Laura Hostetler and Ava Kelley Math Charts

Laura Hostetler and Ava Kelley: 4th Grade
Math: Week 1
Character Trait: Courage
Day 1 Day 2 Day 3 Day 4 Day 5
HKSOL-M-4.1 HKSOL-M-4.1 HKSOL-M-4.1 HKSOL-M-4.1 HKSOL-M-4.1
Place Value Place Value Place Value Place Value Comparing Value
(<,>,=)
CM/R/LA: The CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will
teacher will read use the numbers have the students review digit, place have the students recite
Base Ten by David from the previous recite the names of value, standard form, the place value song to
Alder. The teacher day’s activity to the place values to and expanded form. the tune of Ten Little
will use bugs (little teach the names of the tune Ten Little The teacher will Indians. The teacher
cars), busses and the place values Indians. The teacher represent numbers will ask the students to
boats to review the (ones, tens, will explain writing using base ten explain how they can
concept of place hundreds, numbers in blocks and review use what they know
value. Bugs can thousands, millions). expanded form. The finding the place about place value to
hold 1 person, The teacher will teacher will provide value of certain digits compare numbers. The
busses can hold 10 have the students examples of and writing the teacher will explain the
people, and boats recite the names to converting numbers number in expanded symbols >,<, and =
can hold 100 people. the tune Ten Little from the standard form and standard using an “alligators
The teacher will Indians. The teacher form into expanded form. The teacher mouth”
guide the students in will discuss the form. will guide the class
an “Auto Trading” meanings of digit thorough the group
activity. E.g., if a and place and activity on
group has 9 bugs provide examples of numeration.
plus one extra, they their relationship.
must trade it in for a (Numbers are made
buss. up of digits and digits
get their value by
where they are
placed.) The teacher
will provide
examples.
GA/LS/MA: MU/M/W: The MU/LI: The students GA/CM/PS: MU/W: The students
Students will listen students will sing the will recite the song. Students will work in will recite the song. The
as the teacher reads names of the place The students will groups. One student students will participate
the story. Students values to the tune of participate during will pick five in the class discussion.
will be separate into Ten Little Indians. instruction. The numbers and use the The students will write
groups for the “Auto The students will students will then digits to form the one sentence for each
Trading” activity. complete a complete a largest and smallest symbol in their Math
Each group will have worksheet where worksheet on possible numbers. Journals. Students will
different amounts of they must identify representing Another student complete a worksheet
bugs, busses, and numbers numbers in standard checks and records on comparing and
boats. Groups will be represented by base form. the numbers in ordering numbers.
given numbers ten blocks, write the standard form while
through the millions. numbers under their a third shows both
Groups will then correct place value numbers with place
decide how to trade headings, and write value blocks or
their vehicles in the numbers in models. The
order to represent standard form. D.A: Students who students write the
that number. possess a strong numbers on a place
musical value chart and then Addison-Wesley, p 30 A
intelligence area in standard form.
Cornett,p. 492 will benefit from
Addison- Wesley,p Addison-Wesley, p singing.
25 26A Addison-Wesley,p.
26A
Math: Week 2
Comparing Value Comparing Value Comparing Value Round Whole Round Whole
(<,>,=) (<,>,=) (<,>,=) Number Number
CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will CM/S: The teacher will
have the students teach a quick review review the terms review the terms introduce rounding by
share their of place values and greater than, and rounding and discussing the
sentences from the comparing numbers. less than. The nearest. The teacher approximate distance
previous day’s The teacher will also teacher will introduce will explain how and between the moon and
lesson. The teacher review subtraction to the terms round and why doctors’ use the Earth. The teacher
will review the prepare the class for nearest using rounded numbers. will demonstrate how to
answers to Friday’s the activity. classroom objects. The teacher will round numbers to the
worksheet. The The teacher will guide the students in nearest ten and
teacher will guide the demonstrate an activity to find hundred. The teacher
class through the rounding numbers. their pulse rate and will provide an example
activity The teacher will apply it to large for the group activity.
display a table that intervals of time.
compares two
numbers at a time.
The teacher will
guide the students in
finding the correct
symbol (>, <, or =).
OL/MO: The GA/CZ/LS: The GA/OL/CM: The LS/H/MO/PS: The A/ GA/PS: The
students will share students will students will work in students will record students will work in
their sentences. For separate into groups pairs to make similar their pulse for one groups. Groups will cut
the activity, each of five. One student charts in order to minute. The out a rounded number
student will fold a will be the challenge other students will use a from a newspaper and
strop of paper into 8 “customer” and the partners. Partners calculator to paste it on construction
sections. The others will be will present their determine the paper. Groups will write
teacher rolls a die businesses (e.g. light completed entries to number of times their the least and the
and announces the and cable the class. The heart will beat in one greatest numbers that
number. The companies). The students will use hour, and in one day will round to the pasted
students choose a customer starts with their vocabulary (24 hrs.). The number.
section and enter the $100. Each terms as they students will
digit. After 8 rolls, business presents discuss their compare their results
each student will the customer with a presentations. with others. The
have an 8-digit bill > $ 50 but < $30. D.A- students with students will discuss
number. Pairs of The customer a strong verbal- whether the answers
students will handles each bill linguistic are exact or only
compare their separately. intelligence area approximate.
numbers. The will benefit from
students will arrange being encouraged
themselves in a line, to use vocabulary
from least to terms in their
greatest, according Addison- Wesley,p discussions. Addison- Wesley,p.
to their number. 101 Harcourt Math, p. 5 105
Math: Week 3
Round Whole Round Whole Rational Numbers Rational Numbers Rational Numbers
Number Number
CM: The teacher will CM: The teacher will CM/CL/R/LA/SS: CM: The teacher will CM: The teacher will
explain and explain rounding The teacher will read use a giant pizza to review the terms
demonstrate how to (round up if the How Pizza Came to explain how to read numerator and
use a number to number is five or Queens. The and write a fraction denominator. The
compare and order greater, round down teacher will explain as part of a whole. teacher will use base
numbers. The if the number is less the concept of The teacher will ten blocks to show that
teacher will have the than five.). The fractions by folding have the students mixed numbers are
class participate in teacher will write sheets of paper and create fractions with made up of whole
ordering numbers on numbers on the coloring in sections. paper and crayons numbers + fractions.
a number line. The board and have The teacher will The teacher will monitor
teacher will discuss students round them teach the parts of students work during
how a number line to the nearest fractions. The independent practice
helps with rounding thousand. The teacher will guide the and give examples for
numbers. teacher will guide the students through the each section.
students through the activity.
group activity.
CM/W/L: The LI/MO: The students A/PS: The students A/M: The students M: The students will
students will will listen and will create Fraction will name the fraction complete a worksheet.
contribute to the participate during Art. The students if they ate one, two, The worksheet will
class discussion. instruction. The will divide or three slices of involve writing fractions
The students will students will work at construction paper pizza. The students as a mixed number,
write in their math the board to round into four equal will eat their slice as comparing mixed
journals about how the numbers to the sections. The the teacher numbers using >, <, or
to round a number to nearest thousand. teacher will draw the demonstrates other =, and converting
the nearest ten and The students will fractions described examples. The improper fractions into
hundred. After the complete the Explore by the teacher. The students will create mixed numbers.
lesson, the students and connect activity students will their own fraction
may revise their on pg 35 A of the determine whether pizzas with toppings
entries. Addison-Wesley text. the picture shows and write the name
This activity requires parts of a whole or of each section.
students to round up parts of a group.
D.A- students with or down.
a strong
intrapersonal
intelligence area
will benefit from
being able to work Addison- Harcourt, p.316
alone and reflect Wesley,p.320
on their journal Harcourt, p. 318
entry.
Math: Week 4
Rational Numbers Equivalent Equivalent Equivalent Equivalent Fractions
Fractions Fractions Fractions
CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will CM/E: The teacher will
use fractions to introduce equivalent review equivalent have students define review place value,
represent fractions fractions and write fractions. The equivalent fractions comparing place values,
and mixed numbers. the defined term on teacher will provide in their won words. rounding whole
The teacher will use the board. The examples of The teacher will numbers, rational
manipulative to teacher will equivalent fractions demonstrate the numbers, and
describe equivalent demonstrate and have the relationships equivalent fractions.
fractions and mixed equivalent fractions students discuss the between numerator
numbers. The with a fraction pie on relationships and denominator in TEST**
teacher will review the projector. The between the equivalent fractions.
numerator and teacher will have the numerator and the The teacher will
denominator. The students create their denominator. demonstrate how to
teacher will have the own fractions using create equivalent
students work at the cut pieces of paper. fractions by
board during guided multiplying the
practice. The numerator and
teacher will guide the denominator of a
students through the fraction by the same
activity. factor.
MO/ MA: The MA/M: The students A/ GA: The students A/ GA: The students LI/M: The students will
students will work at will use folded strips will discover the will work in pairs to participate in the review.
the board during of paper to discover relationship between create equivalent The students will
guided practice. The equivalent fractions. numerators and fractions. Students complete a test on place
students will use The students will denominators of will use graphing value, comparing place
fraction tiles to play Fraction Bingo equivalent fractions. paper and markers values, rounding whole
create equivalent to practice finding The students will to discover that numbers, rational
fractions and mixed equivalent fractions. work in groups to multiplying the numbers, and
numbers. The The students will be complete the numerator and equivalent fractions.
students will allowed to use their Fraction Finder denominator of a
complete a Fraction pies activity. The fraction by the same
worksheet on students will write factor will produce
fractions. equivalent fractions an equivalent
on sets of squares fraction.
and arrange them so
DA: ESL students that if the sets of
will use the Equivalent fractions
manipulative to were colored, they
understand the would form a pattern
concept of
fractions and
mixed numbers. Addison- Wesley, p.
336 A
Harcourt, p.101-110
Math: Week 5
Character Trait: Self Esteem
Compare Compare Compare Compare Compare Fraction
Fractions Fractions Fractions Fractions Values
CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will
introduce decimals use fraction tiles to have the students review the place review >, <, and =. The
by explaining the review fractions and review the place value chart. The teacher will introduce
place value chart. mixed numbers. The value chart. The teacher will how to compare
The teacher will use teacher will use play teacher will review demonstrate writing fractions with like
folded paper to coins and bills to writing fractions as decimals as denominators by
describe the illustrate fractions decimals. The fractions. The constructing a fraction
relationship between and mixed numbers teacher will teacher will have number line. The
fractions and as dollar and change demonstrate writing students work at the teacher will have
decimals. The amounts. The mixed numbers as board during guided students compare
teacher will teacher will convert decimals. practice. The fractions by comparing
demonstrate the several fractions into teacher will guide the their placements on the
relationship between amounts of money. students thought the number line.
fractions and The teacher will group activity.
decimals using review the place
tenths and value charts and
hundredths. have the students
read the money
amounts as
decimals.
