STRUCTURED CURRICULUM LESSON PLAN

Day: 117-118 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A4, 6A5

ITBS/TAP: ISAT:
Perform computations involving fractions Perform computations involving fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Multiplying fractions, whole numbers and mixed numbers

Materials

Six-Group Activity: Multiplying short cut

Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Write these problems and instructions on the chalkboard.

Rewrite the following whole numbers and mixed numbers as improper fractions.

1. 2. 3. 4. 5.
1 2 3
4= 3 4 9= 6
8 5 3 2 4

Rewrite the following improper fractions as whole numbers and mixed numbers.

6. 7. 8. 9. 10.
20 18 22 30 33
4 5 7 6 10

200
Review the answers with students.

32 16 14 18 27
1. 2. 3. 4. 5.
8 5 3 2 4
3 1 3
6. 5 7. 3 8. 3 9. 5 10. 3
5 7 10

Lesson:

Instruct students to take note in their math journals.

Multiplying fractions

1 3
Write × on the chalkboard.
2 6

Step 1: Multiply the numerators. Ask students what the product is. (3)
1 3 3
× =
2 6

Step 2: Multiply the denominators. Ask students what the product is. (12)
1 3 3
× =
2 6 12

Step 3: Simplify the answer. Divide the numerator and denominator evenly by a number other
than 1.
1 3 3 1
× = =
2 6 12 4

2 1 3 4  1 1
Repeat this process for × and × .  
5 4 4 6  10, 2 

201
Multiply fractions and whole numbers

1
Write 4 × on the chalkboard.
2

Step 1: Have students rewrite the problem, changing the whole number to an improper fraction.
Review the procedure for this.
1 4 1
4× = ×
2 1 2

Step 2: Multiply the numerators.

1 4 1 4
4× = × =
2 1 2

Step 3: Multiply the denominators

1 4 1 4
4× = × =
2 1 2 2

Step 4: Simplify the answer.

1 4 1 4
4× = × = = 2
2 1 2 2

× 2 and × 6 .  1 × 4
4 2 3
Repeat this process for
5 3  5 

Multiplying fractions and Mixed Numbers

1 1
Write 2 × on the board.
10 2

Step 1: Instruct students to rewrite the problem changing the mixed number to an improper
fraction. Review the procedure for this
1 1 21 1
2 × = ×
10 2 10 2

Step 2: Multiply the numerators.

2 1 12 1 12
2 × = × =
5 2 5 2

Step 3: Multiply the denominators.

2 1 12 1 12
2 × = × =
5 2 5 2 10

202
Step 4: Simplify the answer.
12 2 1 12 6 1
= 1 = 1 or = =1
10 10 5 10 5 5

2 2 1 1 22 5
Repeat this process for 1 × and 4 × . ( )
9 3 6 5 27, 6

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

1. When multiplying fractions, multiply the denominators. (yes)

2. Before multiplying a fraction and a mixed number, change the mixed number to an improper
fraction. (yes)
3. A square is a rectangle with four congruent sides. (no)
4. When multiplying fractions, multiply the numerators. (yes)
5. The last step in multiplying fractions is to simplify the answer. (yes)
6. The answer in multiplication is called the product. (yes)
7. To simplify an answer, divide the numerator and denominator evenly by a number other than
1. (yes)
8. Before multiplying a whole number and a fraction, change the whole number to an improper
fraction. (yes)
9. An outcome is a possible result in a probability experiment. (no)
10. An obtuse angle is one with a measure greater than 90 o but less than 180 o . (no)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Multiplying short
cut as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

203
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson

Ten Statement Review

Homework

Assign students to make up the following: problems for multiplying fractions times fractions;
problems for multiplying a fraction times a whole number and (2) problems for multiplying a
mixed number times a fraction. Tell them to solve each problem.

Teacher Notes

204
Six-Group Activity

Fractions: Multiplying Shortcut

Materials:

15 index cards (5” x 7”)

1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the front of
the cards and use the pencil to write the answers on the back of the cards. Do not write the final
answer; just write the shortcut steps.

