Internship - Week 1 and 2 Mathematics - 4th Grade

Martin Luther King Junior Elementary School Lesson Plan
Teacher: Stephanie Goodwin Grade: Fourth Grade Week of: February 13-17
Assisting: Mrs. Collins (All subjects)/Invention Instructors are included in lesson plans.
Modifications: (JB, KH, and JL)
Extended time on all assignments.
Modified work on for all assignments.
Mathematics
February 13, 2012:
Alabama Course of Study
Mathematics (2010)
Grade(s): 4
8.) Use place value understanding to round multi-digit whole numbers to any
place.

Lesson Objectives:
Students will demonstrate knowledge of place value through small group
activities.

Sources
http://mathwire.com/numbersense/morepv.html
Materials
Chart Paper
Marker
Place Value PowerPoint
Demo Digit Cards
16 Digit Card Bags
16 Copies of the Building Number Handout
Whole Group

Math Intervention
Alabama Course of Study:
Mathematics (2003)
Grade(s): 4

6.) Solve problems, including word problems, that
involve addition and subtraction of four-digit
numbers with and without regrouping.

Estimating sums and differences of whole
numbers by using appropriate strategies such as
rounding, front-end estimation, and compatible
numbers
Adding and subtracting decimals and money
amounts

Lesson Objectives:
Students will demonstrate their knowledge
of subtracting three to four digit numbers
with regrouping.
Sources:
Teacher Generated

Materials
To begin day one of place values create a KWL chart about place values with
the class. Have students think-pair-share and then discuss the KW sections
with the class. Afterwards begin the lesson with the Place Value PowerPoint.
The PowerPoint introduces important key terms, place value
information/examples, and activities. Today we will be focusing on ones
through a hundred thousands place. The first activity is Number Line Up. Have
each table come up as group as they are called. Give each student a digit card
to hold and based off of those numbers give the group a number. Have students
line up and create the assigned number. After they create the number have the
remaining students call out each place value of that number. Continue this until
each group goes or until students grasp this concept. Afterwards give each
student a bag of number cards. Call out different numbers: ones, tens,
hundreds, thousands, etc. Have students create the number called at their desk.
Walk around and monitor students.
Small Group

As guided practice break students up into pairs for a group activity. Students
need their number bag and a handout. The handout will have students building
different numbers by following different instructions. Students MUST use their
digit cards to fill out their handout. Everyone must complete the hand out it will
be taken up for a grade. After all the pairs have completed the activity fill out the
L section of the KWL chart. Answer any remaining questions students may
have. Pass out the Place Value Work Plan. Discuss and demonstrate each
center for the week to the class. Allow students to begin their center work.

Centers
Students will rotate through one center a day until they have completed each of
the four centers. The materials for each center are placed in the center baskets.
Should anybody have a question remind students to refer to their work plan.
The following below are this weeks place value centers:

Place Value Playoff!
Least to Greatest
Place Value Bingo
Technology- Place Value

Paper
Pencils
Subtraction Bags(one per group)

Whole Group
Today we will be working on subtracting four digit
numbers with regrouping. Before we begin
students will be broken up into pairs. These pairs
will be preselected. Students will scattered around
the room. Each pair will be given a bag of with
triple and quadruple subtraction problems inside
of it. Not only will students be solving these
problems they will be solving them through
hangman. The rules are each student has to get
six problems in a row correct. As students get a
correct answer they are able to add a body part to
their hangman. Students will continue to play until
a player completes a full body. A body includes a
head, body, two arms, and two legs. Students will
alternate turns so that no time is wasted. Monitor
students as they work in pairs.

During this small group time all three fifth
grade teachers divide their students up
into their target need areas. Each teacher
is assigned a target skill. Mrs. Barksdale,
Mrs. Fisk, and I will be trading students.
Mrs. Collins will be assisting.
February 14, 2012:

Mathematics (2010)
Grade(s): 4
place.