A/OL/ W: Using GA/MA/W: The MA/MO: The GA/TX: The GA/MO/MA/OL: The
sheets of paper and students will take students will create students will work at students will work at the
crayons, the turns writing the fractions and mixed the smart board board during guided
students will create decimals on the numbers with base convert decimals into practice. Students will
their won fractions board. Students will ten blocks. The fractions. The then work in groups to
with denominators of work as partners to students will write students will work in create their own fraction
ten or one hundred. illustrate decimals the fractions and groups to complete number line. The
Students will read using base ten mixed numbers as the reading Decimal students will use their
their fraction in blocks. Sets of decimals. The Activity on page 380 number lines to
decimal form. The partners examine students will work at A of the Jovanovich compare fractions.
students will also each others work, the board during text. Students will present
write them in decimal naming the decimals guided practice their number lines to the
form. of other partners and class.
writing them in
standard, expanded D.A- Students who are
and word form learning disabled will
be allowed to use
fraction wheels to
compare their
fractions.
Harcourt, p. 159-161 Harcourt, p.204-208
Jovanovich, p.380A
Math: Week 6
Compare Fraction Compare Fraction Compare Fraction Expressing Expressing Decimals
Values Values Values Decimals
CM: The teacher CM: The teacher CM: The teacher CM: The teacher CM: The teacher will
will review how to will review will review will introduce review the place
compare fractions comparing like and comparing like and decimals by value chart. The
with like unlike fractions. unlike fractions. examining a place teacher will use grid
denominators. The teacher will The teacher will value chart and paper to demonstrate
The teacher will review ordering teach a quick naming the place the relationship
demonstrate how numbers from review on mixed values through the between decimals
to compare unlike least to greatest. numbers. The thousandths. The and fractions or
fractions by The teacher will teacher will teacher will explain mixed numbers. The
creating equivalent demonstrate how demonstrate writing decimals by teacher will have
fractions. The to compare like comparing mixed using a graph students work at the
teacher will have and unlike numbers. The paper. board to convert
the students work fractions. The teacher will have fractions into
at the board to teacher will students work at decimals for tenths,
compare like and demonstrate the board. The hundredths and
unlike fractions. arranging fractions teacher will review thousandths.
from least to converting
greatest fractions into
decimals.
GA/MO: The GA/CC: Students GA/W: Students A: The students GA/MA: The
students will work will work in groups. will work in groups. will create their students will work in
at the board during Given two unlike Given two mixed won copies of the groups. Each group
guided practice. fractions, groups numbers, groups place value chart. will be given a
Pairs of students will determine will determine Students will number represented
will play Fraction which is greater. which is greater. create decimal art by base ten blocks.
Draw. Pairs create The students will Students will using crayons and The students will
18 cards marked provide verification provide verification graphing paper. work together to
with fractions. for their answers. for their answers. For each decimal identify the number
Each student When each group When groups have given, the students as a fraction or mixed
draws one card at has finished, the finished, students will color the number. The
a time and the class will arrange will write the correct number of students will then
student with the the fractions from numbers in squares. write the number in
greater fraction least to greatest. decimal form. decimal form.
takes both cards. Students will present
Students must their answers. The
justify their D.A – Students students will complete
answers. who are visual or a worksheet on
kinesthetic will writing decimals.
be allowed to
draw the
Harcourt, p.875 fractions.
Addison-
Addison- Wesley,p. 428
Wesley,p. 371
Math: Week 7
Expressing Expressing Round Decimal Round Decimal Round Decimal
Decimals Decimals Places Places Places
review the place explain the review the process review the previous review the place value
value chart. The importance of of rounding whole day’s lesson on chart. The teacher will
teacher will learning decimals for numbers and relate it rounding whole review how to compare
demonstrate writing counting money. to rounding numbers. The fractions to decimals,
decimals in The teacher will decimals. The teacher will comparing fractional
expanded form and review money and teacher will have demonstrate values, and expressing
vise versa. The decimal place value. students work at the rounding decimals to decimals.
teacher will display a The teacher will help board rounding the nearest tenth.
chart with columns students make a numbers to the The teacher will write Test
labeled “standard”, place value chart on nearest one by the rules for
“expanded” and which they can list looking at the tenths rounding decimals
“word”. The students prices. place. The teacher on the board.
will work at the board will guide the
to write decimals in students through the
standard, expanded group activity.
and word form.
GA: The students A/ GA: Students will GA/MA/A: Partners GA/PS: The M/W: The students will
will play decimal work as partners. will build decimals students will work at work at the board during
Jeopardy. The Given magazines with number cards. the board during review time. The
students will work as and newspaper One student guided practice. students will take a test
teams. Each column advertisements. chooses two number Students will work in on the reviewed
will contain several Students will find cards that will tell pairs. Each pair will material. When
decimals. Columns prices of different how many ones and be given a fraction. students finish, they will
will be labeled objects. The tenths a decimal will Pairs must convert write in their math
standard, expanded students will write have. The other will the fraction into a journals.
or word. Students the prices in draw a model on decimal and round it
will choose a number standard form on graph paper. to the nearest tenth.
from any column and their place value Partners record the Students will
represent that charts. The students whole numbers complete their
number on their will draw a picture of between which the worksheets on
white boards as each object. Charts decimal falls, then estimation and
indicated by the will be displayed circle the closer rounding.
column heading. around the room. number.
D.A. – E.S.L
students will be
able to write out
their numbers and
thus improve their Addison- Wesley,p. Harcourt, p.139
spelling. 925
Math: Week 8
Round Decimal Compare Compare Compare Compare Decimals
Places Decimals (<,>,=) Decimals (<,>,=) Decimals (<,>,=) (<,>,=)
will review the will review will explain how ill review the review comparing
place value chart. comparing the decimal point previous day’s decimals. The
The teacher will numbers with a helps with lesson. The teacher will
demonstrate how number line. The comparing teacher will review demonstrate how to
to round decimals teacher will have decimals. The the symbols >, <. order decimals from
to the nearest the students teacher will The teacher will least to greatest. The
whole numbers by generalize how to demonstrate lining have the students teacher will have the
observing the compare two up the decimals of compare decimals class complete a
hundredths and numbers on or off two numbers and by using counters decimal ordering
tenths place. The a number line. comparing each on decimal place worksheet on the
teacher will have The teacher will digit. The teacher value charts smart board.
students work at review the will guide the
the board. The symbols >, <, and group through he
teacher will guide =. The teacher will activity.
the students demonstrate
through the comparing tenths
activity. with fraction pies.
LS/M/W: The M/W: The GA/LS/PS: The MA/MO/OL: The A/ GA/PS: The
students will use students will use a students will work students will work students will work in
an almanac with number line to in groups. Each at the board during pairs. Each partner
sports records to compare decimals group will use guided practice. selects four different
locate ten different to the tenths. The magazines to Students will be decimals from the
decimals in students will write compare different given two decimal board – two with
statistics on sports in their math prices for the places value tenths and two with
events. They will Journals and same object. charts. Students hundredths. Students
round each to the describe or identify Groups will find will place counters represent decimals by
nearest whole each symbol and two prices for one in the ones and coloring 10 x 10
number; they sort illustrate its proper object. The tenths places. graphing paper
the decimals by usage by writing a students will Students will squares or modeling
those rounded up number sentence compare the compare the them with place value
and those rounded for each. prices and decide numbers and write blocks. When
down. They which the the appropriate partner’s nave
identify any half cheapest or least symbol on their created their models,
way amounts D.A- students amount is. white boards. The they put them in size
found. The who are learning students will share order from least to
students write in disabled, or have their answers with greatest. They record
their math trouble with fine the class. the decimal numbers
journals. motor skills will that match the
be allowed to use models.
illustrations to
accompany their
sentences.
Jovanovich, p 602
Math: Week 9
Estimate Estimate Estimate Estimate Add/Subtract Multi-
Sums/Differences Sums/Differences Sums/Differences Sums/Differences Digit Problems
CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will CM/R/LA/S: The
have students share create a number line review the answers review estimating teacher will read One
what they already to compare the from yesterday’s sums and Hundred Hungry Ants, a
know about rounding accuracy to the worksheets. The differences by book about addition.
and estimation. The student’s estimates teacher will review rounding. The The teacher will display
teacher will describe from the previous rounding to the teacher will introduce a chart containing fact
the relationship lesson. The teacher nearest ten or estimating sums and strategies for adding.
between estimation will use this to hundred. The differences by only Students will work at the
and rounding. The introduce the terms teacher will review focusing on the front- board to add one digit
teacher will describe “closer to”, estimating sums and end-digit. The numbers written in
the difference “between”, and “a differences. The teacher will write vertical and horizontal
between the verb little more than”. The teacher will guide the problems on the form.
form of estimate and teacher will review students through the board with their
the noun form. rounding whole explore activity answers. The
numbers and relate it students must
to estimating sums determine which
and differences. method of estimation
was used.
GA/L/LA/MA: The T/M/MO: The GA/CM: Students W/TX/M: The GA/MO/TX: The
students will suggest students whose will work in small students will write students will work at the
verb and noun guess was the groups. Each group the method of each board during guided
synonyms for closest will win a will have index cards estimation on their practice. The student
“estimate”. Groups prize. Students will with two and three white boards during will work in pairs to
will work together to work at the smart digit numbers on guided practice. complete the win by
estimate the amount board to practice each. One member Students will Swimming activity on pg
of marbles in their rounding numbers to draws tow cards and complete the Ticket 34 of the Jovanovich
jars. After students the nearest tenth rounds them to the to Ride activity on p, text. This activity
share their and then adding or nearest ten or 38 of the Jovanovich requires students to find
estimates, each subtracting. hundred. A second text. In this activity, all of the possible
group will count their Students will student records the students use number cards that add
marbles. Each complete worksheets numbers and a third information provided up to a given sum. The
container will have on estimating sums student estimates in a table to answer first to run out of cards
the same amount. and differences. the sum or questions. The wins.
difference. Groups questions require the D.A- Kinesthetic
earn one point for questions require the learners will benefit
estimated sums of students to estimate from working at the
1,000 or more or for the answers board.
differences of 300 or
less.
Addison- Wesley,p.
