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1
CDM

Module

School Day		Recommended Activity for
TylerSIS Grade
Mastery Connect		Video teacher plans
Lesson number

Standard

LI and SC		Suggested Teacher DutiesRequired Video - For the scholarsRequired MP4 Video for the ScholarsOptional Assignment for Scholar
2
CDM

Module 1

School Day
1

About August 10th		Module 1 Lesson 1

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Students will be learning how to interpret a multiplication equation as a comparison.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket
4th Grade Module 1 Lesson 1 https://drive.google.com/file/d/1c0b3NLlpDX9Q2k1X0TlJmOU4OMXqIABR/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
3


Module 1

School Day
2

Module 1 Lesson 2

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Students will be learning how to recognize a digit represents 10 times the value of what it represents in the place to its right.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 2 https://drive.google.com/file/d/1NfqxRyU5zLMjHRDGR0iGADhSmtENHxLz/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
4


Module 1

School Day
3		Module 1 Lesson 3

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Students will be learning how to name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousand units.


Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 3 https://drive.google.com/file/d/1lPb6R0bU5EzvSI2MZov8yaq1oUDY-eaq/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
5


Module 1

School Day
4 & 5

https://app.masteryconnect.com/materials/2995598

https://app.masteryconnect.com/materials/1691524		Module 1 Lesson 4
May take two days to complete the assignmen with two Mastery Connect quizzes.

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Students will be learning how to read and write multi-digit numbers using base ten numerals, number names, and expanded form.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 4 https://drive.google.com/file/d/1muDUAox5W9ut-8cIlUMC18cNyVp3LTMm/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
6


Module 1

School Day
6		Module 1 Lesson 5

Standard: NBT.2- Read and write whole-digit numbers using base-ten numbers, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Learning Intention: Students will be learning how to compare numbers based on the meanings of digits and use of the symbols >, <, and = to record the comparisons.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 5 https://drive.google.com/file/d/13e3JeaQO1Rmuwsx7mZe7C9aTwD018S5Q/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
7


Module 1

School Day
7		https://app.masteryconnect.com/materials/3004937


https://app.masteryconnect.com/materials/1691525

Module 1 Lesson 6

Standard: NBT.2- Read and write whole-digit numbers using base-ten numbers, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Learning Intention: Students will be learning how to find 1, 10, and 100 more or less than a number.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 6 https://drive.google.com/file/d/1ZiHk900WD4otN-UAyFtywqPMK2LGM0z3/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
8


Module 1

School Day
8		Module 1 Lesson 7

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.

Learning Intention: Students will be learning how to round multi-digit numbers to the thousands place using the vertical number line.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 7 https://drive.google.com/file/d/16n2vFZLnnzI4p4k_dOUDFuCorD1SWkDl/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
9


Module 1

School Day
9		Module 1 Lesson 8

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.

Learning Intention: Students will be learning how to round multi-digit numbers to any place using the vertical number line.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 8 https://drive.google.com/file/d/18p7oIpm28UgusRyVNFxQA7FGYe4qMBBJ/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
10


Module 1

School Day
10		Module 1 Lesson 9

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.

Learning Intention: Students will be learning how to use place value understanding to round multi-digit numbers to any place value.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket
4th Grade Module 1 Lesson 9 https://drive.google.com/file/d/1hD_V_TPFHQlJg-thR4rWC4cVWVjXvkqn/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
11


Module 1

School Day
11 & 12		https://app.masteryconnect.com/materials/3004964

https://app.masteryconnect.com/materials/1691527



Module 1 Lesson 10
Take two days to complete the Eureka assignment and Mastery Connect quizzes.

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.

Learning Intention: Students will be learning how to use place value understanding to round multi-digit numbers to any place value using real world applications.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 10 https://drive.google.com/file/d/11julzvf_r66kqAyLrvTD8SiNUzkpW6Yq/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
12


Module 1

School Day
13		Module 1 Lesson 11

Standard: NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to add multi-digit numbers using the standard algorithm. Students will be solving the standard algorithm while applying this to word problems.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 11 https://drive.google.com/file/d/1pqy5yzYfZ7Ijk6nXSfmG0pkdIxSym92-/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
13


Module 1

School Day
14		Module 1 Lesson 12

Standard: NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to solve multi-step word problems with addition by using tape diagrams & rounding answers to check for reasonableness.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 12 https://drive.google.com/file/d/1m6_mxom9_0Tuyc5F7E_JBRg9OZysbj8Y/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
14


Module 1

School Day
15		Module 1 Lesson 13

Standard: NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to subtract multi-digit numbers by decomposing numbers and applying the standard algorithm to solve word problems.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 13 https://drive.google.com/file/d/19OSLI4dcvvJq_rC4s5zyH1feANBzYBa8/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
15


Module 1

School Day
16 & 17

About September 1st		https://app.masteryconnect.com/materials/3004947


https://app.masteryconnect.com/materials/1695473		Module 1 Lesson 14
Take two days to complete the Eureka lesson and the two Mastery Connect quizzes.

