1st nine weeks ccss assessment, suggested math activities ... maps/2012-2013/gr4math... · roswell...

Roswell Independent School District Fourth Grade

Common Core State Standards for MATHEMATICS

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1ST NINE WEEKS

Big Idea: Number Sense and Operations: Students will know that place value is the basis of all math. The student will also understand that using patterns in addition, subtraction, multiplication, and division is essential in the development of mathematical thinking. Essential Questions: How does demonstrating knowledge of place value help understand relationships among numbers and number systems? How do you know when to increase a digit when rounding? How can models help us understand addition, subtraction, multiplication and division of whole numbers? How do you decide what operation (+,-, x, ÷) to use in real life situations? What relationships can be found between numbers in fact families? What strategies could be used for finding sums, differences, products, and quotients? What is the relationship between patterns and functions (rules)? What strategies could be used to identify patterns? What is the difference between prime and composite numbers? How can a number be broken down into its smallest factors?

CCSS RISD TARGETS; PERFORMANCE

STANDARDS

CONTENT KNOWLEDGE/

SKILLS VOCABULARY

ASSESSMENT, SUGGESTED ACTIVITIES AND

RESOURCES

MATH PRACTICES

Number and Operations in Base Ten 4. NBT Generalize place value understanding for multi-digit whole numbers. 1. Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division. 2. Read and write

Target: Demonstrate knowledge of place value; ways of representing numbers, relationships among numbers and number systems. 4.N.1.1 Exhibit an understanding of the place-value structure of the base-ten number system by reading, modeling, writing, and interpreting whole numbers up to 999,999; compare and order the numbers: 4. N.1.4 Recognize classes of numbers (e.g., odd, even, factors, multiples, square numbers) and apply these concepts in problem solving situations.

August read, model, and write whole numbers up to 999,999 compare multi-digit numbers using symbols (<, >, =) order numbers from greatest to least and least to greatest round numbers to the given place (tens, hundreds, thousands, etc…) Vocabulary: Odd-Even-Tenth-Hundredth-Ones-Tens-Hundreds-Thousands-Ten-Thousands-Hundred-Thousands-Millions-Round-Estimate-Value-Less than-Greater than-Equal-Compare-Digit-

Suggested Activities: - Use Base Ten blocks or draw/sketch (Number Literacy-What’s My Place/Value) to create and model how to read and write whole numbers up to 999,999 -Create, Order, and Compare Numbers – Students will need a number cube to participate in the activity. They will draw lines or blanks to represent a six digit number. Students take turns rolling the dice and writing their number randomly in the blank spaces. After filling in all the blanks, students will extend the activity by reading, writing, comparing, and ordering numbers. Classify Numbers- Use graphic organizers (Venn Diagram, columns, T-charts, etc…) to sort numbers (e.g., odd, even, multiples, factors, perfect squares) and apply these concepts when creating/solving word problems. Investigate differences in multi-digit numbers when rounded to different places (tens, hundreds thousands, etc…)- Small group of students sit in a circle with white boards/pencil and paper. Students establish what place the numbers will be rounded to before the game starts. One student calls out a number less than 1,000,000. The student to his/her left rounds that number to the specified place. Other students evaluate correctness of answer using thumbs up/down signals. Assessment Resources: Weekly Test (teacher created) quick assessment to evaluate students’ understanding of weekly concepts HM Chapter 1 Test , Chapter 2 Test Unit 1 Test

MP #1 Make sense of problems and persevere in solving them. MP # 4 Model with mathematics. MP #8 Look for and express regularity in repeated reasoning.



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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. 3. Use place value understanding to round multi-digit whole numbers to any place.

Expanded form-Standard form-Word Form-Decimal

HM Expressions: Quick Quiz 2 Acuity Practice :https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities -What’s my place? What’s my value? (Number Literacy) -Place value flip book- http://www.education.com/activity/article/Flip_Book_fourth/ -Counting the rice story with activities- http://ejad.best.vwh.net/java/b10blocks/counting.html -Who Wants to be a Millionaire?- online interactive game- http://www.math-play.com/Place-Value-Millionaire/place-value-millionaire.html -Who Wants to be a Millionaire?- card game- http://www.ehow.com/list_6533788_ideas-activities-teaching-place-value.html Resources: HM- Unit 1, Chapter 1-2 HM Expressions- Unit 2 Lessons 8-11: Refer to differentiated instruction activities at the end of each lesson Number Literacy- Reading and Writing: The Language of Numbers What’s my place? What’s my value? RISD Improving SBA Scores (www.risd.k12.nm.us) -Day 1 Expanded Form/Place Value -Day 9 Comparing Symbols Literature: *Earth Day—Hooray! By Stuart J. Murphy *Recycle! A Handbook for Kids by Gail Gibbons *The Warlord’s Beads by Virginia Walton Pilegard *How Much is a Million? by David M. Schwartz *A Million Fish....More or Less by Patricia McKissack *Can You Count to a Googol? by Robert E. Wells *Millions of Cats by Wanda Gag *On Beyond a Million by David M. Schwartz

Number and Operations in Base Ten 4.NBT Use place value understanding and properties of operations to perform multi-

Target: Solve addition and subtraction of 6 digit numbers with and without regrouping 4.N.2.1 Demonstrate and understanding of and the ability to use standard

September fluently add and subtract multi-digit numbers using a step-by-step process (algorithm) select correct operations to

Suggested Activities: Students model and record numbers using base ten blocks or the draw/sketch method (Number Literacy). They choose two numbers from their list to create addition and subtraction word problems. Solve problems using base ten blocks or draw/sketch. “Grid It”- Using grid paper, students write and solve addition problems in vertical form on the grid paper. The grid paper helps students keep numbers aligned (place

MP # 1 Make sense of problems and persevere in solving them.



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digit arithmetic. 4. Fluently add and subtract multi-digit whole numbers using the standard algorithm.

algorithms for the addition and subtraction of multi-digit numbers 4.N.2.2 Select and use appropriate operations (+,-, x,÷) to solve problems 4.N.2.4 Demonstrate commutative, associative, identity, and zero properties of operations on whole numbers (e.g., 37 x 46 = 46 x 37 and (6 x 2) x 5= 6 x (2 x 5)). 4.N.3.3 Use a variety of strategies (e.g., rounding and regrouping) to estimate the results of whole number computations

solve word problems use properties of addition (commutative, associative, identity, zero) to solve problems use rounding and regrouping to estimate the accuracy of whole number computations Vocabulary: Commutative Property-Associative Property-Identity Property-Zero Property- Regroup-Sum-Addend-Difference-Number Sentence

value). Create Expressions (number sentences): Students will be given a target number. They will create equations that equal the target number using addition properties and order of operations. Assessments: Students will be able to: -Estimate, add, and subtract up to six digit whole numbers. -Simplify, evaluate and solve expressions and equations. -Demonstrate commutative, associative, identity, and zero properties of operations on whole numbers Assessment Resources: Teacher created weekly tests HM Chapter 3 test HM Expressions: Quick Quiz 1, 3, 4 Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities

A math card game for addition and subtraction- http://www.educationworld.com/a_tsl/archives/01-1/lesson0026.shtml

Doughnut Race- a racing game for practicing addition, subtraction, multiplications, and division facts- http://www.educationworld.com/a_tsl/archives/02-1/lesson035.shtml

Here is a list of all of the skills students learn in fourth grade! http://www.com/math/grade-4

Resources: HM- Chapter 3 HM Expressions: Unit 2, L 1-7, 12-21 Number Literacy: Reading and Writing: The Language of Numbers -2 digit addition through 100 -2 digit subtraction through 100 RISD Improving SBA Scores (www.risd.k12.nm.us) Literature:

*12 Ways to Get to 11 (Addition) by Eve Merriam *A Fair Bear Share (Subtraction) by Stuart J. Murphy *Animals on Board (Addition) by Stuart J. Murphy

MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 6 Attend to precision.