2 3 7 4 1 5 12 12 4 3
× × × × ×
6 4 8 5 5 6 24 13 6 8
9 5 2 7 3 3 5 2 3 2
× × × × ×
10 6 7 8 9 4 10 4 8 6
3 1 2 3 2 1 4 11 5 5
× × × × ×
6 3 12 6 6 4 11 12 15 6

Answers
1
2/ 3/ 1
7 4/ 1
1 5/ 1
12 121 1
4/ 3/ 1
× × × × ×
26/ 4/ 2 / 5
28 / 6
15 2 24 13 26/ 8/ 2
3
9/ 5/ 1 1
2/ 7/ 1 3 3/ 1 5 2/ 1 1
3/ 2/ 1
× × × × ×
2 10 6/ 2 17/ 8/ 4 39
/ 4 5 10 4 48/ 6/ 2
1
3/ 1 1
2/ 3/ 1 1
2/ 1 1
4 111 5 51
× × × × ×
6 3/ 1 4 12 6/ 3 6 4/ 2 111 12 3 3 15 6

When you lay an index card on the table, explain that the students are going to look at the
problem to see if they can use a shortcut to multiply the fractions. If so, they are going to
complete the shortcut without giving the solution.

Say: Canceling is a shortcut in multiplication of fractions. It is just like reducing or simplifying.

It means dividing the numerator of one fraction and the denominator of another fraction by a
number that divides evenly into both before actually multiplying. You don’t have to cancel to get
the right answer, but it does make it easier to multiply the problem.

205
 7 11
Example: ×
22 14

1
7/ 11
Step 1: Cancel 7 and 14 by 7. ×
22 142
7 ÷ 7 = 1 and 14 ÷ 7 = 2 .
Cross out the 7 and 14.

1
7/ 111
Step 2. Cancel 11 and 22 by 11. ×
2 22 14 2
11 ÷ 11 = 1 and 22 ÷ 11 = 2 .
Cross out the 11 and 22.

Step 3. Multiply across the new numbers.

1 × 1 = 1 and 2 × 2 = 4.
1
The answer is .
4

Copy this studyboard and use it to reteach this lesson.

Shortcut to Multiplying Fractions

Step 1: Look at the problem as if you were looking at the letter X. If the numerator of the first
fraction and the denominator of the second fraction can divide into one or the other evenly, cross
them out.

1
3/ 5
Example: × (9 divided by 3 = 3)
5 9/ 3
Cross both 3 and 9 out and put a 3 under the 9 because 3 divides 9 three times. Cross out the 3
and put a 1 above it because 3 divides itself one time.

Step 2: Look at the denominator of the first fraction and the numerator of the second fraction.
Ask yourself, can they divide one or the other evenly? If the answer is yes, cross out both
numbers and divide.

206
 3/ 5/ 1
1

Example: × Draw a line through both numbers and divide. 5 divides 5 one time. Now
15/ 9/ 3
1
3/ 5/ 1 1 1
you are ready to multiply. × = . The answer is .
15/ 9/ 3 3 3

Explain to the students that taking a shortcut in multiplication of fractions saves them the step of
3 5 15
reducing at the end. Example: × =
5 9 45

15 1
must be reduced or simplified to .
45 3

Review the steps with the group and write a sample problem for them to solve together. Tell the
students you want them to risk writing the answers to an activity called Shortcuts. Explain that
the rules are the same as those on the study board. Lay one card on a flat surface and give the
students one to two minutes to risk writing the steps to the shortcut, not the answer. When the
time is up, turn the card over revealing the answer, and say: The answer is…… Give the
students two or three seconds to check their answers.

207
 STRUCTURED CURRICULUM LESSON PLAN

Day: 119-120 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A5

ITBS/TAP: ISAT:
Perform arithmetic operations involving Perform arithmetic operations involving
fractions fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Focus decimal equivalent

Materials

Six-Group Activity: Place Value

Homework worksheet
Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Write these problems and instructions on the chalkboard.

Tell students to complete the following equivalent fractions in their math journals.
4 40 8 2
1. = 2. = 3. =
10 10 100 10 100

450 45 30 70 7
4. = 5. = 6. =
100 100 10 100

Review the answers in Teacher Notes with students.

208
Lesson:

Instruct students to take note in their math journals. Write all examples on the chalkboard.
Fractions and decimals can name the same number in different ways. Tell students they can
write six tenths as a fraction or a decimal. Remind students that zero is written before the
decimal point to show that the amount is less than 1 whole.
6
fraction → = 0.6 ← decimal
10
Therefore, six over ten is equivalent to zero point six.

Read the following numbers to students and have students write them as a fraction and a
4 34
decimal: four tenths and thirty-four hundredths. 0.4 and 0.34 .
10, 100,

Call on several students to go to the chalkboard. Read a number to each one of them. They must
write the number in fraction or decimal form. Call on several more students to write the other
form of each of those numbers.

