Unit 5 – All Operations
4th Grade
Unit 5 – All Operations
Grade Level: 4th
Lesson Title: All Operations
Subject Area: Math
Unit Number: 5
Lesson Length: 14
Days
Lesson Overview
This unit bundles student expectations that address input-output tables, sequences, expenses,
and solving one-, two-, or multistep problems using all four operations. According to the Texas
Education Agency, mathematical process standards including application, a problem-solving
model, tools and techniques, communication, representations, relationships, and justifications
should be integrated (when applicable) with content knowledge and skills so that students are
prepared to use mathematics in everyday life, society, and the workplace. During this unit,
students apply previously learned concepts to solve one-, two-, or multi-step problems
involving addition and subtraction of whole numbers and decimals to the hundredths place,
multiplication of whole numbers up to two-digit factors and up to four-digit factors by one-digit
factors, and division of whole numbers up to four-digit dividends by one-digit divisors with
remainders in appropriate contexts. Students examine financial literacy situations that involve
calculating a profit and learn to distinguish between fixed and variable expenses.
Representations of these real-life situations that continue to be utilized include strip diagrams
and equations with a letter standing for the unknown quantity. This unit further requires
students to represent problems using an input-output table and numerical expressions to
generate a number pattern that follows a given rule. These identified rules incorporate an
algebraic understanding of the relationship of the values in the resulting sequence and their
position in the sequence.
Unit Objectives:
Students will use problem solving strategies to solve with fluency one-two-or multi step
problem using all operations. The learner will interpret remainders, as well as, find the product
of two digits by two digits and four digits by one digit multiplication. Students will use real world
connections to solve problems involving the addition and subtraction of decimals to the 100ths
place The learner will represent knowledge of financial literacy using strip diagrams, patterns
and find the value of a letter standing for an unknown quantity.
Standards addressed:
TEKS:
4.1A -Apply mathematics to problems arising in everyday life, society, and the workplace.
4.1B - Use a problem-solving model that incorporates analyzing given information, formulating
a plan or strategy, determining a solution, justifying the solution, and evaluating the problemsolving process and the reasonableness of the solution.
4.1 C Select tools, including real objects, manipulatives, paper and pencil, and technology as
appropriate, and techniques, including mental math, estimation, and number sense as
appropriate, to solve problems.
4.1D: Communicate mathematical ideas, reasoning, and their implications using multiple
representations, including symbols, diagrams, graphs, and language as appropriate.
4.1E: Create and use representations to organize, record, and communicate mathematical
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Unit 5 – All Operations
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ideas.
4.1F: Analyze mathematical relationships to connect and communicate mathematical ideas.
4.1G: Display, explain, and justify mathematical ideas and arguments using precise
mathematical language in written or oral communication.
4.4A: Add and subtract whole numbers and decimals to the hundredths place using the
standard algorithm.
4.4H:Solve with fluency one- and two-step problems involving multiplication and division,
including interpreting remainders.
4.5A:
Represent multi-step problems involving the four operations with whole numbers using strip
diagrams and equations with a letter standing for the unknown quantity.
4.5B:Represent problems using an input-output table and numerical expressions to generate
a number pattern that follows a given rule representing the relationship of the values in the
resulting sequence and their position in the sequence.
4.10A: Distinguish between fixed and variable expenses.
4.10B: Calculate profit in a given situation.
4.10C: Compare the advantages and disadvantages of various savings options.
ELPS:
ELPS.c.1A - use prior knowledge and experiences to understand meanings in English
ELPS.c.1B - monitor oral and written language production and employ self-corrective
techniques or other resources
ELPS.c.1C - use strategic learning techniques such as concept mapping, drawing,
memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level
vocabulary
ELPS.c.1D - speak using learning strategies such as requesting assistance, employing nonverbal cues, and using synonyms and circumlocution (conveying ideas by defining or
describing when exact English words are not known)
ELPS.c.4K - demonstrate English comprehension and expand reading skills by employing
analytical skills such as evaluating written information and performing critical analyses
commensurate with content area and grade-level needs.
ELPS.c.5A - learn relationships between sounds and letters of the English language to
represent sounds when writing in English
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Misconceptions: Some students may misunderstand the distinction between fixed and
variable expenses.