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*Betcha! (Estimation) by Stuart J Murphy *Coyotes All Around (Estimation) by Stuart J. Murphy *Dealing With Addition by Lynette Long *Dominoes Addition by Lynette Long *Double the Ducks (Doubling) by Stuart J. Murphy *Elevator Magic (Subtraction) by Stuart J. Murphy *Monster Musical Chairs (Subtraction) by Stuart J. Murphy

Numbers and Operations in Base Ten 4.NBT 5. Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models. 6. 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

Target: Evaluate the operations of multiplication and division to solve problems. 4.N.2.1 Demonstrate an understanding of and the ability to use: b. standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number 4. N.2.2 Select and use appropriate operations (addition, subtraction, multiplication, and division) to solve problems. 4.N.2.4 Demonstrate commutative, associative, identity, and zero properties of operations on whole numbers (e.g., 37 x 46 = 46 x 4. N.3.1 Demonstrate multiplication combinations through 12 x 12 and related division facts, and use them to solve problems mentally and compute related problems (e.g., 4 x 5 is related to 40 x 50, 400 x 5 and 40 x 500). 4. N.3.2 Add, subtract, and multiply up to two double-

September-October multiply a one-digit number by a number up to four-digits use strategies such as properties of multiplication and order of operations to solve problems construct rectangular arrays and/or models to illustrate multiplication and division accurately divide up to four-digit dividends by a one-digit divisor know and recall multiplication and related division facts through 12 x 12 categorize and classify numbers (odd, even, factors, multiples, square numbers Vocabulary: -Multiply-Multiple-Factor-Product-Sum-Addend-Difference-Minuend-Divisor-Quotient-Remainder-Dividend-Divide-Addition-Subtraction-Commutative

Suggested Activities: “Fun with Arrays”- Students select a multiplication/division fact family card (prepared ahead of time) from a brown bag. They use stickers or ink stamps to illustrate the rectangular array in two ways. To extend the activity, students will write a multiplication and division story problem to accompany the rectangular array up to four digits. “Missing Factors”- Students will create four number sentences. The first sentence will contain one variable (e.g., 7 x ☻= 28). The next sentence will contain two variables, one of which must be the same symbol as used in the first sentence (e.g., ☻x ♦= 36). The process will continue for the four sentences. Once the students complete the sentences, they will switch work with a partner and solve the expressions. Venn Diagram Activity- Distribute or display number tiles (teacher created) before beginning this activity. Have students create a Venn diagram with yarn. This can also be done with pencil and paper. Have students determine how they sort and categorize numbers in a variety of ways including multiples, factors, odd/even, prime and composite numbers. To extend the activity, have students justify how they sorted the number tiles; as well as examine the number tiles to determine if they could be sorted in other ways. Assessment Resources Weekly Skills Assessment-(teacher created) HM Chapter 4-9, 11 Test HM Expressions Unit 1 Quick Quiz 1, 2, 3 Unit 3 Quick Quiz 1-4 Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp

Additional Activities Classroom Bingo with multiplication facts Around the World-Students sit in a circle. Choose a starting

person. This student stands behind the next student in the circle. The teacher holds up a flash card. The first student to say the answer stands behind the next person in the circle. If

MP #1 Make sense of problems and persevere in solving them. MP # 2 Reason abstractly and quantitatively. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 6 Attend to precision.



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the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models

digits accurately and efficiently. 4. N.1.4 Recognize classes of numbers (e.g., odd, even, factors, multiples, square numbers) and apply these concepts in problem solving situations.

Property-Associative Property-Identity Property-Zero Property-Order of Operations-Fact Families-Odd-Even-Perfect Squares

a sitting student says the answer first, the standing student sits down in the winner’s chair. This process continues until at least one student makes it completely around the circle.

Times Table Football- http://www.multiplication.com/classroom_games.htm

Slap Happy- http://www.education.com/activity/article/slap-happy/

Magnetic Division- http://www.education.com/activity/article/Magnetic_Division_fourth/

Promethean Board Activities Math Basketball practicing the properties of Multiplication-

http://www.math-play.com/math-basketball-properties-of-multiplication/math-basketball-properties-of-multiplication.html

Resources: HM-Chapter 4- 9, 10 (Lesson 1 and 2), 11 HM Expressions Unit 1 Basic Multiplication and Division Lesson 1-14 Unit 3 Multi-Digit Multiplication Lesson 1-16 Unit 4 Multi-Digit Division Lesson 1-8 Number Literacy- -Multiples Magnets -Multiplication Cards RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 3 Multiply 2-Digit by 3-Digit -Day 4 Divide Single Digits by 4 Digits Literature: Multiplication: *Too Many Kangaroo Things to Do! by Stuart J. Murphy *Anno’s Mysterious Multiplying Jar by Masaichiro Anno *The 12 Circus Rings by Seymour Chwast *Each Orange Has 8 Slices by Paul Giganti, Jr. Division: *Divide and Ride by Stuart J. Murphy *The Doorbell Rang by Pat Hutchins *A Remainder of One by Elinor J. Pinczes *One Hundred Hungry Ants by Elinor J. Pinczes

MP # 8 Look for and express regularity in repeated reasoning.



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Operations and Algebraic Thinking 4.OA Gain familiarity with factors and multiples. 4. 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.

Target: Develop fluency of factors and multiples 4.N.1.4 Recognize classes of numbers (e.g., odd, even, factors, multiples, square numbers) and apply these concepts in problem solving situations.

October distinguish between odd and even numbers list multiples and factors of a given (target) number differentiate between prime and composite numbers Vocabulary: Factors-Multiples-Prime-Composite-Greatest Common Factor-Least Common Multiples

Suggested Activities:

Two Partners, One Array- Students will select a number between 10 and 100. Two students will create fast arrays to show all the factors for the selected number using the following directions. One partner draws a row of dots to represent one factor. The next partner uses the first dot to draw a column of dots to represent the other factor. Next, the students write the multiplication/ division fact family for each fast array they created. Finally, students will create multiplication and division story problems to go with the fast arrays.

Odd or Even? - Students select three to seven playing cards from a deck of cards (remove the Jack, Queen, and King; the Ace counts as one) without looking. They place the cards face down in front of them. The caller (teacher or student) will yell out odd or even and then say go. Students turn cards face up and build and records (lists) as many numbers as possible within allotted time. When time is called, students switch lists and check for accuracy. To extend the activity, let students explore changes that occur in products and quotients when two odd/even or one odd/even number is added, subtracted, multiplied, or divided.

Computer Practice- Choose a given number up to 12 and practice fluency using www.ixl.com/math/grade-4/choose-the-multiples-of-agiven-number-up-to-12

Assessment Resources Chapter 10 Lesson 1, 2

Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities -Here is a list of all of the skills students learn in fourth grade! http://www.ixl.com/math/grade-4 Resources: HM Chapter 5 Lesson 2, 7 HM Expressions Unit 1 Basic Multiplication and Division L12, 23 RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 5 Factors and Multiples Literature: *Too Many Kangaroo Things to Do! by Stuart J. Murphy *Anno’s Mysterious Multiplying Jar by Masaichiro Anno *The 12 Circus Rings by Seymour Chwast * What Comes in 2’s, 3’s, and 4’s By Suzanne Aker

MP #1 Make sense of problems and persevere in solving them. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 6 Attend to precision. MP # 7 Look for and make use of structure.



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Operations and Algebraic Thinking 4.OA Generate and analyze patterns.

5. 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.

Target: Generate and analyze patterns.

4.A.1.2 Create and describe numeric and geometric patterns including multiplication and division patterns.

construct number/shape patterns and be able to explain/justify the rule examine patterns for additional rules/features not explicitly stated Vocabulary: Pattern-Rule-Function-Features

Suggested Activities:

Show students the “Quick 9s”- Students hold hand palms up, fingers extended. To find 1 x 9, students hold down left pinky finger. The remaining fingers are counted. The answer is 9. Continue folding fingers down moving across the hands from left to right. The fingers to the left of the folded finger count as tens. The fingers to the right of the folded finger count as ones.

Using a Number Line- Students draw a number line from 1 to 30. Have students draw arcs for the 2’s (skip counting). Label each arc with the equations (e.g., 2 x 1 = 2, 2 x 2 = 4, etc..). The number line can be done with 1’s through 5’s.

