Fourth Grade - Okaloosa County School District€¦ · MATH CURRICULUM GUIDE Fourth Grade Office of...

OKALOOSA COUNTY SCHOOL DISTRICT

MATH CURRICULUM GUIDE

Fourth Grade

Office of Quality Assurance and Curriculum Support

Guyla Hendricks, Chief Officer

Okaloosa County School District Curriculum Guide for Math

REV 062012 Fourth Grade Math

CONTENTS

Mission Statement............................................................................................................................................................. 3

Suggestions for Implementing Curriculum Guides ........................................................................................................ 3

Florida Department of Education ≠ Office of Math and Science Essential Websites ........................................... 4

OCSD Curriculum and Pacing Guide ∞ Overview .................................................................................................... 4

Cognitive Complexity/Depth of Knowledge Rating for Mathematics ........................................................................... 5

4th

Grade General Content Limits.................................................................................................................................... 7

Quarterly Benchmarks .................................................................................................................................................... 11

Common Core Standards for Math Grade 4 Overview ............................................................................................... 15

Grade-level Curriculum Guide ....................................................................................................................................... 17

Quarter 1 ............................................................................................................................................... 17

Continue Quarter 1 / Beginning of Quarter 2 .................................................................................... 24

End of Quarter 2 / Beginning of Quarter 3 ........................................................................................ 28

Quarter 4 ............................................................................................................................................... 36

Math Resources Guide ................................................................................................................................................... 38

Go Math! Online Math Concept Readers ..................................................................................................................... 39

Literature Connection Chart ........................................................................................................................................... 41



Mission Statement

Develop the highest quality math instruction to maximize student achievement through alignment of grade-level benchmarks to appropriate

instructional practices, materials, resources, and pacing.

Suggestions for Implementing Curriculum Guides The role of the teacher is to:

Teach students the Next Generation Standards as dictated by state law for their grade-level.

Provide learning-rich classroom activities that teach the benchmarks in depth.

Enhance the curriculum by using resources and instructional technology.

Differentiate instruction by varying methods of instruction and frequently offering relevant lab activities.

Regularly administer assessment to include higher-level questions, and performance task assessment.

In addition, teachers should:

Collaborate with other grade-level teachers to maximize school resources and teacher expertise.

Consult with other grade-levels to define absolute skill goals for each grade-level.

Document questions and suggestions for improvement of the curriculum Guide.

Integrate science into math and reading curriculum.

Consider applying for a grant to support project-based learning for their school.

Visit the Okaloosa Math Central Website at: http://www.okaloosa.k12.fl.us/math

Days allotted to each benchmark are approximate and have been suggested based on the level of the complexity of the benchmark. To insure benchmarks

are taught to mastery and completed by the conclusion of the school year, it is recommended that teache rs not veer significantly from the suggested pacing.

http://www.okaloosa.k12.fl.us/math



Florida Department of Education ≠ Office of Math and Science Essential Websites

Next Generation Sunshine State Standards: http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf Searchable Next Generation Sunshine State Standards Database:

http://www.floridastandards.org/index.aspx

Printable Downloads of Next Generation Sunshine State Standards with or without remarks: http://www.floridastandards.org/downloads.aspx

OCSD Curriculum and Pacing Guide ∞ Overview

This document provides a math curriculum and pacing guide. It is designed to help teachers to efficiently pace the delivery of quality instruction for each

nine-week period.

Purpose:

This guide was created by a team of grade-level teachers to correlate to the Next Generation Standards with the goal of providing teachers ready access to

resources for teaching those new standards and a pace for accomplishing benchmark mastery.

Description:

The OCSD Math Curriculum Guide specifies the math content to be covered within each nine-week instructional period. Their guide identifies Next

Generation Standards (NGS) Benchmarks. Furthermore, it allows teachers to input information specific to their students or school needs .

Top Block – Big Idea and Essential Questions

Identifies the Big Idea and the components of the Big Idea

Lists the Essential Questions addressed in the section’s Benchmarks.

Column One – Benchmark/Text Alignment

Lists the specific Benchmark by number and states the Benchmark.

Cites the Harcourt Textbook chapters that correlate to the

Benchmark.

Column Two – FCAT Info

Serves as a placeholder for future FCAT information; to include

content limits, assessment status, and crosswalk correlation.

Column Three – Additional Resources/Activities

Suggests instructional activities, including media (DVD/Video/CD),

websites, and student involvement tasks.

Column Four – Literacy Connection/Vocabulary/Reading

Lists vocabulary terms, and books or stories connected to the

Benchmark goals.

Column Five – Open: Specific to Teacher/Grade/Subject/School

Serves as a placeholder for teachers to add information that is

specific to their school’s or student’s needs.

NOTE:

Addendums to this curriculum guide, as well as additional information/forms will be posted at

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides

http://www.fldoestem.org/uploads/1/docs/2007_FL_Mathematics_Standards_9_13_07.pdf

http://www.floridastandards.org/index.aspx

http://www.floridastandards.org/downloads.aspx

http://www.okaloosaschools.com/?q=employees/admin-curriculum-guides



Cognitive Complexity/Depth of Knowledge Rating for Mathematics

Florida’s revised mathematics standards emphasize teaching and learning the most important K-12 mathematics concepts in depth at each grade level. After adoption of the new math standards, the Florida Center for Research in Science, Technology, Engineering and Mathematics (FCR-STEM) at Florida State University convened a group of Florida math teachers, district math supervisors, and math education faculty to rate the cognitive demand of each benchmark. Meeting in teams for each body of knowledge, they reviewed and discussed each benchmark, then reached consensus on level of cognitive complexity using a classification system adapted from the “depth of knowledge” system developed by Dr. Norman Webb at the University of Wisconsin.

