Aug.math.sarasotacountyschools.net/wp-content/uploads/2019/... · Web viewSolve word problems with...

4th Grade Guide to Plan for Success

ContentsMonthly and Daily Overview / FSA Reporting Categories....................................................................................................................................................................................2

August Through October Multiplication and Division-Overview......................................................................................................................................................................................3

Test Specifications- August Through October..................................................................................................................................................................................................................8

Know, Understand, Do (Aug. – Oct.).................................................................................................................................................................................................................................9

August.................................................................................................................................................................................................................................................................................10

September...........................................................................................................................................................................................................................................................................11

October................................................................................................................................................................................................................................................................................12

November Through January Place Value, Decimals and Fractions.................................................................................................................................................................................13

Test Specifications- November Through January..........................................................................................................................................................................................................16

Know, Understand, Do (Nov. – Jan.)................................................................................................................................................................................................................................17

November............................................................................................................................................................................................................................................................................18

December............................................................................................................................................................................................................................................................................19

January...............................................................................................................................................................................................................................................................................20

February Through May Fractions Overview......................................................................................................................................................................................................................21

Test Specifications- February Through April.................................................................................................................................................................................................................24

Know, Understand, Do (Feb. – April)..............................................................................................................................................................................................................................25

February.............................................................................................................................................................................................................................................................................27

March and April.................................................................................................................................................................................................................................................................28

May......................................................................................................................................................................................................................................................................................29

Geometry Overview (Standards dispersed throughout the year).....................................................................................................................................................................................30

Test Specifications- Geometry..........................................................................................................................................................................................................................................32

Know, Understand, Do......................................................................................................................................................................................................................................................33

Monthly and Daily Overview / FSA Reporting Categories

1Updated 09/25/19 ---Highlighted standards are major standards in fourth grade

Aug.Multiplicative Comparison, Factors/Multiples, Area and PerimeterUsing Geometry Vocabulary to Identify 2D Shapes(Geometry Day)

Sept.Multi-Digit Multiplication and Area and PerimeterAngles (Geometry Day)

Oct.Division and Area and PerimeterAngles (Geometry Day)

Nov.Concept Development: Whole Numbers and DecimalsClassify Triangles and Symmetry (Geometry Day)

Dec.Whole Numbers and Decimals Classify Triangles and Symmetry (Geometry Day)

Jan.Whole Numbers and Decimals Classify Triangles and Symmetry (Geometry Day)

Feb.Equivalent Fractions and Comparing FractionsClassifying Quadrilaterals and Symmetry (Geometry Day)

March and April

Add, Subtract, and Multiply FractionsClassifying Quadrilaterals and Symmetry (Geometry Day)


Structure of Math Block

Number of the Day (10-15 minutes)Opportunities to explore, explain, and collaborate

Problem of the Day Focus (45 minutes) Upside-Down TeachingConnecting words and equations (make a model, draw a picture, make an equation)

Geometry Day

One Day- Fluency Standard of add/subtraction to one million (start with 3 digit and work your way up to 6 digits)Four Days-Application of the month’s skills

You Do- S: solve independently T: questioningWe DO- S: work as a team or with a partner to explain, clarify, questionI Do- T: clarify or extend based on students’ level of understanding.

One day a week

August Overview Standards and DOK Success Criteria Teacher Notes

MAFS.4.OA.2.4: DOK 2Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.

I can create arrays to find all the factor pairs of a given whole number. I can identify whether a number is prime or composite. I can explain the difference between a prime number and a composite

number. I can describe a process to finding factor pairs. I can show and explain the difference between a factor and a multiple. I can explain the relationship between skip counting and finding

multiples. I can describe the patterns I see in the numbers when I skip count to find

multiples.

Provide a multiplication table for each student. Look for patterns in the multiples. Color multiples on a hundreds chart and discuss patterns

in the design created.

MAFS.4.OA.3.5: DOK 2Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.For example, given the rule “Add 3” and the starting number 1, Generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

When given a pattern, I can describe what is happening and extend it. I can generate a number or shape pattern from a given rule.

I can convert measurements from a larger unit to a smaller unit (minutes to seconds, yards to inches, etc.)

I can create a two-column table to show my measurement conversions. I can describe the relative size of a unit. I can explain the relationship between the size of the unit and the

number of units needed.

Notice that the Standards do not require students to infer or guess the underlying rule for a pattern, but rather ask them to generate a pattern from a given rule and identify features of the given pattern (seeing patterns in the terms such as even/odd, etc.)

kilometer (km), meter (m), centimeter (cm), millimeter (mm), kilogram (kg), gram (g), liter (L), milliliter (mL),


http://www.cpalms.org/Public/PreviewStandard/Preview/5385



Standards and DOK Success Criteria Teacher Notes

MAFS.4.MD.1.1: DOK 1 (August-January)Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml; hr., min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft. is 12 times as long as 1 in.Express the length of a 4 ft. snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)

HAVE STUDENTS USE THE REFERENCE SHEET FOR THE FSA THAT THEY WILL GET.

inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt), quart (qt), gallon (gal), time, hour, minute, second

The units of measure that have not been addressed in prior years are cups, pints, quarts, gallons, pounds, ounces, kilometers, millimeter, milliliters, and seconds. Students’ prior experiences were limited to measuring length, mass (metric and customary systems), liquid volume (metric only), and elapsed time. Students did not convert measurements.

MAFS.4.OA.1.1: DOK 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 comparisons as multiplication equations.

MAFS.4.OA.1.2: DOK 2Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

MAFS.4.MD.1.3: DOK 2

When given a multiplicative comparison situation, I can identify which factor is being multiplied and which factor is telling how many times.

When given an expression, I can write a multiplicative comparison scenario. I can write an equation that represents a multiplicative comparison situation. I can draw a bar model and label it to describe a multiplicative comparison problem. I can write an equation to solve a multiplicative comparison problem using a symbol

for the unknown. I can write an equation to solve an additive comparison problem using a symbol for

the unknown. I can explain what is similar and what is different between multiplicative and additive

comparison problems. I can create a multiplicative and additive comparison word problem and explain how

to solve it. When given the area of a rectangle and the amount of times greater one side is than

the other, I can determine the missing side lengths. When given a problem involving area or perimeter, I can identify and explain what

the problem is asking me to find. I can explain the difference between the area and perimeter of a rectangle. I can describe real-world situations where I would need to find area. I can describe real-world situations where I would need to find perimeter.

Examples:5 x 8 = 40Sally is five years old. Her mom is eight times older. How old is Sally’s Mom?

5 x 5 = 25Sally has five times as many pencils as Mary. If Sally has 5 pencils, how many does Mary have?Lesson 2.2 in Go Math is beyond content limits! Do not do this lesson.

