Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level

STRUCTURED CURRICULUM LESSON PLAN
Day: 059 Subject: Mathematics Grade Level: 4
Correlations (SG,CAS,CFS): 6D1
ITBS/TAP: ISAT:
Choose and apply appropriate problem-solving Solve word problems
strategies
Unit Focus/Foci
Problem-Solving Strategies
Instructional Focus/Foci
Using the act-it-out problem-solving strategy
Materials
Six-Group Activity: Division (Solve with multiplication)

Math journals
Educational Strategies/Instructional Procedures
Warm-up Activity:
Read this problem aloud, quickly to the students. Ten people were on the train. At the first stop,
5 got on and 3 got off. At the second stop, 4 got on and 5 got off. At the third stop, 2 got on and
4 got off. How many people remained on the bus? Most students will be unable to answer.
(Answer: 9)
Lesson:
Tell students you will read the problem again and they are to find a way to act it out. Most
students will want to physically get up and do it.
Tell students you will read another similar problem and ask them to find a way to act it out
without large groups of people getting up and moving around. Allow them sometime to think
about their method before reading the problem.
372
Problem: Everyone has mail delivered to their homes. The mailman will leave letters and pick
up the letters to be mailed. One day the mailman started out for his route. At his first house, he
left 7 letters and picked up 2. At his second house, he delivered 9 letters and picked up 4. Next,
he delivered 2 and picked up 7. At the last house, he picked up 8 and left none because this
family was on vacation. How many letters did he deliver? How many did he pick up? (Answer:
delivered 18 letters and picked up 21 letters)
Distribute “Post it” pads to each student. Ask students to write their strategies for acting it out.
Ask students to look for common methods and group them. Have students write methods they
like in their math journals.
Provide further opportunities for practice. Examples: 1) Someone has six coins in his pocket.
They add up to $1.00. What coins does he have? (2 quarters, 2 dimes, and 1 nickel) 2) A
jewelry maker added 7 yellow beads to a 20 bead necklace. Next, she took off 4 red beads. Last,
she added 5 blue beads. How many beads long is the necklace now? (28) 3) An elevator
begins at the 4th floor. It goes up seven floors, then down three floors, then up five floors, then
down seven floors. On what floor is the elevator? (sixth)
Summarize by reviewing all of the act it out methods the class has discussed. (Physically
moving, drawing pictures, using manipulatives should be some of the methods used.) If not,
offer them to students as methods that are good. Allow them to add to their notes. Tell students
that although this is not complicated arithmetic, it is “good” math. These problems can stretch
students’ thinking about processes and strategies, as well as numbers.
Ten Statements
Review the ten statements and have the students write yes if they heard it in today’s lesson and
no if they did not. If the answer is no, say: The statement is true, but it was not heard in today’s
lesson.
1) Acting a problem out is a good strategy for solving some problems. (yes)
2) Add-on/Take-off problems can be easily solved by acting out. (yes)
3) Combination problems, like the coin problem, are easier to solve when you act them out.
(yes)
4) You can act out a problem by getting together with some classmates and physically moving
around. (yes)
5) Some problems have more information than you need to solve them. (no)
6) You can use manipulatives to help you act out a problem. (yes)
7) Some problems do not have enough information. (no)
373
8) Problems do not have to contain difficult arithmetic in order to be “good” math problems.
(yes)
9) Always answer math story problems in complete sentences. (no)
10) Using problem-solving strategies helps you stretch your thinking about math. (yes)
Free Choice Lesson
Have the students choose a lesson from the Free Choice Activity sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activity
sheet: Multiplication (Word problems).
Math Workshop
Have the students go into the Math Workshop after completing their Free Choice Lesson.
Integration with Core Subject(s)
LA: Understanding explicit, factual information

