Math Curriculum Guide th

4 Grade 2013 â€“ 2014 School Year

Dear Colleague, This curriculum guide includes/provides: Alignment to the New York State Common Core Learning Standards (CCLS) • A recommended, not strictly required, pace and sequence to follow while utilizing the enVision program. o Adjustments may occur based upon your school’s alternate schedules and your particular students’ needs. • Additional resources per topic to further develop student fluencies and problem solving ability. o Sprints to develop students number sense, fluencies and mental math skills. o Performance Tasks to provide opportunities for students to think criticially and creatively in non-routine scenarios. Through discussion and writing, students will enhance their ability to communicate mathematically. Attention to the CCLS Priority Standards • Standards that are Major priorities are typed in bold and italics, and shaded in green – recommended as 70% of our time. • Standards that are supporting topics are typed in italics only, and shaded in blue – recommended as 20% of our time. • Standards that are additional topics are typed in regular font, and shaded in yellow – recommended as 10% of our time. Unit/Topic and Lesson Essential Questions • Share these questions with your students to assist in providing a focus for the lesson and/or unit as a whole. • Post them in your classroom in predominate locations. Reflection and Revision Opportunities • A “Teacher Notes” column. o Collegial feedback and considerations are included to more efficiently uncover specific learning objectives. o White space is available to include your own current notes and plans. o Room to indicate when are where the Sprints & Performance Tasks are used. Guidance for Post-Assessment Instruction • Time to revisit some of the Major priority standards again. o Consider utilizing center activities, Sprints, Performance Tasks, ExamView or other valuable resources. • The symbol * has been included in the teacher notes column for each lesson that is included in our post-assessment instruction. • The “Step-Up” resources should only be used as enrichment, or if all grade level concepts are mastered Have an excellent 2013 – 2014 school year!

Unit/Topic 1: Multiplication and Division: Meanings and Fact

How can patterns and propertices be used to find some multiplication facts?

How can unknown multiplication facts be found by breaking them into known facts? How can unknown division facts be found by thinking about a related multiplication facts? Fluency Development Recommended Sprints: 7 - 3.OA.9, 4.OA.5, 4.NBT.3 Number Patterns Activities:

Day / Date 9/10

Problem Solving Development Recommended Performance Tasks: Exemplar 3.MD.6 Two Inch Square Inside Mathematics 4.OA.2 Bikes and Trikes Activities:

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

1-1

Meanings of Multiplication

4.OA.1 4.OA.2

How can we use arrays to understand multiplication?

1-2

Patterns for Facts

4.OA.5

What patterns can help you remember multiplication facts for 2s and 5s?

Teacher Notes Indicate Fluency & Performance Task Used *

*

9/11 1-4

3,4, 6, 7, 8 as Factors

4.OA.4 4.OA.1

How can you break apart facts? What happens when you multiply two numbers and switch the order of the factors? What happens when you multiply by zero? If you multiply by one? How does the inverse relationship of multiplication and division show why certain division calculations involving 1 make sense?

29 - 3.OA.7, 4.OA.4 6 Times Table 33 - 3.OA.7, 4.O A.4 7 Times Table 37 - 3.OA.7, 4.OA.4 8 Times Table

*

1-3

Multiplication Properties

1-8

Special Quotients

4.OA.3

9/13

1-5

Problem Solving â€“ Look for a Pattern

4.OA.3 4.OA.5

How can a pattern help you solve a problem?

*

9/16

1-6

Meanings of Division

4.OA.2

How can you use counters to show that division can be thought of as repeated subtraction or sharing equally?

*

9/17

1-7

4.OA.1

How are multiplication and division related?

*

9/18

1-9

4.OA.3

How can the inverse relationship between multiplication and division by used to find division facts?

*

9/19

1-10

4.OA.2 4.OA.3

How can a bar diagram help you solve a problem?

