1. Bauer, Radetich, Williams 4th Grade
UNO Charter School Network Lesson Plans ESPERANZA Charter School
Week of: Subject: Math
October 13-16, 2009
Weekly Objectives: Note: The plans this week are designed to remediate some of the basic skills that our students are
struggling with. (multi-digit addition and subtraction with borrowing) These skills are necessary to
fully master many of the 4th grade GLEs but relate most closely to those listed below.
SWBAT:
1. Read and write place value in word, standard, and expanded form through 1,000,000 (N-1-E)
2. Read, write, compare, and order whole numbers using place value concepts, standard
notation, and models through 1,000,000 (N-1-E) (N-3-E) (A-1-E)
4. Know all basic facts for multiplication and division through 12 x 12 and 144 ÷ 12, and
recognize factors of composite numbers less than 50 (N-1-E) (N-6-E) (N-7-E)
State Goal(s): 80% + mastery prerequisite skills related to GLEs 1, 2, and 4.
Monday No School
Word Knowledge
Instructional Strategy Steps and
Learning Activities
Reading Comprehension Skill
Assessments
Modifications/Adaptations
Materials
Homework
Tuesday SWBAT correctly answer multi-digit addition problems with regrouping.
Word Knowledge base ten, regrouping, carrying
Instructional Strategy Steps and Power-Up: Number Patterns and Long Division Review Sheet
Learning Activities Introduction to New Materials: Teacher will demonstrate how to answer multi-digit addition
problems using base ten blocks. Teacher will explain how to regroup when adding. Example:
When adding 17 + 4, you create a group of blocks equal to 17 (1 long, 7 units) and a group equal to
4 (4 units). Then you combine the groups. Once you make 10 of any one type of block you must
regroup. For instance you will have 1 long and 11 units. You will regroup by trading 10 units for one
long. Now you will have 2 longs and 1 unit. This equals 2 tens and 1 one or 21. Teacher will do
several examples in this way. The teacher will then explain that regrouping is the same as carrying
on paper.
Guided Practice: Students will work with a partner to add using base 10 blocks. Partner a will

2. Bauer, Radetich, Williams 4th Grade
UNO Charter School Network Lesson Plans ESPERANZA Charter School
create the first number in the problems and partner b will create the second. They will then work
together to regroup. After the students find the correct answer, they will work as a class to do the
same problem on the board using carrying. Several problems will be done in this manner.
Independent Practice: Students will then either work alone or with a partner to complete the
independent practice page. Teacher will circulate to check the students work and answer questions.
IPP found at: http://www.math-drills.com/addition/addvar49_001.pdf
Exit Slip: Teacher will select 4 problems from the IPP and put them on the board. Students will
answer the problems on a scratch sheet of paper. Students must achieve 80% or higher in order to
demonstrate mastery.
Reading Comprehension Skill Utilize new vocabulary.
Assessments Exit Slip on lesson content.
Modifications/Adaptations Students will be allowed to use base ten blocks.
All content will be presented in both an auditory and visual manner.
Materials Base ten blocks, power up, independent practice page
Homework Long Division Practice, Multiplication Practice, Number Pattern Practice
Wednesday SWBAT correctly answer subtraction problems with regrouping
Word Knowledge Base Ten, Regrouping, Borrowing
Instructional Strategy Steps and Power-Up: Number Patterns and Long Division Review Sheet
Learning Activities Introduction to New Materials: Teacher will demonstrate how to answer subtraction problems with
regrouping using base ten blocks. Teacher will explain how to regroup when borrowing is
necessary. Example: When subtracting 12-5, the teacher will make one group of 12 blocks (1 long,
2 units). Then the teacher will explain that he/she needs to take away 5 (5 units), but this cannot be
done because there is only 2 units and 1 long. The teacher will remind students that 1 long is equal
to 10 units. He/she will then trade the 1 long for 10 units. The teacher will then remove 5 units from
the group to represent minus 5. The teacher will count what is left. The teacher will explain that this
is how we know the answer is 7. Teacher will do several examples in this way. The teacher will
then explain that regrouping is the same as borrowing on paper.
Guided Practice: Students will work with a partner to subtract using base 10 blocks. Partner a will
create the first number in the problems and partner b will create determine what needs to be done in
order to subtract. They will then work together to regroup. After the students find the correct
answer, they will work as a class to do the same problem on the board using borrowing. Partners
will switch jobs for the next problem. Several problems will be done in this manner.
Independent Practice: Students will then either work alone or with a partner to complete the
independent practice page. Teacher will circulate to check the students work and answer questions.
IPP found at: http://www.math-drills.com/subtraction/subtraction_two_digit_all_regrouping_001.pdf
Exit Slip: Teacher will select 4 problems from the IPP and put them on the board. Students will