Some students may attempt to solve multistep problems by using only a one-step
process.
Some students may apply a rule for an additive numerical pattern to a multiplicative
pattern.
Some students may misinterpret values in an input-output table by comparing input
values to other input values, or by comparing output values to other output values,
rather than interpreting the relationship between input values and corresponding output
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values.
Underdeveloped Concepts:
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Some students may think that decimal numbers should be lined up vertically according
to the maximum number of digits in order to use the standard algorithm rather than
realizing that they must be lined up according to place values.
Some students may lack fluency with some of the basic multiplication and division facts.
Although some students may recognize the relationship between multiplication and
division when using basic facts, they do not apply this knowledge beyond the basic
facts.
Some students may misrepresent a problem situation such as “56 baseball cards
arranged on 8 pages of an album results in 7 cards on each page” with the equation “8
÷ 56 = 7”.
Some students may have learned tricks or shortcuts to remember multiplication facts
rather than learning ways to reason about and justify the procedure.
Some students may be able to perform a symbolic procedure for multiplication or
division with limited understanding of the multiplication or division concepts involved.
Some students may be emergent thinkers when making connections among strip
diagrams, equations, and problem situations.
Vocabulary: Additive numerical pattern – a pattern that occurs when a constant nonzero value is added to an input value to determine the output value
Counting (natural) numbers – the set of positive numbers that begins at one and
increases by increments of one each time {1, 2, 3, ..., n}
Decimal number – a number in the base-10 place value system used to represent a
quantity that may include part of a whole and is recorded with a decimal point
separating the whole from the part
Dividend – the number that is being divided
Divisor– the number the dividend is being divided by
Equation – a mathematical statement composed of algebraic and/or numeric
expressions set equal to each other
Expense – payment for goods and services
Expression – a mathematical phrase, with no equal sign, that may contain a
number(s), an unknown(s), and/or an operator(s)
Factor– a number multiplied by another number to find a product
Fixed expenses – expenses that occur regularly and do not vary month to month
Fluency – efficient application of procedures with accuracy
Income – money earned or received
Input – position in the sequence
Input-output table – a table which represents how the application of a rule on a value,
input, results in a different value, output
Multiplicative numerical pattern – a pattern that occurs when a constant non-zero
value is multiplied by an input value to determine the output value
Output – value in the sequence
Product– the total when two or more factors are multiplied
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Profit – money that is made in a business after all the costs and expenses are paid
Quotient– the size or measure of each group or the number of groups when the
dividend is divided by the divisor
Sequence – an ordered list of numbers, usually set apart by commas, such as {2, 4, 6,
8, 10, 12, …}
Strip diagram – a linear model used to illustrate number relationships
Trailing zeros – a sequence of zeros in the decimal part of a number that follow the
last non-zero digit, and whether recorded or deleted, does not change the value of the
number
Variable expenses – expenses that occur regularly but vary month to month and can
usually be controlled by an individual
Whole numbers – the set of counting (natural) numbers and zero {0, 1, 2, 3, ..., n}
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Difference
Position
Place value
Remainder
Rule
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Sequential
Standard algorithm
Sum
Unknown
Value
List of Materials:
Index Cards
Sticky Notes
Premade – Input /Output cards (put together prior to lesson)
Binding Rings
Manila Drawing Paper
Texas Go-Math Text Book
Motivational Math
Dry Erase Boards
Dry Erase Markers
Math Journal
Plastic Baggies
Manipulative Money. $9.46 per student/pair
Chart Paper
INSTRUCTIONAL SEQUENCE –
Phase - Engage the Learner
Day 1
Prior to instruction – Teacher cuts out and creates Input/OutPut Rings.
Material List –
Pre-Made – Input/Output rings
Binding Rings
Index Cards
Sticky Notes
Power point
Activity: Input/Output Game
Display the following sentence for the students to think about.
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“When two numbers are added together, the end result is a larger number”
On an index card or sticky notes have students write down why they believe this statement is
true or why they believe this statement is false.
Give students sentence stems to start their critical writing.
I believe this statement is true……… because…..
I believe this statement is false……….. because….
