🔢 Math · Grade 4
One printable 40-minute plan for each of the 22 lessons. A substitute can run any lesson with the lesson's 3D video and Movie. No account needed.
Lesson 1: Multiplicative comparison
Lesson link: books/g4-math · lesson 1
Big idea: “Times as many” means multiply.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Sam has 3 stickers. Ana has 4 times as many.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Sam has 3 stickers. Ana has 4 times as many.
- 4 times 3 is 12: Ana has 12 stickers.
- 35 is 5 times as many as 7, and 7 times as many as 5.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A red ribbon is 6 cm. A blue one is 3 times as long. Blue length in cm?
Answer (for the teacher): 18
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
5 times as many as 9 = ?
Answer (for the teacher): 45
Leave on the board
- Multiplicative comparison
- Big idea: “Times as many” means multiply.
- Memory trick: “Times as many → multiply; how many times → divide.”
- Goal: 100%
Watch for this mistake
- Adding (3 + 4) when the problem says “times as many.”
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 2: Multi-step word problems
Lesson link: books/g4-math · lesson 2
Big idea: Plan the steps, use a letter, then check.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A class buys 4 packs of 25 pencils and hands out 68. How many are left?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Step 1: four packs of 25 is 100 pencils.
- Step 2: hand out 68. The letter p is the pencils left: 32.
- Estimate: 68 is about 70, and 100 minus 70 is 30. So 32 makes sense.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
3 boxes of 48 apples; 57 are sold. Apples left?
Answer (for the teacher): 87
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
150 stickers shared by 6 kids, then each gets 4 more. Each has?
Answer (for the teacher): 29
Leave on the board
- Multi-step word problems
- Big idea: Plan the steps, use a letter, then check.
- Memory trick: “Plan, solve, check.”
- Goal: 100%
Watch for this mistake
- Stopping after step one.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 3: Factors, multiples, primes
Lesson link: books/g4-math · lesson 3
Big idea: Factors multiply to make a number.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“12 can be made as 1×12, 2×6, 3×4. Those are its factors.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Factors of 12: every rectangle you can make with 12 tiles.
- A prime number has exactly two factors, like 7: only 1 times 7.
- Multiples come from skip counting: 4, 8, 12, 16.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Is 9 prime or composite?
- A. Composite
- B. Prime
Answer (for the teacher): Composite
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Is 1 prime?
- A. No
- B. Yes
Answer (for the teacher): No
Leave on the board
- Factors, multiples, primes
- Big idea: Factors multiply to make a number.
- Memory trick: “Prime: only 1 and itself.”
- Goal: 100%
Watch for this mistake
- Calling 1 prime.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 4: Number and shape patterns
Lesson link: books/g4-math · lesson 4
Big idea: Follow the rule, then look for hidden features.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Rule: start at 1, add 3. The numbers go odd, even, odd, even!”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The rule: start at 1 and add 3 each time.
- The terms: 1, 4, 7, 10, 13.
- A hidden feature: odd and even take turns.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Start 5, rule add 6: 5, 11, 17, ?
Answer (for the teacher): 23
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Shapes repeat ▲ ■ ● ▲ ■ ● … The 9th shape is?
- A. ●
- B. ▲
Answer (for the teacher): ●
Leave on the board
- Number and shape patterns
- Big idea: Follow the rule, then look for hidden features.
- Memory trick: “Find the rule, test it twice.”
- Goal: 100%
Watch for this mistake
- Using the rule on the first term only.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 5: Place value to one million
Lesson link: books/g4-math · lesson 5
Big idea: Each place is 10 times bigger.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“In 452,318 the 5 means 50,000. Each place is 10 times the place to its right.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Four hundred fifty-two thousand, three hundred eighteen.
- The 5 is in the ten-thousands place: it means 50,000.
- Each place is 10 times the place to its right.
- Rounded to the nearest thousand: 452,000.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
In 384,906 what is the value of the 8?
Answer (for the teacher): 80000
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Expanded form of 4,305:
- A. 4,000 + 300 + 5
- B. 4 + 3 + 5
Answer (for the teacher): 4,000 + 300 + 5
Leave on the board
- Place value to one million
- Big idea: Each place is 10 times bigger.
- Memory trick: “Move left, times ten.”
- Goal: 100%
Watch for this mistake
- Reading 452,318 as 45,218.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 6: Add and subtract big numbers
Lesson link: books/g4-math · lesson 6
Big idea: Line up places, regroup, then check with the opposite.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A stadium had 45,308 fans on Saturday and 38,975 on Sunday.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 45,308 fans plus 38,975 fans. Line up all the places.
- Regroup across places: 84,283 fans.
- Check: 84,283 minus 38,975 gets back to 45,308.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
6,004 − 2,357 = ?
Answer (for the teacher): 3647
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
71,203 − 4,518 = ?
