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