4th Grade Math - Knott County Schools Home Grade 2012-2013.doc · Web viewI can decide if an answer...

Knott County Schools2011-2012 Mathematics Curriculum

Grade _4__

Days Topic

**Gaps are taught in Math in Focus

Calendar.

KCAS Student Friendly Learning Target(s)

ActivitiesSB=Student Book

GP= Guided PracticeLP=Let’s PracticeWB= Workbook

RT=Reteach

AssessmentsQC= Quick CheckHOA= Hands On

ActivitySA=Short Answer

1-5

Aug. 11-17

Place Value-Numbers to 1,000,000

4.NBT.1Recognize that in a multi-digit whole number, a digit in one placerepresents ten times what it represents in the place to its right. Forexample, recognize that 700 ÷ 70 = 10 by applying concepts of place valueand division.

Knowledge

I can recognize that a digit in the ones place represents ten times what is represents in the place to its right.

I can read multi-digit numbers using base ten numerals, number names, and expanded form.

Reasoning

I can write multi-digit numbers using base ten numerals, number names, and expanded form.

I can write numbers to 100,000 in standard, word,

1.1Pretest (Quick Check) pgs. 3 & 4

Materials: Place Value Chips, Place Value Chart, Bills (TRO2), Recording Sheet (TRO3)

Day 1: Discovery Education: Discovering Math: Grades 03-05: Number Theory—Place Value

Student book pgs. 5-9.

Discuss using place value chart and chips to show the value of each digit. Discuss standard form and word form. Complete Guided Practice pgs. 7 & 8. Work in pairs. Complete Let’s Practice on page 9. Assign workbook pages 1 & 2.

Hands-On Activity on page 9.

Pre-test(Think Central)

QC p. 3-4

Workbook pages

HOA p. 9

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Grade _4__

4.NBT.2Read and write multi-digit whole numbers using base-ten numerals,number names, and expanded form. Compare two multi-digit numbersbased on meanings of the digits in each place, using >, =, and <symbols to record the results of comparisons.

and expanded form. Day 2: Student book pgs. 10-13.

Discuss finding the value of each digit in a number and finding the expanded form of a 5-digit number. Complete Let’s Practice on pg. 13.

Assign WB pgs. 3-6.

Game: Page 12 Play in groups of 3. (Materials: 10 counters and blank place value chart)

Extra Materials:RT p. 1-8, EP p. 1-8

Day 3:ORQ:*Standard, Word, Expanded Form*Boat Purchases

Day 4:Study Island- Place Value-Expanded Notation

Day 5:Study Jams:Place ValueExpanded Notation

“Find the Value” p. 12

Workbook pages

QRQ

Study Island

Study Jams

2


Grade _4__

6-8

Aug. 18-22

Comparing Numbers

4.NBT.2Read and write multi-digit whole numbers using base-ten numerals,number names, and expanded form. Compare two multi-digit numbersbased on meanings of the digits in each place, using >, =, and <symbols to record the results of comparisons.

Knowledge

I can read multi-digit numbers using base ten numerals, number names, and expanded form.

I can write multi-digit numbers using base ten numerals, number names.

I can compare two numbers based on meanings of the digits in each place.

I can use >, =, and < symbols to record the results of comparisons.

Reasoning

I can compare two numbers based on meanings of the digits in each place.

I can use >, =, and < symbols to record the results of comparisons.

I can compare and order

1.2

Materials: 4 copies of Number Cards (TRO4) per group of four students.

Day 1: Student book pgs. 14-17.

Compare 5-digit numbers using greater than and less than and to order 5-digit numbers from greatest to least. Complete guided practice on pg. 15 and 16.

Hands On Activity: pg. 17. (Materials: Number Cards)

Let’s Explore on pg. 17.

Day 2: Student book pgs. 18-20.

Compare 5-digit numbers using more than.

Complete Let’s Practice on pgs. 18-19.

Assign workbook pages 7-10.

Day 3: Math Journal on text pg. 20 and workbook pgs. 11-12.

Study Jams: Order Whole Numbers

ORQ: Comparing Numbers

Hands On Activity

Let’s Explore

Let’s Practice

Workbook pages

Math Journal

Study Jams

ORQ

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Grade _4__

numbers to 100,000.

I can identify how much more or less one number is to another.

I can find the rule in a number pattern.

Day 4:

Put on your Thinking Cap! Pgs 21-22. Assign workbook pgs. 13-14.

Day 5:

Chapter Review on pages 24-26.

Short Answer: Comparison of Numbers

Day 6:

Study Island: Compare Numbers

Assessment Pages 4-6.

Extra Practice: RT p. 9-12, EP p. 9-10

Put on Thinking Cap

Chapter Review

SA-Comparison of Numbers

Study Island

Assessment Book p. 4-6

9-13 Estimating 4.NBT.3 Knowledge 2.1

4


Grade _4__

Aug. 23-29

and Rounding

Use place value understanding to round multi-digit whole numbers toany place.

I can round multi-digit whole numbers using place value. I can round to check the reasonableness of sums and differences by using front-end estimation.

I can round numbers to estimate sums, differences, products, and quotients.

I can estimate to check that an answer is reasonable.

I can decide whether an estimate or exact answer is needed.

Pretest-Quick Check on pgs. 30-31.

Day 1:

Complete pages 32-35 in textbook (Teach and Guided Practice) on rounding and front-end estimation. Complete GP pg. 33.

Day 2:

Complete Pages 35-39. GP pgs. 38-39.

Let’s Explore- page 40.

Day 3:

Complete pages 41-43. Let’s Practice-page 43.

Day 4:

Complete Workbook pages 15-20.

Study Jams: Estimate Whole Numbers

Day 5 and 6:

QRQ’s:

QC p. 30-31

Guided Practice

Let’s Explore

Let’s Practice

Workbook pages

Study Jams

5


Grade _4__

Estimation, The Ballgame, Kitchen Tile, Rounding, Estimating at the Grocery Store, School Store, Children’s Charity

Extra Practice:RT p. 13-22, EP p. 13-14

Day 7:Study Island: Rounding NumbersStudy Jams: Estimate sums and differences of whole numbers.

Day 8:Estimation Test

ORQ’s

Study Island

Study Jams

Estimation Test

14-16 Add/Subtract 4.NBT.4 Knowledge 3rd Grade Text Bar Models for

6


Grade _4__

Aug. 30-

Sept. 1

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

I can add whole numbers.

I can subtract whole numbers.

Day 1: Addition with regrouping in ones, tens, and hundreds. Extra Practice pgs. 33-34

Day 2: Extra Practice 35-40.

Discovery Education: *Math Mastery: Subtraction with regrouping

*Working with large numbers & more regrouping

Day 3: Subtract with regrouping in hundreds and thousands.

EP p. 47-50.

Day 4: Subtract across zeros.

Discovery Education: Math Mastery: Subtraction

*Regrouping twice in subtraction problem

*Subtract numbers with digit zero

EP pgs. 51-56.

Day 5:

Addition

Bar Models for Subtraction

Extra Practice

Extra Practice

Extra Practice

7


Grade _4__

Study Island:

Addition and Subtraction

Study Jams:Relate addition and subtraction

Study Island

Study Jams

8


Grade _4__

17-18

Sept. 2-6

Add/Subtract 4.NBT.4Fluently add and subtract multi-digit whole numbers using thestandard algorithm.

Knowledge

I can add whole numbers.

I can subtract whole numbers.

Day 6-8:

ORQ’s:Goody’s Sale, Number Properties and Operations, Lana’s Checking Account, Toy Store, Citizens, Zero Pattern, Souvenir Shopping, Hamster Fun

Day 9:Study Jams:*Add and subtract without regrouping*Add and subtract with regrouping.

Day 10:Chapter Review p. 116.

Day 11:Addition and Subtraction Assessment (pgs. 19-22)

ORQ’s

Study Jams

Chapter Review

3rd Grade Assessment: p. 19-22

19-22 Factors 4.OA.4 Knowledge 2.2

9


Grade _4__

Sept. 7-12

Find all factor pairs for a whole number in the range 1–100. Recognizethat a whole number is a multiple of each of its factors. Determinewhether a given whole number in the range 1–100 is a multiple of agiven one-digit number. Determine whether a given whole number inthe range 1–100 is prime or composite.

I can define prime numbers.

I can define composite numbers.

I can determine whether a whole number is prime or composite.

Reasoning

I can identify all factor pairs for any given number 1-100.

I can recognize that a whole number is a multiple of each of its factors.

I can determine if a given whole number (1-100) is a multiple of a given one-digit number.

I can break down whole numbers into factors.I can determine if one number is a factor of

Day 1:

Complete pages 45-49 Guided Practice on pgs. 45-48.

