Nancy Lopez Elementary

Lesson Plan
4
Subject(s): Mathematics Grade:
NLE
Teacher(s): Mrs. Precy T. Oliveros School:

LESSON ELEMENT Nov 26-30, 2018

1. Standards Addressed:
4.NBT.B.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place
value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and ex
4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number
and size of the parts differ even though the two fractions themselves are the same size. Use this principle to
4.NF.A.2 Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or
numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions
with respective denominators 10 and 100.

2. Standards to be Retaught: Mathematical Practices:

4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 2. Reason abstractly and quantitatively. I can think
b) by using visual fraction models, with attention to how the number and about the math problem in my head, first
size of the parts differ even though the two fractions themselves are the
same size. Use this principle to 5. Use appropriate tools strategically. I can use
4.NF.A.2 Compare two fractions with different numerators and different math tools, pictures, drawings, and objects to
denominators, e.g., by creating common denominators or numerators, or solve the problem
by comparing to a benchmark fraction such as 1/2. Recognize that 1. Make sense of problems and persevere in
comparisons are valid only when the two fractions
solving them. I can try many times to understand
4.NF.C.5 Express a fraction with denominator 10 as an equivalent fraction
with denominator 100, and use this technique to add two fractions with and solve a math problem.
respective denominators 10 and 100.
ESSENTIAL QUESTIONS:
What does it mean for two fractions to be
Learning Targets: equivalent?
How can a point on the number line have more
 TSW explain why a fraction a/b is equivalent to a fraction (n × than one fraction name?
a)/(n × b) by using visual fraction models, with attention to how
the number and size of the parts differ even though the two Essential Understanding. Mathematical
fractions themselves are the same size. explanations can be given using words, pictures,
 TSW compare two fractions with different numerators and numbers or symbols. A good explanation should
different denominators, e.g., by creating common denominators be correct, simple, complete and easy to
or numerators, or by comparing to a benchmark fraction such as understand.
1/2. Recognize that comparisons are valid only when the two
fractions Materials:
 TSW express a fraction with denominator 10 as an equivalent Strips of Paper
fraction with denominator 100, and use this technique to add Number lines
two fractions with respective denominators 10 and 100. (teaching tool 14)
4. Assessment/Progress Monitoring: (How will you and your
students know if they have successfully met the outcomes? What specific
criteria will be met in a successful product/process? What does success
on this lesson’s outcome look like?)
Assessments will be based on:
Teacher observations, anchor chart, exit tickets,
foldables, worksheets, oral explanations, portfolios
and or teacher created activities.Students success
will be determined if the outcome of the lesson was
achieved. Short quiz every after discussion will be
observed to evaluate the learning of the students

5. Activities/Tasks: What learning experiences will students engage in? How will you use these learning experiences
or their students success will be determined if the outcome of the lesson was achieved?
11/26/2018 11/27/2018 11/28/2018 11/29/2018 11/30/2018
8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30 8:00-8:30
Pledge/ Pledge/ Pledge/ Pledge/ Pledge/
Announcement/ Announcement/ Announcement/ Announcement/ Announcement/
Bell Work/ Bell Work/ Bathroom Bell Work/ Bathroom Bell Work/ Bathroom Bell Work/ Bathroom
Bathroom Break Break Break Break Break

Review of the Review of the Review of the Review of the Review of the
classroom rules classroom rules and classroom rules and classroom rules and classroom rules and
and regulations. regulations. regulations. regulations regulations

