Fourth GRADE CURRICULUM MAPtoolbox2.s3-website-us-west-2.amazonaws.com/accnt_25904/site_2… ·...

BLACKFORD COUNTY SCHOOLS

FOURTH GRADE CURRICULUM MAP

(USING BOOK AS A RESOURCE)

http://www.bcs.k12.in.us/Home

Result Unknown Change Unknown Start Unknown

Add to

Two bunnies sat on the grass. Three more bunnies hopped there. How

many bunnies are on the grass now?

2 + 3 = ?

Two bunnies were sitting on the grass. Some more bunnies hopped there. Then there were five bunnies. How many bunnies hopped over to

the first two?

2 + ? = 5

Some bunnies were sitting on the grass. Three more bunnies hopped there. Then there were five bunnies. How many bunnies were on the grass

before?

? + 3 = 5

Take from

Five apples were on the table. I ate two apples. How many apples are on

the table now?

5 – 2 = ?

Five apples were on the table. I ate some apples. Then there were three apples. How many apples did I eat?

5 - ? = 3

Some apples were on the table. I ate two apples. Then there were three apples. How many apples

were on the table before?

? – 2 = 3

Total Unknown Addend Unknown Both addends Unknown

Put Together/ Take Apart

Three red apples and two green apples are on the table. How many

apples are on the table?

3 + 2 = ?

Five apples are on the table. Three are red and the rest are green. How

many apples are green?

3 + ? = 5, 5 – 3 = ?

Grandma has five flowers. How many can she put in her red vase and how many in her blue vase? 5 = 0 + 5, 5 = 5 + 0 5 = 1 + 4, 5 + 4 + 1 5 = 2 + 3, 5 = 3 + 2 Difference Unknown

Bigger Unknown

Smaller Unknown

Difference Unknown Bigger Unknown Smaller Unknown

Compare

(“How many more?” version): Lucy has two apples. Julie has five apples. How many more apples does Julie have than Lucy? (“How many fewer?” version): Lucy has two apples. Julie has five apples. How may fewer apples does Lucy have than Julie? 2 + ? = 5, 5 – 2 = ?

(Version with “more”): Julie has 3 more apples than Lucy. Lucy has two apples. How many

apples does Julie have? (Version with “fewer”):

Lucy has three fewer apples than Julie. Lucy has two apples. How many apples does Julie have?

2 + 3 = ?, 3 + 2 = ?

Julie has three more apples than Lucy. Julie has five apples. How many apples does Lucy have?

(Version with “fewer”): Lucy has three fewer apples than Julie. Julie has five apples. How many apples does Lucy have?

5 – 3 = ?, ? + 3 = 5

Addition Strategies Name Clarification Work Sample

Counting All

• Student counts every number • Students are not yet able to add on from either addend, they must mentally build every number

8 + 9 1,2,3,4,5,6,7,8,9,10,11,12,13

Counting On

• Transitional strategy • Student starts with 1 number and counts on from this point

8 + 9 8…9,10,11,12,13,14,15

Doubles/

Near Doubles

• Student recalls sums for many doubles 8 + 9 8 + (8 + 1) (8 + 8) + 1 16 + 1 = 17

Making Tens

• Student uses fluency with ten to add quickly 8 + 9 (7 + 1) + 9 7 + (1 + 9) 7 + 10 = 17

Making Friendly

Numbers/ Landmark Numbers

• Friendly number are number that are easy to use in mental computation • Student adjusts one or all addends by adding or subtracting to make friendly numbers • Student then adjusts the answer to compensate

23 + 48 23 + (48 + 2) 23 + 50 = 73 73 -2 =71

Compensation

• Student manipulates the numbers to make them easier to add • Student removes a specific amount from one addend and gives that exact amount to the other addend

8 + 6 8 -1 =7 6 + 1 = 7 7 + 7 =14

Breaking Each

Number into its Place Value

• Strategy used as soon as students understand place value • Student breaks each addend into its place value (expanded notations) and like place value amounts are

combined • Student works left to right to maintain the magnitude of the numbers

24 + 38 (30 + 4) + (30 + 8) 20 + 30 = 50 4 + 8 = 12 50 + 12 = 62

Adding up in

Chunks

• Follows place value strategy • Student keeps one addend whole and adds the second addend in easy to use chunks • More efficient than place value strategy because student is only breaking apart one addend

45 + 28 45 + ( 20 + 8) 45 + 20 = 65 65 + 8 = 73

Subtraction Strategies

Name Clarification Sample

Adding up

• Student adds up from the number being subtracted to the whole • The larger the jumps, the more efficient the strategy • Student uses knowledge of basic facts, doubles, making ten, and counting on

14 – 7 7… 8,9,10,11,12,13,14 (+1 each jump)

7 + 3= 10 10 + 4= 14

Counting Back

• Strategy used by students who primarily view subtraction as taking away • Student starts with the whole and removes the subtracting in parts • Student needs the ability to decompose numbers in east to remove parts

65 – 32 65 – (10 + 10 + 10 + 2) 65, 55, 45, 35, 33 65 – (30 + 2) 65 – 30 = 35 35 – 2 = 33

Place Value

• Student breaks each number into its place value (expanded notation) • Student groups like place values and subtracts

999 – 345 (900 + 90 + 9) – (300 + 40 + 5) 900 – 300 = 600 90 – 40 = 50 9 – 5 = 4 600 + 50 + 4 = 654

Keeping a Constant

Difference

• Student understands that adding or subtracting the same amount from both numbers maintains the distance between the numbers

• Student manipulates the numbers to create friendlier numbers

123 – 59 123 + 1 = 124 59 + 1 = 60 124 – 60 = 64

Adjusting the

Create and Easier Number

• Strategy requires students to adjust only one of the numbers in a subtraction problem

• Student chooses a number to adjust, subtracts, then adjusts the final answer to compensate

• Students must understand part/whole relationships to reason through this strategy

123 – 59 59 + 1 = 60 123 – 60 = 63 I added 1 to make an easier number. 63 + 1 = 64 I have to add 1 to my final answer because I took away 1 too many.

