4th Grade Math Lesson Plan Template Day 1 · PDF file1 4th Grade Math Lesson Plan Template Day...
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4th Grade Math Lesson Plan Template
Day 1
Topic Title
Number of
Minutes
Materials Example/Description
Math Read Aloud
Math Read Aloud and Related
Activity 20
Materials A Remainder of
One by Elinor Pinczes.
Copies of the read aloud activity A Remainder of One
Math vocabulary cards for the math word wall
Pencils
Tell campers that each week you’ll read them a story that is connected to the math topics that they are focusing during this program.
Read the story to the class and be sure to put lots of enthusiasm into your voice! You might want to have the campers sit in a circle on the floor so that it is easier for you to show them the pictures.
Discuss the big ideas of the story which focuses on arrays and remainders that is evident in the bugs’ line formation.
Math vocabulary words/concepts for the story are as follows: remainder and arrays.
Campers will complete the related read aloud activity. (Preteach for the division lessons that will begin on July 8th).
Number Worlds Level G
Unit: Multiplication
Week 4 Lesson 1 p. 32A-33
50
Materials Teacher Manual
pages 32A – 33 (includes math background/ intro).
Campers Workbook pages 32 – 33
Cubes Math vocabulary
Topic: More About Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 1
Objective: Campers use area models to list the factors of a whole number.
Week 4 Lesson 1 math vocabulary: array, product, factor, factor pairs, and prime numbers. (The vocabulary words in bold are listed on page 32C in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up – Concept Building section on page 32C.
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cards for the math word wall
Calculators (to check products)
Paper Pencils
Under the Engage heading on page 32C, complete Skill Building section Building Rectangles and Strategy Building section Prime Numbers.
Review the Key Idea box with the campers on page 32. Have the campers complete the Try This and Practice problems on
pages 32 and 33. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 33. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Differentiated Instruction
and Independent
Problem Solving Task Introduction
Differentiated Instruction Procedure Discussion
and Problem Solving Task – Walking
Away with a Million Dollars
Introduction
20
Materials Chart paper with
an outline of differentiated instruction procedures
Walking Away with a Million Dollars Open Response for each student
Pencils Manila folders Teacher pages 87
– 91. Copies of the PPS
Intermediate Problem Solving Rubric
Differentiated Instruction Procedures: Take this opportunity to review with the campers your procedures for
a successful differentiated instruction session. Questions to ponder when giving the campers information are as
follows:
1. How do students know where to go? 2. How do they know what to do? 3. How are the materials managed? 4. How is the students’ progress/needs monitored?
Walking Away with a Million Dollars Task: Introduce to the campers the Walking Away with a Million Dollars
problem solving task. The task should be kept in the campers’ manila problem solving folders so that they will be able to independently work on the task. Review the Intermediate Problem Solving Rubric with the campers. This rubric will be used by each camper and also will be a tool during the peer review that will occur later on in the week.
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Manila Folders Pencils
Independent Problem Solving Task: Walking Away with a Million
Dollars Description: Campers estimate if one million dollars will fit in a
suitcase that will hold the equivalent of one carton of paper. Focus:
1. Read and write whole numbers up to 1,000,000. 2. Use paper –and‐pencil algorithms to solve problems involving the
multiplication of multidigit whole numbers. 3. Give reasonable estimates for whole number multiplication
problems. Review the rubric on page 88 and the sample of student responses on
pages 89‐91 when having the campers present their papers and for additional information.
The campers will continue working on this problem during the week as outlined in the lesson plans.
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4th Grade Math Lesson Plan Template Day 2
Topic Title Number
of Minutes
Materials Example/Description
Differentiated
Instruction and
Independent Problem
Solving Task
Differentiated Instruction and
Independent Problem Solving Task – Walking
Away with a Million Dollars
25
Materials: Multiplication
Top‐It directions Everyday Math
Cards Pencils Walking Away
with a Million Dollars Open Response
PPS Intermediate Problem Solving Rubric
Campers’ Manila folders with problem solving task
Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10)– The campers should be familiar with playing Multiplication Top‐It from the third grade. If the campers are not familiar with Multiplication Top It, you can introduce the game to a group of children while the other campers are working on the problem solving task Walking Away with a Million Dollars. Walking Away with a Million Dollars – The campers will continue to
work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.
Number Worlds Level G
Unit: Multiplication
Week 4 Lesson 2 p. 34A-35
45
Materials: Teacher Manual
pages 34A ‐ 35 Campers
Workbook pages 34 –35
Multiplication Table p. B23
Math vocabulary
Topic: More about Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 2
Objective: Campers find factor pairs of a whole number. Week 4 Lesson 2 math vocabulary: product, counting upward, and
factor pairs. (The vocabulary words in bold are listed on page 34A in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
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cards for the math word wall
Paper Pencils
Complete the Warm Up ‐ Concept Building section on page 34A. Under the Engage heading on page 34A, complete Strategy Building
section In Between and Skill Building section Find the Factors. Review the Key Idea box with the campers on page 34. Have the campers complete the Try This and Practice problems on
pages 34 and 35. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 35. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
POTW – Title: Joe
Joins the 32nd Army Corps
Skill Focus: Division 20
Materials POTW copies for
the campers Pencils Manila folders
Skill Focus: Division Distribute the problem to the class. The teacher will introduce the problem to the campers by using the
following overarching questions: o What does the problem already tell me? o What do I want to find out? o What information will help me find the answer? o Do I know a way or strategy to get started? (ex. Draw a picture)
Have campers turn to a partner to retell the problem in their own words prior to solving the task.
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4th Grade Math Lesson Plan Template Day 3
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
and Independent
Problem Solving Task
Differentiated Instruction and
Independent Problem Solving Task – Walking
Away with a Million Dollars
20
Materials Multiplication
Top‐It directions Everyday Math
Cards Pencils Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Walking Away with a Million Dollars Open Response
PPS Intermediate Problem Solving Rubric
Campers’ Manila folders
Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) Multiplication Wrestling (Skill: Partial Products Algorithm): You should have a small teacher led group that you will be able to teach the campers Multiplication Wrestling. You can add this game to the list of possible differentiated instruction activities. This game is more challenging for the campers. Walking Away with a Million Dollars – The campers will continue to
work independently on the task.
Number Worlds Level G
Unit: Multiplication
Week 4 Lesson 3 p. 36A-37
50
Materials: Teacher Manual
pages 36A ‐ 37 Campers
Workbook pages
Topic: More About Multiplication Lesson objective must be stated and posted ‐ Week 4 Lesson 3
Objective: Campers find the least common multiple (LCM) of two whole numbers and use it to solve problems.