Tell students that they can write fractions greater than 1 as mixed number or as a decimal.
Remind students that a mixed number is greater than 1.
6
mixed number → 1 = 1.6 ← decimal
10

Read the numbers below to students at the chalkboard and have them write them as mixed
numbers or as decimals. Call on other students to go to the board and write these same numbers
in the other form.

a) nine and seven tenths

b) ten and eighty-four hundreds
c) and two and seven hundredths

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

1. To estimate is to find a number that is close to the exact answer. (no)

2. One can write two and seventeen hundredths as a mixed number or as a decimal. (yes)
3. Fractions and decimals can name the same number in different ways. (yes)
4. Six over ten is equivalent to zero point six. (yes)
5. Mixed numbers are greater than 1 whole. (yes)

209
6. An arc is a part of a circle or curve between two points. (no)
7. One can write eight tenths as a fraction or a decimal. (yes)
8. Zero point fifty-six is equivalent to fifty-six over one hundred. (yes)
9. A degree is a unit used to measure angles. (no)
10. Write a zero before the decimal point to show the amount is less than 1 whole. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Place Value as a
teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

210
 Assessment

Students response during lesson and Ten Statement review.

Homework

Write the following fractions and mixed numbers as decimals.

1. 2. 3. 4. 5.
3 75 9 9 3
= _____ 3 = ____ = ____ 1 = _____ 2 = ____
10 100 100 10 100

Write the following decimals as fractions and mixed numbers.

6. 7. 8. 9. 10.
7.57 = _____ 0.2=_____ 8.7=_____ 0.05=_____ 0.89=_____

Teacher Notes

Key for the Warm-up Activity

1. 2. 3.
100 80 20

4. 5. 6.
10 3 10

211
Six-Group Activity

Decimals: Place Value

Materials:

1 picture of a number line

10 index cards (3” x 5”)
1 pencil
1 envelope (9 ½” x 6 ½”)

Prepare the following index cards using the black marker to write the problems on the front of
the cards. Use the pencil to write the answers on the back of the cards.

0.25 0.12 0.31 0.13 0.19

0.29 0.36 0.38 0.40 0.17

Answers:

D A F B C

E G K H J

Match each number with a point on the number line.

Make a copy of this study board to use when reteaching this lesson.

212
 Place Value

In our base-ten system, each place is 10 times greater than the value of the place to its right.
1
Conversely each place is also of the value of the place to its left. You can extend a place-
10
value chart to include place values less than 1.

Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

4 5 7 2 . 6 9 4

A decimal point separates the ones and tenths places.

You can write this number in different ways:

Standard Form: 4,572.694

Expanded Form: 4,000 + 500 + 70 + 2 + 0.6 + 0.09 + 0.004

Word Form: Four thousand, five hundred seventy-two and six hundred ninety-four thousandths

Short Word Form: 4 thousand, 5 hundred, 72 and 694 thousandths

Decimals that name the same amount are equivalent decimals.

0.5 = 5 tenths
.050 = 50 hundredths
.005 = 500 thousandths

Display the number line and tell the students that when you show them a card, you want them to
identify that point on the number line. After allowing students time to write the answer, turn the
card over and say: The answer is… … Store this activity in the envelope.

213
 NUMBERLINE
A B J C D E F G K H

214
0.1 0.2 0.3 0.40
 STRUCTURED CURRICULUM LESSON PLAN

Day: 121-122 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A3, 6A4, 6A5; 6B1

ITBS/TAP: ISAT:
Perform operations involving fractions Perform operations involving fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Comparing fractions and decimals

Materials

Six-Group Activity: Comparing and ordering decimals and fractions

Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Write the problems and instructions on the chalkboard.

Write the fraction or mixed number and the decimal equivalent for each of the following:

1. six and seven hundredths

2. eighteen hundredths
3. four tenths
4. ninety-four and one hundredth
5. twelve and three tenths

Review the answers with students.

(Answers are in the Teacher Notes.)

Lesson:

Instruct students to take notes in their math journals. Write all examples on the chalkboard.

215
Comparing fractions and decimals.

9
Write 0.6 on the chalkboard. Ask students how they can compare these two amounts.
100
(Change the fraction to a decimal or the decimal to a fraction.) Remind students that both ways
are acceptable. Ask what the comparison symbol is called. (Chevron)

9
Example A: Change the fraction to a decimal. Have students look at and ask what the
100
9
decimal equivalent is (0.09). Write=0.09 next to .
100

Review steps for comparing decimals.

