4th Grade Math Lesson Plan Template
Day 1
Topic
Math Read
Aloud
Number
Worlds
Level G
Title
Math Read Aloud
and Related
Activity
Unit:
Multiplication
Week 4 Lesson 1 p.
32A-33
Number
of
Minutes
20
50
Example/Description
Materials
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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 
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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). 
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Materials  Teacher Manual pages 32A – 33 (includes math background/ intro).  Campers Workbook pages 32 – 33  Cubes  Math vocabulary 
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1
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
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Differentiated
Instruction
and
Independent
Problem
Solving Task
Introduction
Differentiated
Instruction
Procedure
Discussion
and
Problem Solving
Task – Walking
Away with a
Million Dollars
Introduction
20
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 Procedures:
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 
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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.
2.
3.
4.
How do students know where to go? How do they know what to do? How are the materials managed? How is the students’ progress/needs monitored? Walking Away with a Million Dollars Task: 
2
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 
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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. 
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3
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. 4
4th Grade Math Lesson Plan Template
Day 2
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Number
Worlds
Level G
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Walking
Away with a
Million Dollars
Unit:
Multiplication
Week 4 Lesson 2 p.
34A-35
Number
of
Minutes
25
45
Example/Description
Materials
 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. 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 Materials:  Teacher Manual pages 34A ‐ 35  Campers Workbook pages 34 –35  Multiplication Table p. B23  Math vocabulary 
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5
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 
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POTW –
Title: Joe
Joins the 32nd
Army Corps
Skill Focus:
Division
20
Materials  POTW copies for the campers  Pencils  Manila folders 
6
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.
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. 4th Grade Math Lesson Plan Template
Day 3
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Number
Worlds
Level G
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Walking
Away with a
Million Dollars
Unit:
Multiplication
Week 4 Lesson 3
p. 36A-37
Number
of
Minutes
20
50
Example/Description
Materials
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 Materials:  Teacher Manual pages 36A ‐ 37  Campers Workbook pages 7
 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. 
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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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POTW –
Title: Joe
Joins the 32nd
Army Corps
Skill Focus:
Division
20
36 – 37 Math vocabulary cards for the math word wall Paper Pencils Materials  POTW copies for the campers  Pencils  Manila folders 8
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.
Joe Joins the 32nd Army Corps Skill Focus: Multiplication – Two‐Digit by Two‐Digit  Review the campers’ answers to the problem. 4th Grade Math Lesson Plan Template
Day 4
Topic
Differentiated
Instruction
Number
Worlds
Level G
Title
Differentiated
Instruction
Unit:
Multiplication
Week 4, Lesson 4
p.38A-39
Number
of
Minutes
20
50
Example/Description
Materials
Materials  Multiplication Top‐It directions  Everyday Math Cards  Multiplication Wrestling directions  Multiplication Wrestling Worksheet  Beat the Calculator directions  Calculator  Paper  Pencils Materials  Teacher Manual pages 38A ‐ 39  Camper Workbook pages 38 – 39  Math vocabulary 9
 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. 
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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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Problem
Solving
Worktime –
Peer Review
Walking Away
with a Million
Dollars
20
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cards for the math word wall Paper Pencils 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 10
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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.) 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. 
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 Level 4 Level 3 Level 2 Level 1 
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11
PPS Intermediate Problem Solving Rubric 4+ and 4 3 2 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. 12
4th Grade Math Lesson Plan Template
Day 5
Topic
Title
Number
of
Minutes
Independent
Problem
Solving Task
Independent
Problem Solving
Task – Walking
Away with a
Million Dollars
20
Number
Worlds
Level G
Unit: Division
Week 3 Lesson 1 p.
22A-23
50
Example/Description
Materials
Materials:  Independent Problem Solving Task: Walking Away with a Million  Walking Away Dollars with a Million  Based on the peer review, give the campers the opportunity to Dollars Open revise their Walking Away with a Million Dollars task. Response  PPS Intermediate (Once the campers have revised their problems, they may play any of Problem Solving the differentiated instruction activities.) Rubric  Pencils  Campers’ Manila folders  Topic: Beyond the Basics Materials  Lesson objective must be stated and posted ‐ Week 3 Lesson 1  Teacher Manual Objective: Campers divide three‐digit and four‐digit numbers by pages 22A – 23 one‐digit divisors with remainders. (includes math  Week 3 Lesson 1 math vocabulary: quotient, divisor, and dividend. background/  Math vocabulary words, their definition, and a pictorial intro). representation when applicable must be posted in the classroom  Campers on the math vocabulary word wall. Workbook pages  Complete the Warm Up – Concept Building section on page 22C. 22 – 23  Under the Engage heading on page 22C, complete Skill Building  Math vocabulary section Long Division and Strategy Building section Solve The cards for the Problem. math word wall  Review the Key Idea box with the campers on page 22.  Paper  Have the campers complete the Try This and Practice problems on  Pencils
pages 22 and 23. Review these problems with the campers. 13
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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 
Page 88 Rubric Level 4 Level 3 Level 2 Level 1 PPS Intermediate Problem Solving Rubric 4+ and 4 3 2 1 
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14
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.
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: 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.
4th Grade Math Lesson Plan Template
Day 6
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
 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. 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 15
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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 
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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. 16
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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 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. 
Copies of the PPS 
Intermediate Problem Solving Rubric 

