4th Grade Math Curriculum

Unit 1

CAR © 2009

4th Grade Math Unit 1

Marking Period 1

Unit Focus and Essential Questions

Gain familiarity with factors and multiples Generate and analyze patterns Solve problems involving measurement and conversion of measurements Use the four operations with whole numbers to solve problems Generalize place value understanding for multi-digit whole numbers How does place value help represent the value of numbers? How are multiplication and division related? How can I communicate multiplication? How can I multiply by a two-digit number? Why do we convert measurements? How can conversion of measurements help me solve real-world problems? How can different fractions name the same amount?

New Jersey Student Learning Standards

Standards/Cumulative Progress Indicators (Taught and Assessed):

The “major work of the grade” standards:

4.NBT.A.1 ~ 7 days A digit occupies 10 times the value of its next door neighbor’s place on the right.

4.NBT.A.2 ~ 7 days Name, write (in word, in expanded form) and compare numbers up to 1 million using >, < or = symbols.

4.NBT.A.3 ~ 7 days Round off whole numbers up to 1 million to any place (nearest 10 ~ 100 ~ 1000 ~ 10,000 ~ 100,000 ~ 1,000,000).

4.OA.A.1 ~ 7 days Restate equations involving multiplication as comparisons written in words (i.e. 40 is 5 times as many as 8. 40 = 5 x 8)

4.OA.A.2 ~ 7days Use drawings & equations for verbal comparisons of multiplication; distinguish between addition and multiplication.

Supporting and additional standards: 4.OA.B.4 ~ 3 days For any number up to 100: a) find all factor pairs; b) is it a multiple of a given digit 2-9? c) is it prime or composite? 4.OA.C.5 ~ 2 days Use a rule to make patterns of numbers or shapes, and then identify features in the patterns which emerge from the rule.

4.MD.A.1 ~ 3 days Write equivalent measurements (length, mass, volume & time) in a 2col-chart, expressing large units in terms of small units.

*(benchmarked)

Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters

CAR © 2009

Standard/SWBAT Student Strategies Based on Instructional

Framework Formative Assessment Activities and Resources Standards

Based Assessment

CCSS.MATH.CONTENT

4.NBT.A.1 – 7 days

(MAJOR)

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.

[Grade 4 expectations in this domain

are limited to whole numbers less

than or equal to 1,000,000.]

NJ Student Learning

Standard (NJSLS):

Explain the quantitative

relationship between places of a

multi-digit whole number up to one

million when moving from right to

left.

Number Talks Making Landmark or Friendly Numbers Multiplication. https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/: Direct Instruction

Option 1 – EngageNY

Option 2 – SMART Presentation

Option 3 – My Math Materials and Manipulatives: Base-Ten Blocks

Lesson Presentation: Problem of the Day: (With time permitting as an extension of the number talk activity)-Round 3,252 to the nearest ten and to the nearest hundred. Which number is greater? MP2-Ask students to explain how they used place value to determine whether 3,250 or 3,300 was greater.

Common Core Quick Check: Online version or presentation slides with questions related to the previous lesson and/or prerequisites for the addressed standards.

https://elementarynumbertalks.wordpress. com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-5cctask.ncdpi.wikispaces.net/4.NBT.1-4.NBT.3 My Homework: Pages 15-16, Problems 1-16

Formative Assessment: Assessment Masters pages 13-14, 15-16

EngageNY Grade 4 Module 1 Topic A, Lesson 2

https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-

lesson-2

NJCTL Presentation & Math Lab https://njctl.org/courses/math/4t h-grade-math/multiplication- division-

relationship/

Achieve the Core Coherence Map

https://achievethecore.org/coherence-map/#4/17

Gr4 PARCC EOY Released

Items #3

http://tinyurl.com/PARCCEOY

gr4mathreleaseditems

Illustrative Math

https://www.illustrativemathema

tics.org/content-

standards/4/NBT/A/1/tasks

MyMath Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-

6, 2-7, 2-8, 2-9, 5-5

www.connected.mcgraw- hill.com

(Teacher login available)

Common Core Sheets

http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nbt1

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.NBT.1 touchpoint

CAR © 2009

Investigate the Math: Draw a place-value chart on the board as seen on page 11 (or from My Math online slide). Point out to students the value of each number on a place-value chart. Discuss each number and its place value. Tell students that place value can be modeled using base-ten blocks. Show the students a hundred flat and ask the question, “How many hundred flats do I need to represent 1,000? Next show students a 1,000 cube and let students know that the cube is another way to represent 1,000.