Addison- Wesley,p. 437
434
Math: Week 10
Add/Subtract Add/Subtract Add/Subtract Product of Whole Product of Whole
Multi-Digit Multi-Digit Multi-Digit Numbers Numbers
Problems Problems Problems
CM: The teacher CM: The teacher CM: The teacher CM/R/LA: The CM/E: The teacher
will review the fact will review the will review teacher will read will review rounding
strategies for facts strategies for subtraction and The Doorbell and comparing
addition. The addition. The the place value Rang. The decimals, estimating
teacher will teacher will review chart. The teacher teacher will review sums an differences,
introduce and the place value will use base ten the methods for adding and
demonstrate the chart. The teacher blocks to illustrate rounding. The subtracting multi digit
steps in adding will use base ten subtracting two teacher will problems, and
two digit numbers. blocks to and three digit demonstrate products of whole
The teacher will demonstrate the numbers. The estimating numbers.
use base ten steps for adding teacher will have products by
blocks to illustrate three digit the students use rounding. The
re-grouping. The numbers. The their white boards teacher will have
teacher will write teacher will have during guide the students work
the problems in students work practice. at the smart board
vertical form. The examples at the to estimate the
teacher will board. product of a two or
provide an three digit factor
example for the and a one-digit
group activity. factor.
GA/M: The GA/M/MA: The GA/W: The GA/M: The Test
students will work students will work students will use students will work
in pairs. The in pairs to play tic- their white boards in pairs. Students Once the students
students will tack-sum. Pairs for solving the will write a different have finished their
choose and will write ten subtraction estimated product tests, they will write in
arrange four digit addition examples problems. The on each of five their journals about
cards to form a such as 436 +515. students will work index cards. The what they learned in
pair of two digit The first student in pairs to students will work math that week.
addends. takes the top card complete a together to write
Corresponding and adds. The subtraction square three multiplication
sums are found by other student and an addition problems that
one student while checks the sum square. The each have a two or
the other checks with a calculator. students will write three digit factor
the work. If correct, the first an entry in their multiplied by a
student places and journals about the one-digit factor to
X or O on the grid. processes give the estimated
D.A Special Winner has tic- involved in adding product.
needs students tack-sum. and subtracting
will be allowed to either two or three
use base ten digit numbers.
blocks.
Addison- Addison-
Wesley,p. 462 Wesley,p. 491
Math: Week 11
Character Trait: Self Control
Product of Whole Product of Whole Quotient Quotient Quotient Estimation
Numbers Numbers Estimation Estimation
CM: The teacher will CM: The teacher will CM: The teacher will CM: The teacher will CM/T: The teacher will
explain the review the methods review the meaning explain and have the students recite
importance of of estimation and of division. The demonstrate the the winning pneumonic
estimating a product have the students teacher will use procedures of long device. The teacher will
before actually estimate the counters on the division. The model dividing using a
multiplying. The products of problems overhead to review teacher will two-digit dividend. The
teacher will review containing one three- division. The demonstrate several teacher will visit
the methods of digit number and one teacher will have examples on the www.mathforum.com on
estimation and have one-digit number. students work board. The teacher the smart board to have
the students The teacher will division problems on will have the the students practice the
estimate the demonstrate the board. The students work steps of division.
products of problems multiplying three digit teacher will several problems at
on the board. The numbers by using demonstrate the first their desks.
teacher will base ten blocks on example on the
demonstrate the overhead. The worksheet. The
multiplying two digit teacher will have the teacher will introduce
numbers my using students check the the words divisor
base ten blocks on products by and dividend.
the overhead. The comparing them to
teacher will have the the estimations.
students check the
product by
comparing it to the
estimation Jovanovich, p
GA/MA/CM/W: The LS/PS: The MO/M: The students GA/LA/MU: The M/MO: The students
students will work in students will use will work at the board students will work in will work at the smart
groups. Each group basketball statistics during guided pairs. Each pair will board during guided
will be given a two- form newspapers practice. The write a pneumonic practice. The students
digit multiplication and magazines to students will device or jingle to will play the Bagging
problem. Groups will predict how well a complete a memorize the Quotients game. For
estimate the product player might worksheet on procedures for each round, each
and then work perform. The fractions. This division. Pairs will student picks one
together using base students will worksheet requires present their results number from the
ten blocks to find the determine the the students to to the class and the dividend bag and one
actual product. The number of points identify the divisor student will vote on number from the divisor
groups will write the each player on a and dividend of each the best. The bag and finds the
products in standard given team scored in problem. The winning presentation quotient. The student
and word form. a game. The students will also will be recited at the with the greatest
students will predict find the quotient. beginning of the quotient scores a point
D.A- Students with the number of points remaining lessons for the round.
a strong Math- the player might on long division.
Logic intelligence score for the next
area will enjoy the five games. The
problem solving students will follow
exercise. the player for the
next five games and Addison- Wesley,p Harcourt, p.501
compare actual 756
points to the
prediction.
Math: Week 12
HKSOL-M-4.8 HKSOL-M-4-4.9 HKSOL-M-4-4.9 HKSOL-M-4-4.9 HKSOL-M-4-4.9
Quotient Add/Subtract Add/Subtract Add/Subtract Add/Subtract
Estimation Fractions Fractions Fractions Fractions
will have the will have the will demonstrate will review the review the steps to
students recite the students describe adding and steps in adding follow to subtract
winning the meaning of subtracting like and subtracting fractions with like
pneumonic device. fractions. The fractions with a like fractions. The denominators. The
The teacher will teacher will explain fraction wheel. teacher will review teacher will explain
explain and like denominators. The teacher will equivalent and demonstrate how
demonstrate The teacher will demonstrate fractions. The to subtract fractions
dividing three digit demonstrate adding and teacher will have with unlike
numbers. The adding like subtracting mixed student’s list denominators. The
teacher will have fractions. numbers with like fractions that are teacher will have
students work at denominators. equal to ½. The students work at the
the smart board The teacher will teacher will explain board during guided
during guided illustrate addition how to apply the practice.
practice. The and subtraction idea of equivalent
teacher will problems with the fractions to
provide examples fraction wheel and imagine adding
for the activity. students will write unlike fractions.
the answers on the The teacher will
smart board. demonstrate
several problems.
GA/MA/M: The MO/TX: The student W/L: The students GA/MA/M: The W/L/M: In their math
students will work in work at the board will write in their students will use journals, the students
small groups with a during guided math journals about fraction wheels to will write the steps in the
deck of cards. The practice. The the steps they would find equivalent order that they followed
students draw three students will do the use to add and fractions. The to add and subtract
cards and arrange Explore and Connect subtract two like students will work at fractions with unlike
them to form all Activity on pg 406 A fractions with fraction their desks during denominators
possible three-digit of the Addison- pieces. The guided practice. In
numbers. The Wesley text. This students will trade the activity, students
students will use activity allows papers. Parts will will work in pairs to
each three-digit students to explore follow each other’s explore adding
number as a adding and steps to verify that fractions with unlike
dividend. The subtracting fractions the steps make denominators.
students will use with like sense. Using assorted
another card as the denominators. The fraction pieces,
divisor. The students students will relate D.A- ESL students students will
will do all the their actions to will be allowed to discover that you
divisions. The adding and accompany their must trade unlike
students will arrange subtracting fractions entries with fractions for
the quotients in order with like illustrations to equivalent fractions
from least to denominators. convey their with like
greatest. understanding of denominators.
the concept.
Math: Week 13
HKSOL-M-4-4.9 HKSOL-M-4-4.9 HKSOL-M-4-4.9 HKSOL-M-4-4.9 HKSOL-M-4-4.9
Add/Subtract Add/Subtract Add/Subtract Add/Subtract Problem Solving
Decimals Decimals Decimals Decimals
have the students have the student’s continue to teach review the concept review finding products
role-play a check each other’s adding and of decimals as of whole numbers,
purchasing work from the day subtracting decimals. fractions or mixed finding quotients of
transaction between before. The teacher The teacher will numbers. The whole numbers, adding
a customer and a will demonstrate have students work teacher will and subtracting fractions
storekeeper. The adding decimals to examples at the demonstrate how to and adding and
teacher will explain the tenth, hundredth board. The teacher convert fractions into subtracting decimals
lining up decimals and thousandth. The will review decimals in order to
and equivalent teacher will help the comparing and add them. The
decimals. The students make their ordering decimals. teacher will
teacher will draw the decimal cubes. demonstrate with
comparison between base ten blocks.
adding and The teacher will
subtracting decimals have students work
with adding and examples on their
subtracting money. white boards
The teacher will
have the students
use grid paper to line
up their decimals.
MO/M//LS: Several GA/MO/MA: The GA/MA/LS/A: The M/W: The students M: The students will
students will have students will work in students will work in will work at their work at their desks
the opportunity to pairs. Players will groups. Each group desks. The students during the review. The
role-play and use the alternate rolling the will be given a will complete a students will take a test
artificial money. The tenths and certain amount of worksheet on on the reviewed
students will work hundredths die. play money and a list converting fractions material.
several problems on After each roll, a of items they must into decimals in
their white boards player collects a buy. Students will order to add or
during guided number of base ten use magazines and subtract. Once
practice. The blocks equivalent to newspapers to students have
students will the corresponding compare prices. completed their
complete a numbers on the dice After purchasing all worksheets, they will
worksheet on finding and places them on of the required items, write in their journals
equivalent decimals his or her flat. The the group with the about whether they
and finding the sum winner is the first most money left over preferred
and difference of two player to cover their wins. Groups will adding/subtracting
decimals. flat exactly. paste pictures of decimals or fractions
D.A- E.S.L students their items onto and why.
will learn the construction paper
English along with its price.
pronunciations for
coined money.
Math: Week 14
Problem Solving Problem Solving Problem Solving Estimate/Measure Estimate/Measure
weight/mass weight/mass
CM: The teacher will CM: The teacher will CM: The teacher will CM/CL/CL/R/LA/SS: CM: The teacher will
show a chart that review the key word review the key word The teacher will read review the chart on units
categorizes key chart. The teacher chart. The teacher How Do You Lift a of weight. The teacher
words in problem will review adding will review adding Lion? The teacher will review the difference
solving into four and subtracting and subtracting will define weight between weight and
categories (+,-, X, /) fractions and fractions, decimals and provide mass from science. The
The teacher will decimals. The and mixed numbers. examples of how to teacher will show
provide example teacher will walk the The teacher will weigh objects. The another chart with the
word problems for students through model creating word teacher will review a metric and U.S
each. The teacher word problems for problems using key chart showing the customary units for
will guide the each. vocabulary. The U.S customary units mass. The teacher will
students through a teacher will check for weight and metric demonstrate how to find
cookbook activity. the accuracy of word units for weight and record the mass of
usage as students along with their an object.
create their own abbreviations. The
word problems. teacher will review
estimation.