*

9/12

Relating Multiplication and Division Using Multiplication Facts to Find Division Facts Problem Solving: Draw a Picture and Write an Equation

9/20 9/23

Review and Assess Topic 1

Week of 9/23

Day 1: District-Wide Fall Math Assessment (Multiple Choice) Day 2: District-Wide Fall Math Assessment (Performance Tasks)

*

Unit/Topic 2: How can patterns be used to describe how two quantities are related? How can a relationship between two quantities be shown using a table? Fluency Development Recommended Sprints: 11- 4,OA.4, 4.OA.5 Write the Multiple 28 - 2.NBT.5, 3.OA.1-4, 6-7 3.OA.1-4, 6-7, 4.0A.4, 4.OA.5 Skip count by 6 32 - 2.NBT.5,3.OA.1-4, 6-7, 4.OA.4, 4.OA.5 Skip count by 7 40 - 2.NBT.5, 3.OA.1-4, 6-7, 4.OA.4, 4.OA.5 Skip count by 9

Problem Solving Development Recommended Performance Tasks: Exemplar 4.OA.5 Return of the Pandas Inside Mathematics 4.OA.5 Piles of Oranges Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used Can omit or combine with 1-2

2-1

Repeating Patterns

4.OA.5

How can you continue a pattern?

2-2

Number Sequences

4.OA.5

What is a pattern?

9/26

2-3

Extending Tables

4.OA.5

What pairs of numbers fit a pattern?

9/27

2-4

Writing Rules for Situations

4.OA.5

What is a math rule for the situation?

2-5

Geometric Patters

4.OA.5

How can you describe block towers?

2-6

Problem Solving: Act it Out and Use Reasoning

4.OA.3 4.OA.5

How can you solve problems by acting them out and using reasoning?

9/25

9/30

10/1

Review and Assess Topic 2

36 - 2.NBT.5,3.OA.1-4, 6-7,4.OA.4, 4.OA.5 Skip count by 8

Can Omit

*

Unit/Topic 3: Place Value

How are greater numbers read and written? How can whole numbers be compared and ordered?

Fluency Development Recommended Sprints: 2 - 4.NBT.2 Place Value.pdf 9 - 4.NBT.3 Round to the nearest 10 11 - 4.NBT.3 Round to the nearest 100 13 - 4.NBT.3 Round to the nearest 1,000 5- 4.NBT.3 Round to the Nearest Ten Thousand 7- 4.NBT.3 Round to the Nearest Million

Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.NBT.1 A Question of Numbers Activities:

6

Activities: Day / Date

Lesson Number and Title

Common Core State Standard(s)

Teacher Notes Indicate Fluency & Performance Task Used

Essential Question(s) *

10/2

10/3

10/4

3-1

Representing Numbers

4.NBT.2 4.NBT.1

3-2

Place Value Relationships

4.NBT.1 4.NBT.2

How do the digits in a multi-digit number relate to each other?

3-3

Comparing Numbers

4.NBT.2

How can place value help you compare numbers?

What are some ways to represent numbers in the thousands? 1- 4.NBT.2, 4.NBT.4 Expanded Form

*

* 3 - 4.NBT.2 Greater Than Less Than

* 3-4

Ordering Numbers

4.NBT.2

How do you compare numbers?

10/8

3-5

Rounding Whole Numbers

4.NBT.3

How can you round numbers?

*

10/9

3-6

Problem Solving: Make an Organized List

4.NBT.1

How can you use a list to find possible combinations?

*

10/7

10/10 10/11

Review and Assess Topic 3

2- 4.NBT.2 Circle the Greater Number

Unit/Topic 4: Addition and Subtraction of Whole Numbers How can sums and differences of whole numbers be estimated? What are standard procedures for adding and subtracting whole numbers? Fluency Development Recommended Sprints: 20 - 3NBT.2, 4.NBT.4 Add 999 21 - 4.NBT.4 Add 9,99,999 22 - 4.NBT.4 Subtract by 999 23 - 4.NBT.4 Subtract 9,99,999 25 - 4.OA.3, 4.NBT.3, 4.NBT.5 Round to the nearest hundred and estimate the value

Problem Solving Development Recommended Performance Tasks: Inside Mathematics 3.NBT.3 Adding Numbers Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

10/15

4-1

Using Mental Math to Add and Subtract

4.NBT.3 4.OA.3

How can you use mental math to add and subtract?

*

10/16

4-2

Estimating Sums and Differences of Whole Numbers

4.NBT.3 4.NBT.4 4.OA.3

How can you estimate sums and differences of whole numbers?

*

10/17

4-3

Adding Whole Numbers

4.NBT.4

How do you add whole numbers?

*

10/18

4-4

Subtracting Whole Numbers

4.NBT.4

How do you subtract whole numbers?