Examples of unknown types of multiplicative comparisons:

Unknown Product: A blue scarf costs $3. A red scarf costs 6 times as much. How much does the red scarf cost? (3 x 6 = p).Group Size Unknown: A book costs $18. That is 3 times more than a DVD. How much does a DVD cost? (18 ÷ p = 3 or 3 x p = 18).Number of Groups Unknown: A red scarf costs $18. A blue scarf costs $6. How many times as much does the red







Standards and DOK Success Criteria Teacher NotesApply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

I can create real-world area and perimeter scenarios and explain how to solve them. When given a problem involving area or perimeter, I can draw a picture to represent

the problem, label the dimensions, and write the equation to solve for the unknown.

scarf cost compared to the blue scarf? (18 ÷ 6 = p or 6 x p = 18).

3rd grade tiled shapes to find out how many square units were needed to find area.

Students need to be given real-world problems that require them to understand when to use area and perimeter.

The reference sheet for the FSA has the equations for area and perimeter.

September Overview Standards and DOK Success Criteria Teacher Notes

MAFS.4.OA.3.5: DOK 2Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.For example, given the rule “Add 3” and the starting number 1, Generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

MAFS.4.MD.1.1: DOK 1 (August-January)Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb., oz.; l, ml; hr., min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft. is 12 times as long as 1 in.

When given a pattern, I can describe what is happening and extend it.

I can generate a number or shape pattern from a given rule.

I can convert measurements from a larger unit to a smaller unit (minutes to seconds, yards to inches, etc.)

I can create a two-column table to show my measurement conversions.

I can describe the relative size of a unit. I can explain the relationship between the size of the unit and

the number of units needed.

HAVE STUDENTS USE THE REFERENCE SHEET FOR THE FSA THAT THEY WILL GET.

Notice that the Standards do not require students to infer or guess the underlying rule for a pattern, but rather ask them to generate a pattern from a given rule and identify features of the given pattern (seeing patterns in the terms such as even/odd, etc.)

kilometer (km), meter (m), centimeter (cm), millimeter (mm), kilogram (kg), gram (g), liter (L), milliliter (mL), inch (in), foot (ft), yard (yd), mile (mi), ounce (oz), pound (lb), cup (c), pint (pt), quart (qt), gallon (gal), time, hour, minute, second

The units of measure that have not been addressed in prior years are cups, pints, quarts, gallons, pounds, ounces, kilometers, millimeter, milliliters, and seconds. Students’





Standards and DOK Success Criteria Teacher NotesExpress 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)

prior experiences were limited to measuring length, mass (metric and customary systems), liquid volume (metric only), and elapsed time. Students did not convert measurements.

MAFS.4.MD.1.3: DOK 2Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

When given a problem involving area or perimeter, I can identify and explain what the problem is asking me to find.

I can explain the difference between the area and perimeter of a rectangle.

I can describe real-world situations where I would need to find area.

I can describe real-world situations where I would need to find perimeter.

I can create real-world area and perimeter scenarios and explain how to solve them.

When given a problem involving area or perimeter, I can draw a picture to represent the problem, label the dimensions, and write the equation to solve for the unknown.




MAFS.4.NBT.2.5: DOK 2Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Array Model:

I can determine a reasonable estimate for a multi-digit multiplication problem.

I can create an array with base ten blocks to represent a multi-digit multiplication problem.

I can use an array to represent a multi-digit multiplication problem.

I can draw an array to represent the partial products in a multi-digit multiplication problem.

I can use an area model to represent a multi-digit multiplication problem.

I can draw an area model to represent the partial products in a multi-digit multiplication problem.

When given an area model, I can fill in each partial product. When given an area model, I can determine a missing partial

product. I can solve a multi-digit multiplication problem using partial

products. I can explain the strategy I used to solve a multi-digit

multiplication problem.

Digits: 4 x 1 or 2 x 2

Students are using the distributive property to break the factors up in a way that makes sense for them to build understanding. An example is 325 can be broken up into 100 + 100 + 100 + 10 + 10 + 5.





Standards and DOK Success Criteria Teacher Notes

Partial Products Examples:

MAFS.4.OA.1.3: DOK 2Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.

I can explain what a remainder means in the context of the problem.

Use Success Criteria for ALL types of word problems

October Overview Standards and DOK Success Criteria Teacher Notes

MAFS.4.NBT.2.6: DOK 2Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

I can determine a reasonable estimate for a multi-digit division problem.

I can draw and solve the division problem by using a rectangular array.

I can draw and solve the division problem by using an area model.

I can draw and solve the division problem by using partial quotients.

I can explain how to divide by thinking what times the divisor

Up to 4 digit dividends by 1 digit divisors





Standards and DOK Success Criteria Teacher Notesgets me close to the dividend.

I can explain what a remainder means. I can show my division answer is correct by multiplying the

quotient by the divisor to get the dividend. MAFS.4.MD.1.2: DOK 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 using diagrams such as number line diagrams that feature a measurement scale.

I can identify and explain what the problem is asking me to find.

I can draw a model to show my thinking process and the steps I use to solve the measurement problem.

I can explain why my answer makes sense. I can draw an open number line model to show my thinking

when given a problem that relates to intervals of time. I can explain what I know about measuring the mass of an

object to show how I solve a problem that relates to mass. I can explain what I know about measuring liquid volume to

show how I solve a problem that relates to capacity.I can draw and model how to solve a problem that relates to distance by explaining how the size of the units needed to measure will affect my answer.

Persevere in Problem Solving:The intent of this standard is to help children make sense of any type of problem. Attention must be given to ensure that we have opportunities for students at least once a week throughout the whole year.

This standard will continue throughout every month throughout the year. It calls for stduents to use simple fractions and decimals to solve problems, which is taught later in the year.

Great opportunity to reinforce what you are doing in science when you are measuring distance, mass, and capacity.




MAFS.4.MD.1.3: DOK 2Apply the area and perimeter formulas for rectangles in real world and mathematical problems. For example, find the width of a rectangular room given the area of the flooring and the length, by viewing the area formula as a multiplication equation with an unknown factor.

When given a problem involving area or perimeter, I can identify and explain what the problem is asking me to find.

I can explain the difference between the area and perimeter of a rectangle.

I can describe real-world situations where I would need to find area.

I can describe real-world situations where I would need to find perimeter.

I can create real-world area and perimeter scenarios and explain how to solve them.









Standards and DOK Success Criteria Teacher Notes When given a problem involving area or perimeter, I can

draw a picture to represent the problem, label the dimensions, and write the equation to solve for the unknown.

MAFS.4.NBT.2.5: DOK 2Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies based on place value and the properties of operations. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

Array Model:

I can determine a reasonable estimate for a multi-digit multiplication problem.

