Mathematics Curricular Guide Common Core State Standards Transitional Document FOURTH GRADE SCHOOL YEAR. Updated: Friday, August 9, 2013

Transcription

1 Mathematics Curricular Guide Common Core State Standards Transitional Document FOURTH GRADE SCHOOL YEAR 1 Updated: Friday, August 9, 2013

2 MATHEMATICS SCOPE & SEQUENCE Unit Title Page 1. Unit 5: Landmarks and Large Numbers 3 2. Elapsed Time 5 3. Unit 1: Factors, Multiples, Arrays 6 4. Algebra 9 5. Unit 3: Multiple Towers and Division Stories Coordinate Grid & Congruence Unit 4: Size, Shape, and Symmetry Unit 6: Fraction Cards and Decimal Squares Unit 2: Describe the Shape of the Data Using Median, Mode, Range, and Probability Measurement Conversion Unit 8: How Many Packages? How Many Groups? 30 RESOURCES FOR PERFORMANCE TASKS 2

3 Unit Name: Unit 5 Landmarks and Large 13 Days Numbers Newly added/edited information highlighted in gray 4.1.E Compare the values represented by digits Objective: Students can 2 Use numeral cards and require and whole numbers using place value. compare digits students to place digits on (CCSS 4.NBT.1, 4.NBT.2, 4.NBT.3) represented in different white boards with numbers in place values using whole correct values. Students write numbers. and say numbers telling values CCSS Investigations of digits. Sessions 1.5A, 3.6A CCSS Investigations Session 1.5A Student worksheet p. 13A, 13B, 13C CCSS Investigations Session 3.6A Student worksheet p. 51A, 51B, 51C Understanding place value deeply will contribute to mastery of algorithms in operations. 3.1.C Fluently and accurately add and subtract whole numbers using the standard regrouping algorithms. (4.NBT.4) 3 Sessions 2.1, 2.2, 2.4, 2.5, 2.6, 4.1, 4.2 CCSS Investigations Session 4.4A Ten-Minute Math: Practicing Place Value Place Value Game 8 Session 2.1 Student worksheet p. 17, 18, 19 Session 2.2 Student worksheet pgs. 21, 22, 23, Session 2.4 Student worksheet pgs. 30 Session 2.5 Have copies of #M22 available for students. Student worksheet pgs. 31, 33 Session 2.6 #M23 assessment Session 4.1 Student worksheet pgs. 51, 52, 53, 54 Session 4.2 Student worksheet pgs. 55, 56, 57 Session Skip part 2 of this lesson, but do teach parts 1 & 3.

4 3.1.D Estimate sums and differences to approximate solutions to problems and determine reasonableness of answers. (4.OA.3) CCSS Investigations Session 4.4A Student worksheet p. 62A, 62B, 62D Extra student sheet pgs. 4, 7, 9, 12, 13, 14, 28, 36, 37, 43, 44, 50, 59, 61, 63, 64 Extra student worksheet pgs. 7, 9, 12, 13, 14, 28, 36, 37, 43, 44, 50, 59, 61, 63, 64 In extra student sheet pages require standard algorithm as one strategy. In any of the additional student sheets, estimating an answer can be required before solving the problems. 3.1.E Solve single- and multi-step word problems involving addition and subtraction of whole numbers and verify the solutions. (4.OA.3) Sessions 4.4, 4.5, 4.6 Extra student worksheet pgs. 67, 68, 72, 73, 74 Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 4

5 Unit Name: Elapsed Time 3 days 4.4.C Estimate and determine elapsed time using a calendar a digital clock and an analog clock. (4.MD.2) estimate and determine elapsed time using a calendar a digital clock and an analog clock. 3 days instruction, ongoing practice through number talks Pearson SuccessNet Instructions: Time, Calendars and Schedules Student Sheet: Time Student Sheet: Calendars and Schedules Students will show conversion of time. Second-3 rd grade Minute-3 rd grade Hour-3 rd grade Day-3 rd grade Week-3 rd grade Month-3 rd grade Year-3 rd grade ProTeacher Elapsed Time Lesson Tools recommended Elapsed time rulers, analog clocks, visible calendar 5