*

10/21

4-5

Subtracting Across Zeroes

4.NBT.4

How do you subtract across zeroes?

*

10/22

4-6

Problem Solving: Draw a Picture and Write an Equations

4.NBT.4 4.OA.3

How can a bar diagram help you solve an addition or subtraction problem?

*

10/23 10/24 10/25

Day 1: Review Topics 1-4 (Topic 4 Test is Optional) Day 2: enVision Benchmark Topics 1-4 & Fluency Benchmark Topics 1-4 Day 3: Performance Task Benchmark Topics 1-4 Exemplar 3.OA.7 Fish Dilemma

Unit/Topic 5: Number Sense: Multiplying by one-digit numbers

How can some products be found mentally? How can products be estimated?

Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

41 - 3.OA.7, 4.OA.4 9 Times Table (review)

Inside Mathematics 4.OA.4 Number Trains Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

10/28

5-1

Arrays and Multiplying by 10 and 100

4.NBT.5

How can you use arrays to multiply by 10 and 100?

*

10/29

5-2

Multipying by Multiples of 10 and 100

4.NBT.5

What place value patterns can be seen when you multiply 1 digit numbers by multiples of 10 and 100?

*

10/30

5-3

Breaking Apart to Multiply

4.NBT.5

How can you break apart arrays to help you multiply with grater numbers?

*

10/31

5-4

Using Mental Math to Multiply

4.NBT.3 4.NBT.5 4.OA.3

What are some ways to multiply mentally?

11/1

5-5

Using Rounding to Estimate

4.NBT.3 4.NBT.5

How can you use rounding to estimate when you multiply?

*

11/4

5-6

Problem Solving: Reasonableness

4.OA,3 4.NBT.3 4.NBT.5

How do you know if your answer is reasonable?

*

11/5

Review and Assess Topic 5

* * compensation *

Unit/Topic 6: Developing Fluency: Multiplying by 1 Digit Numbers How can arrays be used to find products? What is the standard procedure for multiplying multi-digit numbers? Fluency Development Recommended Sprints: 28 â€“ 4.NBT.1 Multiply by Multiples of 10

Problem Solving Development Recommended Performance Tasks: Exemplar 3-5 Mini Bus Challenge

Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

11/6

6-1

Arrays and Using an Expanded Algorithm

4.NBT.5

How can you use models to help you record multiplication?

*

11/7

6-2

Connecting the Expanded and Standard Algorithms

4.NBT.5 4.OA.3

How can you record multiplication of a 2 digit number by a 1 digit number?

*

11/8

6-3

Multiplying 2 digit by 1 digit number

4.NBT.5 4.OA.3

How can you multiply a 2 digit number and check the product for reasonableness?

*

11/12

6-4

Multiplying 3- and 4- digit by 1 digit numbers

4.NBT.5

How do you multiply a 3 digit or 4 digit number by a 1 digit number?

*

11/13

6-5

Multiplying by 1 digit numbers

4.NBT.5 4.NBT.3 4.OA.3

How can you estimate to check if an answer to a multiplication problem is reasonable?

*

11/14

6-6

Problem Solvig: Missing or Extra Information

4.NBT.5 4.OA.3

How can you tell what information is missing to solve a problem?

*

11/15

Review and Assess Topic 6

Unit/Topic 7: Number Sense: Multiplying by 2 Digit Numbers

How can grater products be found mentally? How can greater prodcuts be estimated?

Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

27 - 4.NBT.1, 5.NBT.1 Multiply by 10 28 - 4.NBT.1, 5.NBT.1 Multiply by multiples of 10 29 - 4.OA.3, 4.NBT.5 Estimate and then multiply

Exemplar 4.NBT.6 I -Did -A -Read Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

7-1

Arrays and Multiplying 2Digit Numbers by Multiples of 10

4.NBT.5

11/19

7-2

Using Mental Math to Multiply 2-digit numbers

4.NBT.5 4.OA.3

How can you multiply by multiples of 10?

11/21

7-3

Using Rounding to Estimate

4.NBT.5 4.OA.3

How can you use rounding to estimate products?

