Laura Hostetler and Ava Kelley Math Charts

Laura Hostetler and Ava Kelley: 4th GradeMath: Week 1

Character Trait: CourageDay 1 Day 2 Day 3 Day 4 Day 5

HKSOL-M-4.1Place Value




HKSOL-M-4.1Comparing Value

(<,>,=)CM/R/LA: The teacher will read Base Ten by David Alder. The teacher will use bugs (little cars), busses and boats to review the concept of place value. Bugs can hold 1 person, busses can hold 10 people, and boats can hold 100 people. The teacher will guide the students in an “Auto Trading” activity. E.g., if a group has 9 bugs plus one extra, they must trade it in for a buss.

CM: The teacher will use the numbers from the previous day’s activity to teach the names of the place values (ones, tens, hundreds, thousands, millions). The teacher will have the students recite the names to the tune Ten Little Indians. The teacher will discuss the meanings of digit and place and provide examples of their relationship. (Numbers are made up of digits and digits get their value by where they are placed.) The teacher will provide examples.

CM: The teacher will have the students recite the names of the place values to the tune Ten Little Indians. The teacher will explain writing numbers in expanded form. The teacher will provide examples of converting numbers from the standard form into expanded form.

CM: The teacher will review digit, place value, standard form, and expanded form. The teacher will represent numbers using base ten blocks and review finding the place value of certain digits and writing the number in expanded form and standard form. The teacher will guide the class thorough the group activity on numeration.

CM: The teacher will have the students recite the place value song to the tune of Ten Little Indians. The teacher will ask the students to explain how they can use what they know about place value to compare numbers. The teacher will explain the symbols >,<, and = using an “alligators mouth”

GA/LS/MA: Students will listen as the teacher reads the story. Students will be separate into groups for the “Auto Trading” activity. Each group will have different amounts of bugs, busses, and boats. Groups will be given numbers through the millions. Groups will then decide how to trade their vehicles in order to represent that number.

Cornett,p. 492Addison- Wesley,p 25

MU/M/W: The students will sing the names of the place values to the tune of Ten Little Indians. The students will complete a worksheet where they must identify numbers represented by base ten blocks, write the numbers under their correct place value headings, and write the numbers in standard form.

Addison-Wesley, p 26A

MU/LI: The students will recite the song. The students will participate during instruction. The students will then complete a worksheet on representing numbers in standard form.

D.A: Students who possess a strong musical intelligence area will benefit from singing.

GA/CM/PS: Students will work in groups. One student will pick five numbers and use the digits to form the largest and smallest possible numbers. Another student checks and records the numbers in standard form while a third shows both numbers with place value blocks or models. The students write the numbers on a place value chart and then in standard form.

Addison-Wesley,p. 26A

MU/W: The students will recite the song. The students will participate in the class discussion. The students will write one sentence for each symbol in their Math Journals. Students will complete a worksheet on comparing and ordering numbers.

Addison-Wesley, p 30 A




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HKSOL-M-4.1Round Whole

Number


NumberCM: The teacher will have the students share their sentences from the previous day’s lesson. The teacher will review the answers to Friday’s worksheet. The teacher will guide the class through the activity

CM: The teacher will teach a quick review of place values and comparing numbers. The teacher will also review subtraction to prepare the class for the activity.

CM: The teacher will review the terms greater than, and less than. The teacher will introduce the terms round and nearest using classroom objects. The teacher will demonstrate rounding numbers. The teacher will display a table that compares two numbers at a time. The teacher will guide the students in finding the correct symbol (>, <, or =).

CM: The teacher will review the terms rounding and nearest. The teacher will explain how and why doctors’ use rounded numbers. The teacher will guide the students in an activity to find their pulse rate and apply it to large intervals of time.

CM/S: The teacher will introduce rounding by discussing the approximate distance between the moon and the Earth. The teacher will demonstrate how to round numbers to the nearest ten and hundred. The teacher will provide an example for the group activity.

OL/MO: The students will share their sentences. For the activity, each student will fold a strop of paper into 8 sections. The teacher rolls a die and announces the number. The students choose a section and enter the digit. After 8 rolls, each student will have an 8-digit number. Pairs of students will compare their numbers. The students will arrange themselves in a line, from least to greatest, according to their number.

GA/CZ/LS: The students will separate into groups of five. One student will be the “customer” and the others will be businesses (e.g. light and cable companies). The customer starts with $100. Each business presents the customer with a bill > $ 50 but < $30. The customer handles each bill separately.

Addison- Wesley,p 101

GA/OL/CM: The students will work in pairs to make similar charts in order to challenge other partners. Partners will present their completed entries to the class. The students will use their vocabulary terms as they discuss their presentations.D.A- students with a strong verbal-linguistic intelligence area will benefit from being encouraged to use vocabulary terms in their discussions.Harcourt Math, p. 5

LS/H/MO/PS: The students will record their pulse for one minute. The students will use a calculator to determine the number of times their heart will beat in one hour, and in one day (24 hrs.). The students will compare their results with others. The students will discuss whether the answers are exact or only approximate.

Addison- Wesley,p. 105

A/ GA/PS: The students will work in groups. Groups will cut out a rounded number from a newspaper and paste it on construction paper. Groups will write the least and the greatest numbers that will round to the pasted number.




Number


Number

HKSOL-M-4.2Rational Numbers



CM: The teacher will explain and demonstrate how to use a number to compare and order numbers. The teacher will have the class participate in ordering numbers on a number line. The teacher will discuss how a number line helps with rounding numbers.

CM: The teacher will explain rounding (round up if the number is five or greater, round down if the number is less than five.). The teacher will write numbers on the board and have students round them to the nearest thousand. The teacher will guide the students through the group activity.

CM/CL/R/LA/SS: The teacher will read How Pizza Came to Queens. The teacher will explain the concept of fractions by folding sheets of paper and coloring in sections. The teacher will teach the parts of fractions. The teacher will guide the students through the activity.

CM: The teacher will use a giant pizza to explain how to read and write a fraction as part of a whole. The teacher will have the students create fractions with paper and crayons

CM: The teacher will review the terms numerator and denominator. The teacher will use base ten blocks to show that mixed numbers are made up of whole numbers + fractions. The teacher will monitor students work during independent practice and give examples for each section.

CM/W/L: The students will contribute to the class discussion. The students will write in their math journals about how to round a number to the nearest ten and hundred. After the lesson, the students may revise their entries.

D.A- students with a strong intrapersonal intelligence area will benefit from being able to work alone and reflect on their journal entry.

LI/MO: The students will listen and participate during instruction. The students will work at the board to round the numbers to the nearest thousand. The students will complete the Explore and connect activity on pg 35 A of the Addison-Wesley text. This activity requires students to round up or down.

A/PS: The students will create Fraction Art. The students will divide construction paper into four equal sections. The teacher will draw the fractions described by the teacher. The students will determine whether the picture shows parts of a whole or parts of a group.

Harcourt, p. 318

A/M: The students will name the fraction if they ate one, two, or three slices of pizza. The students will eat their slice as the teacher demonstrates other examples. The students will create their own fraction pizzas with toppings and write the name of each section.

Addison- Wesley,p.320

M: The students will complete a worksheet. The worksheet will involve writing fractions as a mixed number, comparing mixed numbers using >, <, or =, and converting improper fractions into mixed numbers.

Harcourt, p.316




HKSOL-M-4.2Equivalent Fractions




CM: The teacher will use fractions to represent fractions and mixed numbers. The teacher will use manipulative to describe equivalent fractions and mixed numbers. The teacher will review numerator and denominator. The teacher will have the students work at the board during guided practice. The teacher will guide the students through the activity.

CM: The teacher will introduce equivalent fractions and write the defined term on the board. The teacher will demonstrate equivalent fractions with a fraction pie on the projector. The teacher will have the students create their own fractions using cut pieces of paper.

CM: The teacher will review equivalent fractions. The teacher will provide examples of equivalent fractions and have the students discuss the relationships between the numerator and the denominator.

CM: The teacher will have students define equivalent fractions in their won words. The teacher will demonstrate the relationships between numerator and denominator in equivalent fractions. The teacher will demonstrate how to create equivalent fractions by multiplying the numerator and denominator of a fraction by the same factor.

CM/E: The teacher will review place value, comparing place values, rounding whole numbers, rational numbers, and equivalent fractions.

TEST**

MO/ MA: The students will work at the board during guided practice. The students will use fraction tiles to create equivalent fractions and mixed numbers. The students will complete a worksheet on fractions.

DA: ESL students will use the manipulative to understand the concept of fractions and mixed numbers.

Harcourt, p.101-110

MA/M: The students will use folded strips of paper to discover equivalent fractions. The students will play Fraction Bingo to practice finding equivalent fractions. The students will be allowed to use their Fraction pies

A/ GA: The students will discover the relationship between numerators and denominators of equivalent fractions. The students will work in groups to complete the Fraction Finder activity. The students will write equivalent fractions on sets of squares and arrange them so that if the sets of Equivalent fractions were colored, they would form a pattern

A/ GA: The students will work in pairs to create equivalent fractions. Students will use graphing paper and markers to discover that multiplying the numerator and denominator of a fraction by the same factor will produce an equivalent fraction.

Addison- Wesley, p. 336 A

LI/M: The students will participate in the review. The students will complete a test on place value, comparing place values, rounding whole numbers, rational numbers, and equivalent fractions.


Character Trait: Self EsteemDay 21 Day 22 Day 23 Day 24 Day 25

HKSOL-M-4.2Compare Fractions




HKSOL-M-4.3Compare Fraction

ValuesCM: The teacher will introduce decimals by explaining the place value chart. The teacher will use folded paper to describe the relationship between fractions and decimals. The teacher will demonstrate the relationship between fractions and decimals using tenths and hundredths.

CM: The teacher will use fraction tiles to review fractions and mixed numbers. The teacher will use play coins and bills to illustrate fractions and mixed numbers as dollar and change amounts. The teacher will convert several fractions into amounts of money. The teacher will review the place value charts and have the students read the money amounts as decimals.

CM: The teacher will have the students review the place value chart. The teacher will review writing fractions as decimals. The teacher will demonstrate writing mixed numbers as decimals.

