## Ms. Dawn

### Target 1​

###### Lesson Type:

Continuation

Number Operation

:

Computation

Solve multi-step word problems within 1,000,000 (addition, subtraction, multiplication, and division).

###### 1:

Identify the correct arithmetic processes based on the information presented in word problems.

###### 2:

Find the key words in word problems that indicate the correct arithmetic process to use: Addition: add, altogether, both, combined, in all, plus, sum, total; Subtraction: difference, fewer, how many/much more, left, less, minus, remains; Multiplication: times, product, each, twice; and Division: how many in each, divided by, quotient, goes into, split evenly.

###### 3:

Find and use the needed information in a word problem to solve.

4th

###### Vocabulary:

Label, Altogether, Split evenly, Equal share, Round trip, Lost, Have left, Remaining

Activities:

1. Students used different strategies previously learned to solve multi-step word problems. They used drawings, standard algorithm, labeling information as they solve, and CUBES to help them solve each problem.

2. They used their whiteboards to show their thinking. Then, they needed to verbally explain what they did step-by-step and why in order to arrive at their answer.    ### Home Exploration

###### Guiding Questions: ## Absent Students:

### Target 2

:

###### 1:

Understand that decimals represent quantities that have a portion that is less than a whole.

###### 2:

Read and write numbers in decimal notation.

###### 3:

Understand that decimals are an extension of the whole number, base ten system.

4th

###### Vocabulary:

Decimal, "And," Tenth, Hundredth, Less than, Greater than, Equal to, Base Ten

Activities:

1. Students first compared a variety of decimals on their whiteboard. Next, they wrote a decimal number and read it outloud using the correct vocabulary.

2. Students used grid paper to create decimal numbers. They cut out a 100 square blocks, shaded whatever they wanted to, identified what decimal number it represented. They created two different ones to compare. After shading and pasting it, they needed to state whether it was <,>, or =. Lastly, they need to write a sentence statement that showed their comparison.    ### Home Exploration

###### Guiding Questions: ### Target 3

:

###### Vocabulary:

Activities:    ### Home Exploration 