Correlated to the Archdiocese of Philadelphia -...
Transcript of Correlated to the Archdiocese of Philadelphia -...
SADLIER‐OXFORD Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems. 2 Standard M.4.B. Gain familiarity with factors and multiples. 14 Standard M.4.C. Generate and analyze patterns. 20 CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi‐digit whole numbers. 26 Standard M.4.E. Use place value understanding and properties of operations to perform multi‐digit arithmetic. 32 CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering. 42 Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of operations on
whole numbers. 47
Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions. 53 CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit to a smaller
unit. 58
Standard M.4.J. Represent and interpret data. 66 Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles. 71 CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and angels. 77
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 2 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
How will knowledge of problems solving help me function in everyday life?
Introduction to Problem Solving Introduction to Problem Solving: Problem‐Solving Model—pp. 28‐29
*See also Background, Presentation, and Steps and Strategies—TE pp. 28—29.
How do I choose which operation to use to solve a word problem?
Introduction to Problem Solving Introduction to Problem Solving: Choose the Operation—p. 30
Chapter 3 Addition and Subtraction Lesson 11: Problem Solving Strategy: Choose the Operation—pp. 116–117
* See additional Choose the Operation activities—pp. 34, 60, 61, 82–3, 88–89, 115, 118, 119, 156, 157, 198, 199, 211, 221, 223, 225, 232–233, 258–259, 302–303, 304–305, 310–311, 318–319, 350–351, 391, 404–405, 429, 434, 442–443
What strategies can I use to help me solve word problems?
Problem Solving Strategies Choose the Operation—pp. 30, 34, 60, 61, 82–3, 88–89, 115, 118, 119, 156, 157, 198, 199, 211, 221, 223, 225, 232–233, 258–259, 302–303, 304–305, 310–311, 318–319, 350–351, 391, 404–405, 429, 434, 442–443
Draw a Picture—pp. 314–315, 325, 335, 337, 339, 341, 351
Find a Pattern—pp. 58–59, 61, 171, 348–349, 350–351, 375, 405, 435
Guess and Test—pp. 31, 34, 57, 61, 105, 118, 119, 157, 233, 259, 289, 319, 375, 445, 454–455, 456–457
Interpret the Remainder—pp. 174–175, 179, 180–181, 183, 184–185, 196–197, 199, 233, 385, 388–389, 390–391, 393, 395, 397, 401, 404, 405
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 3 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Logical Reasoning—pp. 86–87, 88, 89, 118, 119, 156, 157, 198, 199, 209, 233, 259, 286–287, 288–289, 319, 350–351, 352–353, 375, 435, 457
Make an Organized List—pp. 51, 57, 59, 61, 118–9, 250–1, 255, 257, 327
Make a Table, 25(S U), 31, 58–9, 60, 61, 68–69, 89, 118, 119, 171, 209, 289, 404–405, 449
More Than One Way—pp. 454–455 Use a Drawing/Model—pp. 49, 53, 56–57, 60, 125, 128–129, 219, 228–229, 283, 285, 288, 314–315, 348–349, 350–351, 359, 360, 362–363, 371, 372–373, 374–375, 407, 434–435
Use a Diagram/Graph—pp. 25(SU), 26(SU), 118, 157, 198, 229, 235, 240–241, 242–243, 244–245, 246–247, 248–249, 253, 254–255, 256–257, 258–259, 261, 288–289, 296, 298–299, 319, 350–351, 405, 435, 456, 459
Use More Than One Step—pp. 32, 34, 60, 71, 85, 89, 95, 99, 101, 109, 111, 113, 117, 118–119, 131, 135, 139, 141, 153, 154, 156–157, 165, 189, 195, 198, 209, 213, 215, 217, 219, 221, 223, 225, 230–231, 232–233, 241, 249, 259, 261, 289, 315, 316–317, 318–319, 350, 374–375, 397, 402–403, 404–405, 429, 432–433, 434–435, 454, 455, 456–457
Use Simpler Numbers—pp. 316–317, 318–319 Work Backward—pp. 154–155, 156, 157, 229, 319, 434–435, 457
Write a Number Sentence—pp. 8–9(SU), 33, 34, 60, 61, 67, 72–73, 76–77, 82–83, 85, 88–89, 97, 99, 101, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 115, 116–117, 118–119, 129, 131, 132–133, 134–135, 136–137, 138–
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 4 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
139, 140–141, 142–143, 146–147, 148–149, 150–151, 152–153, 156–157, 159, 164–165, 167, 168–169, 174–175, 178–79, 180–181, 183, 184–185, 186, 189, 190, 198–199, 209, 210–211, 213, 221, 223, 225, 232, 241, 247, 249, 258–259, 261, 296–297, 298–299, 301, 302–303, 304–305, 308, 310–311, 318, 339, 374–375, 383, 387, 388–389, 390–391, 393, 395, 397, 399, 401, 404, 425, 426–427, 428–429, 430, 434, 442–443, 454–455, 456–457
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
3‐2‐1 summarizer/ 3‐list strategies,2‐give important things to look for when solving problem,1‐solution to the problem
Chapter 4 Multiplication by One and Two Digits Check Your Progress: Lessons 1–6A—on‐line
Chapter 5 Divide by One Digit Check Your Progress: Lessons 1–6—on‐line Check Your Progress: Lessons 1–18—on‐line
Chapter 12 Divide by Two Digits Check Your Progress: Lessons 1–12—on‐line
Chapter 14 Get Ready for Algebra Check Your Progress: Lessons 1–2—on‐line
www.progressinmathematics.com Teacher Center: Planning Blackline Masters (Centimeter Grid Paper) * Also provided on TE p. T57
Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Summative
Chapter Test, quiz, performance assessment Chapter Tests
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 5 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Chapter Test, on‐line Performance Assessment (part of Chapter Test), 92, 122, 160, 202, 408, 460
Chapter Post Test, TE 67L, 95L, 125L, 163L, 381L, 441L
www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.A.1. Interpret a multiplication equation as a comparison, e.g. interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
Chapter 4 Multiplication by One and Two Digits Lesson 1B: Use Multiplication to Compare Numbers—on‐line
M.4.A.2. Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
Chapter 4 Multiplication by One and Two Digits Lesson 1B: Use Multiplication to Compare Numbers—on‐line
Chapter 5 Divide by One Digit Lesson 4A: Use Bar Diagrams—on‐line Lesson 17: Problem Solving Strategy: Interpret the Remainder—pp. 196–197
Lesson 18: Problem Solving Applications: Mixed Review—pp. 198–199
Chapter 12 Divide by Two Digits Lesson 11: Problem Solving Strategy: Use More Than One Step—pp. 402–403
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 6 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Lesson 12: Problem Solving Applications: Mixed Review—pp. 404–405
Chapter 14 Get Ready for Algebra Lesson 1: Equations—pp. 442–443
M.4.A.3. Solve multistep word problems posed with whole numbers and having whole‐number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding
Chapter 4 Multiplication by One and Two Digits Lesson 4: Multiply by One‐Digit Numbers—pp. 132–133
Lesson 7: Multiply Three‐Digit Numbers—pp. 138–139
Lesson 11: Products: Rounding to Estimate—pp. 146–147
Chapter 5 Divide by One Digit Lesson 5: Estimate in Division—pp. 172–173 Lesson 6: One‐Digit Quotients—pp. 174–175 Lesson 8: Two‐Digit Quotients—pp. 178–179 Lesson 9: More Two‐Digit Quotients—pp. 180–181
Lesson 10: Three‐Digit Quotients—pp. 182–183 Lesson 11: More Quotients—pp. 184–185 Lesson 12: Zeros in the Quotient—pp. 186–187 Lesson 13: Larger Numbers in Division—pp. 188–189
Lesson 13A: Multistep Problems & Bar Diagrams—on‐line
Lesson 17: Problem Solving Strategy: Interpret the Remainder—pp. 196–197
Lesson 18: Problem Solving Applications: Mixed Review—pp. 198–199
Chapter 6 Measurement Lesson 13: Problem Solving Strategy: Use More Than One Step—pp. 230–231
Chapter 12 Divide by Two Digits Lesson 2: Divisors: Multiples of Ten—pp. 384–385
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 7 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Lesson 3: Estimate Quotients—pp. 386–387 Lesson 4: Two‐Digit Dividends—pp. 388–389 Lesson 5: Three‐Digit Dividends—pp. 390–391 Lesson 6: Trial Quotients—pp. 392–393 Lesson 7: Greater Quotients—pp. 394–395 Lesson 8: Four‐Digit Dividends—pp. 396–397 Lesson 10: Greater Dividends—pp. 400–401 Lesson 11: Problem Solving Strategy: Use More Than One Step—pp. 402–403
Lesson 12: Problem Solving Applications: Mixed Review—pp. 404–405
Chapter 14 Get Ready for Algebra Lesson 1: Equations—pp. 442–443
Content What content do I need to know in order to answer the essential questions?