I can create an array with base ten blocks to represent a multi-digit multiplication problem.

I can use an array to represent a multi-digit multiplication problem.

I can draw an array to represent the partial products in a multi-digit multiplication problem.

I can use an area model to represent a multi-digit multiplication problem.

I can draw an area model to represent the partial products in a multi-digit multiplication problem.

When given an area model, I can fill in each partial product. When given an area model, I can determine a missing partial

product. I can solve a multi-digit multiplication problem using partial

products. I can explain the strategy I used to solve a multi-digit

multiplication problem.

Digits: 4 x 1 or 2 x 2

Students are using the distributive property to break the factors up in a way that makes sense for them to build understanding. An example is 325 can be broken up into 100 + 100 + 100 + 10 + 10 + 5.

Partial Products Examples:








Test Specifications- August Through October



Know, Understand, Do (Aug. – Oct.)Factors and Multiples

o Prime and composite (divisibility rules)Multiplicative comparison and word problems (estimate first)

o Understand and distinguish the difference between additive comparisons (how much/many more) and multiplicative comparisons (times as many)

o Solve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown.

Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)

o Create two column tables starting with the largest unit and finding the number of smaller units within a single system (km, m, cm, or mm; liters, ml; kilograms, g or mg; miles, yd, ft, or in; gallons, qt, pt, c, or fluid oz; tons, lb, oz)

o Generate a number or shape pattern with a given rule and recognize patterns.o Solve word problems with conversions.

Multiplication (4 x 1 and 2 x 2 digits) and division (4 digit dividends and 1 digit divisors and interpreting remainders) with strategies-Partial products, partial quotients, rectangular array and area model

o Use strategies based on place value and properties of operations.o Students are building conceptual understanding—do not reinforce standard algorithm.

Area and Perimeter of rectangles and composite figures made of rectangleso Introduced in 3rd gradeo Apply formulas to find area (L x W or base x height) and perimeter (2L + 2W) to calculate and find unknowns. o Use real-world scenarios, multiplicative comparison (my width is 2 times

my height), and multi-step word problems.



AugustNumber of The Day Examples Problem of the Day Focus Teacher Notes Geometry

One Day a WeekResources

Three-Digit Addition and Subtraction (missing digits in different parts of the problem)

Multiplication or division equations with unknowns:

24 is 8 times ___

List factors of a number, what’s the number?

Have students list the factors of a number—will determine prime and composite.Have students list the factors of the number. Prime # Detective Give a list of 10 numbers and the students need to find the prime.

Find common multiples or factors of two different numbers

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing.

Pints Cups1 22 43 _____

Factors, Multiples, Multiplicative Comparison, Area and Perimeter (over

three months)Multiplicative comparison and word problems (estimate first)oUnderstand and distinguish the difference

between additive comparisons (how much/many more) and multiplicative comparisons (times as many)

oSolve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown

Area and Perimeter of rectangles and composite figures made of rectangles (taught over all three months)o Introduced in 3rd gradeoApply formulas to find area (L x W or base x

height) and perimeter (2L + 2W) to calculate and find unknowns.

oUse real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems

Start with smaller numbers first for area and perimeter

Sequence: 1.) Word problems involving multiplicative comparisons (times as many) using equations, bar models, area and perimeter problems (length is twice the width)

2.) Using multiplicative comparisons to show measurement conversions (large unit to small unit) and area and perimeter. Example: I know 1 cup = 8 oz, so how many ounces would be in 5 cups?

Look fors:Equations, pictures (bar models and drawing the rectangle), two-column tables, using precise vocabulary-factors, multiples, product, length, width

Using Geometry Vocabulary to Identify

2D Shapes

Use rulers to:

Draw lines, line segments, rays, and angles (right, obtuse, acute)

Make perpendicular and parallel lines

Identify and draw angles as right, obtuse and acute

NOD Flipchart (Aug-Oct)

Teacher Toolbox: Unit 2 Lesson 5 – 10 (multiplication/division/factors/patterns/problems) Unit 5 Lesson 23 (convert), 26 (area and Perimeter)

Go Math:Chapter 2 (multiplicative comparison), 5 (prime, composite, factors, multiples), 13 (area and perimeter), chapter 12 (relative size of measurement) POD Flipchart

Geometry Aug-Oct Flipchart

Teacher Toolbox:Unit 6 Lesson 31

Go Math:Chapter 10


http://math.sarasotacountyschools.net/wp-content/uploads/4th-Grade/4th-grade-Geometry-Aug-Oct.flipchart


http://math.sarasotacountyschools.net/wp-content/uploads/4th-Grade/4th-Aug-Oct-NOD-1.flipchart




SeptemberNumber of The Day Examples Problem of the Day Focus Teacher Notes Geometry


Three-Digit Addition and Subtraction

Show a multiplication problem with a missing partial product.



Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing. Km M1 1,0002 ______3 3,000

Multi-Digit Multiplication, Patterns, Area and Perimeter

Multiplication (4 x 1 and 2 x 2 digits) with strategies-Partial products, rectangular array and area model o Use strategies based on place value and properties

of operations.o Students are building conceptual understanding—

do not reinforce standard algorithm.Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)o Create two column tables starting with the largest

unit and finding the number of smaller units within a single system (km to m, cm, or mm; liters to ml; kilograms to g or mg; miles to yd, ft, or in; gallons to qt, pt, c, or fluid oz; tons to lb, intervals of time, money)

o Generate a number or shape pattern with a given rule and recognize patterns.

o Solve word problems with conversions.Area and Perimeter of rectangles and composite figures made of rectangles (taught over all three months)o Introduced in 3rd gradeoApply formulas to find area (L x W or base x height)

and perimeter (2L + 2W) to calculate and find unknowns.


Read, interpret, and measure with

a protractor

Identify angles as right, obtuse, or acute by estimating before using the protractor to measure.

Students must realize there is 360 degrees in a circle. Use circle protractors (put two halves together if you don’t have a circle)

Relate the circle to a clock. Students should explore with their fraction circles and angles with the hands on the clock.

Create rays from the center point of a circle and measure the angles.

NOD Flipchart (Aug-Oct)Teacher Toolbox: Unit 3 Lesson 11 (multiply) Unit 5 Lesson 24 (time and money), 26 (area and Peri),

Go Math: Chapter 3 (multiplication), Chapter 5 (number patterns), 13 (area and perimeter), chapter 12 (relative size of measurement) Geometry Aug-Oct Flipchart

Geometry: In the “Math Tools” section of active inspire, there is a full protractor.