Standard: NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to use place value understanding to subtract numbers using the standard algorithm and apply this to word problems.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 14 https://drive.google.com/file/d/1CcrbT4aZqzFWpZZM56iyOJ-duwtsVjsK/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
16


Module 1

School Day
18		Module 1 Lesson 15

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.
NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to use the standard subtraction algorithm to solve multi-step word problems & check their answer by rounding to assess reasonableness.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 15 https://drive.google.com/file/d/1ixJA4NFT0HNBU3VS3QyqAouR-WA3JCGj/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
17


Module 1

School Day
19		Module 1 Lesson 16

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.
NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.
Learning Intention: Students will be learning how to use the standard subtraction algorithm to solve multi-step word problems & check their answer by rounding to assess reasonableness.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 16 https://drive.google.com/file/d/1cqkabQ1idrXlNBNhXy99rvZBtCTaIylz/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
18


Module 1

School Day
20

Module 1 Lesson 17

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.
NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm. Learning Intention: Students will be learning how to use the standard subtraction algorithm to solve multi-step word problems & check their answer by rounding to assess reasonableness.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 17 https://drive.google.com/file/d/1HLDSBGkpESRJRJ0gAL0Oh4HuULFArCzT/view?usp=sharing*SeeSaw Assignments
*Fillable PDF's From Eureka In Sync
19


Module 1

School Day
21		Module 1 Lesson 18

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.
NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to use the standard subtraction algorithm to solve multi-step word problems & check their answer by rounding to assess reasonableness.

Success Criteria:		*Check for understanding from video
*Assign Problem Set/Exit Ticket
4th Grade Module 1 Lesson 18 https://drive.google.com/file/d/1QhSnyWdw_e1q74f77kMOeiop0YXRb7yg/view?usp=sharingSeesaw
20


Module 1

School Day
22		Module 1 Lesson 19

Standard: NBT.3- Use place value understanding to round multi-digit whole numbers to any place.
NBT.4- Fluenty add and subtract multi-digit whole numbers using the standard algorithm.

Learning Intention: Students will be learning how to create word problems and solve them to help them gain a better understanding of word problems, tape diagrams, and how to solve word problems.

Success Criteria: I know I will be successful when I am able to create word problems with the correct verbage for addition and subtraction that helps me gain a better understanding of word problems.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		4th Grade Module 1 Lesson 19 https://drive.google.com/file/d/1ZuxdRt-yfwPV9TS7hLGwsXr1kvY3F8f_/view?usp=sharingSeesaw
21


Module 1

School Day
23 & 24
End of Module One Assessment
Review and Assess
Seesaw
22


CDM

Module 2

School Day
25

About September 15th		Module 2 Lesson 1

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.

Learning Intention: Today we are learning to express metric length measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric length.

Success Criteria: I know I will be succesful when I am able to add, subtract, and convert centimeters, meters, and kilometers.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1x8ByINDxcR2RZ1TDj3H0YHL4W9F-hl7n/view?usp=sharingSeesaw
23


Module 2

School Day
26
Module 2 Lesson 2

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.

Learning Intention: Today we are learning to express metric mass measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric mass.

Success Criteria: I know I will be successful when I am able to convert, add, and subtract kilograms and grams.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1pRNCwaQ6LxetagqDrDPs9_Iq6ip7F_n5/view?usp=sharingSeesaw
24


Module 2

School Day
27		Module 2 Lesson 3

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.

Learning Intention: Today we are learning to express metric capacity measurements in terms of a smaller unit; model and solve addition and subtraction word problems involving metric capacity.

Success Criteria: I know I will be successful when I am able to add, subtract, and convert liters and millileters.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1vj9ebCC3bJCSGFng-aHv712knN4yx3ut/view?usp=sharingSeesaw
25


Module 2

School Day
28		Module 2 Lesson 4

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.

Learning Intention: Today we are learning to know and relate metric units to place value units in order to express measurements in different units.

Success Criteria: I know I will be successful when I can understand the patterns of metric units as well as compare metric units. 		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1wN0JNQID1_cIuFqdwXVFWq4haNjI6BDq/view?usp=sharingSeesaw
26


Module 2

School Day
29		Module 2 Lesson 5

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.

Learning Intention: Today we are learning to use addition and subtraction to solve multi-step word problems involving length, mass, and capacity.

Success Criteria: I know I will be successful when I am able to use the RDW process to solve math problems of addition and subtraction that include metric conversions. 		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync VideoGreat Minds InSync VideoSeesaw
27


Module 2

School Day
30		Grade for TylerSISEnd of Module 2 Assessment

Standard: MD.1- Know relative size of measurement units within one system of units including km, m, cm, kg, k, lb, oz, l, ml, hr, min, sec.
MD.2- Use the four operations to solve word problems involving disances, intervals of time, liquid volumes, masses of objects, and money.		Great Minds InSync Videohttps://embarc.online/mod/page/view.php?id=8615



28


CDM

Module 3

School Day
31

About September 23rd		Module 3 Lesson 1

Standard: MD.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Learning Intention: Today we are learning to investigate and use the formulas for area and perimeter of rectangles.

Success Criteria: I know I will be success when I am able to find the area of a shape using the formula A=LxW & find the perimeter of a shape using the formula P=S+S+S+S.		*Check for understanding from video
*Assign Problem Set/Exit Ticket
Great Minds InSync VideoGreat Minds InSync VideoSeesaw
29


Module 3

School Day
32		Module 3 Lesson 2

Standard: MD.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
4.OA.1- Interpret a multiplication equation as a comparison, e.g., interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5.

Learning Intention: Today we are learning to solve multiplicative comparison word problems by applying the
area and perimeter formulas.


Success Criteria: We know we will be successful when I am able to label the dimensions of the shapes to be able to solve to find the area and perimeter of the shape. 		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync VideoGreat Minds InSync Video
30


Module 3

School Day
33		Module 3 Lesson 3

Standard: MD.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.
4.OA.3- Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted.

Learning Intention: Today we are learning to demonstrate our understanding of area and perimeter formulas by solving multi-step real-world problems.