Common Multiplication and Division Situations

Unknown Product 3 X 6 = ?

Group Size Unknown (How many in each group)

Number of Groups Unknown (How many groups?)

Equal Groups

There are 3 bags with 6 plums in each bag. How many plums are there in all? Measurement example: You need 3 lengths of string, each 6 inches long. How much string will you need altogether?

If 18 plums are shared equally into 3 bags, then how many plums will be in each bag? Measurement example: You have 18 inches of string, which you will cut into 3 equal pieces. How long will each piece of string be?

If 18 plums are to be packed 6 to a bag, then how many bags are needed? Measurement example: You have 18 inches of string, which you will cut into pieces that are 6 inches long. How many pieces of string will you have?

Arrays, Area

There are 3 rows of apples with 6 apples in each row. How many apples are there? Area example: What is the area of a 3 cm by 6cm rectangle?

If 18 apples are arranged into 3 equal rows, how may apples will be in each row? Area example: A rectangle has area 18 square centimeters. If one side is 3 cm long, how long is a side next to it?

If 18 apples are arranged into equal rows of 6 apples, how many rows will there be? Area example: A rectangle has area 18 square centimeters. If one side is 6cm long, how long is a side next to it?

Compare

A blue hat costs $6. A red hat cost 3 times as much as the blue hat. How much does the red hat cost? Measurement example: A rubber band is 6 cm long. How long will the rubber band be when it is stretched to be 3 times as long?

A red hat costs $18 and that is 3 times as much as a blue hat costs. How much does the blue bat cost? Measurement example: A rubber band is stretched to be 18 cm long and that is 3 times as long as it was at first. How long was the rubber band at first?

A red hat costs $18 and a blue hat costs $6. How many times as much does the red hat cost as the blue hat? Measurement example: A rubber band was 6 cm long at first. Now it is stretched to be 18 cm long. How many times as long is the rubber band now as it was at first?

General a x b = ? a x ? = p and p ÷ a = ? ? x b = p and p ÷ b =?

Multiplication Strategies Name Clarification Student Work Sample

Repeated Addition/Skip

Counting

• Beginning strategy for students who are just learning multiplication • Connection to an array model provides an essential visual model

6 × 15 15+15+15+15+15+15 = 90 2 × 15 = 30 2 × 15 = 30 2 × 15 = 30 30 + 30 + 30 = 90

Friendly Numbers/Landmark

Numbers

• Students who are comfortable multiplying by multiples of 10 9 × 15 Add 1 group of 15 10 × 15 = 150 We must now take off 1 group of 15. 150 – 15 = 135

Partial Products

• strategy based on the distributive property and is the precursor for our standard U.S. algorithm

• student must understand that the factors in a multiplication problem can be broken into addends

• student can then u se friendlier numbers to solve more difficult problems

12 × 15 12 × (10 + 5) 12 × 10 = 120 12 × 5 = 60 120 + 60 =180

Breaking Factors into Smaller Factors

• Strategy relies on students’ understand of breaking factors into smaller factors

• Associate property

12 × 25 (3 × 4) × 25 3 × (4 × 25) (4 × 25) + (4 × 25) + (4 × 25) = 300

Doubling and

Halving

• Used by students who have an understanding of the concept of arrays with different dimensions but the same area

• Student can double and halve numbers with ease • Student doubles one factor and halves the other factor

8 × 25 8÷2 = 4 25 × 2 = 50 4 × 50 = 200

Division Strategies Name Clarification Student Work Sample

Repeated Subtraction/Sharing

• Early strategy students use when they are developing multiplicative reasoning

• Repeated subtraction is one of the least efficient division strategies

• Presents opportunities to make connections to multiplication

30 ÷ 5 30 – 5 = 25 25 – 5 = 20 20 = 5 = 15 15 – 5 = 10 10 – 5 = 5 5 – 5 = 0 I took out 6 groups of 5 30 ÷ 5 = 6

Multiplying Up

• Strategy is a natural progression from repeated subtraction • Student uses strength in multiplication to multiply up to reach the

dividend • Students relying on smaller factors and multiples will benefit from

discussions related to choosing more efficient factors

384 ÷ 16 10 × 16 = 160 384 – 160 = 224 10 × 16 = 160 224 – 160 = 64 2 × 16 = 32 64 – 32 = 32 2 × 16 = 32 32 – 32 = 0 10 + 10 + 2 + 2 = 24

Partial Quotients

• Maintains place value • Allows students to work their way toward the quotient by using

friendly numbers such as ten, five, and two • As the student chooses larger numbers, the strategy becomes

more efficient

384 ÷ 16 _____ 16) 384 -160 224 -160 64 -32 32 -32 0

Proportional

Reasoning

• Students who have a strong understand of factors, multiples, and fractional reasoning

• Students’ experiences with doubling and halving to solve multiplication problems can launch an investigation leading to the idea that you can divide the dividend and the divisor by the same number to create a friendlier problem

384 ÷ 16 384 ÷ 16 ÷2 ÷2 192 ÷ 8 ÷2 ÷2 96 ÷ 4 ÷2 ÷2 48 ÷ 2 = 24 384 ÷ 16 = 24

Problem Solving Strategies Focus

By Grade Level

Grade Level Strategies Kindergarten Use Objects First Review Previous Grades

Draw a Picture Use a Number Sentence

Second Review Previous Grades Find a Pattern Make a Table

Third Review Previous Grades Work Backwards Make It Simpler

Fourth Review Previous Grades Make an Organized List Guess and Check

Fifth Review Previous Grades Use Logical Reasoning

Sixth: Students should know all strategies that will be used all year.