Day 2:

Complete pages 50 (Learn and Guided Practice)

Discovery Education

*Discovering Math: Grades 03-05: Number Theory—Prime & Composite Numbers

Hands-On Activity: Sieve of Eratosthenes (Copies of TRO5)

Let’s Explore-page 52.

Let’s Practice-pages 53-54.

Day 3:

Workbook pages 21-26.

Guided Practice

HOA p. 51

Let’s Explore

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Grade _4__

another.I can find the greatest common factor of two whole numbers. I can find numbers that can be divided exactly by 2 and 5.

Extra Practice:RT23-32, EP 15-16

Primary Mathematics pgs. 21-25

Day 4:

Math Journal-page 55

ORQ: Factors

Day 5:

SA: Factors

Study Jams: Greatest Common Factor, Prime and Composite Numbers

Workbook pages

Math Practice pages

Math Journal

ORQ- Factors

Short AnswerStudy Jams

23-27

Sept. 13-19

Multiples4.OA.4

Find all factor pairs for a whole number in the range 1–100. Recognizethat a whole number

Knowledge

I can define prime numbers.

2.3

Day 1:

Discovery Education

11


Grade _4__

is a multiple of each of its factors. Determinewhether a given whole number in the range 1–100 is a multiple of agiven one-digit number. Determine whether a given whole number inthe range 1–100 is prime or composite.

I can define composite numbers.

I can determine whether a whole number is prime or composite.

Reasoning

I can identify all factor pairs for any given number 1-100.

I can recognize that a whole number is a multiple of each of its factors.

I can determine if a given whole number (1-100) is a multiple of a given one-digit number.

I can find common multiples of two or more numbers.

I can find least common multiples of two or more numbers

*Discovering Math: Grades 03-05: Number Theory—Factors and Multiples

Complete pages 56-59. Guided Practice pgs. 57 and 59.

Day 2:

Discovery Education:

*Maths Mansion: Show 23: Make and Break: Part 01-Multiples

Complete pages 60-61. Let’s Practice-page 61

Extra Practice-pages 17-18.


Day 3:

Workbook pages 27-30

Extra Practice:

RT33-38

Day 4:

Guided Practice

Extra Practice

Workbook pgs.

12


Grade _4__

ORQ: Multiples

Put on Your Thinking Cap! Pages 62-63. (Copies of TRO6)


Day 5:

SA: Multiples

Chapter Review/Test-pages 66-68

Day 6:

Study Jams: Multiples and Least Common Multiples

ORQ: Prime It, Chairs, Number Cube

Day 7:

Assessment pages 10-13.

Day 8:


ORQ- Multiples

SA-Multiples

Study Jams

ORQ

Assessment

13


Grade _4__

Workbook pgs.

28-31

Sept. 20-23

Multiplication 4.NBT.5Multiply a whole number of up to four digits by a one-digit wholenumber, and multiply

Knowledge

I can multiply a whole number.

I can multiply whole

Additional Resources:Fact Families

3.1Day 1:

Quick Check

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Grade _4__

two two-digit numbers, using strategies basedon place value and the properties of operations. Illustrate and explainthe calculation by using equations, rectangular arrays, and/or areamodels.

numbers using place value.

I can multiply whole numbers using properties of operations.

Reasoning

I can illustrate my answer using written equations.

I can illustrate my answer using rectangular arrays.

I can illustrate my answer using area models.

I can explain my answer using written equations.

I can explain my answer using rectangular arrays.

I can explain my answer using area models.

I can multiply a 4 digit number by a 1 digit

Quick Check page 76.

Materials: 1 number cube per pair, Base ten blocks for teacher, Place value chips per pair and teacher, Place value chart TR01 per pair and teacher

Virtual Manipulative CD

Use Place value chart to demonstrate how to represent numbers using the chart (pg. 77)

Model multiplication with regrouping in thousands, hundreds, tens, and ones using place value chips and place value chart. Use Manipulative CD.

Text pages 77-80.

Complete Guided Practice pg. 80.

Day 2:


Math Mastery: Multiplication

*Multiplication Number Families

Guided Practice

15


Grade _4__

number. *Multiply in columns

Show an alternative method of multiplying a 4-digit number by a 1-digit number (pg. 81).

Complete Guided Practice pg. 81.

Game: Roll and Multiply on pg. 82. Materials: chip models, number cubes

Math Journal on pg. 83.

Day 3:


Math Mastery: Multiplication-Multiply by a single digit

Let’s Explore on pg. 84.

Let’s Practice pgs. 84 & 85.

Guided Practice

Game

Math Journal p. 83

16


Grade _4__

Day 4:


Extra Practice:

RT 39-48, EP 23-24

Day 5:

3rd Grade EP 105-110

Day 6:

Study Island: Multiplication and DivisionStudy Jams: Multiplication

Days 7-9:ORQ”S: *Opposite Square*Fact Families*Sam’s Suckers**Play Tickets*Pedro’s Homework Problem*The Ballgame

Let’s Practice

Workbook pages

Extra Practice pages

Study IslandStudy Jams

ORQ’s

17


Grade _4__

32-37

Sept. 26-

Oct 3

Multiplication 4.NBT.5Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based

Knowledge

I can multiply a whole number.

I can multiply whole

3.2

Day 1:

Materials: Place value chips for teacher, Place value chart for

18


Grade _4__

on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or areamodels.

4.0A.1Interpret 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 verbal statements of multiplicative comparisonsas multiplication equations.

numbers using place value.

I can multiply whole numbers using properties of operations.

Reasoning







I can multiply by two digit

teacher, 6 sheets of paper per pairModel how to multiply by tens (pg. 86).Complete Guided Practice on pg. 87. Model 2 methods to multiply by hundreds on pg. 87.Complete Guided Practice on pg. 88.

Day 2:Model how to multiply a 2-digit number by a 2-digit number on pg. 88 and 89. Complete Guided Practice on pg. 89.Day 3:Model how to multiply a 3-digit number by a 2-digit number on text page 90. Complete Guided Practice pg. 91.

Game: Find the Missing Number on pg. 91Day 4: Use a number line (CD) to model how to estimate products.Complete Guided Practice pgs. 92-93. Let’s Explore activity on pg. 93.Let’s Practice on pgs. 94 & 95.Day 5:

Guided Practice

Guided Practice

Guided Practice

Guided Practice

19


Grade _4__

numbers with or without regrouping.

I can estimate products.

Workbook pgs. 45-48.Extra Practice:

RT p. 49-58, EP p. 25-28

Day 6:ORQ: Rectangular Arrays

Day 7:Multiplication Assessment

“Find the Missing Number” p. 91

LE p. 93

Workbook pages

ORQ’s

Multiplication Assessment

20


Grade _4__

38-42*

Oct. 4-10

Division 4.NBT.6Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors,

Knowledge

I can divide whole numbers.

I can divide whole numbers

3.3

Materials: Base ten blocks (7 ten rods and 12 unit cubes) per pair Place value chips for teacher, Place value chart for teacher

Bar Models for Division

21


Grade _4__

using strategies based on place value, the properties of operations, and/or the relationship betweenmultiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

using place value.

I can divide whole numbers using properties of operations.

Reasoning

I can compare multiplication and division.







Day 1:Discovery Education:Math Mastery: DivisionModel how to regroup in division pg. 96-97.Complete Guided Practice pg. 98-100.Let’s Practice pg. 100.Day 2:Workbook pgs. 49-54.

Day 3:Materials: Base ten blocks (6 ten rods and 15 unit cubes) per pairModel how to divide with no remainder and with a remainder on pgs. 101-102.Complete Guided Practice pgs. 103. Study Jams: Single Digit DivisionDay 4:3rd Grade: EP 115-116, 121-122Day 5:Model dividing 4-digit by 1-digit on page 104. Complete Guided Practice pg. 104 & 105.Short Answer: DivisionExtra Practice:

RT p. 59-64, EP p. 29-30

Let’s Practice

Workbook pages

22


Grade _4__

Guided Practice

Study Jams

Extra Practice pages

Guided Practice

SA- Division

43-47

Oct. 11-17

Division 4.NBT.6Find whole-number quotients and remainders with up to four-digitdividends and one-digit divisors, using strategies based on placevalue, the properties of operations, and/or the relationship between

Knowledge

I can divide whole numbers.

I can divide whole numbers using place value.

I can divide whole numbers using properties of operations.

Day 6:Model how to estimate quotients using related multiplication facts pg. 105. Complete Guided Practice pgs. 106-107.Complete Let’s Practice pgs. 107-108.Study Jams: Divisibility RulesDay 7:Workbook pgs. 55-58.Short Answer: Oranges

Let’s Practice

Study Jams

23


Grade _4__

multiplication and division. Illustrate and explain the calculation byusing equations, rectangular arrays, and/or area models.

