# MISSOURI MATHEMATICS CORE ACADEMIC STANDARDS CROSSWALK TO MISSOURI GLES/CLES CONTENT ALIGNMENTS AND SHIFTS Grade 4 DRAFT

Save this PDF as:

Size: px
Start display at page:

## Transcription

1 CONTENT ALIGNMENTS AND SHIFTS Grade 4 Grade 4 Critical Areas In Grade 4, instructional time should focus on three critical areas: 1. developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multidigit dividends; 2. developing an understanding of fraction equivalence, addition and subtraction of fractions with like denominators, and multiplication of fractions by whole numbers; and 3. understanding that geometric figures can be analyzed and classified based on their properties, such as having parallel sides, perpendicular sides, particular angle measures, and symmetry. Mathematical Practices 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. Operations and Algebraic Thinking 4.OA Use the four operations with whole numbers to solve problems. 4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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. transition to the mathematics N1C4 recognize equivalent representations for the same number and generate them by decomposing and composing numbers N2B4 describe the effects of multiplying and dividing whole numbers as well as the relationship between the two operations A2A4 using all operations, represent a number sentence Grade 4 upon transition to the mathematics Missouri Department of Elementary and Secondary Education 2012 Page 1 of 14

2 CONTENT ALIGNMENTS AND SHIFTS Grade 4 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. (See CCSS Glossary p. 89, Table 2.) 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. Gain familiarity with factors and multiples. transition to the mathematics N3C4 apply and describe the strategy used to compute a given multiplication of 2-digit by 2- digit numbers and related division facts N3D4 estimate and justify products of whole numbers Grade 4 upon transition to the mathematics A2A5 using all operations, represent a number sentence using a letter or symbol N3C3 apply and describe the strategy used to compute up to 3-digit addition or subtraction problems N3D3 estimate and justify sums and differences of whole numbers N3D5 estimate and justify products, and quotients of whole numbers and sums differences of decimals and fractions A2A5 using all operations, represent a number sentence using a letter or symbol Missouri Department of Elementary and Secondary Education 2012 Page 2 of 14

3 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.OA.4 Find all factor pairs for a whole number in the range Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range is a multiple of a given one-digit number. Determine whether a given whole number in the range is prime or composite. Generate and analyze patterns. 4.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. For example, given the rule!dd 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. transition to the mathematics N1D4 classify and describe numbers by their characteristics, including odd, even, multiples and factors A1A4 describe geometric and numeric patterns A1B4 analyze patterns using words, tables and graphs Number and Operations in Base Ten 4.NBT (Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.) Generalize place value understanding for multi-digit whole numbers. 4.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 = 10 by applying concepts of place value and division. N1C4 recognize equivalent representations for the same number and generate them by decomposing and composing numbers Grade 4 upon transition to the mathematics N1D5 *describe numbers according to their characteristics, including whole number common factors and multiples, prime or composite, and square numbers A1B3 represent patterns using words, tables, or graphs Missouri Department of Elementary and Secondary Education 2012 Page 3 of 14

4 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.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. 4.NBT.3 Use place value understanding to round multidigit whole numbers to any place. transition to the mathematics N1A4 read, write and compare whole numbers less than 100,000 Use place value understanding and properties of operations to perform multi-digit arithmetic. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two twodigit 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. N3C4 apply and describe the strategy used to compute a given multiplication of 2-digit by 2 digit numbers and related division facts A2A4 using all operations, represent a number sentence A2B4 use the commutative, distributive and associate properties of addition and multiplication for a multi-digit numbers Grade 4 upon transition to the mathematics N1C3 recognize equivalent representations for the same number and generate them by decomposing and composing numbers including expanded notation N3C3 apply and describe the strategy used to compute up to 3-digit addition or subtraction problems N2A3 *represent/model a given situation involving multiplication and related division using various models including sets, arrays, areas, repeated addition/subtraction, sharing and partitioning Missouri Department of Elementary and Secondary Education 2012 Page 4 of 14

