves.

Review the math vocabulary word definitions of numerator and denominator both verbally and with a pictorial representation. You can use the 1/3 fraction example in the Key Idea box. (page 4.) Explain to the campers that the 1 is the numerator because 1 of the 3 parts was shaded in. Also, explain to the campers that the 3 is the denominator because the whole is divided into 3 equal parts. Stress to the campers that the parts have to be equal/same size.

31

Have the campers complete problems #1, 3, 5, 6, 9, 10, 13, 14, 15, and 16 independently. Once the problems are completed, review with the campers problems ##1, 3, 5, 6, 9, 10, 13, 14, 15, and 16 as a whole group.



Independent


Problem Solving Task – Fraction

Bingo Introduction

20

Materials Fraction Bingo

Task Copies of PPS


Manila Folders Pencils

Fraction Bingo II Task: Introduce to the campers the Fraction Bingo problem solving task. The

task should be kept in the campers’ manila problem solving folders. Review the Intermediate Problem Solving Rubric with the campers. This rubric will be used by each camper and also will be a tool during the peer review that will occur later on in the week.

The Fraction Bingo’s solutions should have the following:

1. Show fractions split into equal parts 2. Explain that Lynn’s picture was incorrect 3. Explain why Lynn’s picture was incorrect 4. Use a model to show why Lynn’s picture was incorrect 5. Explain why own picture was correct

The above referenced solution components need to be taken into consideration when you are selecting campers’ work for presentation during the Closing which will also occur later on in the week. The campers’ work need to be selected from the basic to the more sophisticated solutions.

32

33


Topic Title Number

of Minutes


Differentiated

Instruction and

Independent Problem

Solving Task


Independent Problem Solving Task – Fraction

Bingo

30

Materials Fraction Top‐It


directions Envelopes Multiplication

Top‐It directions Multiplication



Everyday Math Cards


Calculator Baseball


4 six‐sided dice

Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)


~Name that Number(Skill: Naming numbers with expressions) Fraction Bingo – The campers will continue to work independently on

the task. The campers need to complete the Fraction Bingo task during this time so that his/her peer will be able to use the rubric to analyze his/her work during the peer review session that will occur tomorrow. The campers can refer to the rubric to help them meet the problem’s expectations.

34

Name that Number directions

Pencils Paper Fraction Bingo

Task PPS Intermediate

Problem Solving Rubric



Unit: Number Sense


60





Counters Paper Pencils


Objective: Campers will represent and label a fraction as a part of a set.

Week 1 Lesson 3 math vocabulary: set, numerator, denominator, and fraction. (The vocabulary word in bold is listed on page 6A in the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 6A. Under the Engage heading on page 6A, complete the Skill Building

section including Counter Sets. Review the Key Idea box with campers on page 6. Have the campers complete problems #1 – 10 independently. Once

the problems are completed, review with the campers problems #1 ‐ 10 as a whole group.


Reflect: Complete the Extended Response and Real ‐World

35

Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.

36

37


Topic Title Number

of Minutes


Differentiated

Instruction and

Independent Problem

Solving Task



Bingo

20







Everyday Math Cards


Calculator Baseball


4 six‐sided dice



~Name that Number(Skill: Naming numbers with expressions) Fraction Bingo – If necessary, the campers will complete their task

independently so that his/her peer will be able to use the rubric to analyze his/her work during the peer review session that will occur today. The campers can refer to the rubric to help them meet the problem’s expectations.

38


Pencils Paper Fraction Bingo





Unit: Number Sense


50

Materials Teacher



Pattern blocks for the Strategy Building Activity

Math‐Link Cubes (Connected cubes)



Objective: Campers construct the whole when given a fractional part.

Week 1 Lesson 4 math vocabulary: whole, fractional part, numerator and denominator. (The vocabulary words in bold are listed on page 8A in the teacher’s manual.)


