fourth grade- unit 1- whole numbers, place value, and ... grade- unit 1- whole numbers, place value,...

Fourth Grade- Unit 1- Whole Numbers, Place Value, and Rounding Computation

Unit – 1 - Whole Numbers, Place Value and Rounding in Computation

MCC4.OA.1 Interpret a

multiplication equation as a

comparison, e.g., interpret 35 = 5 × 7

as a statement that 35 is 5 times as

many as 7 and 7 times as many as

5. Represent verbal statements of

multiplicative comparisons as

multiplication equations.

MCC4.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.

MCC4.OA.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.

Essential Questions

How do digit values change as they are moved around in large numbers?

What determines the value of a digit?

How does estimation keep us from having to count large numbers individually?

How are large numbers estimated?

What conclusions can I make about the places within our base ten number system?

What happens to a digit when multiplied and divided by 10?

What effect does the location of a digit have on the value of the digit?

How do digit values change as they are moved around in large numbers?

What determines the value of a digit?

How can we compare large numbers?

What determines the value of a number?

Why is it important for me to be able to compare numbers?

What is a sensible answer to a real problem?

What information is needed in order to round whole number to any place?

How can I ensure my answer is reasonable?

How can rounding help me compute numbers?

Tasks/ On-Core Building 1,000- Task 1 Lesson 15 Lesson 16

Relative Value of Places- Task 2 Lesson 15 Lesson 17 Lesson 31 Number Scramble- Task 3 Lesson 15 Lesson 16 Lesson 17 Lesson 18 Ticket Master- Task 4 Lesson 15 Lesson 18 Nice Numbers- Task 5 Lesson 19

Weeks/ Days 1 Day 2 Days 1 Day 1 Day 1 Day

MCC4.OA.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.


number in the range 1–100 is prime

or composite.

MCC4.OA.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

MCC4.NBT.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.

MCC4.NBT.2 Read and write multi-

digit whole numbers using base-ten

numerals, number names, and

expanded form. Compare two multi-

digit numbers based on meanings of

the digits in each place, using >, =,

and < symbols to record the results

of comparisons.

MCC4.NBT.3 Use place value

understanding to round multi-digit

whole numbers to any place.




What strategies can I use to help me make sense of a written algorithm?

How can I combine hundreds, tens and ones in two or more numbers efficiently?

What strategies help me add and subtract multi-digit numbers?

How does the value of digits in a number help me compare two numbers?

How can I round to help me find a reasonable answer to a problem?

How does understanding place value help me explain my method for rounding a number to any place?

How will diagrams help us determine and show the products of two-digit numbers?

How can I effectively explain my mathematical thinking and reasoning to others?

What patterns do I notice when I am

Estimation as a Check- Task 6 Lesson 20 Lesson 21 Making Sense of the Algorithm- Task 7 Lesson 20 Lesson 21 Lesson 22 Reality Checking- Task 8 Lesson 17 Lesson 18 Lesson 19 Lesson 20 Lesson 21 Lesson 22 At the Circus- Task 9 Lesson 23 Lesson 25 Lesson 26 Lesson 27 Lesson 33 Lesson 34 Lesson 36 School Store- Task 10 Lesson 23 Lesson 25 Lesson 26

1 Day 2-3 Days 1 Week 3-4 Days 2 Days

MCC4.NBT.4 Fluently add and

subtract multi-digit whole numbers

using the standard algorithm.

MCC4.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.

MCC4.NBT.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 the relationship

between multiplication and division.

Illustrate and explain the calculation

by using equations, rectangular

arrays, and/or area models.

multiplying whole numbers that can help me multiply more efficiently?

What real life situations require the use of multiplication?

How can I use the situation in a story problem to determine the best operation to use?




What effect does a remainder have on my rounded answer?

How can I mentally compute a division problem?

What are compatible numbers and how do they aid in dividing whole numbers?

How are multiplication and division related to each other?

What are some simple methods for solving multiplication and division problems?

What patterns of multiplication and division can assist us in problem solving?