LA/W/A/M: The L/PS/M/LS/H: The GA/PS/CM/L: The GA/MA/MO/CM/LI: GA/MA/MO/CM: The
students will be students will students will recite The students will students will work in
provided with complete a the key words in the work in groups. groups. Using the
cookbooks or copies worksheet on word chart. The Groups will estimate objects from yesterday,
of recipes to use. problem solving. The students will work in the weight of an groups will estimate the
Based on any students will use pairs to create their object, weigh the mass of an object, find
chosen recipe, data from a recipe to own word problems. object and compare the mass of an object
students will identify solve six word Pairs will use info its actual weight to and compare the mass
measurement problems involving from recipes to their estimations. to the estimate. Groups
amounts less than, adding and create word Groups will make a will make a table of their
equal to, and greater subtracting fractions. problems. Pairs will table of their findings. Students will
than one whole. The The students must switch and try to findings. Groups will compare and contrast
students will convert their solve each other’s trade objects and the mass and weight of
summarize their answers into word problems. The continue the certain objects.
findings in their math decimals. students will copy process. The class
journals by writing a the steps they used will compare their
list of measurements to solve the findings.
that fit each D.A- students with problems in their
category. a strong math-logic math journals.
intelligence area
will excel in this
problem solving
Harcourt, p.376 activity. Addison- Wesley,p
555
Math: Week 15
Character Trait: Integrity
Estimate/Measure Estimate/Measure Equivalent Equivalent Equivalent
weight/mass weight/mass measurements of measurements of measurements of
weight/mass weight/mass weight/mass
CM/MO/MA: The CM/MO/MA: The CM/MA: The CM: The teacher CM/MA: The teacher
teacher will review teacher will review teacher will review will review the chart will review the chart on
the chart on units of the chart on units of the chart on units of on units of weight units of weight and
weight and mass. weight and mass. weight and mass. and mass. The mass. The teacher will
The teacher will The teacher will The teacher will teacher will review explain the relationship
review the difference review the difference explain the the relationship between pounds and
between weight and between weight and relationship between between grams and ounces. The teacher
mass. The teacher mass. The teacher grams and kilograms. The will provide examples of
will have the will have students kilograms. The teacher will review objects that should be
students volunteer to volunteer to find the teacher will have multiplying two and weighted in oz. and
find the weight and mass of different students hold objects three digit numbers. objects that should be
mass of different objects. The teacher of different sizes and weighed in lbs.
objects. The teacher will demonstrate how masses to discuss
will monitor students to record the findings volume and mass.
during the group on a bar graph. The teacher will
activity. have the students
choose the
appropriate unit for
expressing weight of
different objects.
GA/MA/MO/CM: GA/MA/MO/CM: CM: The students GA/MA/MO/CM/H: MA/MO/M: Each group
The students will The students will will work individually. Students will work as of students will be given
work in pairs to find work in pairs to find Using the bar graph partners. Each packaged goods labeled
the weight of one the mass of different from yesterday’s partner will be given in oz. Students will hold
another. Students objects. The lesson, the students an empty food bag each container, without
will record their students will record will convert the mass with the nutrition looking at the label and
answers in pounds their answers in of their items from label. The students estimate the weight in
and compare the grams and decide grams to kilograms. will calculate the lbs. The students will
weights using the which object weighs The students will amount of grams of weigh the objects. The
comparison symbols. more using (<,>). share their answers. protein, students will create a
The class will record The class will record carbohydrates, and table showing the name
their results on the their answers on the D.A- students with fat that they would of each objects and its
board. The class will board. The class will a strong consume by eating actual weight.
then work together to work together to intrapersonal three bags. Grams
arrange their create a bar graph. intelligence area over 1,000 must be
measurements in will benefit from converted to Kg.
order from heaviest being able to work Students will share
to lightest. alone and reflect their answers.
on their journal
entry.
Jovanovich, p 947 Harcourt, p.124
Math: Week 16
Character Trait: Intergrity
Equivalent Conversion Conversion Conversion Conversion
measurements of estimating of estimating of estimating of estimating of
weight/mass weight/mass units weight/mass units weight/mass units weight/mass units
CM/M: CM/M: CM/M: CM/M: CM/E:
The teacher will The teacher will The teacher will The teacher will The teacher will
review the charts review the charts review the charts review the charts review problem
on the units of on the units of on the units of on the units of solving, estimating
weight. The weight. The weight. The weight. The weight and mass,
teacher will review teacher will review teacher will review teacher will review equivalent weights
the relationship the relationship the relationship the relationship and masses, and
between pounds between pounds between pounds between pounds conversion of weights
and ounces. The and ounces. The and ounces. The and ounces. The and masses.
teacher will teacher will display teacher will display teacher will display
provide several a chart that a chart that a chart that
demonstrations of contains non- contains non- contains non-
converting pounds standard units of standard units of standard units of
into ounces and measurement. measurement. measurement
vice versa. E.g. 1 gram is
about the weight of
a paper clip.
MO/M: The MA/MO/GA: The MA/MO/GA: The MA/MO/GA: The E/W: The students
students will work students will view students will use students will will take a test on the
at the board during the chart. The the objects found present their reviewed materials.
guided practice. students will pass in the previous tables to the class. After the students
The students will around the lesson to construct After each group finish their tests, they
use the tables they different objects to a table. The table presents its table, will write in their
made from the last gain an will have three the students will journals about how
math session. The understanding of columns labeled 1 complete a they felt about their
students will their approximate gram, one pound, worksheet where performance on the
convert their weight. The and one ounce. students will label test.
measurements students will then The students will non-standard units
from oz. to lbs. work in groups to draw pictures of of measurement Test
that could be non- the objects in their with their
standard units of appropriate approximate
measurement. columns. conversions in U.S
E.g. finding D.A- Students Customary and
something else who have trouble metric units.
that weighs the with drawing or
same as a paper fine motor skills
clip. will have the
option of using
magazine
clippings.
Harcourt, p.209 Jovanovich, p 254
Math: Week 17
Estimate/measure Estimate/measure Estimate/measure Estimate/measure Equivalent
length length length length measurements of
length
CM/ M: The teacher CM/ M: The CM/ M: The CM/ M: The CM/M: The teacher will
will introduce the students will sing the students will sing the students will sing the show the table on
inches, feet, and inches, feet, and inches, feet, and inches, feet, and customary units on the
yards song. yards song. The yards song. The yards song. The overhead. The teacher
The teacher will teacher will review teacher will teach a teacher will review will have the students
have the students the terms form the quick review of the previous lesson practice saying the
generate a list of previous day’s fractions. The on the relationship customary units to the
measurements they lesson. The teacher teacher will use between inches, tune of BINGO. The
know or have used will have the fractions and base feet, and yards. The teacher will have the
to tell how long students compare ten blocks to teacher will introduce students work at the
something is. The the similarities illustrate parts of an the metric unit. The board to find the
teacher will have the between inches, inch (1/2,1/4, and teacher will compare equivalent
students describe feet, and yards with 1/8). The teacher the measuring measurements between
why different units cubit, span, palm, will explain inches, devices between the units within the U.S
are used to describe and space. The feet, and yards (12 U.S Customary units Customary system.
distances or objects. teacher will inches = 1 ft, 3 feet = and the metric units.
demonstrate how to 1 yard, etc). The
measure items in teacher will guide the
inches, feet, and students through the
yards activity.
MA/MO/GA: The MA/MO/GA: The MA/MO/GA: The MA/MO/GA: The MA/MO/GA: The
students will work in students will work in students will go to students will sing the students will practice the
groups. Each group groups. Using the the playground to inches, feet, and song. The students will
will have a chart that items from the find three things that yard song. The work at the smart board
illustrates the previous day’s should be measured students will work at during guided practice.
nonstandard units of lesson, students will in one of each of the the board to match The students will
a cubit, span, palm decide whether they U.S customary units. U.S Customary units complete a worksheet
and pace. The would best be Back in the with their on finding equivalent
students will match measured in inches, classroom, the corresponding metric customary units for
classroom objects or feet, or yard. The students will first units. The students length.
distances to one of students will select write and estimate will complete a
each nonstandard the correct as to how long they worksheet on D.A- Students with a
unit, based on their instruments for think the object is. measuring length in strong musical
own bodies. When measurement. Each The students will the U.S customary intelligence will be
groups have group will measure them measure their system. able to remember the
finished, volunteer their objects and objects and record measurements easier
will share what they create a bar graph their findings as they repeat the
found. Groups will showing the different song.
conclude by finding lengths.
who has the longest
and shortest cubit,
span, palm, and
space. Jovanovich, p 386
Harcourt, p.457
Math: Week 18
Equivalent Equivalent Equivalent Conversion Conversion
measurements of measurements of measurements of estimating of estimating of length
length length length length units units
CM/M: The CM/M/MO: The CM/M/MO: The CM/MA: The CM/MA: The teacher
teacher will show teacher will show teacher will show teacher will display will display a table
the table on the table on metric the table on metric a table showing showing the
customary units on units on the units on the the equivalent equivalent
the overhead. The overhead. The overhead. The measurements measurements
teacher will have teacher will have teacher will have between the metric between the metric
the students the students the students system and U.S system and U.S
practice saying the practice saying the practice saying the customary units. customary units. The
customary units to metric units to the metric units to the The teacher will teacher will use a
the tune of tune of BINGO. tune of BINGO. use a ruler to show ruler to show the
BINGO. The The teacher will the comparison comparison between
teacher will guide have the students between the U.S the U.S Customary
the students work at the board Customary units units and the
through the group to find the and the meteoric meteoric units. The
activity. equivalent units. The teacher teacher will have the
measurements will have the students work at the
between units students work at board during guided
within the metric the board during practice.
system. guided practice.
MA/MO/GA: The MA/MO/GA/M: MA/MO/GA: The MA/MO/GA: The MA/MO/GA: The
students will work The students will students will work students will work students will work in
in groups of four. practice the song. in groups of four. at the board during the same pairs as the
Each group will be The students will Each group will be guided practice. day before. The
given either, a work at the smart given either, a The students will students will measure
ruler, or a board during ruler, or a meter work in pairs. their objects in the
yardstick. The guided practice. stick. The teams Each pair will find metric system. The
teams must use The students will must use their an object in the students will write an
their instruments complete a instruments to room. One entry in their Math
to measure the worksheet on measure the student will journals about what
height of one of its finding equivalent height of one of its measure the they observed about
members. The metric units for members. The length of the object the U.S Customary
teacher will record length. teacher will record in U.S customary system and the metric
the student’s the student’s units. With the system.
measurements on D.A- students measurements on comparison table
the board. Groups with a strong the board. Groups shill on the
will then identify intrapersonal will then identify overhead, the
and convert their intelligence area and convert their students will
measurements. will benefit from measurements. estimate the
The students will being able to The students will objects length if it
then be arranged work alone and then be arranged were measured in
at the front of the reflect on their at the front of the the metric system
class according to journal entry. class according to
their measured their measured Harcourt, p.608
height. height.