Cognitive complexity refers to the cognitive demand of tasks associated with the benchmark. The depth of knowledge levels (We bb, 1999) reflect the relative complexity of thinking that a given benchmark demands of students — what it requires the student to recall, understand, analyze, and do. Florida’s depth of knowledge rating system focuses on expectations of students at three levels: Low Complexity This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify wh at the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the stude nt to come up with a low complexity original method or solution. Skills required to respond to low complexity items include

solving a one-step problem;

computing a sum, difference, product, or quotient;

evaluating a variable expression, given specific values for the variables;

recognizing or constructing an equivalent representation;

recalling or recognizing a fact, term, or property;

retrieving information from a graph, table, or figure;

identifying appropriate units or tools for common measurements; or

performing a single-unit conversion.

Moderate Complexity Items in the moderate complexity category involve more flexible thinking and choice among alternatives than low complexity it ems. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step. The student is expected to decide what to do —using informal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains. Skills required to respond to moderate complexity items include

solving a problem requiring multiple operations;

solving a problem involving spatial visualization and/or reasoning;

selecting and/or using different representations, depending on situation and purpose;

retrieving information from a graph, table, or figure and using it to solve a problem;

determining a reasonable estimate; extending an algebraic or geometric pattern;

providing a justification for steps in a solution process;

comparing figures or statements;

representing a situation mathematically in more than one way; or

formulating a routine problem, given data and conditions.



High Complexity High complexity items make heavy demands on student thinking. Students must engage in more abstrac t reasoning, planning, analysis, judgment, and creative thought. The high-complexity item requires that the student think in an abstract and sophisticated way. Skills required to respond correctly to high complexity items include

performing a procedure having multiple steps and multiple decision points;

solving a non-routine problem (as determined by grade-level appropriateness);

solving a problem in more than one way;

describing how different representations can be used for different purposes;

generalizing an algebraic or geometric pattern; explaining and justifying a solution to a problem;

describing, comparing, and contrasting solution methods;

providing a mathematical justification;

analyzing similarities and differences between procedures and concepts;

formulating an original problem, given a situation;

formulating a mathematical model for a complex situation; or

analyzing or producing a deductive argument.



4th

Grade General Content Limits

The content limits described below are applicable to all items developed for Grade 4; however, the content limits defined in the

individual benchmark specifications can supersede these general content limits.

Whole numbers

• Items should not require the use of more than two operations.

• Place values should range from ones through hundred millions.

Addition

Items should not exceed three 7-digit addends or two 8-

digit addends.

Subtraction

Subtrahends, minuends, and differences should not

exceed eight digits.

Multiplication

Factors used may include up to two 3-digit numbers, or, when a four-digit factor is used, the other factor may not

exceed two digits.

Division

• Divisors should not exceed one digit, unless it is a related division fact of 0 X 0 through 12 X 12.

• Dividends should not exceed three digits. • Quotients may include remainders expressed only as

whole numbers. • Items will not require the use of long division.

Decimals

Place values could range from tenths through thousandths

with no more than five total digits.

Addition, Subtraction, Multiplication, and Division

Not assessed at Grade 4.

Fractions

Items may have denominators of 1–10, 12, or 1000, or

denominators that are derived from basic multiplication facts through 12 X 12 may also be used (e.g., 24 has the

two factors 6 and 4; 72 has the factors 8 and 9).

Addition, Subtraction, Multiplication, and Division

Not assessed at Grade 4.

Percent

• Percents must be equivalent only to halves, fourths, tenths, or hundredths.

• Items dealing with percents will not involve computation

using the percent Measurement

• Items will not assess weight/mass, time, temperature, perimeter, and/or capacity in isolation.

• Items may use customary and/or metric units.

• See Geometry and Measurement benchmarks for specifics.

Gridded-Response Items

• Answers may not exceed five digits.

• Answers may not include fractions. • See grid types for appropriate answer formats.



Common Core Standards of Mathematical Practices

1. Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution

pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older

students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing

calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends.

Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, “Does this make sense?” They can

understand the approaches of others to solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary

abilities to bear on problems involving quantitative relationships: the ability to decontextualize—to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents—and

the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to

the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others. Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing

arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate

them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into

account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and—if there is a flaw in an argument—explain what it is.

Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine

domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.



4. Model with mathematics.

Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might

apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who

can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as

diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They

routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and

paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic

geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically

proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can

enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a

website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of

concepts.

6. Attend to precision.

Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They

are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate

accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine

claims and make explicit use of definitions.



7. Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes

have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a

geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several

objects. For example, they can see 5 – 3(x – y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be

more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary

students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with

slope 3, middle school students might abstract the equation (y – 2)/(x – 1) = 3. Noticing the regularity in the way terms cancel when expanding

(x – 1)(x + 1), (x – 1)(x2 + x + 1), and (x – 1)(x3 + x2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details . They continually

evaluate the reasonableness of their intermediate results.



Quarterly Benchmarks Each quarter shows when a concept or skill is introduced. It is understood that these skills and concepts will be ongoing throughout the year.

Quarter 1 - Big Idea 1

Quarter 1 (begin here) Quarter 1 continued

First 2 days of school

Multiplication Facts Review

Introduction to Big Idea 1 Chapter 3

Lessons 3.1-3.10

Mid-Chapter Checkpoint;

Chapter Review/Test

; Remediation

15 days

MA.4.A.1.1--Moderate Use and describe various models for multiplication in problem-solving situations and demonstrate recall of basic multiplication and related division facts with ease. Identify multiples.

MA.4.A.4.1--High Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns

MA.4.A.4.2--High Describe mathematics relationships using expressions, equations, and visual representations.

MA.4.A.4.3--High Recognize and write algebraic expressions for functions with two operations.

Chapter 1

Lessons 1.1-1.6


Chapter Review/Test; Remediation

10 days

MA.4.A.6.1--Moderate Use and represent numbers through millions in various contexts, including estimation of relative sizes, including ordering numbers.

MA.4.A.6.6--High Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer. Include rounding, length.

Chapter 2

Lessons 2.1.-2.9



10 days



MA.4.A.6.2--Moderate Use models to represent division as: the inverse of multiplication; as partitioning; as successive subtraction.

MA.4.A.6.4--Moderate Determine factors and multiples for specified whole numbers

Chapter 4

Lessons 4.1-4.11


Chapter Review/Test

; Remediation

10 days


MA.4.A.1.2--High Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems.


