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Tarr Lesson Plans Monday February 23, 2015 Day 114 9:00- Meet David and take him to get his breakfast bring him back to eat in the room. Morning Announcements- Journal Writing Math with David 9:3011:00 Calendar Math—Basic Math Facts Practice Topic: Problem Solving: Use objects and Solve a Simpler Problem Lesson: 12.3 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. Learning Objectives (“I can” statements): I can solve real world problems involving volume. Essential Knowledge: The students will learn that some problems can be solved by breaking apart or changing the problem into simpler ones, solving the simpler ones, and using those solutions to solve the original problem. Key Vocabulary: Manipulatives Needed: Centimeter cubes, (60 per group) #2 Develop the Concept: Interactive (20 min): The students will use simpler problems to solve a problem with cubes. Essential question: How can you use simpler problem to solve another problem? 10:30-11:00 4th Grade Math with Bryson Topic: Extending Fraction Concepts Lesson: 13.8 4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. Learning Objectives (“I can” statements): I can order decimals explaining what I did. Essential Knowledge: The students will understand that place value can be used to oder numbers. Key Vocabulary: Manipulatives Needed: Recording Sheet #2 Develop the Concept: Interactive (20 min): Students will use place value chart to compare and order decimals. Essential question: How do you compare decimals? 11:05 – 11:45 Lunch and Recess David will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When he is finished, Mr. Sunderland will take him to the gym for recess time. 11:45-12:00 Structural Analysis and Word Work Introduce Words: 12:00 – 12:50 Language &Writing 12:55- 1:25 Specials Review Chapter 14 Study guide… Remind him he will be tested on this tomorrow… He can use this to help on test… 1:25-2:25 Reading Block CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI 5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Review Chapter 14 Study guide… Remind him he will be tested on this tomorrow… He can use this to help on test… 2:30 Dismissal 2:35-3:00 ReadingChristina “ir”, “il”, “im”, and “in” --- mean not irregular, irresponsible, illegal, ill-mannered, impossible, immature, improbable, improper, immigrate, impatient, imperfect, impolite, impure, incomplete, indescribable, invaluable, indigestion, inactive, incorrect, indefinite Spelling Words Gym Black History booklet Read for fluency and comprehension Tuesday February 24, 2015 Day 115 9:00Math with David 9:3011:00 10:30-11:00 4th Grade Math with Bryson- Meet David and take him to get his breakfast bring him back to eat in the room. Morning Announcements- Journal Writing Calendar Math—Basic Math Facts Practice Topic: Models and Volume Lesson: 12.4 5.MD.3a A cube with side length 1 unit, called a "unit cube," is said to have "one cubic unit" of volume, and can be used to measure volume. 5.MD.3b A solid figure which can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Learning Objectives (“I can” statements): I can understand the concept of volume. I can measure volume by counting unit cubes. I can solve real world problems involving volume. I can find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes to show a visual model of the volume. Essential Knowledge: The students will learn that volume is a measure of the amount of space inside a solid figure. Volume can be measured by counting the number of cubic units needed to fill a three-dimensional object. Topic: Extending Fraction Concepts Lesson: 13.9 4.NF.7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Learning Objectives (“I can” statements): I can use place chart to read, write, and compare decimals explaining what I did. Essential Knowledge: The students will understand that the relationship between dollars, dimes and pennies are good models for decimal numeration. Key Vocabulary: Tenth, Hundredth, decimal point Manipulatives Needed: Place value chart 11:05 – 11:45 Lunch and Recess 11:45-12:00 Structural Analysis and Word Work David will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When he is finished, Mr. Sunderland will take him to the gym for recess time. 12:00 – 12:50 Chapter 14 Test 12:55- 1:25 Specials Music 1:25-2:25 Reading Block CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Review Words: Have David go on Spelling City and work on this week’s spelling words. Spelling Words “ir”, “il”, “im”, and “in” --- mean not irregular, irresponsible, illegal, ill-mannered, impossible, immature, improbable, improper, immigrate, impatient, imperfect, impolite, impure, incomplete, indescribable, invaluable, indigestion, inactive, incorrect, indefinite