CM: The teacher will review the place value chart. The teacher will demonstrate writing decimals as fractions. The teacher will have students work at the board during guided practice. The teacher will guide the students thought the group activity.

CM: The teacher will review >, <, and =. The teacher will introduce how to compare fractions with like denominators by constructing a fraction number line. The teacher will have students compare fractions by comparing their placements on the number line.

A/OL/ W: Using sheets of paper and crayons, the students will create their won fractions with denominators of ten or one hundred. Students will read their fraction in decimal form. The students will also write them in decimal form.

Harcourt, p. 159-161

GA/MA/W: The students will take turns writing the decimals on the board. Students will work as partners to illustrate decimals using base ten blocks. Sets of partners examine each others work, naming the decimals of other partners and writing them in standard, expanded and word form

Harcourt, p.204-208

MA/MO: The students will create fractions and mixed numbers with base ten blocks. The students will write the fractions and mixed numbers as decimals. The students will work at the board during guided practice

GA/TX: The students will work at the smart board convert decimals into fractions. The students will work in groups to complete the reading Decimal Activity on page 380 A of the Jovanovich text.

Jovanovich, p.380A

GA/MO/MA/OL: The students will work at the board during guided practice. Students will then work in groups to create their own fraction number line. The students will use their number lines to compare fractions. Students will present their number lines to the class.

D.A- Students who are learning disabled will be allowed to use fraction wheels to compare their fractions.




Values


Values


Values

HKSOL-M-4.4Expressing Decimals


CM: The teacher will review how to compare fractions with like denominators. The teacher will demonstrate how to compare unlike fractions by creating equivalent fractions. The teacher will have the students work at the board to compare like and unlike fractions.

CM: The teacher will review comparing like and unlike fractions. The teacher will review ordering numbers from least to greatest. The teacher will demonstrate how to compare like and unlike fractions. The teacher will demonstrate arranging fractions from least to greatest

CM: The teacher will review comparing like and unlike fractions. The teacher will teach a quick review on mixed numbers. The teacher will demonstrate comparing mixed numbers. The teacher will have students work at the board. The teacher will review converting fractions into decimals.

CM: The teacher will introduce decimals by examining a place value chart and naming the place values through the thousandths. The teacher will explain writing decimals by using a graph paper.

CM: The teacher will review the place value chart. The teacher will use grid paper to demonstrate the relationship between decimals and fractions or mixed numbers. The teacher will have students work at the board to convert fractions into decimals for tenths, hundredths and thousandths.

GA/MO: The students will work at the board during guided practice. Pairs of students will play Fraction Draw. Pairs create 18 cards marked with fractions. Each student draws one card at a time and the student with the greater fraction takes both cards. Students must justify their answers.


GA/CC: Students will work in groups. Given two unlike fractions, groups will determine which is greater. The students will provide verification for their answers. When each group has finished, the class will arrange the fractions from least to greatest.

Harcourt, p.875

GA/W: Students will work in groups. Given two mixed numbers, groups will determine which is greater. Students will provide verification for their answers. When groups have finished, students will write the numbers in decimal form.

D.A – Students who are visual or kinesthetic will be allowed to draw the fractions.

A: The students will create their won copies of the place value chart. Students will create decimal art using crayons and graphing paper. For each decimal given, the students will color the correct number of squares.


GA/MA: The students will work in groups. Each group will be given a number represented by base ten blocks. The students will work together to identify the number as a fraction or mixed number. The students will then write the number in decimal form. Students will present their answers. The students will complete a worksheet on writing decimals.





HKSOL-M-4.4Round Decimal

Places


Places


PlacesCM: The teacher will review the place value chart. The teacher will demonstrate writing decimals in expanded form and vise versa. The teacher will display a chart with columns labeled “standard”, “expanded” and “word”. The students will work at the board to write decimals in standard, expanded and word form.

CM: The teacher will explain the importance of learning decimals for counting money. The teacher will review money and decimal place value. The teacher will help students make a place value chart on which they can list prices.

CM: The teacher will review the process of rounding whole numbers and relate it to rounding decimals. The teacher will have students work at the board rounding numbers to the nearest one by looking at the tenths place. The teacher will guide the students through the group activity.

CM: The teacher will review the previous day’s lesson on rounding whole numbers. The teacher will demonstrate rounding decimals to the nearest tenth. The teacher will write the rules for rounding decimals on the board.

CM/E: The teacher will review the place value chart. The teacher will review how to compare fractions to decimals, comparing fractional values, and expressing decimals.

Test

GA: The students will play decimal Jeopardy. The students will work as teams. Each column will contain several decimals. Columns will be labeled standard, expanded or word. Students will choose a number from any column and represent that number on their white boards as indicated by the column heading.

D.A. – E.S.L students will be able to write out their numbers and thus improve their spelling.

A/ GA: Students will work as partners. Given magazines and newspaper advertisements. Students will find prices of different objects. The students will write the prices in standard form on their place value charts. The students will draw a picture of each object. Charts will be displayed around the room.


GA/MA/A: Partners will build decimals with number cards. One student chooses two number cards that will tell how many ones and tenths a decimal will have. The other will draw a model on graph paper. Partners record the whole numbers between which the decimal falls, then circle the closer number.

GA/PS: The students will work at the board during guided practice. Students will work in pairs. Each pair will be given a fraction. Pairs must convert the fraction into a decimal and round it to the nearest tenth. Students will complete their worksheets on estimation and rounding.

Harcourt, p.139

M/W: The students will work at the board during review time. The students will take a test on the reviewed material. When students finish, they will write in their math journals.




Places

HKSOL-M-4.4Compare

Decimals (<,>,=)

HKSOL-M-4.4Compare

Decimals (<,>,=)

HKSOL-M-4.4Compare

Decimals (<,>,=)

HKSOL-M-4.4Compare Decimals

(<,>,=)CM: The teacher will review the place value chart. The teacher will demonstrate how to round decimals to the nearest whole numbers by observing the hundredths and tenths place. The teacher will have students work at the board. The teacher will guide the students through the activity.

CM: The teacher will review comparing numbers with a number line. The teacher will have the students generalize how to compare two numbers on or off a number line. The teacher will review the symbols >, <, and =. The teacher will demonstrate comparing tenths with fraction pies.

CM: The teacher will explain how the decimal point helps with comparing decimals. The teacher will demonstrate lining up the decimals of two numbers and comparing each digit. The teacher will guide the group through he activity.

CM: The teacher ill review the previous day’s lesson. The teacher will review the symbols >, <. The teacher will have the students compare decimals by using counters on decimal place value charts

CM: The teacher will review comparing decimals. The teacher will demonstrate how to order decimals from least to greatest. The teacher will have the class complete a decimal ordering worksheet on the smart board.

LS/M/W: The students will use an almanac with sports records to locate ten different decimals in statistics on sports events. They will round each to the nearest whole number; they sort the decimals by those rounded up and those rounded down. They identify any half way amounts found. The students write in their math journals.

M/W: The students will use a number line to compare decimals to the tenths. The students will write in their math Journals and describe or identify each symbol and illustrate its proper usage by writing a number sentence for each.

D.A- students who are learning disabled, or have trouble with fine motor skills will be allowed to use illustrations to accompany their sentences.

GA/LS/PS: The students will work in groups. Each group will use magazines to compare different prices for the same object. Groups will find two prices for one object. The students will compare the prices and decide which the cheapest or least amount is.

Jovanovich, p 602

MA/MO/OL: The students will work at the board during guided practice. Students will be given two decimal places value charts. Students will place counters in the ones and tenths places. Students will compare the numbers and write the appropriate symbol on their white boards. The students will share their answers with the class.

A/ GA/PS: The students will work in pairs. Each partner selects four different decimals from the board – two with tenths and two with hundredths. Students represent decimals by coloring 10 x 10 graphing paper squares or modeling them with place value blocks. When partner’s nave created their models, they put them in size order from least to greatest. They record the decimal numbers that match the models.



HKSOL-M-4.5Estimate

Sums/Differences

HKSOL-M-4.5Estimate

Sums/Differences

HKSOL-M-4.5Estimate

Sums/Differences

HKSOL-M-4.5Estimate

Sums/Differences

HKSOL-M-4.6Add/Subtract Multi-

Digit ProblemsCM: The teacher will have students share what they already know about rounding and estimation. The teacher will describe the relationship between estimation and rounding. The teacher will describe the difference between the verb form of estimate and the noun form.

CM: The teacher will create a number line to compare the accuracy to the student’s estimates from the previous lesson. The teacher will use this to introduce the terms “closer to”, “between”, and “a little more than”. The teacher will review rounding whole numbers and relate it to estimating sums and differences.

CM: The teacher will review the answers from yesterday’s worksheets. The teacher will review rounding to the nearest ten or hundred. The teacher will review estimating sums and differences. The teacher will guide the students through the explore activity

CM: The teacher will review estimating sums and differences by rounding. The teacher will introduce estimating sums and differences by only focusing on the front-end-digit. The teacher will write problems on the board with their answers. The students must determine which method of estimation was used.

CM/R/LA/S: The teacher will read One Hundred Hungry Ants, a book about addition. The teacher will display a chart containing fact strategies for adding. Students will work at the board to add one digit numbers written in vertical and horizontal form.

GA/L/LA/MA: The students will suggest verb and noun synonyms for “estimate”. Groups will work together to estimate the amount of marbles in their jars. After students share their estimates, each group will count their marbles. Each container will have the same amount.


T/M/MO: The students whose guess was the closest will win a prize. Students will work at the smart board to practice rounding numbers to the nearest tenth and then adding or subtracting. Students will complete worksheets on estimating sums and differences.


GA/CM: Students will work in small groups. Each group will have index cards with two and three digit numbers on each. One member draws tow cards and rounds them to the nearest ten or hundred. A second student records the numbers and a third student estimates the sum or difference. Groups earn one point for estimated sums of 1,000 or more or differences of 300 or less.

W/TX/M: The students will write the method of each estimation on their white boards during guided practice. Students will complete the Ticket to Ride activity on p, 38 of the Jovanovich text. In this activity, students use information provided in a table to answer questions. The questions require the questions require the students to estimate for the answers

GA/MO/TX: The students will work at the board during guided practice. The student will work in pairs to complete the win by Swimming activity on pg 34 of the Jovanovich text. This activity requires students to find all of the possible number cards that add up to a given sum. The first to run out of cards wins.D.A- Kinesthetic learners will benefit from working at the board.