Week 4 Lesson 3 math vocabulary: multiple, common multiple, and
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36 – 37 Math vocabulary
cards for the math word wall
Paper Pencils
least common multiple (LCM) (The vocabulary words in bold are listed on page 36 of the student workbook.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 36A. Under the Engage heading on page 36A, complete Skill Building
section LCM and Strategy Building section Cuckoo Clock. Review the Key Idea box with campers on page 36. Have the campers complete the Try This and Practice problems on
pages 36 and 37. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 37. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
POTW – Title: Joe
Joins the 32nd Army Corps
Skill Focus: Division 20
Materials POTW copies for
the campers Pencils Manila folders
Joe Joins the 32nd Army Corps Skill Focus: Multiplication – Two‐Digit by Two‐Digit
Review the campers’ answers to the problem.
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4th Grade Math Lesson Plan Template Day 4
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Multiplication
Top‐It directions Everyday Math
Cards Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Beat the Calculator directions
Calculator Paper Pencils
Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) – You can introduce this game to the campers at this time. The campers should know how to play this game from the previous school year.
Number Worlds Level G
Unit: Multiplication
Week 4, Lesson 4 p.38A-39
50
Materials Teacher
Manual pages 38A ‐ 39
Camper Workbook pages 38 – 39
Math vocabulary
Topic: More about Multiplication Lesson objective must be stated and posted. ‐ Week 4 Lesson 4
Objective: Campers apply divisibility rules to whole numbers. Week 4 Lesson 4 math vocabulary: divisibility/divisible, quotient,
whole number and justify your answer. (The vocabulary words in bold are listed on page 38A in the teacher’s manual).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
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cards for the math word wall
Paper Pencils
Complete the Warm Up section on page 38A. Under the Engage heading on page 38A, complete Skill Building
section Divisibility and Factors and Strategy Building section Write the Rules.
Review the Key Idea box with the campers on page 38. Have the campers complete the Try This and Practice problems on
pages 38 and 39. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 39. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on More About Multiplication Week 4, Lesson 5 Review on pages 40A‐41 in the teacher’s manual.)
Problem Solving
Worktime – Peer Review
Walking Away with a Million
Dollars 20
Materials Walking Away
with a Million Dollars Open Response
Pencils Highlighters
(optional) Campers’ manila
folders Teacher pages 87
– 91. Copies of the PPS
Intermediate Problem Solving
Independent Problem Solving Task: Walking Away with a Million Dollars
Description: Campers estimate if one million dollars will fit in a suitcase that will hold the equivalent of one carton of paper.
Focus:
1. Read and write whole numbers up to 1,000,000. 2. Use paper –and‐pencil algorithms to solve problems involving the
multiplication of multidigit whole numbers. 3. Give reasonable estimates for whole number multiplication
problems. Review the rubric on page 88 and the sample of student responses on
pages 89‐91 when having the campers present their papers and for additional information.
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Rubric
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
Page 88 Rubric and PPS Intermediate Rubric Correlation:
Page 88 Rubric PPS Intermediate Problem Solving Rubric
Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Divide the campers in partners and have them assess each other’s
work using the rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the PPS Intermediate Problem Solving Rubric to assess the campers’ work. The campers should be instructed to highlight on the rubric where their peer’s work falls.
After the peer review is completed, give the campers an opportunity to revise their work.
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4th Grade Math Lesson Plan Template Day 5
Topic Title Number
of Minutes
Materials Example/Description
Independent Problem
Solving Task
Independent Problem Solving Task – Walking
Away with a Million Dollars
20
Materials: Walking Away
with a Million Dollars Open Response
PPS Intermediate Problem Solving Rubric
Pencils Campers’ Manila
folders
Independent Problem Solving Task: Walking Away with a Million Dollars
Based on the peer review, give the campers the opportunity to revise their Walking Away with a Million Dollars task.
(Once the campers have revised their problems, they may play any of the differentiated instruction activities.)
Number Worlds Level G
Unit: Division Week 3 Lesson 1 p.
22A-23 50
Materials Teacher Manual
pages 22A – 23 (includes math background/ intro).
Campers Workbook pages 22 – 23
Math vocabulary cards for the math word wall
Paper Pencils
Topic: Beyond the Basics Lesson objective must be stated and posted ‐ Week 3 Lesson 1
Objective: Campers divide three‐digit and four‐digit numbers by one‐digit divisors with remainders.
Week 3 Lesson 1 math vocabulary: quotient, divisor, and dividend. Math vocabulary words, their definition, and a pictorial
representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up – Concept Building section on page 22C. Under the Engage heading on page 22C, complete Skill Building
section Long Division and Strategy Building section Solve The Problem.
Review the Key Idea box with the campers on page 22. Have the campers complete the Try This and Practice problems on
pages 22 and 23. Review these problems with the campers.
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Exit Slip: All campers must complete the Reflect problem at the bottom of page 23. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving Closing – Student Presentation
Walking Away with a Million
Dollars 20
Materials Walking Away
with a Million Dollars Open Response
Pencils Manila folders Teacher pages 87
– 91. Copies of the PPS
Intermediate Problem Solving Rubric
The campers will present their solutions to the Walking Away with a Million Dollars problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.
Page 88 Rubric and PPS Intermediate Rubric Correlation:
Page 88 Rubric PPS Intermediate Problem Solving
Rubric Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Make sure that with teacher’s guidance, the campers are able to identify the examples of each of the categories in the rubric. ‐ Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).
The presentation of the campers’ work during the Closing will begin with Approaching the Standard work and end with the Exceeds the Standard work.
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4th Grade Math Lesson Plan Template Day 6
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials: Multiplication
Top‐It directions Everyday Math
Cards Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Beat the Calculator directions
Calculator Paper Pencils Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts) – You can have a teacher led group to review the Baseball Multiplication (Advanced Versions) game.
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Number Worlds Level G
Unit: Division Week 3 Lesson 2 p.
24A-25 50
Materials: Teacher Manual
pages 24A ‐ 25 Campers
Workbook pages 24 –25
Math vocabulary cards for the math word wall
Paper Pencils
Topic: Beyond the Basics Lesson objective must be stated and posted ‐ Week 3 Lesson 2
Objective: Campers divide three‐digit and four‐digit numbers by one‐digit divisors with remainders.
Week 3 Lesson 2 math vocabulary: left over, solve each problem, quotient, divisor, remainder, and dividend. (The vocabulary words in bold are listed on page 24A in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 24A. Under the Engage heading on page 24A, complete Skill Building
section Division with Remainders and Strategy Building section Problem Solving.