Measure and Sketch Angles Lesson

Angle ActivitiesTeacher Toolbox: 28 (angles), 29 (angles)Go Math: Ch 1


Gal Cup1 162 323 _____

http://www.rundesroom.com/2016/06/5-activities-for-teaching-angles.html

https://www.unbounded.org/math/grade-4/module-4/topic-b/lesson-7







https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjSp_-ttM_VAhXD4yYKHeIkCDsQjRwIBw&url=https://sites.google.com/site/mymathclassroom/trigonometry/clock-angle-problems/clock-angle-problem-formula&psig=AFQjCNFavaoUCo71p6QZK73nyX20nOmiew&ust=1502548660952380


OctoberNumber of The Day

ExamplesProblem of the Day Focus Teacher Notes Geometry


Three-Digit Addition and Subtraction

Show a division problem with a missing partial product.



Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing. Km M1 1,0002 ______3 3,000

Division and Area and PerimeterDivision (4 digit dividends and 1 digit divisors and interpreting remainders) with strategies-Partial quotients, rectangular array and area model oUse strategies based on place value and properties

of operations.oStudents are building conceptual understanding—

do not reinforce standard algorithm.Area and Perimeter of rectangles and composite figures made of rectangles o Introduced in 3rd gradeoApply formulas to find area (L x W or base x

height) and perimeter (2L + 2W) to calculate and find unknowns.


Add two or more angles

Relate the circle to a clock. Students should explore with their fraction circles and angles with the hands on the clock.(continued)

Draw two lines that intersect. Measure the angles.

Recognize and notice patterns with the types of angles that will always be created.

An obtuse and an acute or two 90 degrees. Opposite angles are always the same measure.

NOD Flipchart (Aug-Oct)

POD Flipchart

Teacher Toolbox: Unit 3 Lesson 12 (divide)

Chapter 4 (division), chapter 12 (relative size of measurement), 13 (area and perimeter)

Geometry Aug-Oct Flipchart

Measure and Sketch Angles Lesson

Teacher Toolbox:Unit 5 Lesson 26 (angles), 30 (angles)

Go Math: Chapter 11


Gal Cup1 162 323 _____









https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwjSp_-ttM_VAhXD4yYKHeIkCDsQjRwIBw&url=https://sites.google.com/site/mymathclassroom/trigonometry/clock-angle-problems/clock-angle-problem-formula&psig=AFQjCNFavaoUCo71p6QZK73nyX20nOmiew&ust=1502548660952380


November Through January Place Value, Decimals and FractionsStandards and DOK Success Criteria Teacher Notes

MAFS.4.NBT.1.1: DOK 1Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

MAFS.4.NBT.1.2: DOK 2Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

MAFS.4.NBT.1.3: DOK 1Use place value understanding to round multi-digit whole numbers to any place.Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

I can draw and model to explain how a digit’s position affects its value.

I can model and explain how a digit in one place represents ten times what it represents in the place to its right.

I can explain what’s happening to the value of a digit as it is placed in different places in the numeral.

I can use models and drawings to justify why each time a number is multiplied by 10 another zero is added.

When given a multi-digit number in standard form, I can say the number correctly.

I can write a number is expanded form in more than one way.

When given a number in expanded form, I can write it in standard form and word form.

I can explain why a number is less than, greater than, or equal to another number.

I can use the symbols >, <, = to compare two multi-digit numbers.

When given up to 7 digit cards, I can arrange them to create numbers that show from the greatest number possible to the smallest number possible.

I can create a number line to show why my rounded estimate makes sense.

I can place a number on a number line to show its location in order to round to any place within the number.

I can round a number to a given place. I can describe real situations in which we use rounded

numbers. I can round a multi-digit number to each digit place and

explain the how it affects the rounded answer. I can describe situations where a broad estimate or a more

specific estimate is necessary.


For ALL types of problems written in words: (add, subtract, multiply, divide, and multistep)

I can describe what is happening in the problem. I can identify and explain what the problem is asking me

to find. I can write or tell a reasonable estimate before I add,

subtract, multiply or divide. I can represent the problem using models (manipulatives). I can represent my thinking using a picture and equation

with a symbol representing what I need to find (unknown).

I can explain how I arrived at my answer. I can justify why my answer makes sense.





Standards and DOK Success Criteria Teacher NotesMAFS.4.OA.1a DOK 3Determine whether an equation is true or false by using comparative relational thinking. For example, without adding 60 and 24, determine whether the equation 60 + 24 = 57 + 27 is true or false.

MAFS.4.OA.1.b DOK 3Determine the unknown whole number in an equation relating four whole numbers using comparative relational thinking. For example, solve 76 + 9 = n + 5 for n by arguing that nine is four more than five, so the unknown number must be four greater than 76.

I can adjust the numbers in an expression to create an equation that’s true.

I can explain how comparative reasoning is used to make two expressions equivalent.

I can determine whether an equation is true using comparative reasoning

I can find the unknown number in an equation involving four numbers using comparative reasoning and explain why my answer makes sense.

The purpose of this standard is to create an addition or subtraction problem that is easy to do in your head.

Comparative Reasoning: When adding, one addend goes up at the same rate that the other addend goes down. Example with Addition:236 + 145 = 381+4 -4240 + 141 = 381

When subtracting, the minuend and subtrahend change equally to get the same difference.Example with Subtraction:54 – 18 = 36+2 +2 56 – 20 = 36

Perfect use is during number of the day when reviewing fluency for adding and subtracting.

MAFS.4.NF. 3.5: DOK 1Express a fraction with denominator 10 as an equivalent fraction with denominator 100, and use this technique to add two fractions with respective denominators 10 and 100.4 For example, express 3/10 as 30/100, and add 3/10 + 4/100 = 34/100.

I can show how a given fraction in tenths can be written as a fraction in hundredths.

I can use money to explain why a certain number of tenths would be the same as a certain number of hundredths.

I can use base 10 models and grids to explain why a certain number of tenths would be the same as a certain number of hundredths.

I can use a meter stick model to explain why a certain number of tenths would be the same as a certain number of hundredths.

I can solve a fraction problem with denominators of tenths and hundredths and explain why my answer makes sense.

I can use equivalent fractions between tenths and hundredths to solve an addition or subtraction equation with unknowns.

MAFS.4.NF.3.6: DOK 1 I can show how a given decimal written in tenths can be written as a decimal written in Visual models include area models, 15

Updated 09/25/19 ---Highlighted standards are major standards in fourth grade






Standards and DOK Success Criteria Teacher NotesUse decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.