Understanding the meaning of words in context
SC: Apply scientific method to solve problems
Analyze and interpret data
SS: Read and interpret maps, charts, tables, graphs, and cartoons
Sequence information, especially using timelines
Select appropriate information for intended purpose
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Multiplication (Word problems).
Technology:
374
Assessment
Assess students’ class participation, completed assignment and, Ten Statement Review.
Homework
Assign the following problem for homework.
Handshake problem: There are 5 people at a party. If each guest shakes hands exactly once with
every other guest, how many handshakes will there be? (Answer: 10)
Person Number of Handshakes

1 4 (does not shake with him/herself)
2 3 (does not shake with #1 again)
3 2
4 1
Teacher Notes
375
Six-Group Activity
Division (Solving with multiplication)
Materials:
15 index cards (5” x 7”)
1 black marker
1 pencil
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of
the cards. Use the pencil to write the answers on the back of the cards.
2 18 7 28 8 24 6 24 5 45
8 56 9 72 3 21 8 40 2 12
7 63 9 45 8 32 2 10 6 42
Answers:
9 4 3 4 9
2 18 7 28 8 24 6 24 5 45
18 28 24 24 45
7 8 7 5 6
8 56 9 72 3 21 8 40 2 12
56 72 21 40 12
9 5 4 5 7
7 63 9 45 8 32 2 10 6 42
63 45 32 10 42
Copy the study board and use it to reteach the lesson.
Division (Solving with Multiplication)
Say: Multiplication can be used to solve division problems. The division problem 36 ÷ 6 can be
solved by using 6 times the number that equals 36. (6) 36 ÷ 6 = 6, 6 × 6 = 36
Look at the division problem 7 56 . Say: Think of what number times the divisor 7 equals 56.
8
7 × 8 = 56 7 56
56
376
36
Look at the improper fraction . Think: What number times 9 equals 36. 9 × 4 = 36.
9
36
= 4
9 ×?
Review the study board with the students and use the sample problems to ask questions.
8 72 9 63 7 35 6 42
Ask the question: What times the divisor equals the dividend? Ask this for all the problems. Let
the students know that this will play a part in solving problems with larger divisors and
dividends.
Tell the students that they will write the answers to some division problems. Display a card on
the table and give the students five seconds to write the answer to the problem. Do this with the
rest of the cards. As the answer is revealed, say: The answer is… Store the index cards and
study board in the 9 ½” x 6 ½”envelope.
377
Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1
ITBS/TAP: ISAT:
strategies
Unit Focus/Foci
Exploring problem-solving strategies of guess and check, make an organized list, look for a
pattern
Materials
Six-Group Activity: Problem Solving (Calculator activity)

Large chart paper
Thick colored markers
Warm-up Activity:
Read or display the following problem. Sabrina has five pairs of shorts and eight T-shirts. Each
is a different color. Use the act-it-out strategy to find how many different combinations of
outfits she can wear. (Note: Allow students to supply their own colors, or assign colors, such as
shorts - black, navy, dark brown, tan, etc.; shirts - yellow, pink, red, etc.) The model will look
something like this.
Black shorts Navy shorts