Fluency in the multiplication facts 1 – 10, including visual and verbal representation e.g. If 3 boys go to the store and buy 7 baseball cards and 7 boys go the store and buy 3 baseball cards. Did they buy the same amount? Justify your answer.
Skills Update—Review of Grade 3 Skills Meaning of Multiplication—p. 7 Multiplication Facts—p. 8 Multiply with 10, 11, and 12—p. 9 * See additional multiplication facts, 11(SU), 12(SU), 126–7, 274–5, 277, 306, 444–5, 449, 452–3
Missing factors e.g. 45 chairs were arranged in 5 rows. How many in each row? 5 x __ = 45
Skills Update—Review of Grade 3 Skills Division Facts—p. 11 Relate Multiplication and Division—p. 12
Chapter 5 Divide by One Digit Lesson 3: Missing Numbers—pp. 168–169
Chapter 14 Get Ready for Algebra Lesson 2: Find Missing Numbers—pp. 444–445 * See additional missing factors, 127, 131, 275, 443, 449
Strategies and Steps in Problem solving – draw a picture or model, make a table, diagram or list, write an equation
Strategies and Steps in Problem Solving Draw a Picture—pp. 314–315, 325, 335, 337, 339, 341, 351
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 8 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Make an Organized List—pp. 51, 57, 59, 61, 118–9, 250–1, 255, 257, 327
Make a Table, 25(S U), 31, 58–9, 60, 61, 68–69, 89, 118, 119, 171, 209, 289, 404–405, 449
More Than One Way—pp. 454–455 Use a Drawing/Model—pp. 49, 53, 56–57, 60, 125, 128–129, 219, 228–229, 283, 285, 288, 314–315, 348–349, 350–351, 359, 360, 362–363, 371, 372–373, 374–375, 407, 434–435
Use a Diagram/Graph—pp. 25(SU), 26(SU), 118, 157, 198, 229, 235, 240–241, 242–243, 244–245, 246–247, 248–249, 253, 254–255, 256–257, 258–259, 261, 288–289, 296, 298–299, 319, 350–351, 405, 435, 456, 459
Write a Number Sentence—pp. 8–9(SU), 33, 34, 60, 61, 67, 72–73, 76–77, 82–83, 85, 88–89, 97, 99, 101, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 115, 116–117, 118–119, 129, 131, 132–133, 134–135, 136–137, 138–139, 140–141, 142–143, 146–147, 148–149, 150–151, 152–153, 156–157, 159, 164–165, 167, 168–169, 174–175, 178–79, 180–181, 183, 184–185, 186, 189, 190, 198–199, 209, 210–211, 213, 221, 223, 225, 232, 241, 247, 249, 258–259, 261, 296–297, 298–299, 301, 302–303, 304–305, 308, 310–311, 318, 339, 374–375, 383, 387, 388–389, 390–391, 393, 395, 397, 399, 401, 404, 425, 426–427, 428–429, 430, 434, 442–443, 454–455, 456–457
Inverse operations Skills Update—Review of Grade 3 Skills Related Facts—p. 5 Division Facts—p. 11 Relate Multiplication and Division—p. 12
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 9 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Chapter 2 Addition and Subtraction Concepts Lesson 5: Addition and Subtraction Sentences—pp. 76–77
Chapter 5 Divide by One Digit Lesson 2: Relate Multiplication and Division—pp. 166–167
* See also inverse operation—pp. 30, 33, 78, 84, 106, 108, 110, 113, 116, 154–155, 157, 168–169, 174, 178, 180, 182–183, 184, 187, 188, 190, 196–197, 444–445
Estimation strategies – front end/clustering/rounding/rounding and adjusting/compatible numbers
Chapter 2 Addition and Subtraction Concepts English Language Learners: Estimate Sums and Differences—TE pp. 67H‐67I
Lesson 7: Estimate Sums and Differences—pp. 80–81
Chapter 3 Addition and Subtraction Strategic Intervention: 1. Estimate by rounding to the nearest hundred—TE p. 95F
English Language Learners: Front‐End Estimation—TE p. 99I
Lesson 1: Front‐End Estimation—pp. 96–97 Chapter 4 Multiplication by One and Two Digits Lesson 5: Products: Front‐End Estimation—pp. 134–135
Lesson 11: Products: Rounding to Estimate—pp. 146–147
Enrichment: Clustering—p. 159 Chapter 5 Divide by One Digit Lesson 5: Estimate in Division—pp. 172–173
Chapter 12 Divide by Two Digits Lesson 3: Estimate Quotients—pp. 386–387 Lesson 4: Two‐Digit Dividends: Critical Thinking—p. 389
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 10 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Lesson 5: Three‐Digit Dividends: Mental Math—p. 391
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Economics – money Chapter 1 Place Value Lesson 8: Make Change—pp. 50–51 Lesson 9: Compare and Order Money—pp. 52–53 Lesson 11: Work with Money—pp. 56–57
Chapter 2 Addition and Subtraction Concepts Lesson 8: Add and Subtract Money—pp. 82–83
Chapter 3 Addition and Subtraction Lesson 1: Front‐End Estimation (money)—pp. 96–97
Lesson 2: Add with Regrouping (money)—pp. 98–99
Lesson 3: Four‐Digit Addition (money)—pp. 100–101
Lesson 4: Add Larger Numbers (money)—p. 103 Lesson 5: Three or More Addends (money)—pp. 104–105
Lesson 6: Subtract with Regrouping (money)—pp. 106–107
Lesson 7: Subtraction: Regroup Twice (money)—pp. 108–109
Lesson 8: Subtract Larger Numbers (money)—pp. 110–111
Lesson 9: Zeros in Subtraction (money)—pp. 112–113
Lesson 10: Addition and Subtraction Practice (money)—pp. 114–115
Chapter 4 Multiplication by One and Two Digits Lesson 5: Products: Front‐End Estimation—pp. 134–135
Lesson 8: Multiply Money—pp. 140–141 Lesson 9: Multiply Four‐Digit Numbers—pp. 142–
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 11 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
143 Lesson 11: Products: Rounding to Estimate—pp. 146–147
Lesson 12: Multiply by Two‐Digit Numbers: Multiply Money—p. 149
Lesson 14: Multiply with Three‐Digit Numbers—pp. 152–153
Chapter 5 Divide by One Digit Lesson 14: Divide Money—pp. 190–191
Science – weights and measurements Chapter 6 Measurement Lesson 3: Compute Customary Units—pp. 210–211
Lesson 7: Work with Metric Units—pp. 218–219
Tools for Learning Which tools will I use that will assist me in my learning?
KWL Flash cards Dry Erase Board Games –Acting Out www.ixl.com/math/grade‐4 The King’s Chessboard – David Birch
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 12 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 13 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.A. Use the four operations with whole numbers to solve problems.
Sadlier Progress in Mathematics, Grade 4
Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 14 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
What are the different ways I count? Why is it important for me to skip count?
Chapter 1 Place Value Lesson 4: Place Value (count by 10, 100, 1000)—pp. 42–43
Chapter 6 Measurement Lesson 12: Elapsed Time (count by 1s and 5s)—pp. 228–229
What are prime and composite numbers? Chapter 9 Fractions: Addition and Subtraction Lesson 6B: Prime and Composite Numbers—on‐line
How are factors and multiples related? Chapter 9 Fractions: Addition and Subtraction Lesson 6: Multiples—pp. 306–307Lesson 6A: Factor Pairs—on‐line
Lesson 6B: Prime and Composite Numbers—on‐line
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Board work www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Making a factor rainbow for 12 – connecting 1 and 12, 2 and 6, 3and 4
Quick write: list different factor pairs
Mad Minute drill www.progressinmathematics.com STUDENT CENTER 1 PRACTICE Math Minutes
Summative
Chapter Test, quiz, performance assessment www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis)
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 15 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
* See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.B.1. Find all factor pairs for a whole number in the range 1‐100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1‐100 is a multiple of a given one‐digit number. Determine whether a given whole number in the range 1‐100 is prime or composite.
Chapter 8 Fraction Concepts Lesson 6: Factors—pp. 276–277 Chapter 9 Fractions: Addition and Subtraction Lesson 6A: Factor Pairs—on‐line Lesson 6B: Prime and Composite Numbers—on‐line
Content What content do I need to know in order to answer the essential questions?