Success Criteria: I know I am successful when I solve multi-step word problems that include area and perimeter questions.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1mY51JhUQSR7G2FqfIE663D8-PrF_Xa97/view?usp=sharing
31


Module 3

School Day
34		Grade QUIZ for TylerSISModule 3 Topic A Quiz

Standard: MD.3- Apply the area and perimeter formulas for rectangles in real world and mathematical problems.		Assign the Topic A quizGreat Minds InSync Videohttps://embarc.online/mod/page/view.php?id=6748

https://app.seesaw.me/pages/shared_activity?share_token=UCEngeSuSUejq7NCLFkrLQ&prompt_id=prompt.0c0fe28e-fa0b-4a30-915a-588b9969bcda
32


Module 3

School Day
35		Module 3 Lesson 4

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Today we are learning to interpret and represent patterns
when multiplying by 10, 100, and 1,000
in arrays and numerically.

Success Criteria: I know I will be successful when I understand how to put numbers into a place value chart and can see patterns when multiplying by 10, 100, and 1000's.
*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1aXF25Ri7Nr_kbNhfvv6CDVNiwiwCDu_f/view?usp=sharing Seesaw
33


Module 3

School Day
36		Module 3 Lesson 5

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.

Learning Intention: Today we are learning to multiply
multiples of 10, 100, and 1,000
by single digits,
recognizing patterns.

Success Criteria: I know I will be successful when I understand how to put numbers into a place value chart and can see patterns when multiplying by 10, 100, and 1000's.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1iP5EbIEf9luZwFetD0AOT2KqYHgJlI-t/view?usp=sharing Seesaw
34


Module 3

School Day
37

About October 1st		Module 3 Lesson 6

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: Today we are learning to multiply two-digit multiples of 10 by two digit-multiples of 10 with the area model.

Success Criteria:

I know I will be successful when I can model and place numbers in a place value chart and use the area model, to see the patterns when multiplying multiples of 10.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1G2hAy0qYGsBMqmQv1sAWYjVs_-R9byVQ/view?usp=sharing Seesaw
35


Module 3

School Day
38		Take as a GradeTopic B Quiz

Standard: NBT.1- Recognize that a in a multi-digit whole number, a digit in one place represents ten times what is represents in the place to its right.		Assing the Module 3 Topic B QuizGreat Minds InSync VideoSeesaw Activity

36


Module 3

School Day
39		Module 3 Lesson 7

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: Today we are learning to use place value disks to represent two-digit by one-digit multiplication.


Success Criteria: We know we will be successful when we are able to put place value disks and partial products to multiply two-digit by one-digit multiplication. 		Great Minds InSync Videohttps://drive.google.com/file/d/1z9sPcDe8iOE20gMyRmtbQ4ss0EO6qDOB/view?usp=sharing Seesaw
37


Module 3

School Day
40		Module 3 Lesson 8

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: Today we are learning to extend the use of place value disks to represent three- and four- digit by one-digit mulitplication

Success Criteria: I know I will be successful when I can use my place value chart to model, represent, and solve three- and four-digit by 1 digit multiplication		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/15CBF2K3AbbnxJ_qgYWaswrvbUrRuxLTw/view?usp=sharing Seesaw
38


Module 3

School Day
41		Module 3 Lesson 9

Standard: Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: Today we are learning to multiply three- and four-digit numbers by one-digit numbers applying the standard algorithm.

Success Criteria: I know I will be successful when I can use place value disks, repeated addition, partial products and the standard algorithm to solve three and four digit by one digit multiplication. 		Great Minds InSync Videohttps://drive.google.com/file/d/1Rs3f-_fgcs40qvHi3QGN6SmtxFO6uxGz/view?usp=sharing
39


Module 3

School Day
42		Use the exit ticket for a grade in TylerSISModule 3 Lesson 10

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention:Students will be learning how to multiply three- and four- digit numbers by one-digit numbers applying the standard algorithm.

Success Criteria: I know I will be successful when I can solve and represent multiplication problems using the standard algorithms and use the correct unit language to multiply.
*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1A3Fmj52WwhSLfi2Pqrgyc-2WqANvgjZw/view?usp=sharing Seesaw
40


Module 3

School Day
43		Module 3 Lesson 11

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: We are learning to connect the area model and the
partial products methods to the
standard algorithm.

Success Criteria: We know we will be successful when we are able to complete multiplication problem (up to 4-digit by 1-digit) by using the area model, partial products, and the standard algorithm.		Great Minds InSync Videohttps://drive.google.com/file/d/1bdg2yUSw7NHJpy5cjs86wqPB8mcoYkKy/view?usp=sharingSeesaw
41


Module 3

School Day
44		Take as a GradeModule 3 Topic C Quiz-

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.		Assign the Module 3 Topic C QuizGreat Minds InSync Videohttps://app.seesaw.me/pages/shared_activity?share_token=s4YWTM8jTyykyGsemwkqUQ&prompt_id=prompt.4179d343-b1fd-4f47-ad57-2716a0700d8d


https://embarc.online/mod/page/view.php?id=6750
42


Module 3

School Day
45		Module 3 Lesson 12

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

4.OA.2 multiply or divide to solve word problems involving multiplicative comparison, e.g., by drawing and equations with a symbol for the unknown number to represent the problem.

Learning Intention: Students will be learning to solve two-step word problems, including multiplicative comparison.

Success Criteria: I know I will be successful when I can model the problems using RDW, use the standard algorithm to solve multiplication and multiplicative comparison problems, and assess my work and answer. 		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1-G45KbML8CvRjBses7pK_1sClQvxIluR/view?usp=sharing Seesaw
43


Module 3

School Day
46		Module 3 Lesson 13

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

4.OA.2 multiply or divide to solve word problems involving multiplicative comparison, e.g., by drawing and equations with a symbol for the unknown number to represent the problem.

Learning Intention: Students will be learning to solve two-step word problems, including multiplicative comparison.

