4th Grade Math Lesson Plans Week 3, Day 1 Topic of the Week: Division

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1 4th Grade Math Lesson Plans Week 3, Day 1 Topic of the Week: Division Topic Problem of the Week Title Introduction to POTW #3 Number of Minutes 15 POTW task Overarching questions on sentence strips Manila folders Example/Description Distribute the problem to the class. Explain to the campers that each week they will receive a Problem of the Week (POTW) that they should work on all week long. At the end of the week, they will share their answers with the rest of the class. Remind campers that the POTW is suppose to make them think hard, so they should work on it a little bit every day and not wait until Thursday. 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 o What information will help me find the answer? Do I know a way or strategy to get started? (ex. Draw a picture) (The questions listed above will be written on sentence strips and posted in the classroom. These questions will be used as conversation starters for the POTW throughout the summer. The posted question will also be part of the student work display that will happen later on in the week.) Have campers turn to a partner to retell the problem in their own words. Independent Work time - Campers work for 5-10 minutes to solve the problem individually. Remind campers that they should continue to work on this problem throughout the week when they have free time in class or at home. They should bring their completed POTWs to class on Friday to share their solutions and any questions they have. Remind campers that it is fine if they were not able to answer all of the questions correctly. They should try their best and make sure to keep track of any questions that they may have when working on the problem and what strategies they can use throughout the week while working on the problem. You may want to have POTW manila folders for each of the campers so that they will be able to retrieve it when they need to work on the problem. By 1

2 Number Worlds Unit: Multiplication Week 1, Lesson 2, p. 4A-5 30 Teacher Manual pages 4A - 5 Camper Workbook pages 4 5 Math vocabulary cards for the math word wall Square tiles having the POTW folders will ensure that the campers do not lose their work. Make sure that you solve the POTW to assist the campers with any misconceptions that they may have with the problem. Also, think about what scaffolds that the campers may need to be successful. Topic: Multiplication Basics Week 1 Lesson 2 Objective: Campers continue multiplying whole numbers and write multiplication facts for area models. Week 1 Lesson 2 math vocabulary: product and factors. Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall. Make the connections for the students with regards to using the area model in the context of multiplication to help them see how this lesson relates to the previous lesson (Unit: Variables, Week 1, Lesson 4). Review the Key Idea box with the campers on page 4. Complete the Warm Up - Concept Building section on page 4A. Under the Engage heading on page 4A, complete Skill Building sections ( What s My Area? and Find the Dimensions). Have the campers complete problems #1 16. Once the problems are completed, review with the campers problems #10, 11, 14, and 15 as a whole group. 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 writing multiplication facts for the area models. 2

3 4th Grade Math Lesson Plans Week 3, Day 2 Topic of the Week: Division Topic Classroom Culture Math Read Aloud Title Birthday Bar Graph Number of Minutes 10 Math Read Aloud #3 20 Board Games Play Board Games 20 Example/Description None The teacher will have the campers create a classroom bar graph by having them line up according to their birthdays. Some of the questions that the teachers can pose during the activity are as follows: ~Which month has the most birthdays? ~Which months have the same number of birthdays? ~Which month has the least number of birthdays? Tell campers that we know that multiplication and division have reciprocal relationships. You may want to write a fact family example for the students (9 * 7 = 63, 7 * 9 = 63, 63 divided by 9 = 7, and 63 divided The Doorbell Rang by 7 = 9). Although we will be studying multiplication this week and next by Pat Hutchins week division, we will be sharing a division math story today. Math vocabulary Read the story to the class and be sure to put lots of enthusiasm into your word wall 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 big ideas. Math vocabulary words/concepts for the story are as follows: division and equal shares. Mastermind for Kids Challenge 24 Qwirkle Blokus Break campers into small groups and allow them to play math and writing board games. Camper friendly directions are available for each game. 3

