# CARMEL CLAY SCHOOLS MATHEMATICS CURRICULUM

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1 GRADE 4 Standard 1 Number Sense Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers 1 and decimals relate to simple fractions Read and write whole numbers up to 1,000,000. Example: Read aloud the number 394, Identify and write whole numbers up to 1,000,000, given a place-value model. Example: Write the number that has 2 hundred thousands, 7 ten thousands, 4 thousands, 8 hundreds, 6 tens, and 2 ones Round whole numbers up to 1,000,000 to the nearest ten, hundred, thousand, ten thousand, and hundred thousand. Example: Is 7,683 closer to 7,600 or 7,700? Explain your answer Order and compare whole numbers up to 1,000,000 using symbols for less than (<), equal to (=), and greater than (>). Example: Put the correct symbol in Describe and identify prime and composite numbers. Example: Which of the following are prime numbers: 3, 7, 12, 17, or 18? Justify your choices Rename and rewrite whole numbers as fractions.?? Example: 3 = 6 = 9 = = Name and write mixed numbers using objects or pictures. Example: You have 5 whole straws and half a straw. Write the number that represents these objects Name and write mixed numbers as improper fractions using objects or pictures. Example: Use a picture of 3 rectangles, each divided into 5 equal pieces, to write 3 2 as an improper fraction Write tenths and hundredths in decimal and fraction notations. Know the fraction and decimal equivalents for halves and fourths (e.g. ½ =.5, ¼ =.25) Example: Write 100 and 2 as decimals Round two-place decimals to tenths or to the nearest whole number. Example: You ran the 50-yard dash in 6.73 seconds. Round the time to the nearest tenth of a second. Page 1

2 Standard 2 Computation Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among these operations. They extend their use and understanding of whole numbers to the addition and subtraction of simple fractions and decimals Understand and use standard algorithms for addition and subtraction. Example: 45, ,984 = ; 36,296 12,075 = Represent as multiplication any situation involving repeated addition. Example: Each of the 20 students in your physical education class has 3 tennis balls. Find the total number of tennis balls in the class Represent as division any situation involving the sharing of objects or the number of groups of shared objects. Example: Divide 12 cookies equally among 4 students. Divide 12 cookies equally so that each person gets 4 cookies. Compare your solutions and methods Demonstrate mastery of the multiplication tables for numbers between 1 and 12 and of the corresponding division facts. Example: 9 x 4; 35 7; 12 x 4; Use a standard algorithm to multiply numbers up to 100 by numbers up to 10 using relevant properties of the number system. Example: 67 x 3 = Use a standard algorithm to divide numbers up to 100 by numbers up to 10 without remainders, using relevant properties of the number system. Example: 69 3 = Understand the special properties of 0 and 1 in multiplication and division. Example: Understand why 73 x 0 = 0 and 42 x 1 = 42. Understand why 0 7 = 0 and 42 0 is undefined Add and subtract simple fractions with different denominators using objects or pictures. Example: Use a picture of a circle divided into 6 equal pieces to solve Add and subtract decimals (to hundredths) using objects or pictures. Example: Use coins to help you find \$ \$0.29. Page 2

3 Use a standard algorithm to add and subtract decimals (to hundredths). Example: = Know and use strategies for estimating results of any whole-number computations. Example: Your friend says that 45, ,984 = 5,213. Without solving, explain why you think the answer is wrong Use mental arithmetic to add or subtract numbers rounded to hundreds or thousands. Example: Add 3,000 to 8,000 without using pencil and paper Use estimation to decide whether answers are reasonable in addition, subtraction, multiplication, and division problems. Example: Your friend says that 2,867 x 34 = 20,069. Without actually solving the problem, explain why you think the answer is wrong Use a calculator to check work and to solve complex computation problems. Standard 3 Algebra and Functions Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences. They understand relationships among the operations of addition, subtraction, multiplication, and division Use letters, boxes, or other symbols to represent any number in simple expressions, equations, or inequalities (i.e., demonstrate an understanding and the use of the concept of a variable). Example: In the expression 3x + 5, what does x represent? Use and interpret formulas to answer questions about quantities and their relationships. Example: Write the formula for the area of a rectangle in words. Now let l stand for the length, w for the width, and A for the area. Write the formula using these symbols Understand that multiplication and division are performed before addition and subtraction in expressions without parentheses. Example: You go to a store with \$.90 and buy 3 pencils that cost \$.20 each. Write an expression showing how you would find the amount of money you have left and solve Understand that an equation such as y = 3x + 5 is a rule for finding a second number when a first number is given. Example: Use the formula y = 3x + 5 to find the value of y when x = 6. Page 3