5 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.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. transition to the mathematics N2A4 *represent and recognize multiplication and related division using various models including equal intervals on the number line, equal size groups, distributive property, etc. N2B4 describe the effects of multiplying and dividing whole numbers as well as the relationship between the two operations A2A4 using all operations, represent a number sentence Number and Operations-Fractions 4.NF (Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.) Extend understanding of fraction equivalence and ordering. 4.NF.1 Explain why a fraction ಕ is equivalent to a fraction ಖ (n x a)(n x 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. N1B4 *use models, benchmarks (0,, and 1) ೩ and equivalent forms to judge the size of fractions N1C4 recognize equivalent representations for the same number and generate them by decomposing and composing numbers Grade 4 upon transition to the mathematics N2A3 *represent/model a given situation involving multiplication and related division using various models including sets, arrays, areas, repeated addition/subtraction, sharing and partitioning ೨ N1B5 recognize and generate equivalent forms of commonly used fractions and decimals Missouri Department of Elementary and Secondary Education 2012 Page 5 of 14

6 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.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. మ 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. transition to the mathematics N1B4 *use models, benchmarks (0, ೨, and 1) and equivalent forms to judge the size of fractions Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. 4.NF.3 Understand a fraction with a 1 as a sum of 4.NF.3.a 4.NF.3.b fractions. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 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: = + ; 2 = = ; = N1C4 recognize equivalent representations for the same number and generate them by decomposing and composing numbers ೩ Grade 4 upon transition to the mathematics N1A5 *read, write and compare whole numbers less than 1,000,000 unit fractions and decimals to hundredths (including location on the number line) N1B5 recognize and generate equivalent forms of commonly used fractions and decimals N2B5 *describe the effects of addition and subtraction on fractions and decimals Missouri Department of Elementary and Secondary Education 2012 Page 6 of 14

7 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.NF.3.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. 4.NF.3.d 4.NF.4 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 problem. Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. transition to the mathematics N1B4 *use models, benchmarks (0, ½, and 1) and equivalent forms to judge the size of fractions A2A4 using all operations, represent a number sentence Grade 4 upon transition to the mathematics N1B5 recognize and generate equivalent forms of commonly used fractions and decimals N2B5 *describe the effects of addition and subtraction on fractions and decimals N3C5 apply and describe the strategy used to compute a division problem up to a 3-digit by 2- digit and addition and subtraction of fractions and decimals A2B5 *use the commutative, distributive, and associate properties for fractions and decimals N3B5 demonstrate fluency with efficient procedures for adding and subtracting decimals and fractions (with unlike denominators) and division of whole numbers N3C5 apply and describe the strategy used to compute a division problem up to a 3-digit by 2- digit and addition and subtraction of fractions and decimals Missouri Department of Elementary and Secondary Education 2012 Page 7 of 14

8 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.NF.4.a Understand a fraction as a multiple of. For example, use a visual fraction model to represent 4.NF.4.b 4.NF.4.c as the product 5 x ( ), recording the conclusion by ర the equation ఱ = 5 x ( ). ర ర Understand a multiple of ಕ ೨ as a multiple of, and ಖ ಖ use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 x ( ೩ ) as 6 x ( ೨ ), recognizing this ೬ ೬ product as ೭ ಕ. (in general, n x ( ) = ಢ ಬ ಕ!.) ೬ ಖ ಖ 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 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? Understand decimal notation for fractions, and compare decimal fractions. transition to the mathematics N1C4 recognize equivalent representations for the same number and generate them by decomposing and composing numbers N2A4 *represent and recognize multiplication and related division using various models including equal intervals on the number line, equal size groups, distributive property, etc. N2A4 *represent and recognize multiplication and related division using various models including equal intervals on the number line, equal size groups, distributive property, etc. A2A4 using all operations, represent a number sentence Grade 4 upon transition to the mathematics N1B5 recognize and generate equivalent forms of commonly used fractions and decimals N3C6 multiply and divide positive rational numbers Missouri Department of Elementary and Secondary Education 2012 Page 8 of 14

9 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.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. (Students who can generate equivalent fractions can develop strategies for adding fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.) For example, express as, and add + =. transition to the mathematics Grade 4 upon transition to the mathematics N1B5 recognize and generate equivalent forms of commonly used fractions and decimals N3C5 apply and describe the strategy used to compute a division problem up to a 3-digit by 2- digit and addition and subtraction of fractions and decimals 4.NF Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as ; describe a length as 0.62 meters; locate 0.62 on a number line diagram N1B5 recognize and generate equivalent forms of commonly used fractions and decimals Missouri Department of Elementary and Secondary Education 2012 Page 9 of 14