HKSOL-M-4.6Add/Subtract

Multi-Digit Problems





HKSOL-M-4.7Product of Whole

Numbers


Numbers

CM: The teacher will review the fact strategies for addition. The teacher will introduce and demonstrate the steps in adding two digit numbers. The teacher will use base ten blocks to illustrate re-grouping. The teacher will write the problems in vertical form. The teacher will provide an example for the group activity.

CM: The teacher will review the facts strategies for addition. The teacher will review the place value chart. The teacher will use base ten blocks to demonstrate the steps for adding three digit numbers. The teacher will have students work examples at the board.

CM: The teacher will review subtraction and the place value chart. The teacher will use base ten blocks to illustrate subtracting two and three digit numbers. The teacher will have the students use their white boards during guide practice.

CM/R/LA: The teacher will read The Doorbell Rang. The teacher will review the methods for rounding. The teacher will demonstrate estimating products by rounding. The teacher will have the students work at the smart board to estimate the product of a two or three digit factor and a one-digit factor.

CM/E: The teacher will review rounding and comparing decimals, estimating sums an differences, adding and subtracting multi digit problems, and products of whole numbers.

GA/M: The students will work in pairs. The students will choose and arrange four digit cards to form a pair of two digit addends. Corresponding sums are found by one student while the other checks the work.

D.A Special needs students will be allowed to use base ten blocks.

GA/M/MA: The students will work in pairs to play tic-tack-sum. Pairs will write ten addition examples such as 436 +515. The first student takes the top card and adds. The other student checks the sum with a calculator. If correct, the first student places and X or O on the grid. Winner has tic-tack-sum.


GA/W: The students will use their white boards for solving the subtraction problems. The students will work in pairs to complete a subtraction square and an addition square. The students will write an entry in their journals about the processes involved in adding and subtracting either two or three digit numbers.

GA/M: The students will work in pairs. Students will write a different estimated product on each of five index cards. The students will work together to write three multiplication problems that each have a two or three digit factor multiplied by a one-digit factor to give the estimated product.


Test

Once the students have finished their tests, they will write in their journals about what they learned in math that week.


Character Trait: Self ControlDay 51 Day 52 Day 53 Day 54 Day 55


Numbers


Numbers

HKSOL-M-4.8Quotient

Estimation

HKSOL-M-4.8Quotient

Estimation

HKSOL-M-4.8Quotient Estimation

CM: The teacher will explain the importance of estimating a product before actually multiplying. The teacher will review the methods of estimation and have the students estimate the products of problems on the board. The teacher will demonstrate multiplying two digit numbers my using base ten blocks on the overhead. The teacher will have the students check the product by comparing it to the estimation

CM: The teacher will review the methods of estimation and have the students estimate the products of problems containing one three-digit number and one one-digit number. The teacher will demonstrate multiplying three digit numbers by using base ten blocks on the overhead. The teacher will have the students check the products by comparing them to the estimations.

CM: The teacher will review the meaning of division. The teacher will use counters on the overhead to review division. The teacher will have students work division problems on the board. The teacher will demonstrate the first example on the worksheet. The teacher will introduce the words divisor and dividend.

CM: The teacher will explain and demonstrate the procedures of long division. The teacher will demonstrate several examples on the board. The teacher will have the students work several problems at their desks.

Jovanovich, p

CM/T: The teacher will have the students recite the winning pneumonic device. The teacher will model dividing using a two-digit dividend. The teacher will visit www.mathforum.com on the smart board to have the students practice the steps of division.

GA/MA/CM/W: The students will work in groups. Each group will be given a two-digit multiplication problem. Groups will estimate the product and then work together using base ten blocks to find the actual product. The groups will write the products in standard and word form.

D.A- Students with a strong Math-Logic intelligence area will enjoy the problem solving exercise.

LS/PS: The students will use basketball statistics form newspapers and magazines to predict how well a player might perform. The students will determine the number of points each player on a given team scored in a game. The students will predict the number of points the player might score for the next five games. The students will follow the player for the next five games and compare actual points to the prediction.

MO/M: The students will work at the board during guided practice. The students will complete a worksheet on fractions. This worksheet requires the students to identify the divisor and dividend of each problem. The students will also find the quotient.


GA/LA/MU: The students will work in pairs. Each pair will write a pneumonic device or jingle to memorize the procedures for division. Pairs will present their results to the class and the student will vote on the best. The winning presentation will be recited at the beginning of the remaining lessons on long division.

Harcourt, p.501

M/MO: The students will work at the smart board during guided practice. The students will play the Bagging Quotients game. For each round, each student picks one number from the dividend bag and one number from the divisor bag and finds the quotient. The student with the greatest quotient scores a point for the round.

http://www.mathforum.com/



HKSOL-M-4.8Quotient

Estimation

HKSOL-M-4-4.9Add/Subtract

Fractions


Fractions


Fractions


FractionsCM: The teacher will have the students recite the winning pneumonic device. The teacher will explain and demonstrate dividing three digit numbers. The teacher will have students work at the smart board during guided practice. The teacher will provide examples for the activity.

CM: The teacher will have the students describe the meaning of fractions. The teacher will explain like denominators. The teacher will demonstrate adding like fractions.

CM: The teacher will demonstrate adding and subtracting like fractions with a fraction wheel. The teacher will demonstrate adding and subtracting mixed numbers with like denominators. The teacher will illustrate addition and subtraction problems with the fraction wheel and students will write the answers on the smart board.

CM: The teacher will review the steps in adding and subtracting like fractions. The teacher will review equivalent fractions. The teacher will have student’s list fractions that are equal to ½. The teacher will explain how to apply the idea of equivalent fractions to imagine adding unlike fractions. The teacher will demonstrate several problems.

CM: The teacher will review the steps to follow to subtract fractions with like denominators. The teacher will explain and demonstrate how to subtract fractions with unlike denominators. The teacher will have students work at the board during guided practice.

GA/MA/M: The students will work in small groups with a deck of cards. The students draw three cards and arrange them to form all possible three-digit numbers. The students will use each three-digit number as a dividend. The students will use another card as the divisor. The students will do all the divisions. The students will arrange the quotients in order from least to greatest.

MO/TX: The student work at the board during guided practice. The students will do the Explore and Connect Activity on pg 406 A of the Addison-Wesley text. This activity allows students to explore adding and subtracting fractions with like denominators. The students will relate their actions to adding and subtracting fractions with like denominators.

W/L: The students will write in their math journals about the steps they would use to add and subtract two like fractions with fraction pieces. The students will trade papers. Parts will follow each other’s steps to verify that the steps make sense.

D.A- ESL students will be allowed to accompany their entries with illustrations to convey their understanding of the concept.

GA/MA/M: The students will use fraction wheels to find equivalent fractions. The students will work at their desks during guided practice. In the activity, students will work in pairs to explore adding fractions with unlike denominators. Using assorted fraction pieces, students will discover that you must trade unlike fractions for equivalent fractions with like denominators.

W/L/M: In their math journals, the students will write the steps in the order that they followed to add and subtract fractions with unlike denominators




Decimals


Decimals


Decimals


Decimals

HKSOL-M-4-4.9Problem Solving

CM: The teacher will have the students role-play a purchasing transaction between a customer and a storekeeper. The teacher will explain lining up decimals and equivalent decimals. The teacher will draw the comparison between adding and subtracting decimals with adding and subtracting money. The teacher will have the students use grid paper to line up their decimals.

CM: The teacher will have the student’s check each other’s work from the day before. The teacher will demonstrate adding decimals to the tenth, hundredth and thousandth. The teacher will help the students make their decimal cubes.

CM: The teacher will continue to teach adding and subtracting decimals. The teacher will have students work examples at the board. The teacher will review comparing and ordering decimals.

CM: The teacher will review the concept of decimals as fractions or mixed numbers. The teacher will demonstrate how to convert fractions into decimals in order to add them. The teacher will demonstrate with base ten blocks. The teacher will have students work examples on their white boards

CM/E: The teacher will review finding products of whole numbers, finding quotients of whole numbers, adding and subtracting fractions and adding and subtracting decimals

MO/M//LS: Several students will have the opportunity to role-play and use the artificial money. The students will work several problems on their white boards during guided practice. The students will complete a worksheet on finding equivalent decimals and finding the sum and difference of two decimals.D.A- E.S.L students will learn the English pronunciations for coined money.

GA/MO/MA: The students will work in pairs. Players will alternate rolling the tenths and hundredths die. After each roll, a player collects a number of base ten blocks equivalent to the corresponding numbers on the dice and places them on his or her flat. The winner is the first player to cover their flat exactly.

GA/MA/LS/A: The students will work in groups. Each group will be given a certain amount of play money and a list of items they must buy. Students will use magazines and newspapers to compare prices. After purchasing all of the required items, the group with the most money left over wins. Groups will paste pictures of their items onto construction paper along with its price.

M/W: The students will work at their desks. The students will complete a worksheet on converting fractions into decimals in order to add or subtract. Once students have completed their worksheets, they will write in their journals about whether they preferred adding/subtracting decimals or fractions and why.

M: The students will work at their desks during the review. The students will take a test on the reviewed material.






HKSOL-M-4-4.10Estimate/Measure

weight/mass


weight/massCM: The teacher will show a chart that categorizes key words in problem solving into four categories (+,-, X, /) The teacher will provide example word problems for each. The teacher will guide the students through a cookbook activity.

CM: The teacher will review the key word chart. The teacher will review adding and subtracting fractions and decimals. The teacher will walk the students through word problems for each.

CM: The teacher will review the key word chart. The teacher will review adding and subtracting fractions, decimals and mixed numbers. The teacher will model creating word problems using key vocabulary. The teacher will check the accuracy of word usage as students create their own word problems.

CM/CL/CL/R/LA/SS: The teacher will read How Do You Lift a Lion? The teacher will define weight and provide examples of how to weigh objects. The teacher will review a chart showing the U.S customary units for weight and metric units for weight along with their abbreviations. The teacher will review estimation.

CM: The teacher will review the chart on units of weight. The teacher will review the difference between weight and mass from science. The teacher will show another chart with the metric and U.S customary units for mass. The teacher will demonstrate how to find and record the mass of an object.

