Math+Volume+2

lesson 46: Recall basic addition, subtraction and multiplication facts; Compare, round and write numbers to 1,000,000; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Connect the power of compatible numbers to the same change rule method for subtraction; Connect the base ten blocks model of one-digit times two-digit numbers to the partial product method of multiplication By: students completing math activities as stated in LL Teach TG pp. 27 to 36; administering mental math assessment 1; Day 8 of Tile Month HW: lesson 46 NJCCCS: 4.1.B.4, 4.1.A.1; 4.3.D.2; 4.1.B.1; 4.1.A.5; 4.1.B.3; lesson 47: Perform mixed operations; Compare, round and write numbers to 1,000,000; show proficiency in comparing, rounding, and writing numbers to 1,000,000; show proficiency in using tiles to create and record arrays for given numbers, determining their respective perimeters; show proficiency in creating numbers from expanded notation using problem solving strategies and algebraic thinking; Connect the power of compatible numbers to the same change rule method for subtraction; Connect base ten blocks model of one-digit times two-digit multiplication to the partial product method of multiplication By: students completing math activities as stated in LL Teach TG pp. 37 to 48; Completing Cycle 1: 8 Day Wrap-up; Completing “Lesson Log 1,” Questions 1 – 2 HW: lesson 47 NJCCCS: 4.1.B.6; 4.1.B.4; 4.1.B.4, 4.1.A.1; 4.3.D.2; 4.1.B.1 lesson 48: Perform mixed operations; Compare, round and write numbers to 1,000,000; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Connect the power of compatible numbers to the same change rule method for subtraction; Connect the base ten blocks model of multiplying one-digit by two-digit numbers to the partial product method of multiplication By: students completing math activities as stated in LL Teach TG pp. 49 to 60; Completing “Lesson Log 1,” Questions 3 – 4; Day 9 of Tile Month HW: lesson 48 NJCCCS: 4.1.B.6; 4.1.B.4; 4.1.B.4, 4.1.A.1; 4.3.D.2; 4.1.B.1; 4.1.A.5 lesson 49: Complete the fact recall sheet for the 6 times table; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking By: students completing math activities as stated in LL Teach TG pp. 61 to 64; Completing Grade 4, Volume 2 Pretest; Day 10 of Tile Month HW: lesson 49 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1; 4.1.A.5; lesson 50: Perform mixed operations; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies By: students completing math activities as stated in LL Teach TG pp. 65 to 72; Completing “Lesson Log 1,” Questions 5 – 6; Day 11 of Tile Month HW: lesson 50 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1; 4.1.A.5; 4.1.A.2 lesson 51: Work with friendly factors; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies By: students completing math activities as stated in LL Teach TG pp. 73 to 80; Completing Grade 4, Volume 2, Assessment 1, and Playing “Place Value Roulette.”; Day 12 of Tile Month HW: NJCCCS: 4.1.B.2; 4.1.B.1; 4.1.A.1; 4.1.A.2; lesson 52: Work with friendly factors; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Transfer one-digit times two-digit multiplication problems from base ten and partial product methods to the traditional algorithm; Recall and add various denominations of money By: students completing math activities as stated in LL Teach TG pp. 81 to 88; Day 13 of Tile Month; // Pigs Will Be Pigs // read aloud book HW: lesson 52 NJCCCS: 4.1.B.2; 4.1.B.1; 4.1.A.1; 4.1.A.2; 4.1.A.5; 4.1.A.4 lesson 53: Work with friendly factors; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Create numbers from expanded notation using problem solving strategies and algebraic thinking; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Transfer one-digit times two-digit multiplication problems from base ten and partial product methods to the traditional algorithm; Compute values of coins using “Hundred Charts”; Create powerful student constructed responses By: students completing math activities as stated in LL Teach TG pp. 89 to 98; administering