Math: Week 19
Conversion Conversion Estimate/measure Estimate/measure Estimate/measure
estimating of estimating of volume volume volume
length units length units
The students will The students will The students will be The students will The students will be
review the make their own given three dimension explore the world of asked how they think
differences between rulers, labeling the shapes with one hole in volume by bringing volume relates to
each clear shape. The
the two different ruler with both forms something from weight. They will then
students will participate
types of of measurement. in an activity of home that they think be introduced to the
measurement. They They will then use exploring volume. They deals with volume. units of measurement
will use their rulers to their rulers to will fill the shape with They will view each for weight/volume. They
measure different measure different water. They will see others items and will be given different
shapes and items shapes on a that volume has to do compare. They will things that can be
provided by the worksheet in the with the space that is have to identify the weighed/check for
teacher. They will particular inside of a three volume. After volume and identify the
dimensional object.
have to measure the measurement that viewing and unit of measurement
They will guess how
objects/shapes in the worksheet asks much the volume of identifying the that they think would fit
both types of for. their shape is and then volume the students that object best.
measurements. the teacher will weigh will have to find the
their shape with the volume of different
water in the shape. objects that the
DA: For students who teacher has in the
have pour motor classroom.
skills, allow them to
use a funnel when
putting water into the
shape.
CM/MThe teacher CM/M:The teacher CM/M:The teacher will CM/M:The teacher CM/M:The teacher will
will provide the will show the give each student a will give the students ask the students how
students with rulers students how to three dimensional examples of things they think that weight
shape with a hole in it.
and different shapes make their own ruler that they should look and volume relate to
The teacher will help
and objects for the and make sure that the students to fill their for at home that has each other. The teacher
students to measure everyone has the shape with water. The volume. The teacher will show the students a
in both types of right measurements teacher will also give will also check what chart of different units of
measurement. labeled on their ruler. the students an each student brings measurement that can
The teacher will explanation of volume. in from home. Then be used with
provide the students After the explanation of after each student volume/weight. The
with the necessary volume, the teacher will has identified the chart will also show
have the students
materials. The volume of their examples of things that
estimate what they
teacher will explain think the volume of objects, the teacher the unit of measurement
the instructions to their shape is and the will have the is used best for. The
the worksheet and teacher will weigh the students identify the teacher will then have
observe the students shape with the water volume of the things the students choose
as they work. and see if their that the teacher units of measurement
estimation was right. brought into class. that fit best with a
particular object.
Math: Week 20
Estimate/measure Equivalent Equivalent Equivalent Equivalent
volume measurements of measurements of measurements of measurements of
volume volume volume volume
The student be given The students will The students will The students will be in The students will be
the units of measure groups of two for
be show a liquid have to identify given different objects
for volume/weight today’s activity. Each
measuring cup. different instances group will be given one and they will have to
and will have to They will see that where someone match the appropriate
empty milk jug and a
come up with things measuring cup. The
that they would use
there are would use a unit of liquid volume
students will have to
each unit of measurements in measuring cup that they may think
find out how many cups
measurement to find cups and ounces. and why they of water can go into could go along with
the volume. They They will have to would not use a one milk jug. They will that particular object
will also have to identify the measuring spoon. use their measuring even if that object
mention five different cup to measure out the
equivalent The students will may not involve
water and put into their
things that they can measurements of practice measuring liquid. The students
milk jug. They will
think of that have cups to ounces liquid with the record, who put in how will have to record
volume. while having the measuring cup. many cups and how their findings on a
many cups actually
measuring cup as They will also have chart of the listing of
went in the milk jug.
their helping tool. to record what DA: For students who things that they have
they measure and have pour motor to match the units of
how much they skills, allow them to liquid volume to.
use a funnel when
measured. They putting water into the
may work in shape.
groups of two.
The teacher will The teacher will The teacher will The teacher will provide The teacher will show
prepare a worksheet provide the students the students with the
show the students the students how to
for the students that with measuring cup. milk jugs and the
the measuring measuring cups. The match something that
has a listing of the cup. The teacher The teacher will would not normally
teacher will also show
different units of show the students the students how to
measurement for
will also point out measuring spoons.
have to do with liquid
measure out one cup of
volume where the that on the The teacher will ask to a liquid
water and pour neatly
students have to measuring cup the students why into the milk jug. The measurement. The
identify something that there are someone would use teacher will advice to teacher will also
that would best go more than one the measuring cup student to keep a provide the students
with that over the measuring running tally of the cups
units of with a worksheet
that they put into the
measurement. The measurement. spoons. The teacher where they will have
milk jug just in case
teacher will also The teacher will will then have the they loose count. The to match liquid
have the students have the students students practice teacher will observe the measurements with
identify five things measuring using the students as they work
that they think have
identify equivalent measuring cups.
objects.
to ensure that the
volume. measurements The teacher will also students are not
and record them. provide the students playing around with the
with a chart to record water.
the liquid that they
measure and the
amount of the
measurement.
Math: Week 21
Character Trait: Reliability
HKSOL-M-4-4.12 HKSOL-M-4-4.12 HKSOL-M-4-4.12 HKSOL-M-4-4.12 HKSOL-M-4.13
Conversion Conversion Conversion Conversion Measure perimeter
estimating of estimating of estimating of estimating of
volume units volume units volume units volume units
The student will be The students will The students will The students will The students will be
shown the chart of be given a chart have to match be given a given a piece of paper
equivalent that has one things that the worksheet where cut into either a square,
measurements for measurement and teacher has they have to rectangle, or triangle.
volume. They will They will also be given
have to identify the
they will have to brought in with identify the paperclips. The
number of ounce find the correct another thing that number of a students will be
that go into a cup equivalent has the same particular unit that instructed to line each
and how many cups measurement with volume but is equals another shape with the
go into a pint, etc. the same amount labeled with unit. In the same paperclips as the
They will when of substance in the different units of worksheet the teacher models. Once
identify those with measurement. measurements. students will have everyone has lined their
actual things that to find the shape with the
use those units of equivalent paperclips, the students
measurements. will be informed that
measurements to they just measure the
DA: For students the measurements perimeter of their shape.
who have poor that are given. They will then become
eyesight, allow They must work familiar with the
them to have their independently with definition of perimeter
own copy of the only getting help which is the distance
chart at their desk. from the teacher. 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 The teacher will The teacher will The teacher will The teacher will need to
provide the chart of give the students a bring in things that make a worksheet provide the students
the measurements chart with one type are of equal of volume with cut out shapes and
for volume. The of unit of volume but are measurements numerous paperclips.
teacher will ask the The teacher will model
students to identify
measurement but labeled with where the students lining shapes with the
the equivalent with multiple different units of have to identify paperclips and give the
measurements along problems of that measurement. equivalent students hints about
with the appropriate particular unit. The teacher will measurements other ways they can do
thing that would be The teacher will show the students along with the perimeter without
measured with those show the students how to compare matching the ruler. The teacher
units of how they should the measurements equivalent units of will also explain the
measurement. go about finding and how to find out measurement. definition of perimeter.
the equivalent if they have the The teacher will
Maletsky, p. 612
measurement for a same volume. make self
particular example. available for help if
needed.
Math: Week 22
Measure perimeter Measure perimeter Measure perimeter Measure area Measure area
The students will be The students will As a review, the The students will The students will be
given a geo board be introduced to students will be be shown an given a layout of the
and rubber bands. the formula for given a worksheet example of a grid classroom floor (with
For 2 minutes the finding the true of different shapes that is shaded in. the same number
students will be able
to make anything
perimeter. For a that they will have The students will units as tiles). The
with the geo boards rectangle: to use the formula then be shown students will have to
that they want. length+length+ to find the how they can find find the area of the
Once the two width+width; perimeter of each the area of the grid classroom. After
minutes is up, they square: side+side+ shape. They will by counting all of finding the area of the
will only be allowed side+side complete all of the the units inside classroom and
to make what the The students will problems after and around the discussing how it was
teacher asks the be given shapes working with the edge the shape of found, the students
student to make. with teacher on three of the grid. The will be introduced to
They will make
squares and
measurements for them. students will be the formula for finding
rectangles. The each side. They given several the area of a square
students will also will have to use Shapes/problems shapes and will and a rectangle
have to measure the the formula to find from Smith, p. 13- have to find the (length x width) and
units that are in each the perimeter for 15 area by counting participate in
shape. each shape that the units. practicing with the
DA: For those with they are given. teacher using the
poor motor skills, formula for area.
allow them to use
string since
rubberbands can
be hard to stretch.
The teacher will The teacher will The teacher will The teacher will The teacher will draw
supervise the give the students copy worksheet prepare multiple out the floor layout
practice of perimeter the formulas for from book. The shapes on grid and make copies for
with the geo boards the perimeter of a teacher will also paper. The each of the students.
to ensure that no
mischief is taking
square and model working the teacher will also The teacher will just
place. The teacher rectangle. The formulas with the model which units simply tell the
will also show the teacher will model help of the the students have students that they
students the shapes using the formulas students. The to count to find the need to find the area
to be made along to find the teacher will make area (all of them). and see if the
with showing them perimeter. The self available to Before letting the students remember
how to find the units teacher will also any and all students off on from yesterday how
for each shape, until prepare shapes students who need their own of finding to do so. After the
the teacher feels that with assistance in the area, the floor plan is finished,
the majority of the
class is able to find
measurements on finding the teacher will find introduce the formula
the units on their each side. perimeter. the area of a for finding the area for
own. couple of the squares and
shapes with the rectangles. Practice
Maletsky, p. 613 help of the using this formula
students. with the students with
Maletsky, p. 630 several shapes.
Math: Week 23
HKSOL-M-4.13 HKSOL-M-4.13 HKSOL-M-4-4.14 HKSOL-M-4-4.14 HKSOL-M-4-4.14
Measure area Measure area Points and parts of Points and parts of Points and parts of a
a line a line line
The students will be The students will be The students will The students will go on The students will be shown
given rulers and asked given a page from the investigate and a scavenger hunt lines, rays, and line
to measure the length math book with describe relationships through the classroom segments that have points
and width of five rectangles and squares between and among looking for examples of on them along with letters
different items (squares that have points, lines, line points, lines, line above the points. They will
or rectangles) in the measurements on the segments, and rays. segments, and rays be shown how we come up
classroom and find the sides. The students will They will be shown that were either already with the name of a ray, line,
area. The students will have to find both the toothpicks that have in the classroom or and line segment. They
have a list from the area and the perimeter. been made in the form placed especially for will also find out that this
teacher of the five Before getting started of lines, line segments, this activity by the type is helpful when there
things that they are to on the work page, the and rays. After going teacher. The students are more than one rays,
find the area of in the students will have to tell over the preview of the will have to find three lines, or line segments in a
classroom. Once they the teacher the toothpicks, the students examples of each term. set. The students will
have the difference between the will be given toothpicks They may work in practice naming the rays,
measurements of the area and the perimeter and play dough to teams of two. They will lines, and line segments.
sides, they are to return of an object. make their own points, have to draw the thing
to their seats to find the lines, line segments, that they found along
area. Some students and rays. with correctly identifying
may have to find the DA: The play dough each thing.
area of some of the will help improve
same things. motor skills and
exercise hands. This
is also a good hands
on activity for
kinesthetic learners.