Teach the Lesson: Read examples aloud and write 184,800 on the board pointing out example 1 to show students how place-value charts show the value of each digit in a number. “What number is in the ones place? What is the value of this number? What number is in the tens place? What is its value? Continue through the hundred thousands and discuss how the place-value chart helped name the value of each digit in the number? Next read Example 2 aloud. Work through the problem together with students as they write in their books emphasizing that each time a number moves one place to the left in the place value chart its value becomes ten times greater than when it was in its position to the right. Work together with students on Guided Practice problems 1-4 on page 12.

Centers Teacher Center –1-4 students per group.

Collaborative Conversations- Attending to

Precision (MP6) Have students use precise

mathematical language to explain how the

value of a digit in the thousands place

Centers and Independent Practice

Howard County Public School

System: center activities for

grade 4 students:

https://hcpss.instructure.co

m/co urses/107/pages/4-

dot-nbt-dot- 1-centers-and-

independent- practice

Grade 4 Formative

Assessments and Instructional

Tasks:

http://3-

5cctask.ncdpi.wikispaces.net/

4.NBT.1-4.NBT.3

Place value games

http://motionmathgames.com/h

ow-to-understand-place-value-

3-fun-family-math-activities/

Learnzillion Lessons https://learnzillion.com/resources

/72609-understand-multi-digit-whole-number-place-value-

concepts-4-nbt-a-1

CAR © 2009

compares to its value if it is in the hundreds

place. The value of a digit in the thousands

place is ten times greater than if it were in

the hundreds place.

Standards Based Problems Center – Teams of students to solve rigorous problems measured on PARCC assessments. Individual Center – Students work on the individual skills based on their data. Use Achieve the Core Coherence Map as guide. My Math-My Vocabulary Cards Page 5-8. Technology Center – Students work on i- Ready, My Math-RoboWorks (p.5-8) Place Value computer center. Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks etc. Interdisciplinary Center – Students solve and create number stories which interconnect with another subject; songs and music to help learn content. Real-World Problem Solving Library: Math and Social Studies-Rivers and Mountains of the United States. Review Classwork: Review selected independent practice problems for student understanding. Exit Ticket: Use the digits 5, 7, 1, 9, 2, 6 to write the greatest 6-digit number possible without repeating any digit. Then explain your reasoning.

CAR © 2009

CCSS.MATH.CONTENT

4.NBT.A.2 – 7 days

(MAJOR)

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 >, =, and < symbols to

record the results of

comparisons.

[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]

New Jersey Student Learning Standard:

Compare numbers using >, =, and

< for two multi-digit whole

numbers up to one million

(presented as base ten numerals,

number names, or expanded

form).

Number Talk Making Landmark or Friendly Numbers Multiplication https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/

Direct Instruction Option 1 – EngageNY

Option 2 – NJCTL

Option 3 – My Math

Centers:

Teacher Center – 2 -4 students/group

Standards Based Problems Center –

Students work in teams to solve rigorous

problems (i.e. PARCC Released items).

Individual Center – work on individual skills based on their data in EdConnect, and PARCC. Achieve the Core Coherence Map used to guide remediation. My Math-My Vocabulary Cards Page 5-8

Technology Center –My Math-RoboWorks

Place Value computer center.

Manipulative Center – Students work on

solving problems using manipulative, such

as base ten blocks; ; etc.

Interdisciplinary Center –students solve

and create “number stories” relevant to

standard. Students listen to music/sing

songs that teaches them the content.

Math and Social Studies-Rivers and

Mountains of the United States.