4 4.3.5 Continue number patterns using multiplication and division. Example: What is the next number in the sequence 160, 80, 40, 20? Explain your answer Recognize and apply the relationships between addition and multiplication, subtraction and division, and the inverse relationship between multiplication and division to solve problems. Example: Find another way of writing Relate problem situations to number sentences involving multiplication and division. Example: You have 150 jellybeans to share among the 30 members of your class. Write a number sentence for this problem and use it to find the number of jellybeans each person will get Plot and label whole numbers on a number line up to 100. Estimate positions on the number line. Example: Draw a number line and label it with 0, 10, 20, 30 90, 100. Estimate the position of 77 on this number line. Standard 4 Geometry Students show an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems Identify, describe, and draw rays, right angles, acute angles, obtuse angles, and straight angles using appropriate mathematical tools and technology. Example: Draw two rays that meet in an obtuse angle Identify, describe, and draw parallelograms 2, rhombuses 3, and trapezoids 4 using appropriate mathematical tools and technology. Example: Use a geoboard to make a parallelogram. How do you know it is a parallelogram? Identify congruent 5 quadrilaterals 6 and give reasons for congruence using sides, angles, parallels, and perpendiculars. Example: In a collection of parallelograms, rhombuses, and trapezoids, pick out those that are the same shape and size and explain your decisions Identify, describe, and draw parallel, perpendicular, and oblique (intersecting) lines using appropriate mathematical tools and technology. Example: Use the markings on the gymnasium floor to identify two lines that are parallel. Place a jump rope across the parallel lines and identify any obtuse angles created by the jump rope and the lines. Page 4

5 4.4.5 Identify and draw lines of symmetry in polygons. Example: Draw a rectangle and then draw all its lines of symmetry. Draw the translation (slide), rotation (turn), and reflection (flip) of a shape Construct cubes and prisms 7 and describe their attributes. Example: Make a 6-sided prism from construction paper. Standard 5 Measurement Students understand perimeter and area, as well as measuring volume, capacity, length, weight, time, and money Measure length to the nearest quarter inch, eighth inch, and millimeter. Example: Measure the width of a sheet of paper to the nearest millimeter Subtract units of length that may require renaming of feet to inches or meters to centimeters. Example: The shelf was 2 feet long. Jane shortened it by 8 inches. How long is the shelf now? Know and use formulas for finding the perimeters of rectangles and squares. Example: The length of a rectangle is 4 cm and its perimeter is 20 cm. What is the width of the rectangle? Know and use formulas for finding the areas of rectangles and squares. Example: Draw a rectangle 5 inches by 3 inches. Divide it into one-inch squares and count the squares to find its area. Can you see another way to find the area? Do this with other rectangles Estimate and calculate the area of rectangular shapes by using appropriate units, such as square centimeter (cm 2 ), square meter (m 2 ), square inch (in 2 ), or square yard (yd 2 ). Example: Measure the length and width of a basketball court and find its area in suitable units Understand that rectangles with the same area can have different perimeters and that rectangles with the same perimeter can have different areas. Example: Make a rectangle of an area with 12 units on a geoboard and find its perimeter. Can you make other rectangles with the same area? What are their perimeters? Find areas of shapes by dividing them into basic shapes such as rectangles and triangles. Example: Find the area of your school building. Page 5