10 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.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 comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model. Measurement and Data 4.MD transition to the mathematics Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. 4.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), A3A4 *model problem situations, using representations such as graphs, tables or number sentences M1B4 identify equivalent linear measures within a system of measurement Grade 4 upon transition to the mathematics N1A5 *read, write and compare whole numbers less than 1,000,000 unit fractions and decimals to hundredths (including location on the number line) M1A3 *identify, justify and use the appropriate unit of measure (linear, time, weight) M1B5 identify the equivalent weights and equivalent capacities within a system of measurement M2E5 convert from one unit to another within a system of linear measurement (customary and metric) M2E6 convert from one unit to another within a system of measurement (mass and weight) M2E7 convert from one unit to another within a system of measurement (capacity) and convert square or cubic units within the same system of measurement Missouri Department of Elementary and Secondary Education 2012 Page 10 of 14

11 CONTENT ALIGNMENTS AND SHIFTS Grade 4 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. 4.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 multiplication equation with an unknown factor. Represent and interpret data. transition to the mathematics M1D4 determine change from \$10.00 and add and subtract money values to \$10.00 M2C4 determine and justify areas of polygons and non-polygonal regions imposed on a rectangular grid Grade 4 upon transition to the mathematics M1A3 *identify, justify and use the appropriate unit of measure (linear, time, weight) M1C6 *solve problems involving elapsed time (hours and minutes) M2E5 convert from one unit to another with a system of linear measurement (customary and metric) M2E6 convert from one unit to another with a system of measurement (mass and weight) M2E7 convert from one unit to another within a system of measurement (capacity) and convert square or cubic units within the same system of measurement M2C3 determine the perimeter of polygons M2C6 solve problems involving the area or perimeter of polygons Missouri Department of Elementary and Secondary Education 2012 Page 11 of 14

12 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (,, ). 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. transition to the mathematics D1C4 create tables or graphs to represent categorical and numerical data (including line plots) Grade 4 upon transition to the mathematics N3C5 apply and describe the strategy used to compute a division problem up to a 3-digit by 2 digit and addition and subtraction of fractions and decimals D1C3 read and interpret information from line plots and graphs (bar, line, pictorial) Geometric measurement: understand concepts of angle and measure angles. 4.MD.5 Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement: 4.MD.5.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 ೨ of a ೪೭೧ circle is called a one-degree angle, and can be used to measure angles. 4.MD.5.b An angle that turns through n one-degree angles is said to have an angle measure of n degrees. Measure angles in whole-number degrees using a 4.MD.6 protractor. Sketch angles of specified measure. M2B7 *use tools to measure angles to the nearest degree and classify the angles as acute, obtuse, right, straight, or reflex Missouri Department of Elementary and Secondary Education 2012 Page 12 of 14

13 CONTENT ALIGNMENTS AND SHIFTS Grade 4 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum 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. transition to the mathematics Grade 4 upon transition to the mathematics A2A5 using all operations, represent a number sentence using a letter or symbol M2B8 solve problems of angle measure, including those involving triangles and parallel lines cut by a transversal Geometry 4.G Draw and identify lines and angles, and classify shapes by properties of their lines and angles. 4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. G1A4 name and identify properties of 1- and 2-, and 3-dimensional shapes and describe the attributes of 2- and 3-dimensional shapes using appropriate geometric vocabulary (rectangular prism, cylinder, pyramid, sphere, cone, parallelism, perpendicularity) 4.G.2 4.G.3 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. Recognize a line of symmetry for a twodimensional 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. M2B4 *select and use benchmarks to estimate measurements of 0-, 45- (acute), 90- (right) greater than 90 (obtuse) degree angles G3C4 create a figure with multiple lines of symmetry and identify the lines of symmetry M2B6 *identify and justify an angle as acute, obtuse, straight, or right G1A5 *analyze and classify 2- and 3- dimensional shapes by describing their attributes Missouri Department of Elementary and Secondary Education 2012 Page 13 of 14

14 CONTENT ALIGNMENTS AND SHIFTS Grade 4 s not included in Grade 4 CAS transition to the mathematics N3A4 *represent a mental strategy used to compute a given multiplication problem (up to 2-digit by 2-digit multiple of) N3B4 demonstrate fluency with basic number relationships (12 x 12) of multiplication and related division facts A4A4 *describe mathematical relationships in terms of constant rates of change G1C4 *describe the results of subdividing, combining and transforming shapes G2A4 *describe movement using common language and geometric vocabulary (forward, back, left, right, north, south, east, west) G3A4 predict the results of sliding/translating, flipping/reflecting, or turning/rotating around the center point of a polygon G4A4 *given the picture of a prism, identify the shapes of the faces M1A4 *identify and justify the unit of linear measure including perimeter and (customary metric) M1C4 tell time to the nearest minute M2A4 *select and use benchmarks to estimate measurements (linear, capacity, weight) D1A4 collect data using observations, surveys and experiments D2A4 *describe important features of the data set D3A4 *given a set of data, propose and justify conclusions that are based on the data Grade 4 upon transition to the mathematics Missouri Department of Elementary and Secondary Education 2012 Page 14 of 14

