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

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1 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 999, Missing Addends, expanded Form, Adding 3-Digits, Addition Algorithm, Missing Numbers in Subtraction, Inverse Operations, Order of Operations, Subtracting 3- Digits, Subtraction Algorithm Section 2: Lessons Focus on Concepts C & D Investigation 2 Adding Columns of Numbers, Combining, Elapsed Time, Subtraction with Zeroes, Separating, Comparing, Lines, Segments, Rays, and Angles, Triangles, Rectangles, Squares & Circles, Fractions, Fractions as Division, Perimeter, Number Lines 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. 4.NBT.2 Read, write & compare multi-digit numbers using base-ten numerals, number names, and expanded form. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Represent measurement quantities using diagrams. 4.MD.3 Apply the perimeter formula for rectangles. September Late September

2 Curriculum Guide (Page 2) Section 3: Lessons Investigation 3 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. Extended Response I November 12 19, 2014 Rounding, Multiplication Facts, Parentheses, Associative Property, Numbers to Hundred Thousands, Dollars & Cents, Fractions of a Dollar, Area Model, Perimeter Section 4: Lessons Focus on Concepts E & F Investigation 4 Perimeter & Area, Fractions & Mixed Numbers, Lines & Line Segments, Relating Multiplication & Division, Divide by Zero, Inverse Operations, order of Operations, Multiples of 10 & 100, Multiply 2-Digits, Rounding, Fractions & Decimals 4.NBT.2 Read, write & compare multi-digit numbers using base-ten numerals, number names, and expanded form. 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. 4.AO.1 Interpret a multiplication equation as a comparison. 4.AO.2 Multiply to solve word problems involving multiplicative comparison. 4.AO.2 Multiply to solve word problems involving multiplicative comparison. 4.AO.3 Solve multistep word problems posed with whole numbers and having wholenumber answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.4 Find all factor pairs for a whole number in the range NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. Illustrate and explain the calculation. Early October Late October

3 Curriculum Guide (Page 3) Section 5: Lessons Focus on Concepts G Investigation 5 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 NF.6 Use decimal notation for fractions with denominators 10 or 100. MAP January12 26, 2015 Decimal Place Value, Units of Length, Decimals on a Number Line, Equivalent Decimals, Add & Subtract Decimals, Rounding Decimals, Numbers in Millions, Rounding Large Numbers, Polygons, Displaying Data, Graphs Section 6: Lessons Investigation 6 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. 4.MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). 4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. Nov Add & Subtract Large Numbers, Rates, Multiply Large Numbers, Collecting Data, Surveys Skip lessons 53, 54, 55, 56 and NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. Illustrate and explain the calculation. 4.MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). Dec End of Trimester 1: December 3, 2014

4 Getting to the Core Division Unit Timeline: 5 weeks, January to Early February Performance Task: Solve problems in real life context, explaining your thinking. Big Idea: Quantities can be divided into equal groups. Essential Questions: How is an array related to an area model? How is repeated subtraction related to equal groups in division? What are the patterns that occur in division? How is the remainder expressed? How can we illustrate and explain division problems? Key Standards emphasized in this unit: 4.AO.2 Divide to solve word problems involving multiplicative comparison. 4.AO.3 Solve multistep word problems posed with whole numbers and having whole-number answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.4 Find all factor pairs for a whole number in the range NBT.6 Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors. Illustrate and explain the calculation. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money and expressing measurements given in a larger unit in terms of a smaller unit. Standards of Mathematical Practice: MP1 Students explain to themselves the meaning of a problem and look for ways to solve it. MP3 Students decide if explanations make sense and ask appropriate questions. MP4 Students experiment with representing problem situations in multiple ways and should be able to use all of these representations as needed. MP8 Students examine patterns and generate their own algorithms.

5 Getting to the Core Fraction Equivalence Unit Timeline: 6 weeks, Late February to Mid-March Performance Task: Create a floor plan of a house with given fractional parts for each room. Big Idea: Relationships between portions can be represented in many ways. Essential Questions: What is a fraction? How can we represent fractions using an area model? How can we represent fractions on a number line? How can we represent and compare fractions that are related to different wholes? Key Standards emphasized in this unit: 4.NF.1 Explain why a fraction a/b is equivalent to fraction (axb)/(nxb) by using visual fraction models. 4.NF.2 Compare two fractions with different numerators and different denominators. 4.NF.3 Understand a fractional/b with a>1 as a sum of fraction 1/b. 4.NF.3a Understand addition and subtraction of fractions. 4.NF.3b Decompose a fraction as a sum of fractions with the same denominator in more than one way. 4.NF.3c Add and subtract mixed numbers with like denominators. 4.NF.3d Solve word problems involving addition and subtraction of fractions. 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 of 1/b. 4.NF.4b Understand a multiple of a/b as a multiple of 1/b. 4.NF.4c Solve word problems involving multiplication of a fraction by a whole number. 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 MD.4 Make a line plot to display a data set of measurement in fractions of a unit (1/2, 1/4, 1/8). Standards of Mathematical Practice MP2 Students recognize that a fraction represents a specific quantity. They connect the fraction to written symbols and create a logical representation of the problem, considering the meaning of the fraction. MP5 Students may use graph paper or a number line to represent and compare fractions. MP6 Students use appropriate labels when creating a line plot. MP8 Students use visual fraction models to write equivalent fractions.