The teacher will show The teacher will ask the The teacher will The teacher will place The teacher will provide the
the students how to students for the prepare ahead of time things around the room students with examples of
measure items in the difference between the the toothpick/play for the scavenger hunt. lines, rays, and line
classroom with the ruler area and the perimeter. dough points, lines, line There will be an segments with points that
and how to find the The formulas for each segments, and rays to instruction page for have letters above them.
area using the formula will be reviewed before show as a model to the every group. The The teacher will also show
that was given giving the students the students. The teacher teacher will inform the the students how to name
yesterday. The teacher work page of having to will also provide the students that each a ray, line, and line
will have made a listing find both the area and students with person has to segment. Along with
for each student of the the perimeter of the toothpicks and play participate and turn in showing how to name
five things that the shapes with dough. The teacher will their own paper but them, the teacher will show
students are to find the measurements. While model the making of they can work with their the importance of being
area of in the the students are the points, lines, line predetermined partner able to name the rays,
classroom. The working on the work segments, and rays. throughout the activity. lines, and line segments
teacher will also page, the teacher is to The teacher will be when there are more than
supervise all of the be available for anyone available for any help one in a set. The teacher
activity along with who needs help. that is needed and will also provide an
offering help that is Maletsky, p.635 observe the students at opportunity for the students
needed by any student. they work to ensure to practice naming rays,
that everyone is lines, and line segments as
carrying their own a whole class.
weight.
Math: Week 24
Points and parts of Drawing parts of Drawing parts of Drawing parts of Drawing parts of lines
a line lines and angles lines and angles lines and angles and angles
The students will be The students will The students will be The students will The students will
given a worksheet of participate in a show a square. look at different once again be given
rays, lines, points, ‘drawing bee’ for They will be shown things that make the protractors. They
and line segments points, rays, lines, the different parts of angles (open will have a list of
as a review. They a square, including
will have to correctly
and line segments. the line segments
book, open door, angle measurements
identify each The students will and the angles (right scissors etc.). that they will have to
problem. They will come up two at a angles). They will They will also look draw. They may work
also have to time. After the also be shown other at their book and together, but each
correctly name each teacher has said angles along with the desk and identify person will have to
point, ray, line, and what should be different names of the type of angles turn in their own work
line segment. drawn, the student the angles. The that they see. on a separate paper.
who correctly students will identify They will be They may use their
DA: Allow the draws and labels the points, line introduced to the rulers as a straight
students who have segments, and
a diagnosed
what is being angles of squares.
protractor. The edge to help draw the
problem with asked of the students will be sides/rays of each
memory use a word students wins that shown how they angle. They may also
bank. round. can draw angles ask the teacher for
using the help if they need to
protractor. They do so.
will be given a
chance to
experiment with
the protractors.
The teacher will put The teacher will The teacher will The teacher will The teacher will make
together a worksheet administer the provide the student show how different a listing of different
for a review of ‘drawing bee’ of with a square that things make angle measures
points, rays, lines, points, rays, lines, has the points, line angles. The along with the bottom
and line segments. segments, and
The teacher will
and line segments. angles marked (easy
teacher will also side/ray of the angle
model the first The teacher will identification in help the students already drawn for the
problem. The have two students explanation). The to identify the students. The
teacher will give the come up at a time. teacher will show the different types of teacher will do the
students directions The teacher will students how to angles that are first two with the help
of identifying each say ‘draw line identify angles. The throughout the of the students. The
problem and segment KL’ etc. teacher will also give classroom. Then, teacher should make
assigning each the The teacher will examples and the teacher will her/himself available
correct name. The have to judge who names of different introduce the for help is any
teacher will also be angles. After the
available to any
draws the asked explanation the
protractor and students needs
student who needs problem the teacher will provide show how it is assistance
help. fastest and the students with a used. The teacher drawing/measuring
correctly wins that worksheet of will also give the the angles.
portion of the squares where they students time to
‘bee’. have to identify the experiment with
points, line the protractors.
segments, and
angles.
Math: Week 25
Character Trait: Cooperation
shortest distance shortest distance shortest distance shortest distance Types of lines
Two students will The students will be The students will be The students will The students will be
come up to the in two groups. One given three maps draw a map of their shown the different
classroom. The two group will go with the with a destination on own marking a groupings of lines. They
students will be teacher and the each. They will have starting point and a will also be shown the
asked to walk to the other group will go to choose the particular point on different names for the
back of the along with a parent shortest distance their map. After groups of lines (parallel,
classroom but they volunteer. Each from a particular creating the map, the perpendicular, and
will have to take group will be given a point on the map and students will intersecting). They will
different paths. One different map to the mark the shortest exchange maps with also be shown why they
student will walk same destination in path. another student. are called different
straight to the back the school. Each Then they will have names and told the
of the class and the group will have to to find the shortest different definitions of
other will walk count the number of path for their each. After going over
zigzagged and steps that they take classmate’s the different types the
around desks to the to the destination. destination on their students will have to
back. The students When everyone map. identify different
will participate in a comes back groupings of lines that
discussion about together, they will the teacher presents to
who took the discuss who took the the students.
shortest distance to shortest distance to
the back of the the destination.
classroom.
DA: Have the
kinesthetic learners
do this so that they
have a chance to
move around.
The teacher will The teacher will The teacher will The teacher will The teacher will show
have two students provide a map for provide the students guide the students in the students different
come to the front of the two groups. The with three different making maps. The types of lines along with
the classroom and teacher will also maps with a starting teacher will advise the names and
tell them two arrange for a parent point marked. The the students not to definitions. The teacher
different paths for to come in to help teacher will also mark the shortest will also explain the
each of them to take with this activity. The mark a specified distance for their differences between
to the back of the teacher and the destination on each map because they each grouping of lines.
classroom. The parent will guide the map. The teacher are going to trade The teacher will hold up
teacher will guide the students on the walk will guide the maps with another different examples of
students through an to the same students with an person in the class. each for the students to
active discussion destination example map of how The teacher will practice identifying each
about which student according to their to choose the decide who grouping.
took the shortest own map, counting shortest path. exchanges maps.
distance to the back their steps along the The teacher will also
of the classroom. way. The teacher observe the students
will conduct a will they work and
discussion about make self available
who went the for assistance if any
shortest path. is needed.
Math: Week 26
Types of lines Types of lines Types of lines Compare Compare properties
properties of of shapes
shapes
The students will The students will The students will be The students will The students will be
practice drawing the have toothpicks and given a map of a view and hold given two 3 dimensional
different groupings of the play dough ‘community’. The different 3 shapes. They will have
lines. They will be again. They will use students will inspect dimensional shapes. to explore the different
given a worksheet of the toothpicks and for the different types The will take note of shapes. While
the different names play dough to make of lines. After the shapes that they investigating the
listed at least three each type of lines identifying the see in the 3D shape. shapes, they must write
times each. They correctly. As the different types of After viewing the down the differences
will have to be able students are lines in the map, the shapes they will be and similarities of each
to draw the correct working, they will be students will play a given a flat piece of of the shapes that they
grouping of lines with asked what types of game of memory of paper and will have were given by the
each name. things that they can matching the types to figure out which teacher. They will also
think of that have of lines with the 3dimensional shape have to name all of the
these types of lines name, and drawing. the flat paper shapes that they see in
in them (streets, Each student has to belongs to. After the 3 dimensional
cross, letters etc.). participate. deciding which shapes.
They will have to shape the paper
draw their favorite belongs to, the
thing that has one of students will use that
the types of lines. paper to make that
DA: Play dough will particular shape.
help with motor
skills.
The teacher will The teacher will The teacher will find The teacher will The teacher will provide
model drawing each provide the students a simple map of a gather multiple 3 the students with
of the types of lines with the toothpicks ‘community’ with the dimensional shapes different three
for the students to and play dough in streets clearly visible for the students to dimensional shapes.
see how to draw order for them to and show the explore. The teacher The teacher will also
each. The teacher make the three students one way on will also tell the provide the students
will also give the different types of the map how there is different names for with a chart for them to
students rulers to lines. The teacher one of the types of each of the shapes. record the differences
assist them in the will model how to lines and then In advance the and similarities that they
drawing of the lines. make each type of having the students teacher will prepare see in each shape. The
The teacher will line. While the identify the rest. the flat paper for the teacher will model
observe how well students are making After finishing with different shapes. finding differences and
each student works the types of lines on the map, the teacher The teacher will similarities in two
and draws each type their own, the will lead the students assist the students in shapes. The teacher
of lines. teacher will ask the in a game of ‘types making the 3 will observe the different
students what types of lines’ memory. dimensional shapes thing that the students
of things that we see after they have recognize and are
have these types of identified which finding in the different
lines in them. shape they have in shapes.
front of them.
Math: Week 27
Compare Compare Congruency/non- Congruency/non- Congruency/non-
properties of properties of congruency congruency congruency
shapes shapes
The students will go The students will The students will The students will watch The students will watch
on a three the teacher draw the teacher draw similar
play shape bingo. be shown three of
dimensional shape congruent figures and figures and listen to an
They will be shown the same shapes: listen to the explanation
scavenger hunt the shape and one will be smaller explanation given as to
of why they are
around the congruent and how to why these figures are
classroom and their
have to find it’s and two will be the similar and not
make sure that you
room at name on their same size. They congruent. The
draw congruent figures.
home(homework). bingo card. The will be given the The students will have students will then have
They will be given a students make definitions of dot paper and have to to draw similar figures
listing of different work in groups of congruent and draw shapes that are on dot paper along with
shapes that they congruent. Along with writing an explanation of
two but may not similar. After drawing the congruent
have to find. They talk. They may hearing the their own as to why their
shapes, the students
will find the different point on their definition of will have to explain why figures are similar and
shapes in the bingo boards to congruent and the shapes that they not congruent. There
classroom (recording draw are congruent. may not be any
what they find).
signal their partner similar the congruent shapes
They will also get where the name is students will then drawn, since that was
another listing of but no talking. try to pick out the yesterdays
shapes for them to This will help to pair of similar concentration.
find at home. ensure that other shapes and pair of
teams are not just congruent shapes.
listening for the They will have to
other teams to say draw congruent
the name and then shapes along with
find it. drawing similar
DA: A game for shapes with each
the kinesthetic correctly labeled.
learners .