Read Aloud: Read aloud: Read aloud: The

Awesome Autumn Golden Spike Read Aloud: Read Aloud:
A Railroad Over the
Daily Math Drill: Daily Math Drill: Daily Math Drill: Sierra.
Daily Math Drill: Daily Math Drill:
8:30 – 8:50 8:30-8:50 8:30-8:50
20 min whole 20 min whole group 20 min whole group 8:30-8:50 8:30-8:50
group discussion discussion includes: discussion includes: 20 min whole group Motivation
includes: Group Review Math Vocabulary discussion. 20 min whole group
-Math Vocabulary Math Vocabulary  Numerator discussion
Numerator  Numerator  Denominator 8:50-10:00
Denominator  Denominator  Fraction Individual/group 8:50-9:30
Fraction  Fraction  Whole tasks: Individual/group
 Whole number tasks:
8:50-9:40 number Performance Coach
Individual/group  Envision Math PARCC PRACTICE PARCC Practice
tasks: 8:50-9:30 11-5 Lesson 5 Lesson 6
Test Review Math Q2 CFA2
Edulastic Testing 8:50-9:30 20 min differenciated Individual Work: 7 -8
Independent Individual/group instruction. minute rotation by
Practice: Test 9:30 – 10:00 Library tasks: station. Considered as
Review Independent Independent Practice: Independent Practice
9:40-10:00 10:00-11:00 Practice: 20 min Moby Max 10:00-11:00
20 min Moby Max- INTERVENTION INTERVENTION
One-digit quotient Practice 11-5 10:00-11:00 15 min whole group
INTERVENTION discussion.
 10:00-11:00 15 min whole group 20 min Moby Max- 15 min whole group INDEPENDENT
INTERVENTION discussion. Math discussion. LEARNERS- Sign in to
15 min whole Google Classroom
group discussion. INDEPENDENT 9:30 – 10:00 INDEPENDENT
LEARNERS- Activity Walking Wednesday LEARNERS- Sign in to BELOW LEVELS
INDEPENDENT Worksheet. Sign in prodigy/ google Use flashcards for
LEARNERS- Activity to prodigy. 10:00-11:00 classroom basic addition and
worksheet. INTERVENTION subtraction of two
Sign in to prodigy. BELOW LEVELS 15 min whole group BELOW LEVELS digit numbers with
Use flashcards, white discussion. Use flashcards for multiplication and
BELOW LEVELS board, worksheets basic addition and addition.
Use flashcards, for basic addition INDEPENDENT subtraction of two
white board, and subtraction of LEARNERS- digit numbers + ELL Report to Ms
worksheets for two digit numbers Activity worksheet. multiplication. Ramirez
one on one Sign in to prodigy.
teaching about ELL Report to Ms 11:00-11:35 Science
fractions. ELL Report to Ms. BELOW LEVELS Use Ramirez
Ramirez flashcards, white Moby Max science
ELL Report to Ms. board, worksheets 11:00-11:35 Science Ecosystem
Ramirez 11:00-11:35 Science for basic division
11:35-12:10 Lunch
11:00-11:35 11:35-12:10 Lunch SAT- 2 digit Addition 11:35-12:10 Lunch Break
Science Break multiplication, Break
subtraction. 12:15-2:00
11:35-12:10 Lunch 12:15-1:00 12:15 1:45 Math. (Franco’s)
Break Science (Cont.) 11:35-12:10 Lunch Specials- Comp.,
Break Library, 2:00-2:30 PE
12:15-2:00 1:00 – 1:45 Art PE
Math. (Franco’s) 12:15-1:45 PLC 2:30-2:45
1:45-2:45 Math. Ms Math. (Franco’s) Homeroom
2:00-2:30 Franco’s Class 1:45- 2:45
HRoom/ Early release Math. (Franco’s)
Science

6. Strategies:
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
4. Homework and Practice
7. Modifications/Accommodations: (What curriculum modifications Teacher will follow IEP as well as collaborative with
and/or classroom accommodations will you make for Students with educators who specializes in SPED, and ELL.
Disabilities in your class? Be as specific as possible.) – ELL, SPED, Gifted Teacher will also provide one on one help, extended
time, reduce assignments to those below levels
learners. If needed, visual representation of
instructions, including pictures.
8. Misconceptions/Patterns Build fractions from unit fractions by applying and
extending previos understandings on operation on
whole numbers are true.
9. Science Integration: Know that living things have diverse Recycling a Fraction. Math in Science P 132
forms, structures. Functions and habitat
10. Social Studies
CLIMATE Regions p.52