11/18

Teacher Notes Indicate Fluency & Performance Task Used

Essential Question(s)

How can arrays help you multiply a 2-digit number by 10? *

*

11/20

7-4

Using Compatible Numbers to Estimate

4.NBT.5 4.NBT.3 4.OA.3

11/25

7-5

Problem Solving: MultiStep Problems

4.NBT.5 4.OA.3

11/26 11/27

30 - 4.OA.3, 4.NBT.5 Estimate and then multiply (2)

* 1 of 2 strategies for estimating products

* 1 of 2 strategies for estimating How can you use compatible numbers to estimate products? products Teach this lesson before rounding (7-3) What is the hidden question or questions?

Review and Assess Topic 7

*

Unit/Topic 8: Developing Fluency: Multiplying by 2-Digit Numbers How can arrays be used to find greater products? What is the standard procedure for multiplying multi-digit numbers? Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

12 - 4.NBT.6 Order of Operations 13 - 5.OA.1 Order of Operations with parentheses 26 - 4NBT.1, 4.NBT.5 Multiply by 1, 10,100,1,000 Activities:

Inside Mathematics 4.OA.5 Buttons

Day / Date

Lesson Number and Title

Activities:

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

12/2

8-1

Arrays and Multiplying 2-digit Numbers

4.NBT.5

How can arrays help you multiply 2-digit numbers?

*

12/3

8-2

Arrays and Extended Algorithm

4.NBT.5

How can you record multiplication of 2-digit numbers?

*

12/4

8-3

Multiplying 2-digit numbers by Multiples of 10

4.NBT.5

How can you find the product of a 2-digit number and a multiple of 10?

*

12/5

8-4

Multiplying 2-Digit by 2digit numbers

4.NBT.5

How do you multiply 2-digit by 2-digit numbers?

*

12/6

8-5

Problem Solving: TwoQuestion Problems

4.NBT.5 4.OA.3

12/9 12/10 12/11

How do you use the answer from one question to answer a * second question?

Day 1: Review Topics 5-8 (Topic 8 Test is Optional) Day 2: enVision Benchmark Topics 5-8 & Fluency Benchmark Topics 5-8 Day 3: Performance Task Benchmark Topics 5-8 Exemplar 3.OA.7 Missing Key Dilemma

Unit/Topic 9: Number Sense: Dividing by 1-digit Divisors

What are different meanings of division? How can mental math and estimation be used to divide?

Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

3- 4.OA.3, 6.EE.2a Solve for N 25 - 3OA.2-3, 4.OA.4 Divide 45 - 4NBT.1 Divide by 1, 10,100, 1000

Inside Mathematics 4.OA.3, 4.NBT.5,6 The Baker Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Teacher Notes Indicate Fluency & Performance Task Used

Essential Question(s) *

30 - 3.OA.4, 6-7, 4.OA.4 Divide by 6

12/12

9-1

Using Mental Math to Divide

4.NBT.6 4.OA.3

How can you use place value and patterns to help you divide 34 - 3.OA.4, 6-7, 4.OA.4 Divide by 7 38 - 3.OA.4, 6-7, 4.OA.4 Divide by 8 mentally? 42 - 3OA.4, 6-7, 4.OA.4 Divide by 9

12/13

9-2

Estimating Quotients

4.NBT.6 4.OA.3

When and how do you estimate quotients to solve problems?

*

12/16

9-3

Estimating Quotients for Greater Dividends

4.NBT.6 4.OA.3

How do you estimate quotients using place value?

*

12/17

9-4

Dividing with Remainders

4.NBT.6

What does it mean when you divide and some are left over?

*

12/18

9-5

Multiplication and Division Stories

4.NBT.6 4.NBT.5

How can you decide when to multiply and when to divide to solve a problem?

*

12/19

9-6

Problem Solving: Draw a Picture and Write an Equation

4.NBT.6 4.OA.2 4.OA.3

How can a bar diagram help you solve a division problem?

*

12/20

Review and Assess Topic 9

Unit/Topic 10: Developing Fluency: Dividing by 1-Digit Divisors How can repeated subtraction be used to model division? What is the standard procedure for dividing multi-digit numbers? Fluency Development Recommended Sprints: 23 - 3.OA.7, 4.OA.4 Divide by 6 24 - 3.OA.7, 4.OA.4 Divide by 7

Problem Solving Development Recommended Performance Tasks: Exemplar 3.OA.7 Portfolio Pizza Party

Activities: Activities: Teacher Notes Indicate Fluency & Performance Task Used

Common Core State Standard(s)

Essential Question(s)

10-1

Using Objects to Divide: Division as Repeated Subtraction

4.NBT.6

How can repeated subtraction help you divide?