3. Bauer, Radetich, Williams 4th Grade
UNO Charter School Network Lesson Plans ESPERANZA Charter School
answer the problems on a scratch sheet of paper. Students must achieve 80% or higher in order to
demonstrate mastery.
Reading Comprehension Skill Utilize new vocabulary
Assessments Exit Slip on lesson content.
Modifications/Adaptations Students will be allowed to use base ten blocks throughout the lesson.
All content will be presented in both an auditory and visual manner.
Materials Base ten blocks, power up, independent practice page
Homework Long Division Practice, Multiplication Practice, Number Pattern Practice
Thursday SWBAT correctly answer subtraction problems with borrowing.
Word Knowledge Base Ten, Regrouping Borrowing
Instructional Strategy Steps and Power-Up: Number Patterns and Long Division Review Sheet
Learning Activities Introduction to New Materials: Teacher will review how to answer subtraction problems using
borrowing. He/she will go over several examples on the board, relating the process to what the
students learned in the previous lesson about regrouping.
Guided Practice: Students will work independently or with a partner to complete several sample
problems. Student volunteers will then be asked to come up to the board and show their work.
Other students in the group will give feedback and be allowed to ask questions during this process.
Independent Practice: Students will then either work alone or with a partner to complete the
independent practice page appropriate for their level of understanding (demonstrated by the
previous day’s exit slip. Teacher will circulate to check the students work and answer questions.
IPP found at:
Remediation: http://www.math-drills.com/subtraction/subtraction_two_digit_all_regrouping_002.pdf
On-Level: http://www.math-drills.com/subtraction/sub040336_001.pdf
Advanced Practice: http://www.math-drills.com/subtraction/subvar_001.pdf
Exit Slip: Teacher will select 4 problems from the IPP and put them on the board. Students will
answer the problems on a scratch sheet of paper. Students must achieve 80% or higher in order to
demonstrate mastery.
Reading Comprehension Skill Utilize new vocabulary
Assessments Exit Slip on lesson content.
Modifications/Adaptations Students will be allowed to use base ten blocks throughout the lesson.
All content will be presented in both an auditory and visual manner.
Materials Base ten blocks, power up, independent practice page
Homework Long Division Practice, Multiplication Practice, Number Pattern Practice
Friday Quiz on Prerequisite skills
Word Knowledge Place value, Regrouping, Carrying, Borrowing

4. Bauer, Radetich, Williams 4th Grade
UNO Charter School Network Lesson Plans ESPERANZA Charter School
Instructional Strategy Steps and Power-Up: Number Patterns and Long Division Review Sheet
Learning Activities Teacher will answer student questions and review key concepts for about 15 minutes before passing
out the assessment. Students will then complete the assessment quietly and independently.
Assessment found at: http://www.math-drills.com/addition/as_v049_0303_001.pdf
Allow students the choice to skip any 2 addition and any 2 subtraction problems
Reading Comprehension Skill Utilize new vocabulary
Assessments Formal Assessment
Modifications/Adaptations Students will be allowed to use base 10 blocks during the assessment if necessary.
Test will be read aloud at students’ request.
Materials Assessment
Homework none