6 Unit Name: Unit 1 Factors, Multiples, 15 Days Arrays 4.1.B Identify Factors and multiples of a Sessions: 1.1, 1.2, 1.3, 1.4, 13 Session 1.1 student worksheet number 1.5, 2.1, 2.2, 2.3, 2.4, 2.5, pgs. 1,2,3,4 (CCSS - 4.OA.4) 3.1, 3.2, 3.3 Session 1.2 print 5 grid sheets Objective: Finding factors for each student, #M2. of 2-digit numbers. Session 1.3 student worksheets p.7 (also use vocab- factors), p.6 (also use vocab- factor, prime, CCSS Investigations and composite). Session 1.6A, Session 1.4 Teacher book #M30 (directions) #M9-29 (cards) student worksheet pg. 9 Session 1.5 student worksheet pgs. 11,12,14 Teacher book #M31 (assessment) CCSS Investigations Session 1.6A Student Worksheets p. 15A-15B Session 2.1 Teacher book #M33 (quick images) Session 2.2 Teacher book #M35-40 Session 2.3 student worksheet p.19. Teacher book #M45 (directions), #M46-49 (cards). Session 2.4 student worksheet pgs. 23, 24 Session 2.5 student worksheet p. 26 (factors). Area Session 3.1 student worksheet p. 27, 31, student worksheet pgs.28, 29 would be Session 1.3 will be necessary for common core in teaching factors because it covers prime, composite and square numbers. *** This standard to be assessed on the November benchmark assessment. 6

7 4.1.I Solve single- and multi-step word problems involving multi digit multiplication and verify the solutions. (4.OA.2, 4.OA.3) Embedded in previous lessons (see pages in next column) additional practice with 3-digit # s. Teacher book #M53, 54 (have available for students to practice multiples by skip counting). Session 3.2 student worksheet pgs. 33, 34, 36, 37, 38. Session 3.3 student worksheet pgs. 39, 40, 43. Unit 1 student sheet pgs. 8, 14 (change the numbers to 2-digit), 35, 38, and 43. Teacher book p. M31 (change numbers to 2-digit). Core process 4.5.A is covered here too. There is no requirement to verify solutions for single or multi step multiplication problems. Teacher must require students to verify solutions using two strategies. ***This standard to be assessed on the November benchmark assessment. 7

8 Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 8

9 Unit Name: Algebra 32 days combined with Unit A Represent an unknown quantity in simple expressions, equations and inequalities using letters, boxes, and other symbols. (CCSS 4.OA.2, 4.OA.3) represent an unknown quantity in simple expressions, equations and inequalities using letters, boxes, and other symbols. 1 day, ongoing practice through number talks and Unit 3 Connect to Unit 3 Breaking Apart Arrays and using Quick Images (i.e. 6 x n = 36 or 36/n=6). Quick Image Instructions Practice Book has problems available. Teacher can connect unknown quantity skill with area practice (i.e. 8 length x? width =48 square units) Explicitly address the difference between equations and expressions. *** This standard to be assessed on the November and February benchmark assessment. 9

10 Unit Name: Unit 3 Multiple Towers and 32 days combined with Unit 3 Division Stories Session days Session 1.1 student worksheet pgs. 1*, 2*, 3*, 4 use arrays to model multiplication situations 4.1.A Quickly recall multiplication facts through 10 X 10 and the related division facts. 4.1.I* Solve single- and multi-step word problems involving multi digit multiplication and verify the solutions. (CCSS - 4.OA.2, 4.OA.3) It is expected that all students can quickly recall all of their facts, which will REQUIRE ONGOING PRACTICE!!!!! Sessions 1.2, 1.3, 1.4, 1.5 Session 1.2 student worksheet pgs. 5, 6*. Session 1.3 student worksheet pgs. 9. Session 1.4 student worksheet pgs. 11, 12*, 13*, 14 Session 1.5 student worksheet pgs. 15 (* questions 3 and 4) *=numbers need to be changed so it is multi-digit. Before presenting students with double-digit multiplied by double-digit, practice double-digit by single digit (Number Talks and Modeling). To gain fluency for 4.1.A, practice must be ongoing. *Ideas for fluency practice: Origo Box of Facts, if available (multiplication and division) Number Talks Contexts for Learning Mathematics (Minilessons for Early Multiplication and Division by Heinemann), if available Ten-Minute Math: Counting Around the Class ***This standard (4.1.I) assessed on the November benchmark assessment. 10

