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Subject Grade level Math 4th Grade

The Bruins I.C.E. School

Lesson 1: Place Value to the Millions Lesson 2: Problem Solving Lesson 3: Area, Perimeter, & Volume Lesson 4: Angles Lesson 5: Symmetry Worksheets Included:

• Pro Shop Inventory Sheet • Building Benches Sheet • Alphabet Angle Chart • HOCKEY Angle Sheet • Symmetry with Players Sheet • Bruins Spoke Logo

Please see each lesson for frameworks applied to that lesson.

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Math 4th Grade

Lesson 1: Place Value to the Millions

Concept/Topic to Teach: Students will generalize place value for multi-digit whole numbers with a HOME vs. AWAY game Standards Addressed: 4.NBT 1 (Number Operations in Base Ten) read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form; fluently add and subtract multi-digit whole numbers using the standard algorithm

General Goal(s) – Expected Outcome: Correctly read and calculate multi-digit numbers with values that extend to the millions place Specific Objectives:

• Students will add multi-digit numbers to the millions correctly • Students will subtract multi-digit numbers to the millions correctly • Students will correctly read multi-digit numbers to the millions aloud • Students will compare two numbers to determine a greater value

Required Materials: • 2 black bags & 2 gold bags • 20 index cards with numbers 0-9 (2 cards per number) • 48+ practice problems for individual work

Introduction:

• Draw a place value chart on the board from ones to millions. Call out three large numbers and have students write it out under the chart.

• Have students compare and order the three numbers. Modeling/Explanation/Independent Practice:

• Review the various place values and the commas used in between, then erase the three practice numbers and chart.

• Recreate two separate place value charts on the board, then divide the class into two teams: HOME vs. AWAY.

• Explain to the class that each team will receive a BLACK bag containing numbers 0-4 and a GOLD bag containing numbers 5-9. These numbers will be drawn to create a number larger than the other team.

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Math 4th Grade

• In order to draw a number, one student from each team will answer an addition or subtraction problem using large numbers to the millions place individually within a minute’s time.

• If the answer is correct, the student can draw a card from the GOLD bag. If the answer is incorrect, then the student will draw from the BLACK bag. Each number is taped to the board anywhere on their team’s place value chart.

• Once each team’s chart has been filled, the team must successfully say their number aloud.

• Allow for multiple rounds in order for students to have more than one opportunity to complete an individual problem.

Differentiated Instruction: Adaptations (For Students with Learning Disabilities):

Modify the individual problem down to the tens place if necessary. Extensions (For Gifted Students):

Once a number is created, ask these students to say their team’s number in word and number form and/or write it out in expanded notation.

Check for Understanding: During individual problems, monitor each student’s calculations. Closure/Wrap-Up: Discuss with the class the importance of reading and recognizing numbers into the millions and ask students to generate a list of jobs and/or scenarios in which large figures are necessary or used on a daily basis. Evaluation: Throughout the game, keep a checklist to note those students who:

o Completed adding better than subtracting & vice versa o Successfully carried and/or borrowed when necessary o Calculated promptly o Needed more than a minutes time for completion o Used fingers to count verse mental computation

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Math 4th Grade

Lesson 2: Problem Solving

Concept/Topic to Teach: Students will use the guess and check technique to solve word problems using the Pro Shop Inventory sheet Standards Addressed: 4.OA 3 (Operations & Algebraic Thinking) generate reasonable answers using mental computation and estimation strategies

General Goal(s) – Expected Outcome: Students will recognize that when provided numerous amounts of data, the “guess & check” technique is favorable to problem solving Required Materials:

• Four images of players’ jerseys (back view) • Pro Shop Inventory Sheet

Introduction:

• Holding up the image of a player’s jersey with the number hidden, have students ask questions that can be answered with a yes or no response in order to determine what number is on the jersey.

• Guide students to determine that certain questions can narrow the range of numbers, for example: Is it a prime number? Is it an even number?

• Play this guessing game with three of the jerseys

Modeling/Explanation: • Explain to the class that they were able to identify the jerseys by a “guess and check”

method to problem solving. • Provide another problem for the class to work on together; writing the following problem on

the board: Chara has 10 practice jerseys. He stores them on two shelves in the locker room. One shelf has two or more jerseys than the other. How many are on each shelf?

• After reading it aloud, explain that the “guess and check” technique can be used and model the process by guessing that there are 3 jerseys on one shelf, making 5 on the other. 5 + 3 equals 8 jerseys, not 10, which means to guess again.

• Provide the class with additional group practice problems if further explanation is necessary.

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Math 4th Grade Independent Practice:

• Give each student a copy of the Pro Shop Inventory Sheet to practice the “guess and check” method.

• Instruct them to read each piece of information carefully and then use it to complete the chart and figure out how much inventory is in the store.