### Mathematics. Mathematical Practices

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

### Common Core Standards for Mathematics Grade 4 Operations & Algebraic Thinking Date Taught

Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35

### Math Common Core Standards Fourth Grade

Operations and Algebraic Thinking (OA) Use the four operations with whole numbers to solve problems. OA.4.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement

### 4th Grade Topic 1 - Multiplication and Division: Meanings and Facts

4th Grade Topic 1 - Multiplication and Division: Meanings and Facts Approximately 9 days Standard Objective Notes 1-1 OA1 recognize multiplication as repeated addition G21, G22, G23, G35 1-2 OA5 use patterns

### Fourth Grade Common Core State Standard (CCSS) Math Scope and Sequence

I= Introduced R=Reinforced/Reviewed Fourth Grade Math Standards 1 2 3 4 Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 4.0A.1 - Interpret a multiplication

Mathematics Standards GRADE: 4 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Use the four operations with whole numbers to solve problems. MAFS.4.OA.1.1 MAFS.4.OA.1.2 MAFS.4.OA.1.3 MAFS.4.OA.1.a

### California Common Core State Standards Comparison- FOURTH GRADE

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

### Fourth Grade. Operations & Algebraic Thinking. Use the four operations with whole numbers to solve problems. (4.OA.A)

Operations & Algebraic Thinking Use the four operations with whole numbers to solve problems. (4.OA.A) 4.OA.A.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement

### GSE Fourth Grade Curriculum Map

GSE Fourth Grade Curriculum Map Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Whole Numbers, Place Value and Rounding In Computation MGSE4.NBT.1 MGSE4.NBT.2 MGSE4.NBT.3 MGSE4.NBT.4 MGSE4.OA.3

### A Correlation of. to the. Common Core State Standards for Mathematics Grade 4

A Correlation of to the Introduction envisionmath2.0 is a comprehensive K-6 mathematics curriculum that provides the focus, coherence, and rigor required by the CCSSM. envisionmath2.0 offers a balanced

### Vocabulary, Signs, & Symbols product dividend divisor quotient fact family inverse. Assessment. Envision Math Topic 1

1st 9 Weeks Pacing Guide Fourth Grade Math Common Core State Standards Objective/Skill (DOK) I Can Statements (Knowledge & Skills) Curriculum Materials & Resources/Comments 4.OA.1 4.1i Interpret a multiplication

### Division of Special Education LAUSD, June Grade 4 Math 156

Use the four operations with whole numbers to solve problems. 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

### Fourth Grade Math Standards and "I Can Statements"

Fourth Grade Math Standards and "I Can Statements" Standard - CC.4.OA.1 Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 7 as a statement that 35 is 5 times as many as 7 and

### COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS

COMMON CORE STATE STANDARDS FOR MATHEMATICS 3-5 DOMAIN PROGRESSIONS Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Operations and Algebraic Thinking Represent and solve problems involving

### BPS Math Year at a Glance (Adapted from A Story Of Units Curriculum Maps in Mathematics K-5) 1

Grade 4 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Add and subtract within 1,000,000 Module M1:

### Common Core Standards. Grade 4

Standards Code: OA=Operations and Algebraic Thinking, NBT=Number and Operations in Base 10, MD=Measurements and Data, G=Geometry, NF=Number and Operations-Fractions, RP=Rations and Proportional Relationships,

### Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together

### Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade

Math-U-See Correlation with the Common Core State Standards for Mathematical Content for Fourth Grade The fourth-grade standards highlight all four operations, explore fractions in greater detail, and

### Spring Lake Elementary Schools Curriculum Map 4th Grade Math

Spring Lake Elementary Schools Curriculum Map 4th Grade Math The following are embedded throughout the year, and are present in all units applicable: Math Practices CCSS.Math.Practice.MP1 Make sense of

### Third Grade Common Core Standards & Learning Targets

Third Grade Common Core Standards & Learning Targets CCS Standards: Operations and Algebraic Thinking 3.OA.1. Interpret products of whole numbers, e.g., interpret 5 7 as the total number of objects in

### Bedford Public Schools

Bedford Public Schools Grade 4 Math The fourth grade curriculum builds on and extends the concepts of number and operations, measurement, data and geometry begun in earlier grades. In the area of number

### 4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS. Vocabulary. answers using mental computation and estimation strategies including rounding.