LA/W/A/M: The students will be provided with cookbooks or copies of recipes to use. Based on any chosen recipe, students will identify measurement amounts less than, equal to, and greater than one whole. The students will summarize their findings in their math journals by writing a list of measurements that fit each category.

Harcourt, p.376

L/PS/M/LS/H: The students will complete a worksheet on problem solving. The students will use data from a recipe to solve six word problems involving adding and subtracting fractions. The students must convert their answers into decimals.

D.A- students with a strong math-logic intelligence area will excel in this problem solving activity.

GA/PS/CM/L: The students will recite the key words in the word chart. The students will work in pairs to create their own word problems. Pairs will use info from recipes to create word problems. Pairs will switch and try to solve each other’s word problems. The students will copy the steps they used to solve the problems in their math journals.

GA/MA/MO/CM/LI: The students will work in groups. Groups will estimate the weight of an object, weigh the object and compare its actual weight to their estimations. Groups will make a table of their findings. Groups will trade objects and continue the process. The class will compare their findings.


GA/MA/MO/CM: The students will work in groups. Using the objects from yesterday, groups will estimate the mass of an object, find the mass of an object and compare the mass to the estimate. Groups will make a table of their findings. Students will compare and contrast the mass and weight of certain objects.


Character Trait: IntegrityDay 71 Day 72 Day 73 Day 74 Day 75


weight/mass


weight/mass

HKSOL-M-4-4.10Equivalent

measurements of weight/mass





CM/MO/MA: The teacher will review the chart on units of weight and mass. The teacher will review the difference between weight and mass. The teacher will have the students volunteer to find the weight and mass of different objects. The teacher will monitor students during the group activity.

CM/MO/MA: The teacher will review the chart on units of weight and mass. The teacher will review the difference between weight and mass. The teacher will have students volunteer to find the mass of different objects. The teacher will demonstrate how to record the findings on a bar graph.

CM/MA: The teacher will review the chart on units of weight and mass. The teacher will explain the relationship between grams and kilograms. The teacher will have students hold objects of different sizes and masses to discuss volume and mass. The teacher will have the students choose the appropriate unit for expressing weight of different objects.

CM: The teacher will review the chart on units of weight and mass. The teacher will review the relationship between grams and kilograms. The teacher will review multiplying two and three digit numbers.

CM/MA: The teacher will review the chart on units of weight and mass. The teacher will explain the relationship between pounds and ounces. The teacher will provide examples of objects that should be weighted in oz. and objects that should be weighed in lbs.

GA/MA/MO/CM: The students will work in pairs to find the weight of one another. Students will record their answers in pounds and compare the weights using the comparison symbols. The class will record their results on the board. The class will then work together to arrange their measurements in order from heaviest to lightest.

GA/MA/MO/CM: The students will work in pairs to find the mass of different objects. The students will record their answers in grams and decide which object weighs more using (<,>). The class will record their answers on the board. The class will work together to create a bar graph.

Jovanovich, p 947

CM: The students will work individually. Using the bar graph from yesterday’s lesson, the students will convert the mass of their items from grams to kilograms. The students will share their answers.


GA/MA/MO/CM/H: Students will work as partners. Each partner will be given an empty food bag with the nutrition label. The students will calculate the amount of grams of protein, carbohydrates, and fat that they would consume by eating three bags. Grams over 1,000 must be converted to Kg. Students will share their answers.

Harcourt, p.124

MA/MO/M: Each group of students will be given packaged goods labeled in oz. Students will hold each container, without looking at the label and estimate the weight in lbs. The students will weigh the objects. The students will create a table showing the name of each objects and its actual weight.


Character Trait: IntergrityDay 76 Day 77 Day 78 Day 79 Day 80



HKSOL-M-4-4.10Conversion

estimating of weight/mass units







CM/M:The teacher will review the charts on the units of weight. The teacher will review the relationship between pounds and ounces. The teacher will provide several demonstrations of converting pounds into ounces and vice versa.

CM/M:The teacher will review the charts on the units of weight. The teacher will review the relationship between pounds and ounces. The teacher will display a chart that contains non-standard units of measurement. E.g. 1 gram is about the weight of a paper clip.

CM/M:The teacher will review the charts on the units of weight. The teacher will review the relationship between pounds and ounces. The teacher will display a chart that contains non-standard units of measurement.

CM/M:The teacher will review the charts on the units of weight. The teacher will review the relationship between pounds and ounces. The teacher will display a chart that contains non-standard units of measurement

CM/E:The teacher will review problem solving, estimating weight and mass, equivalent weights and masses, and conversion of weights and masses.

MO/M: The students will work at the board during guided practice. The students will use the tables they made from the last math session. The students will convert their measurements from oz. to lbs.

MA/MO/GA: The students will view the chart. The students will pass around the different objects to gain an understanding of their approximate weight. The students will then work in groups to that could be non-standard units of measurement. E.g. finding something else that weighs the same as a paper clip.

MA/MO/GA: The students will use the objects found in the previous lesson to construct a table. The table will have three columns labeled 1 gram, one pound, and one ounce. The students will draw pictures of the objects in their appropriate columns.D.A- Students who have trouble with drawing or fine motor skills will have the option of using magazine clippings.Harcourt, p.209

MA/MO/GA: The students will present their tables to the class. After each group presents its table, the students will complete a worksheet where students will label non-standard units of measurement with their approximate conversions in U.S Customary and metric units.

Jovanovich, p 254

E/W: The students will take a test on the reviewed materials. After the students finish their tests, they will write in their journals about how they felt about their performance on the test.

Test



HKSOL-M-4-4.11Estimate/measure

length


length


length


length


measurements of length

CM/ M: The teacher will introduce the inches, feet, and yards song.The teacher will have the students generate a list of measurements they know or have used to tell how long something is. The teacher will have the students describe why different units are used to describe distances or objects.

CM/ M: The students will sing the inches, feet, and yards song. The teacher will review the terms form the previous day’s lesson. The teacher will have the students compare the similarities between inches, feet, and yards with cubit, span, palm, and space. The teacher will demonstrate how to measure items in inches, feet, and yards

CM/ M: The students will sing the inches, feet, and yards song. The teacher will teach a quick review of fractions. The teacher will use fractions and base ten blocks to illustrate parts of an inch (1/2,1/4, and 1/8). The teacher will explain inches, feet, and yards (12 inches = 1 ft, 3 feet = 1 yard, etc). The teacher will guide the students through the activity.

CM/ M: The students will sing the inches, feet, and yards song. The teacher will review the previous lesson on the relationship between inches, feet, and yards. The teacher will introduce the metric unit. The teacher will compare the measuring devices between the U.S Customary units and the metric units.

CM/M: The teacher will show the table on customary units on the overhead. The teacher will have the students practice saying the customary units to the tune of BINGO. The teacher will have the students work at the board to find the equivalent measurements between units within the U.S Customary system.

MA/MO/GA: The students will work in groups. Each group will have a chart that illustrates the nonstandard units of a cubit, span, palm and pace. The students will match classroom objects or distances to one of each nonstandard unit, based on their own bodies. When groups have finished, volunteer will share what they found. Groups will conclude by finding who has the longest and shortest cubit, span, palm, and space.Harcourt, p.457

MA/MO/GA: The students will work in groups. Using the items from the previous day’s lesson, students will decide whether they would best be measured in inches, feet, or yard. The students will select the correct instruments for measurement. Each group will measure their objects and create a bar graph showing the different lengths.

MA/MO/GA: The students will go to the playground to find three things that should be measured in one of each of the U.S customary units. Back in the classroom, the students will first write and estimate as to how long they think the object is. The students will them measure their objects and record their findings

MA/MO/GA: The students will sing the inches, feet, and yard song. The students will work at the board to match U.S Customary units with their corresponding metric units. The students will complete a worksheet on measuring length in the U.S customary system.

Jovanovich, p 386

MA/MO/GA: The students will practice the song. The students will work at the smart board during guided practice. The students will complete a worksheet on finding equivalent customary units for length.

D.A- Students with a strong musical intelligence will be able to remember the measurements easier as they repeat the song.










estimating of length units



CM/M: The teacher will show the table on customary units on the overhead. The teacher will have the students practice saying the customary units to the tune of BINGO. The teacher will guide the students through the group activity.

CM/M/MO: The teacher will show the table on metric units on the overhead. The teacher will have the students practice saying the metric units to the tune of BINGO. The teacher will have the students work at the board to find the equivalent measurements between units within the metric system.

CM/M/MO: The teacher will show the table on metric units on the overhead. The teacher will have the students practice saying the metric units to the tune of BINGO.

CM/MA: The teacher will display a table showing the equivalent measurements between the metric system and U.S customary units. The teacher will use a ruler to show the comparison between the U.S Customary units and the meteoric units. The teacher will have the students work at the board during guided practice.

CM/MA: The teacher will display a table showing the equivalent measurements between the metric system and U.S customary units. The teacher will use a ruler to show the comparison between the U.S Customary units and the meteoric units. The teacher will have the students work at the board during guided practice.

MA/MO/GA: The students will work in groups of four. Each group will be given either, a ruler, or a yardstick. The teams must use their instruments to measure the height of one of its members. The teacher will record the student’s measurements on the board. Groups will then identify and convert their measurements. The students will then be arranged at the front of the class according to their measured height.

MA/MO/GA/M: The students will practice the song. The students will work at the smart board during guided practice. The students will complete a worksheet on finding equivalent metric units for length.


MA/MO/GA: The students will work in groups of four. Each group will be given either, a ruler, or a meter stick. The teams must use their instruments to measure the height of one of its members. The teacher will record the student’s measurements on the board. Groups will then identify and convert their measurements. The students will then be arranged at the front of the class according to their measured height.

MA/MO/GA: The students will work at the board during guided practice. The students will work in pairs. Each pair will find an object in the room. One student will measure the length of the object in U.S customary units. With the comparison table shill on the overhead, the students will estimate the objects length if it were measured in the metric system

Harcourt, p.608

MA/MO/GA: The students will work in the same pairs as the day before. The students will measure their objects in the metric system. The students will write an entry in their Math journals about what they observed about the U.S Customary system and the metric system.








volume


volume


volume

The students will review the differences between the two different types of measurement. They will use their rulers to measure different shapes and items provided by the teacher. They will have to measure the objects/shapes in both types of measurements.