mental math assessment; Day 14 of Tile Month HW: lesson 53 NJCCCS: 4.1.B.2; 4.1.B.1; 4.1.A.1; 4.1.A.2; 4.1.A.5; lesson 54: Multiply multiples of 10 times multiples of 10; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Use base ten materials to model 2-digit times 2-digit numbers; Compute values of coins using Hundred Charts By: students completing math activities as stated in LL Teach TG pp. 99 to 110; Day 15 of Tile Month HW: lesson 54 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1;4.1.B.6; lesson 55: Multiply multiples of 10 times multiples of 10; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Use base ten blocks to model two-digit times two-digit numbers; Compute values of coins using “Hundred Charts”; Create powerful student constructed responses By: students completing math activities as stated in LL Teach TG pp. 111 to 122; Day 16 of Tile Month HW: lesson 55 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1;4.1.B.6; lesson 56: Multiply multiples of 10 times multiples of 10; show proficiency in using tiles to create and record arrays for given numbers and determining their respective perimeters; creating numbers from expanded notation using problem solving strategies and algebraic thinking; finding sums of perimeters and looking for patterns among perimeters and corresponding arrays; using patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Use base ten blocks to model 2-digit times 2-digit numbers; Show coin combinations given specific amount of money By: students completing math activities as stated in LL Teach TG pp. 123 to 132; Completing “Lesson Log 2” for Lessons 51 – 56; Completing Cycle Wrap-Up #2 of Tile Month HW: lesson 56 NJCCCS: 4.1.B.4; 4.1.B.6; 4.1.B.1; lesson 57: Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Evaluate responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 133 to 138; Completing Grade 4, Volume 2, Assessment 2; Day 17 of Tile Month HW: lesson 57 NJCCCS: 4.1.B.1; 4.1.A.1 lesson 58: Multiply multiples of 10 times multiples of 10; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Transfer base ten understanding of two-digit times two-digit numbers to the partial product algorithm; Give coin combinations given specific amounts and specific numbers of coins; Extend and describe patterns using tiles or connecting cubes By: students completing math activities as stated in LL Teach TG pp. 139 to 154; Playing the “Finding Money” game; Day 18 of Tile Month HW: lesson 58 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1; 4.1.B.6; lesson 59: Multiply multiples of 10 times multiples of 10; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Transfer base ten understanding of 2-digit times 2-digit numbers to the partial product algorithm; Give coin combinations given specific amounts and specific numbers of coins; Extend and describe patterns using tiles or connecting cubes By: students completing math activities as stated in LL Teach TG pp. 155 to 166; Playing the “Finding Money” game; Day 19 of Tile Month HW: lesson 59 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1; 4.1.B.6; lesson 60: Multiply multiples of 10 times multiples of 10; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Apply the partial product method of 2-digit times 2-digit numbers to complete multiplication problems; Give coin combinations given specific amounts and specific numbers of coins; Extend and describe patterns using tiles of connecting cubes By: students completing math activities as stated in LL Teach TG pp. 167 to 176; Playing the “Finding Money” game; administering mental math assessment; Day 20 of Tile Month HW: lesson 60 NJCCCS: 4.1.B.4; 4.1.B.1; 4.1.A.1; 4.1.B.6; lesson 61: Count up on the “Hundred Chart”; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Apply the partial product method of two-digit times two-digit numbers; Extend and describe patterns using tiles or connecting cubes; Create powerful student constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 177 to 184; Day 21 of Tile Month