The teacher will The teacher will The teacher will The teacher will have The teacher will draw
make a listing of the dot paper(overhead). similar shapes on the
prepare the bingo show the students
different shapes for The teacher will model overhead dot paper.
boards ahead of three shapes (as to the students how to
each of the students time. The teacher mentioned above). After drawing the similar
draw congruent figures
to find while in the and explaining to the figures the teacher will
classroom and at
will also administer The teacher will give the students an
students why the
their home. The the game of bingo also give the explanation as to why
shapes that were
teacher will also so that each definition of drawn are congruent. the figures are similar
provide a record student will have congruent and The teacher will also and not congruent. The
sheet with the the opportunity to similar figures have the students to teacher will instruct the
names of the the same, have the students to do the
play. During the along with students draw five
different shapes for game, the teacher explaining the same, having them
different congruent
the students to will only show the definitions and shapes with draw five similar figures
record their findings shape without helping the explanations as to why with each having an
throughout the their shapes are explanation as to why
classroom and
saying the name. students to identify the shapes are similar
congruent.
home. the shapes as and not congruent.
congruent and
similar.
Math: Week 28
Congruency/non- Congruence of Congruence of Congruence of Congruence of plane
congruency plane figures plane figures plane figures figures (flip/slide/turn)
(flip/slide/turn) (flip/slide/turn) (flip/slide/turn)
The students will be The students will The student will be The students will The students will review
given a worksheet as become familiar with asked orally to give review the concept the concept of rotations.
a wrap up of this the terms: the definition to of reflections. They They will be asked orally
section of similar and transformations, transformation, will be asked orally to give the definition of
congruent figures. translation, translation, and to give the definition line of symmetry. The
They will have to reflection, rotation, reflection. They will of rotation. The students will explore
correctly identify the and line of symmetry. also actively students will make a different shapes that are
groups of figures as The students will participate in the ‘spinner’ to attach in the classroom to find
either similar or also be shown activities making and shape to and the line of symmetry.
congruent. There shapes that are translations and practice doing They will have to
will also be shapes examples of the reflections. To make rotations with remember that not all
that they will have to terms and will have translations the different shapes. shapes have a line of
either draw a similar to identify which students will slide They will also symmetry and that
or congruent figure example goes with concrete objects make/cut different some do have multiple
to the one that is which term. The over a string or tape shapes that they can lines of symmetry. While
provided. students will then be on the floor. They do rotations with exploring the classroom
assigned a term and will then explore the along with different for lines of symmetry the
will have to draw a world of reflection spinner bases to go students will keep a
picture of the term using mirrors. The along with a specific running record of what
that they are students will have to shape. they are checking of the
assigned on dot identify the line of symmetry and
paper. difference between how many lines of
DA: Have some of translation and symmetry are in that
the kinesthetic reflection. shape.
learners actual
perform the task of
flip, slide, and turn.
The teacher will The teacher will The teacher will The teacher will The teacher will give the
provide the students have the definitions provide the concrete provide the students examples of
with the instructions written on a poster objects, mirrors, necessary materials shapes that have lines
of the worksheet. board and display string or tape. The for the students to of symmetry and also
The teacher will one definition at a teacher will also make at least three shapes that do not have
observe the students time. Along with the provide/model spinners for them to lines of symmetry. The
as they work to definition, the examples of how to practice the teacher will walk around
ensure that students teacher will provide make translations rotations. The observing the ways that
stay on task and are an example before and reflections. teacher will also the students are trying
getting the having the students While the students have an enlarged to find the lines of
worksheet done. identify the examples are practicing spinner to show the symmetry and will make
The teacher will also to the terms. The making translations students what they self available for needed
make self available teacher will also and reflections the are making and how help and to maintain
to any student who provide the students teacher will walk the spinner will work classroom control. The
has a question or with dot paper and around to observe and help them to do teacher will provide the
needs assistance in their assigned term. how the students are rotations. students with a chart
figuring out the working and making that the students can
relationship between Clements, p. 460 the translations and keep their record of
the shapes. reflections. things that they are
exploring and searching
for lines of symmetry in.
Math: Week 29
Points on Graphs Points on Graphs Points on Graphs Points on Graphs Predictions
The students will The students will The students will The students will The students will be
be introduced to have to find explore another practice using given a spinner that
coordinate graphs. specific points on type coordinate algebra to find and has different colors in
The students will an enlarged graphs. The plot points on the different proportions.
also learn that for coordinate graph previous type is graph. They will They will have to
a coordinate graph of a fair that is on like a map. This each be given predict which color
you have to have the board. They type is a line three equations they think the spinner
an ordered pair will have to work coordinate graph. and will have to will land on. Then
(coordinates) for together to make a The students will plot the points that they will spin the
each point that is plan for how they look over a come from that spinner and see if
on the graph. The should plan their coordinate graph equation. their prediction was
students will also visit to the fair with just a line of right.
learn how to locate using the points. They will DA: Cutting the
a point by using coordinates saying understand that spinner material out
the coordinates. where they should this graph also will help with fine
go and in the order needs coordinates motor skills.
that they should go to locate and make
to those points. points on the
graph.
The teacher will The teacher will The teacher will Before the The teacher will
show an example have the enlarged show examples of students practice provide each student
of a coordinate coordinate graph the line coordinate plotting points from with spinners with
graph. The of the fair prepared graph along with algebraic colors in different
teacher will also ahead of class explaining what equations the proportions. The
show how a time. The teacher has to be done to teacher will review teacher will explain
person can find will also have each make a line with the students the type for
out the location listed by coordinate graph. how to plot the predictions. The
coordinates of a either name or The teacher will points from an largest number or
point along with coordinates and also show and equation and show grouping has a higher
how to follow the the students will work through how them how their chance of occurring
coordinates to find have to find the to make graph should look or being chosen.
the point. missing part coordinates using as they are plotting
before making the algebra. the points. The
plan for the fair. teacher will assign
Clements, 126 Clements, 228 each student an
equation to plot
points from onto
their graph.
Math: Week 30
HKSOL-M-4-4.19 HKSOL-M-4-4.19 HKSOL-M-4-4.19 Field trip: Dixie HKSOL-M-4-4.19
Predictions Predictions Predictions caverns probability
The students will The students will each The students will each The Students will The students will be
participate in an be given a dice. They be given a bag of collect data for introduced the probability
experiment. Before the will be asked to predict marbles with different graphing of different through doing a review
experiment can be whether they will roll an amounts of each color characteristics of rocks page. The students will
conducted they will odd or even number (there will be different (like color, shape, the review important concepts
have to predict what the most and record amounts of colors in appearance of texture) that are needed when
they think will happen their prediction on a each bag). They will be while acting respectful doing probability. They will
at the end of the chart. After their given a listing of the on the field trip. compare parts of a whole
experiment based on prediction, they will roll number of marbles and and use the tally system to
an overview of the dice 10 times and of what color is in their DA: Field trip is an record results from using a
information provided by record the number that bag. They will have to excellent way for all spinner. They will also look
the teacher. They will they roll. When they predict which color they learners to have a at the terms of probability,
participate in an are finished they will will pull from their bag. hands on experience certain, likely, unlikely, and
experiment of seeing add the number of odds Then after each for all of the core equally likely.
how many popsicle and evens that they prediction they will have content areas.
sticks we can stack on rolled and compare to to pull out a marble and
top of each other their prediction. record their prediction
before they all fall. and the actual color
that they pulled until the
bag is empty.
The teacher will record The teacher will provide The teacher will The teacher will have The teacher will guide the
each student’s the students with one prepare a bag of parents to help students through the
prediction on the board. dice per student and a marbles for each chaperon the field trip. review page of important
Before taking the chart for recording their student with different The teacher will also information to remember
predictions the teacher predictions and the amounts of each color take pictures of the for probability. The teacher
will show the students actual events with the and each bag being different rocks to be will also do the spinning of
that at least 10 popsicle dice. The teacher will different. The teacher used when graphing the spinner for the last
sticks can sit on top of show that there are will also model to the the data that the activity for the review while
each other without three odd numbers and students what they are students record. the students record the
falling down. The three even numbers. to do. There is also a results of the spinning.
teacher will also The students will be record sheet that needs Maletsky, 3rd grade, 487
provide the sticks and asked whether there is to be provided by the
have one student at a an equal chance or if teacher for the students
time come up to stack one is more likely than to record their
one popsicle stick. the other to be rolled. predictions and the
Once the pile falls the The teacher will actual events of pulling
teacher will check the oversee all of the rolling out of the bag.
predictions and ask the of the dice to make
students why they think sure that there is no
the sticks fell when they unnecessary playing.
did. (The students will be
given a chance at the
beginning of the lesson
to just play with their
dice for 1 minute.)
Math: Week 31
Character Trait: Respect
probability probability probability analyzing graphs analyzing graphs
The student will be The students will The students will do The students will be The students will be
given an instance participate in a class a similar activity to introduced to three asked what a line graph
and they will have to activity that has to do the activity that was new types of graphs: is and how the
decide whether it is with painted beans in done yesterday. The pictograph, line information is
likely, unlikely, or a bag. The students activity today will graph, and bar represented. They will
certain that it will will be asked a involve the students graphs. The students again be shown
happen. An instance variety of questions collecting data from will be shown examples of the line
could be you will get that have to deal their surroundings. examples of graphs. They will see
wet if you jump in the with the colored The students will pictographs and see that this is very similar
swimming pool or beans. There will be have to decide the that with these to the coordinate
you will have a a different number of likelihood of graphs the graphs. They will
conversation with a beans for each color. someone with a information is practice drawing and
talking fish. The They will be asked specific hair color presented with reading line graphs.
students will also questions like: Which being drawn from a pictures. The They will also have to
have a spinner of color has the hat. The groups students will practice use the information on
their own with greatest chance of being red hair, brown reading the the graph to answer
different shapes. being pulled out of hair, black hair, and information on questions that are
Some of the the bag? Which color blonde hair. Once pictographs and asked by the teacher.
spinners will be has the smallest the students have answering questions DA: Drawing the
different. They will chance to be pulled agreed on the concerning the graphs will help the
have to decide by out of the bag? After likelihood of the information on the visual learners to
just looking at the answering these chances for person graphs. grasp the concept.
spinner which shape questions the in a specific hair
the spinner is likely students will pull 10 color group to be
to land on and beans out of the bag drawn, there will be
unlikely to land on. and record the colors a drawing to test
that they pull. their decisions.