Allow students to share their writing statements with their partner/groups, then allow 3-4
students to share their writing statements with the whole class.
Input/Output Game
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½ of the students have Input cards and the other ½ has output cards
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When the problem is displayed students need to flip their card ring to the color of the
chart. Example – If the power point table is blue then students flip their card rings to
blue. If the power point table is yellow then students flip their card rings to yellow.
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When the rule is displayed then students calculate on their white boards or mentally
calculate the relationship according to the card they have.
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The goal is to find their matching input-output partner and link arms without speaking.
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The students then check each partner’s cards and holds them facing the teachers so that
checking for accuracy would be easier.
Make a table – Teacher completes “Make a table” hand out with student.
What’s the teacher doing?
What are the students doing?
Teacher displays the “thinking prompt”
for students consider and helps guide
their critical writing.
Students give the displayed thinking prompt
consideration and responds in writing on an index
card or sticky note. Students are to begin their
statements with the provided sentence stem if
necessary.
Input/OutputThe teacher models how to play the
Input\Output game, prompt struggling
students and monitors for accuracy.
Input/OutputStudents participate in games silently, trying to
identify their corresponding partner.
Phase Explain
Day 2
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Unit 5 – All Operations
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Activity: Solving Problems with Input/Out Put Charts
Teacher uses the gradual release model - I do, We do, You Do, You do to walk students
through the problem solving process using the “In and Out” format. ******The following will
seem repetitive but students need consistent repetitive questioning to build a problem solving
foundation.
I do/ You Watch- Teacher models problem solving in the IN and OUT format with students.
1. Which of the following statements best describes the relationship in the table below?
Number of
Number of
Spoons
Boxes
(Output)
(Input)
7
49
11
53
56
98
67
109
A The Number of Spoons X 7 = Number of Boxes
B The Number of Spoons + 42 = Number of Boxes
C. The Number of Spoons - 42 = Number of Boxes
D. The Number of Spoons ÷ 7= Number of Boxes
Model thinking out loud for students.
How is this chart read? Vertically or Horizontally? And Why? This chart is read horizontally
because the titles of the charts are side by side. Number of Boxes and Number of Spoons are
horizontal.
Which number is paired with 7? 49
Which number is paired with 11? 53
Which number is paired with 98? 56
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Which number is paired with 109? 67
Read answer choice A aloud to students…
Which numbers are the numbers of spoons? 49 53 98 109
***Answer choice a says to multiply each number by 7
Multiply 49, 53, 98, and 109 each by 7. Then compare your products to its output number
(the number it’s paired with) Do they Match? No…they do not.
Read answer choice B aloud to students….
Which numbers are the numbers of spoons? 49 53 98 109
Add 42 to 49, 53, 98, and 109. Then compare your sums to its output number (the number it’s
paired with) Do they Match? No…they do not.
Read answer choice C aloud to students….and model solving the answers
Read answer choice D aloud to students….and model solving the answers
Encourage students to work out each and every answer choice to help catch mistakes.
Extending the learners thinking –
What is the relationship/Pattern in this table How could you find the number of spoons in 1 box –
According to the answer choices we subtracted 42 from each of our numbers to find the
answer. Is there another relationship in this table? Yes, The number of Boxes + 42 = The
Number of Spoons.
Number of
Number of
Spoons
Boxes
(Output)
(Input)
7
49
11
53
56
98
67
109
A The Number of Spoons X 7 = Number of Boxes
B The Number of Spoons + 42 = Number of Boxes
C. The Number of Spoons - 42 = Number of Boxes
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D. The Number of Spoons ÷ 7= Number of Boxes
WE do Together – Students work problem 2 with the teacher step by step using test taking
strategies. Using the same questioning.
You do\ I watch – Teacher watches as students attempt to work problem 3 in groups or
partners. Prompting struggling students with the same questioning.
You do independently – Students complete questions 4 and 5 as their exit tickets.
What’s the teacher doing?
I do - The teacher is modeling problem
solving in the Input/Output format.
Teacher uses questioning and models
thinking out loud
We Do – The teacher works with
students to solve problems.
What are the student’s doing?
I do – Students watch!
We do – Students work with teacher to solve
problems
You do – Students work in
groups/partners/independently to solve problems.