*

1/3

10-2

Division as Repeated Subtraction

4.NBT.6

How can recording division as repeated subtraction help you divide?

*

1/6

10-3

Using Objects to Divided: Division is Sharing

4.NBT.6 4.NBT.1

How can place value help you divide?

*

1/7

10-4

Dividing 2-Digit by 1Digit Numbers

4.NBT.6

What is a common way to record division?

*

1/8

10-5

Dividing 3-Digit by 1Digit Numbers

4.NBT.6

How can you divide numbers in the hundreds?

*

1/9

10-6

Deciding Where to Start Dividing

4.NBT.6

What do you do when there are not enough hundreds to divide?

*

1/10

10-7

Dividing 4-Digit by 1Digit Numbers

4.NBT.6

How can you estimate larger quotients?

*

1/13

10-8

Problem Solving: MultiStep Problems

4.OA.3 4.NBT.5

What hidden questions lie within a multi-step problem?

*

Day / Date 1/2

1/14

Lesson Number and Title

Review and Assess Topic 10

Unit/Topic 11: Fraction Equivalence and Ordering

How can the same fractional amount be named using symbols in different ways?

How can fractions be compared and ordered? Fluency Development Recommended Sprints: 8 - 4.NF.2, 4.NF.5-6 Express decimals as fractions (tenths and hundredths) 9- 4.OA.4, 4.OA.5 Circle the Multiple that Doesnâ€™t Belong 31 - 4.NF.1 Find equivalent fractions 44 - 3.NF.3, 4.NF.1 - Simplify fractions

Problem Solving Development Recommended Performance Tasks: Exemplar 4NF.1, 4NF.2 Great Pizza Dilemma Inside Mathematics 4.NF.1 Leapfrog Fractions Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

1/15

11-1

Factors

4.OA.5 4.OA.4

How can you use multiplication to find all the factors of a number?

1/16

11-2

Prime and Composite Numbers

4.OA.4

How can you sort numbers by their factors?

1/17

11-3

Multiples

4.OA.4 4.OA.5

How can you find the multiples of a number?

1/21 * Make sure to discuss simplest form *

11-4

Equivalent Fractions

4.NF.1 4.NF.2

How can you find two fractions that name the same part of a whole?

1/22

11-5

Number Lines and Equivalent Fractions

4.NF.1 4.NF.2

What does it mean for two fractions to be equivalent?

Teacher Notes Indicate Fluency & Performance Task Used

* Discuss the use of expressing fractions in simplest form. This must be supplemented within the enVision program. * *

1/23

11-6

Comparing Fractions

4.NF.2

1/24

11-7

Ordering Fractions

4.NF.2

1/27

11-8

Problem Solving: Writing to Explain

4.NF.1 4.NF.2

1/28

How can you use benchmark fractions to compare fractions?

34 - 4.NF.2 Circle the greatest fraction 35 - 4.NF.2 Circle the smallest fraction

How can you use equivalent fractions to compare and order * fractions? How do you write a good math explanation?

Review and Assess Topic 11

*

Unit/Topic 12: Adding and Subtracting Fractions and Mixed Numbers with Like Denominators What does it mean to add and subtract fractions and mized numbers with like denominators? What is a standard procedure for adding and subtracting fractions and mixed numbers with like denominators? How can fractions and mixed numbers be added and subtracted on a number line? Fluency Development Recommended Sprints: 36 - 4.NF.3 Add and subtract fractions with like units 39 - 3.NF.1, 3.NF.2, 4.NF.3 - Write fractions 44 - 5.NF.3 Change mixed numbers to improper fractions 49 - 4.NF.4 Fraction of a set

Problem Solving Development Recommended Performance Tasks: Exemplar 4.NF.1 Deluxe Birthday Cake Activities:

Activities:

Day / Date 1/29

Lesson Number and Title 12-1 12-2

1/30 12-4 1/31

12-3

2/3

12-5

2/4

12-6

2/5

12-7

2/6

12-8

2/7

12-9

2/10 2/11 2/12 2/13 2/14

Modeling Addition of Fractions Adding Fractions with Like Denominators Subtracting Fractions with Like Denominators Modeling Subtraction of Fractions Adding and Subtracting on the Number Line Improper Fractions and Mixed Numbers Modeling Addition and Subtraction of Mixed Numbers Adding Mixed Numbers