The students will make their own rulers, labeling the ruler with both forms of measurement. They will then use their rulers to measure different shapes on a worksheet in the particular measurement that the worksheet asks for.

The students will be given three dimension shapes with one hole in each clear shape. The students will participate in an activity of exploring volume. They will fill the shape with water. They will see that volume has to do with the space that is inside of a three dimensional object. They will guess how much the volume of their shape is and then the teacher will weigh their shape with the water in the shape.DA: For students who have pour motor skills, allow them to use a funnel when putting water into the shape.

The students will explore the world of volume by bringing something from home that they think deals with volume. They will view each others items and compare. They will have to identify the volume. After viewing and identifying the volume the students will have to find the volume of different objects that the teacher has in the classroom.

The students will be asked how they think volume relates to weight. They will then be introduced to the units of measurement for weight/volume. They will be given different things that can be weighed/check for volume and identify the unit of measurement that they think would fit that object best.

CM/MThe teacher will provide the students with rulers and different shapes and objects for the students to measure in both types of measurement.

CM/M:The teacher will show the students how to make their own ruler and make sure that everyone has the right measurements labeled on their ruler. The teacher will provide the students with the necessary materials. The teacher will explain the instructions to the worksheet and observe the students as they work.

CM/M:The teacher will give each student a three dimensional shape with a hole in it. The teacher will help the students to fill their shape with water. The teacher will also give the students an explanation of volume. After the explanation of volume, the teacher will have the students estimate what they think the volume of their shape is and the teacher will weigh the shape with the water and see if their estimation was right.

CM/M:The teacher will give the students examples of things that they should look for at home that has volume. The teacher will also check what each student brings in from home. Then after each student has identified the volume of their objects, the teacher will have the students identify the volume of the things that the teacher brought into class.

CM/M:The teacher will ask the students how they think that weight and volume relate to each other. The teacher will show the students a chart of different units of measurement that can be used with volume/weight. The chart will also show examples of things that the unit of measurement is used best for. The teacher will then have the students choose units of measurement that fit best with a particular object.




volume


measurements of volume







The student be given the units of measure for volume/weight and will have to come up with things that they would use each unit of measurement to find the volume. They will also have to mention five different things that they can think of that have volume.

The students will be show a liquid measuring cup. They will see that there are measurements in cups and ounces. They will have to identify the equivalent measurements of cups to ounces while having the measuring cup as their helping tool.

The students will have to identify different instances where someone would use a measuring cup and why they would not use a measuring spoon. The students will practice measuring liquid with the measuring cup. They will also have to record what they measure and how much they measured. They may work in groups of two.

The students will be in groups of two for today’s activity. Each group will be given one empty milk jug and a measuring cup. The students will have to find out how many cups of water can go into one milk jug. They will use their measuring cup to measure out the water and put into their milk jug. They will record, who put in how many cups and how many cups actually went in the milk jug.DA: For students who have pour motor skills, allow them to use a funnel when putting water into the shape.

The students will be given different objects and they will have to match the appropriate unit of liquid volume that they may think could go along with that particular object even if that object may not involve liquid. The students will have to record their findings on a chart of the listing of things that they have to match the units of liquid volume to.

The teacher will prepare a worksheet for the students that has a listing of the different units of measurement for volume where the students have to identify something that would best go with that measurement. The teacher will also have the students identify five things that they think have volume.

The teacher will show the students the measuring cup. The teacher will also point out that on the measuring cup that there are more than one units of measurement. The teacher will have the students identify equivalent measurements and record them.

The teacher will provide the students with measuring cup. The teacher will show the students measuring spoons. The teacher will ask the students why someone would use the measuring cup over the measuring spoons. The teacher will then have the students practice measuring using the measuring cups. The teacher will also provide the students with a chart to record the liquid that they measure and the amount of the measurement.

The teacher will provide the students with the milk jugs and the measuring cups. The teacher will also show the students how to measure out one cup of water and pour neatly into the milk jug. The teacher will advice to student to keep a running tally of the cups that they put into the milk jug just in case they loose count. The teacher will observe the students as they work to ensure that the students are not playing around with the water.

The teacher will show the students how to match something that would not normally have to do with liquid to a liquid measurement. The teacher will also provide the students with a worksheet where they will have to match liquid measurements with objects.


Character Trait: ReliabilityDay 101 Day 102 Day 103 Day 104 Day 105


estimating of volume units







HKSOL-M-4.13Measure perimeter

The student will be shown the chart of equivalent measurements for volume. They will have to identify the number of ounce that go into a cup and how many cups go into a pint, etc. They will when identify those with actual things that use those units of measurements.

DA: For students who have poor eyesight, allow them to have their own copy of the chart at their desk.

The students will be given a chart that has one measurement and they will have to find the correct equivalent measurement with the same amount of substance in the measurement.

The students will have to match things that the teacher has brought in with another thing that has the same volume but is labeled with different units of measurements.

The students will be given a worksheet where they have to identify the number of a particular unit that equals another unit. In the same worksheet the students will have to find the equivalent measurements to the measurements that are given. They must work independently with only getting help from the teacher.

The students will be given a piece of paper cut into either a square, rectangle, or triangle. They will also be given paperclips. The students will be instructed to line each shape with the paperclips as the teacher models. Once everyone has lined their shape with the paperclips, the students will be informed that they just measure the perimeter of their shape. They will then become familiar with the definition of perimeter which is the distance around a figure. They will have to find other ways that they can find the perimeter without using a ruler. They can draw little circles around the shape, etc.

The teacher will provide the chart of the measurements for volume. The teacher will ask the students to identify the equivalent measurements along with the appropriate thing that would be measured with those units of measurement.

The teacher will give the students a chart with one type of unit of measurement but with multiple problems of that particular unit. The teacher will show the students how they should go about finding the equivalent measurement for a particular example.

The teacher will bring in things that are of equal volume but are labeled with different units of measurement. The teacher will show the students how to compare the measurements and how to find out if they have the same volume.

The teacher will make a worksheet of volume measurements where the students have to identify equivalent measurements along with matching equivalent units of measurement. The teacher will make self available for help if needed.

The teacher will need to provide the students with cut out shapes and numerous paperclips. The teacher will model lining shapes with the paperclips and give the students hints about other ways they can do the perimeter without the ruler. The teacher will also explain the definition of perimeter.

Maletsky, p. 612






HKSOL-M-4.13Measure area


The students will be given a geo board and rubber bands. For 2 minutes the students will be able to make anything with the geo boards that they want. Once the two minutes is up, they will only be allowed to make what the teacher asks the student to make. They will make squares and rectangles. The students will also have to measure the units that are in each shape. DA: For those with poor motor skills, allow them to use string since rubberbands can be hard to stretch.

The students will be introduced to the formula for finding the true perimeter. For a rectangle: length+length+ width+width; square: side+side+ side+sideThe students will be given shapes with measurements for each side. They will have to use the formula to find the perimeter for each shape that they are given.

As a review, the students will be given a worksheet of different shapes that they will have to use the formula to find the perimeter of each shape. They will complete all of the problems after working with the teacher on three of them.

Shapes/problems from Smith, p. 13-15

The students will be shown an example of a grid that is shaded in. The students will then be shown how they can find the area of the grid by counting all of the units inside and around the edge the shape of the grid. The students will be given several shapes and will have to find the area by counting the units.

The students will be given a layout of the classroom floor (with the same number units as tiles). The students will have to find the area of the classroom. After finding the area of the classroom and discussing how it was found, the students will be introduced to the formula for finding the area of a square and a rectangle (length x width) and participate in practicing with the teacher using the formula for area.

The teacher will supervise the practice of perimeter with the geo boards to ensure that no mischief is taking place. The teacher will also show the students the shapes to be made along with showing them how to find the units for each shape, until the teacher feels that the majority of the class is able to find the units on their own.

Maletsky, p. 613

The teacher will give the students the formulas for the perimeter of a square and rectangle. The teacher will model using the formulas to find the perimeter. The teacher will also prepare shapes with measurements on each side.

The teacher will copy worksheet from book. The teacher will also model working the formulas with the help of the students. The teacher will make self available to any and all students who need assistance in finding the perimeter.

The teacher will prepare multiple shapes on grid paper. The teacher will also model which units the students have to count to find the area (all of them). Before letting the students off on their own of finding the area, the teacher will find the area of a couple of the shapes with the help of the students.Maletsky, p. 630

The teacher will draw out the floor layout and make copies for each of the students. The teacher will just simply tell the students that they need to find the area and see if the students remember from yesterday how to do so. After the floor plan is finished, introduce the formula for finding the area for squares and rectangles. Practice using this formula with the students with several shapes.





HKSOL-M-4-4.14Points and parts of

a line


a line

HKSOL-M-4-4.14Points and parts of a

lineThe students will be given rulers and asked to measure the length and width of five different items (squares or rectangles) in the classroom and find the area. The students will have a list from the teacher of the five things that they are to find the area of in the classroom. Once they have the measurements of the sides, they are to return to their seats to find the area. Some students may have to find the area of some of the same things.

The students will be given a page from the math book with rectangles and squares that have measurements on the sides. The students will have to find both the area and the perimeter. Before getting started on the work page, the students will have to tell the teacher the difference between the area and the perimeter of an object.

The students will investigate and describe relationships between and among points, lines, line segments, and rays. They will be shown toothpicks that have been made in the form of lines, line segments, and rays. After going over the preview of the toothpicks, the students will be given toothpicks and play dough to make their own points, lines, line segments, and rays.DA: The play dough will help improve motor skills and exercise hands. This is also a good hands on activity for kinesthetic learners.

The students will go on a scavenger hunt through the classroom looking for examples of points, lines, line segments, and rays that were either already in the classroom or placed especially for this activity by the teacher. The students will have to find three examples of each term. They may work in teams of two. They will have to draw the thing that they found along with correctly identifying each thing.

The students will be shown lines, rays, and line segments that have points on them along with letters above the points. They will be shown how we come up with the name of a ray, line, and line segment. They will also find out that this type is helpful when there are more than one rays, lines, or line segments in a set. The students will practice naming the rays, lines, and line segments.