MA.4.A.6.4--Moderate Determine factors and multiples for specified whole numbers.

MA.4.A.6.6--High Estimate and describe reasonableness of estimates;

determine the appropriateness of an estimate versus an exact

answer. Include rounding, length.



Quarter 2 - Big Ideas 1 & 2


Chapter 5

Lessons 5.1-5.11



10 days




MA.4.A.6.6—High

Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer. Include rounding, length.

Chapter 7

Lessons 7.1-7.11



15 days


MA.4.A.2.4--Moderate Compare and order decimals, and estimate fraction and decimal amounts in real world problems.

MA.4.A.4.2--High Describe mathematics relationships using expressions, equations, and visual representations. MA.4.A.6.3--Moderate Generate equivalent fractions and simplify fractions.

MA.4.A.6.4--Moderate Determine factors and multiples for specified whole

numbers.

Chapter 6

Lessons 6.1-6.6



8 days





MA.4.A.6.4--Moderate Determine factors and multiples for specified whole numbers.

Chapter 8

Lessons 8.1-8.9



12 days

MA.4.A.2.1--Low Use decimals through the thousandths place to name numbers between whole numbers.

MA.4.A.2.2--High Describe decimals as an extension of the base-ten number system.

MA.4.A.2.3--Moderate Relate equivalent fractions and decimals with and without models, including locations on a number line.

MA.4.A.6.3--Moderate Generate equivalent fractions and simplify fractions.

MA.4.A.6.5--Moderate Relate halves, fourths, tenths, and hundredths to decimals and percents.



Quarter 3 - Big Ideas 2 & 3


Chapter 9

Lessons 9.1-9.9



15 days

MA.4.A.2.1--Low Use decimals through the thousandths place to name numbers between whole numbers.

MA.4.A.2.3--Moderate Relate equivalent fractions and decimals with and without models, including locations on a number line.


MA.4.A.6.5--Moderate Relate halves, fourths, tenths, and hundredths to decimals and percents.

Chapter 11

Lessons 11.1-11.6



8 days



MA.4.G.5.1--Low Classify angles of two-dimensional shapes using benchmark angles (i.e. 45º, 90º, 180º and 360º).

MA.4.G.5.2--Moderate Identify and describe the results of translations, reflections, and rotations of 45º, 90º, 180º and 360º, including figures with line and rotational symmetry.

Chapter 10

Lessons 10.1-10.7



12 days

**Review how to find perimeter

using a formula using

supplemental materials.





MA.4.G.3.1--Moderate Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area. Review/include perimeter.

MA.4.G.3.2--Moderate Justify the formula for the area of a rectangle (b x h)

MA.4.G.3.3--Moderate Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world problems.

Chapter 12

Lessons 12.1-12.11



10 days

MA.4.A.4.1--High Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns.


MA.4.G.5.1--Low Classify angles of two-dimensional shapes using benchmark angles (i.e. 45º, 90º, 180º and 360º).

MA.4.G.5.2--Moderate Identify and describe the results of translations, reflections, and rotations of 45º, 90º, 180º and 360º, including figures with line and rotational symmetry.



Quarter 4

In addition to Ch 13, this quarter is reserved for student project learning, remediation, advanced studies and preparation fo r 5th

grade.

Chapter 13

Lessons 13.1-13.5


Chapter Review/Test;

Remediation

5 days

MA.4.G.5.3--Moderate Identify and build a three-dimensional object from a two-dimensional representation of that object and vice versa.

Benchmark Description / Expectations for entering 5th

grade

Big Idea 1 Develop quick recall of multiplication facts and related division facts and fluency with whole number multiplication.

Big Idea 2 Develop an understanding of decimals including the connection between fractions and decimals.

Big Idea 3 Develop an understanding of area and determine the area of two dimensional shapes.

Complete Getting Ready for Grade 5 from textbook series (see End-of-Year Resources)

Develop an understanding of the standard algorithm for multi-digit division.



Common Core Standards for Math Grade 4 Overview 2013-2014 ~ Blended instructed with CCSS (Common Core State Standards) with the NGSSS (Next Generation Sunshine State Standards)

2014-2015 ~ Full implantation of CCSS

Operations and Algebraic Thinking (4.OA)

Use the four operations with whole numbers to solve problems. ~ Correlates with Go Math! Ch 2, 3, 4, 5, 6

Gain familiarity with factors and multiples. ~Correlates with Go Math! Ch 7

Generate and analyze patterns. ~ Correlates with Go Math! Ch 3, 12

Number and Operations in Base Ten (4.NBT)

Generalize place value understanding for multi-digit whole numbers. ~ Correlates with Go Math! Ch 1

Use place value understanding and properties of operations to perform multi-digit arithmetic. ~ Correlates with Go Math! Ch 4, 5, 6

Number and Operations—Fractions (4.NF)

Extend understanding of fraction equivalence and ordering. ~ Correlates with Go Math! Ch 7

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers. ~ Correlates with Go Math! Ch 7

Understand decimal notation for fractions, and compare decimal fractions. ~ Correlates with Go Math! Ch 8, 9

Measurement and Data (4.MD)

Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit. ~ Correlates with Go Math! Ch 10

Represent and interpret data.

Geometric measurement: understand concepts of angle and measure angles. ~ Correlates with Go Math! Ch 11

Geometry (4.G)

Draw and identify lines and angles, and classify shapes by properties of their lines and angles. ~ Correlates with Go Math! Ch 11, 12, 13



Things to remember when reviewing the math curriculum/pacing guide:

This pacing guide is meant to serve as a guide to assist in planning.

It is set up with the intention that each lesson will take one day; however, some lessons may be combined to fit within your time constraints.

This guide allows a full day for the Mid-Chapter Checkpoint—however it may not take the whole class period. Use this extra time to remediate or move

ahead to the next lesson.

It is important to review multiplication facts as an ongoing practice.



Grade-level Curriculum Guide Quarter 1

Big Idea 1: Develop quick recall of multiplication facts and related division facts and fluency with whole number multiplication. (Benchmarks for Big Idea 1 addressed in Chapters 1-6) Supporting Ideas: Numbers and Operations Essential Questions:

How can numeric representations through millions be used in estimation of relative sizes of amounts or distances?