Multiplication facts Skills Update—Review of Grade 3 Skills Meaning of Multiplication—p. 7 Multiplication Facts—p. 8 Multiply with 10, 11, and 12—p. 9 Understand Division—p. 10 Division Facts—p. 11 Relate Multiplication and Division—p. 12
Chapter 4 Multiplication by One and Two Digits Lesson 1: Multiplication Properties—pp. 126–127
Chapter 8 Fraction Concepts Lesson 5: Write Equivalent Fractions—pp. 274–275
Lesson 6: Factors—p. 277 Chapter 9 Fractions: Addition and Subtraction Lesson 6: Multiples—pp. 306–307
Chapter 14 Get Ready for Algebra Lesson 2: Find Missing Numbers—pp. 444–445
Vocabulary: prime, composite, factor x factor = * New vocabulary is highlighted in yellow and
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 16 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
product, product factor = factor, multiple defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Multiple vs. Product Skills Update—Review of Grade 3 Skills Meaning of Multiplication (product)—p. 7
Chapter 4 Multiplication by One and Two Digits Lesson 1: Multiplication Properties (factors, products)—pp. 126–127
Lesson 3: Special Factors (factors, products)—pp. 130–131
Lesson 4: Multiply by One‐Digit Numbers (products)—pp. 132–133
Chapter 9 Fractions: Addition and Subtraction Lesson 6: Multiples (common multiples)—pp.
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 17 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
306–307 Chapter 12 Divide by Two Digits Lesson 1: Division Patterns (multiples of 10)—pp. 382–383
Lesson 2: Divisors: Multiples of Ten—pp. 384–385
Sieve of Eratosthenes www.progressinmathematics.com STUDENT CENTER 3 VIRTUAL MANIPULATIVES Manipulatives: Sieve of Eratosthenes (explore patterns and relationships involving multiples)
Odds, evens and squares Chapter 5 Divide by One Digit Lesson 4: Number Patterns: Challenge—p. 171
Area – build rectangles (arrays) with a given area can be 2 ways ex. 6 = 1x6 or x3x2: prime numbers have only 1 rectangle
Chapter 11 Perimeter, Area, and Volume Lesson 2: Use Area Formulas—pp. 360–361 Lesson 3: Perimeter and Area—pp. 362–363 Lesson 3A: Perimeter and Area Formulas—on‐line
Ex. An ice cream truck visits a neighborhood every 4 days. She missed the truck today. When can she expect it again.
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Calendar – every 3rd day you cut the lawn Chapter 6 Measurement Lesson 12: Elapsed Time—p. 229
Science ‐ measurement Chapter 6 Measurement Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 18 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
Tools for Learning Which tools will I use that will assist me in my learning?
Multiplication Table 100 Chart
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 19 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.B. Gain familiarity with factors and multiples.
Sadlier Progress in Mathematics, Grade 4
Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 20 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
Can I describe change mathematically?
Chapter 7 Statistics and Probability Lesson 3: Line Graphs—pp. 244–245
Can I describe numbers or objects that repeat mathematically?
* See patterns—pp. 39, 58, 61, 85, 129, 130, 137, 144–145, 151, 170–171, 176–177, 208, 213–214, 218, 220, 222–223, 227, 273, 275, 306–307, 342–343, 345, 348–349, 375, 382, 385
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Explore pattern problems Chapter test, quiz, Performance Assessment:
www.progressinmathematics.com Teacher Center: Planning Blackline Masters (Centimeter Grid Paper) * Also provided on TE p. T57
Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Summative
Every Beat of Your Heart‐ The heart of a child below the age of twelve beats about 100 times a minute. Have the children find their pulse at rest for 1 minute. Then have them do some form of exercise, find their pulse for 1 minute. Then, have them run in place for 1 minute. Ask follow up questions that predict what could happen for longer time or different activities.
www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.C.1. Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were no explicit in the rule itself.
Chapter 4 Multiplication by One and Two Digits Lesson 1A: Number Patterns—on‐line
Chapter 5 Divide by One Digit
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 21 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
For example, given the rule “Add 3” and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers why the numbers will continue to alternate in this way.
Lesson 4: Number Patterns—pp. 170–171 Chapter 10 Geometry Lesson 12: Problem Solving Strategy: Find a Pattern—pp. 348–349
Chapter 14 Get Ready for Algebra Lesson 3: Functions—pp. 446–447
Content What content do I need to know in order to answer the essential questions?
Vocabulary: skip counting, multiple counting, sequences ex. Rule start with 2 and multiple by 3
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Model situations that the 4 operations of whole numbers as patterns.
Chapter 2 Addition and Subtraction Concepts Lesson 6: Mental Math—pp. 78–79
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 22 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
Chapter 4 Multiplication by One and Two Digits Lesson 1A: Number Patterns—on‐line Lesson 2: Multiplication Models—pp. 128–129 Lesson 3: Special Factors—pp. 130–131 Lesson 6: Multiply with Regrouping—pp. 136–137 Lesson 10: Patterns in Multiplication—pp. 144–145
Lesson 13: More Multiplying by Two‐Digit Numbers (patterns)—pp. 150–151
Chapter 5 Divide by One Digit Lesson 4: Number Patterns—pp. 170–171 Lesson 7: Divisibility—pp. 176–177
An operation can be “undone” by its inverse. * See inverse operations—pp. 30, 33, 78, 84, 106, 108, 110, 113, 116, 154–155, 157, 168–169, 174, 178, 180, 182–183, 184, 187, 188, 190, 196–197, 444–445
Represent a variable as an unknown quantity using a letter or symbol.
Chapter 14 Get Ready for Algebra Lesson 1: Equations—pp. 442–443 Lesson 2: Find Missing Numbers—pp. 444–445
Develop an understanding of the Commutative and Associative Property ex. 3 x 2 = 2 x 3
Chapter 2 Addition and Subtraction Concepts Lesson 1: Addition Properties—pp. 68–69
IN/OUT Tables Chapter 6 Measurement Lesson 2:: Rename Units of Length (function tables)—pp. 208‐209
Lesson 4: Customary Units of Capacity (function tables)—p. 213
Lesson 5: Customary Units of Weight (function table)—p. 214
Lesson 8: Metric Units of Capacity (function table)—p. 220
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 23 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
Lesson 9: Metric Units of Mass (function table)—p. 222
Lesson 11: Time (function tables)—p. 227 Chapter 14 Get Ready for Algebra Lesson 3: Functions—pp. 446–447
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Growth in tables and graphs using real world events
Chapter 7 Statistics and Probability Lesson 3: Line Graphs—pp. 244–245 Enrichment: Double Bar Graphs—p. 261
How change is related to time (time tables) Chapter 7 Statistics and Probability Lesson 3: Line Graphs—pp. 244–245
Observing geometric patterns Skills Update—Review of Grade 3 Skills Congruent Figures (patterns)—p. 21
Chapter 10 Geometry Lesson 8: Similar Figures (patterns)—pp. 340–341 Lesson 9: Transformations: Slides and Flips (patterns)—pp. 342–343
Lesson 12: Problem Solving Strategy: Find a Pattern—pp. 348–349
Patterns in science
Tools for Learning Which tools will I use that will assist me in my learning?
Pattern Blocks, or Tiles Hundreds chart Calendar Number line The Patchwork Quilt – Valorie Flournoy Performance assessment example: www.rda.aps.edu/mathtaskbank/starthtm. Skip the Movie or Betty’s Miniature Birdhouses
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 24 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 25 of 81
CATEGORY: Operations and Algebraic Thinking Standard M.4.C. Generate and analyze patterns.
Sadlier Progress in Mathematics, Grade 4
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 26 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
Can I express order and compare numbers? Skills Update—Review of Grade 3 Skills Compare Whole Numbers—p. 2
Chapter 1 Place Value Lesson 6: Compare and Order Whole Numbers—pp. 46–47
Do I know the position of a digit in a number affects its value?
Skills Update—Review of Grade 3 Skills Hundreds—p. 1
Chapter 1 Place Value Lesson 1: Thousands—pp. 36‐37 Lesson 2: What is One Million?—pp. 38–39 Lesson 3: Millions—pp. 40–41 Lesson 4: Place Value—pp. 42–43
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Board work www.progressinmathematics.com Teacher Center: Planning Blackline Masters (Centimeter Grid Paper) * Also provided on TE p. T57
Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Exit cards with solved problems
Homework
Summative
Chapter test, quiz, performance assessment www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis)
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 27 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
* See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.D.1. Recognize that in a multi‐digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division.
Chapter 1 Place Value Lesson 1: Thousands—pp. 36‐37 Lesson 2: What is One Million?—pp. 38–39 Lesson 3: Millions—pp. 40–41 Lesson 4: Place Value—pp. 42–43
M.4.D.2. Read and write multi‐digit whole numbers using base‐ten numerals, number names, and expanded form. Compare two multi‐digit numbers based on meanings of the digits in each place, using >, =, < symbols to record the results of comparisons.
Chapter 1 Place Value Lesson 1: Thousands—pp. 36‐37 Lesson 3: Millions—pp. 40–41 Lesson 4: Place Value—pp. 42–43 Lesson 6: Compare and Order Whole Numbers—pp. 46–47
Lesson 13: Problem Solving Applications: Mixed Review—pp. 60–61
M.4.D.3. Use place value understanding to round multi‐digit whole numbers to any place.