HW: lesson 61 NJCCCS: 4.1.B.6; 4.1.B.1; 4.1.A.1; lesson 62: Count up on the “Hundred Chart”; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Apply knowledge of gallons, quarts, cups and ounces using the Gallon Pitcher template; Transfer partial product method of 2-digit times 2-digit numbers to the traditional algorithm; Create powerful student constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 185 to 196; Day 22 of Tile Month HW: lesson 62 NJCCCS: 4.1.B.6; 4.1.B.1; 4.1.A.1;4.1.B.4 lesson 63: Recall of basic addition, subtraction and multiplication facts; Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Apply knowledge of gallons, quarts, cups and ounces using the Gallon Pitcher template; Transfer the partial product algorithm to standard multiplication algorithm; Evaluate student responses to selected open-ended questions By: students completing math activities as stated in LL Teach TG pp. 197 to 212; Completing Lesson Log 3 for Lessons 57 – 63; Day 23 of Tile Month HW: lesson 63 NJCCCS: 4.1.B.1; 4.1.A.1;4.1.B.4 lesson 64: Use tiles to create and record arrays for given numbers and determine their respective perimeters; Use patterns and pictures to understand ounces, cups, quarts and gallon equivalencies; Evaluate student responses to selected open-ended questions By: students completing math activities as stated in LL Teach TG pp. 213 to 220; Completing Grade 4, Volume 2 Assessment 3; Day 24 of Tile Month HW: lesson 64 NJCCCS: 4.1.B.1; 4.1.A.1 lesson 65: Give change for $1.00 using the “Hundred Chart” and coin combination; Apply the traditional multiplication algorithm By: students completing math activities as stated in LL Teach TG pp. 221 to 226; Playing the “Play the Units, Tens and Products” Game; Completing Cycle Wrap-up 3 HW: lesson 65 NJCCCS: 4.1.B.1; 4.1.A.1;4.1.B.4; 4.1.B.6 lesson 66: Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Apply the traditional multiplication algorithm; Understand and apply the concept of a variable in a problem solving setting By: students completing math activities as stated in LL Teach TG pp. 27 to 34; Playing the “Units, Tens and Products” game; completing lesson log 4, questions 1-2; Day 1 of Pennies, Dimes, and Dollars Days HW: lesson 66 NJCCCS: 4.1.B.4; 4.1.B.6; 4.3.C   lesson 67: Give change for $1.00 using the “Hundred Chart”; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Apply the traditional multiplication algorithm; Understand and apply the concept of a variable in a problem solving setting; Make organized lists By: students completing math activities as stated in LL Teach TG pp. 35 to 42; Playing “Units, Tens and Products” game; Day 2 of Pennies, Dimes, and Dollars Days; // A Three Hat Day // read aloud book HW: lesson 67 NJCCCS: 4.1.B.4; 4.1.B.6; 4.3.C   lesson 68: Give change for $1.00 using the “Hundred Chart”; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Apply the traditional multiplication algorithm; Understand and apply the concept of a variable in a problem solving setting; Make organized lists By: students completing math activities as stated in LL Teach TG pp. 43 to 52; Completing Lesson Log 4 (Q 5-7), Lessons 65 – 68; Day 3 of Pennies, Dimes, and Dollars Days HW: lesson 68 NJCCCS: 4.1.B.4; 4.1.B.6; 4.3.C   lesson 69: Represent and add money as decimals; Write parts of a hundred as fractions and decimals; Make organized lists By: students completing math activities as stated in LL Teach TG pp. 53 to 58; Playing “Units, Tens and Products” game; Completing Volume 2, Assessment 4; Day 4 of Pennies, Dimes, and Dollars Days HW: lesson NJCCCS: 4.1.B.6; 4.1.B.4 lesson 70: Recall basic addition, subtraction, and multiplication facts; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Understand and apply the concept of a variable in a problem solving setting; Connect the symbols used in division to concrete models ( // Remainder of One // ); Create powerful student constructed responses, By: students completing math activities as stated in LL Teach TG pp. 59 to 68; Day 5 of Pennies, Dimes, and