yellow shirt yellow shirt
pink shirt pink shirt etc.
red shirt red shirt
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(Answer is 40 outfits). If this problem is too large for your class, give smaller numbers, such as
three pairs of shorts and two T-shirts.
Lesson:
Begin by reviewing previous problems (coins, locker, handshake). Tell students that some of
them used other good strategies, in addition to the act-it-out strategy. For example, to solve the
coin problem (7 coins = $1.00 - What are the coins?) students probably started by guessing, then
checked to see if the guess fit both requirements (exactly 7 coins and value of exactly $1.00).
Ask students what they think this method is called. (guess and check).
Some students listed their coin guesses. Other students may have listed guests at the party, and
written the number of handshakes each would give. Ask what this method might be called.
(make an organized list) Some students may not have had to finish their list because they may
have seen something to help them jump to the end of the list to find the final answer. Ask them
what those students saw. (pattern)
Tell students that these three problem-solving strategies (guess and check, make an organized
list, and looking for a pattern) are three more methods to add to their notes about problem-
solving techniques.
Guess and Check
Have students practice solving problems using the guess and check strategy.
Say: Item A and item B cost $29.90 together. Item B was $4.00 more than item A. What did
each item cost? Make a guess and check it.
Example 1: A. $25.90 B. $4.00 Why is this half right? (Prices add up to $29.90.) Why
is it half wrong? (Item B is not $4.00 more.)
Example 2: A. $21.95 B. $25.95 Why is this half right? (Item B is $4.00 more.) Why is
it half wrong? (Total is $17.90, not $29.90.)
Example 3: A. $20.00 B. $9.90
Is this answer more like Example 1 or Example 2? (#1) Why? (Total is correct, but not the
difference.) Why is this one of the best guesses so far? (Numbers are closer together.) What
information does this give you about your next guess?
379
(Try numbers between $20.00 and $19.90 that have a difference of $4.00.)
Have students work with a partner to find the final answer. Have partners discuss their answer
with the entire class. (Answer: Item A $16.95 Item B $12.95)
Making an Organized List
Have students practice solving problems using an organized list strategy.
Say: You tutor third grade students in math. The parents pay you $3.00 per hour on weekdays,
$4.00 per hour on weekends, and $5.00 per hour on school holidays. Your parents only allow
you to tutor 20 hours per month. Using an October calendar, show the amount of money you
could earn tutoring one hour per day. (Students could work alone, in a pair, or in a triad, as
they choose. Answers will vary depending on which days they choose to work. Class discussion
following the activity should include reasons for working or not working on Saturdays or
Columbus Day, etc. Provide large chart paper to each student or group so that they can prepare
a display large enough for the class to see as they explain their answers. These answers might
be simple lists, or tables, or charts, but must be well-organized.) Using an organized list with
Guess and Check helps you avoid wild random guessing.
Looking for a Pattern
Have students practice solving problems using the look for a pattern strategy.
Say: You read three pages of a book on Sunday. Each day for the next six days, you read twice
as many pages as the day before. How many pages did you read on Saturday? What is the
pattern? (Since twice as many means to multiply by two, start by multiplying 3 x 2. Then
multiply that answer by two and so on. Combine this with Writing an Organized List.
Example: Sunday 3
Monday 3 x 2 = 6 (etc.)
Tuesday 6 x 2 = 12
Or use mental math (3, 6, 12, 24, 48, 96, 192). (Final answer is: you read 192 pages on
Saturday.) Summarize by saying that there is no right strategy, but that some strategies work
better than others with certain types of problems. Organized lists work well when looking for
combinations. Guess and Check is good for finding an answer that must fit two or more
requirements. Patterns are useful for solving longer problems (over a number of days, for
example). You can often use more than one strategy.
380
Ten Statements
lesson.
1) Choosing an operation is an important step in the problem-solving process. (no)

2) One problem-solving strategy involves making a guess, checking to see if your guess is
correct, then continuing to guess and check until you find an answer that fits all
requirements. (yes)
3) One problem-solving strategy involves writing an equation. (no)
4) You can combine different strategies to help you solve problems. (yes)
5) Making an organized list can help you see a pattern. (yes)
6) Discovering a pattern sometimes allows you to skip to the end of the pattern, and can save
you time. (yes)
7) You can rewrite a difficult problem as a simpler problem to help you decide how to solve the
more difficult problem. (no)
8) If you write your guesses in an organized list, you can save time by avoiding wild, random
guessing. (yes)
9) Organized lists work well when looking for combinations. (yes)
10) If your final answer has to fit two or more requirements, the guess and check strategy is
helpful. (yes)
Free Choice Lesson
Have the students choose a lesson from the Free-Choice Activity sheet (one box per day).
Six Group Activity
Have a group of six students, two from each ability level, complete the teacher-directed activity
sheet: Problem solving.
Math Workshop
Have the students go into the Math Workshop after completing their Free-Choice Lesson.
381