“Patterns, Patterns, Patterns”- Students use stickers, number tiles, geometric tiles, or craft items to create patterns on note cards or construction paper. Students draw three blanks at the end of the pattern. They write the rule and solution on the back of the card before switching with a classmate. Classmates will find the solution for the missing blanks. If the rule is not true or consistent through the pattern, classmates will revise the rule so that it is correct.

Assessment Resources: Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities -Here is a list of all of the skills students learn in fourth grade! http://www.ixl.com/math/grade-4 Resources HM Chapter 2 Lesson 3 HM Expressions 1H Math Background Unit 1 Basic Multiplication and Division Lesson 1, 15 Number Literacy: Shape Bait, 3-D Shape Bait Literature: * Mr. Noisy's Book of Patterns (Learn to Read Math) by Rozanne Lanczak Williams and Kathleen Dunne * Spotted Yellow Frogs: Fold-out Fun with Patterns, Colors, 3-D Shapes, Animals by Matthew Van Fleet

MP # 2 Reason abstractly and quantitatively. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 7 Look for and make use of structure. MP # 8 Look for and express regularity in repeated reasoning.



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2nd NINE WEEKS

Big Idea: Operations and Algebraic Thinking/Measurement: Students will know how to select and implement tools and strategies necessary to problem solve effectively. Essential Questions: What strategies can be used to solve for unknown variables? How is an equation similar to a balance scale? How is understanding the role of the remainder in the context of a word problem important to devising a solution? What types of tools and strategies are used to solve problems involving standard and non-standard units of measurement? How do you determine what operation(s) to use when solving word problems involving measurement? How does understanding formulas for area and perimeter help you measure rectangles and complex figures? How does understanding the relationship between fractions and whole numbers help when modeling, comparing, and ordering fractions?


STANDARDS

CONTENT KNOWLEDGE/

SKILLS VOCABULARY

ASSESSMENT, SUGGESTED ACTIVITIES AND RESOURCES

MATH PRACTICES

Operations and Algebraic Thinking 4.OA 2. 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.1

3. Solve multistep word problems

Target: Use the four operations with whole numbers to solve problems.

4.A.2.1 Identify symbols and letters that represent the concept of a variable as an unknown quantity.

4.A.2.3 Express mathematical relationships using equations.

4.A.2.4 Determine the value of variables in simple equations (e.g., 80 x 15 = 40 x �).

October identify symbols and letters that represent an unknown number (variable) determine the value of variables in simple equations create drawings and equations to represent the unknown number in a problem use the four operations to solve multiplication and division problems examine the context of word problems to determine the role of the remainder (e.g., 8 r - If 8 shirts fit in a box,

Suggested Activities: Students need 5 index cards. Students write = (equal sign) on one card. On another card, they write X (multiplication) on one side and ÷ (division) on the other side. Students will write two factors and the product on the other three cards. Students will use the note cards to create multiplication and division sentences by turning two of the number cards up and leaving the other card face down to represent a variable (e.g., 72 ÷ __=9). Students continue to move cards until all possible equations have been created. Cards can be shuffled to repeat the activity. Brown Bag Word Problems- The teacher will prepare brown bags before the lesson. A selection of multiple step word problems will be placed in each bag. (The bags could be leveled by complexity to meet needs of all students.) Pairs of students will choose a story problem. They will work together to create drawings and equations using the 8-Step Model Drawing Approach (Singapore Math/Thinking Blocks) to prove the solution is correct. For division problems, students will focus on the context of the question to determine if the remainder is an important part of the answer (e.g., Suzy and three friends share 15 dolls equally. Suzy gave the remaining dolls to her sister. How many dolls did Suzy give her sister? Extension activity: Students switch partners. Students take turns explaining their problem and solution to each other. The student who is listening critiques the approach/solution and provides feedback or alternative solutions. As a final activity, students create two multiple-step word problems; one that includes the remainder in the answer and one that omits the remainder.

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP #6 Attend to precision.



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posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

how many boxes will you need to package all the shirts? 9 boxes) Vocabulary:-Variable –Operation – Sum -Unknown –Addition –Subtraction –Difference –Value Multiplication –Product –Division –Quotient –Equation-

Assessment Resources: Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities -Here is a list of all of the skills students learn in fourth grade! http://www.ixl.com/math/grade-4 Resources: HM Chapter 5 Lesson 2, 7 HM Expressions Unit 1 Basic Multiplication and Division Lesson 9, 22 Unit 2 Place Value and Multi-Digit Addition and Subtraction Lesson 7 Unit 3 Multi-Digit Multiplication Lesson 9, 10 Number Literacy Reading, Writing and the Language of Numbers RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 10 Values of Variables with Multiplication -Day 11 Order of Operations Literature: *Ready, Set, Hop! by Stuart J. Murphy *Anno’s Counting House by Mitsumasa Anno *The Great Take-Away by Louise Mathews *Twelve Ways J. Murphy *Anno’s to Get to Eleven by Eve Merriam *Safari Park by Stuart Magic Seeds by Mitsumasa Anno

Measurement and Data 4. MD Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 1. Know relative sizes of measurement units

Target: Understand and perform measurement and conversions of measurement

4.M.1.2 Understand the need for measuring with standard units and become familiar with the standard units in customary and metric system 4.M.2.3 Estimate, measure, and

October-November select and use strategies to estimate measurements including length, distance, capacity and time justify need for measuring with standard units and

Suggested Activities: Inchworm Activity (Measuring Length): At the beginning of the unit, read the book “Inch-By-Inch.”Inform students that like the inchworm, they must use a non-standard way of measuring items. Have a list of classroom items the students are to measure. Students will work together with a partner or in a small group to decide what type of non-standard tool (e.g., foot, hand, paper clip, string, etc…) they will use to measure items. Students will estimate and then measure items. Measurements will be recorded on chart paper. Groups of students will share their measurements with the class. In small groups, students will discuss what measurement tools were most/least effective and why. Students will present their findings to the class. Groups of students will then use a

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively.



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within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For *example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), ...

solve problems involving length, area, mass, time, and temperature using appropriate standard units and tools.

become familiar with customary and metric system analyze relative sizes of measurement units within one system of units perform and record conversions within each unit system record measurement equivalents select appropriate type of unit and tool for measuring different attributes Vocabulary: -Length –Width –Height–Inch –Foot –Yard –Mile-Area –Perimeter –Centimeter –Millimeter -Decimeter –Kilometer -Liter –Quart-Ounce -Cup –Pint –Gallon -Scale

ruler (customary or metric) to measure the same objects. They will present their findings to the class. At the end of the lesson, students will apply what they learned to a real world situation (e.g., carpentry, retail business, interior design, etc…) by writing a journal entry discussing advantages /disadvantages of using standard/non-standard units of measurement. Fun with Word Problems- Students will create function (input/output) tables to show conversions from one unit to the next (e.g. inches to feet, minutes to hours, cups to gallons, etc…). They will describe the rule of the function table using an algebraic equation (B x 12 = C). Using the rule, students will find the “Nth” number. Finally, students will write and solve story problems using the completed function table or from applying the rule of the function table. Read more: Fun Measurement Activities for Kids | eHow.com http://www.ehow.com/info_7907615_fun-measurement-activities-kids.html#ixzz20taXL158

Assessment Resources Chapter 12-13 Test Acuity Practice: https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Promethean Board Activities Resources: HM-Chapter 12 Lesson 1-9, Chapter 13 Lesson 1-5 HM Expressions Mini Unit C The Metric Measurement System Lesson 1-5 Mini Unit F The U.S. Customary System Lesson 1-6 Number Literacy- -Money Bait -Time Bait -Time Intervals -Elapsed Time Literature: * The Best Bug Parade by Stuart J. Murphy * Room for Ripley (Capacity) by Stuart J. Murphy * Racing Around (Length) by Stuart J. Murphy *Millions to Measure (Length, Weight, Volume) by David M. Schwartz * Measuring Penny (Length, Weight, Capacity) by Loreen Leedy * Measurement Mania: Games and Activities by Lynette Long * Length: Math Counts by Henry Pluckrose

MP # 4 Model with mathematics. MP #5 Use appropriate tools strategically. MP #6 Attend to precision. MP #8 Look for and express regularity in repeated reasoning.