Lesson Objectives
Students will demonstrate knowledge of place value one through a
million.
Sources
http://thinkingoutsidetheschoolbox.blogspot.com/

Materials
16 File Folders
16 Instruction Handouts
Paper
Scissors
Markers

Invention with Mrs. Harris:
Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons

Tape
16 Place Value Handouts
Whole Group
Todays lesson will begin with a review from yesterday. Give students time to
ask any questions they may have about place value, ones place the hundred
thousands place. Explain to students that today we are adding on the millions
place. On the place values PowerPoint go over yesterdays information and add
on the millions (one, tens, and hundred million). Today students are doing file
folder place value. This lesson is used to reinforce students knowledge of place
value and adding on through the millions place. Students will be given a file
folder, markers, and paper strips. Students will follow the hand out for creating
the file folder place value board. After the place value board has been made
instruct students on how to create the number strips that will fit inside the
pockets of the file folder. Students will be given nine strips. At the top of each
strip will be a number 1-9, in red marker. The bottom of each strip will have a
zero, in black marker. After everyone has created their place value file folder
begin todays activity.
Small Group
As a class I will give students a variety of different numbers to create on their
place value file folder. The point of this activity is to show students the thought
process that goes behind placing numbers in their correct place. After we
accurately place numbers in the file folder as a class we will do some in small
groups and eventually independently. When students begin their small group
work they will be given a handout. Students will work together first as a group
and then independently. The handout will be taken up for a grade and the place
value file folder will be placed in their binder to keep as a learning tool and or
reference.
Centers
Students will rotate through on center a day until they have completed each of

Least to Greatest
Place Value Bingo

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons
February 15, 2012
Mathematics (2010)
Grade(s): 4
place.
Lesson Objectives:
Students will demonstrate knowledge of place value through small group
activities.

Sources:
Teacher Generated
Materials:
Paper
Pencils
Blank Paper
Place Value Bingo Place Cards
Place Value Markers
Place Value Number Bag (Teacher)
Whole Group
To begin day two of place values complete a review of day ones information.
Afterwards continue with day twos PowerPoint which discusses key place
value, the place value chart, and introduces reading and writing numbers using
standard form, expanded form, and word form. The PowerPoint will include the
lessons important key terms and how to create a place value chart. Also, then
begin the explanation of reading/ writing different place values through graphic
organizers and activities. The PowerPoint gives directions for each activity.
Have students take notes on how to create a place value chart to keep in their
binder.

Small Group
After finishing the PowerPoint introduce the place value chart method to explain
what numbers truly mean. Give examples and fill in a few charts as a class.
Then allow students to fill in a few charts individually. Use this time for students
to ask questions and receive help on learning how to fill in the chart correctly.
As guided practice for today students will be playing Place Value Bingo. Give
each student a bingo playing card, this card have six boxes set up horizontally
across the page. Have students create their own six digit number using

Mathematics (2003)
Grade(s): 4


numbers
amounts
Lesson Objectives:
Students will demonstrate their
knowledge of subtracting three to four
digit numbers with regrouping.
Sources:
http://www.educationworld.com/a_lesson/
boxcars/boxcars016.shtml
Materials
Game boards (one per person)
Deck of Cards (one per group)
Scratch Paper
Pencils
Whole Group
numbers with regrouping. Students will be broken
up into pairs to play the game What Is The
Difference? Each student will receive a game
board and a deck of cards. Students will draw
cards to create math problems, alternating turns
of course. Each time you draw a card write it on
your game board. When the board is full students
must solve all their problems. Whoever has the
smallest answer for each round gets a point. The
player with the most points wins a prize at the
end of intervention time.
numbers 0-9. Each group will be given markers to use on their card. Explain to
the rules to the students before playing. The teacher will call out a number in a
certain place value; if students have that number in that particular place value
they may put a marker on it. Continue playing until someone says Place Value
Bingo! The teacher will use the bag to draw the place value/numbers. Each time
someone yells Bingo have them repeat back the place value/numbers they have
to have won this round. Students will play at least three rounds of this as group.
Give the winner of each round a prize at the end of place value bingo. After
three rounds have students put up the materials/clean up their area and then
they can begin todays centers.

Centers

Least to Greatest
Place Value Bingo

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons


February 16, 2012
Mathematics (2010)
Grade(s): 4
place.
Lesson Objectives
Student will demonstrate their knowledge of reading and writing
numbers using expanded form, standard form, and word form.
Sources
Pinterest
Teacher Generated
Materials
Base Ten Blocks (One bag per group)
Base Ten Block Handout
Index Cards (on per student)
Blank Place Value Pizzas
Crayons
Pencils
Whole Group
To begin todays lesson review the place value chart with the class. Ask
students if they have any questions. Remind them now is the time to ask. For
todays lesson we will be discussing how to read and write using expanded
form, standard form, and word form. The PowerPoint introduces the lessons key
terms, gives examples of the three different ways to write a number, and will
give the directions for todays activities. After completing todays PowerPoint we
will be practicing our objective. Before starting this activity make sure to explain
how to use base ten blocks. Give each group a bag of base ten blocks and a
hand out. As a group students will be creating different numbers using base ten
blocks. After each number each group creates, using the base ten blocks, have
them write the number three different ways. Students MUST write EACH
number in standard form, expanded form, and written form. This is good
practice for our next activity. Let students remain in their groups for the next