Reasoning

I can compare multiplication and division.







I can divide up to 4-digit number by a 1-digit number with regrouping

Study Island: Multiplication and Division

Day 8-10:ORQ’s:DivisionMarblesEncyclopedia TripMcDonald’s TablesScout TroopBirthday CakeReese PiecesField Day Treats Extra Practice:

RT p. 65-70, EP p. 31-34

Study Island:Multiplication and Division

Day 11:Assessment: Division

Short Answer

Study Island

ORQ’s

24


Grade _4__

and with or without remainders.

I can estimate quotients.

Study Island

Assessment48-50

Oct. 18-20

Real World Problems

4.OA.2Multiply or divide to solve word problems involving multiplicativecomparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishingmultiplicative comparison from additive comparison.

Knowledge

I can use multiplication to solve word problems.

I can use division to solve word problems.

I can use multiplication to compare word problems.

I can use division to compare word problems.

Reasoning

I can relate repeated addition to multiplication.

I can choose the correct

3.5Day 1:

Model how to solve a 3-step problem using models pg. 109. Complete Guided Practice pg. 110.Day 2:How to solve 3-step problems using models on pg. 111.Complete Guided Practice pgs. 112 & 113.Day 3:Let’s Explore pg. 114.Let’s Practice pg. 115.Workbook pgs. 59-62.

Guided Practice

Guided Practice

25


Grade _4__

operation to solve problems.

I can determine when to use multiplication to solve a problem.

I can use drawings to model a problem using multiplication.

I can use equations with a symbol for unknown to model a problem using multiplication.

I can distinguish between repeated addition and multiplication.

I can solve real world problems.

Day 4:Math Journal pg. 114. Workbook pgs. 63-64.Extra Practice:RT 71-76, EP 35-40Day 5:ORQ’s: Multiplication and DivisionChapter Review p. 118-119.Day 6:Study Island: Real World Problems Estimate SolutionsDay 7:Assessment pgs. 17-19.

Workbook pages

Journal & Workbook pages

ORQ- Multiplication and Division Real World Problem

Study Island

26


Grade _4__

Assessment p. 17-19.

51-56

Oct. 21-28

Algebra:Word

Problems with missing

number


Knowledge

I can use multiplication to solve word problems.

I can use division to solve word problems.

I can use multiplication to compare word problems.

I can use division to compare word problems.

Reasoning

I can relate repeated addition to multiplication.

I can choose the correct

Chapter 5 (5th Grade)

Pretest (Quick Check) pgs. 204-207

Day 1: Using Letters as Numbers Student book pgs. 208-213Guided Practice: 210 & 213

Day 2: Variables to form expressions involving divisionStudent book page 214GP: 215

Day3: Let’s Practice pgs. 217-218.

Day 4:Workbook pgs. 175-176

Extra Materials:RT 143-146

Quick Check

Guided Practice

Let’s Practice

Workbook pages

27


Grade _4__

operation to solve problems.

I can determine when to use multiplication to solve a problem.

I can use drawings to model a problem using multiplication.

I can use equations with a symbol for unknown to model a problem using multiplication.

I can distinguish between repeated addition and multiplication.

I can use letters as numbers to solve equations.

EP 105-110

Day 5: Variables & Expressions Worksheets 17-20

Day 6: ExpressionsWorksheet 25 & Equations Worksheet

Day 7: Smartboard Activity (m drive)*Algebra Lessons Exploring*Hands On Equations*Value of NAddition

Day 8: Equations and Missing Variables Assessment

Worksheets

Worksheets

Equations and Missing Variables Assessment

28


Grade _4__

57-59

Oct. 31-

Nov 2

Algebra:Solve

Variables with 4

operations


4.0A.3Solve multistep word

Knowledge

I can divide whole numbers including division with remainders.

Reasoning

I can represent multi-step word problems using equations with a letter standing for the unknown number.

I can interpret multistep word problems.

Day 1: Discovery EducationDiscovering Math: Grades 03-05: Arithmetic *Solving Problems Using Operations

Problem Solving Practice Worksheets 25 & 26

Day 2: Multiplication & Division Expression Worksheets 29-31

Day 3: Inequalities & Missing ValueWorksheets 39, Balancing Number Sentences, Missing Value

Worksheets

Worksheets

Worksheets

29


Grade _4__

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 andestimation strategies including rounding.

I can interpret multi-step word problems including problems with remainders.

I can interpret multi-step word problems by determining the appropriate operations.

I can decide if an answer is reasonable while solving a multistep word problem using mental math.

I can decide if an answer is reasonable while solving a multistep word problem using estimation.

I can decide if an answer is reasonable while solving a multistep word problem using rounding.

Day 4: Discovering Math: Grades 03-05: Algebra*Variables*Solving Open Sentences

Study Jams*Add and subtract equations*Multiply and divide equations*Create equations from word problems

Day 5: Study Island: Number Sentences

ORQ’s:Choose Your NumbersNumber Sentence

Day 6: Smartboard (m drive)*Algebra Lesson STIITII*Hands on Algebra*Value of NDivision*Algebra Review

Day 7: Algebra Assessment

Study Jams

Study Island

ORQ’s

Smartboard lesson

Algebra Assessment

30


Grade _4__

60-63

Nov. 3-10

Algebra:Patterns

4.OA.5Generate 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 toalternate between odd and even numbers. Explain informally why the numbers will continue to alternate

Knowledge

I can identify a number pattern.

I can identify a shape pattern.

Reasoning

I can create a number pattern that follows a given rule.

I can create a shape pattern that follows a given rule.

I can analyze a pattern to

Day 1: Discovery Education*Discovering Math Grades 03-05: Algebra*Patterns and rules*Representing patterns

Problem Solvers: 21, 22, 60, 73, 109

Day 2: Discovery EducationMathica’s Mathshop: Sweet Dreams*Patterns*Completing Patterns

Problem Solvers: 25, 37, 38, 102

Problem Solvers

Problem Solvers

31


Grade _4__

in this way. find features not apparent in the rule ( always odd or even, alternates between odd and even, etc).

I can explain why the number will continue to alternate in the pattern.

Day 3: Practice Worksheets *Look for a pattern*Problem Solving Practice

Day 4: Study Jams*Number Patterns*Geometric Patterns

Activity: The House that Jack Built

Day 5: Study Island: *Patterns*Number Theory

ORQ’s:The Daily SwimNumber PatternABCD PatternsPatterns

Day 6: Smartboard Activity(m drive)*Patterns

Problem Solvers

Study Jams

Study Island

ORQ’s

Smartboard Activity

32


Grade _4__

Day 7: Patterns Assessment

Extra Practice Websites:http://ejad.best.vwh.net/java/patterns/patterns_j.shtml

http://funschool.kaboose.com/preschool/learn-abc/games/game_crazy_pattern_machine_the.html

http://www.ixl.com/math/practice/grade-4-numeric-patterns-word-problems

http://www.ixl.com/math/grade/fourth/

Assessment

64-68 Equivalent Fractions

4.NF.1 Explain why a fraction

Knowledge 14.1, 14.2, 14.3 (3rd Grade)

33

https://pod51004.outlook.com/owa/redir.aspx?C=VGTbPiPA2kqoSMz83_qu1-V5g0h_Rs4IlzavTgHJKP29Y6r0qOzXBxjb3CvkBmJkkcrE479kw2o.&URL=http%3A%2F%2Fwww.ixl.com%2Fmath%2Fgrade%2Ffourth%2F




http://ejad.best.vwh.net/java/patterns/patterns_j.shtml

http://ejad.best.vwh.net/java/patterns/patterns_j.shtml


Grade _4__

Nov. 11-17

a/b is equivalent to a fraction (n × a)/(n × 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 equivalentfractions.

I can recognize equivalent fractions with unlike denominators.

Reasoning

I can explain how to create equivalent fractions by multiplying the numerator and denominator by the same number.

I can use fraction models to show why fractions are equivalent.

I can create equivalent fractions using fraction models to tell why they are equivalent.

Materials: Connecting cubes, fraction circles

Day 1: Pretest (Quick Check pgs. 112-116.

Discuss equal parts, non-unit fractions, shaded in parts, numerators, and denominators. Student book pgs. 117-120.

GP pgs. 118-119 Let’s Practice pg. 120.

Discovery EducationMath Mastery: Fractions*Understanding what fractions are*Fractions for whole numbers

Day 2: Workbook pages 91-92.

Extra Practice:

RT pgs. 81-84 EP pgs. 53-54

Day 3: Understand equivalent

Quick Check

Let’s Practice

Workbook pages

34


Grade _4__

fractions.Student book pgs. 121-123. GP pg. 123


Day 4: Use a number line to find equivalent fractions. Student book pgs. 124-135. GP pg. 124. Let’s Practice pg. 125.