Review the Key Idea box with the campers on page 24. Have the campers complete the Try This and Practice problems on
pages 24 and 25. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 25. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Independent Problem
Solving Task
A Trip to Adventure Land
Introduction 20
Materials A Trip to
Adventure Land Open Response for each student
Pencils Manila folders Teacher pages 95
– 99.
Independent Problem Solving Task: A Trip to Adventure Land Description: Campers calculate the cost per student for a field trip. Focus:
1. Use paper‐and‐pencil algorithms to solve problems involving the division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.
2. Make reasonable estimates for whole number multiplication and division problems, and explain how the estimates were obtained.
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Copies of the PPS Intermediate Problem Solving Rubric
Review the rubric on page 96 and the sample of student responses on
pages 97‐99 when having the campers present their papers and for additional information.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
The campers will continue working on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.
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4th Grade Math Lesson Plan Template Day 7
Topic Title Number
of Minutes
Materials Example/Description
Independent Problem
Solving Task
A Trip to Adventure Land 30
Materials A Trip to
Adventure Land Open Response for each student
Pencils Manila folders Teacher pages 95
– 99. Copies of the PPS
Intermediate Problem Solving Rubric
Independent Problem Solving Task: A Trip to Adventure Land Description: Campers calculate the cost per student for a field trip. Focus:
1. Use paper‐and‐pencil algorithms to solve problems involving the division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.
2. Make reasonable estimates for whole number multiplication and division problems, and explain how the estimates were obtained.
Review the rubric on page 96 and the sample of student responses on
pages 97‐99 when having the campers present their papers and for additional information.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
The campers will continue work on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.
Number Worlds Level G
Unit: Division Week 3 Lesson 3
p. 26A-27 50-60
Materials: Teacher Manual
pages 26A ‐ 27 Campers
Workbook pages 26 – 27
Math vocabulary
Topic: Beyond the Basics Lesson objective must be stated and posted ‐ Week 3 Lesson 3
Objective: Campers divide three‐digit and four‐digit numbers by two‐digit divisors with no remainders.
Week 3 Lesson 3 math vocabulary: estimate, dividend, divisor, and quotient.
Math vocabulary words, their definition, and a pictorial
20
cards for the math word wall
Paper Pencils
representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 26A. Under the Engage heading on page 26A, complete Skill Building
section More Long Division and Strategy Building section Division Application.
Review the Key Idea box with campers on page 26. Have the campers complete the Try This and Practice problems on
pages 26 and 27. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 27. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
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4th Grade Math Lesson Plan Template Day 8
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials: Multiplication
Top‐It directions Everyday Math
Cards Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Beat the Calculator directions
Calculator Paper Pencils Baseball
Multiplication (Advanced version) directions
4 six‐sided dice Name that
Number directions
Differentiated Instruction Menu: ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts). ~Name that Number (Skill: Naming numbers with expressions) – You can have a teacher led group to review the Name That Number game.
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Number Worlds Level G
Unit: Division Week 3, Lesson 4
p.28A-29 50
Materials Teacher
Manual pages 28A ‐ 29
Camper Workbook pages 28 – 29
Math vocabulary cards for the math word wall
Paper Pencils
Topic: Beyond the Basics Lesson objective must be stated and posted. ‐ Week 3 Lesson 4
Objective: Campers divide three‐digit and four‐digit numbers by two‐digit divisors with remainders.
Week 3 Lesson 4 math vocabulary: dividend, divisor, quotient, and remainder. (The vocabulary words are found on page 28 of the student workbook.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up – Concept Building section on page 28A. Under the Engage heading on page 28A, complete Skill Building
section Quotients and Remainders and Strategy Building section What Remains. Review the Key Idea box with the campers on page 28. Have the campers complete the Try This and Practice problems on
pages 28 and 29. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 29. This problem will be used as an exit slip to check the campers understanding of the lesson’s math concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on Beyond the Basics Week 3, Lesson 5 Review on pages 30A‐31 in the teacher’s manual.)
Problem Solving
Worktime – Peer Review
A Trip to Adventure Land 20
Materials A Trip to
Adventure Land Open Response for each student
Independent Problem Solving Task: A Trip to Adventure Land Description: Campers calculate the cost per student for a field trip. Focus:
1. Use paper‐and‐pencil algorithms to solve problems involving the
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Pencils Manila folders Teacher pages 95
– 99. Copies of the PPS
Intermediate Problem Solving Rubric
division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.
2. Make reasonable estimates for whole number multiplication and division problems, and explain how the estimates were obtained.
Review the rubric on page 96 and the sample of student responses on
pages 97‐99 when having the campers present their papers and for additional information.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
Page 96 Rubric and PPS Intermediate Rubric Correlation:
Page 96 Rubric PPS Intermediate Problem Solving Rubric
Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Divide the campers in partners and have them assess each other’s
work using the rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the PPS Intermediate Problem Solving Rubric to assess the campers’ work. The campers should be instructed to highlight on the rubric where their peer’s work falls.
After the peer review is completed, give the campers an opportunity to revise their work.
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4th Grade Math Lesson Plan Template Day 9
Topic Title Number
of Minutes
Materials Example/Description
Independent Problem
Solving Task
Independent Problem Solving Task – A Trip to Adventure Land
20
Materials A Trip to
Adventure Land Open Response for each student
Pencils Manila folders Teacher pages 95
– 99. Copies of the PPS
Intermediate Problem Solving Rubric
Campers’ Manila folders
Independent Problem Solving Task: A Trip to Adventure Land. Based on the peer review, give the campers the opportunity to
revise their A Trip to Adventure Land at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)
Number Worlds Level G
Unit: Number Sense
Week 1 Lesson 1 p. 2A-3
50
Materials Teacher Manual
pages 2A – 3 (includes math background/ intro).
Campers Workbook pages 2 – 3
2 construction paper circles cut
Topic: Fractions as Parts of Wholes or Parts of Sets Lesson objective must be stated and posted. ‐ Week 1 Lesson 1
Objective: Given a picture of fractional parts of a whole, campers use a fraction to label the representation.
Week 1 Lesson 1 math vocabulary: fraction, numerator, denominator, and mixed numbers (The vocabulary words in bold are listed on page 2C in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up – Concept Building section on page 2C.
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into 4 equal pieces per circle
Math vocabulary cards for the math word wall
Paper Pencils
In your definition of what is a mixed number you will have already made 2 circles and divided them into 4 equal pieces per circle for a total of 8 pieces. You will take 7 of those 8 pieces and show them to the campers. You will tell the campers that those are 7 fourths and write the improper fraction of 7/4. Then, you will take the 7/4 and show the campers how the improper fraction is actually the mixed number of 1 ¾ by combining 4 of the fourths into a whole and having 3 of the fourths leftover.