Mathematics (2003)
Grade(s): 4

numbers
amounts

Lesson Objectives:
Students will demonstrate their
knowledge of subtraction with regrouping.
Sources:
http://www.educationworld.com/a_lesson/
boxcars/boxcars018.shtml
Materials
Deck of Cards (one per group)
Paper
Pencils
Whole Group
numbers with regrouping. Students will be
playing the game Break 100; in pairs. Students
will be working with a partner. Each pair needs a
deck of cards, a piece of paper, and a pencil.
Each player starts with 1,000 points on their
paper. The goal of the game is to break 100
before your partner does. Players will turn over
two cards from the deck. Use the cards to create
activity.
Small Group
The second activity we are doing today is going to help students memorize how
to write numbers using standard form, expanded form, and word form. As a
class we are going to be making Place Value Pizzas. To begin each student will
be given a blank pizza. The pizza will be broken up into four slices, sections.
Each section should be labeled. The labels should include standard form,
expanded form, word form, and base ten forms. Each student will be assigned a
DIFFERENT number. According to the four different slices (sections) label each
slice and write the number in the correct form. Students will decorate the crust
by alternating writing their assigned number in the correct form. These numbers
should make a full circle. Afterwards students make decorate their pizza any
way they like. For example, pepperoni, supreme, ham and pineapple. Students
need to make sure they put forth their best effort. This activity will be graded.
Centers

Least to Greatest
Place Value Bingo

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons

a 2-digit number. The first card drawn is used to
represent the tens place in that number; the
second card is used is used to represent the
ones place. Players subtract the numbers from
1,000. After each round shuffle the cards and
continue playing.

February 17, 2012
Mathematics (2010)
Grade(s): 4
place.

Lesson Objectives
Students will demonstrate their knowledge of place values through an
assessment.
Sources
Teacher Generated
Materials
Place Value Review Game PowerPoint
16 Copies of the Assessment
Paper
Pencils
Whole Group
To begin todays lesson students will turning in their Place Value Work Plan
packet. This packet should include all of their center work for the week including
a copy of the work plan. These centers should be placed in the order they are
on the work plan. After a full week of learning about place values students
knowledge will be put to the test today. Students will be participating in a review
game. Students will be broken up into teams. The teams will alternate
answering questions unless a team gets a problem wrong which in this case
that particular problem goes to the other team. Students will continue to play
until the last question is answered and then a winner will be declared.
Afterwards have students return to their seats and allow them to ask any
questions related to place value they may have.

Assessment
Students will each be given a paper-pencil test. This test is to be taken
individually. Students need to make sure they include their name, show all of
their work if necessary, and put forth their best effort. As students are finishing
the test take them up and put them in the Place Value Test folder. These tests

will be graded and returned to the students within three days.

Place Value Work Plan- February 13
th
-17
th

Place Value Playoff is a memory game. Inside the basket will be a bag of cards, paper, and pencils. To begin place each card facedown; there will
be cards with numbers written in standard form and cards with numbers written in expanded form. It is up to you to find the correct matches.
Students should be paired off in twos or threes. Take turns trying to find a match. Each time you find a match record it on your piece of paper.
Least to Greatest
At the Least to Greatest center there will be a bag of cards, markers, and butcher paper. As a group sort the cards and line them up from least to
greatest; based on their place value. This center requires our best teamwork skills to be used! After all the cards are in order write them in
standard form in a list format across the butcher paper. Do not forget to include the title, Least to Greatest, and ALL group members names on the
butcher paper.
Place Value Bingo!
At the Place Value Bingo center there should be playing boards, place markers, pencils, and paper in the basket. Students, you must create your
own six digit number using numbers 0-9 to put on your place value bingo board. Students will take turns calling out place value/numbers, if you
have the place value/number that was called out put a place marker on it. Students will continue playing until someone says Place Value Bingo!
As each person wins have them call out the place value/numbers that they have place markers on. Each time you place markers on your board
write it down on the paper provided for you in the basket.
Log on to the computer and go to http://ia.usu.edu/viewproject.php?project=ia:19236. This web address will take you to Miss Goodwins site. The
student Password is Goodwin. Play all of the games available on the site. Afterwards write a paragraph about what you learned about place value
from at least one of the games played.
Martin Luther King Junior Elementary School Lesson Plan
Teacher: Stephanie Goodwin Grade: Fourth Grade Week of: February 21-24
Assisting: Mrs. Collins (All subjects)/Invention Instructors are included in lesson plans.
Mathematics
February 21, 2012:
Mathematics (2009)
Grade(s): 4
2.) Write money amounts in words and in dollar-and-cent notation.

