Hawaii
June 26, 2021, 1:30:00 AM
Friday
Level 4

Ms. Dawn

Target 1​

Lesson Type:

Continuation

Number Operation

:

Computation

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

Supporting targets:
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.

4:

5:

Grade:

4th

Vocabulary:

"CUBES," Evaluate, Got off, Worth, Altogether, Produce, Total, In all

Activities:

1. Students used the acronym "CUBES" to solve a variety of multi-step word problems.

 

2. Students drew pictures and used strategies to show their thinking. They used standard algorithm to solve it.

 

3. Students had to explain their work, what were their thoughts and how they solved it. Also, once they solved it, they needed to say their answer in a complete sentence.

Home Exploration

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Target 2

Lesson Type:
New
Number Operation
Number Reltionships
Compare numbers, recording the results of the comparison with the symbol >, =, and <.

:

Supporting targets:
1:

Understand how to use place-value (the value of each digit) to compare numbers.

2:

Compare decimals (up to the hundredths place).

3:

When comparing decimals, understand to look at the greatest place-value first.

4:

Explain how a number could have a lesser value, even if it has more digits than another (i.e., 4.33<5.2).

5:

Grade:

4th

Vocabulary:

Decimal, "And," Place-Value, Greater Than, Less Than, Equal To, Compare, "Ths"

Activities:

1. Students had a discussion about a variety of numbers with decimals. They had a discussion about why one was larger than the other or why is it less than or why is it equal. They need to explain using their knowledge of place-value.

 

2. Students played a deciamal comparing game using a die. They rolled the die three times to create a decimal number that went up the hundredths place-value. Their partner did the same and then they compared by using the symbols <,>, or =.

Home Exploration

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Target 3

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