MAFS.4.NF.3.7: DOK 2Compare 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.

hundredths. I can model a decimal to the hundredth value using money, base ten models, grids, a

meter stick, and/or a circle disc. I can use money to explain why a certain number of tenths would be the same as a

certain number of hundredths. I can use base 10 models and grids to explain why a certain number of tenths would be

the same as a certain number of hundredths. I can use a meter stick model to explain why a certain number of tenths would be the

same as a certain number of hundredths. I can solve a fraction problem with denominators of tenths and hundredths and explain

why my answer makes sense. I can write a decimal in fraction form. I can write a fraction in decimal form I can create a number line, plot my decimal, then justify its location. I can identify what tenth my decimal is closest to. I can read and write decimals to the hundredths. I can explain how decimals and fractions relate. I can write a decimal in expanded form with decimals or fractions. I can use a visual model to show and justify how two decimal numbers compare. I can write >, <, or = to show a comparison of two decimal numbers that came from the

same whole. I can explain how a number in fraction form and a number in decimal form are different

ways to represent the same amount. I can use the fraction form of a number to explain whether two decimals are greater than,

less than, or equal.

decimal grids, decimal circles, number lines, and meter sticks.

MAFS.4.MD.1.2: DOK 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 using diagrams such as number line diagrams that feature a measurement scale.


I can draw an open number line model to show my thinking when given a problem that relates to intervals of time.

I can explain what I know about measuring the mass of an object to show how I solve a problem that relates to mass.

I can explain what I know about measuring liquid volume to show how I solve a problem that relates to capacity.

I can draw and model how to solve a problem that relates to distance by explaining how the size of the units needed to measure will affect my answer.

Persevere in Problem Solving:The intent of this standard is to help children make sense of any type of problem. Attention must be given to ensure that we have opportunities for students at least once a week throughout the whole year.

Use the success criteria for ALL problems

MAFS.4.NBT.2.4: DOK 1 I can add two six-digit numbers to find the sum. Items on FSA can have up to 3 addends






Standards and DOK Success Criteria Teacher NotesFluently add and subtract multi-digit whole numbers using the standard algorithm.

I can subtract two six-digit numbers to find the difference. I can add three numbers that have up to six-digits to find the sum. I can find the missing digits (s) in an addition problem to verify the sum. I can find the missing digit(s) in a subtraction problem to verify the difference. I can use addition to check the accuracy of my subtraction.



Test Specifications- November Through January



Know, Understand, Do (Nov. – Jan.)Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Money, Meter Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal

disco Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoWrite it in different ways based on

place value blocks (5,000= 50 hundreds, 500 tens, 5,000 ones)

oA dime is ten times a penny; a dollar is ten times a dime; a ten dollar bill is ten times the one dollar bill, etc.

Read, write, and compare multi-digit numbers (including tenths and hundredths)

Round multi-digit numbers oYou can round to any of the place values, including tenths and hundredths

Add and subtract up to 1,000,000 (standard algorithm) OA.1.a and OA.1.b- Students look for relationships or what is the same and different about both sides of the equal sign. Students are not to solve the equations to find if it is true but rather compare the sides.


http://www.siderius.ca/uploads/2/3/0/0/23005248/hundredths_disk.jpg.jpg




NovemberNumber of The Day



Four -Digit Addition and Subtraction

Riddles-without whole numbers

Model the decimal:oShow with Money, Meter

Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

oWrite decimals in fraction form .5 can be 5/10 or 50/100)

oExpanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or 0.30))

oPlot on a number line oName a decimal greater and

less

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Show with Money, Meter Sticks, and

Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

o Write decimals in fraction form .5 can be 5/10 or 50/100)

o Expanded form (1.23 = 1 + 2/10 (or 0.2) + 3/100 (or 0.30))

o Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoA dime is ten times a penny; a dollar is

ten times a dime; a ten dollar bill is ten times the one dollar bill, etc.

Read, write, order, and compare multi-digit numbers

Categorize triangles (not a specific rule-just to build

understanding) Similarities and

differences What can you tell me

about these triangles?Make Tangrams

Classify by angles: acute, obtuse, and right

Classify by sides: isosceles, scalene, and equilateral

NOD Nov-March Flipchart POD Decimal Flipchart Nov-Jan Decimal and Whole Number Place Value

Yahtzee Build a Number Decimals 10 times the digit to the

right https://www.unbounded.org/math/grade- 4/module-1/topic-a/lesson-2 lesson

Comparing tenths and hundredths Teacher Toolbox: Unit 4 Lesson 20-22

(fractions as 10ths and 100ths, compare decimals, relate decimals and fractions)

Go Math: Chapter 9 (decimals)

Geometry NOV-JAN Flipchart Classifying Triangle Lesson

Assorted Triangles to print for sorting and classifying

Interactive Triangle Sort

Measure angles of triangle lesson

Go on a triangle hunt

Go Math: Chapter 10 Classify Triangles


http://forloveoflearning.weebly.com/math/triangle-classification-and-angle-measurement

http://www.crickweb.co.uk/ks2numeracy-shape-and-weight.html#triangles

http://wps.ablongman.com/wps/media/objects/3464/3547873/blackline_masters/BLM_58.pdf


http://www.diggingintomath.com/pdf/Sample%20Student%20Lesson%20(Stage%20C%20Geometry.pdf

http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Classifying-Triangles-Nov-Jan.flipchart

http://www.cpalms.org/uploads/resources/63165/MFAS_ComparingFourTenths_Worksheet.docx

https://www.unbounded.org/math/grade-4/module-1/topic-a/lesson-2

https://www.unbounded.org/math/grade-4/module-1/topic-a/lesson-2

http://mathwire.com/numbersense/morepv.html

https://cdn.shopify.com/s/files/1/0955/2452/files/Place_Value_Yahtzee_Score_Cards.pdf?7660609586503075550


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/4thgradeNov-Jan.flipchart

http://math.sarasotacountyschools.net/wp-content/uploads/4th-Grade/Number-of-the-day-nov-march1.flipchart





DecemberNumber of The Day



Four-Digit Addition and Subtraction

Riddles-whole numbers and decimals

Model the number (whole and decimal):oShow with Money, Meter




oPlot on a number line oName a decimal greater and

less oRound it to the nearest _____

Whole numbers and Decimals

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)o Money, Meter Sticks, and Base Ten

Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

o Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right. oMillions to hundredthsoWrite it in different ways based on

place value blocks (5,000= 50 hundreds, 500 tens, 5,000 ones)

oA dime is ten times a penny; a dollar is ten times a dime; a ten dollar bill is ten times the one dollar bill, etc.