Dollars Days; // Remainder of One // read aloud book HW: lesson 70 NJCCCS: 4.1.B.1; 4.3.C; 4.1.B.6; lesson 71 Give change for $1.00 using the “Hundred Chart”; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; connect the symbols used in division to concrete models; make connections, draw conclusions, look for patterns By: students completing math activities as stated in LL Teach TG pp. 69 to 84; Playing the “Gallon, Quart, Pint Cup and Ounce” game; Day 6 of Pennies, Dimes, and Dollars Days HW: lesson 71 NJCCCS: 4.1.B.6; 4.1.B.1; 4.2.D.2 lesson 72: Give change for $1.00 using the “Hundred Chart” and coin combinations; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Connect the symbols used in division to concrete models; Evaluate student constructed responses By: students completing math activities as stated in LL Teach TG pp. 85 to 96; Play the “Gallon, Quart, Pint, Cup and Ounce” game; administering mental math assessment; Day 7 of Pennies, Dimes, and Dollars Days HW: lesson 72 NJCCCS: 4.1.B.6; 4.1.B.1; 4.2.D.2 lesson 73: Give change for $1.00 using the “Hundred Chart” and coin combinations; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Recall basic division facts; Create powerful constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 97 to 104; completing lesson log 5, Q 1-2; Day 8 of Pennies, Dimes, and Dollars Days HW: lesson 73 NJCCCS: 4.1.B.6; 4.1.B.1; lesson 74: Recall basic addition, subtraction multiplication and division facts; Recall basic division facts By: students completing math activities as stated in LL Teach TG pp. 105 to 112; Completing Lesson Log 5, Lessons Q 3-4; Completing 8 Day Cycle Wrap-Up HW: lesson 74 NJCCCS: 4.1.B.6; 4.1.B.1; lesson 75: Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph By: students completing math activities as stated in LL Teach TG pp. 113 to 120; Completing Cumulative Assessment; Day 9 of Pennies, Dimes, and Dollars Days HW: NJCCCS: 4.1.B.6 lesson 76: Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Use money to act out 1-digit divisor problems and multi-digit dividend problems, By: students completing math activities as stated in LL Teach TG pp. 121 to 130; completing lesson log 5, Q 5-6; Day 11 of Pennies, Dimes, and Dollars Days HW: lesson 76 NJCCCS: 4.1.B.6; 4.1.B.1; lesson 77: Determining reasonable and unreasonable estimates to addition problems; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Distinguish minute and hour markings on a clock; Use money to act out 1-digit divisor problems and multi-digit dividend problems; Create powerful student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 131 to 144; Day 11 of Pennies, Dimes, and Dollars Days HW: lesson 77 NJCCCS: 4.1.C.4; 4.1.A.1; 4.1.B.1; 4.1.B.6; 4.5.A.2 lesson 78: Determining reasonable and unreasonable estimates to addition problems; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Use money to act out 1-digit divisor problems and multi-digit dividend problems; Create and evaluate powerful student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 145 to 158; administering mental math assessment; completing lesson log 6, Q 1-2; Day 12 of Pennies, Dimes, and Dollars Days HW: lesson 78 NJCCCS: 4.1.C.4; 4.1.B.1; 4.1.B.6; 4.5.A.2 lesson 79: Determining reasonable and unreasonable estimates to multiplication problems; Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Use money to act out one-digit divisor problems with multi-digit dividends; Find halves and quarters on an analog clock; Evaluate student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 159 to 174; Day 13 of Pennies, Dimes, and Dollars Days HW: lesson 79 NJCCCS: 4.1.C.4; 4.1.A.1; 4.1.B.1; 4.1.B.6; 4.5.A.2 lesson 80: Represent and add money as decimals; Write parts of one hundred as fractions and decimals; Create graphs and determine median, mode and range; Toss coins and record results in a graph; Apply halves and quarters to time on an analog clock; Evaluate student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 175 to 186; Completing Lesson