11 Unit 3 Investigation 3 follows Investigation 1 so that all of the multiplication instruction is together. It gives students a greater foundation of multiplication before moving on to division. Division is also taught together (Investigations 2 and 4). 4.1.B Identify factors and multiples of a number. (CCSS - 4.OA.4) 4.1.G Mentally multiply two-digit numbers by numbers through 10 and by multiples of I Solve single- and multi-step word problems involving multi digit multiplication and verify the solutions. (CCSS - 4.OA.2, 4.OA.3) 4.1.J Solve single- and multi-step word problems involving division and verify the solutions. (CCSS - 4.OA.2, 4.OA.3, 4.NBT.6) Session day Session 3.1 student worksheet pgs. 37, 38, 39, 40 Sessions 3.2, 3.3, days Session 3.2 student worksheet pgs. 41, 42, 43, 44, 45, 46. Session 3.3 student worksheet pgs. 41*, 42, 43, 47, 48, 49, 50 Session 3.4 student worksheet pgs. 51 *=numbers need to be changed so it is multi-digit. Sessions , 2.3, 2.4, 2.5, 4.1, 4.2 M50 for formative assessment/practice for 4.1.A 7 days Session 2.1 student worksheet pgs. 16* & 17* Session 2.2, 2.3, 2.4 student worksheet pgs. 21*-24* Session 2.3, 2.4 student worksheet pgs. 25* & 26* Session 2.4 student worksheet pgs. 30* & 31* *Have 300 charts available for students to use. ***This standard to be assessed on the November benchmark assessment. *Ideas to practice mentally multiplying numbers: Number Talks Contexts for Learning Mathematics (Minilessons for Early Multiplication and Division by Heinemann) Ten-Minute Math: Today s Number: ONLY if use one or more multiples of 10 language from activity is used ***This standard (4.1.I) assessed on the November benchmark assessment. Division is not explicitly taught but program assumes students already know division facts from multiplication enough to apply to problem solving. Teacher must require 11

12 4.1.I Solve single- and multi-step word problems involving multi digit multiplication and verify the solutions. (CCSS - 4.OA.2, 4.OA.3) 4.1.J Solve single- and multi-step word problems involving division and verify the solutions. (CCSS - 4.OA.2, 4.OA.3, 4.NBT.6) 4.1.D Multiply by 10, 100, and 1,000 (CCSS 4.NBT.1) 4.1.F Fluently and accurately multiply up to a 3-digit number by one and two digit numbers using the standard multiplication algorithm. (CCSS - 4.NBT.5) Session 2.5 student worksheet pgs. 33* & 34* Session 4.1 student worksheet pgs. 52*, 55* & 56* *=could be multiplication or division practice. Sessions 4.3, day Session 4.3 student worksheet pg. 63* Session 4.4 Student Sheets 65* *=numbers need to be changed so it is multi-digit. Objective: Students can multiply by 10, 100, and 1,000. fluently and accurately multiply up to a 3-digit number by one and two digit numbers using the standard multiplication algorithm. 2 days Ongoing embedded practice Ongoing practice using number talks Facts practice with 10 s strategies. This can be extended to 100 s and 1000 s. Direct instruction of algorithm procedure for up to 3 digits by 2 digit numbers. Students can practice in small groups and on white boards. Teacher must provide opportunities to solve students to verify solutions using two strategies. Playing Missing Factor will help students make the connection between multiplication and division while using factor vocabulary. Directions on M44, p. 29. (i.e. 6 x n = 36 or 36/n=6). Teacher must require students to verify solutions using two ways. ***This standard (4.1.I) to be assessed on the November benchmark assessment. Ten Minute Math Counting Around the Classroom Activity - charting 10 s, 100 s, 1000 s and discussing similarities. There is no standard algorithm for multiplication instruction, practice or assessment. This standard will not be fully addressed during this unit, but does need to be taught 12