Review the Key Idea box with the campers on page 2. Complete problems #1, 5, and 13 with the campers. Have the
campers complete problems #2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 14, 15, and 16 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 6, 7, 8, 9, 10, 11, 12, 14, 15, and 16 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 3. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving
Closing – Student
Presentation
A Trip to Adventure Land 20
Materials A Trip to
Adventure Land Open Response for each student
Pencils Manila folders Teacher pages 95
– 99. Copies of the PPS
Intermediate Problem Solving
Independent Problem Solving Task: A Trip to Adventure Land Description: Campers calculate the cost per student for a field trip. Focus:
1. Use paper‐and‐pencil algorithms to solve problems involving the division of multidigit whole numbers by 1‐digit whole numbers; describe the strategies used and how they work.
2. Make reasonable estimates for whole number multiplication and division problems, and explain how the estimates were obtained.
The campers will present their solutions to A Trip to Adventure Land.
The teacher will select problems that will represent each level from
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Rubric
Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+). Page 96 Rubric and PPS Intermediate Rubric Correlation:
Page 96 Rubric PPS Intermediate Problem Solving
Rubric Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Make sure that with teacher’s guidance, the campers are able to
identify the examples of each of the categories in the rubric. ‐ Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).
The presentation of the campers’ work during the Closing will begin with Approaching the Standard work and end with the Exceeds the Standard work.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
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4th Grade Math Lesson Plan Template Day 10
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials: Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Scissors Multiplication
Top‐It directions Everyday Math
Cards Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions) – You can introduce this game to a group of campers while the other campers are playing other games. Keep the cards in an envelope to be used during future differentiated instruction sessions. ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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4 six‐sided dice Name that
Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense
Week 1 Lesson 2 p. 4A-5
50
Materials: Teacher Manual
pages 4A ‐ 5 Campers
Workbook pages 4 – 5
Templates or ruler
blank paper and scissors (for fraction origami)
Math vocabulary cards for the math word wall
Paper Pencils
Topic: Fractions as Parts of Wholes or Parts of Sets Lesson objective must be stated and posted. ‐ Week 1 Lesson 2
Objective: Campers draw or make a physical representation of a given fraction.
Week 1 Lesson 2 math vocabulary: numerator, denominator, fraction and physical representation. (The vocabulary words in bold are listed on page 4A in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 4A. Under the Engage heading on page 4A, complete the fraction origami
section with the campers. The fraction origami activity will help the campers in actually building the fraction concept. Make sure that you model the folding and cutting of the paper to ensure that the campers move through this section quickly. Due to tight time constraints, you may want to model the folding and cutting of the paper and have the campers respond to the questions posed in the fraction origami activity instead of having the campers fold and cut out the paper themselves.
Review the math vocabulary word definitions of numerator and denominator both verbally and with a pictorial representation. You can use the 1/3 fraction example in the Key Idea box. (page 4.) Explain to the campers that the 1 is the numerator because 1 of the 3 parts was shaded in. Also, explain to the campers that the 3 is the denominator because the whole is divided into 3 equal parts. Stress to the campers that the parts have to be equal/same size.
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Have the campers complete problems #1, 3, 5, 6, 9, 10, 13, 14, 15, and 16 independently. Once the problems are completed, review with the campers problems ##1, 3, 5, 6, 9, 10, 13, 14, 15, and 16 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 5. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Independent
Problem Solving Task
Problem Solving Task – Fraction
Bingo Introduction
20
Materials Fraction Bingo
Task Copies of PPS
Intermediate Problem Solving Rubric
Manila Folders Pencils
Fraction Bingo II Task: Introduce to the campers the Fraction Bingo problem solving task. The
task should be kept in the campers’ manila problem solving folders. Review the Intermediate Problem Solving Rubric with the campers. This rubric will be used by each camper and also will be a tool during the peer review that will occur later on in the week.
The Fraction Bingo’s solutions should have the following:
1. Show fractions split into equal parts 2. Explain that Lynn’s picture was incorrect 3. Explain why Lynn’s picture was incorrect 4. Use a model to show why Lynn’s picture was incorrect 5. Explain why own picture was correct
The above referenced solution components need to be taken into consideration when you are selecting campers’ work for presentation during the Closing which will also occur later on in the week. The campers’ work need to be selected from the basic to the more sophisticated solutions.
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4th Grade Math Lesson Plan Template Day 11
Topic Title Number
of Minutes
Materials Example/Description
Differentiated
Instruction and
Independent Problem
Solving Task
Differentiated Instruction and
Independent Problem Solving Task – Fraction
Bingo
30
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions) Fraction Bingo – The campers will continue to work independently on
the task. The campers need to complete the Fraction Bingo task during this time so that his/her peer will be able to use the rubric to analyze his/her work during the peer review session that will occur tomorrow. The campers can refer to the rubric to help them meet the problem’s expectations.
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Name that Number directions
Pencils Paper Fraction Bingo
Task PPS Intermediate
Problem Solving Rubric
Campers’ Manila folders
Number Worlds Level G
Unit: Number Sense
Week 1 Lesson 3 p. 6A-7
60
Materials: Teacher Manual
pages 6A ‐ 7 Campers
Workbook pages 6 – 7
Math vocabulary cards for the math word wall
Counters Paper Pencils
Topic: Fractions as Parts of Wholes or Parts of Sets Lesson objective must be stated and posted. ‐ Week 1 Lesson 3
Objective: Campers will represent and label a fraction as a part of a set.
Week 1 Lesson 3 math vocabulary: set, numerator, denominator, and fraction. (The vocabulary word in bold is listed on page 6A in the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 6A. Under the Engage heading on page 6A, complete the Skill Building
section including Counter Sets. Review the Key Idea box with campers on page 6. Have the campers complete problems #1 – 10 independently. Once
the problems are completed, review with the campers problems #1 ‐ 10 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 7. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction concept.
Reflect: Complete the Extended Response and Real ‐World
35
Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
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37
4th Grade Math Lesson Plan Template Day 12
Topic Title Number
of Minutes
Materials Example/Description
Differentiated
Instruction and
Independent Problem
Solving Task
Differentiated Instruction and
Independent Problem Solving Task – Fraction
Bingo
20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions) Fraction Bingo – If necessary, the campers will complete their task
independently so that his/her peer will be able to use the rubric to analyze his/her work during the peer review session that will occur today. The campers can refer to the rubric to help them meet the problem’s expectations.
