Students will compare fractions with unlike denominators to determine whether a given answer to a real-world problem is correct using context and computational skills.

Students create input-output tables to find numerical patterns and relationships in the real world through the process of making lemonade.

Students will gather objects to compare quantities and justify their answers pictorially and verbally. They will use their vocabulary posters and accountable talk menus to discuss with their partners. 

Students determine by using fractions which fourth-grade teacher ran the farthest. 

Students will be able to creatively and confidently solve one-and two-step problems involving multiplication and division, including interpreting the remainder. In addition, students will be working collaboratively by using critical thinking and activating prior knowledge to solve math operation skills in a real-world situation.

Students will participate in multiple centers including a guided math center that reinforces subtraction concepts.

Students will be able to understand how to determine the numerical relationship of numbers in a function table.

The students will add and subtract fractions with like denominators using a real-world scenario problem about pizza dough.

This lesson is designed to allow students to use strip diagrams, standard algorithms (long division), partial product, partial quotient, or area models to solve multi-step equations.

Students solve one-step and multi-step problems, including multiplication and remainders, by engaging in a real-world story problem, using a graphic organizer of their choice.

Students will explore frequency tables, dot plots, and stem and leaf plots by creating different representations from a given set of data points.

Students will explore and create picture graphs through collaboration and group work.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson.  The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students will compare and order decimals using baseball batting statistics. Through discovery, students will determine the top six out of eleven players to be recruited for the school’s baseball team, present their findings, and explain reasons for their orderings. From students’ explanation, strategies for ordering decimals will be determined and used to adjust subsequent lessons.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

In small groups, students will calculate elapsed time using the Z method. This method helps students better understand the importance of start time and end time when performing elapsed-time calculations.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation is the chosen focus for the Research Lesson.

Students will practice solving one- and two-step problems in a simulated real-world situation by calculating the costs of different Thanksgiving dinners.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.
 

Students will use division to create a remainder scenario using materials provided.

Students will solve division word problems including problems where they are required to interpret a remainder.

Students will work collaboratively in small groups to create number lines, and then use those number lines to model a real-world situation.

Texas Essential Knowledge and Skills (TEKS) Vertical Alignment

Click below to learn about the TEKS related to the unit and Research Lesson. The highlighted student expectation(s) is the chosen focus for the Research Lesson.

Students use a pan balance model and manipulatives to identify a total that balances two parts. The use of the pan balance will help to develop the concept of equality. Students will develop the language of equality by reading and identifying the following expressions; balances, is the same as, is equal to, and equal before the symbol for equality is introduced. Students will identify an unknown part in a balance situation. Students will communicate ideas, explain, and justify how they solved problems.

In learning stations, students compose and decompose numbers up to 10, in more than one way, using objects, pictures, story mats, tens frames, and number bond mats.