The teacher will The teacher will The teacher will The teacher will The teacher will prepare
provide the class have painted the have columns prepare several examples of line graphs.
with instances that beans ahead of time prepared and pictographs for the The graphs will also be
they have to say and separated the labeled with each students to draw made available for the
likely, unlikely, or beans into bags for hair color. The conclusions from to students to use for
certain that the groups of two or teacher will listen to answer specific answering the
particular event will three students. The the students as they questions. The questions. The teacher
take place. The teacher will also say where each teacher will also will also model reading
teacher will also show the students student is suppose clearly explain to the and drawing a line
have several how they should to go and what they students how to read graph. The teacher will
spinners made (1 answer the think the likelihood of the information that also show the students
per student). The necessary questions. someone being is on the graphs and the similarities and
teacher will instruct While the students drawn with a specific model reading the differences between the
the students on what are answering the hair color. After this information. line graph and the
they are to do with questions, pulling out is done, the teacher coordinate graph.
the spinners. They beans and recording will call one student
are to look at the their findings, the at a time to pull a
shapes on the teacher will make name out of a
spinners and decide self available for any hat/bag. The class
which shapes are help that is needed. together will
likely and unlikely to compare the actual
be spun. results to their
Maletsky, 3rd grade, decisions.
p. 488
Math: Week 32
HKSOL-M-4-4.20 HKSOL-M-4-4.20 HKSOL-M-4-4.21 Field Trip: news HKSOL-M-4-4.21
analyzing graphs analyzing graphs Forms of number station weather Forms of number
(review measuring
temperature)
The students will be The students will The students will The students while The students will work
asked if they can say be given their be introduced to acting respectively on comparing and
what a bar graph is information that the four ways that on the field trip to the matching the standard
and how the they collected numbers can be weather station, they form to the word name
information is will practice reading of that number. Before
presented in a bar
while on their field expressed: temperatures and getting into comparing
graph. They will be trip to Dixie standard, word adding and to the word name the
shown examples of Caverns about the name, short word subtracting their students will explore
bar graphs and will different rocks that name, and measurements. and learn word names
pick out some of the they saw. They expanded form. Once back at school so that they will be able
information that is on will have to make The students will the students will to correctly identify the
the graph. They will a graph (any) and match each form make a bar graph word name and write
be shown how to record the data with the correct record the the word name for the
read the information that they collected. example. temperatures that standard form. They will
and how to draw a each student read. also practice writing the
bar graph. The
Their graph will
DA: Field trip is name for the standard
students will be either deal with form.
an excellent way
given a handful of information of the
for all learners to
jelly beans. They will color of rocks,
have a hands on
have to make a bar shape, size, or
graph of the colors of
experience for all
texture (not a
the jelly beans that of the core
mixture of
they are given. Each content areas.
information).
graph will be
different.
The teacher will The teacher will The teacher will The teacher will The teacher will provide
show the students provide the provide the chaperon the examples of the
examples of bar students with their definitions and students along with standard and written
graphs. The teacher information that examples of each the help of the form. There will also
will also show how to parents. The have to be sentence
read and draw bar
they collected number form. The teacher will also strips made of each
graphs. The teacher while on the field teacher will also record the different number word name that
will also provide trip and the ask the students measurements of will be used in class.
each student a materials needed which form they temperature with the These may stay on the
handful of jelly beans for the graph that think is used the students’ name of board while the students
and record the they choose to most and where who read that are working. The
amount of each color make to record they think that particular teacher will write on the
that is given to each their findings on. some of the other temperature. Once board the standard form
student, so that each The teacher will forms are used in back to school the and the students will
graph can be graded teacher will guide the have to write the word
accurately.
also review quickly everyday life. students in making a name on their white
with the students class bar graph of board, waiting for the
how to make the the temperatures teacher to come check
specific graphs that were read on their board before they
and be available to the field trip. can erase their answer.
each student as
help is needed.
Math: 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 HKSOLM4.21-2.23
The students will The students will The students will The students will The students will
participate in a participate in a participate in a participate in a participate in a
comprehension comprehension comprehension comprehension comprehension review
review of the review of the review of the review of the of the standards 4.21-
standards 4.1-4.5 standards 4.6-4.10 standards 4.11-4.15 standards 4.16-4.20 4.23 and the activities
and the activities that and the activities that and the activities that and the activities that that were presented
were presented were presented were presented were presented earlier in the year.
earlier in the year. earlier in the year. earlier in the year. earlier in the year.
The teacher will The teacher will The teacher will The teacher will The teacher will review
review the concepts review the concepts review the concepts review the concepts the concepts from
from standards 4.1- from standards 4.6- from standards 4.11- from standards 4.16- standards 4.21-4.23 that
4.5 that were 4.10 that were 4.15 that were 4.20 that were were presented earlier
presented earlier in presented earlier in presented earlier in presented earlier in in the year. The teacher
the year. The the year. The the year. The the year. The will also have the
teacher will also teacher will also teacher will also teacher will also students do some of the
have the students do have the students do have the students do have the students do activities again as a
some of the activities some of the activities some of the activities some of the activities complete review of the
again as a complete again as a complete again as a complete again as a complete concepts.
review of the review of the review of the review of the
concepts. concepts. concepts. concepts.
Math: Week 34
Character Trait: Respect and Citizenship
Standardized
Testing All
Week
Math: Week 35
Character Trait: Citizenship
Forms of number Forms of number Numbers in Numbers in Numbers in expanded
expanded form expanded form form
The students will be The students will The students will be The students will The students will
given examples of participate in a introduced to a new make a chart of make their own
the short word name. game of Memory. form of expressing the forms of review game of the
They will also have They will have to numbers: the numbers. They different forms of
to compare this to expanded form.
the standard and
correctly match They will be shown
will have a row of numbers. They can
word form. They will two forms of an example of the the matching work in groups of two
have to correctly numbers. After expanded form and forms. The on their games. They
match each form. doing this as a asked which students will have can make games of
They will also have class the students example of one of to have a minimum Memory or Bingo.
to write each form. will break up into the other forms can of six different While making their
They will be given groups of two and be matched with this numbers in the games, they will have
one form and they continue the specific expanded four different to include three
will have to write Memory game. form. The students forms: standard, examples of each
every form that they will also be given a
know.
DA: Game for rule of thumb for
word, short word, form.
kinesthetic writing the expanded and expanded
learners to be form. In the form.
able to get up an expanded form you
do something have to write it as
rather than just 100+20+3 not
sitting. 110+5+8. It has to
be separated by
place value.
The teacher will The teacher will The teacher will The teacher will The teacher will
provide the students prepare the provide examples of provide the provide guidance and
with examples of the Memory game well the expanded form students with an the materials that are
short word form. in advanced. along with the other example of what needed for each
The teacher will forms for the
explain that this form
There needs to be students to compare
their chart should person to make their
is very closely a class example the expanded form look like with the own game to review
related to the word game and games to help with four forms of the different forms of
form. The teacher for groups of two comprehension. The numbers. The numbers. The
will also give the students. The teacher will also teacher will help teacher will also
students a teacher will make a poster board the students get assist the students in
worksheet with provide the rules with the expanded started by helping making their games
examples from each and oversee all of form and the correct them complete the as needed.
with different the game playing. examples and one first number that
numbers requiring incorrect example
the students to write
While overseeing (clearly labeling
they have in their
each form for that the game playing which example is chart. The teacher
particular number on the teacher will be correct and will also observe
their worksheet. observing incorrect). the students as
accuracy of the they work on their
matching of forms. charts.
Maletsky, 68
Math: Week 36
Character Trait: Citizenship
Numbers in acute/obtuse/right acute/obtuse/right acute/obtuse/right acute/obtuse/right
expanded form angles angles angles angles
The students will The students will The students will The students will The students will
remain in their be introduced to be introduced to be introduced to bring in round snacks.
groups that they ‘right angles’. They ‘acute angles’. ‘obtuse angles’. They will have to
made their games. will also be asked They will be shown They will be shown measure the angle of
They will play their
games as a review
to mention things the difference examples of the pieces of the
of the four different that are every day between a right obtuse angles. snacks that are
forms that we have thing that have a angle and an They will also be brought in: cookies,
gone over the past right angle. The acute angle shown the pizza, pies, etc…
week. They will also students will then (right=90 degrees differences of the DA: Great hands on
rotate games to get have to draw a and acute=0-89 three types of activity for visual
practice in another right angle using a degrees). The angles. They will and kinesthetic
form using a different protractor and students will have also have to be learners.
game. draw at least two to draw two acute able to identify the
things that have angles. They will different types and
right angles. also have to point to draw an
out the differences example of each
between acute and using their
right angles on protractor.
paper.
The teacher will The teacher will The teacher will The teacher will The teacher will have
oversee the game have the definition have the definition again have the the definitions of a
playing and will along with an along with an definition with an right angle, acute
observe for accuracy example of a right example of an example of an angle, and obtuse
in the matching of
forms. Also the
angle on poster acute angle on obtuse angle. Also angle displayed
students who made board, large poster board. there will be a throughout the
Bingo, will be with enough for every There will also be poster board classroom. The
the teacher, as the student to be able a poster board comparing all teacher will also bring
teacher will be the to see it. The comparing and three angles (right, in the pizza for the
one who calls out the teacher will also contrasting the acute, and angle party. After
number form. This draw examples of right angle to the obtuse). The cutting the round
will help the level of different right newly introduced teacher will also snacks, the teacher
comprehension of angles. While the acute angle. The provide the will have each
the forms to be
shown to the
students are teacher will also protractors that the student come up one
teacher. drawing their right provide a students will have at a time, and
angles, the worksheet of right to use when measure the angle of
teacher will be and acute angles drawing their different items (one
available to any mixed where the angles and per person) and
student who needs students will have correctly labeling naming the type of
assistance. to correctly identify them. angle. After all of the
each angle. angles have been
measured and
identified, the snack s
may be eaten.
KEY
A – art
CI – community involvement – collaboration with the community
CC – collaboration with colleagues
CL – cultural literacy and diversity
CM – communication
CZ – citizenship
DA – differentiation / accommodation
E – evaluation
GA – group activity
L – literacy
LA – Language Arts
LI – listening
LS – life skills
H – health
HS – home / school connection – collaboration with families
HW – homework
M – math
MA – manipulative activity
MO – movement / physical education
MU – music
OL – oral language / public speaking
PS – problem solving / critical thinking
R – reading
S – science
SS – social studies
T – technology
TX – text
W – 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.

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Laura Hostetler and Ava Kelley Math Charts

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Laura Hostetler and Ava Kelley: 4th Grade

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

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

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