###### Sunnyvale

###### September 11, 2021, 11:00:00 PM

###### Friday

###### Level 4

## Ms. Caitlyn

### Target 1

###### Lesson Type:

Continuation

Data Probability

:

Interpreting Data

Construct and read graphs from given information to solve problems.

###### Supporting targets:

###### 1:

Recognize that bar graphs are used to compare facts.

###### 2:

Recognize that line graphs are used to show changes over time (trends).

###### 3:

Construct and read scaled bar graphs.

###### 4:

Construct and read scaled line graphs.

###### 5:

###### Grade:

4th

###### Vocabulary:

Line Graph, Bar Graph, Trends, Change, Data Set

Activities:

Students were given two sets of data - one involving growth over time, and one involving students and their test scores. They determined what graph was best to use to depict these sets of data. Then, they constructed their own graphs on grid paper, making sure to properly scale and label the vertical and horizontal axes.

Students also completed workbook page 170, which allowed them to practice reading and interpreting information from graphs.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

###### Guiding Questions:

###### Challenge Answer:

## Absent Students:

### Target 2

###### Lesson Type:

###### New

###### Data Probability

###### Interpreting Data

###### Summarize and describe statistical distribution using quantitative measures of center (median and mean) and variability (range).

:

###### Supporting targets:

###### 1:

Find the mean of a given data set.

###### 2:

Find the mode of a given data set.

###### 3:

Find the range of a given data set.

###### 4:

Find the mean, median, and mode for the same data set.

###### 5:

###### Grade:

5th

###### Vocabulary:

Mean, Median, Mode, Range, Outlier

Activities:

Students calculated the mean, median, mode, and range of the data they graphed from the previous activity. As a class, we discussed what can affect these measures of center (outliers) and whether or not these measures of center were accurate numbers to go off of when interpreting data.

### Home Exploration

###### Challenge Problem:

###### Challenge Data:

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###### Challenge Answer:

### Target 3

###### Lesson Type:

###### New

###### Number Operation

###### Computation

###### Multiply within 1,000.

:

###### Supporting targets:

###### 1:

Understand there are many ways to multiply multi-digit numbers.

###### 2:

Explain how different methods produce the same product (how each method is doing the same thing).

###### 3:

Understand the role of place-value in multiplication strategies.

###### 4:

Use the standard algorithm for solving multi-digit multiplication equations.

###### 5:

###### Grade:

5th

###### Vocabulary:

Box Method, Multiplication, Standard Algorithm, Multi-Digit

Activities:

Students used the box method - which separates place values - to multiply three- and four-digit numbers by two-digit numbers. They multiplied using the standard algorithm to compare the different ways multiplication can be derived.

Students used dice and a spinner to generate their numbers for multiplication practice.

### Home Exploration