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Measurement and Data 4.MD 2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Target: Solve word problems using the four operations involving different forms of measurement. 4.M.2.3 Estimate, measure, and solve problems involving length, area, mass, time, and temperature using appropriate standard units and tools.

November implement strategies to solve word problems using the four operations determine the rate of change in units of measurement (e.g., conversions=inch/foot, hour/minute, days/weeks/months estimate to the nearest unit measure accurately using appropriate tools illustrate quantities of measurement using charts and diagrams (e.g., number lines, function tables) Vocabulary: -Area –Perimeter –Formula –Polygon –Estimate –Measure –Length –Width –Mass –Time –Temperature –Standard Units –Distances –Hour –Minute –Second –Volume –Capacity –Number Line

Suggested Activities: Elapsed Time- Students will create a time log of a typical afternoon/day. They will then create word problems to calculate elapsed time between two activities (e.g., waking up and going to school, the beginning and end of practice, etc…) Students may solve their own problems or switch logs and problems with a partner. Advanced learners will create problems that involve working backward (e.g., It took Dan 10 minutes to walk to practice and 10 minutes to walk home again. Practice was 43 minutes long. Dan returned home at 6:45pm. What time did Dan leave home to go to practice?) Measurement- Students will use partially completed function tables (input/output table) to find rules for the table and show rate of change in distances, intervals of time, liquid, volumes, mass, temperature, and money. Students will demonstrate understanding by creating story problems that could be answered from the completed function tables as well as extending the table or using the rule to show the “Nth” number. Assessment Resources Chapter 12-13 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Hundreds of self-checking math word problems for students in grades 1 to 6.

http://www.mathplayground.com/wpdatabase/wpindex.html http://mathlearnnc.sharpschool.com/UserFiles/Servers http://www.kidzone.ws/math/wordproblems.htm#gr4wp Resources: HM- Chapter 12 Lesson 1-9, Chapter 13 Lesson 1-5

HM Expressions

Mini Unit C The Metric Measurement System Lesson 1-5

Mini Unit F The U.S. Customary System Lesson 1-6 Number Literacy- -Reading and Writing: The Language of Numbers RISD Improving SBA Score (www.risd.k12.nm.us) -Day 26 Conversions Literature: *Spaghetti and Meatballs for All by Marilyn Burns *Perimeter and Area at the Amusement Park by Dianne Irving *A House for Birdie (Volume or Capacity) By Stuart J. Murphy *Cook-A-Doodle-Doo (Capacity) By Susan Stevens Crummel *How Big Is a Foot? (Length) By David Alder *How Tall, How Short, How Far Away? (Length) By David Alder *In The Next Two Seconds by Morgan Rowland

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP #6 Attend to precision.



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Geometry 4.G 3. Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

Target: Apply the area and perimeter formulas for rectangles in real world and mathematical problems. 4.G.4.3 Explore relationships involving perimeter and area: a. measure area of rectangular shapes and use appropriate unitsb. recognize that area can have the same perimeter but different areas and vice versa c. use models and formulas to solve problems involving perimeter and area of rectangles and squares (e.g., arrays)

November-December apply and evaluate formulas to find perimeter/area of squares, rectangles, and complex figures. prove two different shapes can have the same area, the same perimeter, or both. design models and formulas to solve problems involving perimeter and area. Vocabulary: -Area –Perimeter –Formula –Polygon-Rectangle-Complex Figure

Suggested Activities: “Grid It” (Can two shapes with the same area have the same perimeter?)- Provide students with 1cm grid paper. Students will create as many different shapes as they can with an area of 5 square units by outlining and coloring the squares on the grid paper. Students will cut out each shape and compare it to all other shapes to prove each shape is unique. Students will glue the shapes to a piece of construction paper. Then, they will develop a formula and calculate the perimeter of each shape. With a partner, students will discuss which shapes have the same perimeter and why. Students may test theories/conclusions on shapes with areas of 6, 7, 8, etc… to confirm/validate their reasoning/thinking. “Model It”-Investigate to determine if two shapes with the same perimeter will always have the same area. Students use grid paper and markers or linear units and plastic colored tiles for the activity (Number Literacy manipulatives). Students build as many different shapes as possible with a perimeter of 14. If using grid paper, the students will count the square units within the perimeter to determine area. If using linear units, students will lay plastic tiles inside the model to determine area. Students will prove their answers are correct by creating a formula to calculate area. Students will have the opportunity to share discoveries and critique work at the end of the lesson with a partner, in small group, or in whole group. Students will conclude the activity with a journaling exercise discussing how their discoveries might be used in real world situations. Assessment Resources Chapter 18 Test Acuity Practice: https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Find perimeter http://shodor.org/interactivate/activities/PerimeterExplorer/ Find area http://www.shodor.org/interactivate/activities/AreaExplorer/ Area and perimeter http://www.mathplayground.com/area_perimeter.html http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/perimeter_and_area/index.html http://www.factmonster.com/math/knowledgebox/ Power points http://math.pppst.com/perimeter.html Resources: HM- Chapter 18 Lesson 1-7 HM Expressions Mini Unit A pg. 197 Lesson 4-6 Mini Unit C pg. 563 Lesson 1-2

Number Literacy- -Reading and Writing: The Language of Numbers Literature: *Spaghetti and Meatballs for All by Marilyn Burns *Perimeter and Area at the Amusement Park by Dianne Irving

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP #6 Attend to precision. MP # 8 Look for and express regularity in repeated reasoning.



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Number and Operations-Fractions 4. NF Extend understanding of fraction equivalence and ordering. 1. 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. 2. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2.

Target: Identify, create and use different interpretations of fractions 4.N.1.2 Identify fractions as parts of unit wholes, as parts of groups, and as locations on number lines: a. use visual models and other strategies to compare and order commonly used fractions

November-December create fraction strips to identify fractions as parts of unit wholes interpret/manipulate visual models and other strategies to compare/order fractions analyze and generate equivalent fractions Vocabulary Fraction-Equivalent-Denominator-Numerator-

Suggested Activity: Students will use grid paper and markers to create and label fractions strips that model 1 whole, halves, thirds, fourths, fifths, sixths, eighths, and tenths. They will use the strips to compare and order common fractions with like and unlike denominators. For example, when a half strip is placed next to a six-eighths strip, students will be able to see six-eighths is greater than one-half. Students will also use the strips to generate equivalent fractions. For example, students can verify that three-sixths is equivalent to one-half by placing the two strips side-by-side. *Note-Make sure fractional representations are accurate. Comparing Fractions with a Number Line- Students will draw a large rectangle. They will use the top of the rectangle to model the first fraction. For example, if the fraction is 2/3, students will label the left side 0 and the right side 1. Students will then divide the top of the rectangle into three equal pieces using tick marks. Students then label each mark 1/3, 2/3, 3/3 or 1. Students will draw a dotted line under the 2/3 mark to connect the top and bottom of the rectangle. Students will use the bottom of the rectangle to model the second fraction. For example, if the fraction is 2/8, students will label the left side 0 and the right side 1. Students divide the line into 8 equal parts, labeling each part (e.g., 1/8, 2/8, 3/8, etc…). Next, students draw a dotted line above 2/8 to connect the top and bottom of the rectangle. Using the visual model, students prove that 2/3 is greater than 2/8. Students will conclude lesson by writing and solving two story problems comparing fractions. Assessment Resources Chapter 19 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities -A list of all of the skills students learn in fourth grade! http://www.ixl.com/math/grade-4 Personal Pie Charts- http://www.education.com/activity/article/make_a_personal_pie_chart_fourth/ Number Literacy-Fraction Dice Game Fraction Hunt- walk around the school to hunt for fractions (e.g. there were 10 pencils in the cup, 1 was red and the rest were yellow, 1/9) Fraction Fun with The Doorbell Rang by Pat Hutchins- http://www.educationworld.com/a_tsl/archives/04-1/lesson034.shtml Promethean Board Activities- Pop balloons in order-http://www.sheppardsoftware.com/mathgames/fractions/Balloons_fractions1.htm Links to fraction activities- http://internet4classrooms.com/skill_builders/fractions_math_fourth_4th_grade.htm

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics.



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Recognize that 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.