Answer (for the teacher): 66685
Leave on the board
- Add and subtract big numbers
- Big idea: Line up places, regroup, then check with the opposite.
- Memory trick: “Zero? Regroup from the next place.”
- Goal: 100%
Watch for this mistake
- Not regrouping across zeros.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 7: Multiply multi-digit numbers
Lesson link: books/g4-math · lesson 7
Big idea: Break apart, multiply parts, add.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“23 × 14: break it into parts with an area model.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 23 times 14: break both numbers by place value, 20 plus 3 and 10 plus 4.
- Multiply each part: 200, 80, 30 and 12.
- Add the partial products: 322.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
36 × 4 = ?
Answer (for the teacher): 144
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
18 × 15 = ?
Answer (for the teacher): 270
Leave on the board
- Multiply multi-digit numbers
- Big idea: Break apart, multiply parts, add.
- Memory trick: “Break it, box it, add it.”
- Goal: 100%
Watch for this mistake
- Forgetting a partial product.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 8: Divide with remainders
Lesson link: books/g4-math · lesson 8
Big idea: Divide; then decide what the remainder means.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“53 students, 4 per table. How many tables? Think about the remainder!”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 53 students, 4 at each table: 13 full tables and 1 student left.
- Everyone needs a seat, so we need 14 tables.
- Check: 4 times 13 is 52, plus 1 left is 53.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
96 ÷ 4 = ?
Answer (for the teacher): 24
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
832 ÷ 8 = ?
Answer (for the teacher): 104
Leave on the board
- Divide with remainders
- Big idea: Divide; then decide what the remainder means.
- Memory trick: “Does the leftover need a place?”
- Goal: 100%
Watch for this mistake
- Ignoring the remainder in context.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 9: Equivalent fractions
Lesson link: books/g4-math · lesson 9
Big idea: Same × top and bottom.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“2/3 of a pan or 4/6 of the same pan: same amount of brownies.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Multiply by a fraction equal to 1: 2/3 times 2/2 is 4/6.
- More, smaller pieces; the same amount: 2/3 = 4/6 = 8/12.
- You can also divide top and bottom by the same number: 6/8 = 3/4.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
3/4 = ?/12
Answer (for the teacher): 9
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Which equals 2/5?
- A. 4/10
- B. 2/10
Answer (for the teacher): 4/10
Leave on the board
- Equivalent fractions
- Big idea: Same × top and bottom.
- Memory trick: “What you do to the top, do to the bottom.”
- Goal: 100%
Watch for this mistake
- Multiplying only the top.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 10: Compare fractions
Lesson link: books/g4-math · lesson 10
Big idea: Use ½, or make common denominators.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Is 3/8 of a pizza more or less than half?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Half of 8 is 4, so 3/8 is less than one half.
- Rename 2/3 as 4/6 to compare it with 5/6.
- 5/6 is greater than 4/6, so 5/6 is greater than 2/3.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Compare 3/8 and 1/2:
- A. 3/8 < 1/2
- B. 3/8 > 1/2
Answer (for the teacher): 3/8 < 1/2
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
2/4 ? 1/2
- A. =
- B. <
Answer (for the teacher): =
Leave on the board
- Compare fractions
- Big idea: Use ½, or make common denominators.
- Memory trick: “Benchmark ½ first.”
- Goal: 100%
Watch for this mistake
- Comparing only numerators when denominators are different.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 11: Add and subtract fractions
Lesson link: books/g4-math · lesson 11
Big idea: Same denominator: add or subtract numerators.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A recipe uses 2/8 cup of oil, then 3/8 cup more.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 2/8 cup of oil, then 3/8 cup more: five eighths.
- Decompose: break a fraction into unit fractions. 3/8 is 1/8 + 1/8 + 1/8.
- Subtract the pieces; the denominator stays. 7/10 minus 3/10 is 4/10.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
7/10 − 3/10 = ? (fraction)
Answer (for the teacher): 2/5
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Ann ran 5/6 mile, Ben 2/6 mile. How much farther did Ann run? (fraction)
Answer (for the teacher): 1/2
Leave on the board
- Add and subtract fractions
- Big idea: Same denominator: add or subtract numerators.
- Memory trick: “Add the tops, keep the bottom.”
- Goal: 100%
Watch for this mistake
- Adding denominators.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 12: Mixed numbers
Lesson link: books/g4-math · lesson 12
Big idea: Wholes with wholes, parts with parts.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“2¼ cups of flour and 1¼ cups of sugar: how many cups in all?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 2 1/4 cups plus 1 1/4 cups. Wholes: 3. Fourths: 2. So 3 and 2/4.
- One whole is 4/4. Plus 3/4 is 7/4.