How many ways can you represent a given six-digit number?

Can you describe, represent, and build numbers through hundred millions?

Benchmark

Text Alignment

FCAT Info:

Content limits

Item specs

Additional Resources / Activities

Lit. Connection Vocabulary / Reading

UNDERLINED WORDS

ARE ADDITIONAL

COMMON CORE VOCAB

Open: Specific to

teacher, grade, subject

MA.4.A.6.1 Use and represent numbers through millions in various contexts, including estimation of relative sizes of amounts or distances. Text: Chapter 1

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 104

www.floridastandards.org/Standards/PublicPreviewBenchmark566.aspx

Making Your First Million

Sample Item 1: Sample Item 2:

Grab and Go Kit: The First Space Vacation Earth’s World Records Students should recognize the difference between distances such as 100 feet and 1,000 feet or 10 km and 200 cm. https://www-k6.thinkcentral.com

Vocabulary:

million period standard form word form expanded form

Jamie O’Rourke and the Big Potato How Much Is A Million? How Big Is A Blue Whale?

http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf



http://www.floridastandards.org/Standards/PublicPreviewBenchmark566.aspx


http://www.floridastandards.org/Resources/PublicPreviewResource1870.aspx

http://www.floridastandards.org/Standards/PublicPreviewSampleTestItem34.aspx


https://www-k6.thinkcentral.com/



Supporting Ideas: Numbers and Operations Essential Question:

When would you need an estimate and when would you need an exact answer in a real-world situation? Give two examples of each and support your

answers.

Benchmark Text Alignment

FCAT Info:

Content limits

Item specs


Lit. Connection

Vocabulary / Reading

UNDERLINED WORDS

ARE ADDITIONAL

COMMON CORE VOCAB

Open: Specific to teacher, grade, subject

MA.4.A.6.6 Estimate and describe reasonableness of estimates; determine the appropriateness of an estimate versus an exact answer. Text: Chapter 1

High complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 113

www.floridastandards.org/Standards/PublicPreviewBenchmark571.aspx Reasonable Estimates Sample Item 1: Grab and Go Kit: Multiplying a Good Deed https://www-k6.thinkcentral.com

Vocabulary:

estimate exact amount round rounding place value less than greater than equal to compare comparisons partition reasonableness mental computation











Supporting Ideas: Numbers and Operations Essential Questions:

What model would you use to solve a given multiplication problem?

What strategy do you use to help remember multiplication or division facts?

How can you model multiplication and division problems by using arrays and area models?

Benchmark

Text Alignment

FCAT Info:

Content limits

Item specs



UNDERLINED WORDS

ARE ADDITIONAL

COMMON CORE VOCAB

Open: Specific to


MA.4.A.1.1 Use and describe various models for multiplication in problem-solving situations, and demonstrate recall of basic multiplication and related division facts with ease. Text: Chapter 2

Moderate Complexity Goal: Develop quick recall of multiplication and division facts 0-9.

http://www.floridastandards.org/Standards/PublicPreviewBenchmark550.aspx Factor Game

Factor Trail Game Playing the Product Game Number Line Bars All About Multiplication: Bibliography All About Multiplication Exploring Equal Sets Grab and Go Kit:

On the Menu: Bamboo, Figs, and Other Tasty Treats Putting the World on a Page Tickle My Memory

https://www-k6.thinkcentral.com

Vocabulary:

multiply multiplication divide division addition/joining subtraction/separating decomposing factor multiple product dividend divisor quotient remainder inverse operations fact family

Math Appeal One Hundred Hungry Ants Online Math Concept Readers: On the Menu: Bamboo, Figs, and Other Tasty Treats













How do you find all the factors of a specified whole number? How do you know you have all of the factors?

How do you determine multiples of a specified whole number? Use a hundred board to show the multiples to 100.

What is the difference between a factor and a multiple? Give examples to show your thinking.

Benchmark

Text Alignment

FCAT Info:

Content limits

Item specs



UNDERLINED WORDS

ARE ADDITIONAL

COMMON CORE VOCAB

Open: Specific to


MA.4.A.6.4 Determine factors and multiples for specified whole numbers. Text: Chapters 2

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 109 Multiples and factors should be explored as students determine common denominators for fractions. Use models to identify square numbers to 100.

www.floridastandards.org/Standards/PublicPreviewBenchmark569.aspx Factor Game

Factor Trail Game Playing the Product Game A Maths Dictionary For Kids Sample Item 1: https://www-k6.thinkcentral.com

Vocabulary:

square number factor pairs prime number composite number

The Grapes of Math














Supporting Ideas: Algebra Essential Questions:

What algebraic rules can be used to describe numeric and non-numeric repeating patterns?

What algebraic rules can be used to describe numeric and non-numeric growing patterns?


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MA.4.A.4.1 Generate algebraic rules and use all four operations to describe patterns, including nonnumeric growing or repeating patterns Text: Chapter 3

High Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 93

www.floridastandards.org/Standards/PublicPreviewBenchmark560.aspx Perfect Patterns Fractal Tool

Sample Item 1: Sample Item 2: Grab and Go Kit: The Mystery of the X Variable https://www-k6.thinkcentral.com

Vocabulary: pattern pattern rule The Quilt Story













Supporting Ideas: Algebra Essential Questions:

How can you describe the mathematics relationship in a specified problem using an expression or an equation?

How can you describe the mathematics relationship in a specified problem using a visual representation?


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MA.4.A.4.2 Describe mathematics relationships using expressions, equations, and visual representations. Text: Chapter 3


www.floridastandards.org/Standards/PublicPreviewBenchmark561.aspx True, False, and Open Sentences Sample Item 1:

Sample Item 2: Grab and Go Kit: The Mystery of the X Variable https://www-k6.thinkcentral.com

Vocabulary:

expression equation variable numeric expression algebraic expression

equation unknown The King’s Chessboard












Supporting Ideas: Algebra Essential Question:

What algebraic expression could you write to show the relationship in a specific function problem with two operations?