Day 5: Workbook pages 93-96.

Extra Practice: RT pgs. 85-88 EP pgs. 55-58

Day 6:

Model how to multiply and divide to find equivalent fractions.

Student book pgs. 126-129. GP pgs. 127-128 Let’s Practice pg. 129

Day 7:

Guided Practice

Hands On Activity

Let’s Practice

Workbook pages

Let’s Practice

Workbook pages

35


Grade _4__


Extra Practice: RT pgs. 89-96 EP pgs. 63-66

Day 8:

Study Jams*Equivalent fractions*Fractions

Study Island:Equivalent Fractions

Day 9:Equivalent Fractions Assessment

Study Jams

Study Island

Equivalent Fractions

Assessment

36


Grade _4__

69-70

Nov. 18-21

Comparing Fractions

4.NF.2Compare two fractions with different numerators and differentdenominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, andjustify the conclusions, e.g., by using a visual fraction model.

Knowledge

I can recognize fractions as being greater than other fractions.

I can recognize fractions as being less than other fractions.

I can recognize fractions as being equal to other fractions.

I can use the symbols <,>, = to compare numbers.

I can compare other fractions to ½.

I can compare parts of the

14.4

Day 1: Compare fractions using pictures and number lines

Student book pages 130-135GP pgs. 131, 134, 135

Hands On Activity pg. 132

Day 2: Compare unlike fractions with same denominator.

Student book pgs. 136-143.GP pgs. 136, 138, 140, 141, 143.

Day 3: Compare and identify fractions.

Guided Practice

Hands on Activity

Guided Practice

37


Grade _4__

same whole.

Reasoning

I can compare two fractions with different numerators.

I can give reasons why two fractions are <,>,= by using a fraction model.

Student book pgs. 144-146.Let’s Practice pgs. 144-145.Let’s Explore pgs. 145-146.

Day 4: Workbook pgs. 101-106.

Day 5: Math Journal pg. 147.

Discovery EducationMaths Mansion: Show 07: Get Some Fraction Action

Maths Mansion: Show 26: More fraction Action

Extra Practice:RT pgs. 97-106EP pgs. 67-70

Day 6: Study Island:*Compare Fractions

Short Answer:Colored CirclesCandy BarPizza

Let’s Practice

Workbook pages

Math Journal

Study Island

Short Answer

38


Grade _4__

Day 7:ORQ’sFractional Part of LettersSubmarine Sandwich

Day 8: Compare Fractions Assessment

ORQ’s

Compare Fractions

Assessment

71-73

Nov

Adding Fractions

4NF.3aUnderstand a fraction a/b with a > 1 as a sum of fractions 1/b.

KnowledgeI can add fractions with one

6.1

Day 1: Pretest (Quick Check pgs.

39


Grade _4__

22-29Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

4.NF.3bDecompose a fraction into a sum of fractions with thesame denominator in more than one way, recording eachdecomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ;3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4NF.3dSolve word problems involving addition and subtraction of fractions referring to

as a numerator which will give you a fraction with a sum greater than one.

I can use fraction models to show that adding fractions is joining parts of the same whole.

I can add fractions.

I can recognize different ways to show one whole using fractions.

I can rename a fraction with a denominator of 10 as a fraction with a denominator of 100.

I can recognize that two fractions with unlike denominators can be equivalent.

Reasoning

I can use models to

221-223)

Materials: Fraction circles, Number cube, Connecting cubes Day 2: Add fractions using equivalent fractions.Student book pgs. 224-226.GP pgs. 225 & 226Let’s Practice: 226

Day 3: Workbook pages 137-138Extra Practice:RT 139-146EP 95-96

Day 4:Short Answer: Chewing Gum

Adding Fractions (m drive)Smart Notebook: Adding Fractions with Like Denominators

Quick Check

Let’s Practice

Workbook pages

Short Answer

40


Grade _4__

the same whole and having like denominators, e.g., by using visual fraction models and equationsto represent the problem.

4NF5Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions withrespective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

decompose a fraction into the sum of fractions.

I can write decompositions of fractions as an equation.

I can explain the equation using fraction models.

I can add two fractions with a denominator of 10 and 100.

74-75 Subtract Fractions

4.NF.3bDecompose a fraction

Knowledge 6.2

41


Grade _4__

Nov 30-

Dec 1

into a sum of fractions with the same denominator in more than one way, recording eachdecomposition by an equation. Justify decompositions, e.g., by using a visual fraction model. Examples: 3/8 = 1/8 + 1/8 + 1/8 ;3/8 = 1/8 + 2/8 ; 2 1/8 = 1 + 1 + 1/8 = 8/8 + 8/8 + 1/8.

4NF.3dSolve word problems involving addition and subtraction of fractions referring to the same whole and having likedenominators, e.g., by using visual fraction models and equationsto represent the problem.

I can subtract fractions with like denominators.

Reasoning

I can use fraction models to show that subtracting fractions is separating parts of the same whole.

I can solve word problems using subtraction of fractions.

Day 1: Subtract fractions.Student book 227-229GP pgs. 228 & 229Let’s Practice pg. 229

Discovery EducationMath Mastery: Fractions*Add and Subtract Fractions with like Denominators

Day 2: Workbook pgs. 139-140

Discovery Education:Discovery math: Grades 03-05: Arithmetic*Fraction Addition and Subtraction

Extra Practice:RT 147-154EP 97-98

Day 3: Study Island*Add and Subtract Fractions

Day 4:Short Answer:Movie Night

Let’s Practice

Workbook pages

Study Island

Short Answer

42


Grade _4__

FootballApple Pie

Day 5: ORQ:Rectangular Cakes

Day 6:Lesson Practice pg. 52 & 53

Study Jams*Add and Subtract with Common

Denominator

Addition and Subtraction of Fractions Assessment

ORQ’s

Study Jams

Addition & Subtraction of

Fractions Assessment

76-80

Dec

Mixed Numbers

4.NF.3cAdd and subtract mixed numbers with

Knowledge

I can add mixed numbers.

6.3Day 1:Discovery Education

43


Grade _4__

2-8 like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship betweenaddition and subtraction.

I can subtract mixed numbers.

Reasoning

I can replace mixed numbers with equivalent fractions.

I can add mixed numbers with an equivalent fraction.

I can write a mixed number for a model.

I can draw models to represent mixed numbers.

Math Mastery: Fractions*Working with Mixed Numbers

Mixed Numbers: Student book pages 230-232. Guided Practice pgs. 230 & 232

Hands-On Activity pg. 231 (Using fraction circles to show mixed numbers) Materials: fraction circles (TR29)/pair

Day 2:Mixed Numbers on a number line. Student book pgs. 233-236. Guided practice pgs. 233 & 234.

Day 3:Let’s Practice pgs. 235-236.

Day 4: Workbook pgs. 141-146.

Day 5:Study Jams

*Compare Fractions and Mixed Numbers*Add and Subtract Mixed Numbers

Day 6:Lesson Practice pgs. 23 & 24

Guided Practice

Hands On Activity

Guided Practice

Let’s Practice

Workbook pages

Study Jams

Lesson Practice Sheets

44


Grade _4__

Day 7:(M drive)Smart Notebook: Math Mixed Numbers Addition and Subtraction

Extra Practice:RT 155-158EP 99-102

Primary Mathematics Workbook pgs. 77-87

Math Sheets

81-85*

Improper Fractions

4.NF.3cAdd and subtract mixed numbers with

Reasoning

I can replace improper

6.4

Day 1:

45


Grade _4__

Dec 9-15

like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship betweenaddition and subtraction.

fractions with a mixed number.

I can write an improper fraction for a model.

I can express mixed numbers as improper fractions.

Show improper fractions using models. Student book pgs. 237-239.Guided Practice pgs. 238-239.

Hands-On Activity pg. 240 (draw models to show improper fractions.

Day 2:Express improper fractions in simplest form. Student book pgs. 240-242. Guided Pr. Pg. 241.Let’s Pr. Pgs. 241-242.

Day 3:Workbook pgs. 147-150.

Day 4:(M drive) Smart Notebook: *Mixed Numbers and Improper Fractions*Mixed and Improper Fractions

Extra Materials:RT 159-164EP 103-108

Guided Practice

Hands On Activity

Let’s Practice

Workbook pages

Extra Practice

46


Grade _4__

86-89

Jan. 3-6

Renaming Improper to Mixed

Fractions

4.NF.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Reasoning

I can rename an improper fraction as a mixed number.

I can rename an improper fraction as a whole number.