Success Criteria: I know I will be successful when I can model the problems using RDW, use the standard algorithm to solve multiplication and multiplicative comparison problems, and assess my work and answer.		Great Minds InSync Videohttps://www.youtube.com/watch?v=dupsUCoVnSg&feature=youtu.beSeesaw
44


Module 3

School Day
47		Take quiz for a gradeModule 3 Topic D Quiz

Standard: NBT.5:Multiply a whole number of up to four digits by a one-digit whole number, and multiply two
two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain
the calculation by using equations, rectangular arrays, and/or area models.

4.OA.2 multiply or divide to solve word problems involving multiplicative comparison, e.g., by drawing and equations with a symbol for the unknown number to represent the problem.		Assign the Module 3 Topic D QuizGreat Minds InSync Videohttps://embarc.online/mod/page/view.php?id=6751

https://app.seesaw.me/pages/shared_activity?share_token=kfzs1Q7tQ2iOPsEjFkfcPw&prompt_id=prompt.833690f5-47a9-4f8a-9906-4dd392516a9b
45


Module 3

School Day
48		Module 3 Lesson 14

Standard: 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division.

Learning Intention: Students will be learning how to solve division word problems with remainders.

Success Criteria: I know I will be successful when I can draw an array and tape-diagram, to solve two-digit divided by 1-digt division problems and interpret the remainder.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1MpRtRC_22BcWPwOCh0Ly4YFwZxpnuCpA/view?usp=sharing Seesaw
46


Module 3

School Day
49		Module 3 Lesson 15

Standard: 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division.

Learning Intention:

Success Criteria:		Great Minds InSync Videohttps://drive.google.com/file/d/1y4L8yM4n3_fLZ-sP7lsRREvZmBf6O7S4/view?usp=sharing Seesaw Exit Ticket
https://app.seesaw.me/pages/shared_activity?share_token=5t1wpP3rQlWDyp0gcc-MBA&prompt_id=prompt.f4843065-4c4a-4871-b238-af37804e99f2
47


Module 3

School Day
50		Module 3 Lesson 16

Standard: 4.NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and onedigit divisors, using strategies based on place value, the properties of operations,
and/or the relationship between multiplication and division.

Learning Intention: Students will be learning how to understand and solve two-digit dividend division problems with a remainder by using place value disks.

Success Criteria: I know I will be successful when I can draw and use place value disks to solve two-digit dividend division problems and interpret the remainder. 		Great Minds InSync Videohttps://drive.google.com/file/d/1sS0i6KghKbajrsgwQy44i7aHqw-CfuCU/view?usp=sharing Seesaw Exit Ticket:
https://app.seesaw.me/pages/shared_activity?share_token=vCM38aOqQRqeiJz5ERAbUg&prompt_id=prompt.ea3ba922-7031-4cb7-8d98-1e0e22f78a5e
48


Module 3

School Day
51		Module 3 Lesson 17

Standard: 4.NBT.6- Find 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.

Learning Intention: I am learning to represent and solve division problems requiring decomposing a remainder in the tens.

Success Criteria: I know I will be successful when I am able to find the quotient with remainders using discs and the standard algorithm. I am able to check my division with multiplication and addition. 		Great Minds InSync Videohttps://drive.google.com/file/d/1w3HijiQPMoWU5FG-jpTHnyt6cIkuaA8w/view?usp=sharingSeesaw Exit Ticket:
https://app.seesaw.me/pages/shared_activity?share_token=2eZdTwg-Tgu7gyumC3TlLA&prompt_id=prompt.934cfb94-5e68-4dfa-9c41-3c7f6e76a8ab
49


Module 3

School Day
52		Module 3 Lesson 18

Standard: 4.NBT.6- Find 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.

Learning Intention: I am learning to find whole number quotients and remainders.

Success Criteria: I know I will be successful when I am able to divide two-digit by one-digit numbers to find a quotient with a remainder. I will be able to check my answer using multiplication and addition. 		Great Minds InSync Videohttps://www.youtube.com/watch?v=AvBbY9SSc8Y&feature=youtu.beSeesaw
50


Module 3

School Day
53		Module 3 Lesson 19

Standard: 4.NBT.6- Find 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.

Learning Intention: I am learning to explain remainders by using place value understanding and models.

Success Criteria: I am successful when I am able to use place value discs to solve division problems with remainders. I am able to use this knowledge to solve division problems with the standard algorithm and apply this to word problems.		Great Minds InSync Videohttps://drive.google.com/file/d/1TE1wd13vZgOZxd7QcbyWyfMyKT8Zv4Jh/view?usp=sharingSeesaw
51


Module 3

School Day
54

About November 1st 		Module 3 Lesson 20

Standard: 4.NBT.6- Find 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.

Learning Intention: Students will be learning how to solve division problems without remainders, using the area model.

Success Criteria: I am successful when I am able to use area model to solve division problems without remainders, and check my answer using multiplication.		*Check for understanding from video
*Assign Problem Set/Exit Ticket		Great Minds InSync Videohttps://drive.google.com/file/d/1_i72RmFdUqFTqzdphtj1Aaw5Xyd2BZ4z/view?usp=sharing Exit Ticket
https://app.seesaw.me/pages/shared_activity?share_token=fOpJbUO2T5ase07wZF0u5g&prompt_id=prompt.b78e3495-7e64-4281-a2df-924c41a7ee32
52


Module 3

School Day
55		Module 3 Lesson 21

Standard: 4.NBT.6- Find 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.