Chapter 1 Place Value Lesson 10: Rounding—pp. 54–55
Chapter 2 Addition and Subtraction Concepts Lesson 7: Estimate Sums and Differences—pp. 80–81
Content What content do I need to know in order to answer the essential questions?
Vocabulary: Place value names, period names, expanded form, rounding
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 28 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Discover patterns in place value Chapter 1 Place Value Lesson 2: What is One Million? (patterns)—pp. 38–39
Lesson 4: Place Value (patterns)—pp. 42–43 Lesson 12: Problem Solving Strategy: Make a Table or List (patterns)—pp. 58–59
Lesson 13: Problem Solving Applications: Mixed Review (patterns)—pp. 60–61
Compare numbers using place value Skills Update—Review of Grade 3 Skills Compare Whole Numbers—p. 2
Chapter 1 Place Value Lesson 6: Compare and Order Whole Numbers—pp. 46–47
Using rounding to the nearest dollar to estimate costs
Chapter 1 Place Value Lesson 10: Rounding—pp. 54–55
Inverse operations Skills Update—Review of Grade 3 Skills Addition and Subtraction Facts—p. 4 Related Facts—p. 5
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 29 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
Relate Multiplication and Division—p. 12 Chapter 2 Addition and Subtraction Concepts Lesson 9: Check Addition and Subtraction—pp. 84–85
* See inverse operations—pp. 11–13(SU), 30, 33, 76–77, 78, 84, 106, 108, 110, 113, 116, 154–155, 157, 166–167, 168–169, 174, 178, 180, 182–183, 184, 187, 188, 190, 196–197, 444–445
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Social Studies ‐Population and Area Chapter 1 Place Value Lesson 3: Millions (area and population in Brazil)—pp. 40–41
Almanac Data ‐ e.g. Tallest Buildings
Other number systems – Roman numerals, Chinese abacus
Chapter 2 Addition and Subtraction Concepts Enrichment: The Abacus—p. 91
Chapter 3 Addition and Subtraction Enrichment: Roman Numerals—p. 121
Newspaper or magazine scavenger hunt for large numbers
Chapter 1 Place Value Lesson 3: Millions: Real‐World Connections (search social studies or science books for numerical facts with large numbers)—TE p. 41
Consumer topics ‐ estimating money Chapter 1 Place Value Lesson 10: Rounding (with money)—pp. 54–55
Chapter 4 Multiplication by One and Two Digits Lesson 11: Products: Rounding to Estimate (money)—pp. 146–147
Tools for Learning Which tools will I use that will assist me in my learning?
Place Value Chart Number Line Base Ten Blocks Calculator
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 30 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
Napier Bones Literature – How Much is Million? – David Schwartz Anno’s Counting Book – Mitsumasa Anno
1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 31 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.D. Generalize place value understanding for multi-digit whole numbers.
Sadlier Progress in Mathematics, Grade 4
Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 32 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
Do I know efficient methods for finding sums, differences, products and quotients?
Skills Update—Review of Grade 3 Skills Addition and Subtraction Facts—p. 4 Related Facts—p. 5 Add and Subtract without Regrouping—p. 6 Meaning of Multiplication—p. 7 Multiplication Facts—p. 8 Multiply with 10, 11, and 12—p. 9 Understand Division—p. 10 Division Facts—p. 11 Relate Multiplication and Division—p. 12
Chapter 2 Addition and Subtraction Concepts Lesson 1—Lesson 11—pp. 68–89
Chapter 3 Addition and Subtraction Lesson 1—Lesson 12—pp. 96–119
Chapter 4 Multiplication by One and Two Digits Lesson 1–Lesson 16—pp. 126–157
Chapter 5 Divide by One Digit Lesson 1—Lesson 18—pp. 164–199
Do I know what makes a strategy both effective and efficient? * See Tell About It—pp. 64, 92, 122, 160, 238, 262, 264, 292, 294, 322, 324, 354, 356, 378, 380, 408, 410, 438, 440, 460 (also on Chapter Test and Chapter Post Test)
Are my answers reasonable? * See evaluating reasonableness of solution in context—pp. 21(SU), 30–31, 32–33, 34, 44–45, 57, 58–59, 60–61, 78–79, 80–81, 83–84, 88–89, 96–97, 99, 100–101, 102–103, 104–105, 106–107, 108–109, 110–111, 112–113, 114–115, 116–117, 118–119, 126, 131, 133, 134–135, 136–137,
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 33 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
138–139, 140–141, 142–143, 146–147, 148–149, 150–151, 152–153, 154–155, 156–157, 159, 174, 176–177, 178–179, 180–181, 182–183, 184–185, 187, 188–189, 190, 196–197, 198–199, 230–231, 232–233, 256–257, 258–259, 267, 270–271, 273, 276–277,285, 286–287, 289, 298, 302–303, 315, 316–317, 318–319, 335, 337, 339, 345, 348–349, 350–351, 384, 388–389, 390–391, 392, 394–395, 396–397, 398–399, 400, 402–403, 404–405, 421, 424, 426, 428–429, 430–431, 432–433, 434–435, 443, 444–445, 454–455, 456–457
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
board work www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
exit cards with problems
math journal writing
homework
Summative
chapter test, quiz, performance assessments www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 34 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.E.1. Fluently add and subtract multi‐digit whole numbers using the standard algorithm.
Chapter 2 Addition and Subtraction Concepts Lesson 9: Check Addition and Subtraction—pp. 84–85
Lesson 11: Problem Solving Applications: Mixed Review—pp. 88–89
Chapter 3 Addition and Subtraction Lesson 2: Add with Regrouping—pp. 98–99 Lesson 3: Four‐Digit Addition—pp. 100–101 Lesson 4: Add Larger Numbers—pp. 102–103
Lesson 5: Three or More Addends—pp. 104–105
Lesson 6: Subtract with Regrouping—pp. 106–107
Lesson 7: Subtraction: Regroup Twice—pp. 108–109
Lesson 8: Subtract Larger Numbers—pp. 110–111
Lesson 9: Zeros in Subtraction—pp. 112–113
Lesson 10: Addition and Subtraction Practice—pp. 114–115
Lesson 12: Problem Solving Applications: Mixed Review—pp. 118–119
M.4.E.2. Multiply a whole number of up to four digits by a one‐digit whole number, and multiply two two‐digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.
Chapter 4 Multiplication by One and Two Digits Lesson 1: Multiplication Properties—pp. 126–127
Lesson 2: Multiplication Models—pp. 128–
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 35 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
129 Lesson 3: Special Factors—pp. 130–131 Lesson 4: Multiply by One‐Digit Numbers—pp. 132–133
Lesson 5A: Multiply with Models—on‐line Lesson 6: Multiply with Regrouping—pp. 136–137
Lesson 6A: Use Mental Math to Multiply—on‐line
Lesson 7: Multiply Three‐Digit Numbers—pp. 138–139
Lesson 9: Multiply Four‐Digit Numbers—pp. 142–143
Lesson 10: Patterns in Multiplication—pp. 144–145
Lesson 11A: Multiply with Area Models—on‐line
Lesson 11B: Break Apart Numbers to Multiply—on‐line
Lesson 12: Multiply by Two‐Digit Numbers—pp. 148–149
Lesson 13: More Multiplying by Two‐Digit Numbers—pp. 150–151
Chapter 5 Divide by One Digit Lesson 13A: Multistep Problems & Bar Diagrams—on‐line
M.4.E.3. Find whole‐number quotients and remainders with up to four‐digit dividends and one‐digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays and/or area models.
Chapter 5 Divide by One Digit Lesson 2: Relate Multiplication and Division—pp. 166–167
Lesson 5A: Use Models to Divide—on‐line Lesson 6: One‐Digit Quotients—pp. 174–175
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 36 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Lesson 8: Two‐Digit Quotients—pp. 178–179
Lesson 9: More Two‐Digit Quotients—pp. 180–181
Lesson 10: Three‐Digit Quotients—pp. 182–183
Lesson 11: More Quotients—pp. 184–185 Lesson 12: Zeros in the Quotient—pp. 186–187
Lesson 13: Larger Numbers in Division—pp. 188–189
Lesson 13A: Multistep Problems & Bar Diagrams—on‐line
Content What content do I need to know in order to answer the essential questions?