Lesson 27 Lesson 33 Lesson 34 Lesson 36 Sensible Rounding- Task 11 Lesson 6 Lesson 9 Lesson 37 Lesson 38 Lesson 39 Lesson 41 Lesson 43 Lesson 44 Compatible Numbers to Estimate- Task 12 Lesson 3 Lesson 7 Lesson 40 Lesson 41 Lesson 42 Lesson 44 Lesson 45 Lesson 46 Brain Only- Task 13 Lesson 2 Lesson 28 Lesson 33 Lesson 34 Lesson 36 Lesson 42 Lesson 43

1 Week 3 Days 1 Day

How can we find evidence to support our conclusions?

What happens in division when there are zeroes in both the divisor and the dividend?

How are remainders and divisors related?

What is the meaning of a remainder in a division problem?

What are factors?

How do I determine the factors of a number?

What are factors?

How do I determine the factors of a number?

How do I identify prime numbers?

How do I identify composite numbers?

What is the difference between a prime and a composite number?

What are multiples?

How is skip counting related to identifying multiples?

What is 2,500 / 300?- Task 14 Lesson 13 Lesson 37 Lesson 38 Lesson 39 Lesson 40 My Son is Naughty- Task 15 Lesson 8 Lesson 9 Lesson 10 Lesson 11 The Factor Game- Task 16 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Investigating Prime and Composite- Task 17 Lesson 12 Lesson 13 Prime vs. Composite- Task 18 Lesson 12 Lesson 13

Warm Up (Use over time as a starter to class.) 2 Days 1 Day 1 Day (Activate Knowledge about odd and even numbers.) 1 Day

How can we use clues and reasoning to find an unknown number?

How can we determine the relationships between numbers?

How can we use patterns to solve problems?

How can we describe a pattern?

What kinds of things are large numbers used to measure?

How can we tell which number among many large numbers is the largest or smallest

How do people use data to make decisions in their lives?

How does numerical data inform us when choosing a place to live?

What kinds of things are large numbers used to measure?

How can we tell which number among many large numbers is the largest or smallest

How do people use data to make decisions in their lives?

How does numerical data inform us when choosing a place to live?

How do multiplication, division, and estimation help us solve real world problems?

How can we organize our work when solving a multi-step word problem?

How can a remainder affect the answer

Finding Multiples- Task 19 Lesson 11 Number Riddles- Task 20 Lesson 11 Lesson 13 Lesson 14 Earth Day Project- Task 21 Lesson 13 Lesson 14 It’s in the Number (Culminating)- Task 22 School Newspaper (Culminating)- Task 23

1 Day 1 Day 1 Day 3 Days (Test Grade) 3 Days (Test Grade)

in a division problem?

Teacher notes: Vocabulary: Algorithm composite digits dividend divisor division (repeated subtraction) estimate expanded form factors multiplicand multiplier multiples numbers numerals partition division (fair-sharing) period place value prime product properties quotient remainder rounding

Fourth Grade- Unit 2- Fraction Equivalents Unit – 2 Fraction Equivalents

MCC4.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.

MCC4.NF.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.

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.

MCC4.OA.1 Interpret a

multiplication equation as a

comparison, e.g., interpret 35 = 5 × 7

as a statement that 35 is 5 times as

many as 7 and 7 times as many as

5. Represent verbal statements of

multiplicative comparisons as

multiplication equations.

Essential Questions

What is a fraction and how can it be represented?

How can equivalent fractions be identified?

How can we use fair sharing to determine equivalent fractions?

How do we know fractional parts are equivalent?

How can benchmark fractions be used to

compare fractions?

What are benchmark fractions?

How are benchmark fractions helpful when comparing fractions?

What happens to the value of a fraction when the numerator and denominator are multiplied or divided by the same number?

How are equivalent fractions related?