Learning Intention:

Success Criteria:		Great Minds InSync VideoSeesaw
53


Module 3

School Day
56		Take for a gradeModule 3 Topic E QuizAssign the Topic E QuizGreat Minds InSync Videohttps://embarc.online/mod/page/view.php?id=6752

https://docs.google.com/document/d/1FXw1XW0bMk3ct26J4XnIGP3Uxkh_zofSt09sle4YdKk/edit

Seesaw: https://app.seesaw.me/pages/shared_activity?share_token=9B5wdMDRQuuO_0x8bdvpzA&prompt_id=prompt.41537605-74b1-4663-b11c-728371d78e90
54


Module 3

School Day
57		Module 3 Lesson 22

Standard: 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Learning Intention: Students are learning to find factor pairs for numbers to 100, and use understanding of
factors to define prime and composite.

Success Criteria: I am successful when I can list factor pairs of a number, and determine if a number is prime or composite. 		Great Minds InSync VideoSeesaw Exit Ticket
https://app.seesaw.me/pages/shared_activity?share_token=Ypg_kMPQTBOU1TDQ8w2Xrw&prompt_id=prompt.877102ae-2817-4157-a67c-9b424ac2415e

Seesaw Lesson/Problem Set
https://app.seesaw.me/pages/shared_activity?share_token=DB8NW6B9QPmFQp0Sk_cPJg&prompt_id=prompt.8092632f-ec62-4bfc-bf3c-39cf6d7c7866
55


Module 3

School Day
58		Module 3 Lesson 23

Standard: 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Learning Intention: I am learning to use division and the associative property to test for factors and observe patterns.

Success Criteria: I know I will be successful when I am able to use division to check for factors of a number. 		Great Minds InSync VideoSeesaw Lesson/Problem Set
https://app.seesaw.me/pages/shared_activity?share_token=Hf7IRSY6TR630OsteKoBcA&prompt_id=prompt.1cbd456b-f9b3-41e2-ae1c-cf4d95551ec3

Seesaw Exit Slip
https://app.seesaw.me/pages/shared_activity?share_token=aj6f-eahR6SX97kMEcx1cg&prompt_id=prompt.5e65f6c6-858c-4428-acfa-fd0e441b0520
56


Module 3

School Day
59		Module 3 Lesson 24

Standard: 4.OA.4 Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

Learning Intention: I am learning to determine if a whole number is a multiple of another number.

Success Criteria: I know I will be successful when I am able to use multiplication and skip counting to find multiples of a number.		Great Minds InSync VideoSeesaw Lesson/Problem Set
https://app.seesaw.me/pages/shared_activity?share_token=Lz4h0d1fTbmE-FGnsWDkoA&prompt_id=prompt.c341c365-2c54-4c1f-8e4b-e7e4bcc182ae

Seesaw Exit Slip
https://app.seesaw.me/pages/shared_activity?share_token=nakligktSQmmVWyHqJMqsw&prompt_id=prompt.5ee0e320-e0d9-4a23-86e5-05965ff9e639
57


Module 3

School Day
60		Module 3 Lesson 25

Standard: 4.OA.4- Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite.

Learning Intention: I am learning to explore properties of prime and composite numbers to 100 by using multiples.

Success Criteria: I know I am successful when I am able to identify prime and composite numbers on a hundreds charts and recognize patterns within the hundreds chart.		Great Minds InSync VideoLesson 25 Lesson/Problem Set

Lesson 25 Exit Slip
58


Module 3

School Day
61		Take for a grade. Module 3 Topic F Quiz

Standard: 4.OA.4- Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1-100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1-100 is prime or composite. 		Assign the Module 3 Topic F QuizGreat Minds InSync Videohttps://embarc.online/mod/page/view.php?id=6753

https://app.seesaw.me/pages/shared_activity?share_token=PE9gzgc-SEKaj9NXd-rO5w&prompt_id=prompt.9feb5fc1-1f47-49a3-8df8-c3fbabdba42f
59


Module 3

School Day
62		Module 3 Lesson 26

Standard: NBT.6- Find 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.
OA.2- Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

Learning Intention: We are learning to divide multiples of 10, 100, and 1,000 by single-digit numbers.

Success Criteria: We know we will be successful when I am able to solve for the quotient using discs and write the answer in unit form. I am able to solve these division problems in a word problem. 		Great Minds InSync Videohttps://app.seesaw.me/pages/shared_activity?share_token=Y-_IpMxSTGykJdgL6IudGQ&prompt_id=prompt.5ee3569d-4f48-4a7e-97b5-52635530cc71

https://app.seesaw.me/pages/shared_activity?share_token=EMJMJbLjRf6nwuBFeOBYmw&prompt_id=prompt.0274f529-3036-434d-9e16-7dd8435cf4b5
60
Great Minds InSync Video
61


Module 3

School Day
63		Module 3 Lesson 27

Standard: NBT.6- Find 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.

Learning Intention: We are learning to represent and solve three-digit dividend division with divisors of 2, 3, 4, and 5 numerically.

Success Criteria: I know I will be successful when I am able to model division with discs and then relate this to the standard algorithm.		Great Minds InSync Videohttps://digital.greatminds.org/assessments/student/resources/em.g4.m3.tg.l27/video/5f7b015e08ad0e0037886104Seesaw- Problem Set




62


Module 3

School Day
64		Module 3 Lesson 28

Standard: NBT.6- Find 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.

Learning Intention: We are learning to represent and solve three-digit dividend division with divisors of 2, 3, 4, and 5 numerically.

Success Criteria: I know I will be successful when I am able to modeul division with whole number quotients and check my work with multiplication.		Great Minds InSync Videohttps://digital.greatminds.org/assessments/student/resources/em.g4.m3.tg.l28/video/5f88a624d9d3950041273d8cSeesaw Lesson/Problem Set

Seesaw Exit Slip
63


Module 3

School Day
65		Module 3 Lesson 29

Standard: NBT.6- Find 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.
OA.3- Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainds must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Learning Intention: I am learning to represent numerically four-digit dividend division with divisors of 2, 3, 4, and 5, decomposing a remainder up to three times.