The teacher will show the students how to measure items in the classroom with the ruler and how to find the area using the formula that was given yesterday. The teacher will have made a listing for each student of the five things that the students are to find the area of in the classroom. The teacher will also supervise all of the activity along with offering help that is needed by any student.

The teacher will ask the students for the difference between the area and the perimeter. The formulas for each will be reviewed before giving the students the work page of having to find both the area and the perimeter of the shapes with measurements. While the students are working on the work page, the teacher is to be available for anyone who needs help.Maletsky, p.635

The teacher will prepare ahead of time the toothpick/play dough points, lines, line segments, and rays to show as a model to the students. The teacher will also provide the students with toothpicks and play dough. The teacher will model the making of the points, lines, line segments, and rays.

The teacher will place things around the room for the scavenger hunt. There will be an instruction page for every group. The teacher will inform the students that each person has to participate and turn in their own paper but they can work with their predetermined partner throughout the activity. The teacher will be available for any help that is needed and observe the students at they work to ensure that everyone is carrying their own weight.

The teacher will provide the students with examples of lines, rays, and line segments with points that have letters above them. The teacher will also show the students how to name a ray, line, and line segment. Along with showing how to name them, the teacher will show the importance of being able to name the rays, lines, and line segments when there are more than one in a set. The teacher will also provide an opportunity for the students to practice naming rays, lines, and line segments as a whole class.




a line

HKSOL-M-4-4.15Drawing parts of lines and angles



HKSOL-M-4-4.15Drawing parts of lines

and anglesThe students will be given a worksheet of rays, lines, points, and line segments as a review. They will have to correctly identify each problem. They will also have to correctly name each point, ray, line, and line segment.

DA: Allow the students who have a diagnosed problem with memory use a word bank.

The students will participate in a ‘drawing bee’ for points, rays, lines, and line segments. The students will come up two at a time. After the teacher has said what should be drawn, the student who correctly draws and labels what is being asked of the students wins that round.

The students will be show a square. They will be shown the different parts of a square, including the line segments and the angles (right angles). They will also be shown other angles along with the different names of the angles. The students will identify the points, line segments, and angles of squares.

The students will look at different things that make angles (open book, open door, scissors etc.). They will also look at their book and desk and identify the type of angles that they see. They will be introduced to the protractor. The students will be shown how they can draw angles using the protractor. They will be given a chance to experiment with the protractors.

The students will once again be given the protractors. They will have a list of angle measurements that they will have to draw. They may work together, but each person will have to turn in their own work on a separate paper. They may use their rulers as a straight edge to help draw the sides/rays of each angle. They may also ask the teacher for help if they need to do so.

The teacher will put together a worksheet for a review of points, rays, lines, and line segments. The teacher will model the first problem. The teacher will give the students directions of identifying each problem and assigning each the correct name. The teacher will also be available to any student who needs help.

The teacher will administer the ‘drawing bee’ of points, rays, lines, and line segments. The teacher will have two students come up at a time. The teacher will say ‘draw line segment KL’ etc. The teacher will have to judge who draws the asked problem the fastest and correctly wins that portion of the ‘bee’.

The teacher will provide the student with a square that has the points, line segments, and angles marked (easy identification in explanation). The teacher will show the students how to identify angles. The teacher will also give examples and names of different angles. After the explanation the teacher will provide the students with a worksheet of squares where they have to identify the points, line segments, and angles.

The teacher will show how different things make angles. The teacher will also help the students to identify the different types of angles that are throughout the classroom. Then, the teacher will introduce the protractor and show how it is used. The teacher will also give the students time to experiment with the protractors.

The teacher will make a listing of different angle measures along with the bottom side/ray of the angle already drawn for the students. The teacher will do the first two with the help of the students. The teacher should make her/himself available for help is any students needs assistance drawing/measuring the angles.


Character Trait: CooperationDay 121 Day 122 Day 123 Day 124 Day 125

HKSOL-M-4-4.15 shortest distance




HKSOL-M-4-4.16Types of lines

Two students will come up to the classroom. The two students will be asked to walk to the back of the classroom but they will have to take different paths. One student will walk straight to the back of the class and the other will walk zigzagged and around desks to the back. The students will participate in a discussion about who took the shortest distance to the back of the classroom.DA: Have the kinesthetic learners do this so that they have a chance to move around.

The students will be in two groups. One group will go with the teacher and the other group will go along with a parent volunteer. Each group will be given a different map to the same destination in the school. Each group will have to count the number of steps that they take to the destination. When everyone comes back together, they will discuss who took the shortest distance to the destination.

The students will be given three maps with a destination on each. They will have to choose the shortest distance from a particular point on the map and mark the shortest path.

The students will draw a map of their own marking a starting point and a particular point on their map. After creating the map, the students will exchange maps with another student. Then they will have to find the shortest path for their classmate’s destination on their map.

The students will be shown the different groupings of lines. They will also be shown the different names for the groups of lines (parallel, perpendicular, and intersecting). They will also be shown why they are called different names and told the different definitions of each. After going over the different types the students will have to identify different groupings of lines that the teacher presents to the students.

The teacher will have two students come to the front of the classroom and tell them two different paths for each of them to take to the back of the classroom. The teacher will guide the students through an active discussion about which student took the shortest distance to the back of the classroom.

The teacher will provide a map for the two groups. The teacher will also arrange for a parent to come in to help with this activity. The teacher and the parent will guide the students on the walk to the same destination according to their own map, counting their steps along the way. The teacher will conduct a discussion about who went the shortest path.

The teacher will provide the students with three different maps with a starting point marked. The teacher will also mark a specified destination on each map. The teacher will guide the students with an example map of how to choose the shortest path.

The teacher will guide the students in making maps. The teacher will advise the students not to mark the shortest distance for their map because they are going to trade maps with another person in the class. The teacher will decide who exchanges maps. The teacher will also observe the students will they work and make self available for assistance if any is needed.

The teacher will show the students different types of lines along with the names and definitions. The teacher will also explain the differences between each grouping of lines. The teacher will hold up different examples of each for the students to practice identifying each grouping.






HKSOL-M-4-4.17Compare

properties of shapes

HKSOL-M-4-4.17Compare properties

of shapes

The students will practice drawing the different groupings of lines. They will be given a worksheet of the different names listed at least three times each. They will have to be able to draw the correct grouping of lines with each name.

The students will have toothpicks and the play dough again. They will use the toothpicks and play dough to make each type of lines correctly. As the students are working, they will be asked what types of things that they can think of that have these types of lines in them (streets, cross, letters etc.). They will have to draw their favorite thing that has one of the types of lines.DA: Play dough will help with motor skills.

The students will be given a map of a ‘community’. The students will inspect for the different types of lines. After identifying the different types of lines in the map, the students will play a game of memory of matching the types of lines with the name, and drawing. Each student has to participate.

The students will view and hold different 3 dimensional shapes. The will take note of the shapes that they see in the 3D shape. After viewing the shapes they will be given a flat piece of paper and will have to figure out which 3dimensional shape the flat paper belongs to. After deciding which shape the paper belongs to, the students will use that paper to make that particular shape.

The students will be given two 3 dimensional shapes. They will have to explore the different shapes. While investigating the shapes, they must write down the differences and similarities of each of the shapes that they were given by the teacher. They will also have to name all of the shapes that they see in the 3 dimensional shapes.

The teacher will model drawing each of the types of lines for the students to see how to draw each. The teacher will also give the students rulers to assist them in the drawing of the lines. The teacher will observe how well each student works and draws each type of lines.

The teacher will provide the students with the toothpicks and play dough in order for them to make the three different types of lines. The teacher will model how to make each type of line. While the students are making the types of lines on their own, the teacher will ask the students what types of things that we see have these types of lines in them.

The teacher will find a simple map of a ‘community’ with the streets clearly visible and show the students one way on the map how there is one of the types of lines and then having the students identify the rest. After finishing with the map, the teacher will lead the students in a game of ‘types of lines’ memory.

The teacher will gather multiple 3 dimensional shapes for the students to explore. The teacher will also tell the different names for each of the shapes. In advance the teacher will prepare the flat paper for the different shapes. The teacher will assist the students in making the 3 dimensional shapes after they have identified which shape they have in front of them.

The teacher will provide the students with different three dimensional shapes. The teacher will also provide the students with a chart for them to record the differences and similarities that they see in each shape. The teacher will model finding differences and similarities in two shapes. The teacher will observe the different thing that the students recognize and are finding in the different shapes.







HKSOL-M-4-4.17Congruency/non-

congruency


congruency


congruency

The students will go on a three dimensional shape scavenger hunt around the classroom and their room at home(homework). They will be given a listing of different shapes that they have to find. They will find the different shapes in the classroom (recording what they find). They will also get another listing of shapes for them to find at home.

The students will play shape bingo. They will be shown the shape and have to find it’s name on their bingo card. The students make work in groups of two but may not talk. They may point on their bingo boards to signal their partner where the name is but no talking. This will help to ensure that other teams are not just listening for the other teams to say the name and then find it.DA: A game for the kinesthetic learners .

The students will be shown three of the same shapes: one will be smaller and two will be the same size. They will be given the definitions of congruent and similar. After hearing the definition of congruent and similar the students will then try to pick out the pair of similar shapes and pair of congruent shapes. They will have to draw congruent shapes along with drawing similar shapes with each correctly labeled.

The students will watch the teacher draw congruent figures and listen to the explanation of why they are congruent and how to make sure that you draw congruent figures. The students will have dot paper and have to draw shapes that are congruent. Along with drawing the congruent shapes, the students will have to explain why the shapes that they draw are congruent.

The students will watch the teacher draw similar figures and listen to an explanation given as to why these figures are similar and not congruent. The students will then have to draw similar figures on dot paper along with writing an explanation of their own as to why their figures are similar and not congruent. There may not be any congruent shapes drawn, since that was yesterdays concentration.

The teacher will make a listing of the different shapes for each of the students to find while in the classroom and at their home. The teacher will also provide a record sheet with the names of the different shapes for the students to record their findings throughout the classroom and home.

The teacher will prepare the bingo boards ahead of time. The teacher will also administer the game of bingo so that each student will have the opportunity to play. During the game, the teacher will only show the shape without saying the name.