Complete the Strategy Building Activity on page 8A. Review the Key Idea box with the campers on page 8. Complete problem #1 with the campers. Have the campers

complete problems #2 ‐ 7 independently. Once the problems are completed, review with the campers problems #2 ‐ 7 as a whole group.


Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World

39

Paper Pencils

Application during this lesson, the problem could be used as a math message review the following day.

(Option: If the campers need additional instruction on the math concept, you may use the information found on Fractions as Parts of Wholes or Parts of Sets Week 1, Lesson 5 Review on pages 10A‐11 in the teacher’s manual.)

Problem Solving


Fraction Bingo Peer Review 20

Materials: Fraction Bingo



Highlighters (optional)


folders

Independent Problem Solving Task: Fraction Bingo Description: Campers focus in this problem is the importance of equal

parts in fractions. Review the Intermediate Problem Solving Rubric with the campers.

This rubric will be used by each camper during the peer review. The Fraction Bingo’s solutions should have the following:

- Show fractions split into equal parts - Explain that Lynn’s picture was incorrect - Explain why Lynn’s picture was incorrect - Use a model to show why Lynn’s picture was incorrect - Explain why own picture was correct

Divide the campers in partners and have them assess each other’s work using the PPS Intermediate Problem Solving Rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the rubric. The campers should be instructed to highlight where their peer’s work falls on the rubric.

After the peer review is completed, give the campers an opportunity to revise their work the next day.

40

41


Topic Title Number

of Minutes


Independent Problem

Solving Task


Bingo

20





folders

Independent Problem Solving Task: Fraction Bingo Based on the peer review, give the campers the opportunity to

revise their Fraction Bingo task at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)


Unit: Number Sense


50

Materials Teacher

Manual pages 12A – 13 (includes math background/

Intro.) Camper


Sheets of paper and crayons or markers (for Concept Building)

Topic: Equivalent Fractions Lesson objective must be stated and posted. ‐ Week 2 Lesson 1

Objective: Campers identify and name equivalent fractions Week 2 Lesson 1 math vocabulary: equivalent fractions,

numerator, and denominator (The vocabulary words in bold are listed on page 12C in the teacher’s manual).


Complete the Warm Up ‐ Concept Building section on page 12C. Under the Engage heading on page 12C, complete Strategy Building

section Equivalent Fractions and Skill Building section Folding Frenzy.

Review the Key Idea box with the campers on page 12. Complete problem #1 with the campers. Have the campers

complete problems #2 ‐ 12 independently. Once the problems are completed, review with the campers problems #2 ‐ 12 as a whole

42

Blackline Master – B17 – Fraction Bars for Strategy Building


Paper Pencils

group. Exit Slip: All campers must complete the Reflect problem at the

bottom of page 13. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.


Problem Solving

Closing – Student

Presentation

Fraction Bingo 20





folders

The campers will present their solutions to Fraction Bingo problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.

Make sure that with teacher’s guidance, the campers are able to identify the aspects of each of the levels on the rubrics.


43


Topic Title Number

of Minutes


Math Read Aloud

Math Read Aloud and Related

Activity 20

Materials Full House – An

Invitation to Fractions by Dayle Ann Dodds

Math vocabulary cards for the math word wall.

Copies of the read aloud activity Lasagna at the Strawberry Inn

Pencils, crayons, paper

Read the story to the class and be sure to put lots of enthusiasm into your voice!

Discuss big ideas. Bring the campers attention to the house at the bottom of the page where the rooms will light up to show the fractions. At the end of the story, there will be 6 of the 6 rooms filled which is 6/6 = 1. Make sure that the campers realize that the whole is represented by the rooms in the house – 6 rooms – which is the denominator. As each of the rooms are filled by guest, that number will be the numerator.

Math vocabulary words/concepts for the story are as follows: whole, numerator, and denominator. Please make sure that these words are placed on the math word wall.

The campers will be able to complete the fraction read aloud activity associated with Full House – An Invitation to Fractions by Dayle Ann Dodds.