6.5

Day 1:Rename improper fractions as mixed numbers or whole numbers. Student book pgs. 243-245.Guided Pr. Pg. 244Pg. 244 (use division to rename improper fractions to mixed numbers).Guided Pr. Pg. 245.

Day 2:Student book pg. 246. Materials: number cubeGame: Roll and Rename pg. 246.

Pg. 246 (use multiplication to rename nixed numbers as improper fractions).Guided Pr. Pgs. 247-248.

Day 3:Let’s Pr. Pg. 249.Workbook pgs. 151-154


Guided Practice

Game

Guided Practice

Workbook pages

47


Grade _4__

90-94

Jan. 9-13

Renaming whole numbers to

Fractions

4.NF.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Reasoning

I can rename a whole number to a fraction.

I can add fractions to get mixed number sums.

I can subtract fractions from whole numbers.

6.6

Day 1:Rename whole numbers when adding and subtracting fractions. Student book pgs. 250-251. Guided Pr. Pg. 251.

Day 2:Subtract fractions from whole numbers. Student book pgs. 252-254.Guided Pr. Pgs. 253-254.

Let’s Practice pg. 254.


Day 4:(M drive) Smart Notebook: Fraction Action

Extra Materials: RT 173-180EP 113-114

Guided Practice

Guided Practice

Let’s Practice

Workbook pages

Extra Practice

48


Grade _4__

95-98

Jan. 17-20

Fraction of a Set 4.NF.3Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Reasoning

I can find the fractional part of a number.

I can use bar models to represent fractions of a set.

6.7

Day 1:Use a bar model to represent a fraction of a set. Student book pg. 255. Guided Pr. Pg. 256

Day 2:Student book pgs. 257-258. Guided pr. Pg. 257.Let’s Pr. Pg. 258.


Day 4:Study Jams

*Finding a Fraction of a Set



Guided Practice

Let’s Practice

Workbook pages

Study Jams

Math Sheets

49


Grade _4__

99-101

Jan. 23-25

Fraction Word Problems

4.NF.3dSolve word problems involving addition and subtraction of fractions referring to the same whole and having likedenominators, e.g., by using visual fraction models and equationsto represent the problem.

Reasoning

I can solve word problems using addition and subtraction of fractions.

6.8

Day 1:Add 3 fractions. Student book pgs. 259-261. Guided Pr. Pgs. 259-260.

Subtract fractions from whole numbers. Student book pgs. 260-261. Guided Pr. Pg. 261.

Day 2:Find fraction of a set. Student book pg. 262. Guided Pr. Pg. 262.

Use multiplication and division to find the total. Student book pg. 263. Guided pr. Pg. 264.Use multiplication and division rules to find fractions of a set. Student book pg. 265. Guided pr. Pg. 266.

Day 3:Let’s Practice pg. 267.

Day 4:Workbook pgs. 161-167

Extra Materials:RT 187-194

Guided Practice

Guided Practice

Guided Practice

Let’s Practice

Workbook pages

50


Grade _4__

EP 117-120Day 5:Chapter 6 Review pgs. 217-273.

Day 6: Chapter 6 Assessment pgs. 50-52. Chapter 6 Assessment

51


Grade _4__

102-105

Jan 26-31

Multiplying Fractions

4NF.4a.Apply and extend previous understandings of multiplication tomultiply a fraction by a whole number.

Understand a fraction a/b as a multiple of 1/b. For example, use a visual fraction model to represent 5/4 as the product 5 × (1/4),recording the conclusion by the equation 5/4 = 5 × (1/4).

4NF.4bUnderstand a multiple of a/b as a multiple of 1/b, and use thisunderstanding to multiply a fraction by a whole number. Forexample, use a visual fraction model to express 3 × (2/5) as 6 × (1/5),recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

KnowledgeI can show a fraction as a multiple of a unit fraction.

I can multiply a fraction by a whole number.

I can use fraction models to represent the problem.

I can use equations to represent the problem.

Reasoning

I can use visual fraction models to multiply fractions by a whole number.

I can use a fraction model to explain that a multiple of a fraction is a multiple of a unit fraction.

5th Grade text 4.1

Day 1: Discovery EducationMath Mastery: Fractions*Multiplying Fractions

http://www.mathplayground.com/howto_fractionofanumber.htmlMultiply proper fractions. Student book pgs. 165-166. Guided Pr. Pg. 166.

Hands On Activity: pg. 167Materials: TR 18 (grid paper) /pair and yellow & blue crayon/pair

Day 2:Let’s Explore pg. 168.Let’s Practice pg. 168.


Day 4:Study Island:Multiplying Fractions

Guided Practice

Hands On Activity

Let’s Practice

Workbook pgs.

Study Island

52

http://www.mathplayground.com/


Grade _4__

4.NF.4cSolve word problems involving multiplication of a fraction by awhole number, e.g., by using visual fraction models and equationsto represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at theparty, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

I can use a fraction model to express a product.

Day 5:(M drive) Smart Notebook: Multiplication of Fractions


Extended Response:Baking Cookies

Line Plot Demonstration

Extra Practice

Extended Response

53


Grade _4__

106-108

Feb 1-3

Word Problems with multiplying

fractions

4.NF.4cSolve word problems involving multiplication of a fraction by awhole number, e.g., by using visual fraction models and equationsto represent the problem. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at theparty, how many pounds of roast beef will be needed? Between whattwo whole numbers does your answer lie?

Reasoning

I can solve multiplication word problems of a fraction by a whole number.

5th Grade Text4.2

Day 1: Multiply fractions by a whole number. Student book pgs. 169-170. Guided Pr. Pg. 170.

Day 2:Give answer as a fraction remainder. Student book pgs. 171-172. Guided Practice pgs. 172-173.

Day 3:Let’s Practice pg. 174.



Day 5:Website for Multiplying Fractionshttp://www.mathplayground.com/wp_4B.html

Guided Practice

Guided Practice

Let’s Practice

Workbook pages

ORQ

54

http://www.mathplayground.com/wp_4B.html


Grade _4__

Open Response on Multiplying Fractions

Day 6:Multiplying Fractions Assessment

Multiplying Fractions

Assessment

55


Grade _4__

109-113

Feb 6-10

Decimals:Tenths/

hundredths

4.NF.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate0.62 on a number line diagram.

Knowledge

I can explain the values of digits in the decimal places.

I can read and write decimals through hundredths.

I can rename fractions with 10 and 100 in the denominator.

I can recognize multiple representations of fractions with denominators 10 to 100.

Reasoning

I can represent fractions with denominator of 10 or 100 with multiple representations.

7.1 (Book B)Day 1:

Chapter Opener on Decimals. Quick Check on Decimals on pages 1-3. Use Think Central and have students to write answers on marker boards.

Vocabulary: tenth, decimal form, decimal point, expanded form

Use Think Central on pgs. 4-5. Discuss how to express fractions in tenths as decimal. Complete Guided Practice pg. 5-6. Discuss how to find equivalent ones and tenths, how to express mixed numbers as decimals, and to express improper fractions as decimals on pgs. 6-7. Complete Guided Practice pgs. 7-9.

Quick Check

Guided Practice

56


Grade _4__

I can represent fractions with a denominator of 10 or 100 with decimal notation.

Day 2:

Use Think Central pgs. 9-12. Discuss how to write decimals to show their place value. Use marker boards to answer Guided Practice questions on pg. 9. Discuss how to use place value to understand whole number and decimal amounts on pg. 10. Complete Guided Practice on pg. 10.

Assign Let’s Practice pgs. 11-12.

Day 3:

Assign Workbook pages 1-4.

Day 4:

Vocabulary: hundredth, placeholder zero

Use Think Central pages 13-16 on expressing fractions in hundredths as decimals. Use marker boards to answer Guided Practice on page 14. Discuss finding equivalent tenths and hundredths on pg. 14-15. Use marker boards to

Guided Practice

Workbook

Guided Practice

57


Grade _4__

answer Guided Practice on page 16.

Day 5:

Use Think Central pages 17-19. Discuss how decimals can have placeholder zeros. Guided Practice on pg. 17-18. Discuss how to express mixed numbers as decimals and improper fractions on pg. 18. Complete Guided Practice on page 19.

Day 6:

Use Think Central pages 19-23. Discuss how to write decimals to show their place value. Complete Guided Practice pg. 19. Discuss how to use place value to understand whole number and decimal amounts and complete Guided Practice pg. 20. Discuss how to use decimals to write dollars and cents on pg. 20 and complete Guided Practice on pg. 21.

Assign Let’s Practice on pages 21-23.

