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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