13 problems with missing digit in algorithms (MSP released items/specs example) Pearson SuccessNet Unit 8: US Algorithm for Multiplication Student Sheet: US Algorithm for Mult before the MSP. BEFORE teaching the algorithm, students HAVE to know their facts fluently and know the partial product strategy. IF they know both of these things well, the standard algorithm will be easier for students to transition into using. US Algorithm: How to Teach ***This standard to be assessed on the November benchmark assessment. Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 13

14 Unit Name: Coordinate Grid/Congruence 20 combined with Unit D Graph and identify points in the first quadrant of the coordinate plane using ordered pairs. 4.3.A Determine congruence of twodimensional figures graph and identify points in the first quadrant of the coordinate plane using ordered pairs. Congruence of shapes 2-3 days instruction with ongoing practice using number talks Pearson SuccessNet: Unit 2 Activity: Coordinate Graphing Instructions SS Coordinate Graphing Sunken Ships Instructions & Grid patterns Investigations computer game (Battle Ship) Sunken Ships Game Sheet1 Congruent Shapes (worksheet & Answers) Student Sheet Making Congruent Shapes 14

15 Unit Name: Unit 4 Size, Shape, and 20 combined with Coordinate Grid & Symmetry Congruence Sessions 4.4, 4.5-Students will find area using 2 days Additional practice: square units. Student worksheet pgs, 63, 64 -(#4 is higher level *Create shapes with easy numbers and use pages thinking), 67, 68, 69, 70- from Investigation 1 with them. Then use master (#1 is an item spec.), 73, pages to practice the more difficult ones or use 74. computer program LogoPaths (LogoPaths explanation is in 4.3) 4.3.B Determine the approximate area of a figure using square units. *In 4.4, 4.5 extend lessons to include splitting into rectangles by making new pictures that can be broken into rectangles. Doing this will help meet PE 4.3.D Area Poster Lesson 1: Beginning Area & Perimeter Lesson 1 Worksheets Some questions determine approximate area using square units available require higher levels of thinking. Use real world manipulatives (ceiling tiles, tile floors, Geo Boards, etc.) for students to practice using square units. Practice breaking figures into rectangles using graph paper, Geo Boards and white boards. Intentionally instruct that students must emphasize geometric attributes (i.e. No approximating). Familiarize students with using straight edges. 15

16 determine the 1 days Pearson: Unit 4 Activity: perimeter and area of a rectangle using Area formulas and explain why the formulas work. Student Sheet: Pearson Area 4.3.C Determine the perimeter and area of a rectangle using formulas and explain why the formulas work. (CCSS 4.MD.3) Perimeter Poster Pearson SuccessNet: Unit 4 Activity: Perimeter, 4.3.D Determine the areas of figures that can be broken down into rectangles. determine the areas of figures that can be broken down into rectangles. Student Sheet: Pearson Perimeter Perimeter Worksheet 1 Perimeter Worksheet 2 4 days Lesson 3: Area and Perimeter of Non- Rectangular Figures Lesson 3 Worksheets Lesson 4: Area and Perimeter of Non- Rectangular Figures Part 2 Use real world manipulatives (ceiling tiles, tile floors, Geo Boards, etc.) for students to practice using square units. Practice breaking figures into rectangles using graph paper, Geo Boards and white boards. Lesson 4 Worksheets Intentionally instruct that students must emphasize geometric attributes (i.e. No approximating). Familiarize students with using straight edges. 16