17
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. 18
4th Grade Math Lesson Plan Template
Day 7
Topic
Title
Number
of
Minutes
Example/Description
Materials



Independent
Problem
Solving Task
Number
Worlds
Level G
A Trip to
Adventure Land
Unit: Division
Week 3 Lesson 3
p. 26A-27
30
50-60
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 
Materials:  Teacher Manual pages 26A ‐ 27  Campers Workbook pages 26 – 27  Math vocabulary 19
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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. 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 
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cards for the math word wall Paper Pencils 
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20
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.
4th Grade Math Lesson Plan Template
Day 8
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
 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. 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 21
Number
Worlds
Level G
Problem
Solving
Worktime –
Peer Review
Unit: Division
Week 3, Lesson 4
p.28A-29
50
A Trip to
Adventure Land
20
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.) Materials  Math vocabulary words, their definition, and a pictorial representation when applicable must be posted in the classroom on  Teacher the math vocabulary word wall. Manual pages 28A ‐ 29  Complete the Warm Up – Concept Building section on page 28A.  Camper  Under the Engage heading on page 28A, complete Skill Building Workbook section Quotients and Remainders and Strategy Building section What pages 28 – 29 Remains.  Math  Review the Key Idea box with the campers on page 28. vocabulary  Have the campers complete the Try This and Practice problems on cards for the pages 28 and 29. Review these problems with the campers. math word  Exit Slip: All campers must complete the Reflect problem at the wall bottom of page 29. This problem will be used as an exit slip to  Paper check the campers understanding of the lesson’s math concept.  Pencils  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.)  Independent Problem Solving Task: A Trip to Adventure Land Materials  A Trip to  Description: Campers calculate the cost per student for a field trip. Adventure Land  Focus: Open Response for each student 1. Use paper‐and‐pencil algorithms to solve problems involving the 22
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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 Level 4 Level 3 Level 2 Level 1 
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23
PPS Intermediate Problem Solving Rubric 4+ and 4 3 2 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.
24
4th Grade Math Lesson Plan Template
Day 9
Topic
Independent
Problem
Solving Task
Number
Worlds
Level G
Title
Independent
Problem Solving
Task – A Trip to
Adventure Land
Unit: Number
Sense
Week 1 Lesson 1 p.
2A-3
Number
of
Minutes
20
50
Example/Description
Materials
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 Materials  Teacher Manual pages 2A – 3 (includes math background/ intro).  Campers Workbook pages 2 – 3  2 construction paper circles cut 25
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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.) 
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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. 


Problem
Solving
Closing –
Student
Presentation
A Trip to
Adventure Land
20
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into 4 equal pieces per circle Math vocabulary cards for the math word wall Paper Pencils
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 26
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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.
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 Rubric 
Approaching the Standard ‐ 1 / 2 to Exceeds the Standard – 4+). Page 96 Rubric and PPS Intermediate Rubric Correlation: Page 96 Rubric Level 4 Level 3 Level 2 Level 1 PPS Intermediate Problem Solving Rubric 4+ and 4 3 2 1 
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
27
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. 28
4th Grade Math Lesson Plan Template
Day 10
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
 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) 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 29
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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 30
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


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. 


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.
Fraction Bingo II Task:

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 
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.
2.
3.
4.
5.
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 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. 31
32
4th Grade Math Lesson Plan Template
Day 11
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Fraction
Bingo
Number
of
Minutes
30
Example/Description
Materials
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 33
 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. 