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MA.4.A.4.3 Recognize and write algebraic expressions for functions with two operations. Text: Chapter 3


www.floridastandards.org/Standards/PublicPreviewBenchmark562.aspx Chairs Around the Table (exploration to discover a rule)

Sample Item 1: Grab and Go Kit: The Mystery of the X Variable https://www-k6.thinkcentral.com

Online Math Concept Readers: Exercising for Beads











Continue Quarter 1/ Beginning of Quarter 2


How can you show that the Distributive Property applies to the standard algorithm of multiplication?

Through what processes can reasonableness of results be determined in solving real-world problems?

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MA.4.A.1.2 Multiply multi-digit whole numbers through four digits fluently, demonstrating understanding of the standard algorithm, and checking for reasonableness of results, including solving real-world problems. Text: Chapter 4, 5

High Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 80 Place value and properties of operations and numbers should play major roles in developing strategies for multiplying multi-digit whole numbers.


Area Model of Multiplication Using Base 10 Manipulatives

(Double digit multiplication)

Sample Item 1:

Sample Item 2:

Grab and Go Kit:

Flamingo Facts The Car Wash Kid Amazing Migrations


Vocabulary:

partial product distributive property

Anno’s Mysterious Multiplying Jar Online Math Concept Readers:

Putting the World on a Page The Thirst Quencher














How does multiplication relate to division? Prove it.

How can you use subtraction to solve division problems? Prove it. What is the difference between partitive and measurement division? Write a word problem demonstrating each type of division problem.

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COMMON CORE VOCAB

Oen: Specific to


MA.4.A.6.2 Use models to represent division as: the inverse of multiplication, as partitioning, as successive subtraction Text: Chapter 6

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg106 Use area model for exploring the inverse relationship between multiplication and division.

www.floridastandards.org/Standards/Public PreviewBenchmark567.aspx

Number Line Bars

A Maths Dictionary For Kids

Sample Item 1:


Vocabulary: remainder A Remainder of One




http://www.floridastandards.org/Standards/Public%20PreviewBenchmark567.aspx

http://www.floridastandards.org/Standards/Public%20PreviewBenchmark567.aspx






Big Idea 2: Develop an understanding of decimals, including the connection between fractions and decimals (Benchmarks for Big Idea 2 addressed in Chapters 7-9)

Essential Questions:

How can fractions and decimals be compared using models and number lines?

What are some benchmark fractions we can use to compare numbers?

What are some benchmark decimals we can use to compare numbers?

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MA.4.A.2.4 Compare and order decimals, and estimate fraction and decimal amounts in real-world problems. Text: Chapter 7

Moderate complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 85 Estimate in context using measurements and dollar amounts. Represent halves, 5ths, 10ths, 100ths, 1000ths as decimals.


Sample Item 1: Grab and Go Kit:

Dewey and His Decimals https://www-k6.thinkcentral.com

Vocabulary: numerator denominator simplify equivalent mixed numbers common denominator simplest form equivalent fractions benchmark fraction unit fraction common factor common multiple tenths hundredths thousandths equivalent decimals decimal point greater than, less than,

or equal to











What are some ways to create equivalent fractions?

How can you simplify fractions?


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MA.4.A.6.3 Generate equivalent fractions and simplify fractions. Text: Chapter 7


Earlier work with models of equivalent fractions in grade 3 should help students to develop conceptual understanding for the rules for generating equivalent fractions and simplifying fractions.


Equivalent Fractions Sample Item 1:

Grab and Go Kit: A Melody in Fractions Fractionally Funny https://www-k6.thinkcentral.com

Cut Down to Size at High Noon Gator Pie











End of Quarter 2 / Beginning of Quarter 3


How do decimals and fractions represent numbers between whole numbers?

How can you model, read and write fractions and decimals to thousandths?


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MA.4.A.2.1 Use decimals through the thousandths place to name numbers between whole numbers. Text: Chapter 8

Low Complexity Represent decimal values concretely, numerically, and in word form.

www.floridastandards.org/Standards/PublicPreview Benchmark552.aspx

Representing decimal numbers on the number line

Grab and Go Kit: Decimals on a Diamond Place value mat Number line https://www-k6.thinkcentral.com

Math for Smarty Pants Online Math Concept Readers: Elizabeth’s Groovy Green Racing Machine


How can you find the value of a digit using its place-value position?

How can you use place-value relationships to solve problems?

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MA.4.A.2.2 Describe decimals as an extension of the base-ten number system. Text: Chapter 8

High complexity Extend student knowledge of relationship of adjacent whole numbers (10 to 1 rule) to decimals.


Representing decimal numbers on the number line Grab and Go Kit: And The Total Is https://www-k6.thinkcentral.com

Vocabulary:

decimal point standard form word form expanded form

http://www.floridastandards.org/Standards/PublicPreview%20Benchmark552.aspx

http://www.floridastandards.org/Standards/PublicPreview%20Benchmark552.aspx










How can you relate fractions, decimals and money?

How can you rename fractions as decimals?


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MA.4.A.2.3 Relate equivalent fractions and decimals with and without models, including locations on a number line. Text: Chapter 8



Fraction Strips in Black and White Fraction Model III

Sample Item 1: Sample Item 2:

Use rulers to explore fraction and decimal relationship. Models may include rulers, fraction circles, sets of similar objects, and drawings. https://www-k6.thinkcentral.com














How can you model, read and write percents?

How can you write equivalent fractions, decimals and percents?

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MA.4.A.6.5 Relate halves, fourths, tenths and hundredths to decimals and percents. Text: Chapter 8, 9

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg 110 Relate common fractions to equivalent decimals and percents through models and symbols.


Concentration Popcorn Math Sample Item 1:

Sample Item 2: Grab and Go Kit: What Are The Chances https://www-k6.thinkcentral.com

Vocabulary:

percent halves quarters fourths













Big Idea 3: Develop an understanding of area and determine the area of two-dimensional shapes. (Benchmarks for Big Idea 3 addressed in Chapters 10 - 13)

Essential Questions:

How can you estimate and find the area of a shape?

How can you measure and find the area of a rectangle by counting and multiplying?

