2. Factors and Multiples 2 weeks 4.OA.1 4.OA.4 4.OA.5 Factors & Multiples 3.5 Multiplication and Division 3.11 Open Sentences 5.1 Extended Multiplication Facts 6.2 Strategies for Division Patterns 3.1 “What’s My Rule” 3.2 Multiplication Facts 3.3 Multiplication Facts Practice 3.4 More Multiplication Facts Practice *need supplementary materials for factors and multiples, prime and composite numbers, and patterns with numbers and shapes 3. Multi-Digit Whole Number Computation 3 weeks 4.OA.2 4.OA.3 4.NBT.4 Algorithm 1&3 (ED site) 1.3 p 7 3.6 World Tour: Flying to Africa 3.8 A Guide for Solving Number Stories 6.1 Multiplication and Division Number Stories 6.4 Expressing and Interpreting Remainders 2.7 Addition of Multi-digit Numbers 2.9 Subtraction of Multi – digit Numbers 5.3 Estimating Sums 5.5 Partial-Products Multiplication, part 1 5.6 Partial-Products Multiplication, part 2 5.8 Big Numbers 6.2 Strategies for Division 6.3 Partial-Quotients Division Algorithm, part 1 6.10 Partial-Quotients Division, part 2 8.8 Geographical Area Measurements *need supplemental materials on multi-step word problems using all operations 4. Comparing Fractions and Understanding Decimal Notation 4 weeks 4.NF.1 4.NF.2 4.NF.5 4.NF.6 4.NF.7 4.1 Decimal Place Value 4.2 Review of Basic Decimal Concepts 4.3 Comparing and Ordering Decimals 4.4 Estimating with Decimals 7.1 Review of Basic Fraction Concepts 7.6 Many Names for Fractions 7.7 Equivalent Fractions 7.8 Fractions and Decimals *Fractions limited to denominators with 2, 3, 4, 5, 6, 8, 10, 12 and 100 4.7 Thousandths 8.3 Area (Math box) *supplemental materials needed for
7.9 Comparing Fractions 7.10 The ONE for fractions 9.1 Fractions Decimals & Percents (omit percents) 9.2 Converting Easy Fractions to Decimals and Percents (omit percents) 9.3 Using a Calculator to Convert Fractions to Decimals 9.5 Conversions Among Fractions Decimals and Percents equivalent fractions, introductory materials for decimals (Third grade decimal lessons, 5.7, 5.8, 5.9) 5. Building Understanding of Addition, Subtraction, and Multiplication of Fractions 6 weeks 4.NF.3a 4.NF.3b 4.NF.3c 4.NF.3d 4.NF.4a* 4.NF.4b 4.NF.4c 4.MD.4 7.2 Fraction of Sets 7.4 Pattern Block Fractions 7.5 Fraction Addition and Subtraction *No Everyday Math Lessons 7.10 The ONE for Fractions 7.1 Review of Basic Fraction Concepts *More mixed number, addition, subtraction, multiplication, equivalents, and line plots using fractional segments for x axis 6. Solving Problems involving Measurement and Data 3 weeks 4.MD.1 4.MD.2 4.MD.3 Money 4.6 Decimals in Money 9.8 Multiplication of Decimals 9.9 Division of Decimals 12.4 Comparison Shopping: Part 1 12.5 Comparison Shopping: Part 2 Distance and Length 3.7 Finding Air Distances 4.4 Estimating with Decimals 4.8 Metric Units of Length 4.9 Personal References for Metric Length 4.10 Measuring in Millimeters Liquid Volume 3.8 A Guide for Solving Number Stories 5.6 Partial-Products Multiplication 6.1 Multiplication and Division Number Stories 7.2 Fractions of Sets 8.4 What is the Area of my Skin? 5.4 Estimating Products 5.5 Partial-Products Multiplication, part 1 5.6 Partial-Products Multiplication, part 2 *Supplemental materials on elapsed time, unit conversions, liquid volume.