Connection(s)
Enrichment: Have students solve the following problem. Your job is to feed the birds and
puppies in the pet store. While you work, you count 20 heads and 56 legs. How many birds and
puppies did you feed? (Answer: puppies 8, and birds 12)
Hint: Try Guess and Check. Record your answers in a table. Be organized!
Example: Puppies
Heads 1 2 3 4 5 6 7 8
Legs 4 8 12 16 20 24 28 32
Birds
Heads 1 2 3 4 5 6 7 8 9 10 11 12
Legs 2 4 6 8 10 12 14 16 18 20 22 24
Heads: 8 + 12 = 20
Legs: 32 + 24 = 56
Students should see that each animal has only one head. Therefore, number of heads is the same
as the number of animals.
Fine Arts:
Home:
Remediation: See attached Six-Group Activity sheet: Problem Solving.
Technology:
382
Assessment
Assess each students’ class participation and completed assignments as informal assessments
Homework
Have students write one or more problems that can be solved using one or more of the three
strategies, reviewed in today’s lesson.
Teacher Notes
Photocopies of problems will be used in tomorrow’s lesson; they can be found in lesson section
of tomorrow’s lesson plan.
383
Six Group Activity
Problem Solving (Calculator Activity)
Materials:
6 index cards (5” x 7”)
1 black marker
1 pencil
6 calculators
1 envelope (9 ½” x 6 ½”)
Prepare the following index cards using the black marker to write the problems on the front of
the cards. Use the pencil to write the answers on the back of the cards.
Tell the students they are going to do a problem-solving activity involving calculators. Use the
menu below to find out what each ordered meal contains.
Ex:
Hot Pie
$.25 Hot Pie
__French Fries__ $.16 Small Milk
+ $.29 French Fries
and__Small .70
Milk_
Choose items off the menu to equal the amount spent. Use the calculators to add the items
together and find the total cost.
Bought Bought Bought
and___________ and___________ and____________
Spent $1.07 Spent $1.17 Spent $1.45000
384
Bought Bought Bought
and___________ and___________ and__________
Spent .96c Spent .52c Spent .56c
Lay one card on the table and tell the students to look at the menu to figure out what was
purchased with the amount spent. Give the students time to figure the answer, then turn the card
over to reveal the answer. Continue this with the rest of the cards until complete.
MENU
Hamburger $.65
Super burger $.89
Hot Dog $.55
French Fries $.29
Hot Pie $.25
Large Milk $.27
Small Milk $.16
Write the menu on an index card (5” x 7”) in black marker.
Answers:
1. Hot dog 2. Hamburger 3. Super burger
Hot Pie Hot Pie French Fries
Large Milk Large Milk Large Milk
$1.07 $1.17 $1.45
4. Hot dog 5. Hot Pie 6. French Fries

French Fries Small Milk Large Milk
Small Milk $.52 $.56
$.96
385
Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1
ITBS/TAP: ISAT:
strategies
Unit Focus/Foci
Mixed review - act it out, guess and check, make an organized list, look for a pattern
Materials
Six-Group Activity: Addition (horizontally)

Copies of problems sufficient for number of students in classroom
Lesson:
Lead a brief discussion of the four problem-solving strategies the class has studied so far.
Organized lists work will when looking for a pattern. Guess and check is good for finding an
answer that fits more than one requirement. Looking for a pattern is helpful when solving longer
problems, especially those that stretch over time. Acting it out is good for solving problems with
lots of information.
Pose some problems and allow students to use one or more of the four strategies to solve them.
They must be able to also write which strategy( ies) they used and why.
Sample problems (Make xerographic copies)
386
1. Sandy wants to print a design on her new cap. She has 5 paint colors. She is only going to
use three colors. What possible color combinations can Sandy use? Students may choose
their own colors and/or assign them the letters A, B, C, D, and E.
Possible method: ABC, ABD, ABE, ACD, ACE, ADE, BCD, BCE, BDE, and CDE
2. Find as many ways as possible to make $.15 using combinations of pennies, nickels, and
dimes (every coin does not have to be represented in every combination).
Pennies Nickels Dimes

15 0 0
10 1 0
5 2 0
5 0 1
0 3 0
0 1 1
3. You read 5 pages on Monday. You read twice as many pages each day. How many pages
will you read in 5 days?
Day Pages Read

