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All groups start together for the 'warm up thinking', the essential question, I can review, mini whole group lesson with a formative assessment to check student

progress through standards. Students then break out into personalized groups around the room and use a blended learning menu that allows them to differentiate by

process, product, or interest. I meet with each group do discuss their progress and, depending on the skill or strategy, formatively assess their understanding at where

they are in their standards/goals. Once time is up, students determine their next steps and independent practice - via homework sheets, problem solving - and include

the video for the next lesson when appropriate.

MAFS.4.OA.2.4 Investigate factors and

MAFS.4.NF.1.1 Explain why a fraction a/b is

MAFS.4.NF.1.2 Compare two fractions with

Standards

multiples. a. Find all factor pairs for a

equivalent to a fraction aXn/bXn by using

different numerators and different denominators, e.g.,

whole number in the range 1-100. b.

visual fraction models, with attention to how

by creating common denominators or numerators, or

Recognize that a whole number is a

the number and size of the parts differ even

by comparing to a benchmark fraction such as .

multiple of each of its factors. Determine

though the two fractions themselves are the

Recognize that comparisons are valid only when the

whether a given whole number in the range same size. Use this principle to recognize and

two fractions refer to the same whole. Record the

1-100 is a multiple of a given one-digit

generate equivalent fractions. Level 2

results of comparisons with symbols >, =, or <, and

number. c. Determine whether a given

justify the conclusions, e.g., by using a visual fraction

whole number in the range 1-100 is prime

model. Level 2

or composite. Level 2

Must : Create a model to show if a number Should: Explain how two fractions are

Could: Use a variety of strategies to compare

I can

is prime or composite.

equivalent.

fractions.

How

does

my

understanding

of

factors

and

Gifted

Goals:

Learning Styles Addressed: Naturalistic, Visual,

Essential

multiples help me compare fractions?

Musical, Logical, Word, Art, Body

Question

Cognitive Levels: Level 1: Recall, Level 2:

Accommodations: Students do have extra time.

21st Century Technology, team work, independent

Differentiation: Students choose pacing and activity

Basic Application of Skills & Concepts, Level

choice

(menus). Activities have been built around MI and

3: Strategic Thinking & Complex Reasoning

learning styles. Desert Choice on Menu

Vocabulary

Lessons

Format

multiples.

Multiples,

benchmark fractions,

Need to do: Resources: Hundred Squares (prime,

composite, multiples, factors, fraction bars, counters

(arrays), graph paper, vocabulary cards, quizlet, Math

Tools: Fractions (Pearson) Videos on Nooks/

IPADS/Sophia. All classes up on Sophia/Quizlet

Teacher Supported Small Groups:

boards, questioning, and observation to

monitor student understanding. Struggling

students pulled for small group support.

Page 1 of 8

Student Work: Students will self assess

understanding through lesson activities.

Teacher will monitor groups and pull any

students who need additional support.

Mazlowski, Tomassi, White

Check on rest through questioning and observation.

Lessons: Student choice

End of Unit: FSA style assessment at the end of each

topic.

January 6, 2015

Week 1

Focus

Monday

Students that need support, pull for small group.

Resources

Tuesday

Review

Introduce

division

Sophia in AM

Introduce

1 Day of

Using white board, warm up with 3 simple division 0-300, 1 digit divisors, with and without remainders and using

White board

Student white

Watch for those that need support in division. Pull for small group.

boards

factors and

LearnZillion

Topic may

multiples.

Video LZ785

take 25 to 30.

Mention prime

Model how ARRAYS can help find FACTORS and MULTIPLES using arrays. Factors: create the different arrays for

st

and composite.

10, 12, 24 using Pearson Math Tools or Drawing on Board. If you can make more than one array, a number has more

Pearson Math

than 2 factors and it is called COMPOSITE. (root compose). Place arrays in a T-Chart and model how you can start

Tool

from factor 1 X n, 2 X, ect until you reach the number in the left column. Explain that these are FACT FAMILIES.

Wednesday Review

What about 2, 3, 7? You can only make one array the number has only 2 factors and is called PRIME. Show in the t-

to find patterns.

Using white board, warm up with 3 simple division 0-300, 1 digit divisors, with and without remainders and using

division

estimation.