Round multi-digit numbers oYou can round to any of the place

values, including tenths and hundredths

Decomposing shapes to form triangles

A square and rectangles cut on a diagonal

What do you notice?Estimate and measureWhat are the angles?What do you notice about the sides?Introduction to lines of symmetry

Printout of above pic

NOD Nov-March Flipchart POD Decimal Flipchart Nov-Jan Decimal and Whole Number Place

Value Yahtzee Build a Number Decimals

Teacher Toolbox: Unit 4 Lesson 20-22 (fractions as 10ths and 100ths, compare decimals, relate decimals and fractions)

Unit 1 Lesson 1 (place value) , 2 (compare), 4 (round)

Go Math Chapter 1 (whole numbers), Chapter 9 (decimals

Geometry NOV-JAN Flipchart

Classifying Triangle Lesson





Go Math- Chapter 10 (classify triangles)













http://www.cut-the-knot.org/triangle/TriangleClassification.gif





JanuaryNumber of The Day



Five-Digit Addition and Subtraction

Riddles-whole numbers and decimals

Model the number (whole and decimal):oShow with Money, Meter




oPlot on a number line oName a decimal greater and less oRound it to the nearest _____

Whole numbers and Decimals

Concept development in decimals with tenths and hundredths (relate decimal to the fraction in tenths and hundredths; writing them more than one way; comparing)

o Money, Meter Sticks, and Base Ten Blocks (flat=one, rod=tenth, one=hundredth), decimal disc

o Write decimals in fraction formo Expanded formo Plot on a number line

A digit in one place represents 10 times the value of the digit to its right.

o Millions to hundredthso Write it in different ways based on place

value blocks (5,000= 50 hundreds, 500 tens, 5,000 ones)

o A dime is ten times a penny; a dollar is ten times a dime; a ten dollar bill is ten times the one dollar bill, etc.


Round multi-digit numbers o You can round to any of the place values,

including tenths and hundredths

Continue exploration of triangles

NOD Nov-March Flipchart POD Decimal Flipchart Nov-Jan Decimal and Whole Number Place Value

Yahtzee Build a Number Decimals Decimal of the Day

Teacher Toolbox: Unit 4 Lesson 20-22 (fractions as 10ths and 100ths, compare decimals, relate decimals and fractions) Unit 1 Lesson 1 (place value) , 2 (compare), 4 (round)

Go Math: Chapter 1 (whole numbers), Chapter 9 (decimals)

Geometry NOV-JAN Flipchart

Classifying Triangle Lesson





Go Math: Chapter 10 (Classify Traingles)








http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Grade-4-Decimal-of-the-Day.flipchart









February Through May Fractions Overview Standards and DOK Success Criteria Teacher Notes

MAFS.4.NF.1.1: DOK 3Explain why a fraction 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 equivalent fractions.

MAFS.4.NF.1.2: DOK 2Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 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 <, and justify the conclusions, e.g., by using a visual fraction model.Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.

I can define equivalent fractions. I can explain what happens to a fraction when you break into more equal pieces. I can represent equivalent fractions using area models. I can show equivalent fractions by using area models, bar models, and number lines. I can write and show if two fractions are greater than, less than, or equal to each other

by partitioning two number lines into equal parts and plotting the fractions on the number lines.

I can explain and show how two fractions are equivalent by partitioning two same size shapes into equal parts that show the same amount of area is covered.

I can explain how the expression (n x a) / (n x b) works to write an equivalent fraction. I can describe how the numerator and denominator are affected when and equivalent

fraction is created and relate it to the Identity Property of Multiplication. I can describe the patterns created when making a set of equivalent fractions. I can explain how a multiplication table can be used to find equivalent fractions. When comparing fractions, I can explain and show what happens to the size of the

fractions when the denominators remain the same and the numerator changes. When comparing fractions, I can explain and show what happens to the size of the

fractions when the numerators remain the same and the denominators change. I can compare fractions with the same numerator by explaining how the size of the

parts affect the fraction. I can compare fractions with the same denominator by explaining how the number of

pieces affects its size. I can explain and show why it is important to compare fractions with the same size

whole. I can describe how benchmark fractions help me compare fractions. I can use the benchmarks of 0,1/2, and 1 to compare two fractions. I can write a number sentence using the symbols >, <, and = to compare two fractions. When comparing fractions, I can create two equivalent fractions to help me compare.

Use pattern blocks, circle models, fraction bars, and number lines to find equivalent fractions.

MAFS.4.NF.2.3: DOK 2Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

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

b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decompositions, e.g.,

I can decompose a fraction into unit fractions to show the size of a fraction. I can explain how a fraction is a multiple of the unit fraction. (5/4 is the same as 5 one

fourth pieces. I can decompose a fraction into a sum of fractions in multiple ways. I can draw a visual to justify how I break apart fractions. I can add and subtract fractions with like denominators by writing an equation to

solve. 23

Updated 09/25/19 ---Highlighted standards are major standards in fourth grade





Standards and DOK Success Criteria Teacher Notesby 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.

c. Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction.

d. Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

I can write a mixed fraction in multiple ways. I can describe the relationship between adding and subtracting fractions. I can find the missing part in a fraction equation, solve it, and justify my thinking. I can use visual fraction models to solve word problems involving fractions and justify

my reasoning.

MAFS.4.MD.2.4: DOK 2Make 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 the longest and shortest specimens in an insect collection.

I can make a model of a ruler with a label for each ½ inch, ¼ inch, and 1/8-inch interval, and explain what each interval represents.

I can identify intervals of halves, fourths, and eighths, on a US customary ruler. I can use a ruler to measure the length of an object to the nearest eighth of an inch. I can measure objects to the nearest eighth of an inch, organize my measurement data,

sort it, then represent the data on a line plot. I can explain how a line plot is used to display measurement data. I can determine an appropriate scale needed to create a line plot to organize data. I can create a line plot by drawing a line, then create line segments to partition my line

into fractional parts. I can read and interpret the results of measurement data that is plotted on a line plot. I can explain what the data I plotted on my line plot represents. I can generate questions that ask about the data represented on a line plot. When given a problem that relates to the data on a line plot, I can solve it and justify

my thinking using a model, picture, or equations.MAFS.4.NF.2.4: DOK 2Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a.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).

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a whole number. For example, use a visual fraction model to express 3 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In

I can explain how a fraction is a multiple of the unit fraction. (5/4 is the same as 5 one fourth pieces.

I can explain the relationship between repeated addition and multiplication of fractions and write equations to justify my reasoning.

When given a multiplication equation, I can give an estimate to describe what two whole numbers the product will be between.

When given a multiplication equation, I can solve it using a model, and a picture to justify my answer.

When given a picture of fraction pieces, I can write an equation to represent it. When given a real-life situation that relates to fractions, I can solve it by using a

model, a picture and writing an equation to justify my reasoning.





Standards and DOK Success Criteria Teacher Notesgeneral, n × (a/b) = (n × a)/b.)