2016-17 Pacing Guide: Quarter 1

Week 1 4.C.4: Multiply fluently within 100. 4.C.1: Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach.

4.M.3: Use the four operations (addition, subtraction, multiplication and division) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money (only at this point). Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Week 2 4.C.4: Multiply fluently within 100. 4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. 4.NS.2: Compare two whole numbers up to 1,000,000 using >, =, and < symbols.

Week 3 4.C.4: Multiply fluently within 100. 4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value. 4.AT.1: Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem).

Week 4 4.C.4: Multiply fluently within 100. 4.G.1: Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge and technology). 4.G.2: Recognize and draw lines of symmetry in two-dimensional figures. Identify figures that have lines of symmetry.

Week 5 4.C.4: Multiply fluently within 100. 4.G.4: Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures. 4.G.3: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. 4.G.5: Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse).

Week 6 4.C.4: Multiply fluently within 100. 4.M.5: Understand that 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. Understand an angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure other angles. Understand an angle that turns through n one-degree angles is said to have an angle measure of n degrees. 4.M.6: Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified measure.

Week 7 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning.

Week 8 4.C.4: Multiply fluently within 100. 4.AT.3: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 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. 4.AT.6: Understand that an equation, such as y = 3x + 5, is a rule to describe a relationship between two variables and can be used to find a second number when a first number is given. Generate a number pattern that follows a given rule.

Week 9 4.C.4: Multiply fluently within 100. 4.AT.4: Solve real-world problems with whole numbers involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem), distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.]


Week 10 4.C.4: Multiply fluently within 100. 4.M.1: Measure length to the nearest quarter-inch, eighth-inch, and millimeter.

Week 11 4.C.4: Multiply fluently within 100. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

Week 12 4.C.4: Multiply fluently within 100. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

Week 13 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning. 4.NS.8: 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.

Week 14 4.C.4: Multiply fluently within 100. 4.AT.2: Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems. 4.C.7: Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can by multiplied in any order. Understand and use the distributive property.

Week 15 4.C.4: Multiply fluently within 100. 4.NS.4: Explain why a fraction, a/b, is equivalent to a fraction, (n × a)/(n × 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. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] 4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. 4.NS.5: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model).

Week 16 4.C.4: Multiply fluently within 100. 4.AT.5: Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). 4.C.5: Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole.

Week 17 4.C.4: Multiply fluently within 100. 4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. 4.C.6: Add and subtract mixed numbers with common 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).

Week 18 4.C.4: Multiply fluently within 100. 4.NS.6: Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). 4.NS.7: Compare two decimals to hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model).


Week 19 4.C.4: Multiply fluently within 100. Review of all fractions

Week 20 4.C.4: Multiply fluently within 100. 4.DA.2: 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 data displayed in line plots.

Week 21 4.C.4: Multiply fluently within 100. 4.DA.1: Formulate questions that can be addressed with data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, and bar graphs. 4.DA.3: Interpret data displayed in a circle graph.

Week 22 4.C.4: Multiply fluently within 100. 4.M.1: Measure length to the nearest quarter-inch, eighth-inch, and millimeter. 4.M.2: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-column table.

Week 23 4.C.4: Multiply fluently within 100. 4.M.3: Use the four operations (addition, subtraction, multiplication and division) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit.

Week 24 4.C.4: Multiply fluently within 100. Begin Countdown

Week 25 4.C.4: Multiply fluently within 100. Continue Countdown

Week 26 4.C.4: Multiply fluently within 100. ISTEP week

Week 27 4.C.4: Multiply fluently within 100. Review all Number Sense


Week 28 4.C.4: Multiply fluently within 100. Review all multiplication and division

Week 29 4.C.4: Multiply fluently within 100. Review all Geometry standards

Week 30 4.C.4: Multiply fluently within 100. Review all Measurement standards

Week 31 4.C.4: Multiply fluently within 100. ISTEP Round 2

Week 32 4.C.4: Multiply fluently within 100. 5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem.

Week 33 4.C.4: Multiply fluently within 100. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach.

Week 34 4.C.4: Multiply fluently within 100. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used.

Week 35 4.C.4: Multiply fluently within 100. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used.

Week 36 4.C.4: Multiply fluently within 100. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used.

Weeks 1-3:

Problem Solving: Should be embedded within daily instruction:

Make sense of problems and persevere in

solving them.

PS.1

Reason

abstractly and quantitatively

PS.2

Construct viable arguments and

critique the reasoning of

others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6

Look for and make sure of

structure

PS. 7

Look for and

express regularity in repeated reasoning.

PS.8

DOK (Depth of Knowledge) Level 1:

identify, list, label, illustrate, measure, state, tell, use, match

Level 2: graph, classify, cause/effect,

estimate, compare, infer, construct, summarize, interpret,

estimate

Level 3: Revise, critique, construct, investigate, cite evidence,

conclusions, assess

Level 4: Design, connect, synthesize, critique,

analyze, create, prove, apply concepts

Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100. 4.C.1: Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.1: Add and subtract whole numbers fluently within 1000.