Concepts What Students Need to Know What Students Need To Be Able To Do Multi-digit whole numbers Digit Whole number quotients and remainders READ (using base-ten numerals, number names and expanded form) WRITE (using base-ten numerals, number names and expanded form) COMPARE (two multi-digit numbers based on digits in each place using >, =, < symbols) ROUND (to any place using place value understanding) MULTIPLY (using strategies based on place value and properties of operations) (up to four-digit by one-digit) (two-digit by two-digit) ILLUSTRATE (calculation using equations, rectangular arrays and/or area models) EXPLAIN (calculation using equations, rectangular arrays and/or area models) RECOGNIZE (a digit in the ones place represents 10 times what it represents in the place to its right) FIND (up to four-digit dividend and one-digit divisors using strategies based on place value, properties of operations, and/or relationships between multiplication and division) ILLUSTRATE (calculation using equations, rectangular arrays and/or area models) EXPLAIN (calculation using equations, rectangular arrays and/or area models) Required: Grade 4 Pre Test Daily Warm up sheets (# for the day it is) Related MCAS Questions (can be used as assessments) Suggested: Trailblazers Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ OnCore Assessments and Lessons Unit Assessments
Concepts What Students Need to Know Skills What Students Need To Be Able To Do Required and Suggested Activities Factor Pairs Whole Number Multiplicative Equations Multiplicative Comparisons Pattern FIND (for a whole number 1-100) RECOGNIZE (that it’s a multiple of each of its factors) DETERMINE (if it’s a multiple of a given one-digit number) (whether prime or composite) INTERPRET (as multiplicative comparisons) REPRESENT (as verbal statements of multiplicative equations) GENERATE (number or shape that follows a given rule) IDENTIFY (features not explicit in rule itself) Required: Daily Warm up sheets (# for the day it is) Related MCAS Questions (can be used as assessments) Suggested: Trailblazers Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ OnCore Assessments and Lessons Unit Assessments The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
Concepts What Students Need to Know Skills What Students Need To Be Able To Do Required and Suggested Activities Fractions Equivalent Fractions Decimals COMPARE (with different numerators and denominators) RECOGNIZE (comparisons when both refer to the same whole) RECORD (using symbols >, =, <) JUSTIFY (conclusions using visual model) ADD (with different denominators of 10 and 100) USE (decimal notation for denominators of 10 or 100) EXPLAIN (using visual models) RECOGNIZE GENERATE EXPRESS (with denominators of 10 and 100) COMPARE (to hundredths) RECOGNIZE (comparisons are only valid when referring to same whole) RECORD (using symbols >, =, <) JUSTIFY (conclusions using visual model) Required: Daily Warm up sheets (# for the day it is) Related MCAS Questions (can be used as assessments) Suggested: Trailblazers Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ OnCore Assessments and Lessons Unit Assessments The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
• Susan and Maria need 8 3/8 feet of ribbon to package gift baskets. Susan has 3 1/8 feet of ribbon and Maria has 5 3/8 feet of ribbon. How much ribbon do they have altogether? Will it be enough to complete the project? Explain why or why not. The student thinks: I can add the ribbon Susan has to the ribbon Maria has to find out how much ribbon they have altogether. Susan has 3 1/8 feet of ribbon and Maria has 5 3/8 feet of ribbon. I can write this as 3 1/8 + 5 3/8. I know they have 8 feet of ribbon by adding the 3 and 5. They also have 1/8 and 3/8 which makes a total of 4/8 more. Altogether they have 8 4/8 feet of ribbon. 8 4/8 is larger than 8 3/8 so they will have enough ribbon to complete the project. They will even have a little extra ribbon left, 1/8 foot. Example: • Trevor has 4 1/8 pizzas left over from his soccer party. After giving some pizza to his friend, he has 2 4/8 of a pizza left. How much pizza did Trevor give to his friend? Solution: Trevor had 4 1/8 pizzas to start. This is 33/8 of a pizza. The x’s show the pizza he has left which is 2 4/8 pizzas or 20/8 pizzas. The shaded rectangles without the x’s are the pizza he gave to his friend which is 13/8 or 1 5/8 pizzas.
Concepts What Students Need to Know Skills What Students Need To Be Able To Do Required and Suggested Activities Measurement Units Types of Measure Distance Time Volume Mass Money Rectangles KNOW (relative sizes within one system of units) EXPRESS (measurements in a larger unit in terms of a smaller unit) RECORD (measurement equivalents in a two-column table) SOLVE (word problems using the four operations including simple fractions and decimals) SOLVE (word problems requiring expressing measurements given in larger unit in terms of smaller unit) REPRESENT (measurement quantities using diagrams with a measurement scale) APPLY (area formulas in real world and mathematical problems) APPLY (perimeter formulas in real world and mathematical problems) Required: Daily Warm up sheets (# for the day it is) Related MCAS Questions (can be used as assessments) Suggested: Trailblazers Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ Unit ____ Lesson _____ OnCore Assessments and Lessons Unit Assessments The items developed for this section can be used during the course of instruction when deemed appropriate by the teacher.
4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n degrees. 4.MD.5. the diagram below will help students understand that an angle measurement is not related to an area since the area between the 2 rays is different for both circles let the angle measure is the same. 4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 4.MD.6. Before students begin measuring angles with protractors, they need to have some experiences with benchmark angles. They transfer their understanding that a 360º rotation about a point makes a complete circle to recognize and sketch angles that measure approximately 90º and 180º. They extend this understanding and recognize and sketch angles that measure approximately 45º and 30º. They use appropriate terminology (acute, right, and obtuse) to describe angles and rays (perpendicular). 4.MD.7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum f the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure. 4.MD.7. Examples If the two rays are perpendicular, what is the value of m? Joey knows that when a clock’s hands are exactly on 12 and 1, the angle formed by the clock’s hands measures 30o. What is the measure of the angle formed when a clock’s hands are exactly on the 12 and 4?