Subtracting Mixed Numbers Decomposing and 12-10 Composting Fractions Problem Solving: Draw a 12-11 Picture and Write an Equation

Common Core State Standard(s) 4.NF.3 4.NF.3.a 4.NF.3.a 4.NF.3.d 4.NF.3.a 4.NF.3.d 4.NF.3.a 4.NF.3.d 4.NF.3.a 4.NF.3.d 4.NF.3.c 4.NF.3.b 4.NF.3.b 4.NF.3.c 4.NF.3.b 4.NF.3.c 4.NF.3.c 4.NF.3.b 4.NF.3.d 4.NF.3.a

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

How can you use fraction strips to add fractions?

*

How can you add fractions with like denominators?

*

How do you subtract fractions with like denominators?

*

How can you use fraction strips to subtract fractions?

*

How can you use a number line to add and subtract fractions?

*

How are mixed numbers and improper fractions related?

*

How do you use models to add mixed numbers?

*

How can you add mixed numbers?

*

How can you subtract mixed numbers? How can we use addition to represent a fraction in a variety of ways? What operation is needed to solve a problem with fractions?

*

Day 1: Review Topics 9-12 (Topic 4 Test is Optional) Day 2: enVision Benchmark Topics 9-12 & Fluency Benchmark Topics 9-12 Day 3: Performance Task Benchmark Topics 9-12 Exemplar 3.OA.7 Is Dan Losing His Marbles

* *

Unit/Topic 13: Extending Fraction Concepts Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks: Inside Mathematics 4.NF.1 Picking Fractions

50 - 4.NF.4, 5.NF.4a - Fraction of a set

Activities:

Activities:

Day / Date

Lesson Number and Title

How is decimal numeration realted to whole number numeration?

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

13-1

Fractions as Multiples of Unit Fractions: Using Models

4.NF.4.a

How can you describe a fraction using a unit fraction?

*

2/25

13-2

Multiplying a Fraction by a Whole Number: Using Models

4.NF.4.b 4.NF.4

How can you find the product of a fraction multiplied by a whole number?

*

2/26

13-3

Multiplying a Fraction by a Whole Number: Using Symbols

4.NF.4.c 4.NF.4.b 4.NF.4

When do you need to multiply a fraction by a whole number?

*

2/24

2/27 2/28

Review and Assess Topic 13

Unit/Topic 15: Solving Measurement Problems

What do area and perimeter mean and how can each be found? How can line plots and other tools help to solve measurement problems?

Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

30 â€“ 4.OA.3, 4.NBT.5 Estimate and Multiply by 2

Exemplar 3MD.8 Sandbox Inside Mathematics 4.MD.3 Fair Play

Activities:

Activities:

Day / Date

Lesson Number and Title

Common Core State Standard(s)

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used * Topic 14 is skipped for now because they are all post assessment standards. Topic 15 utilizes the four operations to solve word problems, supporting pre-assessment standards.

3/3

15-1

Solving Perimeter and Area Problems

4.MD.3

How can perimeter and area formulas be used to solve problems?

3/6

15-2

Solving Measurement Problems

4.MD.2

How can the relationship between quantities in a measurement problem be represented using a diagram that can help to solve the problem?

3/7

15-3

Solving Problems Using Money

4.MD.2

*Although 4.MD.2 is a post How can change be given by counting up from one amount assessment standard, this lesson of money to another? supports operations across zeros.

3/10

15-4

Solving Problems Involving Line Plots

4.MD.4

How can you use line plots to solve problems?

3/11

15-5

Problem Solving: Solve a Simpler Problem and Make a Table

4.MD.2

How can you solve a simpler problem and make a table?

3/12

Review and Assess Topic 15

3/4 3/5

District-Wide Math Sampler

Unit/Topic 16: Lines, Angles, and Shapes

How can lines, angles, and shapes be described, analyzed, and classified? How are angles measured, added, and subtracted?

Fluency Development Recommended Sprints: 61 - 2.G1., 3.G.1 - Polygons

Problem Solving Development Recommended Performance Tasks:

Activities:

Inside Mathematics 4.G.1 Quilt Making Activities:

Day / Date

Lesson Number and Title

3/13

16-1

3/14

16-2

Points, Lines, and Planes Line Segments, Rays, and Angles

Common Core State Standard(s)

Essential Question(s)

4.G.1

What are some important geometric names for lines?