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MA.4.G.3.1 Describe and determine area as the number of same-sized units that cover a region in the plane, recognizing that a unit square is the standard unit for measuring area. Text: Chapter 10

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg87 Focus on countable units rather than multiplying dimensions.


Awesome Area Sample Item 1:

Grab and Go Kit: James’ Frames Paint By Numbers Geoboards Tiles Grid Paper (small) Grid Paper (large) https://www-k6.thinkcentral.com

Vocabulary:

area perimeter unit square unit (sq un)

Spaghetti and Meatballs For All! Online Math Concept Readers:

Fighting Fire with Fire













Supporting Ideas: Geometry Essential Question:

How can you use the formula (area = base x height) to find the area of a rectangle?

Review the formula for perimeter.

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MA.4.G.3.2 Justify the formula for the area of the rectangle "area = base x height" Text: Chapter 10 **Review how to find perimeter using a formula using supplemental materials.

Moderate Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg89

The students should be able to justify the formula for the area of the rectangle by explaining how counting units to find area of a rectangle is related to finding the area by multiplying. The idea of the area of a rectangle as "base x height" rather than "length x width" is useful in connecting to other area formulas. www.floridastandards.org/Standards/PublicPreviewBenchmark557.aspx

Sample Item 1: Grab and Go Kit: Paint By Numbers https://www-k6.thinkcentral.com The students should be able to find the perimeter using a formula. Apply 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 f the flooring and the length, by viewing the area formula as a multiplication equation with an unknown number.

Vocabulary:

base height formula

\










Supporting Ideas: Geometry Essential Questions:

How can you choose the appropriate unit and tool to estimate and solve area problems?

How can you find the area of complex shapes?

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MA.4.G.3.3 Select and use appropriate units, both customary and metric, strategies, and measuring tools to estimate and solve real-world area problems. Text: Chapter 10


Students should recognize : area of a piece of paper might be measured in square inches or

square centimeters

the area of a room might be measured in square feet or square meters

area of a large piece of land might be measured in square miles or square kilometers.

www.floridastandards.org/Standards/PublicPreviewBenchmark558.aspx Parking at the Mall (Area)

Sidewalk Capers

Sample Item 1:

Sample Item 2:


Vocabulary: metric customary/standard meter centimeter kilometer decimeter inch foot yard mile convert/conversion relative size mass liquid volume length distance kilogram gram liter milliliter ounce pound cup pint quart gallon time hour minute second

Lost at the White-house













Supporting Ideas: Geometry Essential Question:

How can you use benchmark angles to classify angles as right, acute, obtuse, straight, or reflex angles?


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MA.4.G.5.1 Classify angles of two-dimensional shapes using benchmark angles (i.e. 45 degrees, 90 degrees, 180 degrees, and 360 degrees) Text: Chapter 11

Low Complexity http://fcat.fldoe.org/pdf/specifications/MathGrades3-5.pdf pg98


Sample Item 1:

Grab and Go Kit: A New Angle on Trains and Train Stations Pictures of real world objects with angles to classify

Protractors


Vocabulary:

Regular angle acute angle obtuse angle right angle straight angle ray parallel lines perpendicular lines intersecting lines symbols: º for

degrees and ∠ for angle

endpoint protractor degree measure point unknown circle fraction intersect acute triangle obtuse triangle right triangle isosceles triangle equilateral triangle scalene triangle parallel

The Greedy Triangle Online Math Concept Readers: A New Angle on Trains and Train Stations











How do translation, rotation and reflection transform a shape?

How can you check to see if a shape has line symmetry or rotational symmetry? How can you use transformations to make a geometric pattern and/or tessellation?

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COMMON CORE VOCAB

Open: Specific to


MA.4.G.5.2 Identify and describe the results of translations, reflections, and rotations of 45, 90, 180, 270, and 360 degrees, including figures with line and rotational symmetry. Text: Chapter 12



Paper Quilts: Analyzing Designs

Paper Quilts: Exploring Flips and Slides

Sample Item 1:

Grab and Go Kit:

A Mirror Image The Mystery Message Paper folding, using mirrors, and tessellation of a plane with pattern

blocks

Virtual Manipulatives:

http://nlvm.usu.edu/


Vocabulary: translation

reflection rotation rotational symmetry clockwise counterclockwise line symmetry center reflex angle transformation tessellation dimension symmetric figures









http://nlvm.usu.edu/




Quarter 4


What is a net?

How are two-dimensional shapes and three-dimensional shapes related?

How can you identify and draw two-dimensional representations from three-dimensional shapes?


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MA.4.G.5.3 Identify and build a three-dimensional object from a two-dimensional representation of that object and vice versa. Text: Chapter 13


www.floridastandards.org/Standards/PublicPreviewBenchmark565.aspx Dynamic Paper (tool to print graph paper, number lines and

grids, shapes, spinners, tessellations)

Grid Paper (small) Grid Paper (large) Sample Item 1:

Grab and Go Kit: Surprising solids Buildings with Faces Skateboarding Takes Shape Provide nets for students to construct 3-dimensional objects.

Challenge students to create their own nets using grid paper.


Vocabulary: shapes dimension two-dimensional three-dimensional solid/net face vertex vertices edge base prisms/pyramids triangular prism triangular pyramid pentagonal prism pentagonal

pyramid hexagonal prism hexagonal pyramid square prism square pyramid rectangular prism rectangular pyramid The Village of Round and Square Houses














In addition to Ch 13, this quarter is reserved for student project learning, remediation, advanced studies and preparation for 5th grade.

Big Idea 1 Develop quick recall of multiplication facts and related division facts and fluency with whole number multiplication.

Big Idea 2 Develop an understanding of decimals including the connection between fractions and decimals.

Big Idea 3 Develop an understanding of area and determine the area of two dimensional shapes.

Complete Getting Ready for Grade 5 from textbook series (see End-of-Year Resources)

Develop an understanding of the standard algorithm for multi-digit division.