4TH GRADE FIRST QUARTER MATHEMATICS STANDARDS Critical Area: Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

### BREATHITT COUNTY SCHOOLS 4th Grade Math Curriculum Week Standard Key Vocabulary Learning Target Resources Assessment

Operations and Algebraic Thinking 1 2 4.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

### Classworks Common Core Transition Guide. South Carolina 4th Grade Mathematics

Classworks Common Core Transition Guide South Carolina 4th Mathematics OFFICIALLY ENDORSED Classworks Common Core Transition Guide - BETA Making The Transition With the increased rigor, the transition

### 4 th Grade. Math Common Core I Can Checklists

4 th Grade Math Common Core I Can Checklists Math Common Core Operations and Algebraic Thinking Use the four operations with whole numbers to solve problems. 1. I can interpret a multiplication equation

### Fourth Grade Saxon Math Curriculum Guide Key Standards Addressed in Section

Sections and Lessons Fourth Grade Saxon Math Curriculum Guide MAP September 15 26, 2014 Section 1: Lessons 1-10 Focus on Concepts A & B Investigation 1 Sequences, Word Problems, Place Value, Numbers to

### 5 th Grade Remediation Guide

5 th Grade Remediation Guide Focused remediation helps target the skills students need to more quickly access and practice on-grade level content. This chart is a reference guide for teachers to help them

### 4 th Grade Math I Can Statements

4 th Grade Math I Can Statements Learning targets in student-friendly language that break down what 4 th grade students need to know to be prepared for 5 th grade. 4.OA.1-3 4.OA.1 Operations & Algebraic

Mathematics Fourth Grade Use the four operations with whole numbers to solve problems. 3. Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations,

### Excel Math Fourth Grade Standards for Mathematical Practice

Excel Math Fourth Grade Standards for Mathematical Practice The Common Core State Standards for Mathematical Practice are integrated into Excel Math lessons. Below are some examples of how we include these

### AERO/Common Core Alignment 3-5

AERO/Common Core Alignment 3-5 Note: In yellow are the AERO Standards and inconsistencies between AERO and Common Core are noted by the strikethrough ( eeeeee) notation. AERO Common Core Mapping 1 Table

### Mathematics Grade 5 Year in Detail (SAMPLE)

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Whole number operations Place value with decimals Add and Subtract Decimals Add and Subtract Fractions Multiply and Divide Decimals

### Progressing toward the standard

Report Card Language: add, subtract, multiply, and/or divide to solve multi-step word problems. CCSS: 4.OA.3 Solve multistep work problems posed with whole numbers and having whole-number answers using

### COURSE OF STUDY UNIT PLANNING GUIDE

COURSE OF STUDY UNIT PLANNING GUIDE FOR: MATHEMATICS GRADE LEVEL: FOURTH GRADE PREPARED BY: TERESA KELLY AND TRACY BUCKLEY B.O.E. ADOPTED AUGUST 20, 2015 REVISED AUGUST 2015 ALIGNED TO THE 2014 NJCCCS

### Math Fourth Grade Curriculum Map. Instructional Days: September and October Content (What Students Should Know) March 30, 2016

Instructional Days: September and October Place Value of Multi Digit How can we use Whole Numbers estimation to check for Module 1, Ls1 4 reasonability of sums 4.NBT.1; 4.NBT.2; 4.OA.1 and differences?

### GRADE 5 Common Core State Standards Critical Areas

GRADE 5 Common Core State Standards Critical Areas In Grade 5, instructional time should focus on three critical areas: (1)developing fluency with addition and subtraction of fractions, and developing

### John Adair Intermediate 4th Grade Math Learning Targets I Can Statements..

John Adair Intermediate 4th Grade Math Learning Targets I Can Statements.. NUMBERS AND OPERATIONS IN BASE TEN 4.NBT Generalize place value understanding for multi-digit whole numbers. Explain how the base

### Standards for Mathematical Practice

Common Core State Standards Mathematics Student: Teacher: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively Standards for Mathematical Practice 3. Construct