Once the read aloud activity has concluded and the campers are sharing out their answers, make sure that you mentioned that 3/6 of the rooms being filled is the same as ½ of the rooms being filled because they are equivalent fractions. This will help lay the foundation for the upcoming equivalent fraction lesson.

The problems on the read aloud activity are tiered from the more basic type of problem with two of the six rooms having guest to the more complex with 5/6 of the rooms were filled and 1/6 of the rooms were still vacant.

When applicable, post the completed read aloud activities in the classroom.

44


Unit: Number Sense


50


pages 14A – 15 Campers


Pair of dot cubes for each student


Calculators (to check products)

Paper Pencils Markers

Topic: Equivalent Fractions Lesson objective must be stated and posted ‐ Week 2 Lesson 2

Objective: Campers use multiplication to create equivalent fractions.

Week 2 Lesson 2 math vocabulary: equivalent fractions and area model. (The vocabulary words in bold are listed on page 14A in the teacher’s manual.).


Complete the Warm Up – Concept Building section on page 14A. Under the Engage heading on page 14A, complete Skill Building

section Luck of the Roll. Review the Key Idea box with the campers on page 14. Complete problems #1 – 3 with the campers. Have the campers

complete problems #4, 6, 8, 10, 12, 14, 16, and 18. Once they are completed, review with the campers problems #4, 6, 8, 10, 12, 14, 16, and 18.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 15. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.


Independent Problem

Solving Task

Queen Arlene’s Dilemma

Introduction 20

Materials Queen Arlene’s

Dilemma Open Response for each camper

Pattern blocks Pencils

Independent Problem Solving Task: Queen Arlene’s Dilemma Description: Campers divide regions into fractional parts according to

a number story. Focus:

1. Read, write, and model fractions; solve problems involving fractional parts of a region; describe and explain strategies used.

45

Manila folders Teacher pages

105 – 109. Copies of the PPS


2. Use manipulatives and mental arithmetic to solve problems involving the addition of fractions with like and unlike denominators; describe the strategies used.

Review the rubric on page 106 and the sample of student responses

on pages 107‐109 when having the campers present their papers and for additional information.


The campers will continue work on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.

46

47


Topic Title Number

of Minutes


Differentiated

Instruction and

Independent Problem

Solving Task


Independent Problem Solving

Task – Queen Arlene’s Dilemma

20







Everyday Math Cards


Calculator Baseball


4 six‐sided dice




Queen Arlene’s Dilemma – The campers will continue to work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.

48


Pencils Paper Queen Arlene’s

Dilemma Open Response




Unit: Number Sense


50



Workbook pages 16 ‐ 17


Paper Pencils


Objective: Campers use division to create equivalent fractions. Week 2 Lesson 3 math vocabulary: equivalent fractions. (The

vocabulary word in bold is listed on page 16A in the teacher’s manual.).



section Recipe Jumble. Review the Key Idea box with the campers on page 16. Complete problems #1 – 3 with the campers. Have the campers

complete problems #4, 6, 8, 10, 12, 14, 16, and 18. Once they are completed, review with the campers problems #4, 6, 8, 10, 12, 14, 16, and 18.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 17. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fractions

49

concept. Reflect: Complete the Extended Response and Real ‐World

Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.

**Advance preparation for Unit: Number Sense, Topic: Equivalent Fractions, Week 2, Lesson 4, you will need measuring cups (1/2, 1/4, 1/8, and 1/3) and water.

POTW - Title Lasagna Night at the Strawberry Inn

Skill Focus: Fractions 20


the campers Pencils

Skill Focus: Fractions Distribute the problem to the class. The teacher will introduce the problem to the campers by using the

following overarching questions: o What does the problem already tell me? o What do I want to find out? o What information will help me find the answer? o Do I know a way or strategy to get started? (ex. Draw a picture)

Have campers turn to a partner to retell the problem in their own words prior to solving the task.