Day 7:


Guided Practice

Guided Practice

Workbook

58


Grade _4__

Day 8:

Discovery EducationMath Mastery: Decimals and Percents*Reading and Writing Decimals

Study Jams*Place Value of Decimals

Short Answer Questions

Extra Practicehttp://www.mathsisfun.com/decimals.html

Study Jams

Short Answer

59

https://pod51004.outlook.com/owa/redir.aspx?C=7l18W45SYUikhowyvb5m7VJJEClDc84IgLVv7D21Z_9ENbhW7kAIpHybKztuE6YHssF_-ZezX7g.&URL=http%3A%2F%2Fwww.mathsisfun.com%2Fdecimals.html

https://pod51004.outlook.com/owa/redir.aspx?C=7l18W45SYUikhowyvb5m7VJJEClDc84IgLVv7D21Z_9ENbhW7kAIpHybKztuE6YHssF_-ZezX7g.&URL=http%3A%2F%2Fwww.mathsisfun.com%2Fdecimals.html


Grade _4__

114-115

Feb 13-14

Decimals:Comparing

4.NF.7Compare 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.

Knowledge

I can recognize that comparisons are only true when two decimals refer to the same whole.

Reasoning

I can compare two decimals to hundredths by reasoning about their size.

I can record the results of comparing >,<, or =.

I can give reasons for the comparisons using models.

7.3

Vocabulary: more than, less than, greater than, least, greatest, order

Day 1:

Use Think Central pages 24-28. Discuss how to use models to find .1 more than or .1 less than. Complete Guided Practice on page 25. Discuss how to find missing numbers in a pattern on pg. 26. Complete Guided Practice pg. 26.

Assign Let’s Practice pages 27-28.

Day 2:


Guided Practice

Workbook

60


Grade _4__

Day 3:

Use Think Central pages 28-31. Discuss how to use place value concepts to compare and order decimals on pages 28-29. Complete Guided Practice pg. 29.

Game: Play Decimal Game on page 30. Materials Needed: 2 copies to each pair (TR28)

Day 4:

Hands-On Activity: Page 31. Materials: 10-sided dice.

Use Think Central pages 32-34. Complete Let’s Practice page 32. Complete Math Journal page 33. Complete Let’s Practice page 34.

Day 5:


Guided Practice

Game

Activity

Math Journal

Workbook

61


Grade _4__

Day 6:Study Island:

Compare Decimals

Day 7:Short Answer Questions

Study Jams*Place Decimal on a Number Line

Day 8:Extended Response: Decimals

Study Island

Study Jams

Extended Response

62


Grade _4__

116-117

Feb 15-16

Rounding Decimals 4.NF.7Compare 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.

Reasoning

I can compare two decimals to hundredths by reasoning about their size.

I can record the results of comparing >,<, or =.

I can give reasons for the comparisons using models.

7.4

Vocabulary: round

Day 1:

Discovery EducationMath Mastery: Decimals and Percent*Rounding Decimal Numbers

Use Think Central pages 35-37. Discuss how to round decimals to the nearest whole number on page 35-36. Complete Guided Practice page 37. Complete Let’s Practice on page 37.


Day 2:

Use Think Central pages 38-41. Discuss how to round decimals to the nearest tenth page 38. Complete Guided Practice page 39.

Hands-On Activity on page 39. Materials:

Guided Practice

Workbook

Guided Practice

Activity

63


Grade _4__

Measuring Tape

Day 3:

Complete Let’s Explore pg. 40.

Complete Let’s Practice on pg. 41.

Day 4:


Day 5:

Study Jams*Rounding Decimals

Day 6: Short Answer Trip Expenses Gas Expenses Vacation

Day 7:Extended Response Theater Tickets

Let’s Practice

Workbook

Study Jams

Short Answer

Extended Response

64


Grade _4__

118Feb 17

Fractions/Decimals 4.NF.6Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate0.62 on a number line diagram.

Knowledge

I can explain the values of digits in the decimal places.

I can read and write decimals through hundredths.

I can rename fractions with 10 and 100 in the denominator.

I can recognize multiple representations of fractions with denominators 10 to 100.

Reasoning

I can explain how decimals and fractions are related.

7.5Vocabulary: equivalent fraction

Day 1:

Youtube Videos:

Decimals to Fractions Song www.youtube.com/watch?v=rPaRKHDxFi4

Fractions and Decimals www.youtube.com/watch?v=9Bx-8aLZVbg&feature=related

Use Think Central pages 42-47. Discuss how to express fractions as decimals on page 42. Complete Guided Practice pg. 43. Discuss how to express an improper fraction as a decimal on page 43. Complete Guided Practice pg. 44. Discuss how to express mixed numbers as decimals on page 44. Complete Guided Practice on page 44. Discuss express decimals as fractions and mixed numbers on page 45. Complete Guided Practice pg. 45.

65

http://www.youtube.com/watch?v=rPaRKHDxFi4


Grade _4__

Day 2:

Match Game: Page 46 Materials: Decimal Cards and Fraction Cards

Fraction Rummy Game

Assign Let’s Practice on page 47.

Day 3:


Day 4:

Use Think Central pages 48-49. Complete Problem Solving.


Day 5:

Teach: Review using Think Central pg. 50.

Complete Chapter Review pages 51-52.

Day 6: Study Island: Convert Fractions to Decimals

Study Jams

66


Grade _4__

*Order Fractions and Decimals*Decimal and Fraction EquivalentsDay 7:

Assign Chapter 7 test pages 62-63.

67


Grade _4__

119-120

Feb 20-21

Length/Weight

Kg, g, lbs, oz, Km, m, cm

4.MD.1Know 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), ...

Knowledge

I can recognize length ( ft, in, cm, km, m).

I can recognize weight. (kg, g, oz).

I can recognize volume. ( l, ml)

I can tell time. (hrs, min, sec).

Reasoning

I can compare different units within the same system of

measurement.

I can convert larger units of

measurements in the same system to

smaller units and record conversions in

Singapore Primary Mathematics

Day 1:Discovery Education

Discovering Math: Grades 03-05: Measurement*Basic Measures*Tools for Measurement*Sizes of Standard Units

Teach: Chapter 6 Lesson 1 (Meters and Centimeters), Lesson 2 (Kilometers) pgs. 8-19. Practice A page 19.

Assign Workbook pg. 7.

Day 2:

Mathica’s Mathshop: Big Business*Measuring Length Study Island:*Units of Measurements*Measurement Problems

Workbook

68


Grade _4__

a 2 column table. Teach: Chapter 6 Lesson 3 (Yards, Feet, Inches) pgs. 20-24. Practice pg. 25.

Assign Workbook pg. 19.

Day 3:

Teach: Chapter 7 Lesson 1 (Kilograms and Grams) pgs. 30-35. Practice pg. 40.

Assign workbook pg. 28-29.

Day 4:Teach: Chapter 7 Lesson 3 (Pounds and Ounces) pgs. 41-45.

Assign workbook pg. 40-41.

Day 5:Discovery Education

Mathica’s Mathshop: A Sure Cure*Measuring Volume

Mathica’s Mathshop: Big Business*Measure Volume

Teach: Chapter 8 Lesson 1 (Liters and Milliliters) pgs. 48-56. Practice pg. 57.

Workbook

Workbook

Workbook

69


Grade _4__

121-125

Feb 22-28

Liquid- l, mlTime- hr, min, sec

Conversions

4.MD.1Know 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), ...

Knowledge

I can recognize length ( ft, in, km, m).

I can recognize weight. (kg, g, oz).

I can recognize volume. ( l, ml)

I can tell time. (hrs, min, sec).

Reasoning

I can compare different units within the same system of measurement.

I can convert larger units of measurements in the same system to smaller units and record conversions in

3rd Grade, Math in Focus Chapter 11

Day 1: Quick Check: pgs. 31-34.

Lesson 1: Meters and Centimeters pgs. 35-37.Assign workbook 23-26.

Day 2: Kilometers and Meters pgs. 38-41.Workbook pgs. 27-30.

Day 3: Kilograms and Grams pgs. 42-47. Workbook pgs. 31-34.

Day 4: Liters and Milliliters pgs. 48-55. Workbook pgs. 35-38.

Day 5:Study Jams

*Measure Length*Tell Time

Day 6: Buckle Down pgs. 180-198

Quick Check

Workbook

Workbook

Workbook

Workbook

Study Jams

Buckle Down

70


Grade _4__

a 2 column table.

126-133

Feb 29-Mar 9

Conversions Word Problems

Distance, time, volume, money,

mass, number lines

4.MD.2Use 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 usingdiagrams such as number line diagrams that feature a measurement scale.

ReasoningI can solve word problems involving distances.

I can solve word problems involving intervals of time.

I can solve word problems involving liquid volumes.

I can solve word problems involving masses of objects.

I can solve word problems with conversions.

I can make a number line to show measurements.