### Place Value Chart. Number Sense 345,562 > 342,500 24,545 < 38, ,312=212,312

INDIANA ACADEMIC STANDARDS Number Sense 4.NS.1 Read and write whole numbers up to 1,000,000. Use words, models, standard form, and expanded form to represent and show equivalent forms of whole numbers

### 3-5 Mathematics Common Core State Standards Grouped by Domains

Domain: Operations and Algebraic Thinking Third: Understand properties of multiplication and the relationship between multiplication and division. operation, multiply, divide, factor, product, quotient,

### Multiplying Fractions by a Whole Number

Grade 4 Mathematics, Quarter 3, Unit 3.1 Multiplying Fractions by a Whole Number Overview Number of Instructional Days: 15 (1 day = 45 60 minutes) Content to be Learned Apply understanding of operations

### Mathematics. Mathematical Practices

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

### Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat

Arizona s College and Career Ready Standards Mathematics Kindergarten Standards Placemat 1. Representing and comparing whole numbers, initially with sets of objects Students use numbers, including written

### CCSS Mathematics Implementation Guide Grade 5 2012 2013. First Nine Weeks

First Nine Weeks s The value of a digit is based on its place value. What changes the value of a digit? 5.NBT.1 RECOGNIZE that in a multi-digit number, a digit in one place represents 10 times as much

Model Curriculum Grade 5 Mathematics Units Grade 5 Overview Unit 1 has a benchmark for standard 5.NBT.5 requiring students to fluently multiply multi-digit whole numbers using the standard algorithm; this

### Mathematics Grade 5. Prepublication Version, April 2013 California Department of Education 32

Mathematics In, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of the multiplication of fractions

### Mathematics K-8 Critical Areas of Focus

Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed

### Comparing Fractions and Decimals

Grade 4 Mathematics, Quarter 4, Unit 4.1 Comparing Fractions and Decimals Overview Number of Instructional Days: 10 (1 day = 45 60 minutes) Content to be Learned Explore and reason about how a number representing

### Mathematics K-8 Critical Areas of Focus

Mathematics K-8 Critical Areas of Focus The Common Core State Standards (CCSS) for Mathematics include critical areas for instruction in the introduction for each grade, K-8. The critical areas are designed

### Grade 5 Math Curriculum Guide

Grade 5 Math Curriculum Guide Lesson 1 1 st Nine Weeks Unit 1: Number and Operations in Base Ten Understand Place Value 5.NBT.1. Recognize that in a multi-digit number, a digit in one place represents

### Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. Solve word problems that call for addition of three whole numbers

### Grade 4 Mathematics Common Core Standards

Domain: Operations and Algebraic thinking 4.OA. Cluster: Use the four operations with whole numbers to solve problems 4.OA.1. Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5

### MAFS: Mathematics Standards GRADE: K

MAFS: Mathematics Standards GRADE: K Domain: COUNTING AND CARDINALITY Cluster 1: Know number names and the count sequence. CODE MAFS.K.CC.1.1 Count to 100 by ones and by tens. MAFS.K.CC.1.2 MAFS.K.CC.1.3

### Danville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter

Danville District No. 118 Mathematics Fifth Grade Curriculum and Scope and Sequence First Quarter Common Core Operations and Algebraic Thinking (5.OA) Common Core Number and Operations in Base Ten (5.NBT)

### IA_CCSS_Math Math (2011) Grade 5

IA_CCSS_Math Math (2011) Grade 5 5 In Grade 5, instructional time should focus on three critical areas: (1) developing fluency with addition and subtraction of fractions, and developing understanding of

### Voyager Sopris Learning Vmath, Levels C-I, correlated to the South Carolina College- and Career-Ready Standards for Mathematics, Grades 2-8

Page 1 of 35 VMath, Level C Grade 2 Mathematical Process Standards 1. Make sense of problems and persevere in solving them. Module 3: Lesson 4: 156-159 Module 4: Lesson 7: 220-223 2. Reason both contextually

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

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,

September: UNIT 1 Place Value Whole Numbers Fluently multiply multi-digit numbers using the standard algorithm Model long division up to 2 digit divisors Solve real world word problems involving measurement

### Fifth Grade. Operations & Algebraic Thinking. Numbers & Operations in Base Ten. Write and interpret numerical expressions. (5.OA.

Operations & Algebraic Thinking Write and interpret numerical expressions. (5.OA.A) 5.OA.A.1: Use parentheses, brackets, or braces in numerical expressions, and evaluate expressions with these symbols.