17 4.3.E Demonstrate that demonstrate that 5 days 5 th Grade Lesson 2.4 rectangles with the same area rectangles with the same area can have Different Perimeter, can have different perimeters, different perimeters, and that rectangles with Same Area and that rectangles with the SS39 the same perimeter can have different areas. same perimeter can have 5 th Grade Lesson 2.5: different areas. Measuring Rectangles SS43, SS44, SS45 5 th Grade Lesson 2.6: Assessment: Perimeter and Area of Rectangles SS47 M19 Assessment Lesson 2: Exploring Area and Perimeter Relationships 4.3.F Solve single- and multi-step word problems involving perimeters and areas of rectangles and verify the solutions. (CCSS - 4.MD.3) solve single- and multistep word problems involving perimeters and areas of rectangles and verify the solutions. embedded Lesson 2 Worksheets Area and perimeter story problems More Practice Worksheet Extra Practice Worksheet ***This standard to be assessed on the February Benchmark assessment. *** CCSS 4.MD.5, 4.MD.6, 4.MD.7, 4.G.1, 4.G.2, 4.G.3 are currently addressed in Grade 3 and Grade 5 in the school year. *** Starting , Grade 4 will address these standards in Unit 4. 17

18 Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 18

19 Unit Name: Unit 6 Fraction Cards 40 Days and Decimal Squares 4.2.F Write a fraction equivalent to a Session day Session 1.2 student worksheet p. 5. given fraction. (CCSS 4.NF.1) CCSS 4.NF.3a Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Session 1.7 Session 1.7 Student Worksheets p.19-22, 24 CCSS Investigation Session 1.8A p.26a, 26B ***This standard to be tested on the April/May benchmark assessment. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole. 4.2.C Convert a mixed number to a fraction and vice versa and visually represent the number. (CCSS 4.NF.1) 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols <, >, or =. (CCSS - 4.NF.2, 4.NF.7) 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols <, >, or =. (CCSS - 4.NF.2, 4.NF.7) 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols <, >, or =. 19 CCSS Investigation Session 1.8A Sessions 2.1, 2.2, 2.3 visually represent the number. Session 2.4 compare and order fractions on the number line. Session 2.5 compare and order fractions on the number line. Session 2.6 compare and order fractions on the 3 days Session 2.1 Students will use fraction cards they have made to show improper fractions and mixed numbers. Student worksheets p. 27. Session 2.2 student worksheet p. 31 Session 2.3 student worksheet pgs. 33, 35 1 day Session 2.4 student worksheet pgs. 37, 38 In activity 1, after students group fraction cards by landmark numbers, have students then order their groups from smallest to largest, making a number line with the fraction cards placed in order from 0 to 2 ½. 1 day Session 2.5 Student worksheet pg day Session 2.6 Student worksheet pg. 43 Assessment M23 ***This standard to be tested on the February benchmark assessment.

20 (CCSS - 4.NF.2, 4.NF.7) CCSS 4.NF.3c Understand a fraction a/b with a > 1 as a sum of fractions 1/b. 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. number line. CCSS Investigations Session 2.7A CCSS Investigations Student Worksheets p.44a, 44B, 44C ***This standard to be tested on the April/May benchmark assessment. CCSS 4.MD.4 Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼, 1/8) Solve problems involving addition and subtraction of fractions using information presented in line plots. CCSS 4.NF.3d Understand a fraction a/b with a > 1 as a sum of fractions 1/b. Exposed to in Session 1.3, 1.4, 1.8A but teacher will need to thoroughly practice this standard to meet its requirements. ***This standard to be tested on the April/May benchmark assessment. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fractions models and equations to represent the problem. CCSS 4.NF.4c Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. CCSS Investigations Sessions 3A.1, 3A.2, 3A.3 CCSS Investigation Session 3A.1 Student Worksheets p.44d, 44E CCSS Investigation Session 3A.2 Student Worksheets p.44f, 44G, 44H ***This standard to be tested on the February benchmark assessment. 20