Watch for those that need support in division. Pull for small group. Link in multiples, factors

Factor,

Multiples,

Prime &

Model how to use a Rainbow to find factors of a number. Link to the T-Chart. Start with 1 X n and go in.

Composite

Show Video: Introduce Study Jams on Scholastic.com. Look at the fractions section. (Google or click here)

Page 2 of 8

January 6, 2015

Same

Thursday

Review

division

Fractions/

Equivalent

Fractions

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation.

Student white

Watch for those that need support in division. Pull for small group. Link in multiples, factors

Introduce what is a fraction and vocabulary. What does it mean to be the chosen or not chosen part of the whole?

boards

(numerator). What is the denominator? Represents how many parts make up the whole.

Website

Model fraction bars to find the numerator and denominators. Then, model how to find equivalent fractions . What is

Fraction Bars

Friday

Review

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

Same

estimation.

With Khan

Division

Creating an

equivalent

Review:. Numerator, denominator, equivalent fraction. What does it mean to be the chosen or not chosen part of

Video

the whole? (numerator). What is the denominator? Represents how many parts make up the whole.

fraction

using X:

Model how 1 = n/n and discuss why. How can we create equivalent fractions? Multiple by 1 or n/n.

Discuss how fraction a/b is equivalent to fraction aXn/bXn because you X by 1 which is the identify

property. Using visual fraction models, with attention to how the number and size of the parts

differ even though the two fractions themselves are the same size. Use this principle to recognize

and generate equivalent fractions. (Use pizzas as an example or circles folded).

Discuss the idea that equivalent fractions have the same value but are not superposable (use the

example of area of a two different area 2X5 and 1X10the area is equivalent and has same value

but the parts may look different. For equivalent fractions, model a pizza cut in and one cut in

.

factors, and

multiples

What is an

equivalent

fraction?

Page 3 of 8

Watch for those that need support in division. Pull for small group. Link in multiples, factors

th

January 6, 2015

circles (plate

size) to fold

into 1/2

, , 1/8, 1/16,

1/3 (cut)

Week 2

Focus

Monday

Number Lines,

Students that need support, pull for small group.

benchmark

Resources

Using white board, warm up with 3 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division and pull for small group.

Student white

fractions to

Model using a number line to find fractions with different numerator and the same denominators.

boards

compare and

Introduce common denominators and link to how they are multiples of the fractions being grouped. Show on relative

Number lines

number lines..2, 4, 8, 16..why not 10 for that group? Is 10 a multiple of 2, 4, 8? Link to fraction bars.

Website

Compare different number lines and show how the denominator links to how the number line is broken up. Review

Fraction bars

order numbers.

Introduce

the difference between the hash marks and the equal parts between 0 and 1. 1 is n/n

common

denominator

http://www.mathsisfun.com/numbers/fraction-number-line.html.

using factors

Introduce a benchmark fractions and create a list of which ones students know readily. How can benchmark fractions

or multiples.

help use understand where a fraction will fit on a number line to help us place them in order from least to greatest.

Discuss starting the number line on the right and going left even though many will start left and go right. Link to

decimals. (right of 0 will be less that 0 in the future).

Tuesday

Review

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

Student white

division/factor

s/multiples

boards

Comparing:

Use a number line and compare two numbers 1, 2 then 1 and 3. How does a number line help you compare and

Number lines

Using what we

How review number lines with fractions..use to compare fractions , 3/4 , 4/5, 5/8, 6/10. Which fraction has the

Pearson Math

equivalent

greatest value? Which has the least? Using signs < > = Justify. Common error: the larger denominator has the

Tool

fractions,

highest value.

know about

create

common

denominators.

Page 4 of 8

What if you dont have a number line? You can use common denominators! Link to multiples and factors. A

common denominator is a multiple of all the fractions you are comparing. What is a multiple of 2, 4, 5, 8, 10?

Model the butterfly/cross multiplying method to find equivalent fractions with the same denominators.

January 6, 2015

Wednesday Review

division

Ordering:

Using

Review the butterfly/cross multiplying method to find equivalent fractions with the same denominators. What is a

denominators,

common denominator?

Now review fractions , 3/4 , 4/5, 5/8, 6/10. Which fraction has the greatest value? Which has the least? Can you use

number lines,

what you know about common denominators to place them in order from Greatest to Least? Common error: the larger

benchmark

fractions,

Try again with student generated fractions..find the common denominator and then order.

order

What strategies can you use to order fractions? Number lines, fraction bars, common denominators. Have students

fractions.