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Name that Number directions
Pencils Paper Fraction Bingo
Task PPS Intermediate
Problem Solving Rubric
Campers’ Manila folders
Number Worlds Level G
Unit: Number Sense
Week 1, Lesson 4 p.8A-9
50
Materials Teacher
Manual pages 8A ‐ 9
Camper Workbook pages 8 – 9
Pattern blocks for the Strategy Building Activity
Math‐Link Cubes (Connected cubes)
Math vocabulary cards for the math word wall
Topic: Fractions as Parts of Wholes or Parts of Sets Lesson objective must be stated and posted. ‐ Week 1 Lesson 4
Objective: Campers construct the whole when given a fractional part.
Week 1 Lesson 4 math vocabulary: whole, fractional part, numerator and denominator. (The vocabulary words in bold are listed on page 8A in the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Strategy Building Activity on page 8A. Review the Key Idea box with the campers on page 8. Complete problem #1 with the campers. Have the campers
complete problems #2 ‐ 7 independently. Once the problems are completed, review with the campers problems #2 ‐ 7 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 9. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World
39
Paper Pencils
Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on Fractions as Parts of Wholes or Parts of Sets Week 1, Lesson 5 Review on pages 10A‐11 in the teacher’s manual.)
Problem Solving
Worktime – Peer Review
Fraction Bingo Peer Review 20
Materials: Fraction Bingo
Task PPS Intermediate
Problem Solving Rubric
Highlighters (optional)
Pencils Campers’ Manila
folders
Independent Problem Solving Task: Fraction Bingo Description: Campers focus in this problem is the importance of equal
parts in fractions. Review the Intermediate Problem Solving Rubric with the campers.
This rubric will be used by each camper during the peer review. The Fraction Bingo’s solutions should have the following:
- Show fractions split into equal parts - Explain that Lynn’s picture was incorrect - Explain why Lynn’s picture was incorrect - Use a model to show why Lynn’s picture was incorrect - Explain why own picture was correct
Divide the campers in partners and have them assess each other’s work using the PPS Intermediate Problem Solving Rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the rubric. The campers should be instructed to highlight where their peer’s work falls on the rubric.
After the peer review is completed, give the campers an opportunity to revise their work the next day.
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4th Grade Math Lesson Plan Template Day 13
Topic Title Number
of Minutes
Materials Example/Description
Independent Problem
Solving Task
Independent Problem Solving Task – Fraction
Bingo
20
Materials: Fraction Bingo
Task PPS Intermediate
Problem Solving Rubric
Pencils Campers’ Manila
folders
Independent Problem Solving Task: Fraction Bingo Based on the peer review, give the campers the opportunity to
revise their Fraction Bingo task at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)
Number Worlds Level G
Unit: Number Sense
Week 2, Lesson 1 p.12A-13
50
Materials Teacher
Manual pages 12A – 13 (includes math background/
Intro.) Camper
Workbook pages 12 – 13
Sheets of paper and crayons or markers (for Concept Building)
Topic: Equivalent Fractions Lesson objective must be stated and posted. ‐ Week 2 Lesson 1
Objective: Campers identify and name equivalent fractions Week 2 Lesson 1 math vocabulary: equivalent fractions,
numerator, and denominator (The vocabulary words in bold are listed on page 12C in the teacher’s manual).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 12C. Under the Engage heading on page 12C, complete Strategy Building
section Equivalent Fractions and Skill Building section Folding Frenzy.
Review the Key Idea box with the campers on page 12. Complete problem #1 with the campers. Have the campers
complete problems #2 ‐ 12 independently. Once the problems are completed, review with the campers problems #2 ‐ 12 as a whole
42
Blackline Master – B17 – Fraction Bars for Strategy Building
Math vocabulary cards for the math word wall
Paper Pencils
group. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 13. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving
Closing – Student
Presentation
Fraction Bingo 20
Materials: Fraction Bingo
Task PPS Intermediate
Problem Solving Rubric
Pencils Campers’ Manila
folders
The campers will present their solutions to Fraction Bingo problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.
Make sure that with teacher’s guidance, the campers are able to identify the aspects of each of the levels on the rubrics.
The presentation of the campers’ work during the Closing will begin with Approaching the Standard work and end with the Exceeds the Standard work.
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4th Grade Math Lesson Plan Template Day 14
Topic Title Number
of Minutes
Materials Example/Description
Math Read Aloud
Math Read Aloud and Related
Activity 20
Materials Full House – An
Invitation to Fractions by Dayle Ann Dodds
Math vocabulary cards for the math word wall.
Copies of the read aloud activity Lasagna at the Strawberry Inn
Pencils, crayons, paper
Read the story to the class and be sure to put lots of enthusiasm into your voice!
Discuss big ideas. Bring the campers attention to the house at the bottom of the page where the rooms will light up to show the fractions. At the end of the story, there will be 6 of the 6 rooms filled which is 6/6 = 1. Make sure that the campers realize that the whole is represented by the rooms in the house – 6 rooms – which is the denominator. As each of the rooms are filled by guest, that number will be the numerator.
Math vocabulary words/concepts for the story are as follows: whole, numerator, and denominator. Please make sure that these words are placed on the math word wall.
The campers will be able to complete the fraction read aloud activity associated with Full House – An Invitation to Fractions by Dayle Ann Dodds.
Once the read aloud activity has concluded and the campers are sharing out their answers, make sure that you mentioned that 3/6 of the rooms being filled is the same as ½ of the rooms being filled because they are equivalent fractions. This will help lay the foundation for the upcoming equivalent fraction lesson.
The problems on the read aloud activity are tiered from the more basic type of problem with two of the six rooms having guest to the more complex with 5/6 of the rooms were filled and 1/6 of the rooms were still vacant.
When applicable, post the completed read aloud activities in the classroom.
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Number Worlds Level G
Unit: Number Sense
Week 2 Lesson 2 p. 14A-15
50
Materials Teacher Manual
pages 14A – 15 Campers
Workbook pages 14 – 15
Pair of dot cubes for each student
Math vocabulary cards for the math word wall
Calculators (to check products)
Paper Pencils Markers
Topic: Equivalent Fractions Lesson objective must be stated and posted ‐ Week 2 Lesson 2
Objective: Campers use multiplication to create equivalent fractions.