1 5
2 10
3 20
4 40
5 + 80
155 pages
They will probably be surprised to have so much. Variations: Have them PREDICT before
solving. Have them solve for more days.
4. Sally bought 7 pencils for $2.50. One pencil cost $.25 a piece and the other pencil cost $.50
a piece. How many of each kind did she buy?
Answer: 4 for $.25 and 3 for $.50.
Summarize by reminding the class to learn and use a variety of problem solving strategies.
387
Ten Statements
lesson.
1) If you have a problem to solve which tells you that someone earns a certain amount and that
pay doubles everyday, you can look for a pattern to help you find out how much he/she earns
on a certain day. (yes)
2) You can work backwards to solve a problem. (no, true but not discussed today)
3) Some problems have to much information. (yes)
4) If you know how many coins are in someone’s pocket you can guess and check, act it out, or
make an organized list to find the answer. (yes)
5) You should learn and use a variety of problem-solving strategies. (yes)
6) Problem-solving strategies can be combined. (yes)
7) Making an organized list helps you find a pattern. (yes)
8) Acting out a problem can help you find a pattern. (yes)
9) Sometimes a problem does not have enough information. (no)
10) Seeing a pattern can save you work and time by allowing you to jump ahead to find a final
answer. (yes)
Free-Choice Lesson
Have the students choose a lesson from the Free Choice Activity Sheet (one box per day).
Six-Group Activity
Have a group of six students, two from each ability level, complete teacher directed activity
sheet Addition (horizontally)
Math Workshop

388
Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet Addition: Horizontally
Technology:
Assessment
Completed assignment, Student response during lesson, and Ten Statement Review
Homework
Make up a test question.
Teacher Notes
389
Six Group Activity
Addition: (Horizontally)
Materials:
5 index cards (5”x7”)
1 black marker
1 pencil
1 envelope (9 ½ by 6 ½)
Prepare these index cards using the black marker to write the problems on the front of the cards
and the pencil to write the answers on the back.
7,035 + 49 + 6,430
57 + 9 + 7,045
535 + 29 + 7,315
35 + 908 + 167
5,362 + 57 + 2,901
Answers:
71 01 35 71 02 45 73115 1
9 2 08 1 1 1
5 3 62
+ 49 + 9 + 29 + 35 + 57
6430 57 535 167 2901
13514 7111 7879 1110 8320
Tell the students that they are going to do activity that involves lining up numbers in their proper
place value. The numbers are written horizontally and you want them written vertically and
according to place value. Lay a card on the table and have the students write the answer. As you
reveal the answer, say: The answer is…… Store the activity cards and study board in the 9 ½” x
6 ½” envelope.
390
Correlations (SG,CAS,CFS): 6D1
ITBS/TAP: ISAT:
strategies
Unit Focus/Foci
Working backwards
Materials
Six-Group Activity: Decimals (estimating decimal sums and difference)

Play money
Clock faces
Warm-up Activity:
Have students trade homework “test problems” and solve problems/answer questions. Then
have each pair discuss the processes and answers. Have them assign grades to each other, which
you can record in your grade book.
Lesson:
Display the following problem.
John took his family to dinner. The meal cost $85.00 including tax of $8.00 and a tip of $13.00.
How much did the meal cost before the tax and tip?
391
Discuss answers and strategies. Accept all strategies that are reasonable. Tell students (if no one
has offered it) that this type of problem is good for the strategy of working backwards.
Start with final cost $85.00

subtract tax - 8.00
$77.00
subtract tip - 13.00
$64.00
The original cost of the meal was $64.00.
Duplicate problems for extra practice. Ask students to work backwards to find the answer.
Provide materials as needed (play money, clocks). Sample problems.
1. Your friend arrived at your party at 3:00 p.m. yesterday. On the way her parents stopped to
pick up a gift (10 minutes) and another friend (15 minutes). It usually takes 20 minutes to
get from one house to the other without making any stops. What time did your friend leave
home?
3:00 - 10 minutes = 2:50
2:50 - 15 minutes = 2:35
2:35 - 20 minutes = 2:20
(Answer: Your friend left home at 2:20 p.m.)
2. You and two friends collect marbles. You have 150 more marbles than your first friend.
Your first friend has 50 fewer marbles than your second friend. Your second friend has 200
marbles. How many marbles do you have?
Second friend has 200 marbles