Using coins and bills to make change up to $100
Identifying equivalent sums of money

Lesson Objectives
Students will demonstrate their knowledge of money by taking a Pre-Test.
Modifications
Modifications
(JB, KH, and JL)
Modified work on for all assignments
Sources
Teacher Generated
Materials
17 copies of the Money Pre-Test
Pencils
Whole Group
Explain to students that for the next few days we will be learning about money. We will be learning to identify coins/bills, their
amounts, ordering money, adding/subtracting money, and making change. Today you will all be tested on your knowledge of
money. We will be taking a pre-test that will show what each of you knows about money. Take all the time you need. Tomorrow
we will begin learning about money through different individual and group activities. These tests will be graded and handed back
to you tomorrow.

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons

February 22, 2012
Mathematics (2009)
Grade(s): 4


Lesson Objectives
Students will demonstrate knowledge of money by identifying each type of coin and bill and their amounts.
Students will demonstrate knowledge of money by adding and subtracting.
Modifications
(JB, KH, and JL)
Modified work on for all assignments
Sources
Teacher Generated
Materials
Money Math PowerPoint
17 Money Graphic Organizers
17 Money Handouts
Activity One- Money Handouts, Play Money, and Money Bags
Activity Two- Play Money and Money Handouts

Whole Group
This week students will be learning about money. Students will be identifying coins and bills, their amounts, and
adding/subtracting money. To begin todays lesson create a concept we of why money is important. Allow students to think-pair-
share and add their ideas to the concept map. Afterwards begin todays PowerPoint. Introduce the different types of coins and
bills plus their amounts. Stress the importance of ALWAYS including decimal points, dollar signs, and or cent signs. When
students have mastered identifying coins/bills and their amounts have them put different amounts in number order. Discuss with
students the importance of looking to see where the decimal place is in amount. Have students put different amounts in order
from least to greatest. After students begin feeling comfortable with these skills introduce adding and subtracting money.
Introduce students to lining up decimal places when adding or subtracting money. Explain to the students that if they do not line
up their problems correctly they will get the wrong answer. Give students practice problems for adding and subtracting money.
Have students look at examples and practice problems when mastering these skills.

Individual/Small Group
Throughout the PowerPoint students will be given different activities to master the set skills we are discussing. When discussing
coin identification and amounts students will be given a graphic organizer to help keep all the different coins/bills and their
amounts straight, this will be done individually. Students will fill out this graphic organizer as we discuss each amount. Students
will also be completing an activity where they have to write each amount correct using dollar signs and decimal points, this will be
done individually. Afterwards they will be putting all of these amounts in order from least to greatest; this will be done as a group.
Lastly, students will be participating in activities where they are adding and subtracting money.
Activity One: Each table will be given bag with different amounts of money on it and a bag of play money. Each student
must pull at least five cards. Students will be using play money to make these amounts. After they make their amount with
the play money they must write how many of what coin or bill they used to create the amount. Students will put their
names on their paper and turn them in for a grade.
Activity Two: Each table will be given a handout and a bag of play money. Students must add or subtract the amounts of
money for each problem. Students will first use the play money and then record their coins/bill on the handout.

Homework
Page 31 and 32 in the textbook. This will be taken up for a grade.

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons
February 23, 2012:
Mathematics (2009)
Grade(s): 4


Lesson Objectives
Students will demonstrate knowledge of money by using coins and bills to add/subtract money.
Students will demonstrate knowledge of money by making change.
Modifications
(JB, KH, and JL)
Sources
Teacher Generated
Materials
Money PowerPoint
17 copies of the Store Item Price List
Situation Bags (3)
17 copies of the Money Handout
Play Money (a bag per table)
Item list for Miss Goodwins Snack Shack
Items for Miss Goodwins Snack Shack
Whole Group
Today we will be reviewing yesterdays information on money. Begin todays PowerPoint and review coins/bills, their amounts,
ordering money from least to greatest and adding/subtracting money. Students will finish any activities they did not complete
yesterday today. Inform students that these skills are very important for todays lesson. Today we are going to be shopping!! By
this time all students should know the value of money and how to count money. To begin todays lesson give students practice
problems/situations for adding and subtracting money. This will be used as an informal assessment.