You do – Teacher watches for accuracy
and aids struggling students with
prompting questions.
Phase The Learner Explains.
Day3
Material List
Chart Paper
Makers
Crayons
Problem Solving Strategies
Activity: Problem Solving Break Down.
Students in groups of 3-4 will be given a word problem to break down and model in more than
one way.
Provide students with chart paper to create a presentation size Frayer model. Each group will
have a different word problem to break down and present.
~*~*~ These word problems are labeled 1-5 according to rigor. 1 being the lowest and 5
being the highest.
Students need to follow an outlined problem solving strategy. I.E – CISD uses Northside
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Unit 5 – All Operations
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Problem Solving Strategy.
The frayer model will include pictorial representation, strip diagram, standard algorithm, and
identifying and answering the question. ( Labeled in student friendly language)
Students are given 20-30 minutes to solve their problem and put together their Frayer model
for presentation. Teacher is monitoring, and guiding students to CORRECT presentations.
Groups will be given 3-4 minutes to explain to the class the solution for the word problem.
Teacher elaborates and deepens the explanation throughout the presentations.
What’s the teacher doing?
What are the students doing?
Teacher gives instructions, monitors
and assists struggling groups.
Working in a collaborative group to break down a
word problem, create a visual, and a presentation.
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Unit 5 – All Operations
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Phase – Elaborate
Day 4
Activity: Students will extend their knowledge during Station time.
Clearly state the routines and procedures of the stations. Be sure to monitor procedures to
ensure meaningful use of time and activities. Be sure to have centers that students have prior
experience with therefore you are not teaching 5 new stations at a time.
Place a knowledge folder at the center of each group where needed. This is where the
students will turn in all of the record sheets, player’s cards, and any other product of their
stations. (Not all stations will need a knowledge folder)
These stations are interchangeable to meet the needs of your classroom. Please
substitute center ideas to meet the academic needs of your classroom.
Station 1 –Finding N Spoons
 Copy playing cards on cardstock, laminate, and cut out
 Provide 6 plastic spoons for game.
Station 2 – Perfect Square and Equation Memory
 Copy playing cards on cardstock, laminate, and cut out
 Copy and cut apart players cards.
 Knowledge folder
Station 3 – Shading Area Models
 Copy record sheet front and back – 3 per student.
 Pre – cut word problems and place them into 3 separate baggies
 Provide glue, markers, colored pencils, pencils and crayons
 Knowledge folder
Station 4 – Teacher’s discretion
 This station should include skills previously taught but not quite mastered.
Station 5 – Teacher station – Guided Math
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Unit 5 – All Operations
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What’s the teacher doing?
What are the students doing?
The teacher is monitoring for accuracy
and working with small group
instruction.
The student is extending their knowledge during
center time by completing centers record sheet and
turning in a final product.
Phase – Elaborate the Concept
Day 5
Activity: Speed Dating Problem Solving
Prior to the lesson
Display your schools Problem Solving Process.
Arrange student desk facing each other in rows.
Group A sits in one row and Group B sits in the row across/facing
group A.
The teacher displays a timer and every pair in the class works on
problem 1 for 3 minutes. Partner A and B work together to solve the
problem. When the timer goes off Group A stays seated while Group B shifts left one seat to
their new partner.
The teacher resets the time and every pair in the class works on problem 2.
This pattern continues until all problems are complete.
Students will work from the GO MATH textbook (use your own textbook) Students will work
Pg. 201-202 or use Speed Dating Problem Solving Handout.
What’s the teacher doing?
What are the students doing?
The teacher is facilitating instruction
and prompting student pairs that are
struggling.
Students are working in pairs to complete STAAR
like problem solving.
Teacher posts problem solving process
in class and makes references to it
when students are struggling.
Students are not giving each other the answers, but
assisting each other on how to use the problem
solving process to arrive at the correct answer.
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Unit 5 – All Operations
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Phase – Evaluate the learning!
Day 6
Activity: Students will extend their knowledge during Station time.
Clearly state the routines and procedures of the stations. Be sure to monitor procedures to
ensure meaningful use of time and activities. Be sure to have centers that students have prior
experience with therefore you are not teaching 5 new stations at a time.