50

51


Topic Title Number

of Minutes


Differentiated

Instruction and

Independent Problem

Solving Task




20







Everyday Math Cards


Calculator Baseball


4 six‐sided dice




Queen Arlene’s Dilemma – The campers will continue to work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.

52


Pencils Paper Queen Arlene’s





Unit: Number Sense


50



Workbook pages 16 ‐ 17


Paper Pencils Measuring cups

(1/2, 1/4, 1/8, and 1/3 cups)

Water


Objective: Campers develop fraction sense and an understanding of equivalent fractions.

Week 2 Lesson 4 math vocabulary: fraction sense (The vocabulary word in bold is found on page 18A of the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 18A. This activity will require the measuring cups.

Under the Engage heading on page 18A, complete Skill Building section Dough Nutty Bakery.

Review the Key Idea box with campers on page 18. Have the campers complete the Try This and Practice problems on


bottom of page 19. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.

53


(Option: If the campers need additional instruction on the math concept, you may use the information found on Equivalent Fractions Week 2, Lesson 5 Review on pages 20A‐21 in the teacher’s manual.)

POTW - Title: Lasagna Night at the Strawberry Inn

Skill Focus: Fractions 20


the campers Pencils

Lasagna Night at the Strawberry Inn Skill Focus: Fractions

Review the campers’ answers to the problem.

54

55


Topic Title Number

of Minutes










Everyday Math Cards


Calculator Baseball


4 six‐sided dice




56


Pencils Paper


Unit: Number Sense

Week 3, Lesson 1, p. 22A-23

50


pages 22A – 23 (includes math background/

Intro.) Camper


Fraction tile set for the Strategy Building – More or Less activity

Index cards Math vocabulary


Paper Pencils

Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted. ‐ Week 3 Lesson 1

Objective: Campers accurately compare fractions in which the numerators or the denominators are the same.

Week 3 Lesson 1 math vocabulary: compare, greater than, and less than (The vocabulary words in bold are found on page 22C of the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 22C. Under the Engage heading complete Strategy Building section More or

Less if your kit has the fraction tile set and Fraction Showdown. Review the Key Idea box with the campers on page 22. Complete problem #1 with the campers. Have the campers complete

problems #2 ‐ 16 independently. Once the problems are completed, review with the campers problems #2 ‐ 16 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 23. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.


57

Problem Solving


Queen Arlene’s Dilemma 20


Dilemma Open Response for each camper

Pattern blocks Pencils Manila folders Teacher pages

105 – 109. Copies of the PPS


Independent Problem Solving Task: Queen Arlene’s Dilemma Description: Campers divide regions into fractional parts according to

a number story. Focus:

1. Read, write, and model fractions; solve problems involving fractional parts of a region; describe and explain strategies used.

2. Use manipulatives and mental arithmetic to solve problems involving the addition of fractions with like and unlike denominators; describe the strategies used.

Review the rubric on page 106 and the sample of student responses

on pages 107‐109 when having the campers present their papers and for additional information.








58

59


Topic Title

Number of

Minutes


Independent Problem

Solving Task



20

Materials: Queen Arlene’s

Dilemma Task PPS Intermediate



folders

Independent Problem Solving Task: Queen Arlene’s Dilemma Based on the peer review, give the campers the opportunity to

revise their Queen Arlene’s Dilemma task at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)


Unit: Number Sense Week 3,

Lesson 2, p.24A-25 50


pages 24A ‐ 25 Camper


Equal‐sized strips of paper for each student (for the Concept Building section)

Magnetic number line(for the Strategy Building and The One‐Half


Objective: Campers compare fractions using the benchmarking strategy.

Week 3 Lesson 2 math vocabulary: benchmark, inequality, and mark the number line. (The vocabulary words in bold are found on page 24A of the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 24A. Under the Engage heading on page 24A, complete the Strategy

Building section The One‐Half Benchmark activity. Review the Key Idea box with the campers on page 24. Complete problems #1 and 7 with the campers. Have the

campers complete problems #2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, and

60

Benchmark activity)


Paper Pencils Markers

14 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, and 14 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 25. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.