Properties –commutative, associative and distributive Chapter 2 Addition and Subtraction Concepts Lesson 1: Addition Properties—pp. 68–69
Chapter 4 Multiplication by One and Two Digits Lesson 1: Multiplication Properties—pp. 126–127
Model multiplication using patterns (multiples of 10, 100 and 1,000), graph paper
Skills Update—Review of Grade 3 Skills Meaning of Multiplication—p. 7 Multiply with 10, 11, and 12—p. 9
Chapter 4 Multiplication by One and Two Digits Lesson 2: Multiplication Models—pp. 128–129
Lesson 3: Special Factors—pp. 130–131 Lesson 5A: Multiply with Models—on‐line
Model division with base ten blocks and/or graph paper Skills Update—Review of Grade 3 Skills Understand Division—p. 10
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 37 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Division Facts—p. 11 Chapter 5 Divide by One Digit Lesson 5: Estimate in Division (base ten blocks, grid paper)—TE pp. 172–173
Lesson 6: One‐Digit Quotients (base ten blocks, grid paper)—TE pp. 174–175
Lesson 8: Two‐Digit Quotients (base ten blocks, grid paper)—TE pp. 178–179
Lesson 9: More Two‐Digit Quotients (base ten blocks, grid paper)—TE pp. 180–181
Lesson 10: Three‐Digit Quotients (overhead base ten blocks)—TE pp. 182–183
Lesson 11: More Quotients (overhead base ten blocks, grid paper)—TE pp. 184–185
Lesson 12: Zeros in the Quotient (base ten blocks)—pp. 186–187
www.progressinmathematics.com TEACHER CENTER 1 PLANNING LESSON PLANNING Blackline Masters: Centimeter Grid Paper—T61
Vocabulary: factors, product, partial products, divisor, dividend, quotient, remainder, compatible numbers
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 38 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
introduced)—pp. 486–490 Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners
Planning: Take‐Home Activities (Vocabulary)
Practice: Vocabulary Activities Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Using estimation to check reasonable answers * Use estimation to check for reasonableness—pp. 81, 116
Break apart strategy ex. 3,456 3,000 + 400 + 50 + 6 + 1,357 1,000 + 300 + 50 + 7 260 4 = 200 4 + 60 4
Chapter 2 Addition and Subtraction Concepts Lesson 2: Addition Strategies—pp. 70–71
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Consumer topics – money, shopping using advertisements, catalogue order forms, seating arrangements, compare shopping prices
Introduction to Problem Solving Problem‐Solving Applications: Mixed Review (sale prices)—p. 34
Chapter 3 Addition and Subtraction Lesson 11: Problem Solving Strategy: Choose the Operation (sale prices)—p. 117
Averages (mean) Chapter 5 Divide by One Digit
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 39 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Lesson 16: Find the Mean—pp. 194–195
Lattice multiplication as enrichment
Tools for Learning Which tools will I use that will assist me in my learning?
Calculators – show how multiplication is repeated addition and division is repeated subtraction
Base ten blocks used as area models Literature – Anno’s Mysterious Multiplying Jar – Anno A Remainder of One – Pinczes http://mason.gmu.edu/~mmankus/whole/base10/asmdb10.htm
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 40 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English)
De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 41 of 81
CATEGORY: Numbers and Operations in Base Ten Standard M.4.E. Use place value understanding and properties of operations to perform multi-digit arithmetic.
Sadlier Progress in Mathematics, Grade 4
Math Alive at Home: Take‐Home Activities
Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 42 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
Do I know when fractions and whole numbers are used together in real life?
Chapter 8 Fraction Concepts Lesson 8: Mixed Numbers—pp. 280–281 Lesson 8A: Compare Fractions Using Benchmarks—on‐line
Can I model, compare and order fractions? Chapter 8 Fraction Concepts Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3A: Model Equivalent Fractions—on‐line Lesson 8A: Compare Fractions Using Benchmarks—on‐line
Lesson 9: Compare Fractions—pp. 282–283
Do I know how are fractions alike and different?
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Quick Write/Quick Draw – on the right draw a picture of the fraction and on the right explain what it means.
Chapter 8 Fraction Concepts Check Your Progress: Lessons 1–5—on‐line Check Your Progress: Lessons 6–8A—on‐line
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Model ‐ 1/2 is the same as 2/4, 3/6 and 4/8 in arrays and on the number line
Chapter 8 Fraction Concepts Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3: Estimate Fractions—pp. 270–271 Lesson 3A: Model Equivalent Fractions—on‐line Lesson 4: Equivalent Fractions—pp. 272–273 Lesson 5: Write Equivalent Fractions—pp. 274–275
Students fold paper rectangles into thirds, shading 2/3 of the rectangles. Students refold the papers
Chapter 8 Fraction Concepts Lesson 1: Write Fractions: Lesson Readiness—TE
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 43 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering.
Sadlier Progress in Mathematics, Grade 4
into thirds and then in halves opening the rectangles to see that 4/6 are now shaded. Students look at the displayed fractions as 2/3, (2x2)(2x3), and 4/6 and reason that when the denominator and numerator are multiplied by the same number the resulting fraction is equivalent to the original as shown by the shaded rectangles.
pp. 266–267 Lesson 3: Estimate Fractions—TE pp. 270–271 Lesson 3A: Model Equivalent Fractions—on‐line Lesson 4: Equivalent Fractions—pp. 272–273 Lesson 5: Write Equivalent Fractions—pp. 274–275
Summative
Chapter test, quiz, performance assessment www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.F.1. Explain why fraction a/b is equivalent to a fraction (n x a)/(n x b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Chapter 8 Fraction Concepts Lesson 3A: Model Equivalent Fractions—on‐line Lesson 4: Equivalent Fractions—pp. 272–273 Lesson 5: Write Equivalent Fractions—pp. 274–275
Lesson 7: Fractions: Lowest Terms—pp. 278–279 Lesson 12: Problem Solving Applications: Mixed Review—pp. 288–289
M.4.F.2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as ½. Recognize that comparisons are valid only when the two fractions refer to the same whole.
Chapter 8 Fraction Concepts Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3: Estimate Fractions—pp. 270–271 Lesson 4: Equivalent Fractions—pp. 272–273 Lesson 8A: Compare Fractions Using
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 44 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering.
Sadlier Progress in Mathematics, Grade 4
Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Benchmarks—on‐line Lesson 9: Compare Fractions—pp. 282–283 Lesson 10: Order Fractions—pp. 284–285 Lesson 12: Problem Solving Applications: Mixed Review—pp. 288–289
Content What content do I need to know in order to answer the essential questions?
Fractions are limited with denominators of 2, 3, 4, 5, 6, 8, 10, 12, and 100.
Chapter 8 Fraction Concepts Lesson 1: Write Fractions—pp. 266–267 Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3: Estimate Fractions—pp. 270–271
Compare fractions with like denominators by comparing the numerators.
Chapter 8 Fraction Concepts Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3: Estimate Fractions—pp. 270–271 Lesson 8A: Compare Fractions Using Benchmarks—on‐line
Lesson 9: Compare Fractions—pp. 282–283
Compare fractions with different denominators by multiplying the numerator and denominator by 1 renaming as 2/2, 3/3 etc.
Example: Is 5/6 > 1/2 ? 3/6 = ½ than 5/6 > 3/6 therefore 5/6 > 1/2
Chapter 8 Fraction Concepts Lesson 8A: Compare Fractions Using Benchmarks—on‐line
Visual pictures of 2 fractions that make a whole. e.g. ½ + ½ = 1 and ¼ + ¾ = 1
Example: If each person at a party will eat 3/8 of a pound of turkey and there are 5 people at the party, how many pounds of turkey will be needed? Between what 2 whole numbers does your answer lie?
Chapter 8 Fraction Concepts Lesson 4: Equivalent Fractions—pp. 272–273
Integration of Learning Recipes Chapter 9 Fractions: Addition and Subtraction Lesson 12: Problem Solving Applications: Mixed
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 45 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering.
Sadlier Progress in Mathematics, Grade 4
How does this learning connect to my other areas (subjects) of learning?
Review—pp. 318–319
Carpentry Chapter 9 Fractions: Addition and Subtraction Lesson 3: Improper Fractions—p. 301
Tools for Learning Which tools will I use that will assist me in my learning?
Fraction bars to compare Number lines, ruler Pattern blocks Legos Quilts visual fractions. com Literature – Fraction Action by Leedy Fraction Fun by Adler
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 46 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.F. Extend understanding of fraction equivalence and ordering.
Sadlier Progress in Mathematics, Grade 4
Lessons for Priority Lessons Assessments 4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 47 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
Do I know how fractions are represented in everyday life?
* See lesson introduction and problem solving exercises with fractions—pp. 296–299, 301–305, 308–311, 316–319
Do I know if the computation with fractions and whole numbers the same or different?
Chapter 2 Addition and Subtraction Concepts Lesson 2: Addition Strategies—pp. 70–71 Lesson 3: Subtraction Concepts—pp. 72–73
Chapter 9 Fractions: Addition and Subtraction Lesson 1: Add Fractions: Like Denominators—pp. 296–297
Lesson 2: Subtract Fractions: Like Denominators—pp. 298–299
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Modeling on white boards: have the children draw a variety of fractions as the sum of unit fractions
Exit cards
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Summative
Chapter tests, quiz performance assessment www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills M.4.G.1. Understand a fraction a/b with a > 1 as a
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 48 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
What skills do I need to have in order to answer the essential questions?
sum of fractions 1/b.
a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.