### Mathematics Florida Standards (MAFS) Grade 5

Mathematics Florida Standards (MAFS) Grade 5 Domain: OPERATIONS AND ALGEBRAIC THINKING Cluster 1: Write and interpret numerical expressions. (Additional Cluster) CODE MAFS.5.OA.1.1 Use parentheses, brackets,

### Grade 5 Common Core State Standard

2.1.5.B.1 Apply place value concepts to show an understanding of operations and rounding as they pertain to whole numbers and decimals. M05.A-T.1.1.1 Demonstrate an understanding that 5.NBT.1 Recognize

### Arizona s Common Core Standards Mathematics

Arizona s Common Core Mathematics - Mathematical Practices - Explanations and Examples Fourth Grade ARIZONA DEPARTMENT OF EDUCATION HIGH ACADEMIC STANDARDS FOR STUDENTS State Board Approved June 2010 August

### Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math

Smarter Balanced Assessment Consortium Claims, Targets, and Standard Alignment for Math The Smarter Balanced Assessment Consortium (SBAC) has created a hierarchy comprised of claims and targets that together

### COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview

COMMON CORE STATE STANDARDS FOR MATHEMATICS K-5 Overview Compiled by Dewey Gottlieb, Hawaii Department of Education June 2010 Kindergarten Counting and Cardinality Operations and Algebraic Thinking Number

Fourth Grade Mathematics By the end of grade four, students develop quick recall of the basic multiplication facts and related division facts. They develop fluency with efficient procedures for multiplying

### COMMON CORE CROSSWALK

COMMON CORE CROSSWALK Grades K - 4 Mathematics Breakout Session January/February 2011 Missouri Department of Elementary and Secondary Education Agenda Common Focus CCSS Search What s common about the Mathematics

### Domain: Measurement and Data Cluster 1 Kindergarten Describe and compare measureable attributes.

Cluster 1 Kindergarten Describe and compare measureable attributes. MAFS.K.MD.1.1 Describe measureable attributes of objects, such as length or weight. Describe several measureable attributes of a single

### 4th Grade Math. Sample Lessons/Activities Unit 1: Factors, Multiples, and Arrays. Investigation 1: Representing Multiplications with Arrays

Unit 1: Factors, Multiples, and Arrays Investigation 1: Representing Multiplications with Arrays 1.1 How can students demonstrate the use arrays to model multiplication find multiples of a number?+b19

### Lesson List

2016-2017 Lesson List Table of Contents Operations and Algebraic Thinking... 3 Number and Operations in Base Ten... 6 Measurement and Data... 9 Number and Operations - Fractions...10 Financial Literacy...14

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### FIFTH GRADE Mathematics Standards for the Archdiocese of Detroit

FIFTH GRADE Mathematics Standards for the Archdiocese of Detroit *Provide 3 dates for each standard Initial Date(s) Operations and Algebraic Thinking Write and interpret numerical expressions. 5.OA.A.1

### Mathematical Practices

The New Illinois Learning Standards for Mathematics Incorporating the Common Core Mathematical Practices Grade Strand Standard # Standard K-12 MP 1 CC.K-12.MP.1 Make sense of problems and persevere in

### 6 th Grade New Mexico Math Standards

Strand 1: NUMBER AND OPERATIONS Standard: Students will understand numerical concepts and mathematical operations. 5-8 Benchmark 1: Understand numbers, ways of representing numbers, relationships among

### Collegium Charter School Grade 5 Math Scope & Sequence. Global Vision. We Use Math in Our Everyday Lives

Collegium Charter School Grade 5 Math Scope & Sequence Global Vision We Use Math in Our Everyday Lives Updated August 2015 Standards of Mathematical Practice (Habits of Mind) in 5th grade: 1. Make sense

### Describe as a mixed number where the arrow is pointing to on the number line. Explain how the base 10 system relates to place value.

Number Properties and Operations Whole number sense and addition and subtraction are key concepts and skills developed in early childhood. Students build on their number sense and counting sense to develop

### Common Core State Standards Pacing Guide 1 st Edition. Math

Common Core State Standards Pacing Guide 1 st Edition Math Fourth Grade 3 rd Nine Week Period 1 st Edition Developed by: Christy Mitchell, Amy Moreman, Natalie Reno ``````````````````````````````````````````````````````````````````````````````````````

### CCSS: Mathematics. Operations & Algebraic Thinking. CCSS: Grade 5. 5.OA.A. Write and interpret numerical expressions.