- 3 1/4 minus 1 3/4: regroup one whole as 4/4, then take away. 1 and 2/4.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
2¼ + 1¼ = ? (mixed, like 3_1/2)
Answer (for the teacher): 7/2
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
1⅝ + 2⅝ = ? (mixed, like 4_1/4)
Answer (for the teacher): 17/4
Leave on the board
- Mixed numbers
- Big idea: Wholes with wholes, parts with parts.
- Memory trick: “Not enough parts? Trade a whole.”
- Goal: 100%
Watch for this mistake
- Forgetting to regroup when the fraction part is too small to subtract from.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 13: Multiply a fraction by a whole number
Lesson link: books/g4-math · lesson 13
Big idea: Whole × fraction: multiply the top, keep the bottom.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“5 friends each eat ¼ of a pizza. How much pizza in all?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model. This lesson has 2 3D videos in a row: press Next and ▶ Play for each part.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 5 friends each eat 1/4 of a pizza. Five groups of one fourth is 5/4.
- 5/4 is one and one fourth pizzas.
- Three groups of 2/5 is 6/5.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
5 × 1/4 = ?/4
Answer (for the teacher): 5
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
3 × 2/5 is the same as…
- A. 6 × 1/5
- B. 5 × 6
Answer (for the teacher): 6 × 1/5
Leave on the board
- Multiply a fraction by a whole number
- Big idea: Whole × fraction: multiply the top, keep the bottom.
- Memory trick: “Groups of pieces.”
- Goal: 100%
Watch for this mistake
- Multiplying the denominator too.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 14: Decimals: tenths and hundredths
Lesson link: books/g4-math · lesson 14
Big idea: Tenths and hundredths are fractions in disguise.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“0.3 is 3 tenths; 0.30 is 30 hundredths: the same amount.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Three tenths is thirty hundredths.
- Forty-five hundredths: 4 columns and 5 squares.
- Compare place by place: 5 tenths beats 4 tenths. 0.5 > 0.45.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Write 7/100 as a decimal:
Answer (for the teacher): 0.07
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
0.09 is read as…
- A. nine hundredths
- B. nine tenths
Answer (for the teacher): nine hundredths
Leave on the board
- Decimals: tenths and hundredths
- Big idea: Tenths and hundredths are fractions in disguise.
- Memory trick: “Line up the point, compare left to right.”
- Goal: 100%
Watch for this mistake
- Thinking 0.45 > 0.5 because 45 > 5.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 15: Measurement conversions
Lesson link: books/g4-math · lesson 15
Big idea: Bigger unit → multiply to get smaller units.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“1 foot = 12 inches. A 3-foot shelf is how many inches?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- 1 foot is 12 inches. Three feet is 36 inches.
- Two kilograms is 2,000 grams.
- A conversion table: 1, 2, 3 feet is 12, 24, 36 inches.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
4 ft = ? in
Answer (for the teacher): 48
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
2 L = ? mL
Answer (for the teacher): 2000
Leave on the board
- Measurement conversions
- Big idea: Bigger unit → multiply to get smaller units.
- Memory trick: “Big to small, multiply.”
- Goal: 100%
Watch for this mistake
- Dividing when converting to a smaller unit.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 16: Measurement word problems
Lesson link: books/g4-math · lesson 16
Big idea: Change to the same unit, then solve.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A movie lasts 1 hour 25 minutes and starts at 2:50. When does it end?”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Change hours to minutes: 1 hour 25 minutes is 60 plus 25, 85 minutes.
- Start at 2:50. Plus 10 minutes is 3:00, plus 75 more is 4:15.
- The movie ends at 4:15.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A rope is 3 m long. You cut off 85 cm. How many cm are left?
Answer (for the teacher): 215
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
1 h 10 min = ? min
Answer (for the teacher): 70
Leave on the board
- Measurement word problems
- Big idea: Change to the same unit, then solve.
- Memory trick: “Same units first.”
- Goal: 100%
Watch for this mistake
- Mixing units, like taking cm away from m.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 17: Area and perimeter formulas
Lesson link: books/g4-math · lesson 17
Big idea: A = l × w; P = 2l + 2w.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Carpet covers the area; trim goes around the perimeter.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Area: length times width. 9 by 4 is 36 square units.
- Perimeter: two lengths plus two widths. 18 plus 8 is 26.
- Missing side: area 48 and width 6, so 48 divided by 6 is 8.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Rectangle area 48, width 6. Length?
Answer (for the teacher): 8
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A square room has perimeter 36 ft. Area in square feet?
Answer (for the teacher): 81
Leave on the board
- Area and perimeter formulas
- Big idea: A = l × w; P = 2l + 2w.
- Memory trick: “Area inside, perimeter outside.”
- Goal: 100%
Watch for this mistake
- Mixing up area and perimeter.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 18: Line plots with fractions
Lesson link: books/g4-math · lesson 18
Big idea: Each X is one measurement; use the plot to solve.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Measure leaves to the nearest ⅛ inch and plot them.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- The line is marked in eighths of an inch.