Review Classwork and Homework

From EngageNY

Exit Ticket

From EngageNY

. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress. com/. Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-5cctask.ncdpi.wikispaces.net/4.NBT.1-4.NBT.3 Centers and Independent Practice https://hcpss.instructure.com/courses/107/pages/4-dot-nbt-dot-2-centers-and-independent-practice

EngageNY Grade 4 Module 1 Topic A Lessons 3 & 4

https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-lesson-3

Topic B Lessons 5 & 6 https://www.engageny.org/resource/grade-4-mathematics-module-1-topic-b-lesson-

5

NJCTL Presentation &Math Labs https://njctl.org/courses/math/4th-

grade-math/number-sense-algebraic-concepts/

Achieve the Core Coherence Map

https://achievethecore.org/coherence-map/#4/17

Gr4 PARCC PBA Released Item #7

http://tinyurl.com/PARCC

PBAgr4mathreleaseditems

MyMath

www.connected.mcgraw- hill.com

Teacher login page available Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-

3, 4-4, 4-5, 4-6, 4-7, 4-8, 4-9, 4-10

4-11, 5-1, 5-2, 5-3, 5-4, 5-5, 5-6

Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nb

t2

Learnzillion Lessons https://learnzillion.com/resources/72467-read-write-and-compare-multi-digit-whole-

numbers-4-nbt-a-2

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.NBT.2-Touchpoint

CAR © 2009

CCSS.MATH.CONTENT

4.NBT.A.3 – 7 days

(MAJOR)

Use place value

understanding to round

multi-digit whole numbers

to any place. [Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]

NJ Student Learning Standard: Round multi-digit whole

numbers up to one

million to any place.

Number Talk Making Landmark or Friendly Numbers Multiplication. https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/

Direct Instruction Option 1 – EngageNY

Option 2 – NJCTL PMI Presentation

Option 3 – My Math

Centers

Teacher Center –2-4 students/group

Standards Based Problems Center – Teams

of students solve rigorous open response

problems (i.e., PARCC Released Items, etc.)

Individual Center –individual skills based

on data (i.e., EdConnect, PARCC). As

remediation guide use Achieve the Core

Coherence Map. My Math-My

Vocabulary Cards Page 5-8

Technology Center – Students working on

My Math-RoboWorks Place Value

computer center.

Manipulative Center – Students work on

solving problems using manipulative, such

as base ten blocks;etc.

Interdisciplinary Center – Solve and

create story problems connected to a

different subject. Students listen to

music/sing. Math and Social Studies-

Rivers and Mountains of the United

States.

Review Classwork and Homework

From EngageNY

Exit Ticket see EngageNY

Number Talks website created by Mollie Hall based

on the book by Sherry Parrish

https://elementarynumbertalks.wordpress. com/

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-5cctask.ncdpi.wikispaces

.net/4.NBT.1-4.NBT.3

Centers/independent

practice

https://hcpss.instructure.com/courses/107/pages/4-dot-

nbt-dot-3-centers-and-independent-practice

EngageNY Gr4 Module 1 Topic C

https://www.engageny.org/resou

rce/grade-4-mathematics-

module-1-topic-c-lesson-7

NJCTL Presentation & Math Labs https://njctl.org/courses/math/4th-grade-

math/number-sense-algebraic-concepts/

Achieve the Core Coherence Map

https://achievethecore.org/coherence-map/#4/17

Illustrative Math

https://www.illustrativemathema

tics.org/content-

standards/4/NBT/A/3/tasks

MyMath

www.connected.mcgraw- hill.com

Teacher login4 online Lessons: 3-1, 3-2, 6-1, 6-2, 6-3, 6-4,

6-5, 6-6, 6-7, 6-8, 6-9, 6-10

Learnzillion Lesson Plans

https://learnzillion.com/lesson

_plans/6255-round-numbers-

to-a-specified-place-on-a-

number-line

Common Core Sheets http://www.commoncoresheets

.com/SortedByGrade.php?Sorte

d=4nbt3

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.NBT.3- Touchpoint

CAR © 2009

CCSS.Math.Content

4.OA.A.1 – 7 days

(MAJOR)

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.