Week 1:

Benchmarks to be taught:

Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.C.1: Add and subtract multi-digit whole numbers fluently using a standard algorithmic approach. 4.M.3: Use the four operations (addition, subtraction, multiplication and division(not at this point) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit. (money only at this point) Students will:

• Add multi-digit whole numbers • Subtract multi-digit whole numbers • Use addition to solve real world problems for using money • Use subtraction to solve real world problems for using money

AIMS: Palindromic Ponderings Subtraction Palindromes Two-Digit Turn Around Step by Step Mix-Ups and Mysteries Internet Resources:

Addition Algorithm Cent Decimal Difference Dollar Fluently Inverse operation Money Operations Standard form Subtraction Sum Symbol

https://www.google.com.pg/imgres?imgurl=https://dj1hlxw0wr920.cloudfront.net/userfiles/wyzfiles/e19da189-3d0c-431e-ad16-58fe8511113f.gif&imgrefurl=https://www.wyzant.com/resources/lessons/math/elementary_math/money/adding_and_subtracting_money&docid=JYAZsLZEjnsFDM&tbnid=5-pQarA2evt8TM:&w=153&h=132&safe=strict&bih=622&biw=1366&ved=0ahUKEwjLip2jr6zMAhXksIMKHWqOAdIQMwg5KBgwGA&iact=mrc&uact=8

Week 2:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.NS.1: Read and write whole numbers up to 1,000,000. Use words, models, standard form and expanded form to represent and show equivalent forms of whole numbers up to 1,000,000. 4.NS.2: Compare two whole numbers up to 1,000,000 using >, =, and < symbols. Students will:

• Read whole numbers up to 1,000,000 • Write whole numbers up to 1,000,000 • Use words to represent equivalent forms of whole numbers • Use models to represent equivalent forms of whole numbers • Use standard form to represent equivalent forms of whole numbers • Use expanded form to represent equivalent forms of whole numbers • Compare whole numbers using correct symbols

Millions Thousands Ones One

Millions Hundred

Thousands Ten

Thousands One

Thousand Hundreds Tens Ones

AIMS: Internet Resources:

Compare Equivalent forms Expanded form Fluently Greater than Less than Models Multiply Represent Standard form Symbols Whole numbers Word form

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiwrtKfjbnLAhWGxIMKHVPcADUQjRwIBw&url=https://www.tes.com/lessons/aga3fO9xVkHvHQ/math-unit-2-whole-numbers&bvm=bv.116573086,d.amc&psig=AFQjCNGlPHVlX0OWzWxOqhCagtRFWw-ogQ&ust=1457801840306001

Week 3:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.NS.9: Use place value understanding to round multi-digit whole numbers to any given place value. 4.AT.1: Solve real-world problems involving addition and subtraction of multi-digit whole numbers (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem). Students will:

• Understand place value • Recognize that the digit to the right of an identified place value will determine how to round a

number • Understand how to round whole numbers • Solve real-world problems involving addition • Solve real-world problems involving subtraction • Use a symbol for an unknown number

Example: Round 76,398 to the nearest 1000

1. I need to round to the nearest 1000, so the answer is either 76,000 or 77,000. 2. I know that the halfway point between these two numbers is 76,500. 3. I see that 76,398 is between 76,000 and 76,500. 4. Therefore, the rounded number would be 76,000.

AIMS: Making the Rounds Picturing Clues Who Has? Two Step Operations Party Planning Hall of Mirrors Internet Resources:

Drawings Equations Equivalent form Estimate Expanded form Fluently Models Place value Represent Round Solve Standard form Symbol Unknown number Variable Whole numbers

Weeks 4-6:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10.

Week 4:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.G.1: Identify, describe, and draw parallelograms, rhombuses, and trapezoids using appropriate tools (e.g., ruler, straightedge and technology). 4.G.2: Recognize and draw lines of symmetry in two-dimensional figures. Identify figures that have lines of symmetry. Students will:

• Identify parallelograms, rhombuses, and trapezoids • Describe parallelograms, rhombuses, and trapezoids • Draw parallelograms, rhombuses, and trapezoids •

• Recognize lines of symmetry in two-dimensional figures • Draw lines of symmetry in two-dimensional figures • Identify figures with lines of symmetry

AIMS: Line Symmetry, Naturally Mirror Twins Internet Resources:

Describe Draw Fluently Identify Lines Parallelograms Rhombuses Ruler Straightedge Symmetry Technology Tools Trapezoids Two-dimensional

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwizw_eUkbnLAhWLwYMKHYmyDWMQjRwIBw&url=http://bridges1.mathlearningcenter.org/resources/blog/201211/video-know-your-quadrilaterals&bvm=bv.116573086,d.amc&psig=AFQjCNFqfC-kQFeT9JFHYAKw9Zs4F_GknA&ust=1457802901537695

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj15K_mkbnLAhWmtIMKHQcQCToQjRwIBw&url=http://hotmath.com/hotmath_help/topics/line-symmetry.html&bvm=bv.116573086,d.amc&psig=AFQjCNHH4SuW1ptO9kzQKu9v1OKbsGVUow&ust=1457803060099877

Week 5:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.G.4: Identify, describe, and draw rays, angles (right, acute, obtuse), and perpendicular and parallel lines using appropriate tools (e.g., ruler, straightedge and technology). Identify these in two-dimensional figures. 4.G.3: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint. 4.G.5: Classify triangles and quadrilaterals based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles (right, acute, obtuse). Students will:

• Identify rays, angles, and perpendicular and parallel lines • Describe rays, angles, and perpendicular and parallel lines • Draw rays, angles, and perpendicular and parallel lines using appropriate tools • Recognize angles are formed when two rays share a common endpoint • Classify triangles based on types of lines and angles • Classify quadrilaterals based on types of lines and angles

AIMS Hall of Mirrors Lines to Design Internet Resources:

Acute angle Angles Classify Endpoint Fluently Line Line segment Obtuse angle Parallel lines Perpendicular lines Quadrilaterals Rays Right angle Ruler Straightedge Tools Triangles Two dimensional

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjtw5j6krnLAhUksYMKHb-yDDoQjRwIBw&url=http://4thgradegeometry.weebly.com/monday.html&bvm=bv.116573086,d.amc&psig=AFQjCNEfZEIaiVT0wLKBXJ-ZVS0o5Dk1gQ&ust=1457803380229041

Week 6:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.5: Understand that 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. Understand an angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure other angles. Understand an angle that turns through n one-degree angles is said to have an angle measure of n degrees. 4.M.6: Measure angles in whole-number degrees using appropriate tools. Sketch angles of specified measure. Students will:

• Understand that an angle is measured with reference to a circle • Understand the center is a common endpoint of rays • Understand an angle is measured in degrees • Measure angles in whole-number degrees • Use a protractor to create an angle given a specific measurement

AIMS: Protractor Ground School Flight Paths Protractor Ground School Flight Paths Mirrors That Multiply Hall of Mirrors Internet Resources:

Angle Arc Center Circle Degree Endpoint Fluently Intersect Protractor Ray Tools Whole number

Weeks 7-9:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.5: Multiply and divide within 100 using strategies, such as the relationship between multiplication and division (e.g., knowing that 8 x 5 = 40, one knows 40 ÷ 5 = 8), or properties of operations.

Week 7:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning. Students will:

• Multiply a whole number up to four digits by one-digit • Multiply two two-digit numbers • Describe strategy used for multiplication • Explain reasoning of multiplication

AIMS: Frame Filling Multiplication Stretch Picturing Rectangles Writing Rectangles Quick Sticks and Lattice Multiplication Internet Resources:

Digits Factors Fluently Multiply Operations Place value Product Reasoning Strategies Whole number

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi2xrvilLnLAhUGkIMKHSS3DA8QjRwIBw&url=https://www.pinterest.com/purplepenguin42/multiplication/&bvm=bv.116573086,d.amc&psig=AFQjCNEdK6GYy0gibwIJaVhGm_dRV0kRSw&ust=1457803866730305

Week 8:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.AT.3: Interpret a multiplication equation as a comparison (e.g., interpret 35 = 5 × 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. 4.AT.6: Understand that an equation, such as y = 3x + 5, is a rule to describe a relationship between two variables and can be used to find a second number when a first number is given. Generate a number pattern that follows a given rule. Students will:

• Distinguish multiplicative comparison (Sue has 3 times as many cousins as Mike) from additive comparison (Sue has 3 more cousins than Mike)

• Solve word problems involving multiplicative comparison • Solve a word problem involving multiplicative comparison involving a symbol to

represent the unknown number


Comparison Equation Fluently Multiplicative Pattern Relationship Represent Rule Variables

https://www.google.com.pg/imgres?imgurl=http://4.bp.blogspot.com/--KP-2AZFGGM/UqcrrGbaB0I/AAAAAAAAAHA/uCR8iXUDPdA/s1600/Bar%2BModel%2BAnchor%2BChart.JPG&imgrefurl=https://www.tes.com/lessons/JN9OPU0EyT1hqA/oa-1-multiplication-comparisons&docid=-IBfrLQuj8SdxM&tbnid=-vm9ywBO83u1BM:&w=890&h=671&safe=strict&bih=622&biw=1366&ved=0ahUKEwjZk_Psr6zMAhWEvoMKHU3gAGEQMwhcKDgwOA&iact=mrc&uact=8

Week 9:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.AT.4: Solve real-world problems with whole numbers involving multiplicative comparison (e.g., by using drawings and equations with a symbol for the unknown number to represent the problem), distinguishing multiplicative comparison from additive comparison. [In grade 4, division problems should not include a remainder.] Students will:

• Solve real-world problems with whole numbers • Use multiplicative comparison using drawing • Use multiplicative comparison using equations with a symbol for unknown number • Distinguish multiplicative comparison from additive • Choose the correct operation to use

Unknown product Group size unknown Number of groups unknown A goldfish costs $3. A hamster costs 6 times as much. How much does the hamster cost?

3 X h = 6

A hamster costs $18. That is 3 times as much as a goldfish. How much does the goldfish cost?

18 g = 3, 3 X g = 18

A hamster costs $18. A goldfish costs $6. How many times as much does the hamster cost compared to the goldfish?

18 6 = ? , 6 X ? = 18

AIMS: Estimating Everything Internet Resources:

Additive Drawings Equations Fluently Multiplicative Represent Symbol Unknown number Whole numbers

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwilzLKCornLAhXFtYMKHdKpA8YQjRwIBw&url=http://etc.usf.edu/clipart/41700/41704/fc_dev_41704.htm&bvm=bv.116573086,d.amc&psig=AFQjCNF0Ro1kzZvyV-g3gzxIE4mDtSCezQ&ust=1457807429798431

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwilzLKCornLAhXFtYMKHdKpA8YQjRwIBw&url=http://etc.usf.edu/clipart/41700/41704/fc_dev_41704.htm&bvm=bv.116573086,d.amc&psig=AFQjCNF0Ro1kzZvyV-g3gzxIE4mDtSCezQ&ust=1457807429798431

Weeks 10-12:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.M.5: Find the area of a rectangle with whole-number side lengths by modeling with unit squares, and show that the area is the same as would be found by multiplying the side lengths. Identify and draw rectangles with the same perimeter and different areas or with the same area and different perimeters. 3.M.6: Multiply side lengths to find areas of rectangles with whole-number side lengths to solve real-world problems and other mathematical problems, and represent whole-number products as rectangular areas in mathematical reasoning.