Place a knowledge folder at the center of each group where needed. This is where the
students will turn in all of the record sheets, player’s cards, and any other product of their
stations. (Not all stations will need a knowledge folder)
These stations are interchangeable to meet the needs of your classroom. Please
substitute center ideas to meet the academic needs of your classroom.
~*~*Teacher should plan on each center lasting 20-25 minutes.
Station 1 –Finding N Spoons
 Copy playing cards on cardstock, laminate, and cut out
 Provide 6 plastic spoons for game.
Station 2 – Perfect Square and Equation Memory
 Copy playing cards on cardstock, laminate, and cut out
 Copy and cut apart players cards.
 Knowledge folder
Station 3 – Shading Area Models
 Copy record sheet front and back – 3 per student.
 Pre – cut word problems and place them into 3 separate baggies
 Provide glue, markers, colored pencils, pencils and crayons
 Knowledge folder
Station 4 – Teacher’s discretion
 This station should include skills previously taught but not quite mastered.
Station 5 – Teacher station –Students will work through the Performance Assessment 1 at
the teacher station. In groups of 3-4 students will explain what they are doing to solve each
and every task.
Students will read out loud each problem (This helps the teacher evaluate whether their
mathematical problems stems from the student’s difficulty with reading.) and verbalize their
thinking process. (This helps the teacher pin point what previous grade component of each
skill needs re-teaching.)
Struggling learners – Teacher will prompt with questioning to direct them to complete the task
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Unit 5 – All Operations
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Higher level learners – Teacher prompts students to give different examples and other
scenarios to enrich these students learning.
Teacher should be able to sit with 2 – 3 groups of students.
What’s the teacher doing?
What are the students doing?
The teacher is evaluating groups of
students with the Performance
Assessment 1 handout. The teacher is
looking for gaps in skills or methods to
help enrich student learning.
Centers- Students are working in centers to
produce work for each Knowledge folder. Students
should be working collaboratively and not in
isolation.
Teacher center – Students are working and solving
the performance assessment 1 handout. Students
model their thinking out loud, explain and justify
their answers.
Phase – Evaluate the Learning
Day 7
Activity: Students will extend their knowledge during Station time, while teacher
evaluates groups of students to solve problems.
This is a continuation of yesterday’s station time. The teacher picks up where he/she left of in
the rotation of students. It is important to have group time with all students and not just
struggling learners.
These stations are interchangeable to meet the needs of your classroom. Please
substitute center ideas to meet the academic needs of your classroom.
~*~*Teacher should plan on each center lasting 20-25 minutes.
Station 1 –Finding N Spoons
 Copy playing cards on cardstock, laminate, and cut out
 Provide 6 plastic spoons for game.
Station 2 – Perfect Square and Equation Memory
 Copy playing cards on cardstock, laminate, and cut out
 Copy and cut apart players cards.
 Knowledge folder
Station 3 – Shading Area Models
 Copy record sheet front and back – 3 per student.
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Unit 5 – All Operations
4th Grade
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Pre – cut word problems and place them into 3 separate baggies
Provide glue, markers, colored pencils, pencils and crayons
Knowledge folder
Station 4 – Teacher’s discretion
 This station should include skills previously taught but not quite mastered.
Station 5 – Teacher station –Students will work through the Performance Assessment 1 at
the teacher station. In groups of 3-4 students will explain what they are doing to solve each
and every task.
Students will read out loud each problem (This helps the teacher evaluate whether their
mathematical problems stems from the student’s difficulty with reading.) and verbalize their
thinking process. (This helps the teacher pin point what previous grade component of each
skill needs re-teaching.)
Struggling learners – Teacher will prompt with questioning to direct them to complete the task
Higher level learners – Teacher prompts students to give different examples and other
scenarios to enrich these students learning.
Teacher should be able to sit with 2 – 3 groups of students.
What’s the teacher doing?
What are the students doing?
The teacher is evaluating groups of
students with the Performance
Assessment 1 handout. The teacher is
looking for gaps in skills or methods to
help enrich student learning.
Centers- Students are working in centers to
produce work for each Knowledge folder. Students
should be working collaboratively and not in
isolation.