- Three leaves measured one fourth inch.
- Longest minus shortest: 3/4 minus 1/4 is 2/4, or 1/2 inch.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Longest leaf 7/8 in, shortest 3/8 in. Difference? (fraction)
Answer (for the teacher): 1/2
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Two X's at 5/8 in. Their total length? (fraction)
Answer (for the teacher): 5/4
Leave on the board
- Line plots with fractions
- Big idea: Each X is one measurement; use the plot to solve.
- Memory trick: “Count X's, then compute.”
- Goal: 100%
Watch for this mistake
- Counting the tick marks instead of the X's.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 19: Angles and the protractor
Lesson link: books/g4-math · lesson 19
Big idea: Angles measure turn in degrees; a full circle is 360°.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“A pizza slice opens like an angle; a protractor measures how wide.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A full turn around a circle is 360 degrees.
- One degree is a tiny turn: 1/360 of a full turn.
- Line up the center, start at 0 on one ray, read the same scale: 120 degrees.
- A right angle is 90 degrees.
- A straight angle is 180 degrees: a half turn.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A quarter turn is how many degrees?
Answer (for the teacher): 90
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
On a protractor, one ray must point to…
- A. 0°
- B. 45°
Answer (for the teacher): 0°
Leave on the board
- Angles and the protractor
- Big idea: Angles measure turn in degrees; a full circle is 360°.
- Memory trick: “Center on the point, ray on zero.”
- Goal: 100%
Watch for this mistake
- Reading the wrong scale on a protractor.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 20: Adding angles
Lesson link: books/g4-math · lesson 20
Big idea: Angle parts add up to the whole angle.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Two pizza slices side by side make one bigger angle.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Two angles together make a right angle: 35 plus 55 is 90.
- Missing part: subtract from the whole. 90 minus 30 is 60.
- A straight angle split in two: 130 and 50.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Angles of 35° and 55° together form?
Answer (for the teacher): 90
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A 150° angle is split into 2 equal parts. Each?
Answer (for the teacher): 75
Leave on the board
- Adding angles
- Big idea: Angle parts add up to the whole angle.
- Memory trick: “Whole minus part = missing part.”
- Goal: 100%
Watch for this mistake
- Adding when you need to subtract.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 21: Lines and classifying shapes
Lesson link: books/g4-math · lesson 21
Big idea: Sort shapes by parallel lines, perpendicular lines and angles.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Railroad tracks are parallel; a plus sign is perpendicular.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- A segment has two endpoints; a ray has one; a line has none.
- Parallel lines never meet; perpendicular lines make right angles.
- A right triangle has one right angle.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
Lines meeting at a right angle are…
- A. Perpendicular
- B. Parallel
Answer (for the teacher): Perpendicular
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
Lines that never meet are…
- A. Parallel
- B. Perpendicular
Answer (for the teacher): Parallel
Leave on the board
- Lines and classifying shapes
- Big idea: Sort shapes by parallel lines, perpendicular lines and angles.
- Memory trick: “The two l's in “parallel” never meet.”
- Goal: 100%
Watch for this mistake
- Calling a segment a line.
Students do not need accounts; progress stays on each device.
Notes for the teacher
Lesson 22: Lines of symmetry
Lesson link: books/g4-math · lesson 22
Big idea: A line of symmetry folds a shape into matching halves.
Read this aloud (it is the lesson's hook). Students think, then tell a partner what they notice.
“Fold a butterfly picture in half: both halves match.”
- Open the lesson link on the board.
- Press Next to the 🎬 Watch in 3D step and press ▶ Play. Students can drag to turn the model.
- Press Next to the Movie step and press ▶ Play.
The video says:
- Fold a butterfly on the line: both halves match.
- A square has 4 lines of symmetry.
- A rectangle that is not a square has 2.
Students open the same lesson on their own device (or work with the board). Press Next to Try it.
Try it together first:
A square has how many lines of symmetry?
Answer (for the teacher): 4
🧱 Build it: the lesson's short 3D build game. Let students play it after Try it. Its score never changes grades.
If time is left, students play the lesson's game steps (they show up between the videos and Check).
Students press Next to Check and answer the 4 questions on their own device. Goal: 100%. 95% or more is Mastered. “Not yet” means try again; students may retry.
Read this question aloud. Students write the answer on a slip of paper with no name or with a class number, and hand it in.
A circle has…
- A. Endless lines of symmetry
- B. Exactly 2
Answer (for the teacher): Endless lines of symmetry
Leave on the board
- Lines of symmetry
- Big idea: A line of symmetry folds a shape into matching halves.
- Memory trick: “Fold and match.”
- Goal: 100%
Watch for this mistake
- Thinking a rectangle's diagonal is a line of symmetry.
Students do not need accounts; progress stays on each device.