Week 2 Lesson 2 math vocabulary: equivalent fractions and area model. (The vocabulary words in bold are listed on page 14A in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up – Concept Building section on page 14A. Under the Engage heading on page 14A, complete Skill Building
section Luck of the Roll. Review the Key Idea box with the campers on page 14. Complete problems #1 – 3 with the campers. Have the campers
complete problems #4, 6, 8, 10, 12, 14, 16, and 18. Once they are completed, review with the campers problems #4, 6, 8, 10, 12, 14, 16, and 18.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 15. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Independent Problem
Solving Task
Queen Arlene’s Dilemma
Introduction 20
Materials Queen Arlene’s
Dilemma Open Response for each camper
Pattern blocks Pencils
Independent Problem Solving Task: Queen Arlene’s Dilemma Description: Campers divide regions into fractional parts according to
a number story. Focus:
1. Read, write, and model fractions; solve problems involving fractional parts of a region; describe and explain strategies used.
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Manila folders Teacher pages
105 – 109. Copies of the PPS
Intermediate Problem Solving Rubric
2. Use manipulatives and mental arithmetic to solve problems involving the addition of fractions with like and unlike denominators; describe the strategies used.
Review the rubric on page 106 and the sample of student responses
on pages 107‐109 when having the campers present their papers and for additional information.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
The campers will continue work on this problem during the week as outlined in the lesson plans. The campers’ problems need to be kept in a manila folder so that they will be able to independently work on the task.
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47
4th Grade Math Lesson Plan Template Day 15
Topic Title Number
of Minutes
Materials Example/Description
Differentiated
Instruction and
Independent Problem
Solving Task
Differentiated Instruction and
Independent Problem Solving
Task – Queen Arlene’s Dilemma
20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
Queen Arlene’s Dilemma – The campers will continue to work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.
48
Name that Number directions
Pencils Paper Queen Arlene’s
Dilemma Open Response
PPS Intermediate Problem Solving Rubric
Campers’ Manila folders
Number Worlds Level G
Unit: Number Sense
Week 2 Lesson 3 p. 16A-17
50
Materials: Teacher Manual
pages 16A ‐ 17 Campers
Workbook pages 16 ‐ 17
Math vocabulary cards for the math word wall
Paper Pencils
Topic: Equivalent Fractions Lesson objective must be stated and posted ‐ Week 2 Lesson 3
Objective: Campers use division to create equivalent fractions. Week 2 Lesson 3 math vocabulary: equivalent fractions. (The
vocabulary word in bold is listed on page 16A in the teacher’s manual.).
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 16A. Under the Engage heading on page 16A, complete Skill Building
section Recipe Jumble. Review the Key Idea box with the campers on page 16. Complete problems #1 – 3 with the campers. Have the campers
complete problems #4, 6, 8, 10, 12, 14, 16, and 18. Once they are completed, review with the campers problems #4, 6, 8, 10, 12, 14, 16, and 18.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 17. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fractions
49
concept. Reflect: Complete the Extended Response and Real ‐World
Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
**Advance preparation for Unit: Number Sense, Topic: Equivalent Fractions, Week 2, Lesson 4, you will need measuring cups (1/2, 1/4, 1/8, and 1/3) and water.
POTW - Title Lasagna Night at the Strawberry Inn
Skill Focus: Fractions 20
Materials POTW copies for
the campers Pencils
Skill Focus: Fractions Distribute the problem to the class. The teacher will introduce the problem to the campers by using the
following overarching questions: o What does the problem already tell me? o What do I want to find out? o What information will help me find the answer? o Do I know a way or strategy to get started? (ex. Draw a picture)
Have campers turn to a partner to retell the problem in their own words prior to solving the task.
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51
4th Grade Math Lesson Plan Template Day 16
Topic Title Number
of Minutes
Materials Example/Description
Differentiated
Instruction and
Independent Problem
Solving Task
Differentiated Instruction and
Independent Problem Solving
Task – Queen Arlene’s Dilemma
20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
Queen Arlene’s Dilemma – The campers will continue to work independently on the task. The campers can refer to the rubric to help them meet the problem’s expectations.
52
Name that Number directions
Pencils Paper Queen Arlene’s
Dilemma Open Response
PPS Intermediate Problem Solving Rubric
Campers’ Manila folders
Number Worlds Level G
Unit: Number Sense
Week 2 Lesson 4 p. 18A-19
50
Materials: Teacher Manual
pages 16A ‐ 17 Campers
Workbook pages 16 ‐ 17
Math vocabulary cards for the math word wall
Paper Pencils Measuring cups
(1/2, 1/4, 1/8, and 1/3 cups)
Water
Topic: Equivalent Fractions Lesson objective must be stated and posted ‐ Week 2 Lesson 4
Objective: Campers develop fraction sense and an understanding of equivalent fractions.
Week 2 Lesson 4 math vocabulary: fraction sense (The vocabulary word in bold is found on page 18A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 18A. This activity will require the measuring cups.
Under the Engage heading on page 18A, complete Skill Building section Dough Nutty Bakery.
Review the Key Idea box with campers on page 18. Have the campers complete the Try This and Practice problems on
pages 18 and 19. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 19. This problem will be used as an exit slip to check the campers understanding of the lesson’s equivalent fraction concept.
53
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on Equivalent Fractions Week 2, Lesson 5 Review on pages 20A‐21 in the teacher’s manual.)
POTW - Title: Lasagna Night at the Strawberry Inn
Skill Focus: Fractions 20
Materials POTW copies for
the campers Pencils
Lasagna Night at the Strawberry Inn Skill Focus: Fractions
Review the campers’ answers to the problem.
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55
4th Grade Math Lesson Plan Template Day 17
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
56
Name that Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense
Week 3, Lesson 1, p. 22A-23
50
Materials Teacher Manual
pages 22A – 23 (includes math background/
Intro.) Camper
Workbook pages 22 – 23
Fraction tile set for the Strategy Building – More or Less activity
Index cards Math vocabulary
cards for the math word wall
Paper Pencils
Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted. ‐ Week 3 Lesson 1
Objective: Campers accurately compare fractions in which the numerators or the denominators are the same.
Week 3 Lesson 1 math vocabulary: compare, greater than, and less than (The vocabulary words in bold are found on page 22C of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 22C. Under the Engage heading complete Strategy Building section More or
Less if your kit has the fraction tile set and Fraction Showdown. Review the Key Idea box with the campers on page 22. Complete problem #1 with the campers. Have the campers complete
problems #2 ‐ 16 independently. Once the problems are completed, review with the campers problems #2 ‐ 16 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 23. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
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Problem Solving
Worktime – Peer Review
Queen Arlene’s Dilemma 20
Materials Queen Arlene’s
Dilemma Open Response for each camper
Pattern blocks Pencils Manila folders Teacher pages
105 – 109. Copies of the PPS
Intermediate Problem Solving Rubric
Independent Problem Solving Task: Queen Arlene’s Dilemma Description: Campers divide regions into fractional parts according to
a number story. Focus:
1. Read, write, and model fractions; solve problems involving fractional parts of a region; describe and explain strategies used.
