Date

Lesson
Learning
target/
objective

Brief
description/
overview of
the lesson

Materials
needed

Any notes
from
visualization

10/27
4-1
Review
multiplication
and equal
groups.
Provide
opportunities
to solve and
write number
stories
involving
equal groups.
Warm-up.
Students will
be reviewing
the concept of
multiplication,
learning the
format of
multiplication/
division
diagrams, and
making sense
of story
problems that
require the use
of
multiplication.
Math journals.
Slates,
SMART board
slides,
document
camera, 1
student
reference
book, math
journals (pp.
79-80), exit
tickets,
notebook paper
Have notebook
paper ready in
case students
finish early.

10/28
4-2
Provide
opportunities to
use arrays,
multiplication/d
ivision
diagrams, and
number models
to represent
multiplication
number stories.

10/29
4-3
Review division
as equal sharing
and equal
grouping.

11/2
4-4
Provide
opportunities to
model division
number stories
with arrays,
multiplication/
division
diagrams, and
number models.

Warm-up.
Students will
learn to
represent
multiplication
stories with
arrays by
constructing
arrays for
various
problems. Math
journals.

Warm-up.
Students will
explore the
concept of
equal sharing
and how it
relates to
division. They
will play a
game. Math
journals.

Warm-up.
Students will
learn to represent
division in
various ways.
Students will
learn about
remainders and
how to represent
them. Math
journals.

Counters,
slates, SMART
board slides,
math journals
(pp. 81-82)

Slate, SMART
board slides,
math journals
(pp. 84-85),
game: Division
Arrays

Slate, SMART
board slides, red
math notebooks,
math journals (pp.
86-87), exit
tickets

Have 24
counters for
each partner
pair set on their

Play game with

peanut butter
and jelly
partners.

Keep track of
which students
are struggling
with division

desks before
they come in
from recess.
Formative
assessment

Exit ticket:
Students will
get a blank
multiplication
diagram and I
will read,
Exactly 8
students in
each of the
third grade
classes brought
a cold lunch
today. How
many third
graders
brought a cold
lunch today?
They must fill
in the diagram
and solve the
problem.

I will collect
their journals
and check page
81 to see if they
show an
understanding
of what they
were taught
today.

Date
Lesson
Learning
target/
objective

11/4
4-5
Discuss
multiplication facts
and the importance of
fact power. Review
fact shortcuts.

Brief
description/
overview of
the lesson

Warm-up. One
student from each
group will tell me
one multiplication
fact that they know.
Students will practice
fact shortcuts with
arrays. We will play

I will collect
their journals
and check page
84 to see if they
show an
understanding
of what they
were taught
today.

11/5
4-6
Review fact families
and the
Multiplication/
Division Facts
Table. Guide
children as they
practice
multiplication and
division facts.
Warm-up. Review
fact families for
addition/
subtraction,
introduce fact
families for
multiplication/
division. Talk about

and/or remainders
so that we can do
a math center on
this.
Show me with
your thumb if you
think you know
how to represent
division. Show
me with your
thumb if you
think you know
what a remainder
is and how to
represent it.
Exit ticket: What
is a remainder?

11/6
4-7
Practice multiplication
facts.

Warm-up. Game:
Baseball Multiplication.
Practice math triangles.
Math journals.

Beat the Calculator as

a whole group, then
they will play in
partners. Math
journals.
Materials
needed

Any notes
from
visualization
Formative
assessment

Date
Lesson
Learning
target/
objective

Brief
description/
overview of
the lesson

SMART board slides,

red math notebooks,
calculators, game:
Beat the Calculator,
math journals (pp.
88-89)

Show me with your

thumb if you think it
is important to know
your math facts and
you think you should
practice them more.
11/9
4-8
Provide
opportunities
for children to
estimate the
number of dots
in a large array,
solve a problem
involving
factors of whole
numbers, and
practice
multiplication
facts.
Warm-up. Array
estimation
activity in math
journal.
Exploration B
for students that
finish early.

the Multiplication/
Division Facts Table
and fact families.
Fact triangle
practice. Math
journals.
Red math
notebooks,
Multiplication/
Division Facts
Table, fact triangles,
math journals (p.
90), exit ticket
Have fact triangles
partially cut out
beforehand.
Exit ticket:
multiplication/
division fact
triangle, write the
fact family for 5, 8,
40

Slates, game: Baseball

Multiplication, fact
triangles, math journals
(p. 91)

Checklist of whether
students correctly solved
Mental Math #3

11/10
4-9
Use map scales
to estimate
distances.

11/11
Group Task
Explore area
and
multiplication.

11/12
4-11
Assess childrens
progress on
mathematical
content through
the end of Unit
4.

Warm-up.
Introduce map
scales. Practice
with map
scales. Revisit
areas of
rectangles.

Warm-up.
Group task.
Math journals

Warm-up. Unit 4
Self-Assessment,
Assessment

Materials
needed

Fact platters.
Math journals.
Students that
finish early can
play Beat the
Calculator.
SMART board
slides, math
journals (pp.
92-94), square
pattern blocks,
copies of
Exploration B,
game: Beat the
Calculator,
slates

Any notes
from
visualization

Formative
assessment

Checklist: On
their slate, skip
count by 6s up
to 60. Write one
division fact
where 6 is the
divisor.

Math journals.

Math journals
(pp. 95-97),
rulers

Group task
materials, math
journals (p.
100), exit
tickets

Make sure
students
understand that
we are only
using inches.
Have them take
out a ruler that
only has inches
marked on it.
Checklist:
Thumbs up if
you think you
understand how
to use a map
scale.

Have a math
game ready for
groups that
finish early.

Exit ticket:
Diagram the
three doggy
pens you
made as a
group and
label the
perimeter
and area of
each.

Unit 4 SelfAssessment,
Assessment

Summative
Assessment