Teacher center – Students are working and solving
the performance assessment 1 handout.
Students model their thinking out loud, explain and
justify their answers.
Phase - Engage the learner
Day 8
Materials
Drawing/Colored Paper
Math Journal
Activity:
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Unit 5 – All Operations
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Pattern Puzzle – Have pattern puzzle cut apart and placed into baggies. 1 set per pair of
students. The learner will place each card into a category or sort them according to how they
believe the cards should be separated.
Double entry reflective journal – Double Entry Reflective Journal Handout -Have students
make predictions on what the definitions for Income, Variable Expense, and Fixed Expense
are in the “before the video and discussion column.”. The students write in complete
sentences using sentence stems if necessary.
After the pattern puzzle is complete students and teachers will watch the BRAIN POP VIDEO
–Budgets or watch http://www.youtube.com/watch?v=RcTrDY7Lx4s – Alexander and
the Amazing Lemonade Stand.
The teacher and students will make a tri-fold -foldable, working together to define, identify, and
provide examples of income, fixed expense, and variable expenses.
The teacher pauses the video frequently and leads the students to “adjust their pattern puzzle”
and fill in the foldable.
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As you go along as the students to provide different examples of income, fixed
expenses and variable expenses.
Place foldable into Math Binder/Journal for future reference.
Double entry reflective journal – Double Entry Reflective Journal Handout -Have students
make reevaluate the definitions for Income, Variable Expense, and Fixed Expense are in the
“after the video and discussion column.”. The students write in complete sentences using
sentence stems if necessary.
What the teacher is doing –
What the student is doing
Pattern Puzzle – The teacher is preassessing student’s knowledge of Fixed
and Variable Expense.
Pattern Puzzle – Students work in groups/pairs to
sort the pattern puzzles into categories. It is
important to give the students the freedom to
determine the way the cards are sorted. (This helps
the teacher assess what kind of background
knowledge the students have)
Video/Foldable – pausing video and
facilitating discussion about the lesson
to help students fill in their foldable
Video/Foldable – Students define in their own words
income, fixed expense, and variable expense.
Students work together to provide examples
different from the video.
Students make predictions and re-evaluate their
definitions using a Double Entry Reflective Journal.
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Unit 5 – All Operations
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Phase – Expolre
Day 9
Activity – How Much Profit??
Prior to this lesson – Sort baggies of money for each student. This bag should be
labeled profit. Each bag should contain $9.46. Students will receive an empty second
baggie labeled expenses. Be sure to use different variations of coins(so students do
not have to make change or break dollar bills)
Read the following story to the students: Save, Spend, or Donate by Nancy Loewen. (if you
do not have access to this book, you will need to find another piece of literature).
http://www.amazon.com/Save-Spend-Donate-Managing-Matters/dp/140480952X - Link to
purchase the book.
Lead the class in a discussion about that the importance of saving, investing, and what the
word profit means.
What is the purpose and reasons to save money? To make bigger purchases, in case
something happens to your income, for retirement…..answers may vary
What does it mean to invest money? To put your money somewhere where it can gain
interest. To save for college or retirement.
What is the meaning of the word profit? The amount of money that is earned after all
expenses have been paid for.
How do you make profit? Sell goods, provide a service, or invest money.
Display Power Point – How Much Profit and distribute prefilled profit bags (do not tell
students how much money is in the bags), empty expense bags, white boards and dry erase
markers.
1st students are going to calculate ONE item at a time how much money was earned from
doing chores.
2nd the students are going to remove each chores expenses and place them in the “expense
baggie” Have students count the money out One Chore at a time.
3rd After all the expense have been removed from the profit baggie, have students count the
amount of money left. Explain to students this is the profit.
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Unit 5 – All Operations
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What the teacher is doing
What the student is doing
Teacher facilitates discussion about the
purpose for saving, investing, and the
definition of profit.
Students engage in small group purposeful talk
about the purpose for saving, investing, and the
definition of profit.
Guides students through the power
point – How much profit – ensuring that
each students are calculating and count
money correctly
Students are calculating the amount of money
earned from doing chores according to the power
point.
Phase - Explain
Prior to this activity post the letters - A/F
classroom.
Counting/calculating the amount of profit made from
the chores.