Today we are going to be shoppers. Ask students to share with a partner a time they were shoppers. Ask students why do we
shop? To begin todays activity give each group an item list, situation bag, handout, and play money. Each situation will have
students purchasing and or returning different items from a store. Meaning students will be practicing adding and subtracting
money. Students must answer the questions about their situation slips correctly. When students determine the correct amount
they must record it on the handout given to them. Allow students to repeat these steps a few times before allowing them to do
this individually. We will go over the different situations as a class to check for understanding.

Individual/Small Group
Activity One: After completing the whole group activity break students up into pairs. Have students create a shopping list of
everything they would like to buy off of the item price list. Students must have at least fifteen items on their list. Students
must add up all of their item prices and pay the cashier, the teacher, with the play money they will be given. Students will
not be allowed to move onto the next activity until they pay the cashier for the items they have purchased. Students must
repeat these steps with at least two different partners and two different item price lists.
Activity Two: Students will be given the opportunity to shop at Miss Goodwins Snack Shop. Students will have the
opportunity to buy different snacks from my snack shop; but only if they can give me correct change. During this activity
students will be using play money not real money. Students will be given a list of items and their prices. Students may buy
one food item and one drink item. If students cannot pay Miss Goodwin with correct change they cannot purchase a drink
and snack.

To end todays lesson give students a quiz on identifying coins/bills, their amounts, ordering money from least to greatest and
adding/subtracting money. This will be used as there assessment for the week.

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons

February 24, 2012:
11.) Identify triangles, quadrilaterals, pentagons, hexagons, heptagons, and octagons based on the number of sides, angles, and
vertices.

Determining results of a reflection, rotation, or translation of a given shape
Identifying straight angles
Estimating angle measures using 45
o
, 90
o
, 180
o
, 270
o
, or 360
o
as referents
Identifying figures that have rotational symmetry
Identifying congruent polygons

Lesson Objectives
Students will identify the following shapes and their sides: triangle, quadrilateral, pentagon, hexagon, heptagon, octagon,
nonagon, decagon, undecagon, and dodecagon.
Modifications
(JB, KH, and JL)
Sources
Teacher Generated
Materials
The Greedy Triangle by Marilyn Burns.
Shape Notes Handout
Shape Bags (One for each pair)
Pencils
Side Walk Chalk (One box per group)
Side Walk Chalk Recording Sheet
Whole Group
Today we are going to be learning about geometry. Ask students what they know about geometry. Create a KWL chart based on
what students know, want to know, and learned about geometry. Complete the first two columns before the lesson and the last
column at the end of the lesson. After completing the KWL chart read The Greedy Triangle by Marilyn Burns. Give the class a
handout before the read aloud to help them take notes as they listen. These notes will help them to complete the activity later on
in the lesson. During the read aloud stop and discuss the vocabulary, each shape, their sides, and the examples of objects each
shape can make. After the read aloud make sure each student finished the handout because it is important for our activity.
Small Group
Activity One: After the read aloud break students up into pairs. Give each pair a bag. In each bag there will be cards with
the names, pictures, and number of sides for polygons such as triangle, quadrilateral, pentagon, hexagon, heptagon,
octagon, nonagon, decagon, undecagon, and dodecagon. Pairs will work together to match the name, picture, and sides
cards. When all of the pairs have accurately matched their polygon cards they will record the results on a sheet of paper
and it will be turned in for a grade. Remind students to put their name on the assignment.
Activity Two: After the activity break students up into groups. Give each group a box of side walk chalk. As a class we will
be going into the parking lot and each group will be spreading out into different areas. Each group will be drawing each of
the shapes we discussed. Underneath each shape students must write the name of the shape and the number of sides it
has. Students will do this for the triangle, quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon,
undecagon, and dodecagon. Students will be given a handout with a box for each shape. Students must record a drawing
of the shape and also the number of sides. Students will be turning this in for a grade. When everyone is finished have
each group put all of the side walk chalk back in the box and then we will go back inside.

Desiray Collins
Aliyah McNeil
Aarianna Patton
BriAsia Simmons

Internship - Week 1 and 2 Mathematics - 4th Grade

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Martin Luther King Junior Elementary School Lesson Plan

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