Chapter 9 Fractions: Addition and Subtraction Lesson 1A: Use Models to Add Fractions—on‐line Lesson 1C: Use Models to Subtract Fractions—on‐line
b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 +1/8 + 1/8; 3/8 = 1/8 + 2/8; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.
Chapter 9 Fractions: Addition and Subtraction Lesson 1B: Decompose Fractions—on‐line
c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.
Chapter 9 Fractions: Addition and Subtraction Lesson 4A: Add Mixed Numbers—on‐line Lesson 4B: Subtract Mixed Numbers—on‐line Lesson 5: Add and Subtract Mixed Numbers—pp. 304–305
d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Chapter 9 Fractions: Addition and Subtraction Lesson 1: Add Fractions: Like Denominators—pp. 296–297
Lesson 2: Subtract Fractions: Like Denominators—pp. 298–299
Lesson 2A: Word Problems Involving Fractions—on‐line
Lesson 12: Problem Solving Applications: Mixed Review—pp. 318–319
M.4.G.2. Apply and extend previous understanding of multiplication to multiply a fraction by a whole
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 49 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
number.
a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 x ¼, recording the conclusion by the equation 5/4 = 5 x ¼ .
Chapter 9 Fractions: Addition and Subtraction Lesson 8A: Multiply with Fractions—on‐line
b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5), recognizing this product as 6/5. (In general, n x (a/b) = (n x a)/b.)
Chapter 9 Fractions: Addition and Subtraction Lesson 8A: Multiply with Fractions—on‐line
c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Chapter 9 Fractions: Addition and Subtraction Lesson 8A: Multiply with Fractions—on‐line Lesson 10: Find Part of a Number—pp. 314–315 Lesson 12: Problem Solving Applications: Mixed Review—pp. 318–319
Content What content do I need to know in order to answer the essential questions?
Unit fractions * Unit fractions are represented but not defined at this level.
Chapter 8 Fraction Concepts Lesson 1: Write Fractions—pp. 266–267 Lesson 2: Fractions on a Number Line—pp. 268–269
Lesson 3: Estimate Fractions—pp. 270–271 Lesson 3A: Model Equivalent Fractions—on‐line
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 50 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
Lesson 4: Equivalent Fractions—p. 273 Lesson 5: Write Equivalent Fractions—pp. 274–275
Add and subtract fractional numbers with like denominators, using equivalent fractions.
Example: 1 ¼ ‐ ¾
Chapter 9 Fractions: Addition and Subtraction Lesson 1: Add Fractions: Like Denominators—pp. 296–297
Lesson 2: Subtract Fractions: Like Denominators—pp. 298–299
Lesson 6C: Add Fractions with Denominators of 10 and 100—on‐line
If 4/4 + ¼ = 5/4 then 5/4 – ¾ = 2/4 = 1/2 Chapter 9 Fractions: Addition and Subtraction Lesson 3: Improper Fractions—pp. 300–301 Lesson 4: Estimate with Mixed Numbers—pp. 302–303
Lesson 4A: Add Mixed Numbers—on‐line Lesson 4B: Subtract Mixed Numbers—on‐line Lesson 5: Add and Subtract Mixed Numbers—pp. 304–305
Find fractional part of a given set or area. Model this example: 3 x 2/5 is the same as 6 x 1/5 = 6/5
Chapter 9 Fractions: Addition and Subtraction Lesson 8A: Multiply with Fractions—on‐line Lesson 10: Find Part of a Number—pp. 314–315
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Recipes Chapter 9 Fractions: Addition and Subtraction Lesson 12: Problem Solving Applications: Mixed Review—pp. 318–319
Carpentry Chapter 9 Fractions: Addition and Subtraction Lesson 3: Improper Fractions—p. 301
Money
Probability Chapter 9 Fractions: Addition and Subtraction
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 51 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
Lesson 9: Compute Probability—pp. 312–313
Tools for Learning Which tools will I use that will assist me in my learning?
Graph paper, place value charts with decimals, number line
Fractions in Action Teacher Web Home Page Smart Boards Technology
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 52 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.G. Build fractions from unit fractions by applying and extending previous understandings of
operations on whole numbers.
Sadlier Progress in Mathematics, Grade 4
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 53 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
How can I numbers be expressed in multiple ways? How are fractions and decimals related?
Chapter 9 Fractions: Addition and Subtraction Lesson 6C: Add Fractions with Denominators of 10 and 100—on‐line
Chapter 13 Decimals Lesson 1: Tenths and Hundredths—pp. 412–413 Lesson 2: Decimals Greater Than One—pp. 414–415
Lesson 3: Decimal Place Value—pp. 416–417
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Whiteboard work showing fractions above a number line and decimal equivalent below the line.
“I have, Who has”
www.progressinmathematics.com Teacher Center: Planning Blackline Masters (Fraction Number Lines) * Also provided on TE p. T68
Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Summative
Chapter test, quiz, performance assessment www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills M.4.H.1. Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and
Chapter 9 Fractions: Addition and Subtraction Lesson 6C: Add Fractions with Denominators of
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 54 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions.
Sadlier Progress in Mathematics, Grade 4
What skills do I need to have in order to answer the essential questions?
use this technique to add two fractions with respective denominators 10 and 100.
[Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.]
For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.
10 and 100—on‐line
M.4.H.2. Use decimal notation for fractions with denominators 10 or 100. For examples, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Chapter 13 Decimals Lesson 1: Tenths and Hundredths—pp. 412–413 Lesson 2: Decimals Greater Than One—pp. 414–415
Lesson 3: Decimal Place Value—pp. 416–417
M.4.H.3. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Chapter 13 Decimals Lesson 3A: Compare Decimals with Models and Symbols—on‐line
Lesson 4: Compare Decimals—pp. 418–419 Lesson 5: Order Decimals—pp. 420–421
Content What content do I need to know in order to answer the essential questions?
Compare fractions and decimals using models of hundred squares and base ten blocks
Chapter 13 Decimals Lesson 3A: Compare Decimals with Models and Symbols—on‐line
Lesson 4: Compare Decimals—pp. 418–419
Identify and understand the relationship between fractions and decimals
Chapter 13 Decimals Lesson 1: Tenths and Hundredths (number line)—pp. 412–413 Use number line to connect fractions and decimals.
Use base ten blocks to connect 3/10 or 3 longs is Chapter 13 Decimals
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 55 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions.
Sadlier Progress in Mathematics, Grade 4
the same as 30/100 Lesson 1: Tenths and Hundredths (model with base ten blocks)—pp. 412–413
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Money Chapter 13 Decimals Lesson 4: Compare Decimals (compare money)—pp. 418–419
Batting averages Chapter 7 Statistics and Probability Chapter Opener (batting averages)—p. 239
Use the computer to draw circle graphs – and the web site create a graph
www.progressinmathematics.com STUDENT CENTER 3 VIRTUAL MANIPULATIVES Manipulatives: Pie Chart (make circle graphs)
Tools for Learning Which tools will I use that will assist me in my learning?
Physical models, pictures, number lines, use both customary and centimeter rulers, coins
Base ten blocks Graph paper Nlvm.usu.edu
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 56 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions.
Sadlier Progress in Mathematics, Grade 4
Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 57 of 81
CATEGORY: Numbers and Operations – Fractions Standard M.4.H. Understand decimal notation for fractions, and compare decimal fractions.
Sadlier Progress in Mathematics, Grade 4
Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 58 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
How do I use measurements on a daily basis? Skills Update—Review of Grade 3 Skills Customary Units of Length—p. 14 Cup—p. 15 Pound—p. 16 Centimeter and Meter—p. 17 Liter—p. 18 Kilogram—p. 19
Chapter 6 Measurement Lesson 1: Measure with Inches—pp. 206–207 Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223 Lesson 9A: Represent Measures on a Number Line—on‐line
Tables of Measures Time, Metric Units, Customary Units—p. 500
Are there different systems for measuring things?
Can I relate smaller units of measurement to larger ones?
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Use a dry erase board to have the students display answers to equivalent measurements. Example: How many inches = 1 foot? Can 3 feet be equivalent to another unit of measurement? Have
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 59 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
students model units of measurement. About It/Math Journal activities and Step 4: Summarize/Assess.
Summative
Have students design a real life situation problem using finding the perimeter or area of a rectangle. For example: fencing a yard, buying the correct amount of carpet for a room. Design a blueprint for the first floor of a house. For instance, door size, window size, and room size.
www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.I.1. Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two‐column table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...
Chapter 6 Measurement Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223 Lesson 11: Time—pp. 226–227 Lesson 11A: Rename Measures—on‐line Lesson 12: Elapsed Time—pp. 228–229
M.4.I.2. Use the four operations to solve word Chapter 2 Addition and Subtraction Concepts
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 60 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.
