Ms. Kayla

Target 1​

Lesson Type:

Review

Number Operation

:

Computation

Subtract within 1,000,000 (regrouping limited to only two place-values).

1:

Understand why the standard algorithm for subtraction is based on place-value.

2:

Understand that when subtracting a multi-digit number, each place-value is being subtracted individually to create the new number (ones are subtracted from ones, tens are subtracted from tens, etc.)

3:

Understand how to “regroup” based on place-value understandings (i.e., ten ones can be composed into one ten – ten tens can be composed into one hundred).

4th

Vocabulary:

Subtraction, Subtract, Difference, Regroup, Ones. Tens, Hundreds, Thousands, Ten Thousands, Hundred Thousands, Millions, Ten Millions, Place Value

Activities:

1. Students calculated the difference of two multi-digit numbers.

2. Students recognized the standard algorithm as the most efficient method to calculate the difference of two multi-digit numbers.    Home Exploration

Guiding Questions: Absent Students:

Target 2

:

1:

Understand factor pairs as two whole numbers that multiple together to get one product.

2:

Find all the factor pairs of a number.

3:

List the LCM for two whole numbers.

4:

Understand that divisibility rules can help to identify a number’s factors.

4th

Vocabulary:

Multiple, Factor, Factor Pair, Product, Multiplication, Division, Divisible, Least Common Multiple (LCM)

Activities:

1. Students were given two puzzles to match numbers with their factors and multiples.

2. Students listed factor pairs of given multiples.    Home Exploration

Guiding Questions: Target 3

:

1:

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

2:

Understand that as the number of equal parts of the whole increases, the size of those pieces’ decreases.

3:

Understand that fractions with different numerators and denominators can represent the same size.

4:

Create equivalent fractions with common denominators.

4th

Vocabulary:

Fraction, Half, Third, Fourth, Fifth, Sixth, Eighth, Tenth, Twelfth, Least Common Multiple (LCM), Equivalent Fraction, Numerator, Denominator

Activities:

1. Students used fraction strips to understand benchmark fractions. Students discussed their observations of the numerator and denominator.

2. Students started off with equivalent fractions for half.

3. Students used the fraction strips to identify equivalent fractions for different fraction combinations.

4. S Students students added fractions with unlike denominators by finding the common denominator or Least Common Multiple (LCM)    Home Exploration 