Resources: HM- Chapter 19 Lesson 1-7 HM Expressions Unit 5 Fractions Lessons 1-4 Number Literacy- -Modeling Fractions -Modeling Mixed Numbers & Improper Fractions -Beginning Decimals, Fractions & Percents -Fractions of a Set -Estimating Fraction, Decimal & Percent Conversions RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 14 Identify Fractions -Day 5 Factors/Multiples Literature: *Jump, Kangaroo, Jump! by Stuart J. Murphy *The Doorbell Rang by Pat Hutchins* *Eating Fractions by Bruce McMillan *Apple Fractions by Jerry Pallotta *Clean Sweep Campers by Lucille Recht Penner *Fabulous Fractions: Games, Puzzles, and Activities that Make Math Fun and Easy by Lynette Long *Fraction Fun by David A. Adler *Funny and Fabulous Fraction Stories (Grades 3-6) by Dan Greenberg

Measurement and Data 4.MD 2. Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger

Target: Use data analysis to make inferences and predictions 4. D.2.1 Compare and describe related data sets. 4. D.2.3 Use data analysis to make reasonable inferences/predictions and to develop convincing arguments from data described in a variety of formats (e.g. bar graphs, Venn diagrams, charts, tables, line graphs, pictographs).

November-December

collect and organize data using appropriate graphs and charts

make reasonable inferences/predictions based on data

develop convincing arguments from data to interpret, evaluate, and infer information given and unknown

Suggested Activities Students will work independently or with a partner to formulate a survey question of their choice (appropriate for grade level). They will conduct the survey at home or in school; recording the information using a chart or table and tally marks. Next, students will create at least two different types of graphs to display the data. They will analyze the data to make reasonable inferences and predictions. Finally, they will develop convincing arguments (generalizations) based on the data. For example, a survey question might ask what time a child goes to bed. The results might show that children between 4-6 go to bed at 8:00pm, children between7-9 go to bed at 9:00pm, and children between10-12 go to bed at 10:00pm. A student might reason that older children are allowed to stay up later than younger children because they don’t require as much sleep. “Observation Time”- Students use the scientific method to make a hypothesis and conduct observations (e.g., six out of seven day will be sunny, the average temperature for August is greater than 90 degrees, the average insect is less than 3 inches long, etc…). Students use charts and tables to record collected data. Students then organize/display data in appropriate graphs. Students analyze and interpret data to make reasonable inferences and predictions before developing convincing arguments based on the data. Students then write story problems that can be answered using their data and graphs. Students will conclude the lesson by sharing what they learned with their classmates.

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others.



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unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale * There is not a core standard that addresses this target specifically; however, data analysis is found throughout the SBA.

Vocabulary: –Outcome -Event –Experiment –Data-Observations-Inference-Evaluate-Interpret-

Assessment Resources HM Chapter 23 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Data analysis and probability games http://www.bbc.co.uk/education/mathsfile/shockwave/games/fish.html Resources: HM- HM Chapter 23 Lesson 1-5 HM Expressions: Unit 1 Basic Multiplication and Division Lesson 15 Number Literacy: Reading, Writing, and the Language of Numbers RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 23 Data Analysis and Probability 2 -Day 25 Graphs Literature: *It’s Probably Penny by Loreen Leedy, *Do You Wanna Bet? By Jean Cushman & Martha Weston *Heads or Tails? Exploring Probability Through Games (Math for the Real World: Fluency) By Greg Roza **Tiger Math By Ann Whitehead Nagda

MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 7 Look for and make use of structure.

* There is not a core standard that addresses this target specifically; however, data analysis is found throughout the SBA.

Target: Understand and apply basic concepts of probability

4.D.4.2 List all the possible combinations of objects from three sets (e.g., spinners, number of outfits from three different shirts, two skirts and two hats) 4.D.4.1 Describe events as “likely,” “unlikely,” or “impossible” and quantify simple probability situations: a. represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams) b. express outcomes of

November-December make and justify predictions determine degree of likelihood using the terminology of certain, likely, unlikely, and impossible predict outcomes using concrete objects and present data use graphic organizers to determine probability compare outcomes using visual models and

Suggested Activities: Students will use colored tiles to create bags with 10 tiles of various colors. They will write the number of each color of tile on the bottom of the bag. Students switch bags with a partner. Each student shakes his or her new bag before drawing out a tile without looking. The student records the color (using tally marks) of the tile before placing it back in the bag. The process is repeated 20 times The student makes a prediction about how many tiles of each color is in the bag based on the collected data. The student then opens the bag and compares the actual colored tiles to his/her predictions. The student will then use mathematical expressions to describe the tiles in the bag as parts of a whole. Assessment Resources HM Chapter 23 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Heads or Tails A probability experiment that demonstrates what it really

means to say that a tossed coin will come up heads one-half of the time. (movie included) http://www.thefutureschannel.com/hands-on_math/heads_or_tails.php

Tetra dice An unusual kind of dice will help students learn more about statistics and probability. http://www.thefutureschannel.com/hands-on_math/tetradice.php

Students will learn the practical application of the concept of probability by playing carnival games. http://www.mrnussbaum.com/probfair.htm

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics.



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experimental probability situations verbally and numerically (e.g., three out of four, ¾)

mathematical expressions Vocabulary: -Probability –Outcome -Certain –Possible –Odds -Chances-Event –Experiment –Likely -Unlikely –Impossible

Activities that support students as they conceptually develop a sense of how probability affects the outcome of games. http://www.mathwire.com/games/datagames.html, http://www.mathwire.com/data/dicetoss1.html

http://teacher.scholastic.com/lessonrepro/lessonplans/grmagam.htm Resources: HM- HM Chapter 23 Lesson 1-5 HM Expressions: Unit 5 Fractions Lesson 12-13 Number Literacy-Reading and Writing: The Language of Numbers

RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 28 (Proportion) Literature: *It’s Probably Penny by Loreen Leedy, *Do You Wanna Bet? By Jean Cushman & Martha Weston *Heads or Tails? Exploring Probability Through Games (Math for the Real World: Fluency) By Greg Roza *Lemonade For Sale, The Sundae Scoop, Probably Pistachio, The Best Vacation Ever By Stuart J. Murphy *Tiger Math By Ann Whitehead Nagda

MP # 5 Use appropriate tools strategically. MP # 7 Look for and make use of structure.



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3rd NINE WEEKS

Big Idea: Students will understand how graphs are used to collect, analyze, and interpret mathematical data. Essential Questions: What is the relationship between the collected data and the type of graph being used? How does a graph make interpreting data easier? What importance do geometric figures have in the real world? How does comparing/contrasting plane and solid shapes build geometric understanding and knowledge? How are angles created, measured, and classified? How do visual models help build understanding of combined/separated fractional parts? When are adding and subtracting fractions useful in the real world? What is the relationship between fractions and decimals? How are decimals used in the real world? Why do you have to follow a certain order when determining a location on a grid?


STANDARDS

CONTENT KNOWLEDGE/

SKILLS VOCABULARY


MATH PRACTICES

Measurement and Data 4.MD Represent and interpret data. 4. Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). Solve problems involving addition and subtraction of fractions by using information presented in line plots. For example, from a line plot find and interpret the difference in length between the longest and shortest specimens in an insect collection.