2. Use manipulatives and mental arithmetic to solve problems involving the addition of fractions with like and unlike denominators; describe the strategies used.
Review the rubric on page 106 and the sample of student responses
on pages 107‐109 when having the campers present their papers and for additional information.
The campers will be using the PPS Intermediate Problem Solving rubric to evaluate their work.
Page 106 Rubric and PPS Intermediate Rubric Correlation:
Page 106 Rubric PPS Intermediate Problem Solving Rubric
Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Divide the campers in partners and have them assess each other’s
work using the rubric. You may want to use a problem that you solved or one of the student response samples to model how the campers should use the PPS Intermediate Problem Solving Rubric to assess the campers’ work. The campers should be instructed to highlight on the rubric where their peer’s work falls.
After the peer review is completed, give the campers an opportunity to revise their work.
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59
4th Grade Math Lesson Plan Template Day 18
Topic Title
Number of
Minutes
Materials Example/Description
Independent Problem
Solving Task
Independent Problem Solving
Task – Queen Arlene’s Dilemma
20
Materials: Queen Arlene’s
Dilemma Task PPS Intermediate
Problem Solving Rubric
Pencils Campers’ Manila
folders
Independent Problem Solving Task: Queen Arlene’s Dilemma Based on the peer review, give the campers the opportunity to
revise their Queen Arlene’s Dilemma task at this time. (If the campers have revised their problems, they may play any of the differentiated instruction activities.)
Number Worlds Level G
Unit: Number Sense Week 3,
Lesson 2, p.24A-25 50
Materials Teacher Manual
pages 24A ‐ 25 Camper
Workbook pages 24 – 25
Equal‐sized strips of paper for each student (for the Concept Building section)
Magnetic number line(for the Strategy Building and The One‐Half
Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted. ‐ Week 3 Lesson 2
Objective: Campers compare fractions using the benchmarking strategy.
Week 3 Lesson 2 math vocabulary: benchmark, inequality, and mark the number line. (The vocabulary words in bold are found on page 24A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 24A. Under the Engage heading on page 24A, complete the Strategy
Building section The One‐Half Benchmark activity. Review the Key Idea box with the campers on page 24. Complete problems #1 and 7 with the campers. Have the
campers complete problems #2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, and
60
Benchmark activity)
Math vocabulary cards for the math word wall
Paper Pencils Markers
14 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 5, 6, 8, 9, 10, 11, 12, 13, and 14 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 25. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving Closing – Student Presentation
Queen Arlene’s Dilemma 20
Materials Queen Arlene’s
Dilemma Open Response
Pencils Manila folders Teacher pages 105 –
109. Copies of the PPS
Intermediate Problem Solving Rubric
The campers will present their solutions to Queen Arlene’s Dilemma problem. The teacher will select problems that will represent each level from Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+.
Page 106 Rubric and PPS Intermediate Rubric Correlation:
Page 106 Rubric PPS Intermediate Problem Solving Rubric Categories
Level 4 4+ and 4 Level 3 3 Level 2 2 Level 1 1
Make sure that with teacher’s guidance, the campers are able to
identify the examples of each of the categories in the rubric. ‐Approaching the Standard (Levels 1 and 2), Meets the Standard (Levels 3 and 4), and Exceeds the Standard (Level 4+).
The presentation of the campers’ work during the Closing will begin with Approaching the Standard work and end with the Exceeds the Standard work.
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4th Grade Math Lesson Plan Template Day 19
Topic Title
Number of
Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Fraction Top‐It Cards
1 and 2 Fraction Top‐It
directions Envelopes Multiplication Top‐It
directions Multiplication
Wrestling directions Multiplication
Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice Name that Number
directions
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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Pencils Paper
Number Worlds Level G
Unit: Number Sense Week 3,
Lesson 3, p.26A-27 50
Materials Teacher Manual
pages 26A ‐ 27 Camper
Workbook pages 26 – 27
Grid paper Math vocabulary
cards for the math word wall
Paper Pencils
Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted. ‐ Week 3 Lesson 3
Objective: Campers can find a common denominator for two or more fractions.
Week 3 Lesson 3 math vocabulary: common denominator, compare the fractions, and least common multiple. (The vocabulary words in bold are found on page 26A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 26A. Under the Engage heading on page 26A, complete the Skill
Building section Finding Common Denominator and On Common Grounds.
Review the Key Idea box with the campers on page 26. Have the campers complete the Try This and Practice problems on
pages 26 and 27. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 27. This problem will be used as an exit slip to check the campers understanding of the lesson’s comparing and ordering fraction concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving Task
Different Ways to Multiply 20
Materials: Copies of the
problem Pencils Manila folders
Different Ways to Multiply Skill Focus: Multiplication – Two‐Digit by Two‐Digit
Distribute the problem to the campers. Review the problem with the campers and have them work on it
independently.
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Activities to Undo Math Misconceptions (Grades 3‐5) – page 24.
The campers will place the problem in their manila folder. You will review the problem with the campers tomorrow.
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4th Grade Math Lesson Plan Template Day 20
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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Name that Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense
Week 3 Lesson 4 p. 28A-29
50
Materials: Teacher Manual
pages 28A ‐ 29 Campers
Workbook pages 28 – 29
Math vocabulary cards for the math word wall
Index cards Fraction Tiles Paper Pencils
Topic: Comparing and Ordering Fractions Lesson objective must be stated and posted ‐ Week 3 Lesson 4
Objective: Campers compare fractions by finding a common denominator.
Week 3 Lesson 4 math vocabulary: common denominator, coins and bills, and twice as many. (The vocabulary words in bold are found on page 28A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 28A. Under the Engage heading on page 28A, complete Skill Building
sections Fraction Showdown II and Fraction Lineup. Review the Key Idea box with campers on page 28. Have the campers complete the Try This and Practice problems on
pages 28 and 29. Review these problems with the campers. Exit Slip: All campers must complete the Reflect problem at the
bottom of page 29. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on Comparing and Ordering Fractions Week 3, Lesson 5 Review on pages 30A‐31 in the teacher’s manual.)
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Problem Solving Task
Different Ways to Multiply 20
Materials: Copies of the
problem Manila
folders Pencils Activities to
Undo Math Misconceptions (Grades 3‐5) – page 24
Different Ways to Multiply Skill Focus: Multiplication – Two‐Digit by Two‐Digit
Review the campers’ answers to the problem. Give them additional time if necessary to complete the problem.