First friend has 50 marbles fewer
200 - 50 = 150
(Answer: You have 150 more marbles than your first friend.
150 + 150 = 300)
3. To get to the lake your teacher travels east for 8 miles and north for 3 miles. What is her
(his) return route?
(Answer: South 3 miles, west 8 miles)
392
Allow ample time to finish, then discuss solutions. Summarize by saying that working
backwards is a good way to solve problems when you know where something ends and you want
to know where it started. This strategy is especially useful when answering multiple choice
questions on tests like the Iowa Tests of Basic Skills. Using your number sense, try to eliminate
one or two answers that are obviously wrong. Then work backwards from each remaining
choice to see which one leads to the beginning of the problem.
Example: 706 ÷ 2 = A. 353

B. 303
C. 3,053
D. 1,412
E. NG
C and D can be eliminated because they are too large. Division quotients are smaller than the
dividend. Working backwards multiply 303 x 2 and 353 x 2 to find which one equals 706.
(Answer: 353 or A) Remind students that they can sometimes use guess and check, act it out,
look for a pattern or make an organized list strategies along with the work backwards strategy to
solve problems.
Ten Statements
lesson.
1) Use the work backwards strategy when you know an end result and want to find out
information about the beginning. (yes)
2) Working backwards can sometimes help you be successful on tests like the Iowa Tests. (yes)
3) You can combine the working backward strategy with other strategies. (yes)
4) Drawing a diagram is a useful problem-solving strategy. (no, true but not discussed today)
5) When you know the final cost of an item and all the extra charges (tax and seller’s profit, for
example), you can work backwards to find the original cost. (yes)
6) Solving a simpler problem is a good strategy. (no)
7) When you know what time someone arrives, and the amount of time spent on various stops
along the way, you can work backwards to find what time they left. (yes)
8) When you know the route someone takes to get to a certain place, you can travel backwards
along that route to get back to the original starting point. (yes)
9) If you travel two miles north, two miles east, two miles south, and two miles west, you are
back where you started. (yes)
10) Make a chart, table, or graph to help you solve a problem. (no)
393
Free Choice Lesson
Six Group Activity
Have a group of six students, two from each ability level, complete teacher directed activity
sheet Decimals (estimating and Actual)
Math Workshop

Connection(s)
Enrichment: Challenge students to invent a strategy (or strategies) of their own for solving
problems.
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet Decimals: Estimating and Actual
Technology:
394
Assessment
Class participation and completed assignment
Homework
Using today’s problems, solve them again using different strategies. Write a paragraph
explaining what you tried.
Teacher Notes
395
Correlations (SG,CAS,CFS): 6C1; 6D1;l 8A1,2; 8B1
ITBS/TAP: ISAT:
strategies
Unit Focus/Foci
Formal Assessment-Problem solving strategies
Materials
Test (See attached)
396
Test:
Distribute duplicated copies of these or similar problems. Have students solve, name strategy
they used, and explain why they selected the problem-solving strategy or strategies that they
choose.
1. Solomon’s checking account statement:

Deposit $250.00
Check $55.00
Fee $3.00
Deposit $150.00
Balance (End of month) $585.00
What was his balance at the beginning of the month? (Solomon’s balance at the beginning of
the month was $243.00.)
2. A book is lying open on a desk. The product of the page numbers of the facing pages is 110.
What are the facing pages? (The facing pages are 10 and 11.)
3. Sharon wants to play her 3 favorite songs at the party. What possible combinations of the
songs can she play? (ABC, BCA, BAC, CAB, CBA, ACB)
4. Tim bought a $3 sandwich. Then he spent half of his remaining money for a baseball cap.
Next, he paid $6 for a ball. He now has $12. How much did he start with? ($12.00 + 6.00 +
18.00 + 3.00 = $39.00)
5. Apples cost $.08 each. 3 apples cost $.24. How much will 7 apples cost? ($.56) Complete
the table.
Apples Cost
1 $.08
2 $.16
3 $.24
4
5
6
7
397
6. A stack of sweaters is three times as high as a stack of T-shirts. If the stack of sweaters is 27
inches high, how high is the stack of T-shirts? (9 inches)
7. Sue is sending out party invitations. She expects 3 people out of every 4 people to come. If
she invites 88 people, how many does she expect to come? (66)
8. Jackie has 7 coins that equal $.40. What are the coins? (1 quarter, 1 dime, and 5 pennies)
9. The train left the station with 50 people. At the first stop 6 people got on and 9 people got
off. At her second stop 4 people got off and 7 people got on. At the last stop no one got on
and 2 people got off. How many people were left on board? (48)
10. Becky’s cat had kittens. When they were 6 weeks old she gave half of them away to her
friends, and sold 2 of them to a pet store. She kept 2 for herself. How many kittens did
Becky’s cat have? (8)
398
Ten Statements
lesson.
No Ten Statements today.
Free Choice Lesson
Six Group Activity
No Six Group Activity today.
Math Workshop

Connection(s)
Enrichment:
Fine Arts:
Home:
Remediation: See attached Six Group Activity Sheet No Six-Group Activity today.
399
Technology:
Assessment
Formal
Homework
Teacher Notes
If you wish, have students choose which problems to do. (For example: 8 out of the 10
problems)
400

Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level

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Structured Curriculum Lesson Plan Day: 059 Subject: Mathematics Grade Level

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STRUCTURED CURRICULUM LESSON PLAN

Day: 059 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6D1

Using the act-it-out problem-solving strategy

Six-Group Activity: Division (Solve with multiplication)

Educational Strategies/Instructional Procedures

Free Choice Lesson

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Remediation: See attached Six-Group Activity sheet: Multiplication (Word problems).

Assign the following problem for homework.

Person Number of Handshakes

Division (Solving with multiplication)

Copy the study board and use it to reteach the lesson.

Division (Solving with Multiplication)

Day: 060 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1

Six-Group Activity: Problem Solving (Calculator activity)

Educational Strategies/Instructional Procedures

Black shorts Navy shorts

Guess and Check

Example 3: A. $20.00 B. $9.90

Making an Organized List

Have students practice solving problems using an organized list strategy.

Looking for a Pattern

1) Choosing an operation is an important step in the problem-solving process. (no)

Free Choice Lesson

Six Group Activity

LA: Understanding explicit, factual information

Remediation: See attached Six-Group Activity sheet: Problem Solving.

Problem Solving (Calculator Activity)

Bought Bought Bought

and___________ and___________ and____________

Spent $1.07 Spent $1.17 Spent $1.45000

and___________ and___________ and__________

Spent .96c Spent .52c Spent .56c

Write the menu on an index card (5” x 7”) in black marker.

4. Hot dog 5. Hot Pie 6. French Fries

Day: 061 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6D1; 8A1,2; 8B1

Six-Group Activity: Addition (horizontally)

Educational Strategies/Instructional Procedures

Sample problems (Make xerographic copies)

Pennies Nickels Dimes

Day Pages Read

Answer: 4 for $.25 and 3 for $.50.

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Remediation: See attached Six Group Activity Sheet Addition: Horizontally

Make up a test question.

Day: 062 Subject: Mathematics Grade Level: 4

Correlations (SG,CAS,CFS): 6D1

Six-Group Activity: Decimals (estimating decimal sums and difference)

Educational Strategies/Instructional Procedures

Display the following problem.

Start with final cost $85.00

The original cost of the meal was $64.00.

Second friend has 200 marbles

Example: 706 ÷ 2 = A. 353

Six Group Activity

Integration with Core Subject(s)

LA: Understanding explicit, factual information

Class participation and completed assignment

and_____ and_ and________

and_____ and_ and______