Day 10
B/G
C/H
D/J in the four corners of the
Activity – Four Corners Students in partners work through Motivational Math Page or Four Corners Problem
Solving Handout.
Allow students/pairs 3 minutes per problem to solve. Students need to explain their reasoning
behind the answers they selected to each other, even if they both arrived at the same answer.
Teacher walks through the class to assist struggling partners with prompting questions. After
the allotted time students push in their chairs and wait for problem one.
The teacher projects the first problem and read the problem and question out loud.
Students then walk to the corner of the room that corresponds to the answer choice they
worked out on their paper. The teacher will use this as a formative assessment and re-teach
any problem they class hasn’t mastered.
The next problem is projected and the students proceed to the next answer marked on their
paper.
What the teacher is doing
The teacher is facilitating instruction
and prompting student pairs that are
struggling.
What the student is doing
Students are working in pairs to complete STAAR
like problem solving.
Students are not giving each other the answers, but
assisting each other on how to use the problem
solving process to arrive at the correct answer.
Teacher posts problem solving process
in class and makes references to it
when students are struggling.
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Unit 5 – All Operations
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Phase – The Learner Explains
Day 11
Activity – Problem Solving Financial Literacy Handout (See handout in attachments)
The teacher displays the handout for the students.
Students and teachers will work together to work through this handout.
It is important that the teacher models all the test taking strategies and provides real world
examples.
Sara and her best friend Shannon started a business designing custom T-Shirts. The profit
from their business will help Sara with expenses for her apartment. The girls buy blank shirts
for $2 each, a package of jewels for $11.89, and a jewel tool that cost $ 8.95. They plan to
sell each of their custom T-Shirts for $11.50. The 1st Sara and Shannon received was for 41
T-shirts.
Make sure you explain in detail the supporting vocabulary.
a) Calculate the profit that Shannon and Sara will make off their first order of 41 T-Shirts.
What the teacher is doing:
What the student is doing
The teacher works with students
through the handout. Prompting
with leading questions.
Working with the teacher to solve real world
problems and calculating profit.
Phase - Elaborate and Evaluate the
Learning
Day 12
Activity: Students will extend their knowledge during Station time, while teacher
evaluates groups of students to solve problems.
This is a continuation of yesterday’s station time. The teacher picks up where he/she left of in
the rotation of students. It is important to have group time with all students and not just
struggling learners.
These stations are interchangeable to meet the needs of your classroom. Please
substitute center ideas to meet the academic needs of your classroom.
~*~*Teacher should plan on each center lasting 20-25 minutes.
18
Unit 5 – All Operations
4th Grade
Station 1 –Finding N Spoons
 Copy playing cards on cardstock, laminate, and cut out
 Provide 6 plastic spoons for game.
Station 2 – Perfect Square and Equation Memory
 Copy playing cards on cardstock, laminate, and cut out
 Copy and cut apart players cards.
 Knowledge folder
Station 3 – Shading Area Models
 Copy record sheet front and back – 3 per student.
 Pre – cut word problems and place them into 3 separate baggies
 Provide glue, markers, colored pencils, pencils and crayons
 Knowledge folder
Station 4 – Teacher’s discretion
 This station should include skills previously taught but not quite mastered.
Station 5 – Teacher station –Students will work through the Problem Solving Financial
Literacy at the teacher station. In groups of 3-4 students will explain what they are doing to
solve each and every task.
Students will read out loud each problem (This helps the teacher evaluate whether their
mathematical problems stems from the student’s difficulty with reading.) and verbalize their
thinking process. (This helps the teacher pin point what previous grade component of each
skill needs re-teaching.)
Struggling learners – Teacher will prompt with questioning to direct them to complete the task.
Higher level learners – Teacher prompts students to give different examples and other
scenarios to enrich these students learning.
Teacher should be able to sit with 2 – 3 groups of students.
What’s the teacher doing?
What are the students doing?
The teacher is evaluating groups of
students with the Problem Solving
Financial Literacy 2 handout. The
teacher is looking for gaps in skills or
methods to help enrich student learning.
Centers- Students are working in centers to
produce work for each Knowledge folder. Students
should be working collaboratively and not in
isolation.
