Grade 3 & 4 Mathematics

Duration: 60 minutes
Class Size: 35 students

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Lesson Overview

This two-day lesson supports students in Grades 3 and 4 as they prepare for the End of Grade (EOG) Mathematics assessments by rehearsing both calculator-permitted and non-calculator test formats. The goal is to build confidence, test stamina, and reinforce key standards through targeted practice aligned with Common Core State Standards (CCSS).

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Learning Objectives

Grade 3

• I can solve addition and subtraction problems without a calculator (Day 1).
• I can solve addition and subtraction problems with a calculator (Day 2).

Grade 4

• I can solve multi-digit multiplication and division problems with a calculator (Day 1).
• I can solve multi-digit multiplication and division problems without a calculator (Day 2).

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Common Core State Standards (CCSS) Alignment

Grade 3

• CCSS.MATH.CONTENT.3.OA.A.1: Interpret products of whole numbers.
• CCSS.MATH.CONTENT.3.NBT.A.2: Fluently add and subtract within 1000 using strategies and algorithms.

Grade 4

• CCSS.MATH.CONTENT.4.NBT.B.4: Fluently multiply whole numbers using strategies and algorithms, including standard algorithm.
• CCSS.MATH.CONTENT.4.NBT.B.6: Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.

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Success Criteria

• Students will accurately complete assigned problems within testing format constraints.
• Students will demonstrate appropriate use (or non-use) of calculators as required.
• Students will demonstrate test-taking stamina by maintaining focus for the duration.
• Students will articulate one strategy used to solve problems during exit reflections.

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Materials Needed

• Individual dry-erase boards and markers
• Printed practice test sections (calculated and non-calculated versions)
• Calculators (for Grade 4 Day 1 and Grade 3 Day 2)
• Visual timer to track activity segments
• Dyslexia-friendly reading aids: large print test sheets, colored overlays

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Day 1 Procedure:

Grade 3 – Non-calculator / Grade 4 – Calculator Practice

Time	Activity	Details & Differentiation
0-10 min	Warm-Up & Review	Quick mental math games focused on addition/subtraction (Gr 3) and multiplication/division facts (Gr 4). Use visual timers. Differentiation: Provide written and oral prompts; pair struggling learners with peer mentors.
10-40 min	Practice Test Sections	Grade 3: Non-calculator problems from past EOG questions focusing on addition/subtraction. Grade 4: Calculator-allowed problems focusing on multiplication and division. Differentiation: Scaffold problems with step-by-step guides or simplified versions for Tier 2 learners; extensions for advanced students include multi-step word problems integrating these operations.
40-50 min	Strategy Discussion & Reflection	Students share strategies used. Teachers highlight effective approaches. Success criteria: Ability to explain one strategy. Dyslexia-friendly: Provide sentence starters and/or use charts to illustrate concepts visually.
50-60 min	Exit Ticket & Review	Quick 3-question quiz reviewing key points aligned to CCSS. Differentiation: Provide oral assessments for students who struggle with reading/writing.

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Day 2 Procedure:

Grade 3 – Calculator / Grade 4 – Non-calculator Practice

Time	Activity	Details & Differentiation
0-10 min	Warm-Up & Review	Math fact flashcards focusing on multiplication and division (Gr 3 calculator use practice) and addition/subtraction fluency (Gr 4 non-calculator). Differentiation: Provide math fact charts; use manipulatives for kinesthetic learners.
10-40 min	Practice Test Sections	Grade 3: Calculator-allowed problems focusing on multiplication/division and multi-step word problems. Grade 4: Non-calculator problems focusing on multi-digit addition, subtraction, multiplication, and division. Differentiation: Break down word problems into steps for struggling learners; provide challenge puzzles for advanced learners such as exploring properties of operations or error analysis tasks.
40-50 min	Peer Review & Partner Talk	In pairs, students review answers and discuss any difficulties. Teacher supports vocabulary and strategy conversations. Dyslexia support: Encourage drawing or using visuals to demonstrate problem-solving strategies.
50-60 min	Closing Reflection & Goal Setting	Students write or verbally share “I can…” statements and set personal goals for the upcoming EOG. Differentiation: Offer sentence starters and graphic organizers for ease of communication.

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Differentiation Strategies Summary

• Struggling learners: Step-by-step problem scaffolds, verbal instructions, peer mentoring, manipulatives, and thicker pencils or larger writing spaces.
• English Language Learners (ELLs): Simplified language, visuals, bilingual glossaries, and extra processing time.
• Advanced learners: Multi-step and open-ended problems, exploration of alternative solution strategies, and opportunities to create their own problems.
• Dyslexia Friendly: Large print materials, use of colored overlays, text-to-speech software support, and frequent breaks.

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Extension Activities for Advanced Learners

• Create word problems based on their own interests involving multiplication and division.
• Explore number patterns and explain how these relate to properties of operations (commutative, associative).
• Use manipulatives or online tools to represent challenging multi-digit division problems visually.

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Assessment

• Formative exit tickets each day
• Teacher observations during partner work and strategy discussions
• Student self-assessment on “I can…” statements
• Informal quiz scores aligned to the EOG format

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By engaging in differentiated, strategic practice tailored to each grade and calculator use format, students build both skill mastery and confidence for their upcoming EOG tests while meeting rigorous Common Core standards.