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Robin Webber 4th Grade MATH Tuesday, January 20, 2009 Objective(s): 1. I will demonstrate computational fluency in two-digit by two-digit multiplication. 2. I will identify, draw, and describe angles. 3. I will classify angles relative to 90o. Standard(s): NO.3.4.3a Attain, with or without appropriate technology, computational fluency in two- digit by two-digit multiplication (larger numbers with technology) using contextual problems G.8.4.5 Classify angles relative to 90o as more than, less than, or equal to 90o G.8.4.3 Identify, draw, and describe an angle Level of Bloom’s: 1. Application 2. Application 3. Application Materials: 1. 10 2 x 2 digit multiplication 2. Protractors, overhead, sheet with different angles, pretzels, mini-marshmallows Vocabulary: 2. protractor, angle, right angle, obtuse angle, acute angle, straight angle, vertex, degree o Instructional 1. SET: Q: What type of multiplication are we working on? Strategies: Q: Why is knowing how to do 2 x 2 digit multiplication important? Today, your objective is to be fluent in 2 x 2 digit multiplication. What does it mean to be fluent? MODEL: Demonstrate on overhead how to multiply 2-digits by 2 digits. Talk out loud as I multiply. Be sure to talk through EVERY step. INDEPENDENT PRACTICE: Do 10 problems as individual. T: walk through room and monitor students’ work INTERVENTIONS/ACCOMMODATIONS: Students can use multiplication facts sheets to determine answers to multiplication facts. Work in small group with those who need extra help. CLOSURE: Tomorrow you will do 10 more 2 x 2 digit multiplication problems. 2. SET: Q: How do we measure weight? Length? Time? Today, we are going to learn how to measure angles and the tool we use to measure them. MODEL: Demonstrate on overhead how to use a protractor to measure an angle. GUIDED PRACTICE: Give each student a sheet with 10 different angles. Measure the first 5 angles together in pairs. INDEPENDENT PRACTICE: Students measure remaining 5 angles. MODEL: Draw and label acute, right, obtuse, straight angles GUIDED PRACTICE: Do Frayer model for each type of angle. Work in groups of 4. INDEPENDENT PRACTICE: Students use marshmallows and pretzel sticks to create acute, right, obtuse, and straight angles. CLOSURE: Describe a right angle. Acute angle. Obtuse angle. Straight angle. Tomorrow, you will do more practice with measuring angles and classifying them by the size of their angles. Assessment: 1. 10 multiplication problems 2. 5 angles Homework: Math Facts in a Flashcards at each students’ level. Robin Webber 4th Grade MATH Wednesday, January 21, 2009 Objective(s): 1. I will demonstrate computational fluency in two-digit by two-digit multiplication. 2. I will identify, draw, and describe angles. 3. I will classify angles relative to 90o. Standard(s): NO.3.4.3a Attain, with or without appropriate technology, computational fluency in two- digit by two-digit multiplication (larger numbers with technology) using contextual problems G.8.4.5 Classify angles relative to 90o as more than, less than, or equal to 90o G.8.4.3 Identify, draw, and describe an angle Level of Bloom’s: 1. Application 2. Application 3. Application Vocabulary: 2. protractor, angle, right angle, obtuse angle, acute angle, straight angle, vertex, degree o Materials: 1. 10 2 x 2 digit multiplication problems 2-3. Math book, protractor Instructional 1. SET: What kind of multiplication problems are we working to become fluent on? Strategies: Today, you are going to do 10 problems on your own. I am going to take a grade on these 10 problems. MODEL: Demonstrate 1 problem. INDEPENDENT PRACTICE: Do 10 problems as individual. INTERVENTIONS/ACCOMMODATIONS: Small group instruction CLOSURE: Today, you completed 10 2 x 2 digit multiplication problems. We will continue to do these problems daily until each of you is fluent. 2. SET: Q: What is the name of angle that is equal to 90o? Greater than 90o? Less than 90o? A straight line? Q: What tool do we use to measure an angle? Today, you are going to use a protractor to measure angles. You will identify and classify those angles as well. MODEL: Three ways to name the angle. GUIDED PRACTICE: Draw several angles on the board. Use sticks to call on children to read the angles. Page 368: 1-4 INDEPENDENT PRACTICE: Page 368: 5-17 INTERVENTIONS/ACCOMMODATIONS: Small Group Instruction CLOSURE: Assessment: 1. 