6 Curriculum Guide (Page 4) Extended Response II March 2 13, 2015 Section 7: Lessons Focus on Concepts H Investigation 7 Estimating, Rounding Decimals, Order of Operations, write Expressions, 2-Step Equations, Exponents, Area of a Rectangle, Similar & Congruent Figures Skip lessons 68, 69 and 70. Section 8: Lessons Focus on Concepts I Multiply by Multiples of 10, Finding Information, Mass & Weight 4.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. 4.NF.7 Compare two decimals to hundredths by reasoning about their size. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions. 4.AO.3 Solve multistep word problems posed with whole numbers and having wholenumber answer. Represent these problems using equations with a letter standing for the unknown quantity. 4.AO.5 Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. For example, given the rule Add 3 and the starting number 1, generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way. 4.MD.1 Know relative sizes of measurement units within one system of units. Record measurement equivalents in a two-column table. 4.MD.2 Solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money. Jan Feb Skip lessons 72, 73, 74, 75, 77, 78 and 79.

7 Curriculum Guide (Page 5) Section 9 Lessons Investigation 9 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. Illustrate and explain the calculation. Extended Response II March 2 13, 2015 Multiply by 10, 100, 1000, Multiply 2-Digits, Relationships Skip lessons 81, 82, 83, 87, 89 and 90. Section 10: Lessons Investigation 10 Estimating in Multiplication & Division, Describe & Collect Data, Geometric Solids, Add & Subtract Fractions, Graphing End of Trimester 2: March 17, NF.3a Understand addition and subtraction of fractions. 4.NF.3b Decompose a fraction as a sum of fractions with the same denominator in more than one way. 4.NF.3c Add and subtract mixed numbers with like denominators. 4.NF.3d Solve word problems involving addition and subtraction of fractions. Early March Late March Skip lessons 92, 94, 97, 98 and 99.

8 Curriculum Guide (Page 6) Section 11: Lessons Focus on Concepts J & K Investigation 11 Formulas, Distributive Property, Multiply 2-Digit Numbers, Rounding, Factoring, Multiply 3-Digits, Probability 4.NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. Illustrate and explain the calculation. 4.AO.4 Find all factor pairs for a whole number in the range April MAP May 20 June 8, 2015 Skip lessons 103, 106, 108 and 109. Section 12: Lessons Multiply 3-Digits, Perimeter & Area Skip lessons 112 and NBT.5 Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers. Illustrate and explain the calculation. 4.MD.6 Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure. Early May 4.MD.7 Recognize angle measure as additive. When an angle is decomposed into nonoverlapping 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.

9 Getting to the Core Geometry Unit Timeline: 3 weeks, Late May to June Performance Task: Design a map, which includes various types of lines and geometric shapes. Big Idea: Objects can be described, classified, and analyzed based on their attributes. Essential Questions: How can parallel and perpendicular lines be identified? How can we use only a right angle to classify all angles? What geometric components make up figures? What properties do geometric objects have in common? What is symmetry? Key Standards Addressed in this Unit 4.MD.5 Recognize angles as geometric shapes that are formed whenever two rays share a common endpoint. 4.G.1 Draw & identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. 4.G.2 Classify 2-D figures based on parallel or perpendicular lines, or angles of a specified size. Recognize& identify right triangles. 4.G.3 Identify line-symmetric figures and draw lines of symmetry. Standards of Mathematical Practice: MP7 Students look closely to discover a pattern or structure. They generate number or shape patterns that follow a given rule. Review Gear Up for Fifth Grade Sections and Lessons You may now review lessons as needed. You may now teach lessons 53, 54, 55, 56 and 57; lessons 68 and 69; lessons 72, 73, 74, 75, 77, 78 and 79; lessons 81, 82, 83, 87, 89 and 90; lessons 92, 94, 97, 98, and 99; lessons 103, 106, 108 and 109; and lessons 112 and 113. Looking Ahead to Grade 5 Topics End of Trimester 3: June 18, 2015 Key Standards addressed in each section ALL June

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