Scope of lesson plan:
Lessons 1-5
Teacher name:
EngageNY
module #/ lesson # / lesson title
Long-term Targets:
(Common Core
standards addressed)
Supporting target(s)
(These are daily targets. What
will students know and be able
to do as a result of this lesson?)
Agenda
(Activities / Tasks)
Resources/ Materials:
(What texts, digital resources, &
materials will be used in this
lesson?)
Grade:
4
Subject:
Period(s) this lesson will be taught:
math
MONDAY
Module 1 / Lesson 1: Interpret a multiplication equation as a comparison.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Interpret a multiplication equation as a comparison.
1. Opening
A. Fluency Practice (13 minutes)
2. Work Time (40 minutes)
A. Application Problem
B. Concept Development
3. Closing and Assessment
A. Student Debrief (7 minutes)
B. Exit Ticket
Multiply and Divide by 10 Sprint
Personal white boards
place value chart
Base ten disks: ones, tens, hundreds, and thousands
Worksheets
Exit ticket
Relevance/Rationale:
(How do the strategies
employed meet students’
needs?)
EngageNY
module #/ lesson # / lesson title
Long-term Targets:
(Common Core
standards addressed)
Supporting target(s)
(These are daily targets. What
will students know and be able
to do as a result of this lesson?)
Agenda
(Activities / Tasks)
Resources/ Materials:
(What texts, digital resources, &
Fluency 1: Reviewing this fluency will acclimate students to the Sprint routine, a vital
component of the fluency program.
Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for
success in multiplying different place value units during the lesson.
Application Problem: As the first lesson of the year, this application problem reviews area and
perimeter, multiplication, and addition—all important concepts from Grade 3. This problem can
be extended after the Concept Development by asking students to find an area 10 times as much
as the grass sod, or to find a perimeter 10 times as wide and 10 times as long.
TUESDAY
Module 1 / Lesson 2: Recognize a digit represents 10 times the value of what it represents in the
place to its right.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Recognize a digit represents 10 times the value of what it represents in the place to its right.
1. Opening
A. Fluency Practice (12 minutes)
2. Work Time (39 minutes)
A. Application Problem
B. Concept Development
C. Problems 1-4
D. Problem Set
3. Closing and Assessment (9 minutes)
A. Student Debrief
B. Exit ticket
Personal white boards with a place value chart to thousands
Worksheets
materials will be used in this
lesson?)
Relevance/Rationale:
(How do the strategies
employed meet students’
needs?)
EngageNY
module #/ lesson # / lesson title
Long-term Targets:
(Common Core
standards addressed)
Supporting target(s)
(These are daily targets. What
will students know and be able
to do as a result of this lesson?)
Agenda
(Activities / Tasks)
Exit ticket
Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher
order concepts throughout the year.
Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for
success in multiplying different place value units during the lesson.
Fluency 3: This fluency will review concepts learned in Lesson 1.
Application Problem: This application problem builds on the concept from the previous lesson
of 10 times as many.
WEDNESDAY
Module 1 / Lesson 3: Name numbers within 1 million by building understanding of the place
value chart and placement of commas for naming base thousand units.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Name numbers within 1 million by building understanding of the place value chart and
placement of commas for naming base thousand units.
Reviewing and practicing place value skills in isolation will prepare students for success in
writing multi-digit numbers in expanded form
This fluency will prepare students for success in writing multi-digit numbers in expanded form.
1. Opening
A. Fluency Practice (15 minutes)
2. Work Time ( 38 minutes)
A. Application Problem
B. Concept Development
C. Problems 1-3
D. Problem Set
3. Closing and Assessment (7 minutes)
A. Student Debrief
B. Exit ticket
Resources/ Materials:
(What texts, digital resources, &
materials will be used in this
lesson?)
Relevance/Rationale:
(How do the strategies
employed meet students’
needs?)
EngageNY
module #/ lesson # / lesson title
Long-term Targets:
(Common Core
standards addressed)
Supporting target(s)
(These are daily targets. What
will students know and be able
to do as a result of this lesson?)
Agenda
(Activities / Tasks)
Multiply by 3 Sprint
Personal white boards with million-place value chart outline template
Worksheets
Exit ticket
Fluency 1: This fluency will review a foundational third grade standard that will help students
learn standard 4.NBT.5.
Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for
success in multiplying different place value units during the lesson.
Fluency 3: This fluency will bolster students’ place value proficiency while reviewing
multiplication concepts learned in Lessons 1 and 2.
Application Problem: This application problem builds on the concept from the previous lesson
of determining 10 times as much as a number.
Concept Development: Students will go beyond the 4.NBT standard of using numbers less
than or equal to 1 million to establish a pattern within the base ten units.
THURSDAY
Module 1 / Lesson 4: Read and write multi-digit numbers using base ten numerals,
number names, and expanded form.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Read and write multi-digit numbers using base ten numerals, number names, and expanded
form.
This fluency will prepare students for success in writing multi-digit numbers in expanded form.
1. Opening
A. Fluency Practice (13 minutes)
2. Work Time (32 minutes)
A. Application Problem
B. Concept Development
C. Problems 1-3
Resources/ Materials:
(What texts, digital resources, &
materials will be used in this
lesson?)
Relevance/Rationale:
(How do the strategies
employed meet students’
needs?)
EngageNY
module #/ lesson # / lesson title
Long-term Targets:
(Common Core
standards addressed)
Supporting target(s)
(These are daily targets. What
will students know and be able
to do as a result of this lesson?)
Agenda
(Activities / Tasks)
D. Problem Set
3. Closing and Assessment (15 minutes)
A. Student Debrief
B. Exit ticket
Personal white boards
place value chart to the hundred thousands
place value chart to the millions
Worksheets
Exit ticket
Fluency 1: Practicing skip-counting on the number line builds a foundation for accessing higher
order concepts throughout the year.
Fluency 2: Reviewing and practicing place value skills in isolation will prepare students for
success in writing multi-digit numbers in expanded form
Fluency 3: This fluency will prepare students for success in writing multi-digit numbers in
expanded form
Application Problem: This application problem builds on the content of the previous lesson,
requiring students to name base thousand units. It also builds from 3.NBT.2 (fluently add and
subtract within 1000).
FRIDAY
Module 1 / Lesson 5: Compare numbers based on meanings of the digits, using >,<,
or = to record the comparison.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
Compare numbers based on meanings of the digits, using >, <, or = to record the
comparison.
1. Opening
A. Fluency Practice (14 minutes)
2. Work Time (36 minutes)
A. Application Problem
B. Concept Development
Resources/ Materials:
(What texts, digital resources, &
materials will be used in this
lesson?)
Relevance/Rationale:
(How do the strategies
employed meet students’
needs?)
C. Problems 1-4
D. Problem Set
3. Closing and Assessment (10 minutes)
A. Student Debrief
B. Exit ticket
Multiply by 4 Sprint
Place value boards and markers (or place value disks)
Worksheets
Exit ticket
Fluency 1: This fluency will review a foundational third grade standard that will help students
learn standard 4.NBT.5.
Fluency 2: This fluency will apply skip-counting fluency that was built during the first four
lessons and apply it to the multiplying by ten lessons.
Fluency 3: Reviewing and practicing place value skills in isolation will prepare students for
success in comparing numbers during the lesson.
Application Problem: This application problem builds on the content of the previous lesson,
requiring students to read and write multi-digit numbers in expanded, word, and unit forms.