Problem Solving Closing – Student Presentation

Queen Arlene’s Dilemma 20



Pencils Manila folders Teacher pages 105 –

109. Copies of the PPS


The campers will present their solutions to Queen Arlene’s Dilemma problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.


Page 106 Rubric PPS Intermediate Problem Solving Rubric Categories


Make sure that with teacher’s guidance, the campers are able to

identify the examples of each of the categories in the rubric. ‐Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).


61


Topic Title

Number of

Minutes




Materials Fraction Top‐It Cards

1 and 2 Fraction Top‐It

directions Envelopes Multiplication Top‐It

directions Multiplication

Wrestling directions Multiplication

Wrestling Worksheet

Everyday Math Cards


Calculator Baseball


4 six‐sided dice Name that Number

directions




62

Pencils Paper



Lesson 3, p.26A-27 50


pages 26A ‐ 27 Camper


Grid paper Math vocabulary


Paper Pencils


Objective: Campers can find a common denominator for two or more fractions.

Week 3 Lesson 3 math vocabulary: common denominator, compare the fractions, and least common multiple. (The vocabulary words in bold are found on page 26A of the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 26A. Under the Engage heading on page 26A, complete the Skill

Building section Finding Common Denominator and On Common Grounds.



bottom of page 27. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.



Different Ways to Multiply 20

Materials: Copies of the

problem Pencils Manila folders

Different Ways to Multiply Skill Focus: Multiplication – Two‐Digit by Two‐Digit

Distribute the problem to the campers. Review the problem with the campers and have them work on it

independently.

63

Activities to Undo Math Misconceptions (Grades 3‐5) – page 24.

The campers will place the problem in their manila folder. You will review the problem with the campers tomorrow.

64

65


Topic Title Number

of Minutes










Everyday Math Cards


Calculator Baseball


4 six‐sided dice




66


Pencils Paper


Unit: Number Sense


50





Index cards Fraction Tiles Paper Pencils

Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted ‐ Week 3 Lesson 4

Objective: Campers compare fractions by finding a common denominator.

Week 3 Lesson 4 math vocabulary: common denominator, coins and bills, and twice as many. (The vocabulary words in bold are found on page 28A of the teacher’s manual.)



sections Fraction Showdown II and Fraction Lineup. Review the Key Idea box with campers on page 28. Have the campers complete the Try This and Practice problems on


bottom of page 29. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.


(Option: If the campers need additional instruction on the math concept, you may use the information found on Comparing and Ordering Fractions Week 3, Lesson 5 Review on pages 30A‐31 in the teacher’s manual.)

67


Different Ways to Multiply 20


problem Manila

folders Pencils Activities to

Undo Math Misconceptions (Grades 3‐5) – page 24

Different Ways to Multiply Skill Focus: Multiplication – Two‐Digit by Two‐Digit

Review the campers’ answers to the problem. Give them additional time if necessary to complete the problem.

68

69


Topic Title Number

of Minutes










Everyday Math Cards


Calculator Baseball


4 six‐sided dice




70


Pencils Paper



Lesson 1, p. 32A-33

60

Materials Teacher

Manual pages 32A – 33 (includes math background/

Intro.) Camper


Play money Math

vocabulary cards for the math word wall

Paper Pencils

Topic: Fractions and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 1

Objective: Campers understand that fractions and decimals are two different representations of the same value.

Week 4 Lesson 1 math vocabulary: fraction and decimal. (The vocabulary words in bold are found on page 32C of the teacher’s manual.)


Complete the Warm Up ‐ Concept Building section on page 32C. Under the Engage heading on page 32C, complete the Skill

Building section Fraction Cents. Review the Key Idea box with the campers on page 32. Complete problems #1 and 9 with the campers. Have the

campers complete problems #2, 3, 4, 5, 6, 7, 8, 10, 11, and 12 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 5, 6, 7, 8, 10, 11, and 12 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 33. This problem will be used as an exit slip to check the campers understanding of the lesson’s fractions and decimals concept.