Word Problems for Model Drawing Practice

Day 1-5:

Bar Models 137-168, pgs. 74-89.

Day 6-8:Short Answer:Daily Warmup 19 (1 & 2)Daily Warmup 45 (1 & 2)Daily Warmup 49 (1 & 2)

Heartbeat MeasurementLine Plot Hiking TripWatermelon WeightThe Weight of a Horse

Day 9:Extended Response: Jumping Rope

Day 10:

Bar Models

Short Answers

Extended Response

Measurement

71


Grade _4__

4.MD.4Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8). 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 thelongest and shortest specimens in an insect collection.

I can change measurements from a large unit to a small unit.

Measurement Assessment Assessment

72


Grade _4__

134-138

Mar 19-23

Area and Perimeter

4.MD.3Apply 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 areaformula as a multiplication equation with an unknown factor.

Knowledge

I can recognize the formula for perimeter of a rectangle.

I can recognize the formula for area of a rectangle.

Reasoning

I can apply the formula for perimeter of a rectangle to solve read world and math problems.

I can solve area problems in which there is an unknown factor.

I can solve perimeter problems in which there is an unknown factor.

12.1Day 1: Chapter Opener on pages 148-151.

Use Think Central and have students to write answers on marker boards.

Discovery EducationDiscovering Math: Grades 03-05: Measurement*Area and Perimeter

Day 2, 3, and 4: Lesson 12.1-Area of a Rectangle Vocabulary: length, width

Use Think Central and Marker Boards. Discuss how to find the area of a rectangle by counting squares and by using a formula on page 152. Complete Guided Practice on page 152-155.

Hands-On Activity on page 156 (materials: geoboard, rubber bands, dot paper).

Complete Guided Practice on page 157.

Discuss how to estimate the area of a

Quick Check

Guided Practice

Hands On Activities

Guided Practice

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figure on page 158. Complete Guided Practice on page 159.

Hands-On Activity on page 160 (materials: square grid paper).

Complete Let’s Practice on pages 160-162.


12.2Day 5, 6, and 7: Lesson 12.2-Rectangles and Squares

Discuss how to find the perimeter of a rectangle using a formula and how to find one side of a rectangle given its perimeter and the other side on page 163. Complete Guided Practice on page 164.

Discuss how to find one side of a square given its perimeter on page 164. Complete Guided Practice on page 165.

Complete Let’s Practice on page 165.


Workbook pages

Guided Practice

Guided Practice

Workbook pgs.

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Discuss how to find the area of a rectangle using a formula and when one side of a rectangle given its area and the other side on page 166. Complete Guided Practice on page 166.

Discuss how to find one side and the perimeter of a square given its area. Complete Guided Practice on page 166.

Let’s Explore activity on page 168 (materials: geoboard, rubber bands, one-inch dot paper).



Guided Practice

Guided Practice

Workbook pgs.

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12.3Day 8 and 9: Lesson 12.3-Composite Figures Vocabulary: composite figure

Discuss how to find the perimeter of a composite figure by adding the lengths of its sides on page 170. Complete Guided Practice on page 171.

Discuss how to find the area of a composite figure by adding the area of its parts on page 172. Complete Guided Practice on page 172-173.

Hands-On Activity on page 174 (materials: square grid paper, scissors).



Guided Practice

Guided Practice

Workbook pgs.

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12.4Day 10, 11, and 12: Lesson 12.4-Using Formulas for Area and Perimeter

Discuss how to use length and width to find the area of a rectangle and to use squares to estimate the area of a figure on page 176-177. Complete Guided Practice on page 178.

Discuss how to use subtraction to find the area of a composite figure on page 178. Complete Guided Practice on page 179.

Discuss how to find the area of a path around a rectangle on page 180. Complete Guided Practice on pages 181-182.

Discuss how to find the area and perimeter of parts of a figure on page 183. Complete Guided Practice on page 184.

Hands-On Activity on page 184 (materials: cm square grid paper).

Guided Practice

Guided Practice

Hands On Activity

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Let’s Explore activity on page 185 (materials: cm square grid paper).

Complete Let’s Practice on pages 186-187.


Day 13: Put on Your Thinking Cap!

Discuss page 188-189 on problem solving. Assign Workbook pages 117-122.

Day 14: Chapter Review

Review using Think Central pgs. 190-191.


Short Answer (See Resources)

Extended Responses (See Resources)

Study Island: Perimeter and Area

Study Jams: Perimeter

Workbook pgs.

Workbook pgs.

Chapter Review

Short Answers

Extended Responses

Study Island

Study Jams

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Day 15: Chapter 12 Assessment

Assign Chapter 12 Test pages 106-110.

Assessment

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139-143

Mar 26-30

Angles and Missing Angle

Measurements

4.MD.5a & bRecognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement:a. An angle is measured with reference to a circle with its center atthe 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 1/360 of a circle is called a “one-degree angle,” and can be used to measure angles.b. An angle that turns through n one-degree angles is said to havean angle measure of n degrees.Students who can generate equivalent fractions can develop strategies for adding

KnowledgeI can recognize a circle as a geometric figure that has 360 degrees.

I can recognize an angle as a geometric shape formed from 2 rays with a common endpoint.

I can identify an angle as a geometric shape formed from 2 rays with a common endpoint.

I can recognize that an angle is a fraction of a 360 degree circle.

I can explain the angle measurement in terms of degrees.

I can read a protractor.

I can recognize that an

9.1Day 1:

Chapter Opener on pages 80-84. Use Think Central and have students to write answers on marker boards.

Day 2, 3, and 4: Understanding and Measuring Angles Vocabulary: ray, vertex, protractor, degrees, inner scale, outer scale, acute angle, obtuse angle

Materials: Protractors, (TR 42) per student-paper strips, TR43-table for measuring angles, fastener per student, paper

Use Think Central and marker boards. Discuss how to use letters to name rays and angles on page 85. Complete Guided Practice on page 86.

Hands-On Activity on page 87. (paper strips, fastener, paper)

Quick Check

Guided Practice

Hands On Activity

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fractions with unlike denominators in general. But addition and subtraction with unlike denominators in general is not a requirement at this grade.

4.MD.6Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.MD.7Recognize 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 subtractionproblems 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 can be divided into smaller angles.

Reasoning

I can compare angles to circles with the angles point at the center of circle to find the measure of the angle.

I can calculate angle measurement using the 360 degrees of a circle.

I recognize that angles are measured in degrees.

I can determine which scale on the protractor to use based on the direction of the angle.

I can identify different types of angles based on their measurement.

Discuss how to use a protractor to measure an angle in degrees on page 88 and 89. Discuss the inner and outer scale on a protractor. Complete Guided Practice on pages 89-90.

Hands-On Activity on page 91. (Protractor)

Math Journal on page 92 on how to measure angles.



9.2Day 5 and 6: Drawing Angles to 180º

Vocabulary: acute angle, obtuse angle, straight angle

Discuss how to use a protractor to draw acute and obtuse angles on pages 94-96. Complete Guided Practice on page 97.

Guided Practice

Hands On Activity

Workbook pgs.

Guided Practice

Hands On

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angle measure.

I can find unknown angle measurements on a diagram.

I can find an angle measure by adding the smaller angles.

I can find an angle measure by subtracting the smaller angle from the larger angle.

Performance

I can measure angles in whole number degrees using a protractor.

I can draw angles of a specific measurement.




9.3Day 7 and 8: Turns and Right Angles

Vocabulary: turn, straight angle

Discuss how to relate turns to right angles on page 98.


Complete Guided Practice and Let’s Practice on page 100.


Day 9: Math Journal



Discuss page 101 on problem solving.

Activity

Let’s Practice

Workbook pgs.

Activity

Workbook Pgs.

Workbook pgs.

Workbook pgs.

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Review using Think Central pg. 102.


Study Island:*Angles*Angle Measurement

Study Jams*Measure Angles*Construct Angles*Classify Angles



Chapter Review

Study Island

Study Jams

Assessment

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144-148

Apr 2-6

Perpendicular Lines

4.G.1Draw points, lines, line segments, rays, angles (right, acute, obtuse),and perpendicular and parallel lines. Identify these in two-dimensional figures.

Knowledge

I can draw points, lines, rays, and line segments.

I can draw right angles.

I can draw acute angles.

I can draw obtuse angles.

I can draw perpendicular lines.

Reasoning

I can identify points, lines, and line segments.

I can identify rays.

I can identify right angles.

10.1Day 1: Chapter Opener on pages 105-110.

Use Think Central and have students to write answers on marker boards.