Target: Formulate questions, and analyze data by collecting, organizing and displaying information

4.D.1.1 Organize, represent, and interpret numerical and categorical data and clearly communicate findings: a. choose and construct representations that are appropriate for the data set b. recognize the differences in representing categorical and numerical data 4. D.1.2 Design investigations and represent data using tables and graphs (e.g., line plots, bar graphs, line graphs). 4. D.3.1 Propose and justify conclusions and predictions based on data. 4.D.3.2 Develop convincing

January construct, read, analyze and interpret tables, charts, graphs, and data plots add and subtract fractions using data from line plots choose/create graphs appropriate for data set design investigations and represent data using tables and graphs make predictions, draw conclusions, and develop convincing arguments based on data compute mean, median, mode, and

Suggested Activities: Students collect graphs, charts, and tables from a variety of media including newspapers, magazines, Weekly Readers, and National Geographic. Working with a partner or small group, students will sort collected data by type of graph, table, or chart. Students select one example from each category to read, analyze, and interpret in order to make predictions/draw conclusions. Students then write questions that include the addition and subtraction of fractions that can be answered directly from the graph/chart; as well as questions that require students to think critically to make predictions or draw conclusions. Students design an investigation of their choice. They collect and organize data using appropriate graphs, charts, and/or tables. Students then make predictions, draw conclusions, and develop convincing arguments based on data. Students switch work with a partner. The partner analyzes the data, critiques the original work, and writes supporting or opposing predictions/judgments based upon their own interpretation/analysis. The two students constructively share their views/opinions with one another to conclude the learning cycle. Assessment Resources Chapter 14 Test Chapter 15 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities

MP # 1 Make sense of problems and persevere in solving them. MP # 2 Reason abstractly and quantitatively. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate



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arguments from data displayed in a variety of formats 4. D.2.1 Compare and describe related data sets. 4. D.2.2 Use the concepts of median, mode, maximum, minimum, and range and draw conclusions about a data set. 4. D.2.3 Use data analysis to make reasonable inferences/predictions and to develop convincing arguments from data described in a variety of formats (e.g. bar graphs, Venn diagrams, charts, tables, line graphs, pictographs).

range for set of data Vocabulary- Organize-Collect-Analyze-Data-Mean-Median-Mode-Range-Venn diagram-Line Plot-Bar Graph-Circle Graph- Line Graph- Pictograph- Tally Chart-Table

Create your own graph! http://nces.ed.gov/nceskids/createagraph/ Mean, Median, Mode game http://www.bbc.co.uk/schools/ks2bitesize/maths/data/mode_median_mean_range/play.shtml http://www.bbc.co.uk/education/mathsfile/shockwave/games/train.html Collecting data and organizing graphs http://www.bbc.co.uk/education/mathsfile/shockwave/games/datapick.html House Hunting for Area http://www.education.com/activity/article/House_Hunter_fourth/ Max’s Measurement Adventure http://teacher.scholastic.com/max/measure/index.htm Link to Measurement Activities http://techschool.acs.ac/Standards/math/4th_Math.htm#4.0: Measurement Math Activities http://www.bbc.co.uk/schools/revisewise/maths/shape/13_act.shtml Math Activities http://techschool.acs.ac/Standards/math/4th_Math.htm Resources HM- Chapter 14 Lesson 1-4, Chapter 15 Lesson 1-5

HM Expressions Unit 1 Basic Multiplication and Division Lesson 15-21 Number Literacy- -Reading and Writing: The Language of Numbers RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 21 Data Analysis and Probability 1 -Day 22 Number Lines Literature: *Lemonade for Sale by Stuart J. Murphy *Caps for Sale by Esphyr Slobodkina *Mama Bear by Chyng Feng Sun *How the Second Grade Got $8,205.50 to Visit the Statue of Liberty by Nathan Zimelman

tools strategically. MP # 7 Look for and make use of structure.

Number and Operations-Fractions 4. NF Build fractions from unit fractions by applying and

Target: Demonstrate ability to add and subtract fractions 4.N.1.3 Add and subtract fractions with common and uncommon denominators using

January compute addition and subtraction of fractions using multiple strategies (numbers, manipulatives, pictures)

Suggested Activities: Students need colored pencils and sheets of paper. Students take turns writing a fraction on the board. Other students draw and section rectangles to represent the fraction. Students then use multiple colored pencils to fill in each section of the rectangle. Students place a black X in the unused sections (e.g., 7/8 would be drawn as a rectangle divided into 8 sections with one section marked in a black X).

MP # 1 Make sense of problems and persevere in solving them.



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extending previous understandings of operations on whole numbers. 3. Understand a fraction a/b with a > 1 as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship

a variety of strategies (e.g., manipulatives, numbers, pictures): a. recognize and generate equivalent decimal forms of commonly used fractions (e.g., halves, quarters, tenths, fifths)

add/subtract mixed numbers with like/unlike denominators using multiple strategies decompose fractions into a sum of fractions (e.g., 8/10 = 2/10 + 4/10 + 2/10) using equations and visual models. recognize/generate equivalent decimal forms of commonly used fractions (e.g., halves, quarters, fifths, tenths, hundredths) Vocabulary: -Common Denominators-Mixed Numbers-Uncommon Denominators –Equivalent

Next, students write an equation to represent their drawing. For example if 3 sections were colored blue, one section was colored red, and 3 sections were colored yellow, the student would write 3/8 + 1/8 + 3/8 = 7/8. Students then use their equation and visual model to write story problems that include addition and subtraction of fractions. Solve Equations- Students need 2 dice (number cubes). One student writes an addition/subtraction equation using a variable (e.g., _/8 + b = _/8). Other students copy equation. Working with a partner, students take turns rolling the dice. For addition problems, the students will place the lower number in the blank addend and the higher number in the blank sum. For subtraction problems, the lower number will be placed in the difference blank and the higher number will be placed in the minuend (part of the subtraction problem). Students will use visual models to solve each problem. Students will write story problems to demonstrate understanding. Assessment Resources HM Chapter 20 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Promethean Board resources- Link to Fraction Activities http://www.internet4classrooms.com/skill_builders/fractions_math_fourth_4th_grade.htm Resources HM-Chapter 20 Lesson 1-8 HM Expressions Unit 5 Fractions Lessons 5-14 Number Literacy- -Modeling Fractions -Modeling Mixed Numbers & Improper Fractions -Beginning Decimals, Fractions & Percents -Fractions of a Set -Estimating Fraction, Decimal & Percent Conversions RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 12 Adding and Subtracting Fractions

MP # 2 Reason abstractly and quantitatively. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 6 Attend to precision. MP # 7 Look for and make use of structure. MP # 8 Look for and express regularity in repeated reasoning.



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between addition and subtraction. d. Solve word problems involving addition and subtraction of fractions.

Literature: *Jump, Kangaroo, Jump! by Stuart J. Murphy *The Doorbell Rang by Pat Hutchins *Fraction Action by Loreen Leedy *Eating Fractions by Bruce McMillan

Number and Operations-Fractions 4.NF Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 7. Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the

Target: Understand decimal notation for fractions, and compare decimals and fractions. 4.N.3.4 Use strategies to estimate computations involving fractions and decimals

January create models to illustrate the relationship between fractions and decimals express a fraction as an equivalent decimal place and locate decimals on a number line compare/order fractions and decimals using symbols >, =, or < justify conclusions by creating visual models Vocabulary: -Decimal Notation –Tenths –Hundredths –Number Line –Compare

Suggested Activities: Students use printed squares that have been divided into tenths and hundredths to model and write fractions and decimal equivalents. Students use the cover up or add on method (Number Literacy) to create addition and subtraction story problems. Students use printed 10 and 100 grids to create 20 playing cards modeling tenths and hundredths. With a partner or in small group, students play “War” by each player turning one card at a time face up. Students compare the cards to see who has the greatest fraction. The student with the largest fraction wins the round if he/she orders the fractions (least to greatest, greatest to least) correctly. The game could also be played by correctly converting the fractions to decimals or visa versa. After playing several rounds of “War,” students draw five cards from their deck/stack. Students prepare a number line ranging from 0 to 1. They place the cards on the number line to illustrate chronological order of decimals/fractions. Assessment Resources Chapter 21 Test Chapter 22 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Promethean Board Activities Decimal Football- http://www.math-play.com/football-math-decimals-

place-value/football-math-decimals-place-value.html Resources HM- Chapter 21 Understand Decimals Lessons 1-7, Chapter 22 Lesson 1-5 HM Expressions Unit 6 Decimal Numbers Lessons 1-10

MP # 2 Reason abstractly and quantitatively. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 7 Look for and make use of structure. MP # 8 Look for and express regularity in repeated reasoning.