4 4th Grade Math Lesson Plans Week 3, Day 3 Topic of the Week: Division Topic Math Read Aloud Title Math Read Aloud #3 Activity Number of Minutes 15 The Doorbell Rang by Pat Hutchins Copies of the read aloud activity Example/Description The campers will be able to complete the division related read aloud activities associated with The Doorbell Rang by Pat Hutchins. When applicable, post the completed read aloud activities in the classroom. Number Worlds Unit: Multiplication Week 1, Lesson 3, p. 6A-7 30 Teacher Manual pages 6A - 7 Camper Workbook pages 6 7 Math vocabulary cards for the math word wall Property Paddles (Blackline masters pp. B8, B9, and B10) Math vocabulary cards for the math word wall Topic: Multiplication Basics Week 1 Lesson 3 Objective: Campers identify and use the properties of multiplication to simplify expressions. Week 1 Lesson 3 math vocabulary: Commutative Property of Multiplication, Associative Property of Multiplication, and Distributative Property of Multiplication. Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall. Review the Key Idea box with the campers on page 6. Complete the Warm Up - Concept Building section on page 6A. Under the Engage heading on page 6A, complete Skill Building sections (Property Puzzle). (You will use the blackline master on B8, B9, and B10 in the back of your teacher s manual.) Have the campers complete problems #1, 3, 5, 7, 8, 11, 13, 15, and 18 independently. Once the problems are completed, review all of them with the campers in a whole group format. 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. 4

5 4th Grade Math Lesson Plans Week 3, Day 4 Topic of the Week: Division Topic Problem of the Week Number Worlds Title Share POTW #3 Solutions Unit: Multiplication Week 2, Lesson 1, p. 12C-13 Number of Minutes POTW folder with campers completed POTW tasks Overarching questions on sentence strips Teacher Manual pages 12C - 13 Camper Workbook pages Math vocabulary cards for the math word wall Chart paper Example/Description Have campers pull their POTW solutions from their folders. As campers are working independently or sharing their solutions with their partners, you will be walking around to find a variety of examples that are clearly organized, display correct strategies/solutions, and will generate good class discussion. Incorrect solutions that illustrate a correct strategy also create good class discussion. When it is time for the Closing, have campers present their work from the least sophisticated to the most sophisticated solutions in a whole group format. Post the POTW solutions that the campers completed in the room below the overarching questions on sentence strips. If the campers solved the problem incorrectly, give them an opportunity to revise the problem before posting it on the wall. Topic: Beyond the Basics Week 2 Lesson 1 Objective: Campers estimate the product of two numbers by rounding to the nearest 10 or 100. Week 2 Lesson 1 math vocabulary: estimate and rounding. Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall. Review the Key Idea box with the campers on page 12. Complete the Warm Up - Concept Building section on page 12C. Under the Engage heading on page 12C, complete Skill Building sections (Estimation and Horsing Around). Write the Horsing Around problem on chart paper so that you can refer to it during classroom discussion. Have the campers complete problems #1, 3, and 5 independently. Review problems #1, 3, and 5 as a whole group to make sure that the campers remembered how to round. Once you check for understanding, assign the campers problems #7, 9, 10, 13, and 16. Once the problems are completed, review #9, 13, and 16 with the campers as a whole group. 5

6 6 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.

7 4 th Grade POTW Week 3 Name Date 4 th Grade Problem of the Week #3 1. Three friends want to share 24 star stickers equally. How many star stickers will each person get? Draw a picture to show your work. Write the number sentence that is shown in your picture. 2. Each person wants to have 4 stickers. How many people can share 24 stickers? Explain.

8 4 th Grade Read Aloud Activity Week 3 Name Date Problem: Two sisters, Marissa and Patty, came home from school one day. Marissa was really hungry, so she went into the kitchen to find something to eat. On the kitchen table she found a plate of cookies along with this note from her mother: I had to go to the store. Please share these cookies EQUALLY with your sister. Be back soon. Marissa ate one-half of the cookies on the plate. A little later, Patty came into the kitchen, found the cookies and the note, and ate one-half of the cookies left on the plate. When the girls mother came home, she saw 3 cookies on the plate. How many cookies did Marissa first see on the plate? How many cookies did each girl eat? Did they share them equally? Show your work and explain how you solved the problem.

9 4 th Grade Read Aloud Activity Week 3 Teacher Directions Paper Plate for each camper in the class Paper Cookies small circles, students can color and cut out to make enough cookies (any small round manipulative can be used) Directions to teacher - Break up campers into groups of different number of campers. (One pair of campers, one group of three, one group of four, one group of five...and so on, incorporating all the campers in the class ) Each group will be each given a paper plate and a designated number of paper cookies. For Example: o Group of 2 will get 12 cookies (or any number divisible by 2) o Group of 3 12 cookies (or any number divisible by 3) o Group of 4 12 cookies (or any number divisible by 4) o Group of 5 10 cookies (or any number divisible by 5) Instruct the campers to share them equally, with all members of their group, and then use the glue sticks to glue them down. Once all students have completed their plates, they will share with class how they have equally divided their number of cookies. They will then write their corresponding number sentence on the board/chart paper. Review as a group all of the number sentences used in their work. Stress the meaning of division to separate into equal parts.