Tasks/ On-Core Fraction Kits- Task 1 Lesson 47 Lesson 48 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Their Fair Share- Task 2 Lesson 47 Lesson 48 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Write About Fractions- Task 3 Lesson 52 Lesson 53 Lesson 54 Benchmark Fractions- Task 4 Lesson 52 Lesson 53 Lesson 54 More or Less- Task 5 Lesson 52 Lesson 53 Lesson 54

Weeks/ Days/ Centers 1 Day 1 Day 2 Days/ Center One Center Two Center Three

MCC4.OA.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.


number in the range 1–100 is a

multiple of a given one-digit number.


number in the range 1–100 is prime

or composite.

How can you compare fraction quantities without adding fractions?

How do you know fractions are equivalent?

What can you do to decide whether your answer is reasonable?


How can fractions be ordered on a number line?

How can you compare and order fractions?

How are benchmark fractions helpful when comparing fractions?

How do I compare fractions with unlike denominators?

What is factor?

What does it mean to factor?

What are some situations which factoring is appropriate?

What is factor?



Closest to 0, ½, or 1- Task 6 Lesson 52 Lesson 53 Lesson 54 Equivalent Fractions- Task 7 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Making Fractions- Task 8 Lesson 52 Lesson 53 Lesson 54 Factor Findings-Task 9 Lesson 10 Lesson 11 Finding Products- Task 10 Lesson 10 Lesson 11

Center Four 2-3 Days 2 Days 2 Days/ Center One Center Two

What is factor?



How do we know if a number is prime or composite?

How can we determine whether a number is odd or even?

How are factors and multiples defined?

How can we find equivalent fractions?

In what ways can we model equivalent fractions?

How can we find equivalent fractions and simplify fractions?

How can identifying factors and multiples of denominators help to identify equivalent fractions?

How can the denominator tell me if a fraction is in the smallest equivalent fraction?

Factor Trail Game- Task 11 Lesson 10 Lesson 11 The Sieve of Eratosthenes- Task 12 Lesson 10 Lesson 11 Lesson 12 Pattern Block Puzzles (Culminating) Task 13

Center Three 1 Day (Refer back to Task 10 in Unit 2) (This lesson references Algebraic Expressions) 1 Day

Teacher notes: Vocabulary:

common fraction composite denominator equivalent sets factor improper fraction increment mixed number numerator prime proper fraction term unit fraction whole number

Fourth Grade- Unit 3- Adding and Subtracting Fractions

Unit – 3- Adding and Subtracting Fractions

MCC4.NF.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. Examples: 3/8 = 1/8 + 1/8 + 1/8 ; 3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

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 between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the

Essential Questions

What happens to the denominator when I add fractions with like denominators?

Why does the denominator remain the same when I add fractions with like denominators?

How do we add fractions with like denominators?



How can fraction represent parts of a set?

How can I add and subtract fractions of a given set?



Tasks/ On-Core Pizza Party- Task 1 Lesson 55 Lesson 56 Lesson 61 Lesson 62 Lesson 63 Snacks in a Set- Task 2 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Lesson 55 Lesson 56 Lesson 61 Lesson 62 Lesson 63 Eggsactly- Task 3 Lesson 47 Lesson 48 Lesson 49 Lesson 50 Lesson 51 Lesson 52 Lesson 53 Lesson 54 Lesson 55 Lesson 56

Weeks/ Days/ Centers 1 Day TBD 2-3 Days

problem.

How can fraction represent parts of a

set?




How can I represent fractions in different ways?

How can I find equivalent fractions?


How can you use fractions to solve addition and subtraction problems?

What happens to the denominator when I add fractions with like denominators?


What is an improper fraction and how can it be represented?

What is a mixed number and how can it be represented?

What is the relationship between a mixed number and an improper fraction?

How can improper fractions and mixed numbers be used interchangeably?

How do we add fractions?

How do we apply our understanding of

Lesson 61 Lesson 62 Lesson 63 Tile Task- Task 4 Lesson 55 Lesson 56 Lesson 61 Lesson 62 Lesson 63 Sweet Fraction- Task 5 Lesson 55 Lesson 56 Lesson 59 Lesson 61 Lesson 62 Lesson 63 Fraction Cookies Bakery- Task 6 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 61 Lesson 62 Lesson 63

1 Day 1 Day/ Center (Task will be taught by using a number line.) 1 Day (Teacher intro into Improper Fractions)

fractions in everyday life?