CCSS: Mathematics Operations & Algebraic Thinking CCSS: Grade 5 5.OA.A. Write and interpret numerical expressions. 5.OA.A.1. Use parentheses, brackets, or braces in numerical expressions, and evaluate

### Everyday Mathematics CCSS EDITION CCSS EDITION. Content Strand: Number and Numeration

CCSS EDITION Overview of -6 Grade-Level Goals CCSS EDITION Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

### Mathematics: Standards for Mathematical Practice

Mathematics: Standards for Mathematical Practice The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

### ISAT Mathematics Performance Definitions Grade 4

ISAT Mathematics Performance Definitions Grade 4 EXCEEDS STANDARDS Fourth-grade students whose measured performance exceeds standards are able to identify, read, write, represent, and model whole numbers

### 4 th Grade Texas Mathematics: Unpacked Content

4 th Grade Texas Mathematics: Unpacked Content What is the purpose of this document? To increase student achievement by ensuring educators understand specifically what the new standards mean a student

### Illinois State Standards Alignments Grades Three through Eleven

Illinois State Standards Alignments Grades Three through Eleven Trademark of Renaissance Learning, Inc., and its subsidiaries, registered, common law, or pending registration in the United States and other

### 1 BPS Math Year at a Glance (Adapted from A Story of Units Curriculum Maps in Mathematics P-5)

Grade 5 Key Areas of Focus for Grades 3-5: Multiplication and division of whole numbers and fractions-concepts, skills and problem solving Expected Fluency: Multi-digit multiplication Module M1: Whole

### Delaware s Common Core State Standards for Mathematics Grade 4 Assessment Examples

Delaware s Common Core State s for Mathematics Grade 4 Assessment Examples Compiled by: Teaching and Learning Branch Katia Foret, Ph.D. Education Associate Rita Fry, Ed.D. Education Associate September

### GRADE 5 SKILL VOCABULARY MATHEMATICAL PRACTICES Evaluate numerical expressions with parentheses, brackets, and/or braces.

Common Core Math Curriculum Grade 5 ESSENTIAL DOMAINS AND QUESTIONS CLUSTERS Operations and Algebraic Thinking 5.0A What can affect the relationship between numbers? round decimals? compare decimals? What

### ; This is the correct response that shows that 410 can be decomposed

Name: Date: 1: Standard(s): 4.NF.3.b (B) Scoring Guide: Measured CCLS: 4.NF.3.b Commentary: This question measures 4.NF.3.b by asking the student to decompose a fraction into a sum of fractions with the

### Ocean Springs School District - 4th Grade FOURTH 9 Weeks Instructional Map. Clarity of the Standard Vocabulary Resources

Common Core Standard 13 Extending Fraction Concepts 4.NF.4 Apply and extend previous understandings of multiplication to multiply a fraction by a whole number 4.NF.4a Understand a fraction a/b as a multiple

### Subtraction to One Million

Place Value and Operations with Whole Numbers Critical Area Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit

### This document is designed to help Waterloo educators teach the Common Core (Standard Course of Study).

4 th Grade Mathematics Unpacked Content For the new Common Core State Standards that will be effective in all Waterloo schools in the 2013-14 school year. This document is designed to help Waterloo educators

Content Strand: Number and Numeration Understand the Meanings, Uses, and Representations of Numbers Understand Equivalent Names for Numbers Understand Common Numerical Relations Place value and notation

### Overview of PreK-6 Grade-Level Goals. Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting

Overview of -6 Grade-Level Goals Content Strand: Number and Numeration Program Goal: Understand the Meanings, Uses, and Representations of Numbers Content Thread: Rote Counting Goal 1: Verbally count in

### Everyday Mathematics GOALS

Copyright Wright Group/McGraw-Hill GOALS The following tables list the Grade-Level Goals organized by Content Strand and Program Goal. Content Strand: NUMBER AND NUMERATION Program Goal: Understand the

### Baldwin County Mathematics Pacing Guide Grade 4

Baldwin County Mathematics Pacing Guide Grade 4 Legal Authority for Course of Study 16-35-4 and 16-6B-2(f). The state board of education, on the recommendation of the state superintendent of education,

### Summary of Changes for Mathematics Standards Kindergarten Grade 8

CCGPS for Mathematics were revised. The revised standards were adopted on January 15, 2015. This Grade Level Strand Standard Kindergarten Counting and Cardinality CCK.CC.4 CCK.CC.5 Number and Operations