ü Compare the whole numbers first

ü Compare the places to the right of the decimal point one at a time
ü Write a comparison symbol (<, >, or =) between the numbers.

9 9
=0.009<0.6 Therefore < 0.6
100 100

9
Write 0.6 on the chalkboard.
100

Example B: Change the decimal to a fraction. Have students look at 0.6 and ask what it says.
(six tenths). Ask students how to write six tenths as a fraction.   Write =
6 6
next to 0.6.
 10 10
Review step for comparing fractions.

ü Rewrite one or both fractions so they have the same denominators

ü Compare the fraction and write the comparison symbol (<, >, or =) between the fractions.

9 6
0.6=
100 10

9
can not be rewritten as an equivalent fraction in tenths.
100

216
 6
An equivalent fraction can be written for having a denominator of 100.
10
60 6
Write = next to the in the problem.
100 10

9 60 9
Compare the fractions. ( < ) Therefore < 0.6.
100 100 100

Ten Statements

Review the ten statements and have students write yes if they heard it in today’s lesson and no if
they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

No Ten Statements today.

Free-Choice Lesson

Have students choose a lesson from the Free-Choice Activity sheet (one box per day).

Six-Group Activity

Have a group of students, two from each ability level, complete an activity on Comparing and
ordering fractions as a teacher-directed activity.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose

217
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

Assessment

Students response during lesson and Ten Statements review.

Homework

1) Compare by changing the decimal to a fraction.

3
d 0.6
5
3
d ____
5
2) Compare by changing the fraction to a decimal.
3
d 0.7
20
___ d 0.7

Teacher Notes

218
Six-Group Activity

Fractions: Comparing and Ordering Decimals and Fractions

Materials:

10 index cards (3” x 7”)

1 envelope (9 ½” x 6 ½”)
1 black marker
1 pencil

Prepare the following index cards using the black marker to write the problems on the front of
the index cards. Use the pencil to write the answer on the back of each card.

17 83 30 52 73
= = 15 = 1 = 2 =
100 100 100 100 1,000

0.64= 0.90= 3.45= 0.29= 4.003=

Answers:

0.17 0.83 15.30 1.52 2.073

64 9 45 29 3
3 4
100 10 100 100 1,000

Write each fraction or mixed number as a decimal. Write each decimal as a fraction or as a
mixed number.

Make a copy of this study board to use when reteaching this activity.

219
 Comparing and Ordering Decimals and Fractions

You can write fractions and mixed numbers as decimals.

4 5
= 0.4 ç 4 tenths 21 = 21.05 ç 21 and 5 hundredths
10 100

It is often helpful to know decimal equivalents for common fractions.

5 1 25 1 6 3
0.5 = è Simplest form 0.25 = è 0.6 = è
10 2 100 4 10 5

To compare a fraction and a decimal, first write both in the same form.

1
Step 1. Compare and 0.7.
2
1 5
= è 0.5
2 10
0.5 < 0.7
1
< 0.7
2

3
Compare and 0.03.
100
3
= 0.03
100

7
Compare 4 and 3.2.
10
4 > 3 so
7
4 > 3.2
10

Use these problems to reteach this activity.

19 142
9 7.050 0.218
1,000 1,000

Answers:

5 218
0.019 9.142 7
100 1,000

220
Tell the students that they are going to do an activity that calls for them to write fractions as
decimals and decimals as fractions. Lay a card on the table and allow students time to solve the
problem before revealing the answer by turning the card over and saying: The answer is… …

221
 STRUCTURED CURRICULUM LESSON PLAN

Day: 123-124 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A3, 6A4, 6A5, 6B1

ITBS/TAP: ISAT:
Perform arithmetic operations involving Perform arithmetic operations involving
fractions fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Mixed practice

Materials

Math journals

Educational Strategies/Instructional Procedures

Warm-up Activity:

Using the digits 1, 2, 4 and 8, create two fractions whose sum must equal 1.
 4 + 1 = 1
 
8 2 

Lesson:

Write the problems below on the chalkboard or duplicate for the class. Allow students time to
complete them. Call on various students to explain how they solved them. This would also be a
good time to help students having any difficulties.

Multiply. Write product in simplest form.

1. 2. 3.
1 5  5 2 7  1 1  1
× =  × =  6× = 1 
3 7  21 7 8  4 5  5

222
 5. 3 × =  1 
3 1  2
× 10 = ( 6)
1 1 1 2
4. 6. × 3 = 1 
5 3 3  9 5 2  5

Rewrite the following numbers as decimals and fractions in simplest form.