How do we subtract fractions?



How are fractions used in problem-

solving situations?

How do we add/subtract fractions?




Rolling Fractions- Task 7 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 61 Lesson 62 Lesson 63 The Fraction Story Game- Task 8 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 61 Lesson 62 Lesson 63 Fraction Field Events- Task 9 Lesson 55 Lesson 56 Lesson 57 Lesson 58 Lesson 59 Lesson 61 Lesson 62 Lesson 63 Pizza Parlor (Culminating)- Task 10

1 Day 1 Day/ Center One (Summative Assessment) Center Two 1 Day



What is the relationship between a mixed number and an improper fraction?

How can improper fractions and mixed numbers be used interchangeably?

How do we add fractions?

How do we apply our understanding of fractions in everyday life?

(Students select two Pizzas: one with improper fractions and one with common fractions.)

Teacher notes: Vocabulary: Fraction denominator equivalent sets improper fraction increment mixed number numerator proper fraction term unit fraction whole number

Fourth Grade- Unit 4- Multiplying and Dividing Fractions

Unit – 4- Multiplying and Dividing Fractions

MCC4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. a. Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4). b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.) c. Solve word problems involving multiplication of a fraction by a whole number, e.g., by using visual fraction models and equations to represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Essential Questions

How can I be sure fractional parts are

equal in size?

What do the numbers (terms) in a fraction represent?

How does the number of equal pieces affect the fraction name? • How can I write a fraction to represent a part of a group?

How can I represent a fraction of a discrete model (a set)?

How are multiplication, division, and fractions related?

What does it mean to take a fraction portion of a whole number?

How is multiplication of fractions similar to division of whole numbers?

How do we determine the whole amount when given a fractional value of the whole?

How do we determine a fractional value when given the whole number?


How can I represent fractions in different ways?

How can I find equivalent fractions?

How can I multiply a set by a fraction?

What strategies can be used for finding

Tasks/ On-Core A Bowl of Beans- Task 1 Birthday Cake!- Task 2 Fraction Clues- Task 3 Area Models- Task 4

Weeks/ Days/ Centers

products when multiplying a whole number by a fraction?

How can I model the multiplication of a whole number by a fraction?

What does it mean to take a fractional portion of a whole number?


How is multiplication of fractions similar to repeated addition of fraction?

What is the relationship between the size of the denominator and the size of each fractional piece (i.e. the numerator)?

How can we use fractions to help us solve problems?

How can we model answers to fraction problems?

How can we write equations to represent our answers when solving word problems?

How can I multiply a whole number by a fraction?

What is the relationship between multiplication by a fraction and division?

How can I represent multiplication of a whole number?

What does it mean to take a fraction portion of a whole number?


How do we determine the whole amount when given a fractional value of the whole?

Fraction Pie Game- Task 5 Birthday Cookout- Task 6 Fraction Farm- Task 7 Land Grant (Culminating)- Task 8

How do we determine a fractional value when given the whole number?

Teacher notes: Vocabulary

Fraction denominator equivalent sets improper fraction Increment mixed number numerator proper fraction Term unit fraction whole number

Fourth Grade- Unit 5- Fractions and Decimals Unit – 5- Fractions and Decimals

4.NF Understand decimal notation for fractions and compare decimal fractions. MCC4.NF.5 Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100. For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/1001. MCC4.NF.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. MCC4.NF.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 the comparisons with the symbols >, =, or <, and justify the conclusions, e.g. by using a visual model.

Essential Questions

What are the characteristics of a decimal

fraction?

What patterns occur on a number line made up of decimal fractions?

What role does the decimal point play in our base-ten system?

How can I model decimal fractions using the base-ten and place value system?

How are decimal fractions written using decimal notation?

What is a decimal fraction and how can it be represented?


When is it appropriate to use decimal fractions?

How are decimal numbers and decimal fractions related?

How can decimals and decimal fractions be represented as a part of a whole?

When can tenths and hundredths be used interchangeably?