Math Resources Guide Principals and Standards for School Mathematics and Curriculum Focal Points

National Council of Teachers of Mathematics http://www.nctm.org/standards/default.aspx?id=58

Illuminations

NCTM Educational Resources http://illuminations.nctm.org/

Math Their Way,

Center for Innovation in Education, Inc http://www.center.edu/index.shtml

AIMS Education Foundation On-line Store Books, Free Resources and $1-2 E-Activities

http://wwws.aimsedu.org/aims_store/home.php

Investigations: Finding and Using Mathematical Children’s Literature with Elementary Students (1999). Teaching Math with

Favorite Picture Books (Grades 1-3). NY: Scholastic Professional Books.

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

Teaching Math with Favorite Picture Books (Grades 1-3) By: Hechtman, J., Ellermeyer, D. and Grove, S. F. ISBN: 978-0-

87355-243-1

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

Professional Math Series: Teaching Student Centered Mathematics Grades k-3, Grades 3-5, Grades 5-8 By John A. Van de

Walle

http://www.ablongman.com/vandewalleseries/

http://www.allynbaconmerrill.com/search/index.aspx

Good Questions for Math Teaching (Grades 5-8) By Lainie Schuster and Nancy Canavan Anderson Marilyn Burns Books

http://www.eaieducation.com/501832.html

Everyday Counts Partner Games Great Source Education Group

http://www.greatsource.com

Math Benchmark Specifications


http://www.nctm.org/standards/default.aspx?id=58

http://www.center.edu/index.shtml

http://wwws.aimsedu.org/aims_store/home.php

http://investigations.terc.edu/library/mathactivities/children_lit2.cfm

http://www.amazon.com/Teaching-Favorite-Picture-Books-Grades/dp/0590762508

http://www.ablongman.com/vandewalleseries/

http://www.allynbaconmerrill.com/search/index.aspx

http://www.eaieducation.com/501832.html

http://www.greatsource.com/




Go Math! Online Math Concept Readers


Level Title Math Content Description K I Know Big and Small Big and small

K I Know Alike and Different Sort and classify

K I Know Numbers Numbers 6-10

K I Know Shapes Geometry

K Counting at the Market Numbers 11-30 K Shortest and Longest Where I Live Measurement

K Numbers at the Lake Addition/Subtraction

K Summertime Math Numbers 0 to 30

1 Counting in the City Counting up and counting down 0-30

1 My Counting Trip to the Zoo Number sense (0 to 20) 1 Math Club Relate addition and subtraction to 12

1 Miss B.'s Class Makes Tables and Graphs Data and graphs

1 Our Lemonade Stand Counting coins 1 Pattern Parade Patterns: AAB, ABC, ABB, AB

1 The Dog Show Length: Nonstandard measurement

1 The Class Party One-digit addition and subtraction

2 All the Time Time: reading analog and digital clocks

2 Doubles Fun on the Farm Addition facts and strategies: Doubles 2 Party Plans Use 2-digit addition and subtraction

2 Time To Go Shopping Use money

2 Building a Mini-Park Solid and plane figures 2 Time to Take a Trip! Compare and order greater numbers

2 Treasure Hunts Length: Nonstandard measurement

2 What Do You Like? Data and graphs

3 A Nose for News and Numbers Understand place value; Compare, order, and round numbers

3 Party Plans by the Numbers! Multiplication facts and strategies 3 The Garden Fence Division facts

3 Surprising Solids Solid figures

3 Sports Camp Divide by 1-digit numbers 3 Pizza Parts! Understand fractions

3 Fun and Games Data and probability

3 A Trip to the Pond Metric measurement




4 Exercising for Beads Algebra: Use addition and subtraction

4 On the Menu: Bamboo, Figs, and Other Tasty Treats Multiplication and division facts

4 Putting the World on a Page Multiply by 1-digit numbers, multiply by 2-digit numbers 4 The Thirst Quencher Practice division

4 Diego’s Perfect Fit Collect, organize, and represent Data; Interpret and graph data

4 Elizabeth’s Groovy Green Racing Machine Add and subtract decimals and money 4 A New Angle on Trains and Train Stations Lines, rays, angles, and plane figures

4 Fighting Fire with Fire Perimeter

5 The World’s Tallest Buildings Place value, addition, and subtraction

5 Fundraising Fair Fraction concepts

5 Table Soccer, Anyone? Add and subtract mixed numbers 5 Halfpipe Add and subtract decimals

5 Forecast: Sunny Skies! Percent

5 City of the Future Geometric figures, plane and solid figures 5 Designing a Skatepark Perimeter and area

5 Park Visitors Analyze data

6 Model Rocket Math Fraction concepts, add and subtract fractions

6 Expedition: Antarctica Add and subtract integers

6 Take Your Math to Work Analyze data, graph data

6 Music To Our Ears Addition equations, subtraction equations, multiplication and division equations

6 The Truth About Pi Circles

6 Walk the Distance Proportions 6 What Are the Chances? Probability of simple events

6 Room Makeover: Serving the Community Surface area and volume



Literature Connection Chart

Title Author Concept or Skills Grade

Level Beep, Beep, Vroom, Vroom Stuart J. Murphy Patterning K Chrysanthemum Keven Henkes Addition, Subtraction K

Those Calculating Crows Alice Wakefield Counting by ones, Graphing, One-to-one correspondence K

Splash! Ann Jonas Addition 1 Ten Black Dots Donald Crews Number sense, Numeration 1

A Three Hat Day Laura Geringer Statistics and probability, Patterns and relationships 1

Best Bug Parade (The) Stuart J. Murphy Counting, Ordering by length, and other attributes 1 Billy’s Buttons William Accorsi Patterns and relationships 1

Caps for Sale Esphyr Slobodkina Patterns and relationships 1

Fat Frogs on a Skinny Log Sara Riches Addition, Subtraction 1 Lilly’s Purple Plastic Purse Kevin Henkes Money 1

Inch by Inch Leo Lionni Estimating and measuring with standard and nonstandard units, Graphing

1

Lots and Lots of Zebra Stripes Stephen R. Swinburne Patterning, Classification 1

Napping House (The) Audrey Wood Addition 1

One Monday Morning Uri Shulevitz Counting, Number sense 1 One More Bunny Rick Walton Addition 1