Success Criteria: I know I will be successful when I am able to divide a four digit division with a remainder and check my work using multiplication and addition. 		Great Minds InSync VideoSeesaw Lesson 29/Problem Set

Seesaw Exit Slip 29
64


Module 3

School Day
66		Module 3 Lesson 30

Standard: NBT.6- Find 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.

Learning Intention: I am learning to solve division problems with a zero in the dividend or with a zero in the quotient.

Success Criteria: I will be successful when I am able to divide with zeros in the divident or quotient using the standard algorithm. I am able to check my work using multiplication.		Great Minds InSync VideoSeesaw Lesson 30/Problem Set

Seesaw Lesson 30 Exit Slip
65


Module 3

School Day
67		Module 3 Lesson 31
Standard: OA.3- Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainds must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

Learning Intention: I am learning to interpret division word problems as either number of groups unknown or group size unknown.

Success Criteria: I will be successful when I am able to solve division word problems by using the RDW process. 		Great Minds InSync VideoSeesaw Lesson 31/Problem Set

Seesaw Leesson 31 Exit Slip
66


Module 3

School Day
68		Module 3 Lesson 32

Standard: NBT.6- Find 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.

Learning Intention: I am learning to interpret and find whole number quotients and remainders to solve one-step division word problems with larger divisors of 6,7,8, and 9.

Success Criteria: I know I will be successful when I am able to use a tape diagram to help me solve division word problems. 		Great Minds InSync VideoSeesaw Lesson 32/Problem Set

Seesaw Lesson 32 Exit Slip

67


Module 3

School Day
69 & 70

About November 23rd		Take the Topic G Quiz for a gradeModule 3 Lesson 33 & Topic G Quiz

Standard: NBT.6- Find 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.

Learning Intention: I am learning to explain the connection of the area model of division to the long division algorithm for three and four digit dividends.

Success Criteria: I know I will be successful when I am able to use the area model and number bonds to solve your division problems.		Great Minds InSync VideoSeesaw Lesson 33/Problem Set

Seesaw Lesson 33 Exit Slip

https://embarc.online/mod/page/view.php?id=6754

https://app.seesaw.me/pages/shared_activity?share_token=7ALPWRdgTzeyVlhxnjpUXA&prompt_id=prompt.b94f1570-6b43-422c-95fb-b375a0ce49ad
68


Module 3

School Day
71		Module 3 Lesson 34

Standard: NBT.5- Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: I am learning to multiply two-digit multiples of 10 by two-digit numbers using a place value chart.

Success Criteria: I know I will be successful when I am able to use the associative property and solve the problems using place value disks. 		Great Minds InSync VideoExit Ticket

Seesaw Lesson/Problem Set
69


Module 3

School D21		Module 3 Lesson 35

Standard: NBT.5- Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: I am learning to multiply two-digit multiples of 10 by two-digit numbers using the area model.

Success Criteria: I know I will be successful when I am able to use the area model and relate this to partial products to be able to solve for the product.		Great Minds InSync VideoExit Ticket

Seesaw Lesson/Problem Set
70


Module 3

School Day
73

About December 1st		Module 3 Lesson 36

Standard: NBT.5- Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: I am learning to multiply two-digit by two-digit numbers using four partial products.

Success Criteria: I know I will be successful when I am able to solve the product using partial products and the area model.		Great Minds InSync Videohttps://app.seesaw.me/pages/shared_activity?share_token=udaBnKdxSWOKQNubmKc4sg&prompt_id=prompt.f35621c0-399f-4476-b17b-4e6b37c56462

https://app.seesaw.me/pages/shared_activity?share_token=fmrXzYozSH6tduJG4ObVPw&prompt_id=prompt.8ddef2c4-6561-4de5-8a99-faa5a6ea445e

Seesaw Video/Problem Set
71


Module 3

School Day
74		Module 3 Lesson 37

Standard: NBT.5- Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: I am learning to transition from four partial products to the standard algorithm for two-digit by two-digit multiplication.

Success Criteria: I know I will be successful when I am able to connect the standard algorithm to partial products while using the area model.		Great Minds InSync VideoExit Ticket

Seesaw Lesson/Problem Set
72


Module 3

School Day
75 & 76		Module 3 Lesson 38

Standard: NBT.5- Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Learning Intention: I am learning to transition from four partial products to the standard algorithm for two-digit by two-digit multiplication.

Success Criteria: I know I will be successful when I am able to connect the standard algorithm to partial products while using the area model.		Great Minds InSync VideoSeesaw Lesson







73


Module 3

School Day
78 & 79
Take Topic H Quiz as a grade.Module 3

End of Module 3 Assessment		Great Minds InSync VideoSeesaw
74


CDM

Module 4

School Day
80

About December 10th		Module 4 Lesson 1
Standard: 4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Learning Intention: We are learning to identify and draw points, lines, line segments, rays, and angles. We will be able to recognize them in various contexts and familiar figures.

Success Criteria: We know we will be successful when we are able to accurate define and recognize: points, lines, line segments, rays, and angles. I will also be able to understand the different between a line and a line segment.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 1

Seesaw Exit Slip
75


Module 4

School Day
81
Module 4 Lesson 2
Standard: 4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Learning Intention: I am learning to use right angles to determine whether angles are equal to, greater than, or less than right angles. Draw right, obtuse, and acute angles

Success Criteria: I know I will be successful when I create a right angle and can determine acute angles as being less than 90 degrees and obtuse angles as being greater than 90 degrees.		Great Minds InSync VideoSeesaw Problem Set/Lesson 2

Seesaw Exit Slip
76


Module 4

School Day
82
Module 4 Lesson 3
Standard:4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Learning Intention: We are learning to identify, define, and draw perpendicular lines.