10 multiplication problems 2. Page 368: 5-17 Homework: Math Facts in a Flashcards at each students’ level. Robin Webber 4th Grade MATH Thursday, January 22, 2009 Objective(s): 1. I will demonstrate computational fluency in two-digit by two-digit multiplication. 2. I will identify, draw, and describe angles. 3. I will classify angles relative to 90o. Standard(s): NO.3.4.3a Attain, with or without appropriate technology, computational fluency in two- digit by two-digit multiplication (larger numbers with technology) using contextual problems G.8.4.5 Classify angles relative to 90o as more than, less than, or equal to 90o G.8.4.3 Identify, draw, and describe an angle Level of Bloom’s: 1. Application 2. Application 3. Application Vocabulary: 2. protractor, angle, right angle, obtuse angle, acute angle, straight angle, vertex, degree o Materials: 1. 10 2 x 2 digit multiplication 2. Math Workbook 17.2, Reteach 17.2 Instructional 1. INDEPENDENT PRACTICE: 10 2 x 2 digit problems. Strategies: 2. SET: What is an acute angle? Obtuse? Right? Straight? What are the three ways to name an angle? INDEPENDENT PRACTICE: Reteach 17.2, Practice 17.2 INTERVENTIONS/ACCOMMODATIONS: Small Group Instruction CLOSURE: Show me with your arms a 90o angle. Less than 90o. Greater than 90o. A straight angle. Assessment: 1. multiplication problems 2. Reteach 17.2, Workbook 17.2 3. Observation of closure activity to determine if students can correctly form angles using their arms. Homework: Math Facts in a Flashcards at each students’ level. Robin Webber 4th Grade MATH Friday, January 23, 2009 Objective(s): 1. I will demonstrate computational fluency in two-digit by two-digit multiplication. 2. I will identify, draw, and describe angles. 3. I will classify angles relative to 90o. Standard(s): NO.3.4.3a Attain, with or without appropriate technology, computational fluency in two- digit by two-digit multiplication (larger numbers with technology) using contextual problems G.8.4.5 Classify angles relative to 90o as more than, less than, or equal to 90o G.8.4.3 Identify, draw, and describe an angle Level of Bloom’s: 1. Application 2. Application 3. Application Vocabulary: 2. protractor, angle, right angle, obtuse angle, acute angle, straight angle, vertex, degree o Materials: 1. ACTAAP Released item for 2 x 2 digit multiplication. Use wording similar to problem from last week. 2. Quiz builder questions for G.8.4.5 and G.8.4.3 Instructional 1. SET: Q: Why would looking at a released item be helpful to you? (Wait on answers) Strategies: When you look at a released item, you are looking at questions that have ACTUALLY been on an ACTAAP test that other 4th graders have taken. Solving a word problem on an ACTAAP test is no different than solving a word problem using Quiz Builder. Review steps on How to Solve a Word Problem Chart. Pass out rubric and discuss what a student would need to do to be proficient or advanced. I have rewritten a problem that is like the one you had last week where Jensen was setting up cups for the race. Look at the rubric and let’s determine what you need in order to be proficient or advance. INDEPENDENT PRACTICE: Solve problem independently. INTERVENTIONS/ACCOMMODATIONS: Teacher will read test aloud for the benefit of those who have IEP’s. CLOSURE: So, today was the ACTAAP test. You had an open response question that used 2 x 2 digit multiplication. How many of you think you were advanced or proficient? 2. SET: Tell me one thing you know about angles. (USE STICKS TO ILLICIT RESPONSES.) Today, you are going to answer questions from TLI about angles. INDEPENDENT PRACTICE: Quiz Builder CLOSURE: Exchange and grade papers. Discuss why the answers are correct or incorrect. Assessment: 1. Rubric 2. Quiz Builder Quiz Homework: None Robin Webber 4th Grade Word Study Group 4 Tuesday, January 20 – Friday, January 23, 2009 Objective(s): I will use syllable-juncture patterns to write multi-syllabic words. Standard(s): W.6.4.11 Use syllable juncture patterns to write multi-syllabic words. Level of Bloom’s: Application Vocabulary: Prefix: pre-, fore-, post-, after- Materials: DC Sort 2 Page 13 Instructional SET: Q: What is a prefix? To what part of the word do