Penny Pot (The) Stuart J. Murphy Coin values, Problem solving 1

Sea Sums Joy N. Hulme Counting, Basic addition, Basic Subtraction, Addition with more than two addends, Classification

1

Seven Blind Mice Ed Young Ordinal Numbers 1

12 Ways to Get to 11 Eve Merriam Number and operations 2

Alexander Who Used to Be Rich Last Sunday Judith Viorst Measurement, Money, Concept of whole number operations, Fractions, Decimals

2

Amanda’s Bean’s Amazing Dream: A Mathematical Story

Cindy Neuschwander Beginning multiplication, Multiples, Skip counting 2

Band-Aids Shel Silverstein Number sense, Numeration 2

Betcha! Stuart J. Murphy Estimate length, Measure length, Estimate quantity 2 Biggest, Strongest, Fastest Steve Jenkins Length 2

Blast Off!! Norma Cole Estimation, Statistics and Probability 2

Button Box (The) Margarette S. Reid Counting, Sorting, Classification, Estimation, Ordinal numbers, Ordering by size

2

Cucumber Soup Vickie Leigh Krudwig Estimation of quantity, weight, and length 2

Doorbell Rang (The) Pat Hutchins Beginning division, Multiples, Skip counting 2

Harriet’s Halloween Candy Nancy Carlson Classification of objects, Graphing 2



How Big is a Foot? Rolf Myller Measurement with standard and non-standard units 2 How Many Feet in the Bed Jonston Hamm Skip counting, Number patterns 2

Imogene’s Antlers David Small Whole number computation, Whole number operations, Number sense, Numeration

2

Jim and the Beanstalk Raymond Briggs Measurement of length, Problem Solving, Estimation 2

Just a Little Bit Ann Tompert Counting, Basic addition, Missing Addends, Adding 1` 2

Look at Annette Marion Walter Geometry and spatial sense, Patterns and relationships 2 My Monster Mama Loves Me So Laura Leuck Doubles 2

Only One Marc Harshman Number sense 2

Pigs Will Be Pigs Amy Axelrod Measurement, Money, , Whole number computation, Fractions, Decimals

2

Pizza Pizzazz! Carol A. Losi Fractions 2

Ready, Set, Hop! Stuart J. Murphy Basic addition, Measurement of length, Addend, Equation, Fact families

2

So You Want to Be President Judith St. George Sorting, Graphing 2

Village of Round and Square Houses (The) Ann Grifalconi Identifying geometric shapes, Identifying three-dimensional shapes, Describing vertices, faces, and edges

2

Annabelle Swift, Kindergartner Amy Schwartz Money, Addition, Subtraction, Multiplication, Division 3

Boy Who Stopped Time (The) Anthony Taber Measuring Time 3 Dave’s Down-To-Earth Rock Shop Stuart J. Murphy Classification, Patterning, Venn diagrams 3

Grandfather’s Tang’s Story Ann Tompert Spatial sense, Geometric shapes, Similar triangles, Area, Problem solving

3

Draw Me a Star Eric Carle Estimation, Number sense 3 George Shrinks William Joyce Proportional reasoning, Fractions, Length 3

Important Book (The) Margret Wise Brown Patterns and relationships 3

Math Curse Jon Scieszka and Lane Smith Number sense, Numeration 3 Night Noises Mem Fox Addition, Mental computation 3

One Duck Stuck Phyllis Root Additon 3

One Hundred Hungry Ants Elinor J. Pinczes Multiplication 3 One Hungry Cat Joanne Rocklin Division, Number sense, Geometry 3

Pepper’s Journal Stuart J. Murphy Time, Calendars, Time lines, Graphing 3

Purse (The) Kathy Caple Money, Number sense, Problem solving using tables and lists 3

Quilt Story (The) Tony Johnston and Tomie DePaola

Geometry and spatial sense, Patterns and relationships 3

Sea Squares Joy N. Hulme Counting, Basic addition, Beginning multiplication, Square numbers, Problem solving

3

Six Dinner Sid Inga Moore Counting, Skip counting, addition, Multiplication, Problem Solving

3

$1..00 Word Riddle Book (The) Marilyn Burns Addition 4

A Reminder of One Elinor J. Pinczes Number and Operations 4



Amazing Book of Mammal Records (The) Samuel G. Woods Subtraction, Proportional Reasoning, Length, Weight 4 Among the Odds & Evens Priscilla Turner Properties of Numbers 4

Cut Down to Size at High Noon Scott Sundby Length, Proportional reasoning 4

How Much Is a Million? David M. Schwartz Number and Operations 4 One Tiny Turtle Nicola Davies Whole number computation 4

Qwen and Mzee Word Problems 4

Jamie O’Rourke and the Big Potato Tomie dePaola Estimating and measuring with standard and nonstandard units, Graphing, Estimation of quantity, weight and length

4

Lost at the White House Lisa Griest Estimation of quantity, Measurement of circumference and weight, Problem solving

4

Martha Blah Blah Susan Meddaugh Frequency Distribution 4

Math Appeal Greg Tang Whole Number Computation, Number Sense 4 Spaghetti and Meatballs for All! Marilyn Burns Area, Perimeter 4

Anno’s Mysterious Multiplying Jar Masaichiro Anno Multiplication 5

Fly on the Ceiling (The) Dr. Julie Glass Coordinate Graphing 5

Math for Smarty Pants Marilyn Burns Whole Number Computation, Algebraic Equivalence, Logical Reasoning

5

One Grain of Rice Demi Addition, Number sense, Exponential numbers 5

Roman Numbers 1 to MM Artur Geisert Number and Operations 5 Tiger Math: Learning to Graph from a Baby Tiger Ann Whitehead Nagda Statistics 5

Tikki Tikki Tempo Arlene Mosel Graphing, Averages 5

Wilma Unlimited Kathleen Krull Computation, Graphing, Pounds and ounces 5

If You Hopped Like a Frog David M. Schwartz Length, Proportional reasoning 5

Fourth Grade - Okaloosa County School District€¦ · MATH CURRICULUM GUIDE Fourth Grade Office of...

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