Week 10:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.1: Measure length to the nearest quarter-inch, eighth-inch, and millimeter. Students will:

• Measure length to the nearest quarter-inch • Measure length to the nearest eighth-inch • Measure length to the nearest millimeter • Use correct tools to measure


Eighth-inch Length Measure Millimeter Quarter-inch Ruler

https://www.google.com.pg/imgres?imgurl=http://www.sew4home.com/sites/default/files/1812-Inch-by-eights_0.png&imgrefurl=http://www.sew4home.com/tips-resources/sewing-tips-tricks/deciphering-marks-measuring-tape&docid=CzI0dsCP09ItGM&tbnid=zEU7I_siLKYh4M:&w=1000&h=660&safe=strict&bih=622&biw=1366&ved=0ahUKEwib98nNsKzMAhXqloMKHd9YCxwQMwgsKBMwEw&iact=mrc&uact=8

Week 11:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems. Students will:

• Identify situations that require the use of the perimeter formula in real-world situations (example: amount of fencing needed to make a rectangular pig pen)

• Apply the perimeter formula in real world situations • Identify situations that require the use of the area formula in real-world situations

(example: using carpet, covering a wall to paint) • Apply the area formula in real world situations • Write area measurements in square units • Solve problems involving the area of a rectangle with length or width missing

Example: A rectangular garden has an area of 80 square feet. It is 5 feet wide. How long is the garden? 80 sq. ft= 5ft X l

AIMS: Essential Math: Perimeter and Area of Rectangles book Hall of Mirrors Internet Resources:

Additive Apply Area Complex shapes Composed Decomposing Fluently Formula Non-overlapping Perimeter Rectangles

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwi34J-7qLnLAhXDwYMKHQ98AVUQjRwIBw&url=http://imanins.blogspot.com/2014/09/top-ten-toolkit-strategies-name-of.html&bvm=bv.116573086,d.amc&psig=AFQjCNFrGjmpEyD65ase7XfxxhoGUNgsVQ&ust=1457809120782950

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjpltvxqLnLAhVisoMKHVn5CFoQjRwIBw&url=https://www.youtube.com/watch?v%3DjF88UDJEDWs&bvm=bv.116573086,d.amc&psig=AFQjCNGDpEPxLvtbG4XTyQ7EvvpcTyMSNA&ust=1457809263568270

Week 12:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.4: Apply the area and perimeter formulas for rectangles to solve real-world problems and other mathematical problems. Recognize area as additive and find the area of complex shapes composed of rectangles by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts; apply this technique to solve real-world problems and other mathematical problems. Students will:

• Identify situations that require the use of perimeter • Apply perimeter in real world situations • Identify situations that require the use of area • Apply area in real world situations

AIMS: Essential Math: Perimeter and Area of Rectangles book Hall of Mirrors Internet Resources:

Additive Area Complex shaped Composed Decomposing Fluently Formula Perimeter Rectangle

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiY24vpqbnLAhUrvIMKHSEzBR4QjRwIBw&url=https://www.pinterest.com/pin/287597126182821984/&bvm=bv.116573086,d.amc&psig=AFQjCNGU6B1tW6PqOL2SbnSKlO-EQJmRdw&ust=1457809511516754

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjtpp76qbnLAhWJmoMKHUJiDHoQjRwIBw&url=http://passyworldofmathematics.com/composite-areas/&bvm=bv.116573086,d.amc&psig=AFQjCNGU6B1tW6PqOL2SbnSKlO-EQJmRdw&ust=1457809511516754

Weeks 13-15:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning.

3.C.6: Demonstrate fluency with multiplication facts and corresponding division facts of 0 to 10. 3.C.3: Represent the concept of division of whole numbers with the following models: partitioning, sharing, and an inverse of multiplication. Understand the properties of 0 and 1 in division. 3.C.4: Interpret whole-number quotients of whole numbers (e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each).

Week 13:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.C.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. Describe the strategy and explain the reasoning. 4.NS.8: 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. Students will:

• Demonstrate division of a multi-digit dividend (up to four digits) by a one digit divisor

• Find all factor pairs for a whole number • Recognize that a whole number is a multiple of it factors

AIMS: Pack-10 Trading Centers Candy Factory One Number Indivisible Internet Resources:

Area model Decomposition Digit Dividend Divisor Equation Explain Factor Factor pairs Fluently Inverse Multiple Product Quotient Reasoning Rectangular array Remainder Strategies Strategy Whole number *prime *composite

https://www.google.com/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwilsdH8qrnLAhWDw4MKHc_sBOYQjRwIBw&url=https://www.pinterest.com/mhdowning/math/&bvm=bv.116573086,d.amc&psig=AFQjCNHuN5maGP9rvpLYt4zqB9I6fK6IAw&ust=1457809813792167

Week 14:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.AT.2: Recognize and apply the relationships between addition and multiplication, between subtraction and division, and the inverse relationship between multiplication and division to solve real-world and other mathematical problems. 4.C.7: Show how the order in which two numbers are multiplied (commutative property) and how numbers are grouped in multiplication (associative property) will not change the product. Use these properties to show that numbers can by multiplied in any order. Understand and use the distributive property. Students will:

• Recognize relationships between addition and multiplication • Recognize relationships between subtraction and division • Recognize the inverse relationship between multiplication and division • Solve real-world problems using relationships among operations • Understand the various properties • Use the various properties