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

Grade 4 expectations in this domain are limited to fractions with denominators 2,3, 4, 5, 6, 8, 10, 12, and 100.MAFS.4.MD.1.2: DOK 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 using diagrams such as number line diagrams that feature a measurement scale.






Persevere in Problem Solving:The intent of this standard is to help children make sense of any type of problem. Attention must be given to ensure that we have opportunities for students at least once a week throughout the whole year. Great opportunity to reinforce what you are doing in science when you are measuring distance, mass, and capacity. Use problems that relate to simple fractions or decimals that are tenths or hundredths. Use real-life measurement things:Buying deli meat, gas, money, gymnastic scores, etc.




Test Specifications- February Through April



Know, Understand, Do (Feb. – April)Representing fractions

o Meaning of a fractiono Importance of size of a wholeo Relationship between numerator and denominator

Equivalent fractions (denominators 2-6, 8, 10, 12, 100) o Define and describe the relationship of the numerator and denominator. o Construct equivalent fractions using visual models and represent them numerically.o Define and describe equivalent fractions and non-equivalent fractions. o Explain how the fraction can be represented in multiple ways. o Analyze the patterns created when making a set of equivalent fractions. o Describe how the numerator and denominator are affected when you create an equivalent fraction and relate it to the

principle of the Identity Property of Multiplication.o Without using a visual model, create 5 fractions that are equivalent and explain how you know.

Comparing fractions-thinking of benchmarks of 0, ½ and 1 and justify with a visual fraction model (whole has to be the same size for both)

o Third grade compared fractions with the same numerators or the same denominators with visual models. It is important for you to continue this thinking.

o Think about the size of the whole in relation to 0, ½, or 1

Use word problems to introduce:Add and subtract fractions with like denominators Decompose fractions into its parts (6/4 = 4/4 + 2/4 or 1 and 2/4) (make sure to include fractions greater than one)Add and subtract mixed fractions by decomposing fractions (using understandings of fractions greater than one) Make a line plot to display data of measurement in fractions of a unit (1/2, ¼, 1/8) and solve addition and subtraction problems by using information in the line plot.


------Relate to equivalent fractions


Relate addition (groups x how many in a group) and subtraction (decomposing) to multiplication (whole number x fraction)

FebruaryNumber of The Day



Five-Digit Addition and Subtraction

Make the comparison (>,<,=) true with a missing numerator or

Equivalent Fractions and Comparing Fractions(denominators 2-6, 8, 10, 12, 100)

Define and describe the relationship of the numerator and denominator. When given/shown a fraction, students find/create the whole

Classify Quadrilaterals NOD FlipchartFraction equivalence

Plotting Fractions on a number line lesson


https://www.unbounded.org/math/grade-4/module-5/topic-e/lesson-28


http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/Quarter-2-Fourth-Grade-IFG-training-1.flipchart


4th Grade Guide to Plan for Success denominator in one of the fractions.

True or false? Justify- show two fractions being compared

Fraction of the Day: (also use fractions greater than one and mixed numbers)

Model it-draw with a visualCreate equivalent fractionsPlot it on a number lineMake a fraction greater or less thanDecompose it (2/8= 1/8 +1/8)Make it a multiplication equation (3/6 = 3 x (1/6))-using repeated additionMake it whole (6/8= 6/8 + 1/8 + 1/8 (or 2/8))

If applies, make it a mixed number or a fraction greater than one

Construct equivalent fractions using visual models and represent them numerically.Define and describe equivalent fractions and non-equivalent fractions. Explain how the fraction can be represented in multiple ways. Analyze the patterns created when making a set of equivalent fractions. Apply factors and multiples to create equivalent fractions. Describe how the numerator and denominator are affected when you create an equivalent fraction and relate it to the principle of the Identity Property of Multiplication.Without using a visual model, create 5 fractions that are equivalent and explain how you know.

Comparing fractions-thinking of benchmarks of 0, ½ and 1 and justify with a visual fraction model (whole has to be the same size for both)o Third grade compared fractions with the same

numerators or the same denominators with visual models. It is important for you to continue this thinking.

o Think about the size of the whole in relation to 0, ½, or 1

o Use mixed numbers and fractions greater than one

Open Middle Task: Equivalent fractions and decimals

Equivalent Fraction lesson from Learn Zillion

EngageNY, Module 5, Lesson 9(9-11 match equivalent fractions)

Classify Quadrilaterals Based on perpendicular and parallel lines and types of angles

L

ine

Symmetry is a fold along a line that creates matching parts.Students need lots of practice folding shapes to find the line symmetry. All regular polygons have multiple lines of symmetry based on the amount of sides in the shape. Students should experience that.

TT: Unit 4 Lesson 13-14 (equivalent and comparing)Chapter 6 (equivalent and compare fractions), 9 (fractions and decimals)6.2-equivalent fractions, 6.6-6.8 comparing fractions (other lessons are deleted)

Quadrilateral and Symmetry Flipchartquadrilaterals printoutInteractive Quadrilateral SortQuadrilateral Song with PropertiesPolygon Capture GameRoping quadrilaterals lesson/gamePolygon Express Go Math Chapter 10

March and April Number of The Day




http://math.sarasotacountyschools.net/wp-content/uploads/4th-Grade/polygon-express-and-shapes.pdf

http://www.deltastate.edu/docs/math/Tucker-Roping.pdf



http://math.sarasotacountyschools.net/wp-content/uploads/3rd-Grade/Polygon-Capture-Game.pdf


https://www.youtube.com/watch?v=WMkY_uIku9Q


http://www.crickweb.co.uk/assets/activities/player.php?file=quad


http://www.math-salamanders.com/images/shapes-clip-art-quadrilaterals-bw.gif

http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/4thQuadsymmetry.flipchart


https://learnzillion.com/lesson_plans/2619-10-generate-equivalent-fractions-with-multiplication-and-division-fp#fndtn-lesson

https://learnzillion.com/lesson_plans/2619-10-generate-equivalent-fractions-with-multiplication-and-division-fp#fndtn-lesson

http://www.openmiddle.com/fraction-and-decimal/

http://www.openmiddle.com/fraction-and-decimal/


Six-Digit Addition and Subtraction

Fraction of the Day: (also use fractions greater than one and mixed numbers)

Model it-draw with a visualCreate equivalent fractionsPlot it on a number lineMake a fraction greater or less thanWays of decomposing it (4 ¼ = 4/4 +4/4 + 4/4 + 4/4 + ¼, 3 and 5/4, 2 and 9/4, 1 and 13/4 or 17/4)Make it a multiplication equation (3/6 = 3 x (1/6))-using repeated additionMake it whole (6/8= 6/8 + 1/8 + 1/8 (or 2/8)) If applies, make it a mixed number or a fraction greater than one

Adding and Subtracting Fractions, and Multiplying a Whole Number by a Fraction

Manipulatives and Visual Models for all!Use word problems to introduce:

Add and subtract fractions with like denominators by using visual models (number lines, area models) and equationsDecompose fractions into its parts (6/4 = 4/4 + 2/4 or 1 and 2/4) (make sure to include fractions greater than one and mixed numbers for students to rename)Add and subtract mixed fractions by decomposing fractions (using understandings of fractions greater than one) by using visual models (number lines, area models) and equationsMake a line plot to display data of measurement in fractions of a unit (1/2, ¼, 1/8) and solve addition and subtraction problems by using information in the line plot. Relate addition (groups x how many in a group) and subtraction (decomposing) to multiplication (whole number x fraction) by using repeated addition and showing my answer on a number line.