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symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

Number Literacy- -Modeling Fractions -Modeling Mixed Numbers & Improper Fractions -Beginning Decimals, Fractions & Percents -Fractions of a Set -Estimating Fraction, Decimal & Percent Conversions RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 2 Adding/Subtracting Decimals -Day 13 Equivalent Fractions -Day 15 Converting Fractions to Decimals Literature: *Jump, Kangaroo, Jump! by Stuart J. Murphy *The Doorbell Rang by Pat Hutchins *Fraction Action by Loreen Leedy *Eating Fractions by Bruce McMillan

Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

2. Classify two-dimensional figures based on the presence or

Target: Classify, compare, and analyze attributes of two- and three-dimensional shapes

4.G.1.1 Identify, compare, and analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe the attributes: a. build, draw, create, and describe geometric objects b. identify lines that are parallel or perpendicular c. identify and compare congruent and similar figures 4.G.1.2 Classify two- and three-dimensional shapes according to their properties and develop definitions of classes like triangles and pyramids: a. visualize, describe, and make models of geometric solids in terms of the number of faces, edges, and vertices b. interpret two-dimensional

February draw, build, and describe geometric figures use attributes/features to classify geometric shapes describe, draw, and name: points, lines, line segments, parallel/ perpendicular/ intersecting lines, and rays identify, compare, and analyze congruent/ similar figures classify, perform, predict, and draw lines of symmetry, rotational symmetry, and transformations (rotations, reflections,

Suggested Activities: Symmetry- Have students collect various types of print (pictures, words, etc…). Students select pictures, letters from words, or other types of print to evaluate. With a partner, students make predictions about symmetry/rotational symmetry of selected material. Students then test predictions by cutting, folding, and/or using transformations. Partner students present their findings to classmates. Classmates evaluate/analyze/ critique work for accuracy. Students use printed nets (Number Literacy-3D Bait) and geometric blocks to describe attributes of three dimensional figures. Students then use scissors to remove a piece of the net. Students think critically to reattach the cut piece to another section of the original net. Next, they try to fold the new net to replicate the 3D shape. Students draw sketches of each attempt they make to rule out or verify the accuracy of each net. .Students write a journal entry to describe what they learned about attributes/features of 3D shapes during the activity. Accurate completion of activities Assessment Resources: HM Chapter 16 Test, Chapter 17 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Resources -Here is a list of all of the skills students learn in fourth grade! http://www.ixl.com/math/grade-4 Translation practice: http://www.bbc.co.uk/education/mathsfile/shockwave/games/bathroom.html

MP # 2 Reason abstractly and quantitatively. MP # 3 Construct viable arguments and critique the reasoning of others. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically.



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absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. 3. Recognize a line of symmetry for a two dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

representations of three-dimensional objects 4.G.3.1 Create and describe rotational designs using language of transformational symmetry. 4.G.3.2 Describe a motion or set of motions that will show that two shapes are congruent.

translations) classify and explain characteristics of quadrilaterals, triangles, and pyramids Vocabulary -Triangles –Pyramids –Faces –Edges –Vertices -Rotate -Transformation –Symmetry points Lines -Line segments –Rays -Angles -Right –Acute –Obtuse –Perpendicular-Parallel –Polygon –Point –Vertex –Square –Pentagon –Equilateral Triangle –Parallelogram –Trapezoid –Chord –Quadrilateral –Hexagon -Rectangle –Translation –Attributes –Reflection

Geometric Critters-construct critters from geometric shapeshttp://www.educationworld.com/a_tsl/archives/07-1/lesson013.shtml Translation practice: http://www.bbc.co.uk/education/mathsfile/shockwave/games/bathroom.html Promethean Board Activities- Links to Geometry- http://www.internet4classrooms.com/skill_builders/geometry_math_fourth_4th_grade.htm

Resources HM Chapter 16 Lesson 1-7, Chapter 17 Lesson 1-5

HM Expressions Mini Unit A Quadrilaterals pg. 177 Lesson 1-3 , Mini Unit D Polygons and Circles Lesson 1-5, Mini Unit E Three-Dimensional Figures pg. 853 Lesson 1-3 Number Literacy Shape Bait, 3-D Shape Bait RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 16 Geometric Shapes -Day 17 Parallel & Perpendicular -Day 18 Shapes -Day 19 Congruent/Similar -Day 20 Geometry/Symmetry -Day 24 Lines of Symmetry Literature: *A Cloak for the Dreamer (Shapes) by Aileen Friedman *Groovy Geometry by Lynette Long *Mummy Math: An Adventure in Geometry (3-D Shapes) by Cindy Neuschwander *Shape Up! Fun with Triangles and Other Polygons by David A. Adler *Sir Cumference and the Dragon of Pi (Circles) by Cindy Neuschwander *Sir Cumference and the First Round Table (Circumference) by Cindy Neuschwander *Sir Cumference and the Great Knight of Angleland (Angles) by Cindy Neuschwander *Sir Cumference and the Sword in the Cone by Cindy Neuschwander *The Greedy Triangle (Shapes) by Marilyn Burns *The Shape Game by Anthony Browne *Three Pigs, One Wolf, and Seven Magic Squares (Tangrams/Shapes) by Grace Maccarone



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Measurement and Data 4.MD Geometric measurement: understand concepts of angle and measure angles. 5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement 6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. 7. Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems.

Target: Classify, draw, describe and measure angles

4.M.2.6 Use tools to measure angles (e.g., protractor, compass).

February recognize, draw, name, and measure angles (right, acute, obtuse) using appropriate tools Vocabulary-acute angle –obtuse angle –right angle –straight angle –vertex-supplementary angles-addend-minuend

Suggested Activities: Scavenger Hunt- Students walk around inside and outside of school looking for examples of each type of angle in their environment/ surroundings. Students sketch and name each angle; as well as describe where it was found (e.g. swing set, welcome sign, etc…). Students use estimate the measurement of each angle, and then use a protractor to accurately measure each angle. Students draw and label the three points on the angle, and then name the angle three different ways. Students use theme park or road maps to find examples of angles. They trace the angles using a marker; then measure the angles using a protractor. Next, they draw a line extending one ray to create supplementary angles (two angles that add up to 180 degrees). Students write story problems using variables to find the missing addend (132 ْ+ B = 180 ْ) or the minuend (180-ْB=59 ْ). Assessment Resources Acuity Practice: https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Students will experience examples of geometric terms http://mrsdell.org/geometry/vocabulary.html Multiple online angle games/practice http://www.woodlands-junior.kent.sch.uk/maths/shapes/angles.html#angles Measuring angles http://www.raymondgeddes.com/lesson-plans/math-lesson-3/measuring-angles-all.html Resources HM- Chapter 16 Lessons 2-3

HM Expressions Mini Unit B Lines, Angles, and Triangles pg. 397 Lesson 1-4 Number Literacy- -Shape Bait Literature: *Hamster Champs by Stuart J. Murphy *Shape Up! by David A. Adler *Pigs on a Ball: Fun with Math and Sports by Amy Axelrod *Sir Cumference and the Great Knight of Angleland: A Math Adventure by Cindy Neuschwander

MP # 2 Reason abstractly and quantitatively. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 6 Attend to precision. MP # 7 Look for and make use of structure.



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Measurement and Data 4.MD 2. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Target: Identify and graph ordered pairs on a coordinate plane.

4. G.2.2 Use ordered pairs to graph, locate, identify points, and describe paths in the first quadrant of the coordinate plane. 4. G.2.3 Use a variety of methods for measuring distances between locations on a grid.

March use ordered pairs to graph, locate, identify points, and describe paths in first quadrant of the coordinate plane. use a variety of methods for measuring distances between locations on a grid. utilize knowledge of coordinate plane, solve problems using coordinate geometry. Vocabulary: -ordered pair –coordinate plane –graph –plot –origin –x-axis, y-axis –quadrants -grid

Suggested Activity: Treasure Maps- Students will create treasure maps. They will use rulers to draw and label the first quadrant of the coordinate grid. They will place stickers or draw different shapes to indicate points on the grid. Students will use matching stickers or shapes to create a key identifying the ordered pair of each point. Students will then assign a value to each sticker or shape (e.g., ♥=$.50, ♣=$1.25). Students will exchange maps with a classmate. Students will write directions to collect stickers starting at the point of origin (e.g., Beginning at the X, move 5 paces to the right/east and three places up/north to collect the heart worth $0.50) Students will add the value of their treasure at the end of the writing assignment. To extend the activity, students will write story problems that could be answered using the treasure map. Assessment Resources Chapter 24 Test Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities Promethean Board Activities Link to Coordinate Plane activities-

http://internet4classrooms.com/skill_builders/coordinate_plane_math_fourth_4th_grade.htm

Billy Bug Coordinate Graphing-http://www.oswego.org/ocsd-web/games/BillyBug/bugcoord.html

Coordinate Plane Jeopardy- http://www.math-play.com/Coordinate-Plane-Jeopardy/Coordinate-Plane-Jeopardy.html

Resources: HM- Chapter 24 Lesson 1-5 Number Literacy-Reading and Writing: The Language of Numbers

Literature: * A Fly on the Ceiling (Ordered Pairs) by Julie Glass *X Marks the Spot! (Ordered Pairs) by Lucille Recht Penner

MP # 1 Make sense of problems and persevere in solving them. MP # 2 Reason abstractly and quantitatively. MP # 4 Model with mathematics. MP # 5 Use appropriate tools strategically. MP # 7 Look for and make use of structure.