Differentiated Instruction: Adaptations (For Students with Learning Disabilities):

Provide a modified chart with some boxes already completed If necessary, allow for calculator use and the word problem read aloud repeatedly Take away half of the inventory items to calculate

Extensions (For Gifted Students): Challenge these students to create clues to determining the number of black and gold pucks based on the total number provided in the chart

Check for Understanding: Circulate through the classroom to monitor the students’ work. Closure/Wrap-Up: Using the fourth jersey image, have one student step out of the room while the rest of the class asks yes and no questions. Once the class is correct, record the number of questions asked, then bring the remaining student back in and ask them to simply guess the number and record how many guesses it takes to solve correctly. This will show how using all the information provided to you is very important to avoid making careless mistakes and guesses. Evaluation: Collect each student’s inventory sheet to correct and evaluate for further practice.

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Math 4th Grade NAME:______________________ PRO SHOP INVENTORY SHEET DIRECTIONS: Read all the information carefully, then fill in the chart below to complete the Pro Shop’s Inventory List. * 11 Foam Fingers, 3 more black than gold * 55 Seguin jerseys, 15 fewer black than gold * 15 Souvenir Hockey Sticks, 7 more black than gold * 44 Rally Towels, 12 more black than gold * 36 Hats, 8 more black than gold * 14 T-shirts, 2 more black than gold

FOAM FINGERS

JERSEYS STICKS TOWELS HATS T-SHIRTS

PUCKS

BLACK GOLD TOTAL 36

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Math 4th Grade

Lesson 3: Area, Perimeter, & Volume

Concept/Topic to Teach: Students will find the area, perimeter, and volume of rectangular prisms by measuring and creating player benches with 1 inch building blocks Standards Addressed: 4.MD 3 (Measurement & Data) apply area, perimeter, and volume formulas for rectangles in real word and mathematical problems

General Goal(s) – Expected Outcome: Distinguish the difference between perimeter, area, and volume formulas based on the figure and measurements given Specific Objectives:

• Students will calculate the perimeter of a given rectangular figure • Students will calculate the area of a given rectangular figure • Students will calculate the volume of a given rectangular prism

Required Materials:

• Images of the team seated on the players’ bench • 1 inch building cubes, enough for each student to have 24 • Building Benches Sheet

Introduction:

• Show students images of the Boston Bruins seated on the bench. • Begin a discussion by asking students to make a list of everything found behind the boards

on or near the bench. Generate this list on the board. Modeling/Explanation:

• Explain to the class that when building the rink, enough room needs to be created to hold all these items, this is called volume. The volume is all the space inside the players’ bench and can be found by multiplying three measurements (length, width, and height).

• Next, point out to the students the boards in front, behind, on the sides of the players’ bench. Using these boards, explain to the class that the perimeter can be identified by adding four measurements (2 lengths and 2 heights).

• Then, point out that there is a floor beneath the players’ feet and to measure that space called the area, two measurements would be multiplied (length and height).

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Math 4th Grade Math 4th Grade

• Finally, explain that for all three measurements, it is a rectangular shape and prism that is being created.

Independent Practice:

• For each student, hand out a Building Benches Sheet and a set of 24 cubes. • Instruct the students to create 6 players’ benches that vary in size. • For each bench created, the length, width, and height must be listed as well as total

measurements. Differentiated Instruction: Adaptations (For Students with Learning Disabilities):

Provide specific measurements filled in on the chart for the student to recreate. Provide formulas for each measurement as a reminder. Allow for calculator use when multiplying.

Extensions (For Gifted Students): Provide a larger amount of cubes for larger calculating. Provide the student with true NHL bench measurements in order to calculate the true perimeter, area, and volume.

Check for Understanding: Walk around the room and monitor for progress Closure/Wrap-Up: Discuss with students where else in a hockey rink would perimeter, area, and volume measurements be used when building and why these measurements are important and need to be precise. Evaluation: Collect all Building Benches Sheets to correct and evaluate

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Math 4th Grade Name:______________________ Building Benches Sheet DIRECTIONS: Create 6 rectangular prisms to replicate possible players’ benches. For each bench created, record the correct measurements on the chart below and calculate the perimeter, area, and volume. DESIGN LENGTH HEIGHT WIDTH PERIMETER AREA VOLUME

A B C D E F

Which design resembles a typical hockey bench found in a rink? _____ Explain Why!

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Math 4th Grade

Lesson 4: Lines & Angles

Concept/Topic to Teach: Students will identify various types of angles found within the letters of the book title Z is for Zamboni: A Hockey Alphabet. Standards Addressed: 4.G2 (Geometry) identify and classify angles that represent acute, right, obtuse, and straight

General Goal(s) – Expected Outcome: recognize angles around them in common objects and be able to identify the type based on definition Specific Objectives: Students will define & identify acute, right, obtuse and straight angles Required Materials:

• “Z” is for Zamboni: A Hockey Alphabet by Matt Napier & Melanie Rose • Alphabet Angle Chart • HOCKEY Angle Sheet

Introduction:

• Read through “Z” is for Zamboni: A Hockey Alphabet • Ask students how they could categorize the various letters into groups, guide the

discussion based on shape Modeling/Explanation:

• Draw a ray on the board and ask students to identify. • Explain the difference between a ray and a line, then create an angle by drawing a second

ray that shares the same end point. • Identify the figure as an angle and share the varying definitions . • Continue to create various angles that differ in size to explain the measurements. • Ask students to make observations of angles found within the classroom and guide the

conversation to make students aware that they are everywhere, even in our alphabet.