you add a prefix? Strategies: This week you are going to add the prefixes, pre-, fore-, post-, after-, to words. You will also determine meanings of the words by using their prefixes. MODEL: Write the words on index cards. Demonstrate how to determine the meaning of the words by using the prefixes. GUIDED PRACTICE: Students sort cards by using the prefixes. Discuss meanings after they have sorted the cards. INDEPENDENT PRACTICE: TUESDAY: Sort. Write sort in word study notebook. WEDNESDAY: Sort. Write sorts in ABC order using sailboats. THURSDAY: Write a sentence using each word. Draw a picture of 5 words. CLOSURE: What does pre- mean when it is used as a prefix? Fore-? After-? Post? Assessment: FRIDAY: Teacher test Homework: Study for test on Friday. Group 3 Objective(s): I will use syllable-juncture patterns to write multi-syllabic words. Standard(s): W.6.4.11 Use syllable juncture patterns to write multi-syllabic words. Level of Bloom’s: Application Vocabulary: Double, e-drop Materials: WW: Sort 4, Page 20 Instructional SET: Q: How do you add –ing to a word that is VC pattern? VCC? VCe? VVC? Strategies: This week you are going to review all of the ways you have learned to add –ing to a word. MODEL: Write the words on index cards. Demonstrate how to sort words by using base word to determine what was done before adding –ing. GUIDED PRACTICE: Students sort cards by using the prefixes. Discuss what the base word was and what had to be done to add –ing. INDEPENDENT PRACTICE: TUESDAY: Sort. Write sort in word study notebook. WEDNESDAY: Sort. Write sorts in ABC order using sailboats. THURSDAY: Write a sentence using each word. Draw a picture of 5 words. CLOSURE: Review Assessment: FRIDAY: Teacher test Homework: Study for test on Friday. Group 2 Objective(s): I will use correct spelling. Standard(s): W.6.4.10 Demonstrate use of conventional spelling by spelling more words correctly. Level of Bloom’s: Application Vocabulary: Materials: WW: Sort 33, Page 82 Instructional SET: Q: What sound do you make when you go to the doctor and he looks in your throat? Strategies: This week you are going to spell words with the /aw/ sound. The two ways to spell /aw/ are au and aw. MODEL: Write the words on index cards. Demonstrate how to read aw and au in words. Sort by spelling… Add oddball category. GUIDED PRACTICE: Students sort cards by spelling patterns. INDEPENDENT PRACTICE: TUESDAY: Sort. Write sort in word study notebook. WEDNESDAY: Sort. Write sorts in ABC order using sailboats. THURSDAY: Write a sentence using each word. Draw a picture of 5 words. CLOSURE: What does pre- mean when it is used as a prefix? Fore-? After-? Post? Assessment: FRIDAY: Teacher test Homework: Study for test on Friday. Group 1 Objective(s): I will use correct spelling. Standard(s): W.6.4.10 Demonstrate use of conventional spelling by spelling more words correctly. Level of Bloom’s: Application Vocabulary: Materials: WW: Sort 9, Page 24 Instructional SET: Q: What sound does a vowel make when it is a long vowel? Strategies: Q: What is the way we have making vowels long? This week you are going to spell long o words. Long O will be spelled with e on the end. MODEL: Write the words on index cards. Demonstrate how to sort the words into short o, long o, and oddball words. GUIDED PRACTICE: Students sort cards by using the prefixes. Look at the pattern of spelling the long o sound by using an e on the end of the word. INDEPENDENT PRACTICE: TUESDAY: Sort. Write sort in word study notebook. WEDNESDAY: Sort. Write sorts in ABC order using sailboats. THURSDAY: Write a sentence using each word. Draw a picture of 5 words. CLOSURE: Review Assessment: FRIDAY: Teacher test Homework: Study for test on Friday. Robin Webber 4th Grade READING WORKSHOP Tuesday, January 20, 2009, Thursday, January 22-Friday, January 23, 2009 Objective(s): I will summarize text by identifying important ideas and details. Standard(s): R.9.4.12 Summarize content of selection, identifying important ideas and providing details for each important idea Level of Bloom’s: Understanding Vocabulary: summary, gist, 5 Ws and H Materials: Tuesday: Transparency of GIST Template, transparency of Amelia Earhart article Thursday: Transparency of GIST Template, copy of The Story of Goldilocks for each group Friday: Transparence of