 0.9 and 9 
4. nine-tenths  
 10 

5. two and twenty-five hundredths.  2.25 and 2 

1
 4

Compare. Use <, >, or =.

Solve by changing the fractions to decimals.

35 3
7. 0.27 d (〈 ) 8. d 0.75 (〈)
100 5
Solve by changing the decimals to fractions.

9. 10.
2 1
0.5 d (〉 ) d 0.2 (〉 )
10 4
Solve. Show your work.
1
11. Rene practices the piano for an hour each day. Bill practices the piano for 0.6 hour each
2
day. Who practices the longer period of time? (Bill)

7
12. Katie needs 0.6 cup nuts and cup raisins for her cookies. Which is the least amount?
10
(0.6 cup of nuts)

223
Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

1. Before multiplying a whole number and a fraction, change the whole number to an improper
fraction. (yes)
2. When comparing a decimal and a fraction, change the fraction to a decimal or the decimal to
a fraction. (yes)
3. Area is the number of square units needed to cover a region or figure. (no)
4. A composite number has more than two factors. (no)
5. An answer is in simplest form if the numerator and denominator can only be evenly divided
by 1. (yes)
6. When multiplying fractions, multiply the numerators and then multiply the denominators.
(yes)
7. One can name the same number as a fraction and a decimal. (yes)
8. Range is the difference between the greatest and least numbers in a group of numbers. (no)
9. Five tenths can be written as five over ten or zero point five. (yes)
10. A chevron is a comparison symbol. (yes)

Free-Choice Lesson

Have students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

No Six-Group Activity today.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose

224
 Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation: Six-Group Activity Lesson.

Technology:

Assessment

Student response during lesson

Ten Statement review

Homework

Remind students to study notes and assignments for test.

Compare 5 multiplication problems. Then show the complete solutions.

Teacher Notes

225
 STRUCTURED CURRICULUM LESSON PLAN

Day: 125 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6A3, 6A4, 6A5, 6B1

ITBS/TAP: ISAT:
Perform arithmetic operations involving Perform arithmetic operations involving
fractions fractions

Unit Focus/Foci

Fractions

Instructional Focus/Foci

Formal Assessment

Materials

Educational Strategies/Instructional Procedures

Prepare the following test for students.

226
 Test

Write the following numbers as decimals.

1. sixty-seven hundredths _________________

7
2. 3 _______________
10

Write the following numbers as fractions.

3. two and thirteen hundredths _______________

4. 0.9 _______________

Compare. Use <, >, or =.

Solve by changing the fractions to decimals.

7 3
5. 0.55 6. 0.4
10 10

Solve by changing the decimals to fractions.

8 3
7. 0.8 8. 0.65
10 20

Multiply. Write the product in simplest form.

3 1 3
9. × = 10. 7 × =
4 2 9

227
 3 5 3
11. × = 12. ×4 =
5 9 8

3 2 1 3
13. × = 14. 3 × =
10 3 3 5

1 1 7 2
15. 2 × = 16. × =
2 10 10 7

1
17. 5 ×1 =
4

Solve. Show your work.

2 5
18. Sam has pound of apples and Sue had pound of apples. Who had the most apples?
3 6

3
19. Kevin has of a pie. Tony had 0.9 of the pie. Who had the most pie?
4

1
20. Kim had 1.4 bag of chips. Debbie had 1 bag of chips. Who had the least amount of chips?
2

228
Ten Statements

Review the ten statements and have the students write yes if they heard it in today’s lesson and
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.

No Ten Statement today.

Free Choice Lesson

Have students choose a lesson from the Free Choice Activity sheet (one box per day).

Six-Group Activity

No Six-Group Activity today.

Math Workshop

Have students work in the Math Workshop after completing their Free-Choice Lesson.

Integration with Core Subject(s)

LA: Understand explicit, factual information

Understand the meaning of words in context

SC: Apply scientific method to solve problems

Analyze and interpret data

SS: Read and interpret maps, charts, tables, graphs and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose

Connection(s)

Enrichment:

Fine Arts:

Home:

Remediation:

Technology:

229
 Assessment

Homework

Teacher Notes

Answer Key

1. 0.67 2. 3.7

13 9
3. 2 4.
100 10

5. < 6. <

7. = 8. <

3 1
9. 10. 2
8 3

1 1
11. 12. 1
3 2

1 4
13. 14. 1
5 5

1 1
15. 16.
4 5

1 18. Sue
17. 6
4

19. Tony 20. Kim

230