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Math 4th Grade Math 4th Grade Independent Practice:

• Give each student a copy of the Alphabet Angle Chart. • Instruct them to record the number of each type of angle for each capital letter given. For

example, the letter A has zero right angles, three acute angles, two obtuse, and one straight angle.

Differentiated Instruction: Adaptations (For Students with Learning Disabilities)

Ask students to look at just the word HOCKEY, verses the whole alphabet. Depending on the severity of the disability, highlight the angles within the word HOCKEY, so they visually know what to look for These students can also be asked to only identify right angles

Extensions (For Gifted Students) Provide students with the HOCKEY Angle Sheet and ask students to identify the angles Then, ask students to generate a list of hockey related words that utilize letters with various angles These students could also be asked to identify any and all parallel and perpendicular sets of lines

Check for Understanding: Walk the room and monitor the students work in progress. Closure/Wrap-Up: Discuss with students which letters have the most angles within them. On the board, write the following players names PATRICE BERGERON, ZDENO CHARA, NATHAN HORTON, and BRAD MARCHAND. Have the students partner up or create small groups to have each pair/group identify the name with the most angles in it. Evaluation: Collect each student’s Alphabet Angle Chart to correct and evaluate.

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Math 4th Grade Name:_____________________ Hockey Angle Sheet DIRECTIONS: Identify Each Angle in the Word HOCKEY Then Create Words Related to Hockey with Numerous Angles. For Example, “NET” has 8 angles

HOCKEY LETTER ACUTE

ANGLE RIGHT ANGLE

OBTUSE ANGLE

STRAIGHT ANGLE

H O C K E Y

Hockey Terms with the Most Angles:

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Math 4th Grade DIRECTIONS: For each letter given, record the number of each type of angle in the chart below LETTER ACUTE

ANGLE RIGHT ANGLE

OBTUSE ANGLE

STRAIGHT ANGLE

A B E F H J K L M R X

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Lesson 5: Symmetry

Concept/Topic to Teach: Students will identify symmetry within the Boston Bruins logo and the players’ last names Standards Addressed: 4.G 3 (Geometry) recognize a line of symmetry for a two dimensional figure as a line across the figure such that the figure may be folded along the line in matching parts; identify and draw that line of symmetry

General Goal(s) – Expected Outcome: Draw a line that would divide a figure into two congruent or equal parts Specific Objectives: Students will identify horizontal and vertical symmetry Required Materials:

• Number Four, Bobby Orr by Mike Leonetti & Shayne Letain • Bruins Spoke Logo

Introduction:

• Read through Number Four, Bobby Orr • Ask students to look closely at the Bruins logo on Orr’s jersey and share what they notice

about its shape and design

Modeling/Explanation: • Using the Bruins Spoked Logo, highlight the horizontal center line. Show how it divides the

B into two equal sections creating symmetry on both sides of the line. • With a different color, highlight the vertical center line. Show symmetry from a different

view. • Using a third color, highlight the remaining spokes to show that they do not provide a line

of symmetry because the B is not the same on both sides.

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Math 4th Grade • Continue to explain that the line of symmetry must divide a figure directly down the middle and it is possible to have a figure with more than one line of symmetry. For example, write the name Bobby Orr on the board. For each letter, draw a line to identify the multiple, single, or no lines of symmetry based on each figures’ shape.

Independent Practice:

• Give each student a copy of the Symmetry with Players Sheet • Instruct them to draw a line of symmetry through each letter in a players name where

symmetry can be identified Differentiated Instruction: Adaptations (For Students with Learning Disabilities)

Enlarge the worksheet, so that a reflecting mirror may be used For each player, complete the first name letters as a reminder, then have the student try the last name letters Depending on severity, draw the lines for each letter and ask the student to respond with a YES or NO to seeing symmetry

Extensions (For Gifted Students) Ask that these students draw lines of symmetry for the player’s numbers as well

Check for Understanding: Walk around the room and monitor for progress. Closure/Wrap-Up: Divide students into pairs and then direct each pair to find 3 items in the room that are symmetric figures to identify aloud to the class. Evaluation: Collect each student’s Symmetry with Players Sheet to correct and evaluate.

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Math 4th Grade Math 4th Grade Name:_____________________ Symmetry With Players DIRECTIONS: For each letter in a players’ name, draw a line of symmetry if possible.

P A T R I C E B E R G E R O N – 3 7

G R E G O R Y C A M P B E L L – 1 1

Z D E N O C H A R A – 3 3

C H R I S K E L L Y – 2 3

D A V I D K R E J C I – 4 6

M I L A N L U C I C – 1 7

B R A D M A R C H A N D – 6 3

T U U K K A R A S K - 40

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Math 4th Grade NAME:_______________________ Logo Symmetry

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