Roots Public Charter School Weekly MATH Lesson Plan
Teacher Name: Kimberly Holloway
Grade 4
Date: November 30 – December 4
Subject Area: MATH/
Common Core State Standard(s): 4.NBT.B.5; 4.0A.A.2; 4.OA.A.2
Learning Target(s):
Essential Understanding—Big Idea
Explain what students will know and be able to do as
a result of this lesson and why these objectives are
important to accomplish?
Instructional Materials:
Materials needed for the lesson (e.g., textbook,
construction paper, scissors, Powerpoint, SMART
Board, laptops, etc.)
Differentiation:
(How will you ensure that all students have access to
and are able to engage appropriately in the lesson?)
Resources:
Supplementary information and/or places where you
found information for the lesson; What websites will
be used to support lesson?
Anticipatory Set:
Engagement/Motivation/Introduction; Purpose of
lesson for students; Specific statements/activities you
will use to focus students on the lesson for the day
Presentation of New Information or
Modeling:
Essential Question:
Divide by one digit Number
My Math Text; Workbook; Learn Zillion; Drill sheets; www.flocabulary.com; connecteded.mcgraw-hill.com;
Mancala and Dhuti board, Kiswahili number count
Small groups; manipulates; drill sheets; works in pairs
Textbooks; Learn Zillion; Drill Sheets; Drops in the Bucket Review Sheets; base-ten blocks; place value
charts; index cards; number cubes; connecting cubes
Monday
Tuesday
Guided Practice:
Thursday
Friday
FLUENCY
PRACTICE
FLUENCY
PRACTICE
FLUENCY
PRACTICE
FLUENCY PRACTICE
Make a Table
Review
Chapter 5 TEST
Estimate
Quotients
Use Place Value to
Divide
p. 317-320
Divide by 1-digit
Numbers
Launch Chapter 6
Lesson 2
p. 335, 336
Lesson 3
p. 341, 342
Review Vocabulary
Make cards and
foldables
Term definitions, concepts, processes or approaches
If you will be demonstrating the skill or competence,
how will this be done? “I do, We do, You do”
What activities will be used to guide student practice
and provide a time frame for completing this
practice? Teacher directed, Scaffolding, Check for
understanding
Wednesday
FLUENCY
PRACTICE
p. 311, 312
Read example aloud
Work thru Guided
Practice together
Chapter 6
Lesson 1
p. 329, 330
Read example
aloud
Work thru Guided
Practice together
Read example
aloud
Work thru guided
practice
Roots Public Charter School Weekly MATH Lesson Plan
Closing Procedure/Activity:
Review terms, concepts, and/or learning process,
establish connections to next lesson, check for
understanding. What method of review will be used to
complete the lesson?
Independent Practice:
Check work
Check work
Check work
Check work
p. 313, 314
p. 317, 320
p. 331, 332
p. 337, 338
Exit ticket
EXIT ticket:
EXIT ticket:
Exit ticket:
p. 315, 316
p. 171
p. 177, 178
Complete classwork
Teacher monitored, checks for understanding, exit
ticket
Assessment:
Summative: How will you know students have
learned what you wanted them to learn, the objectives
have been accomplished, and that the goals have been
achieved? What will count as evidence of learning?
Formative: How will your assessment inform
instruction on an ongoing basis? How will you assess
in the process of student learning throughout the
lesson and how will you make adjustments?
Homework:
Reflection:
Evaluation of lesson. What went well? What would
you change? What did you learn about your
students? What did you learn about yourself? How
did you construct a meaningful learning community?
p. 343, 344
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Roots Public Charter School Weekly MATH Lesson Plan Teacher