Weekly Lesson Plans

4th Grade Mathematics

Week of: August 31- Sept 4 2015 Teacher Name: Ms. L
Monday

Unit

TEKS

Daily TEKS
(Number Only)

Student Objective

I can statement

Vocabulary

Tuesday

Wednesday

Thursday

Friday

Part 1: Establish Math Routines and Interpret and Represent Place Value: Whole Numbers and Decimals
Part 2: Compare and Order Whole Numbers and Decimals
MATH.4.2A Interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of
the place to its left.
MATH.4.2B Represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using
expanded notation and numerals.
MATH.4.2E Represent decimals, including tenths and hundredths, using concrete and visual models and money.
MATH.4.2C Compare and order whole numbers to 1,000,000,000 and represent comparisons using the symbols >,<, =
MATH.4.2F Compare and order decimals using concrete and visual models to the hundredths
4.2A and 4.2B
4.2C
Personal Leave
4.2C
4.2F
I will represent the
value of a digit in
decimals to the
hundredths place. I
will analyze various
numbers and
understand the value
of each position by
using base ten blocks.
I will show my
understanding about
place value by solving
problems
independently using
expanded form and
expanded notation.
I can use expanded
form and expanded
notation to show the
value of decimals.
compare/order
greater than (>)
less than (<)

I will compare and

order whole numbers
to 1,000,000,000. I
will analyze various
numbers and
understand the value
of each digit by using
a place value chart. I
will show my
understanding of
comparing whole
numbers by solving
problems
independently using
symbols <, >, or =.

Personal Leave

I can use symbols to

compare whole
numbers to billions
place.

Personal Leave

I will compare and

order whole
numbers to
1,000,000,000. I will
analyze various
numbers and
understand the value
of each digit by
using a place value
chart. I will show
my understanding of
comparing whole
numbers by solving
problems
independently using
symbols <, >, or =.
I can use symbols to
compare whole
numbers to the
billions place.

I will compare and order decimals

to the hundredths place. I will
analyze various numbers and
understand the value of each digit
by using a place value chart. I
will show my understanding of
comparing decimals by solving
problems independently using
symbols <, >, or =.

I can compare and order decimals

using models and symbols.

Numerical
Fluency
(Number Talk,
Number Strings,
and Number of
the Day)
(5 minutes)

digit/decimal/whole number
place value/ value
Number of the day:
Number of the Day:
3,657
4.68

Aunt May milks her

Holstein cows twice a
day. This morning she
got 365 gallons of
milk. This evening she
got 380 gallons. She
Problem of the
sold 612 gallons to the
Day (10 minutes) local ice cream
*Spiral review of factory. How many
previously learned gallon of milk does
content.
she have left?
*Build students
problem solving
skills.

Engage: (5 min)
Focus
Set the purpose,
state the objective,
make connections,
Anticipatory set
(hook).
Activate prior

Teacher will group

students in a pair, and
give each group a flat
and a rod to represent
their whole.

Personal Leave

Number of the Day:

17.35

Mini Assessment

There are 96 fourth graders at

Small Tree Intermediate
School. 43 on them are girls.
On Friday, 5 fourth grade
girls and 4 fourth grade boys
were absent. How many
fourth grade boys were at
Small Tree Intermediate
School on Friday?

Personal Leave

The third classes had a

competition to sell as many
sodas possible. The number
of sodas sold is record in the
table below.
Class
Total
number of
sodas
Mrs. Smith 457
Ms. James 333
Mr.
275
Williams
Ms. Love
423
How many more sodas did
Mrs. Smith and Ms. Jamess
classes sell than Mr.
Williams and Ms. Loves
classes?

Mini Assessment

Teacher will give students six

card digits. Using all six
digits, create as many
numbers as you can. Then
select five of your numbers
and order them from least to
greatest or greatest to least.

Personal Leave

Teacher sill give each table

(group) eight task cards with
whole numbers going up to
one billion.

Teacher will give each

student base ten blocks
( a long, a unit) to
represent one tenth of a
whole versus one
hundredth of a whole

For example: Teacher can

give students 9, 6, 7, 3, 8, and
5

knowledge/student
thinking, reveal
student preconceptions, and
prepare students
to engage with
new content.
Explore:(5-10
min)
Do/Use
Use
manipulatives,
vocabulary
exploration,
cooperative
learning
partners/group
work, pose the
problem/ask
Guiding
Questions.
Students will work
collaboratively to
learn new
concepts and
skills. Teacher is a
facilitator.

987,653 897,365 697,853

593,867 589,637 etc.
Tie the explorer into
the engage:

Tie the explorer into the

engage:

Teacher will use base

ten blocks to introduce
decimals. The activity
will give students the
opportunity to see how
base ten blocks can be
used to represent the
value of decimals.

Teacher will provide students

with sentence stems to
compare at least three of the
numbers
______ < ______ < ______
(______ is less than ______ is
less than ______)
______ > ______ > ______
(______ is greater than
______ is greater than _____)

Guiding questions:
What does one tenth
mean?
What does one
hundredth mean?
What will happen if
we placed 10 longs in
the tenths place?
What will happen if
we placed 10 unit

Teacher need to take the time

to explain the less than
symbol (<) and the greater
than (>)

Personal Leave

Tie the explorer into the

engage:

Tie the explorer into

the engage:

Each group will compete

with each other to put the
task cards in order from least
to greatest. Teacher will give
students 2 minute!