Classify Quadrilaterals Based on perpendicular and parallel lines and types of angles

L

ine

Symmetry is a fold along a line that creates matching parts.Students need lots of practice folding shapes to find the line symmetry. All regular polygons have multiple lines of symmetry based on the amount of sides in the shape. Students should experience that.

NOD FlipchartFraction Tasks flipchart

Line plot lesson

TT: Unit 4 Lesson 15-19 (fractions) / Unit 5 Lesson 27 (line plots

Chapter 7 (add and subtract fractions), 8 (multiply fractions), Chapter 12 (line plots)

Quadrilateral and Symmetry Flipchartquadrilaterals printout Interactive Quadrilateral SortQuadrilateral Song with PropertiesQuadrilateral Flipchart Polygon Capture Game Roping quadrilaterals lesson/gamePolygon Express Great video that shows how to teach quadrilaterals

Teacher Toolbox: Unit 6 Lesson 32 (classify 2d), 33 (symmetry)Go Math: Chapter 10

MayNumber of the Day and Problem of the Day Focus Teacher Notes


http://itech.sarasotacountyschools.net/IFG/ElementaryMath/Use_Precision_in_Geometric_Language_Classifying_Quadrilaterals/Use_Precision_in_Geometric_Language_Classifying_Quadrilaterals.html



http://math.sarasotacountyschools.net/wp-content/uploads/4th-Grade/polygon-express-and-shapes.pdf









http://www.math-salamanders.com/images/shapes-clip-art-quadrilaterals-bw.gif




http://math.sarasotacountyschools.net/wp-content/uploads/2018/05/4th-grade-fraction-open-tasks.flipchart



All 4th Grade Standards

Math In Action-Ready Teacher ToolboxOpen TasksCritical Performance TasksProjectsSTEM ActivitiesTT Performance Tasks

The students need to show mastery on all grade level skills before “Ready for Grade 5” is considered

Geometry Overview (Standards dispersed throughout the year) Standards and DOK Success Criteria Teacher Notes

MAFS.4.G.1.1: DOK 1 I can explain what the terms point, line, line segment, and angle mean.




Standards and DOK Success Criteria Teacher NotesDraw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.

I can identify the number of line segments, parallel lines, perpendicular lines, and types of angles when given shapes.

I can describe how polygons are created using terms like line segments, parallel and perpendicular lines, acute, obtuse and right angles.

I can draw given shapes using a ruler when given information such as number of line segments, parallel lines, perpendicular lines, or type of angles. (obtuse, right, or acute)

I can create a new shape from a given shape by cutting through it at any point and describing how the attributes of the shape change.

MAFS.4.G.1.2: DOK 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.

I can classify shapes based on types of angles, parallel lines, or perpendicular lines. I can identify the different types of triangles based on the size of the line segments and the

type of angles. (right isosceles; right scalene; equilateral, obtuse isosceles, obtuse scalene etc…)

I can cut squares and rectangles on the diagonal to make different types of triangles and describe the attributes of each one.

MAFS.4.G.1.3: DOK 2Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line symmetric figures and draw lines of symmetry.

I can explain what line symmetry is. I can fold shapes to determine the number of lines of symmetry in given shapes. I can describe how to find the lines of symmetry. I can identify lines of symmetry when given a shape. I can give examples symmetry in the real world and justify my reasoning.

MAFS.4.MD.3.5: DOK 1Recognize 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 at the common endpoint of the rays, by considering the fraction of the circular arc between the points where the two rays intersect the circle. An angle that turns through 1/360 of a circle is called a“one-degree angle,” and can be used to measure angles.

I can model and explain how an angle is formed by connecting two rays at a common endpoint.

I can explain how to look at the size of an angle based on the benchmarks 0°, 90°, and 180° of a 360° circle.

I can describe the relationship between an angle’s measure and the 360° that make up a circle.






Standards and DOK Success Criteria Teacher Notesb. An angle that turns through n one-degree angles is said to

have an angle measure of n degrees.MAFS.4.MD.3.6: DOK 2Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

I can estimate the measure of an angle using the benchmark angles of 0°, 90°, and 180° and justify my estimate.

I can accurately measure angles with a protractor and explain why my measurement makes sense.

I can create a given angle measurement using a ruler and a protractor.

MAFS.4.MD.3.7: DOK 2Recognize angle measure as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram in real world and mathematical problems, e.g., by using an equation with a symbol for the unknown angle measure.

I can determine a missing angles measure when an angle is decomposed into separate no-overlapping angles and justify with an equation.

When given a real-world scenario involving angle measure, I can solve for the unknown and justify my reasoning.

Example story problem:Joey knows that when a clock’s hands are exactly on 12 and 1, the angle formed by the clock’s hands measures 30°. What is the measure of the angle formed when a clock’s hands are exactly on the 12 and 4?

MAFS.4.MD.1.2: DOK 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 using diagrams such as number line diagrams that feature a measurement scale.






This standard will continue throughout every month throughout the year.

Great opportunity to reinforce what you are doing in science when you are measuring distance, mass, and capacity.

Use problems that relate to simple fractions or decimals that are tenths or hundredths.

Use real-life measurement things:Buying deli meat, gas, money, gymnastic scores, etc.






Test Specifications- Geometry



Know, Understand, DoDrawing points, lines, line segments, rays, and angles Identify and classify shapes- based on perpendicular and parallel lines and angles (right, acute, obtuse)Measure and draw angles (Use a circle protractor to make regular polygon)Decompose angle measures (90 degrees = 30 degrees and 60 degrees) and find unknowns (line = 180 degrees, what is the measure of the angle)Identify and classify triangles (by sides and angles)Symmetry


Aug.math.sarasotacountyschools.net/wp-content/uploads/2019/... · Web viewSolve word problems with...

Documents

Transcript of Aug.math.sarasotacountyschools.net/wp-content/uploads/2019/... · Web viewSolve word problems with...