GIST Template, Guided Reading book for each student Instructional TUESDAY Strategies: SET: Q: What does it mean to summarize? Today, you are going to learn to summarize using the 5 W’s and 1 H. Then, you will learn how to write a GIST summary of the story. Does anyone know what Gist means? Gist means the central idea of a piece of text. We are looking for the Gist of articles when we summarize text. MODEL: Transparency of Amelia Earhart. Read aloud and use the article to complete the Gist Template. Talk aloud as I fill in the template. CLOSURE: Tomorrow you will work in groups to create a summary. WEDNESDAY ACTAAP Released Item THURSDAY SET: Q: What is gist? What are the 5 W’s and 1 H? How can you use these to help summarize? Today, you are going to work in groups to determine the 5 W’s and 1 H of the Goldilocks. Then you are going to create a 20-word Gist to summarize this story. GUIDED PRACTICE: Divide into groups. (Make sure a strong reader is in each group.) Read story and complete GIST template. CLOSURE: Share 20-word Gist of Goldilocks. What did you create in your groups today? Tomorrow, you will create your own 20-word GIST using your books from reading. FRIDAY SET: Q: What is a summary? What tool do you have that will help you complete a summary? INDEPENDENT PRACTICE: You are going to write a summary for a chapter, if you are reading a chapter book, or a whole book. INTERVENTIONS/ACCOMMODATIONS: Guided Reading book at individual level. CLOSURE: What tool do you have to help you write a summary? Assessment: Summary from guided reading book on Friday Robin Webber 4th Grade Writing Workshop Tuesday, January 20, 2009 KIM RAHI will be teaching to prepare for district video. Robin Webber 4th Grade Writing Workshop Wednesday, January 21, 2009 Objective(s): I will apply knowledge of syllables to spell words. Standard(s): W.6.4.12 Use knowledge of syllables and affixes to spell words correctly. Level of Bloom’s: Application Vocabulary: syllable Materials: Syllables worksheet Instructional SET: Today we are going to look at small parts of words called syllables. When you can divide Strategies: words into syllables, it makes it easier to spell and read words that are new to you. MODEL: Different strategies to determine the numbers of syllables in word. EX: clapping, chin down GUIDED PRACTICE: Use sticks to call on students to determine number of syllables in a word. INDEPENDENT PRACTICE: Syllable Worksheet INTERVENTIONS/ACCOMMODATIONS: Read words aloud to a small group. CLOSURE: How can syllables help you read and write? Assessment: Worksheet – Exchange and Grade Homework: None Robin Webber 4th Grade Writing Workshop Thursday, January 22, 2009 KIM RAHI will be teaching to prepare for district video. Robin Webber 4th Grade Writing Workshop Friday, January 16, 2009 Objective(s): I will publish ten pieces of writing this year using available technology. Standard(s): W.4.4.14 Polish approximately ten pieces through the year W.4.4.15 Use available technology for publishing Level of Bloom’s: Application, Creating Materials: Alpha Smarts Instructional SET: Strategies: Q: What do I mean when I say publishing? Today, you are going work on getting a completed story published. Starting next week, we will bring the Alpha Smarts in on more than just Friday. Many of you are at different stages of the writing process and that is ok. I want you to have more than one opportunity each week to use the Alpha Smarts to publish. INDEPENDENT PRACTICE: Solve problem independently. INTERVENTIONS/ACCOMMODATIONS: Go around to students with IEPs and see if they have completed a story. If so, get Alpha Smart and make sure they are able to type. If not, work to finish a story. CLOSURE: Several students share published writing. Assessment: Published writing Homework: None

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Digit Numbers, One Digit, multiplication worksheets, printable worksheets, multiplication facts, multiplication problems, 2 Digit Multiplication, Two-Digit Numbers, How to, multiplication and division

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posted: | 4/19/2011 |

language: | English |

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Multiplication Two Digit Worksheet document sample

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