Math

MA.4.2.6 2000 Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system.

DMR (4.2.5, 4.3.6, 4.3.4, 4.3.2, etc) Rocket Math review and 1 min quiz (4.2.4)

Problem Solving: DMR question 5 Objective / Rationale: Students to gain conceptual understanding of
the forgiving strategy for dividing numbers up to 100 by numbers up to 10. Mini Lesson: Model using the strategy, with flats, rods and units on sticky tack, to support conceptual understanding of why the steps happen as they do. Review the anchor chart for the Forgiving Method strategy, and an anchor chart in their math journals. partners turn and talk about the steps and why they are done in that order Guided Practice: In pairs, students will have the opportunity to practice four problems of their choice. 8 division problems will be posted on the smart board. Guided practice from this activity will be collected and formatively assessed. Data from this practice will be used to form small groups for Monday. Fluency Stations: Math Facts Stations, students choose the stations according to what math facts they're focused on that day. (Rocket math)

CCSS.Math.Content.4.NBT.B.6 Fin d whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Vocabulary: 10 Min.

Curriculum from Vocabulary: Making Meaning Digging up Tyrannosaurus Rex by Horner and Lessem (Review student made classroom word wall additions from Monday) Words: partial portray establish Objective: Mini Lesson: Why do we need to understand figurative language? Sometimes authors use language that make the reader think. This having to think keeps the reader engaged and entertained. Sometimes when describing ideas or feelings, its too abstract to outright say it, so figurative language is used to capture what the author wants to express. What is a hyperbole: exaggeration. Create an anchor chart 1. I'm as hungry as a horse. 2. I had a ton of Homework. 3. I have a million things to do. 4. You could have knocked me over with a feather. 5. That joke is so old, the last time I heard it I was riding a dinosaur. 6. That smile is a mile wide! 7. Its raining cats and dogs! 8. I was so nervous. I felt the whole world was looking at me! Guided Practice: All students will get hyperbole examples from on strips. In partners, they'll share their hyperbole then explain why it is a hyperbole. . Share: A few pairs of partners will share their thinking with the group.

Reading Comprehension:
EL.4.3.5 2006 Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works. Simile: a comparison that uses like or as Metaphor: an implied comparison Hyperbole: an exaggeration for effect Personification: a description that represents a thing as a person Example: Identify a simile, such as Twinkle, twinkle little star... like a diamond in the sky. Identify a metaphor, such as You were the wind beneath my wings. Identify an example of hyperbole, such as Cleaner than clean, whiter than white. Identify an example of personification, such as The North Wind told the girl that he would blow so hard it would be impossible to walk up the steep hill.

Reader's Workshop: Small Group #2

CCSS.ELA-Literacy.RF.4.4a Read grade-level text with purpose and understanding.

Book Intro/ I DO: Black and White by David Macaulay on Synthesizing Start with a Synthesizing anchor chart from Comprehension Connections: Good readers monitor overall comprehension, important concepts and themes as they read. Good readers understand that their thinking evolves and changes in the process of understanding.