When you compare two decimals, how can you determine which one has the greater value?

Tasks Decimal Fraction Number Line- Task 1 Base Ten Decimals- Task 2 Decimal Designs- Task 3 Flag Fractions- Task 4 Dismissal Duty Dilemma- Task 5 Expanding Decimals with Money- Task 6

Weeks/ Days

When can tenths and hundredths be used interchangeably?

When you compare two decimals, how can you determine which one has the greater value?

How are decimals and fractions related?

Why is the number 10 important in our number system?

How can I write a decimal to represent a part of a group?

When we compare two decimals, how do we know which has a greater value?

When adding decimals, how does decimal notation show what I expect? How is it different?

What models can be used to represent decimals?

What are the benefits and drawbacks of each of these models?

How does the metric system of measurement show decimals?

How can I combine the decimal length of objects I measure?

What models can be used to represent decimals?

What are the benefits and drawbacks of each of these models?

Double Number Line Decimals- Task 7 Trash Can Basketball- Task 8 Calculator Decimal Counting- Task 9 Meter of Beads- Task 10 Measuring Up- Task 11 Decimal Line Up- Task 12

How do you order two-digit decimal fractions?

How are decimal numbers and decimal fractions related?


When is it appropriate to use decimal fractions?

How can decimal fractions help me determine the best choices on how to spend my money?

How can I determine the best cell phone plan?

In the Paper- Task 13 Taxi Trouble- Task 14 Cell Phone Plans (Culminating)- Task 15

Teacher notes: Vocabulary

Decimal decimal fraction decimal point denominator equivalent sets increment numerator term unit fraction whole number

Fourth Grade- Unit 6- Geometry

Unit – 6- Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. MCC. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. MCC.4.G.2 Classify two-dimensional figures based on the presence or 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. MCC.4.G.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.

Essential Questions

What are the geometric objects that make up figures?

What are the mathematical conventions and symbols for the geometric objects that make up certain figures?

How can we sort two-dimensional figures by their angles?

What makes an angle a right angle?

How can you use only a right angle to classify all angles?

What properties do geometric objects have in common?

How are geometric objects different from one another?

What are triangles?

How can you create different types of triangles?

How are triangles alike and different?

What are the properties of triangles?

How can triangles be classified by the measure of their angles?

How can angle and side measures help us to create and classify triangles?

Tasks What Makes a Shape?- Task 1 Angle Shape Sort- Task 2 Is This the Right Angle?- Task 3 Be an Expert- Task 4 Thoughts About Triangles- Task 5 My Many Triangles- Task 6

Weeks/ Days

What is a quadrilateral?

How can you create different types of quadrilaterals?

How are quadrilaterals alike and different?

What are the properties of quadrilaterals?

How can the types of sides be used to classify quadrilaterals?

What is symmetry?

How are symmetrical figures created?

How do you determine lines of symmetry? What do they tell us?

How is symmetry used in areas such as architecture and art? In what areas is symmetry important?

How do you determine lines of symmetry? What do they tell us?

How are symmetrical figures used in artwork?

Which letters of the alphabet are symmetrical?

Where is geometry found in your everyday world?

How can shapes be classified by their angles and lines?

How can you determine the lines of symmetry in a figure?

Quadrilateral Roundup- Task 7 Superhero Symmetry- Task 8 Line Symmetry- Task 9 A Quilt of Symmetry- Task 10 Decoding ABC Symmetry- Task 11 Geometry Town (Culminating)- Task 12

Teacher notes: Vocabulary: acute angle angle equilateral triangle isosceles triangle line of symmetry obtuse angle parallel lines parallelogram perpendicular lines plane figure polygon quadrilateral rectangle rhombus right angle scalene triangle side square symmetry triangle trapezoid vertex (of a 2-D figure)

Fourth Grade- Unit 7- Measurement Unit – 7- Measurement MCC4.MD.1. Know relative sizes of measurement units 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) MCC4.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. MCC4.MD.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

Essential Questions

What is a unit?

How are the units of linear measurement within a standard system related?

Why are units important in measurement?

How are data collected?