NJ Student Learning

Standard:

Write multiplication

equations from

multiplicative

comparisons given in

words (example, 35 is 5

times as many as 7 and 7

times as many as 5) and

describe a multiplication

equation in words.

Number Talk Partial Products Multiplication 3-5

https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/.

Direct Instruction Option 1 – EngageNY

Option 2 – SMART Presentation

Option 3 – My Math

Centers

Teacher Center –small group of 1-4

students. My Math Activity/Enrichment

Standards Based Problems Center – Teams

solve rigorous ,standards-based problems

as PARCC Released Items, Illustrative Math

Individual Center –practice individual skills

based on data (i.e., edConnect, PARCC).

Guide remediation/acceleration using

Achieve the Core Coherence Map. My

Math-My Vocabulary Cards Page 129-132.

Technology Center – My Math-RoboWorks

Place Value computer center. My Math:

Scrambled Egg City: Fact Families.

Manipulative Center –Base ten blocks;

Interdisciplinary Center –problems

interconnect other subjects. Students write

“number stories.” Real-World Problem

Solving Library, Math and Social Studies

Review Classwork: NJCTL

Exit Ticket “Explain how you would evaluate the expression 33-(5 x 4).” Answer: 5 x 4 = 20, 33-20 =13. “How could you change this expression so that it is correct to subtract before multiplying?” Sample answer: You could place the parentheses around 33-5 rather than 5 x 4.

Number Talks website created by Mollie Hall based on the book by Sherry Parrish: https://elementarynumbertalks.wordpress. com/

Teachers agree on common classwork.

My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16 Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-

5cctask.ncdpi.wikispaces.net

/4.OA.1-4.OA.3 Math Studio Talk: Common Core Instruction for 4.OA

https://www.engageny.org/resource/math-studio-talk-

common-core-instruction-4oa

EngageNY Module 7, Lesson 4 https://www.engageny.org/res

ource/grade-4-mathematics-module-7-topic-lesson-4

Learnzillion Lessons https://learnzillion.com/resour

ces/72926-interpret-multiplication-as-a-

comparison-4-oa-a-1

EngageNY Grade 4 Module 1 Topic A, Lesson1

https://www.engageny.org/resource/grade-4-mathematics-

module-1-topic-lesson-1

NJCTL Presentation/Math Labs https://njctl.org/courses/math/4th

- grade-math/multiplication-

division-relationship/

Achieve the Core Coherence Map https://achievethecore.org/cohe

rence-map/#4/19

Gr4 PARCC Released Items EOY

Released Items #19 http://tinyurl.com/PARCC

EOYgr4mathreleaseditems

Gr4 PARCC PBA Released Item #2

http://tinyurl.com/PARCC

PBAgr4mathreleaseditems

Gr4 PARCC ’16 Released Items

#14 & 15

http://tinyurl.com/2016G

r4PARCCreleasedItems

Illustrative Math

https://www.illustrativemathem

atics.org/content-

standards/4/OA/A/1/tasks

MyMath www.connected.mcgraw-

hill.com Lessons: 2-5, 2-6, 2-9, 4-8,

5-5, 6-11, 7-7, 7-9

Common Core Sheets http://www.commoncoresheets

.com/SortedByGrade.php?Sor

ted=4oa1

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.OA.1 - Touchpoint

CAR © 2009

CCSS.MATH.CONTENT

4.OA.A.2 - 7 days

(MAJOR)

Multiply or divide to solve word

problems 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.

NJ Student Learning

Standards (NJSLS):

Multiply or divide to solve

word problems involving

multiplicative comparisons.

Write an equation to

identify the arithmetic

operation written in a word

problem (without solving).

Number Tallk https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/ Partial Products Multiplication 3-5.

Direct Instruction Option 1 – EngageNY

Option 2 – NJCTL Presentation

Option 3 – My Math

Centers

Teacher Center – group of 2-4 students

Standards Based Problems Center –

Students work in a group to solve rigorous

problems (i.e. PARCC released items, etc.)