Success Criteria: We know we will be successful when we are able to identify right angles & identify/name perpendicular lines.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 3

Seesaw Exit Slip
77


Module 4

School Day
83
Module 4 Lesson 4
Standard: 4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

Learning Intention: Today we are learning to identify, define, and draw parallel lines.

Success Criteria: We know we will be successful when we are able to define and identify parallel, perpendicular, and intersecting lines.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 4

Seesaw Exit Slip Lesson 4

78


Module 4

School Day
84
Take for a gradeModule 4 Topic A Quiz
Standard: 4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.		Great Minds InSync VideoSeesaw Topic A Quiz
79


Module 4

School Day
85

About December 17th		Module 4 Lesson 12
Standard: 4.G.3- Recognize a line of symmetry for a two-dimensional digure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Learning Intention: Today we are learning to recognize and identify lines of symmetry on two-dimensional figures

Success Criteria: We know we will be successful when we are define symmtery, are able to draw lines of symmetry, and identify when a line of symmetry is correctly drawn.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 12

Seesaw Exit Slip Lesson 12
80


Module 4

School Day
86

About January 5th		Module 4 Lesson 13
Standard:
4.G.2-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right angles.
4.G.3- Recognize a line of symmetry for a two-dimensional digure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Learning Intention: Today we are learning to analyze and classify triangles based on side length, angle measure, or both.

Success Criteria: We know we will be successful when we are able to define acute, obtuse, right, scalene, isoceles, and equilateral triangles. We will be able to classify triangles by sides, angles, or both. We will be able to identify a group of triangles based on common attributes.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 13

Seesaw Exit Slip Lesson 13
81


Module 4

School Day
87
Module 4 Lesson 14
Standard:
4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.2-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right angles.
4.G.3- Recognize a line of symmetry for a two-dimensional digure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

Learning Intention: We are learning to define and construct triangles from given criteria and explore symmetry in triangles.

Success Criteria: We know we will be successful when we are able to draw triangles by their attribute descriptions. We will be able to draw lines of symmetry on our drawn triangles.		Great Minds InSync Video
Seesaw Lesson/Problem Set Lesson 14

Seesaw Exit Slip Lesson 14
82


Module 4

School Day
88
Module 4 Lesson 15
Standard:
4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.2-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right angles.

Learning Intention: We are learning to classify quadrilaterals based on parallel and perpendicular lines and the presence or absence of angles of a specified size.

Success Criteria: We know we will be successful when we are able to draw the quadrilaterals by their descriptions. 		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 15

Seesaw Exit Slip Lesson 15
83


Module 4

School Day
89
Module 4 Lesson 16
Standard:
4.G.1- Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
4.G.2-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right angles.

Learning Intention: We are learning to reason about attributes to construct quadrilaterals on square or triangular grid paper.

Success Criteria: We know we will be successful when we are able to draw and name the following quadrilaterals: parallelogram, trapezoid, square, rectangle, and rhombus to accurately match the description.		Great Minds InSync VideoSeesaw Lesson/Problem Set Lesson 16

Seesaw Exit Slip Lesson 16
84


Module 4

School Day
90
Take for a gradeModule 4 Topic D Quiz
Standard: 4.G.2/4.G.3
We will be able to accurately identify and classify triangles and quadrilaterals by the attributes of the shapes (sides and angles). We are able to identify lines of symmetry and complete symmetrical shapes.		Great Minds InSync VideoSeesaw Topic D Quiz
85


Module 4

School Day
91 & 92
Module 4

End of Module 4 Assessment

Take two days to review & assess. 		Great Minds InSync Video
86


CDM

Module 5

School Day
93

About January 14th
Module 5 Lesson 1
Standard: 4.NF.3- Undertsand a fraction a/b with a > 1 as a sum of fractions 1/b. a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b) Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. c) Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d) Solve word problems involving addition and subtraction of fracting referring ot the same whole and hvaing like denominators, e.g., by using visual fraction models and equations to represent the problem.

Learning Intention: Today we are learning to decompose fractions as a sum of unit fractions using tape diagrams.

Success Criteria: We know we will be successful when we are able to decompose fractions as a sum of unit fractions, identify unit fractions, and draw tape diagrams. 		Great Minds InSync VideoSeesaw Exit Ticket Module 5 Lesson 1

Seesaw Lesson/Problem Set Module 5 Lesson 1
87


Module 5

School Day
94
Module 5 Lesson 2
Standard:4.NF.3- Undertsand a fraction a/b with a > 1 as a sum of fractions 1/b. a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b) Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. c) Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d) Solve word problems involving addition and subtraction of fracting referring ot the same whole and hvaing like denominators, e.g., by using visual fraction models and equations to represent the problem.

Learning Intention: Today we are learning to decompose fractions as a sum of unit fractions using tape diagrams.

Success Criteria: We know we will be successful when we are able to decompose fractions as a sum of unit fractions, identify unit fractions, and draw tape diagrams.		Great Minds InSync VideoSeesaw Exit Ticket Module 5 Lesson 2

Seesaw Lesson/Problem Set Module 5 Lesson 2
88


Module 5

School Day
95
Module 5 Lesson 3
Standard: 4.NF.4- Apply and extend previous understandings of multiplication to multiple a fraction by a whole number. a) Understand a fraction a/b as a multiple of 1/b. b) understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiple a fraction by a whole number. c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

Learning Intention: Today we are learning to decompose non-unit fractions and represent them as a whole number times a unit fraction using tape diagrams.