Lesson 8: Add and Subtract Money—pp. 82–83 Chapter 4 Multiplication by One and Two Digits Lesson 8: Multiply Money—pp. 140–141 Lesson 12: Multiply by Two‐Digit Numbers—pp. 148–149
Chapter 5 Divide by One Digit Lesson 14: Divide Money—pp. 190–191
Chapter 6 Measurement Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223 Lesson 9A: Represent Measures on a Number Line—on‐line
Lesson 12: Elapsed Time—pp. 228–229 Lesson 13: Problem Solving Strategy: Use More Than One Step—pp. 230–231
Lesson 14: Problem Solving Applications: Mixed Review—pp. 232–233
Chapter 13 Decimals Lesson 10: Divide with Money—pp. 430–431
M.4.I.3. Apply the area and perimeter formulas for rectangles in real world and mathematical
Skills Update—Review of Grade 3 Skills Perimeter—p. 20
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 61 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.
Chapter 11 Perimeter, Area, and Volume Lesson 1: Use Perimeter Formulas—pp. 358–359 Lesson 2: Use Area Formulas—pp. 360–361 Lesson 3: Perimeter and Area—pp. 362–363 Lesson 3A: Perimeter and Area Formulas—on‐line
Lesson 9: Problem Solving Applications: Mixed Review—pp. 374–375
Content What content do I need to know in order to answer the essential questions?
Knowledge of customary and metric systems for length, time, volume, and mass.
Chapter 6 Measurement Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223
Tables of Measures Time, Metric Units, Customary Units—p. 500
Relationship between smaller and larger units of measure.
Example: 1 ft is 12 times as long as 1 in.
Skills Update—Review of Grade 3 Skills Customary Units of Length—p. 14 Cup—p. 15
Chapter 6 Measurement Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 62 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219 Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223
Tables of Measures Metric Units, Customary Units—p. 500
How to apply the formula for area and perimeter of rectangles in real life situations. Example: Determining the amount of flooring for a room, or fencing for a yard.
Chapter 11 Perimeter, Area, and Volume Lesson 1: Use Perimeter Formulas—pp. 358–359 Lesson 2: Use Area Formulas—pp. 360–361 Lesson 3: Perimeter and Area—pp. 362–363 Lesson 3A: Perimeter and Area Formulas—on‐line
Lesson 9: Problem Solving Applications: Mixed Review—pp. 374–375
Make a conversion table for comparing related smaller and larger units.
Chapter 6 Measurement Lesson 2: Rename Units of Length—pp. 208–209 Lesson 3: Compute Customary Units—pp. 210–211
Lesson 4: Customary Units of Capacity—pp. 212–213
Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 6: Measure with Metric Units—pp. 216–217
Lesson 7: Work with Metric Units—pp. 218–219
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 63 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
Lesson 8: Metric Units of Capacity—pp. 220–221 Lesson 9: Metric Units of Mass—pp. 222–223
Tables of Measures Metric Units, Customary Units—p. 500
Vocabulary: metric, convert, conversion table, perimeter, area, mass, volume.
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Science‐ measuring and finding the mass of objects. Comparing measurements such as 16 ounces = 1 lb. 48 ounces = 3 lb. (3x16). Analyzing and interpreting data from experiments.
Chapter 6 Measurement Lesson 5: Customary Units of Weight—pp. 214–215
Lesson 9: Metric Units of Mass—pp. 222–223
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 64 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
Tables of Measures Metric Units, Customary Units—p. 500
Tools for Learning Which tools will I use that will assist me in my learning?
Conversion tables, metric stick, yardstick, websites, assorted books, manipulative, Scholastic printable resources. Teacher created.com, AIMS
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 65 of 81
CATEGORY: Measurement and Data Standard M.4.I. Solve problems involving measurement and conversion of measurements from a larger unit
to a smaller unit.
Sadlier Progress in Mathematics, Grade 4
Lessons for Priority Lessons Assessments 4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 66 of 81
CATEGORY: Measurement and Data Standard M.4.J. Represent and interpret data.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
What Is a line plot? How can I use a line plot diagram to show data?
Chapter 7 Statistics and Probability English Language Learners: Surveys and Line Plots—TE p. 239I
Differentiated Instruction: Inclusion: Surveys and Line Plots—TE p. 239J
Lesson 4: Surveys and Line Plots—pp. 246–247
Do I know how to add and subtract fractions? Chapter 9 Fractions: Addition and Subtraction Lesson 1A: Use Models to Add Fractions—on‐line Lesson 1: Add Fractions: Like Denominators—pp. 296–297
Lesson 1C: Use Models to Subtract Fractions—on‐line
Lesson 2: Subtract Fractions: Like Denominators—pp. 298–299
Lesson 2A: Word Problems Involving Fractions—on‐line
Lesson 3: Improper Fractions—pp. 300–301 Lesson 4: Estimate with Mixed Numbers—pp. 302–303
Lesson 4A: Add Mixed Numbers—on‐line Lesson 4B: Subtract Mixed Numbers—on‐line Lesson 5: Add and Subtract Mixed Numbers—pp. 304–305
What does a fraction represent? Skills Update—Review of Grade 3 Skills Identify Fractions—p. 13
Chapter 8 Fraction Concepts Lesson 1: Write Fractions—pp. 266–267 Lesson 2: Fractions on a Number Line—pp. 268–269
Assessment Formative
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 67 of 81
CATEGORY: Measurement and Data Standard M.4.J. Represent and interpret data.
Sadlier Progress in Mathematics, Grade 4
What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Use a dry erase board to display a set of measurements in fractions of a unit. For example: ½, ¼, 1/8.
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Solve problems involving adding and subtraction fraction by using information presented in line plots.
Chapter 7 Statistics and Probability English Language Learners: Surveys and Line Plots—TE p. 239I
Differentiated Instruction: Inclusion: Surveys and Line Plots—TE p. 239J
Lesson 4: Surveys and Line Plots—pp. 246–247
Summative
Project: Design a line plot to solve a word problem. For example: Find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Chapter 7 Statistics and Probability Lesson 4: Surveys and Line Plots—pp. 246–247
www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.J.1. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).
Solve problems involving addition and subtraction of fractions by using information presented
in line plots.
Chapter 7 Statistics and Probability Lesson 4: Surveys and Line Plots—pp. 246–247
Chapter 9 Fractions: Addition and Subtraction Lesson 5A: Organize Measurement Data—on‐line
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 68 of 81
CATEGORY: Measurement and Data Standard M.4.J. Represent and interpret data.
Sadlier Progress in Mathematics, Grade 4
For example, from a line plot find and interpret the difference in length between
the longest and shortest specimens in an insect collection.
Content What content do I need to know in order to answer the essential questions?
Vocabulary: line plot, fraction, data set
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Science‐interpreting data and representing it by a line plot.
Chapter 7 Statistics and Probability English Language Learners: Surveys and Line Plots—TE p. 239I
Differentiated Instruction: Inclusion: Surveys and Social Studies‐ Representing with a line plot how many years lapsed between two historical events
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 69 of 81
CATEGORY: Measurement and Data Standard M.4.J. Represent and interpret data.
Sadlier Progress in Mathematics, Grade 4
located on the same time line? Line Plots—TE p. 239J Lesson 4: Surveys and Line Plots—pp. 246–247
Tools for Learning Which tools will I use that will assist me in my learning?
Websites, AIMS * To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 70 of 81
CATEGORY: Measurement and Data Standard M.4.J. Represent and interpret data.
Sadlier Progress in Mathematics, Grade 4
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 71 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
What geometric shapes do I know? Where do I see geometric shapes every day?
Chapter 10 Geometry Lesson 4: Circles—pp. 332–333 Lesson 5: Polygons—pp. 334–335 Lesson 6: Quadrilaterals—pp. 336–337 Lesson 7: Triangles—pp. 338–339
What is an angle? How do I form an angle? Can I see angles in my daily life?
Chapter 10 Geometry Lesson 1A: Angle Measure—on‐line Lesson 2: Rays and Angles—pp. 328–329 Lesson 2A: Measure Angles—on‐line Lesson 2B: Unknown Angle Measures—on‐line
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Be able to identify different types of angles; acute, obtuse, and right angles.
Chapter 10 Geometry Lesson 1A: Angle Measure—on‐line Lesson 2: Rays and Angles: Measuring Angles (identify right, acute, straight, and obtuse angles)—pp. 328–329
Lesson 2A: Measure Angles—on‐line Lesson 2B: Unknown Angle Measures—on‐line Check Your Progress: Lessons 1–4—on‐line
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
Students should be able to draw and measure various kinds of angles and geometric figures.
Summative
Project: Design a line plot to solve a word problem. For example: Find and interpret the difference in length between the longest and shortest specimens in an insect collection.
Chapter 7 Statistics and Probability Lesson 4: Surveys and Line Plots—pp. 246–247
www.progressinmathematics.com Teacher Center: Common Core
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 72 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.K.1. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:
a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one‐degree angle,” and can be used to measure angles.