Individual Center – Students work on the

individual skill that they need based on

their data on EdConnect, and PARCC. Use

Achieve the Core Coherence Map to guide

remediation. My Math-My Vocabulary

Cards Page 129-132

Technology Center – Students work on i-

Ready, My Math-RoboWorks Place Value

computer center. My Math: Scrambled Egg

City: Fact Families.

Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; etc. Interdisciplinary Center –write story

problems which interconnect with other

subjects.

Review Classwork NJCTL PMI classwork and homework:

Exit Ticket Write the equation (4 + x) x 2 = y on the board. Tell students to create a table and input the following values for x: 1, 2, 3, and4. Have students find the output numbers. (answers: 10, 12, 14, 16).

Number Talks website created by Mollie Hall based

on the book by Sherry Parrish

https://elementarynumbertalks.wordpress. com/

Teachers will agree on common classwork. Refer to column 5 assessment.

My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16

Gr4 Instructional

tasks:

http://3-

5cctask.ncdpi.wikispaces.net

/4.OA.1-4.OA.3

Problem solving activities

https://hcpss.instructu

re.com/courses/107/p

ages/4-dot-oa-dot-2-

about-the-math-

learning-targets-and-

rigor

Learnzillion Lesson Plan

https://learnzillion.com/l

esson_plans/5644-solve-

multiplicative-

comparison-word-

problems-by-using-bar-

models

EngageNY Grade 4 Module 3 Topic A

https://www.engageny.org/resou

rce/grade-4-mathematics-

module-1-topic-lesson-1

NJCTL Presentation/Math lab https://njctl.org/courses/math/4th

- grade-math/multiplication-

division-relationship/

Achieve the Core Coherence Map

http://achievethecore.org/coher ence-map/#4/19

Gr4 PARCC EOY Released Item#11

http://tinyurl.com/PARCC

EOYgr4mathreleaseditems

Gr4 PARCC PBA Released Item #6

http://tinyurl.com/PARCC

PBAgr4mathreleaseditems

Gr4 PARCC 2016 Released Item

#16

http://tinyurl.com/2016Gr

4PARCCreleasedItems

Illustrative Mathematics

https://www.illustrativemathemati

cs.org/content-

standards/4/OA/A/2/tasks

MyMath Lessons: 8-3, 8-4, 8-5

www.connected.mcgraw- hill.com

Common Core Sheets

http://www.commoncoresheet

s.com/SortedByGrade.php?S

orted=4oa2

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.OA.2 -Touchpoint

CAR © 2009

CCSS.MATH.CONTENT

4.OA.B.4 – 3 days

(SUPPORTING content)

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.

NJ Student Learning

Standards (NJSLS):

Determine if a number

between 1 and 100 is a

prime or composite number.

Find all factor pairs for a

whole number up to 100 and

determine whether it is a

multiple of a given 1-digit

whole number.

Number Talk Partial Products Multiplication https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/

Direct Instruction Option 1 – EngageNY

Option 2 – NJCTL Presentation

Option 3 – My Math

Centers

Teacher Center – The teacher works in a

small group with 1-4 students. My Math

Activity/Enrichment

Standards Based Problems Center –

Teams solve rigorous problems (PARCC

Released Items, Illustrative Mathematics)

Individual Center – focus on individual

skills based on EdConnect or PARCC data.

Achieve the Core Coherence Map should

be used to guide remediation. My Math-

My Vocabulary Cards Page 193-194

Technology Center – Students work on

RoboWorks Place Value computer center.

Manipulative Center – Students work on

solving problems using manipulative, such

as base ten blocks; etc. My Math:

Materials: 0-5 and 5-10 number cubes,

index cards. As student rolls the number

cubes and makes a two-digit number. If a

10 is rolled, make a three-digit number.

Write the number at the top of an index

card and one factor pair below. Pass the

card to the next student who writes

another Factor pair. Continue passing the

card until all factor pairs have been

written. Set the card aside and repeat with

another number.