Teacher center – Students are working and solving
the Problem Solving Financial Literacy 2
19
Unit 5 – All Operations
4th Grade
handout. Students model their thinking out loud,
explain and justify their answers.
Phase – Elaborate and Evaluate the
Learning
Day 13
Activity: Students will extend their knowledge during Station time, while teacher
evaluates groups of students to solve problems.
This is a continuation of yesterday’s station time. The teacher picks up where he/she left of in
the rotation of students. It is important to have group time with all students and not just
struggling learners.
These stations are interchangeable to meet the needs of your classroom. Please
substitute center ideas to meet the academic needs of your classroom.
~*~*Teacher should plan on each center lasting 20-25 minutes.
Station 1 –Finding N Spoons
 Copy playing cards on cardstock, laminate, and cut out
 Provide 6 plastic spoons for game.
Station 2 – Perfect Square and Equation Memory
 Copy playing cards on cardstock, laminate, and cut out
 Copy and cut apart players cards.
 Knowledge folder
Station 3 – Shading Area Models
 Copy record sheet front and back – 3 per student.
 Pre – cut word problems and place them into 3 separate baggies
 Provide glue, markers, colored pencils, pencils and crayons
 Knowledge folder
Station 4 – Teacher’s discretion
 This station should include skills previously taught but not quite mastered.
Station 5 – Teacher station –Students will work through the Problem Solving Financial
Literacy 2 at the teacher station. In groups of 3-4 students will explain what they are doing to
solve each and every task.
20
Unit 5 – All Operations
4th Grade
Students will read out loud each problem (This helps the teacher evaluate whether their
mathematical problems stems from the student’s difficulty with reading.) and verbalize their
thinking process. (This helps the teacher pin point what previous grade component of each
skill needs re-teaching.)
Struggling learners – Teacher will prompt with questioning to direct them to complete the task.
Higher level learners – Teacher prompts students to give different examples and other
scenarios to enrich these students learning.
Teacher should be able to sit with 2 – 3 groups of students.
What’s the teacher doing?
What are the students doing?
The teacher is evaluating groups of
students with the Problem Solving
Financial Literacy 2 handout. The
teacher is looking for gaps in skills or
methods to help enrich student learning.
Centers- Students are working in centers to
produce work for each Knowledge folder. Students
should be working collaboratively and not in
isolation.
Teacher center – Students are working and solving
the Problem Solving Financial Literacy 2
handout. Students model their thinking out loud,
explain and justify their answers.
Phase Evaluate the Learning
Day 14
Activity - Students will complete Performance Assessment 2 Handout - independently using
appropriate test taking strategies.
Analyze the problem situation(s) described below. Organize and record your work for each of
the following tasks. Using precise mathematical language, justify and explain each solution
process.
1) John loves being a cat owner but is learning that there are many expenses involved in cat
ownership, as can be seen from the list that he made.
a) Sort the expenses from the list into fixed expenses and variable expenses.
b) Display your sort in a graphic organizer.
c) Choose one expense from each category and explain why you sorted them the way that
21
Unit 5 – All Operations
4th Grade
you did.
2) Every month John buys a bag of food for his cat for $25.00. Each week he also buys 6 cans
of cat food for $1.50 each.
a) Represent and determine the amount of money John spends for his cat’s dry and canned
food for January and February with a strip diagram and an equation where d represents the
amount of money he spends on cat food.


January: 5 weeks
February: 4 weeks
3) John and his sister start a business decorating tote bags to sell. The profits they make will
help them with their pet expenses. They buy tote bags for $3 each, a package of fabric paints
for $14.95, and a set of paint brushes that cost $9.83. They plan to sell each decorated bag for
$12. After completing 38 bags, they ran out of their first set of paints.
a) Calculate the profit that John and his sister will make if they sell all 38 tote bags.
b) To sell more bags, John and his sister decide to sell sets of three bags for $25. Determine
the amount of profit they would make if the sold 11 sets of bags.
What the teacher is doing
What the student is doing –
The teacher is monitoring student
progress and prompting struggling
students with leading questions. (Not
Problem Specific Questions)
Students are working independently to complete
Performance Assessment 2 using test taking
strategies.
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