Chapter 10 Geometry Lesson 1A: Angle Measure—on‐line Lesson 2: Rays and Angles—pp. 328–329
b. An angle that turns through n one‐degree angles is said to have an angle measure of n degrees.
Chapter 10 Geometry Lesson 1A: Angle Measure—on‐line
M.4.K.2. Measure angles in whole‐number degrees using a protractor. Sketch angles of specified measure.
Chapter 10 Geometry Lesson 2: Rays and Angles—pp. 328–329 Lesson 2A: Measure Angles—on‐line
M.4.K.3. Recognize angle measure as additive. When an angle is decomposed into non‐overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to
Chapter 10 Geometry Lesson 2B: Unknown Angle Measures—on‐line
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 73 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure
Content What content do I need to know in order to answer the essential questions?
Vocabulary: angle, acute angle, obtuse angle, right angle, rays, protractor.
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Knowledge of relationship between an angle being 1/360 of a circle.
Chapter 10 Geometry Lesson 1A: Angle Measure—on‐line Lesson 2: Rays and Angles: Measuring Angles (half‐circle on protractor measures 180°)—p. 329
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 74 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
Knowledge of variables and how to substituting them in solving addition and subtraction problems to find an unknown angle.
Chapter 2 Addition and Subtraction Concepts Lesson 4: Expressions and Variables (variables)—pp. 74–75
Lesson 5: Addition and Subtraction Sentences (variables)—pp. 76–77
Chapter 10 Geometry Lesson 2B: Unknown Angle Measures—on‐line
Chapter 14 Get Ready for Algebra Lesson 1: Equations (variables)—pp. 442–443 Lesson 2: Find Missing Numbers (variables)—pp. 444–445
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Science‐interpreting data using circle graphs. Chapter 7 Statistics and Probability Lesson 5: Circle Graphs—pp. 248–249 Lesson 9: Problem Solving Strategy: Use a Diagram/Graph—p. 257
Lesson 10: Problem Solving Applications: Mixed Review—pp. 258–259
www.progressinmathematics.com TEACHER CENTER 1 PLANNING LESSON PLANNING Blackline Masters: Fraction Circles—T58
Social Studies‐ circle graphs.
Tools for Learning Which tools will I use that will assist me in my learning?
Protractors, manipulatives, websites, dry erase boards, AIMS programs
* To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 75 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 76 of 81
CATEGORY: Measurement and Data Standard M.4.K. Geometric measurement: understand concepts of angle and measure angles.
Sadlier Progress in Mathematics, Grade 4
From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 77 of 81
CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and
angels.
Sadlier Progress in Mathematics, Grade 4
Essential Questions What should I be able to answer? What guides my thinking?
What are lines made of? How can I draw a line? Do I know of different types of lines? Can I identify lines in my world?
Chapter 10 Geometry Lesson 1: Points, Lines, and Line Segments—pp. 326–327
Lesson 2: Rays and Angles—pp. 328–329 Lesson 3: Parallel and Perpendicular Lines—pp. 330–331
Do I know what a line of symmetry is? Skills Update—Review of Grade 3 Skills Lines of Symmetry—p. 22
Chapter 10 Geometry Lesson 10: Turns (half‐turn symmetry)—pp. 344–345
Lesson 12: Problem Solving Strategy: Find a Pattern (line of symmetry)—p. 349
Assessment What will I be expected to know, understand, and be able to do in order to demonstrate my learning?
Formative
Use a dry erase board to practice drawing lines points, line segments, angles (right, acute, obtuse), perpendicular and parallel lines. Students should be able to identify and represent two‐dimensional figures.
Chapter 10 Geometry Lesson 1: Points, Lines, and Line Segments—pp. 326–327
Lesson 2: Rays and Angles: Measuring Angles (protractor)—pp. 328–329
Lesson 2A: Measure Angles—on‐line Lesson 3: Parallel and Perpendicular Lines—pp. 330–331
www.progressinmathematics.com Teacher Center: Common Core Check Your Progress (with Item Analysis) * See also the Lesson Plan in the TE for Write About It/Math Journal activities and Step 4: Summarize/Assess.
STUDENT CENTER 2 ALTERNATIVE TEACHING MODELS
Use models, concrete objects and manipulatives to represent symmetry and lines of symmetry.
Use protractors to draw and measure right angles and triangles.
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 78 of 81
CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and
angels.
Sadlier Progress in Mathematics, Grade 4
Tutorials Grade 5, Chapter 10, Activity 1—Use a protractor to measure angles
Summative
Project‐ Identify lines in the world. Example: train tracks, intersections, and parallel streets.
www.progressinmathematics.com Teacher Center: Common Core Chapter Tests (with Item Analysis) * See "Problem Solving," "Tell About It," and "Performance Assessment" on the chapter test.
Post Tests (with Item Analysis) * See "Problem Solving" and "Tell About It" on the chapter post test.
Skills What skills do I need to have in order to answer the essential questions?
M.4.L. 1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two‐dimensional figures.
Chapter 10 Geometry Lesson 1: Points, Lines, and Line Segments—pp. 326–327
Lesson 2: Rays and Angles—pp. 328–329 Lesson 3: Parallel and Perpendicular Lines—pp. 330–331
Lesson 4: Circles—pp. 332–333 Lesson 11: Coordinate Geometry—pp. 346–347 Lesson 13: Problem Solving Applications: Mixed Review—pp. 350–351
M.4.L. 2. Classify two‐dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.
Chapter 10 Geometry Lesson 6: Quadrilaterals—pp. 336–337 Lesson 7: Triangles—pp. 338–339
M.4.L. 3. Recognize a line of symmetry for a two‐ Chapter 10 Geometry
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 79 of 81
CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and
angels.
Sadlier Progress in Mathematics, Grade 4
dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line‐symmetric figures and draw lines of symmetry.
Lesson 7A: Symmetry—on‐line Lesson 12: Problem Solving Strategy: Find a Pattern—pp. 348–349
Content What content do I need to know in order to answer the essential questions?
Vocabulary: point, line, parallel lines, perpendicular lines, symmetry, lines of symmetry, triangle, right triangle, angels.
* New vocabulary is highlighted in yellow and defined in context in each lesson, also highlighted in yellow and presented in the Lesson Plan in the Teacher's Edition.
* See also — Student Glossary (with definitions and page references to where many terms are introduced)—pp. 486–490
Teacher Glossary (for enrichment: an extension of the Glossary in the Student Edition; defined terms listed alphabetically and grouped by topic)—TE pp. T47–T48
www.progressinmathematics.com Teacher Center Planning: Model Lessons for English Learners Planning: Take‐Home Activities (Vocabulary) Practice: Vocabulary Activities
Student Center/Family Center Vocabulary Activities Audio Glossary Math Alive at Home (Vocabulary)
Integration of Learning How does this learning connect to my other areas (subjects) of learning?
Science: constructing tables, charts to represent data.
Skills Update—Review of Grade 3 Skills Record and Organize Data—p. 25
Social Studies: identifying borders, rivers, how the states fit with each other.
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 80 of 81
CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and
angels.
Sadlier Progress in Mathematics, Grade 4
Art: What’s in a name? Perspective drawing.
Tools for Learning Which tools will I use that will assist me in my learning?
Ruler, protractor, commercial websites. * To access online resources, go to— www.progressinmathematics.com GRADE 4 TEACHER CENTER 1 PLANNING Scope and Sequence Road Maps Priority Lessons Table of Contents Pacing Guides Model Lessons for English Learners Blackline Masters Chapter Support Research Base Math Study Take‐Home Activities Chapter Records
2 PRACTICE Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Manipulatives Flash Activities Tutorials
3 ASSESSMENT Benchmark Tests Chapter Pretests with Analyses Check Your Progress with Analyses Lessons for Priority Lessons Assessments
Sadlier Progress in Mathematics Grade 4 Correlated to the Archdiocese of Philadelphia Mathematics Standards for Grade 4 8/3/11 Page 81 of 81
CATEGORY: Geometry Standard M.4.L. Draw and identify lines and angles, and classify shapes by properties of their lines and
angels.
Sadlier Progress in Mathematics, Grade 4
4 COMMON CORE Correlations Chapter Pacing Guides Teacher Lesson Plans Student Lessons Check Your Progress with Analyses Chapter Tests with Analyses Cumulative Reviews with Analyses Post Test with Analyses
5 RESOURCES AUDIO GLOSSARY From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Authors National Mathematics Advisory Board
STUDENT CENTER / FAMILY CENTER Skills Update Math Minutes Problem of the Day Practice Activities Vocabulary Activities Alternative Teaching Models Virtual Manipulatives Audio Glossary From A to Z (Grade 4 Glossary—English) De la A a la Z (Grade 4 Glossary—Spanish)
Enrichment Math Alive at Home: Take‐Home Activities Symbols, Measures, and More