Discovery EducationDiscovering Math: Grades 03-05: Geometry*Lines and Angles

Day 2 and 3: Drawing Perpendicular Line Segments Vocabulary: perpendicular line segment, drawing triangle

Use Think Central and Marker Boards. Discuss how to use a protractor to draw a line segment perpendicular to segment AB on page 111. Discuss how to use a drawing triangle to draw a line segment perpendicular segment AB on page 112. Complete Guided Practice on page 113.

Hands-On Activity on page 113 (materials: straightedge and grid paper)

Quick Check

Guided Practice

Hands On Activity

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I can identify acute angles.

I can identify obtuse angles.

I can identify perpendicular lines.



Study Island:Points, Lines, Rays, and Segments

Workbook pgs.

Study Island

85


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149-153

Apr. 9-13

Parallel line Segments


KnowledgeI can draw points, lines, and line segments.

I can draw right angles.

I can draw acute angles.

I can draw obtuse angles.

Reasoning

I can identify points, lines, line segments, rays, right angles.

I can identify acute and obtuse angles.

I can identify parallel lines.

10.2Day 4 and 5: Drawing Parallel Line Segments

Vocabulary: parallel line segments, base

Discuss how to draw a line segment parallel to segment PQ on page 115. Discuss how to draw a parallel line segment that goes through a given point on page 116. Complete Guided Practice on page 116.

Hands-On Activity on page 117 (materials: straightedge and drawing triangle).



Guided Practice

Hands On Activity

Workbook pgs.

86


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154-158

Apr 16-20

Horizontal/Vertical Lines


Knowledge

I can draw points, lines, and line segments.

I can draw right, acute, and obtuse angles.

I can draw angles.

I can identify points, lines, and line segments.

I can identify rays.

I can identify right, acute, and obtuse angles.

Reasoning

I can identify

10.3Day 6: Horizontal and Vertical Lines

Vocabulary: horizontal lines, vertical lines

Discuss how to identify horizontal and vertical lines on page 119. Complete Guided Practice on page 120. Complete Let’s Practice on page 121.



Discuss page 121 on problem solving. Assign Workbook pages 69-72.


Review using Think Central pg. 122.


Study Jams*Types of Lines

Guided Practice

Workbook pgs.

Workbook pgs.

Chapter Review

Study Jams

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perpendicular lines.

I can identify parallel lines.



Assessment

159-163

Apr 23-27

Right Triangles 4.G.2Classify 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.

Knowledge

I can identify parallel lines in two dimensional figures.

I can identify perpendicular lines in two dimensional figures.

I can recognize acute angles.

I can recognize obtuse angles.

I can recognize right angles.

I can identify right triangles.

Knowledge

I can classify two

3rd Grade Primary MathQuadrilaterals and Triangles pgs. 132-134. Workbook pgs. 148-150.

Study Jams*Classify Triangles

Workbook pgs.

Study Jams

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dimensional figures.

I can classify right triangles.

164

Apr 30

Symmetry 4.G.3Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the lineinto matching parts. Identify line-symmetric figures and draw lines ofsymmetry.

Reasoning

I can recognize lines of symmetry for a two dimensional figure.

I can recognize a line of symmetry as a line across a figure that creates matching parts when folded.

I can draw lines of symmetry for two dimensional figures.

I can identify figures having lines of symmetry.

13.1Day 1: Chapter Opener on pages 194-196. Use Think Central and have students to write answers on marker boards.

Day 2 and 3: Identifying Lines of Symmetry Vocabulary: line of symmetry, symmetric figures

Use Think Central and Marker Boards. Discuss how to identify a line of symmetry of a figure on page 197-198.

Hands-On Activity on page 199 (materials: paper, scissors).

Complete Guided Practice on page 200.

Teach: Hands-On Activity on page 201 (materials: paper, scissors, colored pencils).



Quick Check

Hands On Activity

Guided Practice

Workbook pgs.

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18.3Day 4 and 5: Symmetry

Vocabulary: symmetry, line of symmetry

Use Think Central and marker boards. Discuss how to recognize symmetric figures on page 330-331. Complete Guided Practice on page 333.


Complete Let’s Practice on page 334-335.


Study Island:Symmetry

Study Jams*Lines of Symmetry

Day 6: Line of Symmetry Assessment (Extended Responses)

Guided Practice

Workbook pgs.

Study Island

Study Jams

Assessment

90


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165-167*

May 1-3

Technology:

www.studyisland.com

http://www.studyzone.org/testprep/math3-4.cfm

http://www.softschools.com/tests/4th_grade/taks/

http://www.amathsdictionaryforkids.com/

http://www.teach-nology.com/worksheets/math/add/

http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html

http://www.solpass.org/released.html

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http://www.solpass.org/released.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/dividermachine.html

http://www.teach-nology.com/worksheets/math/add/

http://www.amathsdictionaryforkids.com/

http://www.softschools.com/tests/4th_grade/taks/

http://www.studyzone.org/testprep/math3-4.cfm

http://www.studyisland.com/


Grade _4__

http://www.testdesigner.com/questions/index.htm?entityId=45&gradeFilterId=91

http://gets.gc.k12.va.us/elementary/index.htm

http://www.henryanker.com/

http://www.iq.poquoson.org/grade4.htm#math

http://www.laurel.kyschools.us/Curriculum/ElementaryCirriculum/InstructionalActivities.html

http://www.kidzone.ws/math/dynamic4.htm

http://donnayoung.org/math/drills.htm

http://www.mathplayground.com/games.html

http://www.superteacherworksheets.com/math-drills-minute.html

http://www.rapides.k12.la.us/schooltech/mcnease/math_vocabulary.htm

http://www.teachingmeasures.co.uk/menu.html

http://www.amblesideprimary.com/ambleweb/mentalmaths/testtest.html

http://teach.fcps.net/trt14/Power%20Point%20Games/power_point_games.htm

http://jc-schools.net/PPTs-math.html

http://www.rockingham.k12.va.us/resources/elementary/5math.htm

http://themathworksheetsite.com/

http://www.worksheetgenius.com/html/mathematics_worksheets.php

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http://www.worksheetgenius.com/html/mathematics_worksheets.php

http://themathworksheetsite.com/

http://www.rockingham.k12.va.us/resources/elementary/5math.htm

http://jc-schools.net/PPTs-math.html

http://teach.fcps.net/trt14/Power%20Point%20Games/power_point_games.htm

http://www.amblesideprimary.com/ambleweb/mentalmaths/testtest.html

http://www.teachingmeasures.co.uk/menu.html

http://www.rapides.k12.la.us/schooltech/mcnease/math_vocabulary.htm

http://www.superteacherworksheets.com/math-drills-minute.html

http://www.mathplayground.com/games.html

http://donnayoung.org/math/drills.htm

http://www.kidzone.ws/math/dynamic4.htm

http://www.laurel.kyschools.us/Curriculum/ElementaryCirriculum/InstructionalActivities.html

http://www.iq.poquoson.org/grade4.htm#math

http://www.henryanker.com/

http://gets.gc.k12.va.us/elementary/index.htm

http://www.testdesigner.com/questions/index.htm?entityId=45&gradeFilterId=91


Grade _4__

http://www.tangischools.org/eciweb/comprehensive_curriculum.html

https://sites.google.com/a/solteacher.com/olteacher-com/home/third-grade-virginiasol-resources/science/science-sol-3-10-human-influences

http://studyjams.scholastic.com/studyjams/index.htm

http://www.misterteacher.com/alphabetgeometry/home.html

http://www.berghuis.co.nz/abiator/maths/sa/saindex.html

http://www.superkids.com/aweb/tools/math/

Formative Assessments:

First Word/Last Word

Fist to Five

Turn and Talk

Journal Entries

Thumbs Up/Thumbs Down

ABCD Flashcards

93

http://www.superkids.com/aweb/tools/math/

http://www.berghuis.co.nz/abiator/maths/sa/saindex.html

http://www.misterteacher.com/alphabetgeometry/home.html

http://studyjams.scholastic.com/studyjams/index.htm

https://sites.google.com/a/solteacher.com/olteacher-com/home/third-grade-virginiasol-resources/science/science-sol-3-10-human-influences

http://www.tangischools.org/eciweb/comprehensive_curriculum.html


Grade _4__

Conversations

Exit Slips

Write About

Noting What I’ve Learned

My Top Ten List

My Math Textbook Page

Concept Card Mapping

Focus Listing

Four Corners

Frayer Model

Examples/Non-Examples

Give Me Five

Guided Reciprocal Peer Questioning

I think….We think

I used to think….But now I Know

Juicy Questions

Justified List

94


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KWL

Look Back

95

4th Grade Math - Knott County Schools Home Grade 2012-2013.doc · Web viewI can decide if an answer...

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Transcript of 4th Grade Math - Knott County Schools Home Grade 2012-2013.doc · Web viewI can decide if an answer...