Apply Associative property Commutative property Distributive property Dividend Divisor Factor Fluently Inverse Product Quotient

http://www.google.com.pg/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiBrLr35cLLAhVjsIMKHdSmAYMQjRwIBw&url=http://richkingmath.weebly.com/unit-2-the-number-system.html&bvm=bv.116636494,d.amc&psig=AFQjCNF8RhagggflIHGMTMrAZdlcpfpNEQ&ust=1458134894764124

Week 15:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.NS.4: Explain why a fraction, a/b, is equivalent to a fraction, (n × a)/(n × 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. [In grade 4, limit denominators of fractions to 2, 3, 4, 5, 6, 8, 10, 25, 100.] 4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. 4.NS.5: Compare two fractions with different numerators and different denominators (e.g., by creating common denominators or numerators, or by comparing to a benchmark, such as 0, 1/2, and 1). Recognize comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions (e.g., by using a visual fraction model). Students will:

• Explain equivalent fractions using models or number lines

• Recognize how to display 1 in the form of a fraction (3/3, 4/4) 1 X 2 = 2 3 X 2 = 6 • Explain using visual representation how and why fractions can be equivalent even though the

numbers are different • Explain that fractions can only be compared when they refer to the same whole (1/2 of a small

pizza is very different from ½ of a large pizza) • Compare two fractions visually (using an array, area, or linear model) • Determine whether a fraction is closest to zero, to one whole, or to a benchmark fraction such

as ¼, ½, ¾) • Compare two fractions with different numerators and different denominators by:

1. Reasoning about their size or location on a number line 2. Multiplying by one in the form of a fraction to create common numerators 3. Multiplying by one in the form of a fraction to create common denominators

AIMS: Fraction Fringe: On the Cutting Edge Same Name Frame Shady Fractions Ordering Up Fractions Half Track Between Zero and One Internet Resources:

Benchmark Compare Conclusions Denominators Equivalent Equivalent fraction Fluently Fraction model Greater than Improper fractions Justify Less than Mixed numbers Numerator Part to whole Whole numbers

Weeks 16-18:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess



Critical Standards (check plus) for 3 weeks: Spiral Review of Current Curriculum 4.C.4: Multiply fluently within 100. 4.AT.5: Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). 4.C.5: Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole. 4.C.6: Add and subtract mixed numbers with common 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).


Week 16:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.AT.5: Solve real-world problems involving addition and subtraction of fractions referring to the same whole and having common denominators (e.g., by using visual fraction models and equations to represent the problem). 4.C.5: Add and subtract fractions with common denominators. Decompose a fraction into a sum of fractions with common denominators. Understand addition and subtraction of fractions as combining and separating parts referring to the same whole. Students will:

• Use visual models (number lines, rectangles, etc) that adding fraction within the same whole is joining parts of that whole

• Demonstrate visual models (number lines, rectangles, etc) that subtracting fractions within the same whole is separating parts of that whole

• Decompose a fraction in more than one way using visual models, including decomposing a fraction into a combination of several unit fractions

AIMS: Cindy’s Carpet Emporium Internet Resources:

Compose Decompose Denominator Fluently Fractions Improper number Mixed number Numerator

Week 17:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.NS.3: Express whole numbers as fractions and recognize fractions that are equivalent to whole numbers. Name and write mixed numbers using objects or pictures. Name and write mixed numbers as improper fractions using objects or pictures. 4.C.6: Add and subtract mixed numbers with common 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). Students will:

• Decompose a mixed number into fractions equal to one and unit fractions to find the fraction greater than one

2 1/8 1 + 1 + 1/8 8/8 + 8/8 + 1/8 17/8

• Convert fractions greater than one to mixed numbers by decomposing the fraction into a sum of fractions equal to one and fractions less than one

17/6 6/6 + 11/6 6/6 + 6/6 + 5/6 1+ 1 + 5/6


Denominator Equivalent Express Fluently Fraction Improper fractions Mixed numbers Numerator Properties Whole numbers

Week 18:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.NS.6: Write tenths and hundredths in decimal and fraction notations. Use words, models, standard form and expanded form to represent decimal numbers to hundredths. Know the fraction and decimal equivalents for halves and fourths (e.g., 1/2 = 0.5 = 0.50, 7/4 = 1 3/4 = 1.75). 4.NS.7: Compare two decimals to hundredths by reasoning about their size based on the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions (e.g., by using a visual model). Students will:

• Write tenths in decimal and fraction form • Write hundredths in decimal and fraction form • Use words, models, standard form and expanded form to represent decimals • Know the fraction and decimal equivalents for halves and fourths • Compare two decimals to hundredths by reasoning about their size based on the same

whole • Record the results of comparisons with the correct symbols • Justify conclusions of comparisons (such as a visual model)

0.28 = 28/100

.32 < .05

AIMS: Dueling Decimals Show Me the Money Internet Resources:

Compare Conclusions Decimal Equivalents Expanded form Fluently Fourths Fraction Greater than Halves Hundredths Justify Less than Models Place value Represent Standard form Tenths

Weeks 19-21:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 19:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Review of all fractions Students will:

• Add and subtract fraction with common denominators • Add and subtract mixed numbers • Decompose and compose mixed numbers • Compare fractions with different numerators and different denominators • Express fractions as equivalent fractions • Express fractions and decimals as equivalents


Compare Denominator Equal to Fractions Greater than Improper fractions Less than Mixed fractions Numerator Part to whole

http://www.google.com.pg/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwj5183t8sLLAhVEl4MKHduqCA8QjRwIBw&url=http://www.basic-math-explained.com/adding-fractions.html&bvm=bv.116636494,d.amc&psig=AFQjCNEjVE4NCcqjawifLKUNDp0i32t-Dw&ust=1458138359403557

Week 20:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.DA.2: 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 data displayed in line plots. Students will:

• Make a line plot to display a data set • Make a line plot in unit fractions • Solve problems involving addition and subtraction of fractions by using data displayed

Example: Thomas’ father cuts a wooden rod into 8 smaller pieces. He records the measurements of each piece on a line plot.