6 4.5.8 Use volume and capacity as different ways of measuring the space inside a shape. Example: Use cubes to find the volume of a fish tank and a pint jug to find its capacity Understand and use the smaller and larger units for measuring weight (ounce, gram, and ton). Example: Would it be more reasonable to measure the weight of an elephant using grams, tons, or ounces? Add time intervals involving hours and minutes. Example: During the school week, you have 5 recess periods of 15 minutes. Find how long that is in hours and minutes Determine the amount of change from a purchase. Example: You buy a chocolate bar priced at \$1.75. How much change do you get if you pay for it with a five-dollar bill? Add and subtract with money in decimal notation. Example: You buy articles that cost \$3.45, \$6.99, and \$7.95. How much change will you receive from \$20? Know the freezing point of water is 0 C and 32 F and that the boiling point is 100 C and 212 F. Standard 6 Data Analysis and Probability Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings using computers and software such as Excel to create spreadsheets and graphs. They show outcomes for simple probability situations Represent data on a number line and in tables including frequency tables. Example: The students in your class are growing plants in various parts of the classroom. Plan a survey to measure the height of each plant in centimeters on a certain day. Record your survey results on a line plot. Page 6

7 4.6.2 Interpret data graphs to answer questions about a situation. Example: The line plot below shows the heights of fast-growing plants reported by third-grade students. Describe any patterns that you can see in the data using the words most, few, and none. X X X X X X X X X X X X X X X X Summarize and display the results of probability experiments in a clear, organized way. Example: Roll a number cube 36 times and keep a tally of the number of times that 1, 2, 3, 4, 5, and 6 appear. Draw a bar graph to show your results Find the mean 8, median 9, mode 10, and range 11 of a set of data and describe what each does and does not tell about the data set. Example: Find the mean, median, and mode of a set of test results and describe how well each represents the data. Standard 7 Problem Solving Students make decisions about how to approach problems and communicate their ideas. They utilize technology appropriately to promote proficiency in problem solving Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns. Example: Find a relationship between the number of faces, edges, and vertices of a solid shape with only flat surfaces. Try two or three shapes and look for patterns. (The relationship is faces + vertices = edges + 2) Decide when and how to break a problem into simpler parts. Example: In the first example, find what happens to cubes and rectangular solids. Page 7

8 Students use strategies, skills, and concepts in finding and communicating solutions to problems Apply strategies and results from simpler problems to more complex problems. Example: In the first example, use your method for cubes and rectangular solids to find what happens to other prisms and to pyramids Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures. Example: In the first example, make a table to help you explain your results to another student Express the solution clearly and logically by using the appropriate mathematical terms and notation; support solutions with evidence in both verbal and symbolic work. Example: In the first example, explain what happens with all the shapes that you tried Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy. Example: You are telling a friend the time of a TV program. How accurate should you be: to the nearest day, hour, minute, or second? Know and use appropriate methods for estimating results of whole-number computations. Example: Will 7x18 be smaller or larger than 100? Explain your answer Know and apply appropriate methods for estimating results of rational-number 12 computations. Example: You buy 2 CDs for \$15.95 each. The cashier tells you that it will be \$ Is that a reasonable answer? Explain Make precise calculations and check the validity of the results in the context of the problem. Example: The busses you use for a school trip hold 55 people each. How many busses will you need for 180 people? Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations Decide whether a solution is reasonable in the context of the original situation. Example: In the example, would an answer of 3.27 surprise you? Explain. Page 8

9 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems. Example: Change the example to look at shapes with curved surfaces Formulate problems from real life situations including classroom situations Utilize appropriate computer software (such as Excel) to promote proficiency in problem solving. FOOTNOTES: 1 Whole numbers: 0, 1, 2, 3, etc. 2 Parallelogram: A four-sided figure with both pairs of opposite sides parallel 3 Rhombus: A parallelogram with all sides equal 4 Trapezoid: A four-sided figure with only one pair of opposite sides parallel 5 Congruent: Two figures that are the same shape and size 6 Quadrilateral: A two-dimensional figure with four sides 7 Prism: Solid shape with opposite congruent bases (right prism is a solid shape with two parallel faces that are polygons and other faces that are rectangles) 8 Mean: The average obtained by adding the values and dividing by the number of values 9 Median: The value that divides a set of data written in order of size into two equal parts 10 Mode: The most common value 11 Range: The difference between the largest and the smallest values 12 Rational Numbers: All numbers that can be expressed as fractions (including decimals) Page 9

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