Number Talks website created by Mollie Hall based on the book by Sherry Parrish.

https://elementarynumbertalks.wordpress.com/ Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math-Am I Ready? Pg. 191, My Math: Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-

5cctask.ncdpi.wikispaces

.net/4.OA.4

EngageNY Grade 4 Module 3 TopicF Lessons 23- 25

https://www.engageny.org/resource/grade-4-mathematics-module-3-

topic-f-lesson-22

NJCTL Presentation & math labs https://njctl.org/courses/math/4th-grade-math/multiplication-division-relationship/

Achieve the Core Coherence Map https://achievethecore.org/cohe

rence-map/#4/19

Gr4 EOY PARCC Released Item #25 http://tinyurl.com/PARCCE

OYgr4mathreleaseditems

Gr4 PARCC 2016 Released Item #18 http://tinyurl.com/2016Gr4

PARCCreleasedItems

Illustrative Mathematics

https://www.illustrativemathematics

.org/content-

standards/4/OA/clusters

MyMath

www.connected.mcgraw- hill.com

Teacher login available Lessons: 8-6, 8-7, 8-8

Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=

4oa4

Learnzillion Lesson Plans https://learnzillion.com/resource

s/72576-find-and-understand-factors-and-determine-if-a-

number-is-a-multiple-of-a-given-number-for-whole-numbers-0-

100-4-oa-b-4

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.OA.4 Touchpoint

CAR © 2009

Interdisciplinary Center – Students work

on math problems that interconnect with

another subject. [Examples – Students

write their own word problems (called

number stories); Students listen to

music/sing songs that teaches them the

content. Real-World Problem Solving

Library Math and Social Studies: Class

Project

Review Classwork

Exit Ticket

List all the factor pairs of the numbers 42, 100, 21, 35, and 72.

Fit Together Factors

(Multiplication, Factor practice)

http://www.raftbayarea.org/readp

df?isid=633

Good Times Roll

(Multiplication, Factor

practice)

http://www.raftbayarea.org/read

pdf?isid= 86

CAR © 2009

CCSS.MATH.CONTENT

4.OA.C.5 – 2 days

(ADDITIONAL content)

Generate a number or shape

pattern that follows a given rule.

Identify apparent features of the

pattern that were not explicit in

the rule itself.

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 will continue to

alternate in this way.

NJ Student Learning

Standard (NJSLS):

Generate number or shape patterns by using rules including words, models, or graphs, and identify apparent features of the pattern that were not explicit in the rule of the original pattern. 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.

Number Talk https://elementarynumbertalks.wordpress. com/3rd-4th-and-5th-grade-number-talks/ Partial Products Multiplication 3-5.

Direct Instruction Option 1 – NJCTL Presentation

Option 2 – My Math

Centers Teacher Center – small group 1-4 students

Standards Based Problems Center –

Teams solve rigorous open constructed

response problems.

Individual Center –based on student data.

Use Achieve the Core Coherence Map to

guide remediation/ enrichment. My Math-

My Vocabulary Cards Page 275-276

Technology Center –My Math-

RoboWorks Place Value computer center.

Manipulative Center – Students work on solving problems using manipulatives.

Interdisciplinary Center –interconnect

with other subjects; write “number

stories”; listen to music/sing songs.

Review Classwork Exit Ticket-1 “Apply what you have learned” search

Grade 4: Unit 4.OA.C.5 Generate & Analyze Patterns

Exit Ticket-2 LaShonne represented the pattern above with the numbers 1, 4, 9. Explain what pattern LaShonne is seeing. What number would be 5th in the list given?…what

number will be 8th in the list that is given?