Finish Chapter 14 test then start on -Read Robert E. Lee and Ulysses S. Grant - complete Activity sheets showing their different perspectives on the civil war Start list of similarities and differences between the two.. Civil War Historical Figures Perspective Paper 2:30 Dismissal 2:35-3:00 ReadingChristina Black History booklet Read for fluency and comprehension Wednesday February 25, 2015 Day 116 9:00Math with David 9:3011:00 10:30-11:00 4th Grade Math with Bryson Meet David and take him to get his breakfast bring him back to eat in the room. Morning Announcements- Journal Writing Basic Math Facts and Calendar Math Topic: Volume Lesson: 12.5 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 5.MD.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Learning Objectives (“I can” statements): I can solve real world problems involving volume. I can find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes to show a visual model of the volume. I can apply the formulas for rectangular and right rectangular prisms to find the volume. Essential Knowledge: The students will learn that volume is a measure of the amount of space inside a solid figure. Volume can be measured by counting the number of cubic units needed to fill a three-dimensional object. Topic: Extending Fraction Concepts Lesson: 13.10 4.NF.6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 4.MD.1 Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ... 4.MD.2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale. Learning Objectives (“I can” statements): I can solve a problem by drawing a picture explaining what I did. Essential Knowledge: The students will understand information from a problem can often be shown in a drawing. Key Vocabulary: Manipulatives Needed: Rulers 11:05 – 11:45 Lunch and Recess 11:45-12:00 Structural Analysis and Word Work David will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When he is finished, Mr. Sunderland will take him to the gym for recess time. 12:00 – 12:50 Writing 12:55- 1:25 Specials Work on Robert E. Lee and Ulysses S. Grant compare and contrast sheets 1:25-2:25 Reading Block CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Review Words: Spelling Words “ir”, “il”, “im”, and “in” --- mean not irregular, irresponsible, illegal, ill-mannered, impossible, immature, improbable, improper, immigrate, impatient, imperfect, impolite, impure, incomplete, indescribable, invaluable, indigestion, inactive, incorrect, indefinite Gym Finish Lee and Grant comparison 2:30 Dismissal Thursday February 26, 2015 Day 117 9:00Math with David 9:3011:00 10:30-11:00 4th Grade Math with Bryson Meet David at the back door by the cafeteria. His bus gets here late. If he doesn’t come let the office know. If he does come, take him down to get breakfast from the cafeteria. Bring him back to the room to eat. Basic Math Facts and Calendar Math For basic fact practice, have him complete the Multiplication and Division worksheet. Topic: 12 Volume Lesson: 12.5 5.MD.5 Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. 5.MD.5a Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. 5.MD.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. Learning Objectives (“I can” statements): I can solve real world problems involving volume. I can find the volume of a right rectangular prism with whole number side lengths by packing it with unit cubes to show a visual model of the volume. I can apply the formulas for rectangular and right rectangular prisms to find the volume. Essential Knowledge: The students will learn that volume is a measure of the amount of space inside a solid figure. Volume can be measured by counting the number of cubic units needed to fill a three-dimensional object. Key Vocabulary: Manipulatives Needed: Centimeter cubes (40 per) #2 Develop the Concept: Interactive (20 min): The students build a rectangular prism and determine the volume. Essential question: How can you find the volume of a rectangular prism? Set the purpose: You have already learned how to use a model to find the volume of a rectangular prism. Today, you will learn how to use a formula to find the volume of a rectangular prism. Follow the lesson outline on 316B. Develop the Concept: Visual (25 min): Use the visual learning bridge on page 316 and 317 of the students’ book to learn how to find the volume of rectangular prism using unit cubes and using a formulas. Have the students follow along as you go step by step through the bridge. Use the projector to go through the guided practice questions 1-6. Have the students complete independent practice questions 7-26. #4 Close/Assess and Differentiated Intervention (15-20 min): Do the quick check. By using the results of the quick check break the students into 3 groups and have them do the differentiated instruction on page 319B. 4th Grade Math with Bryson—Tell him that he needs to go back to class. I already told his teacher that we wouldn’t be there… 11:05 – 11:45 Lunch and Recess 11:35-11:50 David needs to go to the cafeteria to get his lunch. He can bring it back to the room at eat it.. Then let him have some free time.. Perhaps you can play checkers, connect 4 or he can play games on the computer. 