How do we determine the most appropriate graph to use to display the data?

How will we interpret a set of data?

How do graphs help explain real-world situations?

How is perimeter different from area?

What is the relationship between area and perimeter when the area is fixed?

What is the relationship between area and perimeter when the perimeter is fixed?

How does the area change as the rectangle’s dimensions change (with a fixed perimeter)?

How are the units used to measure perimeter like the units used to measure area?

How are the units used to measure perimeter different from the units used to measure area?

What is the difference between a gram and a kilogram?

What is weight (mass when using a

Tasks Measuring Mania- Task 1 What’s the Story?- Task 2 Perimeter and Area- Task 3 Setting the Standard- Task 4

Weeks/ Days

multiplication equation with an unknown factor. Represent and interpret data. MCC4.MD.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. A line plot shows the “shape” of the data and provides the foundation for future data concepts, such as mode and range. Geometric Measurement - understand concepts of angle and measure angles. MCC4.MD.5. Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: a. An angle is measured with reference to a circle with its center at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles. b. An angle that turns through n one-degree angles is said to have an angle measure of n

balance)?

Why do we measure weight?

What units are appropriate to measure weight?

What around us weighs about a gram?

How are units in the same system of measurement related?

What happens to a measurement when we change units?

How are grams and kilograms related?

What around us weighs about a gram? About a kilogram?

When should we measure with grams? Kilograms?




How heavy does one pound feel?

What do you do if a unit is too heavy to measure an item?


When do we use conversion of units?



Worth the Weight- Task 5 A Pound of What?- Task 6 Exploring an Ounce- Task 7 Too Heavy? Too Light?- Task 8

degrees. MCC4.MD.6. Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. MCC4.MD.7. Recognize angle measure as additive. When an angle is decomposed into non- overlapping parts, the angle measure of the whole is the sum 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, e.g., by using an equation with a symbol for the unknown angle measure.

Can different size containers have the same capacity?

How can we estimate and measure capacity?

How are fluid ounces, cups, pints, quarts, and gallons related?

How can fluid ounces, cups, pints, quarts, and gallons be used to measure capacity?

Why do we need to be able to convert between capacity units of measurement?

How do we compare metric measures of milliliters and liters?

How do we compare customary measures of fluid ounces, cups, pints, quarts, and gallons?


How do we use weight measurement?

Why is it important to be able to measure weight?

How do we compute area and perimeter?

Why are standard units important?

How does a circle help with measurement?

How are a circle and an angle related?

How is a circle like a ruler?

Capacity Line-Up- Task 9 More Punch Please!- Task 10 Water Balloon Fun!- Task 11 Dinner at the Zoo/ Naptime at the Zoo (Culminating)- Task 12 Which Wedge is Right?- Task 1 Angle Tangle- Task 2 Build an Angle Ruler- Task 3

How can we measure angles using wedges of a circle?

How do we measure an angle using a protractor?

Why do we need a standard unit with which to measure angles?

What are benchmark angles and how can they be useful in estimating angle measures?

How does a turn relate to an angle?

What does half rotation and full rotation mean?

What do we actually measure when we measure an angle?

How are the angles of a triangle related?

What do we know about the measurement of angles in a triangle?

How can we use the relationship of angle measures of a triangle to solve problems?

How can angles be combined to create other angles?

How can we use angle measures to draw reflex angles?

Guess My Angle!- Task 4 Turn, Turn, Turn- Task 5 Summing It Up- Task 6 Angles of Set Squares (Culminating)- Task 7

Teacher notes: Vocabulary centimeter(cm) cup (c) customary foot (ft) gallon (gal) gram (g) kilogram (kg) kilometer (km) liquid volume liter (L) mass measure meter (m) metric mile (mi) milliliter (mL) ounce (oz) pint (pt) pound (lb) quart (qt) relative size ton weight yard (yd) data line plot acute angle angle arc circle degree measure obtuse angle one-degree angle protractor reflex angle right angle straight angle intersect

fourth grade- unit 1- whole numbers, place value, and ... grade- unit 1- whole numbers, place value,...

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