4.G.1

What geometric terms describe types of angles?

4.MD.5.a 4.MD.5 4.G.1 4.MD.5.a 4.MD.5 4.G.1 4.MD.5.b 4.MD.5.a 4.G.1 4.MD.5.b 4.MD.6 4.MD.5.a 4.MD.7 4.MD.5.b 4.MD.6

3/17

16-3

Understanding Angles and Unit Angles

3/18

16-4

Measuring with Unit Angles

3/19

16-5

Measuring Angles

3/20

16-6

Adding and Subtracting Angle Measures

3/21

16-7

Polygons

4.G.2

How do you identify polygons?

3/24

16-8

Triangles

4.G.2

How can you classify triangles?

3/25

16-9

Quadrilaterals

4.G.2

How can you classify quadrilaterals?

3/26

16-10

Line Symmetry

4.G.3

What is a line of symmetry?

3/27

16-11

3/28 3/31

Teacher Notes Indicate Fluency & Performance Task Used

How do you find the measure of an angle using equivalent fractions?

How are angles measured?

How can you draw an angle?

How can you add and subtract to find unknown angle measures?

Problem Solving: Make 4.G.2 How can you test generalizations? and Test Generalizations 4.OA.5 Day 1 & 2: Review Topics 13-16 (Topic 16 Test & enVision Benchmark Assessment are optional) Day 3: Performance Task Benchmark Topics 13-16 (Assessment is optional)

Post-Assessment Units of Instruction Unit/Topic 13: Extending Fraction Concepts

How is decimal numeration realted to whole number numeration? How can decimals be compared and ordered? How are fractions and decimals related?

Fluency Development Recommended Sprints: 3 - 4.NF.5-6, 5.NBT.7 Write equivalent decimal fractions 4 - 4.MD.2 Write money as decimals 13 - 5.NBT.7, 6.NS.3 Less than (tenths, hundredths, and thousandths) 15 - 5.NBT.3b Circle the greatest number (thousandths) 18 - 5.NBT.3b Compare fractions and decimals 19 - 5.NBT.3a, 6.NS.3 Express fractions as decimals (thousandths)

Problem Solving Development Recommended Performance Tasks: Exemplar 3.MD.5b Miss Guyâ€™s Puppy Problem Activities:

Activities:

Day / Date

Lesson Number and Title

Essential Question(s)

Teacher Notes Indicate Fluency & Performance Task Used

4.NF.5 4.NF.6 4.NF.5 4.NF.6 4.NF.5 4.NF.6 4.NF.7

How can you use equivalent fractions to change a fraction to a decimal? What are some ways to represent decimals?

Comparing and Ordering Decimals

4.NF.7

How do you compare decimals?

*

13-9

Using Money to Understand Decimals

4.MD.2 4.NF.7

How are decimals related to money?

*

13-10

Problem Solving: Draw a Picture

4.MD.1 4.MD.2 4.NF.6

How can you draw a picture to solve a problem?

*

5/5

13-4

5/6

13-5

5/7

13-6

5/8

13-7

5/9

13-8

5/12 5/13 5/14 5/15 Week of 5/12

Common Core State Standard(s)

Fractions and Decimals Fractions and Decimals on the Number Line Equivalent Fractions and Decimals Decimal Place Value

How can you write a fraction as a decimal?

*

How can you locate points for decimals on a number line?

*

Review and Assess Topic 13 Day 1: District-Wide Spring Math Assessment (Multiple Choice) Day 2: District-Wide Spring Math Assessment (Performance Tasks)

* *

Unit/Topic 14: Measurement Units and Conversions What are customary and metric units for measuring length, capacity, and weight/mass, and how are they related? Fluency Development Recommended Sprints:

Problem Solving Development Recommended Performance Tasks:

1 - 3.MD.2, 4.MD.1, 5.MD.1 Convert meters & centinmeters to centimeters 11 - 3.MD.2, 4.MD.1, 5.MD.1 Convert yards to feet and feet to yards 15 - 3.MD.2, 4.MD.1, 5.MD.1 Convert feet and inches to inches 20 - 3.MD.2, 4.MD.1, 5.MD.1 - Convert pounds and ounces to ounces 53 - 3.MD.1, 3.MD.2, 4.MD.1, 5.MD.1 - Convert minutes to hours and minutes