Writing to

Same

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

common

Thursday

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

Using white board, warm up with 2 simple division 0-9000, 1 digit divisors, with and without remainders and using

White board

estimation. Break apart. What for those that need support in division/factors/multiples and pull for small group.

Student white

Explain

model

Have students find equivalent fractionshave a multiplication square up and look for patterns.

boards

finding key

Website

words in

Open up Text book and review Writing to Explain. Go through some problems and identify key words. Link to the

Fraction Bars

operation and create 3 or 4 steps to help students remember how to write a strong explanation.

Multiplication

Square

math

problems

and using

Have students discuss what they learned and use PearsonRealize quick check as a

formative assessment whole group. Students will start to use this in the future to

check what they know before the assessment.

the TEA

paragraph.

Friday

Review and

have

students

self assess

Page 5 of 8

January 6, 2015

Internet

MAFS.4.OA.2.4 Investigate factors and multiples.a. Find

a/b

MAFS.4.NF.1.1 Explain why a fraction

is equivalent

all factor pairs for a whole number in the range 1-100.b.

nXa/nXb

Recognize that a whole number is a multiple of each of its

to a fraction

by using visual fraction models, with

factors. Determine whether a given whole number in the

attention to how the number and size of the parts differ

range 1-100 is a multiple of a given one-digit number. c.

even though the two fractions b nb themselves are the

Determine whether a given whole number in the range 1same size. Use this principle to recognize and generate

100 is prime or composite.

equivalent fractions.

My Targets: OA 2.4

I can explain the difference between prime and composite

numbers.

I can identify the factors or multiples of whole numbers.

I understand that whole numbers are factors of their

product.

I understand the difference between prime and composite

numbers

I understand that multiples are products of any two whole

numbers.

Assessment (Do)

I can create a model that shows factors of any given whole

number up to 100.

I can complete a fact family.

I can compose a list of prime and composite numbers.

numerators and different denominators, e.g., by creating

common denominators or numerators, or by comparing to

1/2

a benchmark fraction such as

. Recognize that

comparisons are valid only when the two fractions refer to

the same whole. Record the results of comparisons with

symbols >, =, or <, and justify the conclusions, e.g., by

using a visual fraction model.

Targets: MAFS.4.NF.1.1

I know that a fraction is part of a whole and has a

numerator and denominator.

I know what makes fractions equivalent.

I know equivalent means the numbers have the same

value.

I can use my multiplication facts and multiples to find

equivalent fractions.

I understand that fractions can be equivalent even when

numerators and denominators are not the same.

I can create models of fractions to see the parts of a

fraction.

Targets: MAFS.4.NF.1.2

I know how numerators and denominators are used to

compare fractions.

I know when the common denominator is and can explain

how it is a multiple of the denominators being compared.

I understand that the denominator is how many equal parts

make the whole and the numerator is the number of parts

chosen or not chosen.

I understand that comparisons are valid only when the two

fractions refer to the same whole.

I understand that other fractions can be used as

benchmarks to help make comparisons.

Assessment (Do)

I can manipulate fraction tools to make equivalents.

I can explain how two fractions are equal.

I can draw pictures to represent equivalent fractions

I can create number sentences using equivalent fractions.

Vocabulary: numerator, divide, denominator, compare,

fraction, equivalent, fraction bar, multiply

Assessment (Do)

I can construct a visual model of 2 fractions being

compared.

I can use the correct symbol to compare fractions.

I can apply multiplication and division skills to change

denominators in order to compare fractions.

I can use a variety of strategies to compare fractions.

Vocabulary: common denominator, visual fraction models,

justify, benchmark fractions,

Page 6 of 8

January 6, 2015

Tory (60), Tieler (50), Jaylen, Ben, Alexa (60), Faith (based on understanding of place value)

Vinni, Madi, Aiden, Brielle, Ben, Haley, Joshua, Ethan, Pierce (50), Sami (50)

By aptitude and demonstrated pacing: 12/15

Stars: Jaylen, Cohen, Vinnie

Squares: Ethan, Pierce, Triangles: Sami, Nevaeh, Tori Joshua, Christopher, Jaden, Carlos, Abby

Jenns Groups

Whites Groups

Page 7 of 8

January 6, 2015

Standards & Objectives: OA 2.4, NF 1.1, NF 1.2

Must: Create a model to show if a number is prime or

composite.