Success Criteria: We know we will be successful when we can decompose non-unit fractions, represent these fractions as a whole number times a unit fraction, and use tape diagrams. 		Great Minds InSync VideoSeesaw Exit Ticket Module 5 Lesson 3

Seesaw Lesson/Problem Set Module 5 Lesson 3
89


Module 5

School Day
96
Module 5 Lesson 4
Standard:
4.NF.3- Undertsand a fraction a/b with a > 1 as a sum of fractions 1/b. a) Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b) Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. c) Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. d) Solve word problems involving addition and subtraction of fracting referring ot the same whole and hvaing like denominators, e.g., by using visual fraction models and equations to represent the problem.
4.NF.4- Apply and extend previous understandings of multiplication to multiple a fraction by a whole number. a) Understand a fraction a/b as a multiple of 1/b. b) understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiple a fraction by a whole number. c) Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem.

Learning Intention: Today we are learning to decompose fractions into sums of smaller unit fractions using tape diagrams.

Success Criteria: We know we will be succesful when we can decome fractions into sums of smaller fractions and use tape diagrams.		Great Minds InSync VideoSeesaw Lesson 4 Exit Ticket

Seesaw Lesson 4
90


Module 5

School Day
97
Module 5 Lesson 5
Standard: NF.1, NF.3, NF.4

Learning Intention: Today we are learning to decompose unit fractions using area models to show equivalence.

Success Criteria: We know we will be succesful when we can decompose unit fractions, define equivalence, and use area models to prove equivalence. 		Great Minds InSync VideoSeesaw Lesson 5 Exit Ticket

Seesaw Lesson 5 Lesson/Problem Set




91


Module 5

School Day
98
Module 5 Lesson 6
Standard: NF.1, NF.3, NF.4

Learning Intention: Today we are learning to decompose fractions using area models to show equivalence

Success Criteria: We know we will be succesful when we can decompose fractions and use the area model to prove equivalence. 		Great Minds InSync VideoSeesaw Lesson 6 Lesson/Problem Set

Seesaw Lesson 6 Exit Ticket

https://app.seesaw.me/pages/shared_activity?share_token=U0ynl8CsQv25tBryg32lgg&prompt_id=prompt.cb5262f0-14aa-43c5-b99c-69f763c66a21
92


Module 5

School Day
99
Take for a gradeModule 5 Topic A Quiz

Standard:4.NF.1 NF.3/NF.4		Great Minds InSync VideoSeesaw Module 5 Topic A Quiz
93


Module 5

School Day
100
Module 5 Lesson 7
Standard: 4.NF.1

Learning Intention: Today we are learning to use the area model and multiplication to show the equivalence of two fractions.

Success Criteria: We know we will be successful when we can multiply the numerator and denominator by a given number to find equivalent fractions, write a number sentence using multiplication to show the equivalence of two fractions, and draw the area model to prove the equivalence. 		Great Minds InSync VideoSeesaw Lesson 7 Lesson/Problem Set

Seesaw Exit Ticket
94


Module 5

School Day
101
Module 5 Lesson 8
Standard: 4.NF.1

Learning Intention: Today we are learning to use the area model and multiplication to show the equivalence of two fractions.

Success Criteria: We know we will be successful when we can multiply the numerator and denominator by a given number to find equivalent fractions, write a number sentence using multiplication to show the equivalence of two fractions, and draw the area model to prove the equivalence. 		Great Minds InSync VideoSeesaw Lesson 8 Exit Ticket

Seesaw Lesson8/Problem Set
95


Module 5

School Day
102
Module 5 Lesson 9
Standard: 4.nf.1

Learning Intention: Today we are learning to use the area model and division to show the equivalence of two fractions.

Success Criteria: We know we can be successful when we can Simplify fractions by composing larger fractional units
using division and draw an area model of a number sentence		Great Minds InSync VideoSeesaw Lesson 9 Exit Ticket

Seesaw Lesson 9/Problem Set
96


Module 5

School Day
103
Module 5 Lesson 10
Standard: 4.nf.1

Learning Intention: Today we are learning to use the area model and division to show the equivalence of two fractions.

Success Criteria: We know we can be successful when we can simplify a fraction by drawing to find a common
factor, and relate it to division and draw an area model of a number sentence		Great Minds InSync VideoSeesaw Lesson 10 Exit Ticket

Seesaw Lesson 10/Problem Set
97


Module 5

School Day
104

About February 1st		Mastery Connect

Module 5 Lesson 11
Standard: 4.nf.1

Learning Intention: Today we are learning to explain fraction equivalence using a tape diagram and the number line, and relate that to the use of multiplication and division.

Success Criteria: We know we can be successful when we can use a tape diagram and number line to find equivalent fractions, Use a number line, multiplication, and division to decompose and compose fractions, and Decompose a non-unit fraction using a number line and division.		Great Minds InSync VideoSeesaw Lesson 11 Exit Ticket

Seesaw Lesson 11/Problem Set
98


Module 5

School Day
105


Take for a gradeModule 5 Topic B Quiz
Standard:NF.1		Great Minds InSync VideoSeesaw quiz
99


Module 5

School Day
106
Module 5 Lesson 12
Standard: NF.2
Today we are learning to reason using benchmarks to compare two fractions on the number line.

We know we will be successful when we are able to plot fractions on a number line by understanding fraction size.		Great Minds InSync VideoLesson 12 Exit Ticket

Lesson 12 Seesaw Lesson/Problem Set
100


Module 5

School Day
107
Module 5 Lesson 13
Standard: NF.2
Today we are learning to reason using benchmarks to compare two fractions on the number line.

We know we will be successful when we are able to place improper fractions (fractions greater than one) on a number line by understanding fraction size to plot the fraction.		Great Minds InSync VideoLesson 13 Exit Ticket

Lesson 13 Seesaw Lesson/Problem Set