10 4th Grade Math Lesson Plans Week 4, Day 1 Topic of the Week: Division Topic Problem of the Week Title Introduction to POTW #4 Number of Minutes 15 POTW task Overarching questions on sentence strips Manila Folders Example/Description Distribute the problem to the class. Explain to the campers that each week they will receive a Problem of the Week (POTW) that they should work on all week long. At the end of the week, they will share their answers with the rest of the class. Remind campers that the POTW is suppose to make them think hard, so they should work on it a little bit every day and not wait until Thursday. 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 o What information will help me find the answer? Do I know a way or strategy to get started? (ex. Draw a picture) (The questions listed above will be written on sentence strips and posted in the classroom. These questions will be used as conversation starters for the POTW throughout the summer. The posted question will also be part of the student work display that will happen later on in the week.) Have campers turn to a partner to retell the problem in their own words. Independent Work time - Campers work for 5-10 minutes to solve the problem individually. Remind campers that they should continue to work on this problem throughout the week when they have free time in class or at home. They should bring their completed POTWs to class on Friday to share their solutions and any questions they have. Remind campers that it is fine if they were not able to answer all of the questions correctly. They should try their best and make sure to keep track of any questions that they may have when working on the problem and what strategies they can use throughout the week while working on the problem. You may want to have POTW manila folders for each of the campers so that they will be able to retrieve it when they need to work on the problem. By 1

11 Number Worlds Unit: Division Week 1, Lesson 1, p. 2C-3 30 Teacher Manual pages 2C - 3 Camper Workbook pages 2 3 Math vocabulary cards for the math word wall Chart paper Counters having the POTW folders will ensure that the campers do not lose their work. Make sure that you solve the POTW to assist the campers with any misconceptions that they may have with the problem. Also, think about what scaffolds that the campers may need to be successful. Topic: Constructing Division Week 1 Lesson 1 Objective: Campers use grouping to divide whole numbers. Week 1 Lesson 1 math vocabulary: shared equally Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on the math vocabulary word wall. Review the Key Idea box with the campers on page 2. Complete the Warm Up - Concept Building section on page 2C. Have the problems written on chart paper for classroom discussion. Under the Engage heading on page 2C, complete Skill Building section (Equal Groups). Write the Equal Groups problems on chart paper so that you can refer to it during classroom discussion. The students will be using counters for this activity. Complete problems #1, 2, 3, and 4 with the campers. Have the campers complete problems #5, 6, and 7 independently or with a partner. Once the problems are completed, review with the campers problems #5, 6, and 7 as a whole group. 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 division objective. 2

12 4th Grade Math Lesson Plans Week 4, Day 2 Topic of the Week: Division Topic Classroom Culture Math Read Aloud Title Shape Scavenger Hunt Number of Minutes 10 Math Read Aloud #4 20 Board Games Play Board Games 20 Geometric shapes around the classroom Chart paper Marker Paper A Remainder of One by Elinor Pinczes. Copies of the read aloud activity Math vocabulary cards for the math word wall Mastermind for Kids Challenge 24 Qwirkle Blokus Example/Description The teacher will brainstorm a list of geometric shapes on chart paper with the campers. Next to the word, the teacher will also draw the 2-dimensional (rectangle, square, triangle, and circle) and 3-dimensional (cone, cube, and cylinder) shapes. This will help the campers review what the shapes look like. The teacher will allow the campers to walk around the room in their teams (for example, Tremendous Tigers) and find as many examples of the shapes in the room as possible. For example, a tile on the floor will be a square. An option for the older camper teams will be to have the campers write down the objects that they found in the room and its corresponding shape on a piece of paper. After, about 5 minutes of having the camper teams circulate around the room finding objects that are specific shapes, have each team share out their findings. Tell campers that each week you ll read them a story that is connected to the math topics that they are focusing on for that week. 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. Break campers into small groups and allow them to play math and writing board games. Camper friendly directions are available for each game. 3