11:45-12:15 Structural Analysis and Word Work Review Words: Do word find Spelling Words “ir”, “il”, “im”, and “in” --- mean not 12:15 – 12:50 CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Reading David goes to Mr. Loken’s room for group work.. He may be meeting in the library instead of his room.. Someone needs to take him down there. irregular, irresponsible, illegal, ill-mannered, impossible, immature, improbable, improper, immigrate, impatient, imperfect, impolite, impure, incomplete, indescribable, invaluable, indigestion, inactive, incorrect, indefinite Read Robert E. Lee and Ulysses S Grant and complete packets on each.. If there is time left start a list of things they have in common and differences… 12:55- 1:25 Specials Music--- You will need to go with him to the auditorium for Music 1:25-2:25 Reading Block CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. Finish reading Robert E. Lee and Ulysses S Grant and complete packets on each.. If there is time left start a list of things they have in common and differences… 2:30 Dismissal Friday 9:00- February 27, 2014 Day 118 Meet David and take him to get his breakfast bring him back to eat in the room. Morning Announcements- Journal Writing Calendar Math—Basic Math Facts Practice Topic: Combining Volume Lesson: 12.6 5.MD.5b Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. 5.MD.5c Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. Learning Objectives (“I can” statements): I can find the volume of solid figures composed of two non overlapping right rectangular prisms by adding the volumes together. I can apply the formulas for rectangular and right rectangular prisms to find the volume. Essential Knowledge: The students will learn that the volume of some objects can be found by breaking apart the object into other objects for which the volume can be found. Key Vocabulary: Manipulatives Needed: Combining volumes (TT 32) 2 colors of markers #2 Develop the Concept: Interactive (20 min): The students identify simpler rectangular solids that make up an irregular solid, find their volumes, and combine volumes to calculate the total volume. Essential question: How can you use volume formulas to solve problems? Math with David 9:3010:30 Calendar Math—Basic Math Facts Practice Topic: Problem Solving: Use Objects and Reasoning Lesson: 12.7 5.MD.4 Measure volumes by counting unit cubes, using cubic cm, cubic in, cubic ft, and improvised units. Learning Objectives (“I can” statements): I can solve real world problems involving volume. Essential Knowledge: The students will learn that some problems can be solved by using objects to act out the action in the problem. Some problems can be solved by reasoning about conditions in the problem. Key Vocabulary: Manipulatives Needed: Unit cubes(4 per group), Problem-Solving Recording Sheet (TT1) #2 Develop the Concept: Interactive (20 min): The students use unit cubes to find the volume of pictured solids. Essential question: How can you use objects to solve problems? Set the purpose: You have already learned how to find the volume of solids. Today, you will learn how to use unit cubes and reasoning to find the volume of a solid. Follow the lesson outline on 322B. 10:35- 11:05 SSL with Mr. Loken 10:30-11:00 4th Grade Math with Bryson 11:05 – 11:45 Lunch and Recess 11:45-12:00 Structural Analysis and Word Work SSL with Mr. Loken 12:00 – 12:20 Writing 12:25- 1:25 Specials Civil War Historical Figures Perspective Paper 1:25-2:25 Reading Block CCSS.ELA-Literacy.RI.5.3 - Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI 5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. David will go and get his lunch with Mr. Sunderland and bring it back to the room to eat. When he is finished, Mr. Sunderland will take him to the gym for recess time. Review Words: Spelling Test Spelling Words Spelling Words “ir”, “il”, “im”, and “in” --- mean not irregular, irresponsible, illegal, ill-mannered, impossible, immature, improbable, improper, immigrate, impatient, imperfect, impolite, impure, incomplete, indescribable, invaluable, indigestion, inactive, incorrect, indefinite Art Confederate Northern women and Southern women perspectives… compare.. 2:30 Dismissal 2:35-3:00 ReadingCrystal/Chr istina Black History booklet Read for fluency and comprehension