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4th NINE WEEKS

Big Idea: Students will know that using models and other tools/strategies is essential to developing profound knowledge of mathematics. Essential Questions: How do operations with fractions compare to operations with whole numbers? What determines an appropriate representation for a number/fraction? How do I demonstrate the relationship between numbers, quantities and place value for whole numbers up to million? How can models help us understand addition and subtraction of whole numbers? How do you decide to add or subtract in real life situations? Why are mathematical rules necessary when applying order of operations?


STANDARDS

CONTENT KNOWLEDGE/

SKILLS VOCABULARY


MATH PRACTICES

Number and Operations-Fractions 4.NF 1. 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. 2. Compare two fractions with different numerators and different denominators, e.g., by creating common

Target: Compare and order and convert equivalent fractions and decimals.

4.N.3.4 Use strategies to estimate computations involving fractions and decimals.

April-May use strategies to estimate computations involving fractions and decimals understand decimal notation for fractions compare decimals and fractions convert decimals into fractions and visa versa Vocabulary: Decimal Notation – Tenths – Hundredths – Number line - Compare

Suggested Activities: Students will find a basic recipe for themselves from approved websites. Students will use their adding fraction skills to double the recipe, their subtracting fraction skills to half their recipe and then each student will take their original recipe and convert the fractions to decimals and implement those into their recipe. These are websites that are available for students to find a recipe. www.allrecipes.com www.epicurious.com

“Equal Estimates” materials: 4 note cards Students will label the 4 note cards with either a 7,8,9 or 10 (one on each card). Students will then estimate the differences and sums of each of the equations below to the nearest whole number. Then students will write the equation on the note card that is equal to the estimated sum or difference. 7.2 + 2.58 6.77+ 3.4 9.36-1.8 4.5+3.3 17.98-10.37 28.69 – 21.7 1.9 + 7.51 5.4 + 3.57 2.1 +4.09+.87

Assessment Resources Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities www.softschools.com/math/fractions/equivalent_fractions/games/ http://jmathpage.com Resources:

MP #1 Make sense of problems and persevere in solving them. MP #2 Reason abstractly and quantitatively. MP #4 Model with Mathematics. MP #8 Look for and express regularity in repeated reasoning.



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denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that 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.

HM- Chapter 21 Lesson 1-7, Chapter 22 Lesson 1-5 HM Expressions Unit 6 Decimal Numbers Lesson 1-10

Number Literacy- -Modeling Fractions -Modeling Mixed Numbers & Improper Fractions -Beginning Decimals, Fractions & Percents -Fractions of a Set -Estimating Fraction, Decimal & Percent Conversions RISD Improving SBA Scores (www.risd.k12.nm.us): -Day 2 Adding/Subtracting Decimals -Day 13 Equivalent Fractions -Day 15 Converting Fractions to Decimals Literature: *Jump, Kangaroo, Jump! By Stuart J. Murphy *The Doorbell Rang by Pat Hutchins *Fraction Action by Loreen Leedy *Eating Fractions by Bruce McMillan

Number and Operations-Fractions 4.NF Understand decimal notation for fractions, and compare decimal fractions. 5. Express a fraction with denominator 10 as an equivalent fraction with denominator 100. 6. Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram. 7. Compare two

Target: Know and apply addition and subtraction of decimals to thousandths. 5.N.1.2 Demonstrate understanding of the magnitude of the value of numbers from thousandths to millions, including common fractions 4.NF.7 Number of Operations-Fractions Understand decimal notation for fractions, and compare decimal fractions.

April-May add and subtract decimals up to the thousandths place compute change from a given amount of money (e.g., What change would be received if a child paid for his $5.27 purchase with a $20?) Vocabulary: -Commutative Property-Associatvie Property- -Identify Property-Zero Property-Regroup-Sum -Addend-Difference -Number Sentence

Suggested Activities: The student will play “Budget Game” Materials: play money, number cube, colored game pieces and paper and pencil and a copy of the board game at www.eduplace.com/math/hmm/practice/4/enrichment/2_4.pdf (Enrichment 2.4) Students get into small groups of 4. Each player starts the game with $20. Players take turns rolling the number cube, moving their game piece around the board. The players either pay the bill or buy the item that is on each board space. Players must make change at the bank as they spend their “money”. Students should also keep track of their expenditures as they go. If a student runs out of money before the end of the game, they may sell one or more of the items that they bought during the game. The player with the most money and items bought at the end of the game is the winner. Assessment Resources: Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities www.math-drills.com Resources HM – Ch. 2 Lesson 4 HM Expressions—Unit 2 Place Value and Multi-Digit Addition

MP # 6 Attend to Precision MP #8 Look for and express regularity in repeated reasoning.



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decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.

and Subtraction Lesson 1-7, 12-21 Number Literacy – --Reading and Writing: The Language of Numbers -- 2-digit addition through 100 --2-digit subtraction through 100 RISD Improving SBA Scores (www.risd.k12.nm.us) Literature: *12 Ways to Get to 11 (Addition) by Eve Merriam *A Fair Bear Share (Subtraction) by Stuart J. Murphy *Animals on Board (Addition) by Stuart J. Murphy *Betcha! (Estimation) by Stuart J. Murphy *Coyotes All Around (Estimation) by Stuart J. Murphy *Dealing with Addition by Lynette Long *Dominos Addition by Lynette Long *Double the Ducks (doubling) by Stuart J. Murphy *Elevator Magic (Subtraction) by Stuart J. Murphy *Get and Go (Addition) by Stuart J. Murphy *Monster Musical Chairs (Subtraction) by Stuart J. Murphy

Operations and Algebraic Thinking 4.OA 2. 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

Target: Understand and apply Order of Operation 5.N.3.6 Simplify numerical expressions using order of operations 5.N.2.5 Use arithmetic operations and inverse relationships to represent and solve real-world problems 5.N.3.6 Simplify numerical expressions using order of operations 4.OA.1. Use the four operations with whole numbers to solve

April-May write and interpret numerical expressions analyze patterns and relationships simplify expressions using order of operations Vocabulary: Order of Operations— PEMA—Exponent—Parenthesis – Multiplication—Division—Addition—

Suggested Activities: Student will work with a partner to create equations, minimum of 10, using only the numbers 1,2,3,and 4. The goal is to get answers from 1 to 25 but not duplicate any answer. Ultimate result is to have 25 equations. The numbers 1 through 4 must be used in the equation only once. Any operation symbol may be used more than once in the equation to get an answer. Assessment Percentage of correct equations Assessment Resources Acuity Practice https://nyc-acuity.mcgraw-hill.com/index.jsp Additional Activities www.softschools.com/math/games www.dosity.com/2008/math/m/mystery2SMA34.htm www.harcourtschool.com/acivity/elab2004/gr6/10.htm Resources HM—Chapter 5 Lesson 1 HM Expressions Unit 1 Lesson 13 and Unit 1 Lesson 22

MP#1 Make sense of problems and preserve in solving them. MP #6 Attend to Precision MP #7 Look for and make use of structure MP #8 Look for and express regularity in repeated reasoning



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comparison.

3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

problems. 4.OA.5 Generate and Analyze patterns.

Subtraction – Calculate -Simplify

1st nine weeks ccss assessment, suggested math activities ... maps/2012-2013/gr4math... · roswell...

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