Should: Explain how two fractions are equivalent.

Could: Use a variety of strategies to compare fractions.

Appetizer: Must complete for each lesson or unit

o

Vocabulary Choice/once a unit

o

Watch video on Nook or on Sophia (Mrs.Ts Version)

Main Course: Must complete ALL for each lesson. Review and discuss

results with a partner. Self-Assess Understanding (0 to 5)

o Guided Practice (review and discuss with partner)

o Select from Main Course options.

o Problem Solving: All

Carry Out: (Homework): Choose one for each lesson then review

and discuss with partner. Self-Assess understanding (o to 5).

o Independent Practice: evens or odds

o Homework practice sheet

o Create a model for 5 Independent Practice Problems. Illustrate in IAN.

o Write to Explain: How you solve 4 Practice Problems

Dessert: Go to the Dessert Table and choose one AFTER you have completed 3 or 4

meals. Then reflect in your IAN with your thoughts and question.

Main

Course Selections

Lesson 1/Factors :

Hands on: Use blocks or counters to create different arrays to find the factors for

numbers 36, 55, 79, 88 in the 100 block. Draw your arrays.

Artistic: Create factor rainbows for 36, 55, 79, 88 and explain the steps.

Logical: Learnzillion Video LZ782. Create a flow map.

Lesson 2/Prime and Composite: Answer questions in your IAN.

Hands on: Use blocks to make arrays for numbers higher in the 100 block. Can

you make more than one array for the number? How do you know if its prime?

Artistic: Draw an illustration that explains the difference between a prime and

composite number. Create a Venn diagram to compare prime and composite.

Logical: Learnzillion VideoLZ786. Take 2 column notes in your IAN.

Musical: Im Prime Rap on Sophia or Nooks. Explain the difference between

prime and composite numbers in your IAN. Give examples.

Hands on: Using counters, create arrays that show multiples of 3, 13, 9, and 12.

Find the lowest common multiple for 3 and 13, then 9 and 12. Share.

Artistic: Using graph paper draw arrays to find the multiples of 3, 13, 9, 12 and

find the lowest common multiple for 3 and 13, then 9 and 12. Share.

Logical: Learnzillion Video LZ781. Explain how you know a number is a

multiple or a factor?

Lesson 4/Equivalent Fractions: After doing the activity, in your IAN, justify how you

know when 2 fractions are equivalent.

Hands on: Take circles and fold them into different fraction amounts , , 1/8

and find equivalent fractions.

Artistic: Using the fraction pieces, create an illustration that shows equivalent

fractions. (Teacher will model.)

Logical: Choose from Study Jams on Scholastic/Fractions. 2 Column Notes.

Musical: Rock the Core/Equivalent fractions (Sophia/Nook).

Lesson 5/Number Lines & Equivalent Fractions:

Hands on: Use the fraction bars to create 2 number lines and find equivalent

fractions. Draw your examples in your IAN.

Logical: Learnzillion Video LZ619 and LZ617. Create a Double Bubble to

compare the two videos.

Musical: What the Video above and create a verse that explains how to use

number lines to find equivalent fractions.

Lesson 6/Comparing: When you are finished with your activity, in your IAN, explain

how you know which fraction is the larger or smaller?

Hands on: Using fraction bars to compare fractions.

Artistic: Create cross-multiplying butterflies to compare fractions.

Logical: Study Jams/Scholastic Fractions. Write a 1 sentence summary.

Lesson 7/Ordering:

Hands on: Using fraction bars, show fractions and order them from least to

greatest. Draw them in your IAN.

Artistic: Draw an illustration that shows fractions with different denominators in

order. Note the steps you took to figure out how to order the fractions.

Logical : Study Jams/Scholastic/Fractions. Take 2 Column Notes.

Lesson 8/Writing to Explain: You will use the following activities to create a tool to

share your idea for key steps to write a good explanation.

Hands on: Create a Standing Cube Foldable to highlight 4 key reminders.

Artistic: Create a comic that explains some key points.

Logical: Create a flow chart that shows the steps to writing a good explanation.

see teacher for final UNIT assessment.

Lesson 3/Multiples: Still struggling? Learnzillion LZ789 and See teacher.

Page 8 of 8

January 6, 2015

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