Number Talks website created by Mollie Hall based

on the book by Sherry Parrish.

https://elementarynumbertalks.wordpress.com/

Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math: Am I Ready? Pg. 273, My Math: Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3-

5cctask.ncdpi.wikispaces.net/4.OA.5

NJCTL Presentation/Math Labs

https://njctl.org/courses/math/4th-

grade-math/number-sense-

algebraic-concepts/

Achieve the Core Coherence Map

https://achievethecore.org/coher

ence-map/#4/19

Gr4 PARCC 2016 Released Item

#19 http://tinyurl.com/2016Gr

4PARCCreleasedItems

Illustrative Mathematics

https://www.illustrativemathemati

cs.org/content-

standards/4/OA/C/standards

MyMath

www.connected.mcgraw- hill.com

Teacher login available for Lessons 4.NF.3: 8-9, 8-10, 9-1,

9-2, 9-3, 9-4, 9-5, 9-6, 9-7

Common Core Sheets

http://www.commoncoresheet

s.com/SortedByGrade.php?S

orted=4oa5

Learnzillion Lesson Plans https://learnzillion.com/reso

urces/72543-generate-

number-or-shape-patterns-

and-identify-pattern-

features-4-oa-c-5

The standards assessments below are in EdConnect. These are quizzes/tests for that standard.

4.OA.5 -Touchpoint

CAR © 2009

CCSS.MATH.CONTENT

4.MD.A.1 – 3 days

(SUPPORTING content)

Know relative sizes of

measurement units within one

system of units including km,

m, cm, mm; 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).

NJ Student Learning

Standards (NJSLS):

Express measurement

comparisons within a single

system of measurement and

record in a two-column chart

within a single system of

measurement; e.g., know that 1 ft.

is 12 times as long as 1 in.

Number Talk https://elementarynumbertalks.wordpress.

com/3rd-4th-and-5th-grade-number-talks/ Division ~ Partial Quotes

Direct Instruction Option 1 – EngageNY

Option 2 – NJCTL

Option 3 – My Math

Centers

Teacher facilitates – 1 to 4 per group

Standards Based Problems Center –

Students solve rigorous standards-based

problems in groups (PARCC Released

Items, Illustrative Mathematics, etc.).

Individual Center – individual skills based

EdConnect, and PARCC data. Use Achieve

the Core Coherence Map to guide

remediation. My Math-My Vocabulary

Cards Page 689-694; Page 769- 772

Technology Center – Students work on i-

Ready, My Math-RoboWorks Place Value

computer center.

Manipulative Center – Use measuring

sticks, balances, measuring cups, etc.

Interdisciplinary Center –math problems

interconnect with other subjects. Students

write number stories; listen to music/sing

relevant songs. Real-World Problem

Solving Library-Math and Science: Ancient

Giants of the Forest.

Review Classwork

Exit Ticket:EngageNY

Number Talks website created by Mollie Hall based on the book by Sherry Parrish https://elementarynumbertalks.wordpress. com/ Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.

My Math-Am I Ready? Pg. 687

My Math-Am I Ready? Pg. 767, My Math: Assessment Masters pages 13-14, 15-16

Grade 4 Formative

Assessments and

Instructional Tasks:

http://3- 5cctask.ncdpi.wikispaces.net

/Fourth+Grade+Tasks

Great center activities:

https://hcpss.instructure.com/courses/107

/pages/4-dot-nbt-dot-1-centers-and- independent-

practice

EngageNY Grade 4 Module 2 Topic B, Lessons 4-5

https://www.engageny.org/resource/grade-4-mathematics-module-

2-topic-b-lesson-4

NJCTL Presentation & Math Lab https://njctl.org/courses/math/4th-grade-math/measurement-

data/

Achieve the Core Coherence Map

https://achievethecore.org/coherence-map/#4/16

Common Core Sheets

http://www.commoncoresheet

s.com/SortedByGrade.php?S

orted=4md1

MyMath

www.connected.mcgraw-hill.com

online resources available Lessons: 13-1, 13-2, 13-3,

13-4, 13-5 Learnzillion lesson

https://learnzillion.com/resources/72592-know-relative-

sizes-of-measurement-units-and-express-measurements-

in-various-units-4-md-a-1

The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.

4.MD.1 -Touchpoint

CAR © 2009

Summative Written Assessments

Quarterly Assessment 1 in EdConnect

Gr4 PARCC Released Items http://tinyurl.com/PARCCEOYgr4mathreleaseditems

PARCC 2015 PBA Released Items http://tinyurl.com/PARCCPBAgr4mathreleaseditems

Summative Performance Assessment