71


Topic Title

Number of

Minutes










Everyday Math Cards


Calculator Baseball





72


Number directions

Pencils Paper



Lesson 2, p. 34A-35

50

Materials Teacher




Graph paper Pencils Scissors Tape Paper Calculators (if

available for fraction and decimal conversion purposes.)


Objective: Campers write tenths and hundredths in decimal and fraction notation.

Week 4 Lesson 2 math vocabulary: decimal and decimal equivalent. (The vocabulary words in bold are found on page 34A of the teacher’s manual.)



section Decimals 101. Review the Key Idea box with the campers on page 34. Complete problems #1, 2, 3, and 4 with the campers. Have the

campers complete problems #5 ‐ 21 independently. Once the problems are completed, review with the campers problems #5 ‐ 21 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 35. This problem will be used as an exit slip to check the campers understanding of the fractions and decimals concept.


**Advance preparation for Unit: Number Sense, Topic:

73

Fractions and Decimals, Week 4, Lesson 3 you will need clothespins and a long piece of string or rope.


The Choral Assembly 20


problem Pencils Manila folders Activities to


The Choral Assembly Skill Focus: Multiplication – Two‐Digit by Two‐Digit

Distribute the problem to the campers. Review the problem with the campers and have them work on it

independently. The campers will place the problem in their manila folder. You will

review the problem with the campers tomorrow.

74

75


Topic Title Number

of Minutes






directions Envelopes Multiplication Top‐

It directions Multiplication



Everyday Math Cards


Calculator Baseball


4 six‐sided dice Name that Number

directions




76

Pencils Paper



Lesson 3, p. 36A-37

50

Materials

Teacher Manual pages 36A – 37


A long piece of rope or string

Clothespins Index cards Magnetic

number lines Math

vocabulary cards for the math word wall

Paper Pencils


Objective: Campers will develop an understanding of the relative sizes of fractions and decimals.

Week 4 Lesson 3 math vocabulary: decimal. (The vocabulary words in bold is found on page 36A of the teacher’s manual.)



section Number Rope. Review the Key Idea box with the campers on page 36. Complete problem #1 – 4 with the campers. Have the campers

complete problems #5, 7, 9, 11, 13, 15, 17, and 19 independently. Once the problems are completed, review with the campers problems #5, 7, 9, 11, 13, 15, 17, and 19 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 37. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.



The Choral Assembly 20


problem Manila folders Pencils Activities to

The Choral assembly Skill Focus: Multiplication – Two‐Digit by Two‐Digit

If necessary, give the campers time to complete the problem. Review the campers’ answers to the problem.

77


78

79


Topic Title Number

of Minutes










Everyday Math Cards


Calculator Baseball


4 six‐sided dice




80


Pencils Paper



Lesson 4, p. 38A-39

60

Materials

Teacher Manual pages 38A ‐ 39



Markers Chart paper Paper Pencils

Topic: Fraction and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 4

Objective: Campers can find a decimal number between two given decimal numbers.

Week 4 Lesson 4 math vocabulary: record it on the number line. (The vocabulary word in bold is found on page 38A of the teacher’s manual.)



section Tiny Number. Review the Key Idea box with the campers on page 38. Have the campers complete problems #1 – 18. Once the problems are

completed, review with the campers problems #1 ‐ 18 as a whole group.

Exit Slip: All campers must complete the Reflect problem at the bottom of page 39. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.


(Option: If the campers need additional instruction on the math concept, you may use the information found on Fractions and Decimals Week 4, Lesson 5 Review on pages 40A‐41 in the teacher’s

81

manual.)

82

Documents

4th Grade Math Lesson Plan Template Day 1 · PDF file1 4th Grade Math Lesson Plan Template Day 1 Topic Title Number of Minutes Materials Example/Description Math Read Aloud Math Read