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 
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34
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 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.
35
36
4th Grade Math Lesson Plan Template
Day 12
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Fraction
Bingo
Number
of
Minutes
20
Example/Description
Materials
 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. 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 37

Number
Worlds
Level G
Unit: Number
Sense
Week 1, Lesson 4
p.8A-9
50
Name that Number directions  Pencils  Paper  Fraction Bingo Task  PPS Intermediate Problem Solving Rubric  Campers’ Manila folders 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 38
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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 

Paper Pencils 

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 
39
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.) 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. 40
4th Grade Math Lesson Plan Template
Day 13
Topic
Independent
Problem
Solving Task
Number
Worlds
Level G
Title
Independent
Problem Solving
Task – Fraction
Bingo
Unit: Number
Sense
Week 2, Lesson 1
p.12A-13
Number
of
Minutes
20
50
Example/Description
Materials
Materials:  Fraction Bingo Task  PPS Intermediate Problem Solving Rubric  Pencils  Campers’ Manila folders 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) 

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.) 41
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
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 
Problem
Solving
Closing –
Student
Presentation
Fraction Bingo
20
Blackline Master – B17 – Fraction Bars for Strategy Building  Math vocabulary cards for the math word wall  Paper  Pencils Materials:  Fraction Bingo Task  PPS Intermediate Problem Solving Rubric  Pencils  Campers’ Manila folders 
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


42
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. 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. 4th Grade Math Lesson Plan Template
Day 14
Topic
Title
Number
of
Minutes
Example/Description
Materials


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 
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

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43
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.


Number
Worlds
Level G
Independent
Problem
Solving Task
Unit: Number
Sense
Week 2 Lesson 2 p.
14A-15
Queen Arlene’s
Dilemma
Introduction
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
20
Materials  Queen Arlene’s Dilemma Open Response for each camper  Pattern blocks  Pencils 


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 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. 44



Manila folders Teacher pages 105 – 109. Copies of the PPS 
Intermediate Problem Solving Rubric 

45
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. 46
4th Grade Math Lesson Plan Template
Day 15
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Queen
Arlene’s Dilemma
Number
of
Minutes
20
Example/Description
Materials
 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. 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 47
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
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 
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
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
48
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 

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

POTW Title Lasagna Skill Focus:
Night at the Fractions
Strawberry Inn
20
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.
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. Materials  POTW copies for the campers  Pencils 49
50
4th Grade Math Lesson Plan Template
Day 16
Topic
Differentiated
Instruction
and
Independent
Problem
Solving Task
Title
Differentiated
Instruction and
Independent
Problem Solving
Task – Queen
Arlene’s Dilemma
Number
of
Minutes
20
Example/Description
Materials
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 51
 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. 