The teacher will show the students three shapes (as mentioned above). The teacher will also give the definition of congruent and similar figures along with explaining the definitions and helping the students to identify the shapes as congruent and similar.

The teacher will have dot paper(overhead). The teacher will model to the students how to draw congruent figures and explaining to the students why the shapes that were drawn are congruent. The teacher will also have the students to the same, have the students draw five different congruent shapes with explanations as to why their shapes are congruent.

The teacher will draw similar shapes on the overhead dot paper. After drawing the similar figures the teacher will give the students an explanation as to why the figures are similar and not congruent. The teacher will instruct the students to do the same, having them draw five similar figures with each having an explanation as to why the shapes are similar and not congruent.




congruency

HKSOL-M-4-4.17Congruence of plane figures (flip/slide/turn)




The students will be given a worksheet as a wrap up of this section of similar and congruent figures. They will have to correctly identify the groups of figures as either similar or congruent. There will also be shapes that they will have to either draw a similar or congruent figure to the one that is provided.

The students will become familiar with the terms: transformations, translation, reflection, rotation, and line of symmetry. The students will also be shown shapes that are examples of the terms and will have to identify which example goes with which term. The students will then be assigned a term and will have to draw a picture of the term that they are assigned on dot paper.DA: Have some of the kinesthetic learners actual perform the task of flip, slide, and turn.

The student will be asked orally to give the definition to transformation, translation, and reflection. They will also actively participate in the activities making translations and reflections. To make translations the students will slide concrete objects over a string or tape on the floor. They will then explore the world of reflection using mirrors. The students will have to identify the difference between translation and reflection.

The students will review the concept of reflections. They will be asked orally to give the definition of rotation. The students will make a ‘spinner’ to attach and shape to and practice doing rotations with different shapes. They will also make/cut different shapes that they can do rotations with along with different spinner bases to go along with a specific shape.

The students will review the concept of rotations. They will be asked orally to give the definition of line of symmetry. The students will explore different shapes that are in the classroom to find the line of symmetry. They will have to remember that not all shapes have a line of symmetry and that some do have multiple lines of symmetry. While exploring the classroom for lines of symmetry the students will keep a running record of what they are checking of the line of symmetry and how many lines of symmetry are in that shape.

The teacher will provide the students with the instructions of the worksheet. The teacher will observe the students as they work to ensure that students stay on task and are getting the worksheet done. The teacher will also make self available to any student who has a question or needs assistance in figuring out the relationship between the shapes.

The teacher will have the definitions written on a poster board and display one definition at a time. Along with the definition, the teacher will provide an example before having the students identify the examples to the terms. The teacher will also provide the students with dot paper and their assigned term.

Clements, p. 460

The teacher will provide the concrete objects, mirrors, string or tape. The teacher will also provide/model examples of how to make translations and reflections. While the students are practicing making translations and reflections the teacher will walk around to observe how the students are working and making the translations and reflections.

The teacher will provide the necessary materials for the students to make at least three spinners for them to practice the rotations. The teacher will also have an enlarged spinner to show the students what they are making and how the spinner will work and help them to do rotations.

The teacher will give the students examples of shapes that have lines of symmetry and also shapes that do not have lines of symmetry. The teacher will walk around observing the ways that the students are trying to find the lines of symmetry and will make self available for needed help and to maintain classroom control. The teacher will provide the students with a chart that the students can keep their record of things that they are exploring and searching for lines of symmetry in.



HKSOL-M-4-4.18Points on Graphs




HKSOL-M-4-4.19Predictions

The students will be introduced to coordinate graphs. The students will also learn that for a coordinate graph you have to have an ordered pair (coordinates) for each point that is on the graph. The students will also learn how to locate a point by using the coordinates.

The students will have to find specific points on an enlarged coordinate graph of a fair that is on the board. They will have to work together to make a plan for how they should plan their visit to the fair using the coordinates saying where they should go and in the order that they should go to those points.

The students will explore another type coordinate graphs. The previous type is like a map. This type is a line coordinate graph. The students will look over a coordinate graph with just a line of points. They will understand that this graph also needs coordinates to locate and make points on the graph.

The students will practice using algebra to find and plot points on the graph. They will each be given three equations and will have to plot the points that come from that equation.

The students will be given a spinner that has different colors in different proportions. They will have to predict which color they think the spinner will land on. Then they will spin the spinner and see if their prediction was right. DA: Cutting the spinner material out will help with fine motor skills.

The teacher will show an example of a coordinate graph. The teacher will also show how a person can find out the coordinates of a point along with how to follow the coordinates to find the point.

The teacher will have the enlarged coordinate graph of the fair prepared ahead of class time. The teacher will also have each location listed by either name or coordinates and the students will have to find the missing part before making the plan for the fair. Clements, 126

The teacher will show examples of the line coordinate graph along with explaining what has to be done to make a line coordinate graph. The teacher will also show and work through how to make coordinates using algebra.

Clements, 228

Before the students practice plotting points from algebraic equations the teacher will review with the students how to plot the points from an equation and show them how their graph should look as they are plotting the points. The teacher will assign each student an equation to plot points from onto their graph.

The teacher will provide each student with spinners with colors in different proportions. The teacher will explain the type for predictions. The largest number or grouping has a higher chance of occurring or being chosen.






Field trip: Dixie caverns

HKSOL-M-4-4.19 probability

The students will participate in an experiment. Before the experiment can be conducted they will have to predict what they think will happen at the end of the experiment based on an overview of information provided by the teacher. They will participate in an experiment of seeing how many popsicle sticks we can stack on top of each other before they all fall.

The students will each be given a dice. They will be asked to predict whether they will roll an odd or even number the most and record their prediction on a chart. After their prediction, they will roll the dice 10 times and record the number that they roll. When they are finished they will add the number of odds and evens that they rolled and compare to their prediction.

The students will each be given a bag of marbles with different amounts of each color (there will be different amounts of colors in each bag). They will be given a listing of the number of marbles and of what color is in their bag. They will have to predict which color they will pull from their bag. Then after each prediction they will have to pull out a marble and record their prediction and the actual color that they pulled until the bag is empty.

The Students will collect data for graphing of different characteristics of rocks (like color, shape, the appearance of texture) while acting respectful on the field trip.

DA: Field trip is an excellent way for all learners to have a hands on experience for all of the core content areas.

The students will be introduced the probability through doing a review page. The students will review important concepts that are needed when doing probability. They will compare parts of a whole and use the tally system to record results from using a spinner. They will also look at the terms of probability, certain, likely, unlikely, and equally likely.

The teacher will record each student’s prediction on the board. Before taking the predictions the teacher will show the students that at least 10 popsicle sticks can sit on top of each other without falling down. The teacher will also provide the sticks and have one student at a time come up to stack one popsicle stick. Once the pile falls the teacher will check the predictions and ask the students why they think the sticks fell when they did.

The teacher will provide the students with one dice per student and a chart for recording their predictions and the actual events with the dice. The teacher will show that there are three odd numbers and three even numbers. The students will be asked whether there is an equal chance or if one is more likely than the other to be rolled. The teacher will oversee all of the rolling of the dice to make sure that there is no unnecessary playing. (The students will be given a chance at the beginning of the lesson to just play with their dice for 1 minute.)

The teacher will prepare a bag of marbles for each student with different amounts of each color and each bag being different. The teacher will also model to the students what they are to do. There is also a record sheet that needs to be provided by the teacher for the students to record their predictions and the actual events of pulling out of the bag.

The teacher will have parents to help chaperon the field trip. The teacher will also take pictures of the different rocks to be used when graphing the data that the students record.

The teacher will guide the students through the review page of important information to remember for probability. The teacher will also do the spinning of the spinner for the last activity for the review while the students record the results of the spinning.Maletsky, 3rd grade, 487


Character Trait: RespectDay 151 Day 152 Day 153 Day 154 Day 155




HKSOL-M-4-4.20 analyzing graphs


The student will be given an instance and they will have to decide whether it is likely, unlikely, or certain that it will happen. An instance could be you will get wet if you jump in the swimming pool or you will have a conversation with a talking fish. The students will also have a spinner of their own with different shapes. Some of the spinners will be different. They will have to decide by just looking at the spinner which shape the spinner is likely to land on and unlikely to land on.

The students will participate in a class activity that has to do with painted beans in a bag. The students will be asked a variety of questions that have to deal with the colored beans. There will be a different number of beans for each color. They will be asked questions like: Which color has the greatest chance of being pulled out of the bag? Which color has the smallest chance to be pulled out of the bag? After answering these questions the students will pull 10 beans out of the bag and record the colors that they pull.

The students will do a similar activity to the activity that was done yesterday. The activity today will involve the students collecting data from their surroundings. The students will have to decide the likelihood of someone with a specific hair color being drawn from a hat. The groups being red hair, brown hair, black hair, and blonde hair. Once the students have agreed on the likelihood of the chances for person in a specific hair color group to be drawn, there will be a drawing to test their decisions.

The students will be introduced to three new types of graphs: pictograph, line graph, and bar graphs. The students will be shown examples of pictographs and see that with these graphs the information is presented with pictures. The students will practice reading the information on pictographs and answering questions concerning the information on the graphs.

The students will be asked what a line graph is and how the information is represented. They will again be shown examples of the line graphs. They will see that this is very similar to the coordinate graphs. They will practice drawing and reading line graphs. They will also have to use the information on the graph to answer questions that are asked by the teacher.DA: Drawing the graphs will help the visual learners to grasp the concept.

The teacher will provide the class with instances that they have to say likely, unlikely, or certain that the particular event will take place. The teacher will also have several spinners made (1 per student). The teacher will instruct the students on what they are to do with the spinners. They are to look at the shapes on the spinners and decide which shapes are likely and unlikely to be spun.Maletsky, 3rd grade, p. 488

The teacher will have painted the beans ahead of time and separated the beans into bags for groups of two or three students. The teacher will also show the students how they should answer the necessary questions. While the students are answering the questions, pulling out beans and recording their findings, the teacher will make self available for any help that is needed.

The teacher will have columns prepared and labeled with each hair color. The teacher will listen to the students as they say where each student is suppose to go and what they think the likelihood of someone being drawn with a specific hair color. After this is done, the teacher will call one student at a time to pull a name out of a hat/bag. The class together will compare the actual results to their decisions.