Log 6, Q 3-4; Day 14 of Pennies, Dimes, and Dollars Days HW: lesson 80 NJCCCS: 4.1.C.4; 4.1.A.1; 4.1.B.1; 4.1.B.6; 4.5.A.2 lesson 81: Validate answers to the homework for Lesson 80 By: students completing math activities as stated in LL Teach TG pp. 187 to 192; Administering “Cycle 2: Six Day Wrap-Up”; Completing Grade 4, Volume 2, Assessment 5 HW: lesson 81 NJCCCS: 4.1.B.3; 4.1.B.1; 4.1.B.6; lesson 82: Use connecting cubes to model tenths, hundredths, and thousandths; Read and interpret pictographs; Create powerful-student constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 193 to 202; completing lesson log 6, Q 5-6 HW: lesson 82 NJCCCS: 4.1.B.3; 4.1.A.1; lesson 83: review minute and hour marks on an analog clock; Use connecting cubes to model 10ths, 100ths, and 1000ths; Read and interpret pictographs; Evaluate powerful student-constructed responses to open-ended questions, By: students completing math activities as stated in LL Teach TG pp. 203 to 210; completing lesson log 7, Q 1-2 HW: lesson 83 NJCCCS: 4.1.B.3; 4.1.A.1; 4.5.A.2; 4.4.A.2; lesson 84: review minute and hour marks on an analog clock; Use 10ths ,100ths, and 1000ths models to show 10ths, 100ths and 1000ths; Read and interpret pictographs; Use coordinate graphs and communicators to plot ordered pairs; Use estimation and number sense skills to determine sums and products, By: students completing math activities as stated in LL Teach TG pp. 211 to 218; administering mental math assessment HW: lesson 84 NJCCCS: 4.1.B.1;4.5.C.4; 4.1.A.1; 4.2.C.1; 4.1.C.3; 4.4.A.2 lesson 85: tell time to minutes; Determine decimal equivalencies; Use geoboards to graph vertical and horizontal line segments; Complete activities that explore the concept of tiling and tessellations, By: students completing math activities as stated in LL Teach TG pp. 219 to 228; completing lesson log 7, Q 3-4; // Cloak for a Dreamer //read aloud book HW: lesson 85 NJCCCS: 4.5.C.4; 4.1.A.1; 4.2.C.1; 4.2.B.1 lesson 86: show elapsed time within the same hour; Use models to read and represent decimals; Model tiling using pattern block shapes; Use geoboards to discover parallel and perpendicular line segments By: students completing math activities as stated in LL Teach TG pp. 229 to 240; Completing Lesson Log 7, Q 5-6 HW: lesson 86 NJCCCS: 4.5.C.4; 4.1.A.1; 4.2.C.1; 4.2.B.1 lesson 87: Computing and estimating the answers to addition, subtraction, multiplication and division problems; Identify, label and model parallel, perpendicular and intersecting line segments and lines; Create powerful student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 241 to 250; Completing the Grade 4, Volume 2, Posttest HW: lesson 87 NJCCCS: 4.2.A.2; 4.2.A.3; 4.5.A.2 lesson 88: show elapsed time to the next hour; Use models to read, represent and compare decimals to 1000ths; Estimate answers to addition, subtraction and multiplication problems; Determine line and rotational symmetry for basic pattern blocks; Create and evaluate powerful student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 251 to 264; HW: lesson 88 NJCCCS: 4.5.C.4; 4.1.A.1; 4.1.B.1; 4.1.C.3; 4.5.A.2 lesson 89: show elapsed time involving double digits; Use models to read, represent and compare decimals to 1000ths; Identify and label acute, obtuse and right angles; Use pattern blocks to make designs; Understand pattern block equivalencies; Evaluate student-constructed responses to open-ended questions By: students completing math activities as stated in LL Teach TG pp. 265 to 278; HW: lesson 89 NJCCCS: 4.5.C.4; 4.1.A.1; 4.5.A.2 lesson 90: Show elapsed time within the hour and into the next hour; Use models to read, represent and compare decimals to 1000ths; Classify quadrilaterals; Use pattern blocks to make designs and determine symmetry, values and equivalencies; Evaluate student-constructed responses for open-ended questions, By: students completing math activities as stated in LL Teach TG pp. 279 to 290; administering mental math assessment HW: lesson 90 NJCCCS: 4.5.C.4; 4.1.A.1; 4.2.A.2