21 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. 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number line. (CCSS 4.NF.7) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) Session 3.1 represent decimals through hundredths with place value models, and fraction equivalents. CCSS Investigation Session 3A.3 Student Worksheets p.44i, 44J CCSS Investigation Assessment on C41 1 day Decimal Basics (This is a reference not a lesson plan) Session 3.1 Student worksheet pgs. 44, 45, 47 Teacher needs to introduce a number line for decimals and fractions. 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number line. (CCSS 4.NF.7) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.D Convert a decimal to a fraction and vice versa, and visually represent the number. (CCSS 4.NF.5) 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols <, >, or =. (CCSS - 4.NF.2, 4.NF.7) Session 3.2 represent decimals through hundredths with place value models, and fraction equivalents. Session 3.3 convert a fraction to a decimal and vice versa and visually represent a number. 2 days Session 3.2 is the game of War with decimals. Student worksheet pg. 50 Session 3.3--discussion in part 1,practice-- student worksheet pg. 51 In order to completely cover 4.2.E, teachers need to require the use of <, >, = 21

22 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) Session 3.5, 3.6, 3.7 compare and order decimals through hundredths. 3 days Session 3.5 student worksheet pg. 59 Session 3.7 Assessment M31 DO TEN MINUTE MATH COVERS 4.2.B (read, write, order and compare decimals through hundredths) 22 The following lessons come from GRADE 5, UNIT 6 because it better aligns to 4 th grade PEs. Only require students to go as far as the hundredths place even though the book/worksheets have students go to thousandths. NO PERCENTS No Ten Minute Math on session 1.5, 1.6, 1.7, 1.8, 1.9 *** Will use for school year to meet 2008 Math Standards. In school year, this section using Grade 5 materials will not be necessary for Common Core State Standards. 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number line. (CCSS 4.NF.7) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number line. (CCSS 4.NF.7) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.A Represent decimals through hundredths with place value models, fraction equivalents, and the number Session 1.1 represent decimals through hundredths place using the place value model and fraction equivalent. Session 1.1 Lesson Session 1.2 represent decimals through hundredths place using the place value model. Session 1.2 Lesson Session 1.3 represent decimals 1 day Session 1.1 only require students to go to hundredths place SS1 SS2 SS3 SS4 SS5 1 day Session 1.2 only go to hundredths place SS7 SS8 SS9 SS11 SS12 SS13 SS15 1 day Session 1.3 SS16 SS17 DO TEN MINUTE MATH COVERS 4.2.B (read and write decimals through hundredths) DO TEN MINUTE MATH COVERS 4.2.B (read and write decimals through hundredths) DO TEN MINUTE MATH COVERS 4.2.B (read, order and

23 line. (CCSS 4.NF.7) 4.2.E Compare and order decimals and fractions (including mixed numbers) on the number line, in lists, and with the symbols <, >, or =. (CCSS - 4.NF.2, 4.NF.7) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF. 6) through hundredths place using the number line. They will also compare and order decimals using a number line. Session 1.3 Lesson SS19 compare decimals through hundredths) In order to completely cover 4.2.E, teachers need to require the use of <, >, = 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.I Solve single- and multi-step word problems involving comparison of decimals and fractions (including mixed numbers) and verify the solutions. (CCSS - 4.MD.2) Session 1.4 compare decimals through the hundredths. Session 1.4 Lesson Sessions 1.5, 1.6 order decimals through the hundredths. Session 1.5 Lesson Session 1.6 Lesson 1 day Session 1.4 SS22 2 days Session 1.5, 1.6 SS23 SS24 SS25 (Questions 6 & 7 are Extensions) SS27 SS29 DO TEN MINUTE MATH COVERS 4.2.B (read, write and compare decimals through hundredths) *** Standard 4.2.I (CCSS 4.MD.2) to be tested on the April/May benchmark assessment. 23