The teacher will prepare several pictographs for the students to draw conclusions from to answer specific questions. The teacher will also clearly explain to the students how to read the information that is on the graphs and model reading the information.

The teacher will prepare examples of line graphs. The graphs will also be made available for the students to use for answering the questions. The teacher will also model reading and drawing a line graph. The teacher will also show the students the similarities and differences between the line graph and the coordinate graph.





HKSOL-M-4-4.21Forms of number

Field Trip: news station weather

(review measuring temperature)


The students will be asked if they can say what a bar graph is and how the information is presented in a bar graph. They will be shown examples of bar graphs and will pick out some of the information that is on the graph. They will be shown how to read the information and how to draw a bar graph. The students will be given a handful of jelly beans. They will have to make a bar graph of the colors of the jelly beans that they are given. Each graph will be different.

The students will be given their information that they collected while on their field trip to Dixie Caverns about the different rocks that they saw. They will have to make a graph (any) and record the data that they collected. Their graph will either deal with information of the color of rocks, shape, size, or texture (not a mixture of information).

The students will be introduced to the four ways that numbers can be expressed: standard, word name, short word name, and expanded form. The students will match each form with the correct example.

The students while acting respectively on the field trip to the weather station, they will practice reading temperatures and adding and subtracting their measurements. Once back at school the students will make a bar graph record the temperatures that each student read.DA: Field trip is an excellent way for all learners to have a hands on experience for all of the core content areas.

The students will work on comparing and matching the standard form to the word name of that number. Before getting into comparing to the word name the students will explore and learn word names so that they will be able to correctly identify the word name and write the word name for the standard form. They will also practice writing the name for the standard form.

The teacher will show the students examples of bar graphs. The teacher will also show how to read and draw bar graphs. The teacher will also provide each student a handful of jelly beans and record the amount of each color that is given to each student, so that each graph can be graded accurately.

The teacher will provide the students with their information that they collected while on the field trip and the materials needed for the graph that they choose to make to record their findings on. The teacher will also review quickly with the students how to make the specific graphs and be available to each student as help is needed.

The teacher will provide the definitions and examples of each number form. The teacher will also ask the students which form they think is used the most and where they think that some of the other forms are used in everyday life.

The teacher will chaperon the students along with the help of the parents. The teacher will also record the different measurements of temperature with the students’ name of who read that particular temperature. Once back to school the teacher will guide the students in making a class bar graph of the temperatures that were read on the field trip.

The teacher will provide examples of the standard and written form. There will also have to be sentence strips made of each number word name that will be used in class. These may stay on the board while the students are working. The teacher will write on the board the standard form and the students will have to write the word name on their white board, waiting for the teacher to come check their board before they can erase their answer.

Laura Hostetler and Ava Kelley: 4th GradeMath: Week 33: REVIEW WEEK FOR STANDARDIZED TESTING


HKSOL M 4.1-4.5 HKSOL M 4.6-4.10 HKSOLM4.11-4.15 HKSOLM4.16-4.20 HKSOLM4.21-2.23The students will participate in a comprehension review of the standards 4.1-4.5 and the activities that were presented earlier in the year.

The students will participate in a comprehension review of the standards 4.6-4.10 and the activities that were presented earlier in the year.




The teacher will review the concepts from standards 4.1-4.5 that were presented earlier in the year. The teacher will also have the students do some of the activities again as a complete review of the concepts.






Character Trait: Respect and CitizenshipDay 166 Day 167 Day 168 Day 169 Day 170

Standardized Testing All

Week


Character Trait: CitizenshipDay 171 Day 172 Day 173 Day 174 Day 175



HKSOL-M-4-4.22Numbers in

expanded form


expanded form


expanded formThe students will be given examples of the short word name. They will also have to compare this to the standard and word form. They will have to correctly match each form. They will also have to write each form. They will be given one form and they will have to write every form that they know.

The students will participate in a game of Memory. They will have to correctly match two forms of numbers. After doing this as a class the students will break up into groups of two and continue the Memory game. DA: Game for kinesthetic learners to be able to get up an do something rather than just sitting.

The students will be introduced to a new form of expressing numbers: the expanded form. They will be shown an example of the expanded form and asked which example of one of the other forms can be matched with this specific expanded form. The students will also be given a rule of thumb for writing the expanded form. In the expanded form you have to write it as 100+20+3 not 110+5+8. It has to be separated by place value.

The students will make a chart of the forms of numbers. They will have a row of the matching forms. The students will have to have a minimum of six different numbers in the four different forms: standard, word, short word, and expanded form.

The students will make their own review game of the different forms of numbers. They can work in groups of two on their games. They can make games of Memory or Bingo. While making their games, they will have to include three examples of each form.

The teacher will provide the students with examples of the short word form. The teacher will explain that this form is very closely related to the word form. The teacher will also give the students a worksheet with examples from each with different numbers requiring the students to write each form for that particular number on their worksheet.

The teacher will prepare the Memory game well in advanced. There needs to be a class example game and games for groups of two students. The teacher will provide the rules and oversee all of the game playing. While overseeing the game playing the teacher will be observing accuracy of the matching of forms.

The teacher will provide examples of the expanded form along with the other forms for the students to compare the expanded form to help with comprehension. The teacher will also make a poster board with the expanded form and the correct examples and one incorrect example (clearly labeling which example is correct and incorrect).

The teacher will provide the students with an example of what their chart should look like with the four forms of numbers. The teacher will help the students get started by helping them complete the first number that they have in their chart. The teacher will also observe the students as they work on their charts.Maletsky, 68

The teacher will provide guidance and the materials that are needed for each person to make their own game to review the different forms of numbers. The teacher will also assist the students in making their games as needed.


Character Trait: CitizenshipDay 176 Day 177 Day 178 Day 179 Day 180


expanded form

HKSOL-M-4-4.23 acute/obtuse/right

angles


angles


angles


anglesThe students will remain in their groups that they made their games. They will play their games as a review of the four different forms that we have gone over the past week. They will also rotate games to get practice in another form using a different game.

The students will be introduced to ‘right angles’. They will also be asked to mention things that are every day thing that have a right angle. The students will then have to draw a right angle using a protractor and draw at least two things that have right angles.

The students will be introduced to ‘acute angles’. They will be shown the difference between a right angle and an acute angle (right=90 degrees and acute=0-89 degrees). The students will have to draw two acute angles. They will also have to point out the differences between acute and right angles on paper.

The students will be introduced to ‘obtuse angles’. They will be shown examples of obtuse angles. They will also be shown the differences of the three types of angles. They will also have to be able to identify the different types and to draw an example of each using their protractor.

The students will bring in round snacks. They will have to measure the angle of the pieces of the snacks that are brought in: cookies, pizza, pies, etc…DA: Great hands on activity for visual and kinesthetic learners.

The teacher will oversee the game playing and will observe for accuracy in the matching of forms. Also the students who made Bingo, will be with the teacher, as the teacher will be the one who calls out the number form. This will help the level of comprehension of the forms to be shown to the teacher.

The teacher will have the definition along with an example of a right angle on poster board, large enough for every student to be able to see it. The teacher will also draw examples of different right angles. While the students are drawing their right angles, the teacher will be available to any student who needs assistance.

The teacher will have the definition along with an example of an acute angle on poster board. There will also be a poster board comparing and contrasting the right angle to the newly introduced acute angle. The teacher will also provide a worksheet of right and acute angles mixed where the students will have to correctly identify each angle.

The teacher will again have the definition with an example of an obtuse angle. Also there will be a poster board comparing all three angles (right, acute, and obtuse). The teacher will also provide the protractors that the students will have to use when drawing their angles and correctly labeling them.

The teacher will have the definitions of a right angle, acute angle, and obtuse angle displayed throughout the classroom. The teacher will also bring in the pizza for the angle party. After cutting the round snacks, the teacher will have each student come up one at a time, and measure the angle of different items (one per person) and naming the type of angle. After all of the angles have been measured and identified, the snack s may be eaten.

KEY

A – artCI – community involvement – collaboration with the communityCC – collaboration with colleagues CL – cultural literacy and diversityCM – communicationCZ – citizenshipDA – differentiation / accommodation E – evaluationGA – group activityL – literacyLA – Language ArtsLI – listeningLS – life skillsH – healthHS – home / school connection – collaboration with familiesHW – homeworkM – mathMA – manipulative activityMO – movement / physical educationMU – musicOL – oral language / public speakingPS – problem solving / critical thinkingR – readingS – scienceSS – social studiesT – technologyTX – textW – writing

Resources

Burton, G. M. (1992). Mathematics plus. [Grade 4], Teacher's edition. Orlando, Fla: Harcourt Brace Jovanovich.

Clements, Douglas H. (2004). Math: North Carolina Edition: 4th Grade. New York: Macmillan McGraw-Hill.

Cornett, C. E., & Cornett, C. E. (2003). Creating meaning through literature and the arts an integration resource for classroom teachers. Upper Saddle River, N.J.: Merrill/Prentice-Hall.

Eicholz, R. E. (1995). Addison-Wesley mathematics. Grade 4, Teacher's edition. Menlo Park, Calif: Addison- Wesley.

Hutchins, P. (1986). The doorbell rang. New York: Greenwillow Books.

Khalsa, D. K. (1989). How pizza came to Queens. New York: C.N. Potter.

Malestsky, E. M., & Andrews, A. G. (2004). Harcourt math Grade 4. Orlando: Harcourt School.

Maletsky, Evan M. (2004), Harcourt Math: Grade 4: North Carolina Edition. Orlando: Harcourt School.

Maletsky, Evan M. (2005). Harcourt Math: Grade 3: Virginia Edition. Orlando: Harcourt School.

Maletsky, E. M., & Andrews, A. (2004). Harcourt math. Success for English languge learners ESOL/ESL. Orlando, Fla: Harcourt.

Pinczes, E. J., & MacKain, B. (1993). One hundred hungry ants. Boston: Houghton Mifflin.

Morimoto, J. (1986). The inch boy. New York, N.Y.: Viking Kestrel.

Smith, Robert (2000). How to Calculate Measurements: Grades 3-4. California: Teacher Created Resources.

Wells, R. E. (1996). How do you lift a lion? Morton Grove, Ill: A. Whitman.

Documents

Laura Hostetler and Ava Kelley Math Charts