Data Data set Display Fluently Fraction Line plot Measurement Solve Unit

Week 21:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.DA.1: Formulate questions that can be addressed with data. Use observations, surveys, and experiments to collect, represent, and interpret the data using tables (including frequency tables), line plots, and bar graphs. 4.DA.3: Interpret data displayed in a circle graph. Students will:

• Devise questions that can be addressed with data • Use a variety of methods to interpret data from graphs


Bar graphs Circle graphs Collect Data Data set Experiments Fluently Formulate Frequency tables Graphs Interpret Line plots Observations Represent Survey Tables

http://www.classroomcapers.co.uk/maths-graphs-school-poster.html

Weeks 22-24:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 22:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.1: Measure length to the nearest quarter-inch, eighth-inch, and millimeter. 4.M.2: Know relative sizes of measurement units within one system of units, including km, m, cm; kg, g; lb, oz; l, ml; hr, min, sec. Express measurements in a larger unit in terms of a smaller unit within a single system of measurement. Record measurement equivalents in a two-column table. Students will:

• Measure length to a specified amount • Know relative sizes of measurement units within one system of units • Express various unit sizes • Record measurement equivalents in a two column table

lb oz ft in 1 16 1 12 2 32 2 24 3 48 3 36

AIMS: Measure for Measure Internet Resources:

Centimeter (cm) Eighth- inch Equivalents Express Fluently Gram (g) Hour (hr) Kilogram (kg) Kilometer (km) Length Liter (l) Measure Meter (m) Milliliter (ml) Millimeter Minute (min) Ounce (oz) Pound (lb) Quarter- inch Second (sec) Two-column table Units

http://www.google.com.pg/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiq85Xf9cLLAhWjlYMKHWqMAAAQjRwIBw&url=http://www.math-salamanders.com/liquid-measurement-chart.html&bvm=bv.116636494,d.amc&psig=AFQjCNHSX4_gKPUYtLd71z7M39LbAbIz7A&ust=1458139046680051

Week 23:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 4.M.3: Use the four operations (addition, subtraction, multiplication and division) to solve real-world problems involving distances, intervals of time, volumes, masses of objects, and money. Include addition and subtraction problems involving simple fractions and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Students will:

• Solve real-world problems involving distances • Solve real-world problems involving intervals of time • Solve real-world problems involving masses of objects • Solve real-world problems involving money • Use addition and subtraction problems involving simple fractions expressing

measurements Example: Billy has been training for a half-marathon. Each day he runs on the treadmill 2 2/4 miles and runs on the outdoor track for 3 1/4 miles. In all, how many miles does Billy run each day? 0 | | | 1 | | | 2 | | | 3 | | | 4 | | | 5 | | | 6 | | | 7 | | | 8 | | | 9 | | | 10

AIMS: Step by Step Mix-Ups and Mysteries Internet Resources:

Denominator Distances Fraction Interval Interval of time Mass Numerator Operations Volume

Week 24:BEGIN COUNTDOWN


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Students will: During the next two weeks, you will decide on what standards the students need to have reviewed in order to be prepared for ISTEP.


Weeks 25-27:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 25:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Students will: This is the final week to review for ISTEP.


Week 26:ISTEP


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Students will:


Week 27:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Review number sense standards. Students will:


Weeks 28-30:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 28:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Review multiplication and division. Students will:


Week 29:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Review Geometry standards. Students will:


Week 30:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Review all Measurement standards. Students will:


Weeks 31-33:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 31:ISTEP ROUND 2


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. Students will:


Week 32:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100.

5.AT.1: Solve real-world problems involving multiplication and division of whole numbers (e.g. by using equations to represent the problem). In division problems that involve a remainder, explain how the remainder affects the solution to the problem.

Students will:

• Solve real-world problems involving multiplication of whole numbers • Solve real-world problems involving division of whole numbers • Use equations to represent a problem • Understand remainders • Explain how remainder affects the solution


Dividend Division Divisor Equations Multiplication Quotient Remainder Represent Whole number

Week 33:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. Students will:

• Solve multiplication of whole numbers • Multiply multi-digit whole numbers • Use a standard algorithmic approach


Algorithmic approach Multiplication Whole number

Weeks 34-36:



solving them.

PS.1

Reason


PS.2



others PS.3

Model with

Mathematics

PS.4

Use appropriate

tools strategically

PS.5

Attend to precision

PS.6


structure

PS. 7

Look for and


PS.8





estimate


conclusions, assess





Week 34:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used. Students will:

• Solve division problems with remainders • Solve division problems with four-digit dividends • Solve division problems using two-digit divisors • Solve division problems using various strategies based on place value • Solve division problems using properties of operations • Understand the relationship between multiplication and division • Describe strategy used to solve division problem • Explain reasoning used to solve division problem • Solve multiplication of whole numbers • Multiply multi-digit whole numbers • Use a standard algorithmic approach


Algorithmic approach Dividend Division Divisor Multiplication Place value Quotient Reasoning Strategy Whole number

Week 35:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. Students will:




Week 36:


Activities

Vocabulary

Standards: 4.C.4: Multiply fluently within 100. 5.C.2: Find whole-number quotients and remainders with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Describe the strategy and explain the reasoning used. 5.C.1: Multiply multi-digit whole numbers fluently using a standard algorithmic approach. Students will:





Activities

Vocabulary

Standards: Students will:


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