24 4.2.D Convert a decimal to a fraction and vice versa, and visually represent the number. (CCSS - 4.NF.5) 4.2.D Convert a decimal to a fraction and vice versa, and visually represent the number. (CCSS - 4.NF.5) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS 4.NF.6) 4.2.B Read, write, compare, and order decimals through hundredths. (CCSS - 4.NF.6) 4.2.H Round fractions and decimals to the nearest whole number. 4.2.G Simplify fractions using common factors. (CCSS 4.NF.1) 4.2.E Compare and order decimals and fractions including mixed numbers on a number line, in a list, and with the symbols, or =. (CCSS - 4.NF.2, 4.NF.7) Session 1.8 convert a fraction to a decimal and vice versa. Session 1.8 Lesson Session 1.9 convert a fraction to a decimal and vice versa. They will also order decimals through hundredths. Session 1.9 Lesson Session 1.10 read, write and compare decimals through hundredths. Session 1.10 Lesson 2 days Session 1.8 SS33 SS35 2 days Session 1.9 SS39 Play Capture Fractions Game (WAR) with decimals Decimal Cards (Available in Student Printables) Fraction Cards (Available in Student Printables) 2 days Pull 4 decimal cards and order with a partner. (use above decimal cards) Session 1.10 SS42 (Questions 3 & 4 are Extensions) Pearson Online Activity 1 Day Pearson SuccessNet: Rounding, Comparing, and Ordering Decimals Student Sheet: Rounding, Comparing, and Ordering Decimals Pearson Online Activity 1 Day Pearson SuccessNet Unit 6: Simplifying Fractions online lesson Student Sheet: Simplifying Fractions online lesson Play Game 2 days Use decimal and fraction cards provided above Play Capture Fractions Game (WAR) with decimals. Pull 4 decimal and/or fraction cards and order with a partner. Students should not do Who s Winning Activities DO TEN MINUTE MATH COVERS 4.2.B (read, write and compare decimals through hundredths) Mathematical Practices Addressed: 24

25 MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 25

26 Unit Name: Unit 2 Describe the shape of 15 Days the data using median, mode, range, and probability. 4.4.E Determine the median, mode and range of a set of data and describe what each measure indicates about the data. Session day ** Teacher needs to explicitly define each term and then release responsibility to students to use the terms appropriately. **Range needs to be taught as the difference between minimum and maximum (i.e. Data Range is 3-8 so the range is 5). Investigations uses the term typical where mode should be used. Use classroom data to find median, mode and range. 4.4.E Determine the median, mode and range of a set of data and describe what each measure indicates about the data. 26 Sessions 1.2, 1.4, 1.5 determine the range of the set of data and describe what the range indicates about the data. *Use M5 for 1 st grade heights. Sessions 2.5, 2.6 describe what median, mode and range indicates about the data. 5 days Session 1.5 M7, M8, M9 (change worksheets so students have to find median, range, and mode). Session 2.5 student worksheet pgs. 25, 26, 27, 28. Session 2.6 student workbook p. 31, 32, 33. Assessment M20, M21. Ten-Minute Math: Quick Survey Investigations Lesson modification Unit 2: Session 1.2, 1.4, 1.5, 2.5, 2.6, 3.5 every graph students read or create require them to determine the median, range and mode. Also, require explanations of the meaning of these terms.

27 4.4.F Describe and compare the likelihood of events. 4.4.G Determine a simple probability from a context that includes a picture. Sessions 3.1, 3.2 Objective: Students describe the likelihood of events. 2 days Session 3.2 student worksheet pgs H Display the results of probability experiments and interpret the results. 4.4.H Display the results of probability experiments and interpret the results. Session 3.4 display the results of probability experiments and interpret the results. 1 day Session 3.4 student worksheet pgs. 49, 50 can be used as a model for pictures needed Displays should include pictures, tallies, frequency tables, graphs, and fractions (Students are only asked to use a line plot in Investigations). 4.4.F Describe and compare the likelihood of events. 4.4.G Determine a simple probability from a context that includes a picture. 4.4.H Display the results of probability experiments and interpret the results 2 days Probability Lesson 3.1 Student Sheet 39 Probability Lesson 3.2 Student Sheet 41 Investigation Lesson Modification Unit 2: Session 3.4 Use this lesson to create more probability experiments (using tiles, cubes, marbles, people, coin flipping, etc.) and have students record in all required ways (i.e. pictures, tallies, frequency tables, graphs and fractions). 27

28 4.4.F Describe and compare the likelihood of events. 4.4.G Determine a simple probability from a context that includes a picture. Students will determine a simple probability from a context that includes a picture. 1 day Likelihood Activity Ten minute math activity and directions Spinner Directions Spinners Helpful tools Spinners Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 28