13 Topic Math Read Aloud Title Math Read Aloud #4 Activity Number of Minutes 15 4th Grade Math Lesson Plans Week 4, Day 3 Topic of the Week: Division A Remainder of One by Elinor J. Pinczes Copies of the read aloud activity Example/Description The campers will be able to complete the division related read aloud activities associated with A Remainder of One by Elinor J. Pinczes. Have counters available for the campers to manipulate as they solve the problems. When applicable, post the completed read aloud activities in the classroom. Number Worlds Unit: Division Week 1, Lesson 2, p. 4A-5 30 Teacher Manual pages 4A - 5 Camper Workbook pages 4 5 Math word wall Chart paper Paper Counters Topic: Constructing Division Week 1 Lesson 2 Objective: Campers find an unknown number of groups for a given situation. Week 1 Lesson 2 math vocabulary: review division related vocabulary words already on the math word wall from the previous lessons. Review the Key Idea box with the campers on page 4. Complete the Warm Up - Concept Building section on page 4A. Have the problems written on chart paper for classroom discussion. Under the Engage heading on page 4A, complete Strategy Building section (Pick a Method) and Skill Building section (How Many Groups). Write the problems on chart paper so that you can refer to them during classroom discussion. For the Strategy Building activity, the campers will be using counters. For the Skill Building activity, make sure that the campers write their own division sentence to show the solution to the problems. Classroom discussions are important in making sure that the campers understand the division concept. Complete problems #1, 2, 3, and 4 with the campers. Have the campers complete problems #5, 6, and 7 independently or with a partner. Once the problems are completed, review with the campers problems #5, 6, and 7 as a whole group. 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 division objective. 4

14 4th Grade Math Lesson Plans Week 4, Day 4 Topic of the Week: Division Topic Problem of the Week Number Worlds Title Share POTW #4 Solutions Unit: Division Week 1, Lesson 3, p. 6A-7 Number of Minutes POTW folder with campers completed POTW tasks Overarching questions on sentence strips Teacher Manual pages 6A - 7 Camper Workbook pages 6 7 Math word wall Counters Example/Description Have campers pull their POTW solutions from their folders. As campers are working independently or sharing their solutions with their partners, you will be walking around to find a variety of examples that are clearly organized, display correct strategies/solutions, and will generate good class discussion. Incorrect solutions that illustrate a correct strategy also create good class discussion. When it is time for the Closing, have campers present their work from the least sophisticated to the most sophisticated solutions in a whole group format. Post the POTW solutions that the campers completed in the room below the overarching questions on sentence strips. If the campers solved the problem incorrectly, give them an opportunity to revise the problem before posting it on the wall. Topic: Constructing Division Week 1 Lesson 3 Objective: Campers solve division problems with remainders. Week 1 Lesson 3 math vocabulary: review division related vocabulary words already on the math word wall from the previous lessons. Review the Key Idea box with the campers on page 7. Complete the Warm Up - Concept Building section on page 6A. Have the problems written on chart paper for classroom discussion. Under the Engage heading on page 6A, complete Skill Building section (Dealing with Remainders). Have counters accessible to those campers who need additional supports. Complete problems #1, 2, 3, 4, and 5 with the campers. Have the campers complete problems #6-11 with a partner. Once the problems are completed, review problems #6-11 as a whole group. 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 remainder in division. 5

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16 4 th Grade POTW Week 4 Name: Date: Joe Joins the 32 nd Army Corps! Problem of the Week #4 Joe joined the 32 nd Army Corps. Guess what! They divided into marching lines of 2, 3, 4, and 5 again. What happened to Joe? 1. In the space below and on the back, draw a picture for each of the following marching line divisions (2, 3, 4, 5, 6, 7, and 8). For each line, write a number sentence and an explanation for your work.

17 4 th Grade Read Aloud Activity Week 4 Name: A Remainder of One Read Aloud Activity Date: DIRECTIONS: Work in a group of 3 5 campers to answer the questions below. When you re finished, share your work with a classmate from another group. Group A: Draw a picture of the 25 th Army Corps divided into two equal marching lines. Write a number sentence and explain your work to someone from another group. Group B: Draw a picture of the 25 th Army Corps divided into three equal marching lines. Write a number sentence and explain your work to someone from another group. Group C: Draw a picture of the 25 th Army Corps divided into four equal marching lines. Write a number sentence and explain your work to someone from another group. Group D: Draw a picture of the 25 th Army Corps divided into five equal marching lines. Write a number sentence and explain your work to someone from another group.