Fourth Grade Math Pacing Guide Columbus County Schools

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1 Time Objective (2003 Curriculum) DPI Strategies (2003 Curriculum) Develop number sense for rational numbers from.01 to at least 100,000 a. Connect model, number P D, F (1.02c) word, and number using a variety of representations. b. Build understanding of place value (hundredths through ten thousands) Develop fluency with multiplication and division: a. Two-digit by two-digit multiplication (larger numbers with calculator) b. Up to three-digit by two-digit division (larger numbers with calculators) c. Strategies for multiplying and dividing numbers d. Estimation of products and quotients in appropriate situations e. Relationships between operations 1.05 Develop flexibility in solving problems by selecting strategies Textbook (Investigations) Unit 1: Factors, Multiples, and Arrays Common Core Standards 1

2 and using mental computation, estimation, calculators or computers, and paper and pencil Develop number sense for rational numbers from.01 to at least 100,000 P. 108 V P. 109 C Unit 2: Describing the Shape of the Data c. Connect model, number word, and number using a variety of representations. d. Build understanding of place value (hundredths through ten thousands). P. 114 C, J, N P Collect, organize, and analyze, and display data (including line graphs and bar graphs) to solve problems 4.02 Describe the distribution of data using median, range and mode Solve problems by comparing two sets of related data 4.04 Design experiments and list all possible outcomes and probabilities for an event 2

3 Develop fluency with multiplication and division: a. Two-digit by two-digit multiplication (larger numbers with calculator) b. Up to three-digit by two-digit division P. 39 D, F (repeat using any numbers) Unit 3: Multiple Towers and Division Stories (larger numbers with calculators) c. Strategies for multiplying and dividing numbers d. Estimation of products and quotients in appropriate situations e. Relationships between operations Week Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths Develop strategies to determine the area of rectangles and the perimeter of plane figures 2.02 Solve problems involving perimeter of plane figures and areas of rectangles 3.01Use the coordinate system to describe the location and relative position of points and draw figures in the first quadrant. P. 45 O P. 82 Q (for Perimeter, 2.01 and 2.02) LearnNC Human Coordinate Graphs Lesson learnnc.org/lp/pages/3097 (introductory lesson for 3.01) Unit 4: Size, Shape, and Symmetry (Partial) Sessions: 1.1, 1.2, 1.3, 4.4., 4.5, 4.6 3

4 3.02 Describe the relative position of lines using concepts of parallelism and perpendicularity Identify, predict, and describe the results of transformations of plane figures. a. reflections b. translations c. translations P. 91 (all) 3.01 P (K, L, F) 3.02 P. 98 G (introduce 3.03) p. 100 M, P (3.03) Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths Develop number sense for rational numbers from.01 to at least 100,000 Unit 5: Landmarks and Large Numbers (Partial) Sessions 1.3, 1.4, , 2.3, 2.4, 2.5, 2.6, 3.2, 3.3, 3.4, 3.5, 4.1,4.2, 4.4, 4.5, 4.6, 4.7 Unit 6: Fraction Cards and Decimal Squares (all) a. Connect model, number word, and number using a variety of representations. b. Build understanding of place value (hundredths through ten thousands). 4

5 c. Compare and order (including the use of symbolic notation). d. Make estimates of rational numbers in appropriate situations Solve problems using models, diagrams, and reasoning about fractions and relationships among fractions involving halves, fourths, eighths, thirds, sixths, twelfths, fifths, tenths, hundredths, and mixed numbers 1.04 Develop fluency with addition and subtraction of non-negative rational numbers with like denominators, including decimal fractions through hundredths. a. Develop and analyze strategies for adding and subtracting numbers. b. Estimate sums and differences. c. Judge the reasonableness of solutions 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil. 5

6 Develop fluency with multiplication and division: a. Two-digit by two-digit multiplication (larger numbers with calculator) b. Up to three-digit by two-digit division (larger numbers with calculators) c. Strategies for multiplying and dividing numbers d. Estimation of products and quotients in appropriate situations e. Relationships between operations Strategies: G (Order of Operations-page 143) C (Properties- page 141) Unit 8: How Many Packages? How Many Groups? (all) 1.05 Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil 5.03 Verify mathematical relationship using: b. Order of operations and the identity, commutative, associative, and distributive properties 6

7 identify, describe, and generalize relationships in which a. Quantities change proportionally b. b. Change in one quantity relates to change in a second quantity Translate among symbolic numeric, verbal, and pictorial representations of number relationships Verify mathematical relationship using: a. Models, words, and numbers Unit 9: Penny Jars and Plant Growth (all) 7

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