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69
4th Grade Math Lesson Plan Template Day 21
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 30
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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Name that Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense Week 4,
Lesson 1, p. 32A-33
60
Materials Teacher
Manual pages 32A – 33 (includes math background/
Intro.) Camper
Workbook pages 32 – 33
Play money Math
vocabulary cards for the math word wall
Paper Pencils
Topic: Fractions and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 1
Objective: Campers understand that fractions and decimals are two different representations of the same value.
Week 4 Lesson 1 math vocabulary: fraction and decimal. (The vocabulary words in bold are found on page 32C of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 32C. Under the Engage heading on page 32C, complete the Skill
Building section Fraction Cents. Review the Key Idea box with the campers on page 32. Complete problems #1 and 9 with the campers. Have the
campers complete problems #2, 3, 4, 5, 6, 7, 8, 10, 11, and 12 independently. Once the problems are completed, review with the campers problems #2, 3, 4, 5, 6, 7, 8, 10, 11, and 12 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 33. This problem will be used as an exit slip to check the campers understanding of the lesson’s fractions and decimals concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
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4th Grade Math Lesson Plan Template Day 22
Topic Title
Number of
Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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4 six‐sided dice Name that
Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense Week 4,
Lesson 2, p. 34A-35
50
Materials Teacher
Manual pages 34A ‐ 35
Camper Workbook pages 34 – 35
Math vocabulary cards for the math word wall
Graph paper Pencils Scissors Tape Paper Calculators (if
available for fraction and decimal conversion purposes.)
Topic: Fractions and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 2
Objective: Campers write tenths and hundredths in decimal and fraction notation.
Week 4 Lesson 2 math vocabulary: decimal and decimal equivalent. (The vocabulary words in bold are found on page 34A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 34A. Under the Engage heading on page 34A, complete Strategy Building
section Decimals 101. Review the Key Idea box with the campers on page 34. Complete problems #1, 2, 3, and 4 with the campers. Have the
campers complete problems #5 ‐ 21 independently. Once the problems are completed, review with the campers problems #5 ‐ 21 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 35. This problem will be used as an exit slip to check the campers understanding of the fractions and decimals concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
**Advance preparation for Unit: Number Sense, Topic:
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Fractions and Decimals, Week 4, Lesson 3 you will need clothespins and a long piece of string or rope.
Problem Solving Task
The Choral Assembly 20
Materials: Copies of the
problem Pencils Manila folders Activities to
Undo Math Misconceptions (Grades 3‐5) – page 22
The Choral Assembly Skill Focus: Multiplication – Two‐Digit by Two‐Digit
Distribute the problem to the campers. Review the problem with the campers and have them work on it
independently. The campers will place the problem in their manila folder. You will
review the problem with the campers tomorrow.
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75
4th Grade Math Lesson Plan Template Day 23
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 20
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication Top‐
It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice Name that Number
directions
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
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Pencils Paper
Number Worlds Level G
Unit: Number Sense Week 4,
Lesson 3, p. 36A-37
50
Materials
Teacher Manual pages 36A – 37
Camper Workbook pages 36 – 37
A long piece of rope or string
Clothespins Index cards Magnetic
number lines Math
vocabulary cards for the math word wall
Paper Pencils
Topic: Fractions and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 3
Objective: Campers will develop an understanding of the relative sizes of fractions and decimals.
Week 4 Lesson 3 math vocabulary: decimal. (The vocabulary words in bold is found on page 36A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 36A. Under the Engage heading on page 36A, complete Skill Building
section Number Rope. Review the Key Idea box with the campers on page 36. Complete problem #1 – 4 with the campers. Have the campers
complete problems #5, 7, 9, 11, 13, 15, 17, and 19 independently. Once the problems are completed, review with the campers problems #5, 7, 9, 11, 13, 15, 17, and 19 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 37. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
Problem Solving Task
The Choral Assembly 20
Materials: Copies of the
problem Manila folders Pencils Activities to
The Choral assembly Skill Focus: Multiplication – Two‐Digit by Two‐Digit
If necessary, give the campers time to complete the problem. Review the campers’ answers to the problem.
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Undo Math Misconceptions (Grades 3‐5) – page 22
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79
4th Grade Math Lesson Plan Template Day 24
Topic Title Number
of Minutes
Materials Example/Description
Differentiated Instruction
Differentiated Instruction 30
Materials Fraction Top‐It
Cards 1 and 2 Fraction Top‐It
directions Envelopes Multiplication
Top‐It directions Multiplication
Wrestling directions
Multiplication Wrestling Worksheet
Everyday Math Cards
Beat the Calculator directions
Calculator Baseball
Multiplication (Advanced version) directions
4 six‐sided dice
Differentiated Instruction Menu: ~Fraction Top‐It (Skill: Comparing Fractions). ~Multiplication Top‐It (Skill: Multiplication Facts 0 to 10) ~ Multiplication Wrestling (Skill: Partial Products Algorithm)
~ Beat the Calculator (Skill: Mental Multiplication Skills) ~Baseball Multiplication – Advanced Version (Skill: Multiplication facts through 12s, extended facts).
~Name that Number(Skill: Naming numbers with expressions)
80
Name that Number directions
Pencils Paper
Number Worlds Level G
Unit: Number Sense Week 4,
Lesson 4, p. 38A-39
60
Materials
Teacher Manual pages 38A ‐ 39
Camper Workbook pages 38 – 39
Math vocabulary cards for the math word wall
Markers Chart paper Paper Pencils
Topic: Fraction and Decimals Lesson objective must be stated and posted ‐ Week 4 Lesson 4
Objective: Campers can find a decimal number between two given decimal numbers.
Week 4 Lesson 4 math vocabulary: record it on the number line. (The vocabulary word in bold is found on page 38A of the teacher’s manual.)
Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall.
Complete the Warm Up ‐ Concept Building section on page 38A. Under the Engage heading on page 38A, complete Strategy Building
section Tiny Number. Review the Key Idea box with the campers on page 38. Have the campers complete problems #1 – 18. Once the problems are
completed, review with the campers problems #1 ‐ 18 as a whole group.
Exit Slip: All campers must complete the Reflect problem at the bottom of page 39. This problem will be used as an exit slip to check the campers understanding of the lesson’s fraction and decimal concept.
Reflect: Complete the Extended Response and Real ‐World Application sections. If you do not complete the Real‐World Application during this lesson, the problem could be used as a math message review the following day.
(Option: If the campers need additional instruction on the math concept, you may use the information found on Fractions and Decimals Week 4, Lesson 5 Review on pages 40A‐41 in the teacher’s
81
manual.)
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