Activities:

Activities: Day / Date

Lesson Number and Title Using Customary Units of Length Customary Units of Capacity Units of Weight

5/16

14-1

5/19

14-2

5/20

14-3

5/21

14-4

5/22

14-5

5/28

14-6

5/29

14-7

Metric Units of Capacity

5/30

14-8

Units of Mass

6/2

14-9

Changing Metric Units

6/3

14-10

Units of Time

6/4

14-11

Problem Solving: Work Backward

6/5 6/6

Changing Customary Units Problem Solving: Writing to Explain Using Metric Units of Length

Common Core State Standard(s)

Essential Question(s)

4.MD.1

How do you estimate and measure length?

4.MD.1

How do you measure capacity with customary units?

4.MD.1

How do you measure weight?

4.MD.1

How do you change customary units?

4.MD.1

How can you write to explain using measurement?

4.MD.1

How do you estimate and measure length using metric units?

4.MD.1 4.MD.2 4.MD.1 4.MD.2 4.MD.1 4.MD.1 4.MD.2 4.MD.1 4.MD.2

Teacher Notes Indicate Fluency & Performance Task Used

How do you measure capacity with metric units? How do you measure mass? How do you change metric units? How do you compare units of time? How can you work backward to solve a problem?

Concepts addressed in lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-10 and 14-11 should be assessed together Concepts addressed in lessons 14-6, 14-7, 14-8, and 14-9 should be assessed together

Grade Level Priorities

Remaining days of school

Fluency Development Recommended Sprints: 20 - 5.NBT.4 Round to the nearest whole number 21 - 5.NBT.4 Round to 12 decimal place Activities: Day / Date

Lesson Number

Common Core State Standard(s)

Problem Solving Development Recommended Performance Tasks: Balanced Assessment 4.MD.3 Shape Up! Activities:

Essential Understanding(s)

6/9

1-1, 1-3, 1-7

6/10 6/11

1-6, 1-10 1-5, 1-8, 1-9

4.OA.2 4.OA.3

6/12

3-1, 3-2, 3-6

4.NBT.1

6/13

3-1, 3-2, 3-3, 3-4 3-5, 4-1, 4-2, 5-4, 55, 5-6 5-1 – 5-6, 6-1 – 6-6

4.NBT.2

Some problems involving joining or separating equal groups can be solved using multiplication. Repeated addition and joining equal groups are two ways to think about multiplication. Use variables in algebraic expressions (multiplication/division) in word problems. Interpreting remainders in division problems. Understanding that a digit in the tens place represents ten times the value of that digit. Our number system is based on groups of tens.

4.NBT.3

Rounding using place value. Round up to the hundred thousand place.

6/18

Chapters 9 and 10

4.NBT.6

6/19

12-1 – 12-11

4.NF.3.a-d

6/20

13-1 – 13-3

4.NF.4.a-c

6/23

13-6, 13-10

4.NF.6

6/24

13-7, 13-8

4.NF.7

6/16 6/17

If Time Permits

4.OA.1

4.NBT.5

Multiply four-digit by two digit numbers and two digit by two digit numbers using arrays and the break apart method. Use thousands dividends and 1 digit divisor to find quotients. Use place value, and models to calculate. Describing parts of a whole. Adding fractions with common denominators. Adding and subtraction mixed numbers with like denominators. Word problems that involve adding and subtraction with like denominators. Multiplying a fraction by a whole number. Understand a fraction as a multiple of one. Incorporate multiplying fractions by whole numbers into word problems. Turning a decimal into a fraction. Comparing decimals to the hundredth. Understand that decimals must be out of the same whole part. Use place value to add and subtract whole numbers. Equivalent fractions using visual representations. Comparing fractions (find a common denominator) using fraction strips. Adding fractions with 10 and 100 as denominators.

4-3, 4-4, 4-5, 4-6 4.NBT.4 11-4 – 11-8 4.NF.1 11-6 – 11-8 4.NF.2 13-4 – 13-5 4.NF.5 Use Step Up To Fifth Grade ONLY As Enrichment and/or After All Fourth Grade Concepts Are Mastered

Teacher Notes Indicate Fluency & Performance Task Used