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
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 52
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
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. 
POTW Title: Lasagna Night at the Strawberry Inn
Skill Focus:
Fractions
20
Materials  POTW copies for the campers  Pencils 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.)
Lasagna Night at the Strawberry Inn Skill Focus: Fractions  Review the campers’ answers to the problem. 54
4th Grade Math Lesson Plan Template
Day 17
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
 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) 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 55
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Name that Number directions Pencils Paper 
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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 56
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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 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. 
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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 Level 4 Level 3 Level 2 Level 1 
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57
Independent Problem Solving Task: Queen Arlene’s Dilemma Description: Campers divide regions into fractional parts according to a number story. Focus: PPS Intermediate Problem Solving Rubric 4+ and 4 3 2 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. 58
4th Grade Math Lesson Plan Template
Day 18
Topic
Independent
Problem
Solving Task
Number
Worlds
Level G
Title
Independent
Problem Solving
Task – Queen
Arlene’s Dilemma
Unit: Number
Sense Week 3,
Lesson 2, p.24A-25
Number
of
Minutes
20
50
Example/Description
Materials
Materials:  Queen Arlene’s Dilemma Task  PPS Intermediate Problem Solving Rubric  Pencils  Campers’ Manila folders 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 59
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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.) 
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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 
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Problem
Solving
Closing –
Student
Presentation
Queen Arlene’s
Dilemma
20
Benchmark activity) Math vocabulary 
cards for the math word wall Paper Pencils 
Markers Materials  Queen Arlene’s Dilemma Open Response  Pencils  Manila folders  Teacher pages 105 – 109.  Copies of the PPS Intermediate Problem Solving Rubric 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.
 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 Level 4 Level 3 Level 2 Level 1 
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60
PPS Intermediate Problem Solving Rubric Categories 4+ and 4 3 2 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.
4th Grade Math Lesson Plan Template
Day 19
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
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 61
 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 
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Number
Worlds
Level G
Unit: Number
Sense Week 3,
Lesson 3, p.26A-27
50
Problem
Solving Task
Different Ways to
Multiply
20
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 Materials
manual.)  Teacher Manual  Math vocabulary words, their definition, and a pictorial pages 26A ‐ 27 representation when applicable must be posted in the classroom  Camper on the math vocabulary word wall. Workbook pages  Complete the Warm Up ‐ Concept Building section on page 26A. 26 – 27  Under the Engage heading on page 26A, complete the Skill  Grid paper Building section Finding Common Denominator and On Common  Math vocabulary Grounds. cards for the  Review the Key Idea box with the campers on page 26. math word wall  Have the campers complete the Try This and Practice problems on  Paper pages 26 and 27. Review these problems with the campers.  Pencils  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.
Materials: Different Ways to Multiply Skill Focus: Multiplication – Two‐Digit by Two‐Digit  Copies of the  Distribute the problem to the campers. problem  Pencils  Review the problem with the campers and have them work on it independently.  Manila folders 62
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Activities to Undo Math Misconceptions (Grades 3‐5) – page 24. 63
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The campers will place the problem in their manila folder. You will review the problem with the campers tomorrow. 64
4th Grade Math Lesson Plan Template
Day 20
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
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 65
 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 
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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 
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66
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.)
Problem
Solving Task
Different Ways to
Multiply
20
Materials:  Copies of the problem  Manila folders  Pencils
 Activities to Undo Math Misconceptio
ns (Grades 3‐
5) – page 24
67
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. 68
4th Grade Math Lesson Plan Template
Day 21
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
30
Example/Description
Materials
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 69
 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 
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Number
Worlds
Level G
Unit: Number
Sense Week 4,
Lesson 1, p. 32A33
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 70
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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. 4th Grade Math Lesson Plan Template
Day 22
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
 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) 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 71
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Number
Worlds
Level G
Unit: Number
Sense Week 4,
Lesson 2, p. 34A35
50
4 six‐sided dice Name that Number directions Pencils Paper 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.) 
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72
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: 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 Misconceptio
ns (Grades 3‐
5) – page 22 73
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. 74
4th Grade Math Lesson Plan Template
Day 23
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
20
Example/Description
Materials
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 75
 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 
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Number
Worlds
Level G
Unit: Number
Sense Week 4,
Lesson 3, p. 36A37
50
Problem
Solving Task
The Choral
Assembly
20
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. Materials
 Teacher Manual  Week 4 Lesson 3 math vocabulary: decimal. (The vocabulary words in bold is found on page 36A of the teacher’s manual.) pages 36A – 37 
Math vocabulary words, their definition, and a pictorial  Camper representation when applicable must be posted in the classroom on Workbook the math vocabulary word wall. pages 36 – 37  A long piece of  Complete the Warm Up ‐ Concept Building section on page 36A.  Under the Engage heading on page 36A, complete Skill Building rope or string section Number Rope.  Clothespins  Review the Key Idea box with the campers on page 36.  Index cards  Complete problem #1 – 4 with the campers. Have the campers  Magnetic complete problems #5, 7, 9, 11, 13, 15, 17, and 19 independently. number lines Once the problems are completed, review with the campers  Math problems #5, 7, 9, 11, 13, 15, 17, and 19 as a whole group. vocabulary  Exit Slip: All campers must complete the Reflect problem at the cards for the bottom of page 37. This problem will be used as an exit slip to check math word wall the campers understanding of the lesson’s fraction and decimal  Paper concept.  Pencils  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.
Materials: The Choral assembly Skill Focus: Multiplication – Two‐Digit by Two‐Digit  Copies of the problem  If necessary, give the campers time to complete the problem. Review the campers’ answers to the problem.  Manila folders  Pencils
 Activities to 76
Undo Math Misconceptions (Grades 3‐5) – page 22
77
78
4th Grade Math Lesson Plan Template
Day 24
Topic
Differentiated
Instruction
Title
Differentiated
Instruction
Number
of
Minutes
30
Example/Description
Materials
 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) 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 79
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Name that Number directions Pencils Paper 
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Number
Worlds
Level G
Unit: Number
Sense Week 4,
Lesson 4, p. 38A39
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 
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80
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 manual.)
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