29 Unit Name: 18 days Measurement Conversion 4.4.B Solve single and multi-step problems involving familiar unit conversions, including time, within either the U.S. customary or metric system. (CCSS - 4.MD.2) Pre-Fixes/Conversion Centi- Kilo- Milli- Objective: Students will show conversion of capacity in the U.S. customary or metric system. 5 days Illuminations Measuring Up Measurement Terms ( Process Grid) Illuminations Measuring Up Measurement Terms, Lesson 4 (metric) Measuring Up metric, Gallon Man Gallon Man Lesson (Big G model) Gallon Man Picture The Gallon Song Illuminations: Gallon Man Robot Gallon Man Student Sheets: Face Body Quarts Pints Cups Student Questions Teacher Answers *****ACCORDING TO THE ITEM SPECS, STUDENTS WILL BE EXPECTED TO CONVERT WITHIN A MEASUREMENT SYSTEM BUT NOT BETWEEN MEASUREMENT SYSTEMS. Example: liters to gallons will not be required Students will show conversion of capacity in the U.S. customary or metric system. ml-3 rd grade liter-4 th grade kiloliter-4 th grade cup-3 rd grade pint-3 rd grade quart-3 rd grade gallon-3 rd grade **It is recommended to use either the robot or the letter version of gallon man. Students tend to get confused when both are used. 29

30 Objective: Students will show conversion of length in U.S. customary or metric system. Refer to process grids above. Students will show conversion of length in U.S. customary or metric system. cm-3 rd grade meter-3 rd grade mm-4 th grade km-4 th grade inch-3 rd grade foot-3 rd grade yard-3 rd grade mile-4 th grade Objective: Students will show conversion of weight in the U.S. customary or metric system. Refer to process grids above. Students will show conversion of weight within the U.S. customary or mass within the metric system. ounce-3 rd grade pound-3 rd grade gram-3 rd grade kilogram-4 th grade *Conversion of time should have been taught with elapsed time. ***This standard to be tested on the April/May benchmark assessment. Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Assessment: Pre- and Post-assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable. 30

31 Unit Name: Unit 8 How Many Packages 24 Instructional Days *This is accounting for all the How Many Groups testing (MAPS, MSP, DRA/EDL, etc)* 4.1.C Represent multiplication of a 2-digit number by a 2-digit number with place value model. (CCSS 4.NBT.5) 4.1.H Estimate products to approximate solutions to problems and determine reasonableness of answers. (CCSS 4.OA.3) 31 Session days Session 1.1 student worksheet p.1, 3 (requires estimate products. reasonableness, use this page to practice as a model. Practice on determine reasonableness Whiteboards) in estimation. Ten-Minute Math: Closest Estimate (only provides Session 1.2, 1.3 estimation practice) represent multiplication of a place value model using 2-digit by 2-digit. 4.1.I Solve single- and multi-step word problems involving multi digit multiplication and verify the solutions. (CCSS 4.OA.2, 4.OA.3) Mathematical Practices Addressed: MP.1 Make sense of problems and persevere in solving them. MP.2 Reason abstractly and quantitatively. MP.3 Construct viable arguments and critique the reasoning of others. MP.4 Model with mathematics. MP.5 Use appropriate tools strategically. MP.6 Attend to precision. MP.7 Look for and make use of structure. MP.8 Look for and express regularity in repeated reasoning. Session 1.2 Student worksheet pgs. 5-8 Review Pearson Online Activity US Algorithm Session 1.3 Student worksheet pgs. 17, 18 Session 2.2 Student worksheet pgs embedded Student worksheet pgs. 14, 15, 27 Require reasonableness explanations during Number Talks. Extension Ask students to apply this standard to context that they create. **Verifying can be shown by solving in two ways. Require students to use place value model as one of the strategies. Session 2.2 does not need to be taught but these worksheets should be used for practice. Sessions 1.4 and 2.2 do not need to be taught but these worksheets should be used for practice. Assessment: Pre- and Post-assessments that address PEs need to be created for all units as the assessments in Investigations don t. Some questions or entire sheets could be used for formative and/or summative assessments if applicable.