Teacher is giving
students the
opportunity to see that
one tenth means the
whole was broken into
ten pieces, and one
hundredth means the
whole was broken into
one hundred pieces.

678,093
45,673,021
45,671,021
893,769,137
557,763
1,459,363,976
674,859
5,427,966

cubes in the
hundredths place?

Explain:(15-20
min)
Main Idea/Key
Concepts
Explicit/direct
instruction/minilesson. Multiple
representations,
clarifying
questions,
vocabulary/ELL
Development
(Interactive Word
Wall), Use
manipulatives to
explain, Guided
Practice/Modeling
(whole
group/small
group)
Help students
construct meaning
of new concepts
learned through
explicit
instruction and
guided practice.

(Decimal to the
Hundredths)
Teacher will introduce
the concept of
expanded notation
using base ten blocks.
Students will create a
model, draw the
corresponding picture,
and record the answer
in expanded form,
expanded notation, and
word form. Teacher
will explain the
difference between
expanded form and
expanded notation.

Comparing Whole Numbers

For example:

Teacher will pose the

following question: Write a
comparison sentence about
the years 2005 and 2006 using
comparison symbols. How are
they alike/different?

Expanded form:

Teacher will reiterate the

difference between the
position of a digit and the
value of a digit. Its important
for students to consider the
value of the digit they are
comparing.

Personal Leave

Comparing Whole
Numbers
Teacher will continue with
comparing and ordering
whole numbers from
Tuesday lesson.

The table below shows the

annual gross income of some
clothing stores in the year
2014.

Studeents will use base

ten blocks, place value
chart, and symbols to
compare decimals.
Teacher will also
follow up with another
problem.

Expanded Notation:
(2x1)+(3x0.1)+
(6x0.01

Guiding Questions:
How can a place-value chart
be used to compare these two
numbers?

List the name of the clothing

stores in order from greatest
annual gross income to least
annual gross income.

Guiding Questions:
What is expanded
form?

When comparing these two

numbers, at what place do I
need to start at? Why?

Guiding Questions:
How can I organize the
numbers before arranging
them in order from greatest
to least?

What is the value of

each given place?

Teacher will have

students determine
which is greater 0.9 or
0.09.

The table below shows the

annual gross income of some
clothing stores in the year
2014.

2.0+0.3+0.06

What is expanded
notation?

Comaring Decimals

How can whole numbers that

do not have the same number
of digits be compared?

Looking at the models

below.

Which of the following

numbers is greater than
the decimal that is
modeled on the left, but
less than the decimal
that is modeled on the
right?

What real-world
example can help you
remember the value of
one tenth ands one
hundredth (decimals)?

0.40, 0.2, 0.5, 0.02

When ordering these
numbers in a place value
Guiding Questions:
chart, at what place do I need How can I organize the
to start with? Why?
numbers before
arranging them in order
from greatest to least?
How can whole
numbers that do not
have the same number
of digits be compared?

When ordering these

numbers in a place
value chart, at what
place do I need to start
with? Why?

Elaborate:(25-30
min)
Process/expand
Small group
instruction,
flexible grouping,
use manipulatives
to solve,
independent
learning tasks/
partners/group
work. Work
stations.

You do:
Students will complete
Motivational Math
pages 41-42 were they
are representing
decimals to the
hundredths place using
models and money.

You do:
Students will complete Texas
Go Math pages 18 and 20
were they will be comparing
whole numbers up to billion.

Personal Leave

You do:
Students will complete Texas
Go Math pages 24-25 were
they will be comparing
whole numbers up to billion.

You do:
Students will complete
Texas Go Math pages
62 and 64 were they
will compare decimals
up to the hundredths
place.

Individual math
interview or
conference.
Students apply
their new learning
and extend their
understanding to
real world
situations.
Evaluate: (5-10
min)
Have they learned
it?
Lesson Closure:
Discuss major
take-aways.
Formative
Assessments: Exit
Ticket, Math
Journal Prompt,
Performance
Task.
Students reflect
upon their
learning. Teacher
determines
mastery of
identified learning
objectives.

Look at the money

represented.

Look at the table below.

Mary believes her number is

greater than Johns number
since it has the digit 9 in the
ten thousands place and
For this amount of
Johns number only has the
money, what is the
digit 2 in the ten thousands
value of the digit in the place.
tenths place? Record
your answer with
Do you agree or disagree with
numerals and in
Mary?
expanded notation.
Explain your reasoning. Use
symbols to compare these two
numbers.

SCIENCE LAB

Record the comparison for

the following numbers in the
blanks below.
987,000
807,000
897,000

Look at the models

shown below. In the
models, a large square
is equal to one whole.

Which of the following

numbers is greater than
the decimal that is
modeled on the left, but
less than the decimal
that is modeled on the
right? Justify your
thinking.
A 0.5
B 0.03
C 1.43
D 0.3

Resources/
Manipulatives/
Tools

Modifications
GT and/or Special
Needs

Base Ten Blocks

Texas Go Math
Motivational Math
Math Journal
Pencil(s)
Paper