Prioritizing Matrix

Grade Four: English Language Arts

Standards & BenchmarksWriting: Text Types &PurposesReading Standards forliterature:1. Refer to details andexamples in a text whenexplaining what the textsays explicitly andwhen drawing inferencesfrom the text.2. Determine a theme of astory, drama, or poemfrom details in the text;summarize the text.3. Describe in depth acharacter, setting, or eventin a story or drama,drawing on specific detailsin the text (e.g., a

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Observations &CommentsReading Standards forLiterature:2-9: Students are stillestablishing basic writingskills, punctuation andrecognizing grammarrules.Students are workingtowards describing events& characters in-depth, bydeveloping theirvocabulary (adjectives&synonyms).Students are stillestablishing basiccomprehension skills ofmajor themes in literature.Students are able to grasp

character’s thoughts,words,or actions).4. Determine the meaningof words and phrases asthey are used in a text,including those that alludeto significant charactersfound in mythology (e.g.,Herculean).5. Explain majordifferences betweenpoems, drama, andprose, and refer to thestructural elements ofpoems (e.g., verse,rhythm, meter) and drama(e.g., casts of characters,settings, descriptions,dialogue, stage directions)when writing or speakingabout a text.6. Compare and contrastthe point of view fromwhich different stories arenarrated, including the

basic themes in the text(who is good, who is evil)as a comparison.Student’s know a basicoutline of the text (literalmeaning).Student’s should have abasic understanding of the‘literal’ aspects of a text.Dramatic elementsaccompany Englishlessons-cast, characters &script.Presentations enhance thestudents communicationskills-used regularly inlessons.

difference between first-and third-personnarrations.7.Make connectionsbetween the text of astory or drama and avisual or oral presentationof the text, identifyingwhere each versionreflects specificdescriptions anddirections in the text.8. (Not applicable toliterature)9. Compare and contrastthe treatment of similarthemes and topics (e.g.,opposition of good andevil) and patterns ofevents (e.g., the quest) instories, myths, andtraditional literature fromdifferent cultures.10. By the end of the year,read and comprehendliterature, including

stories, dramas, andpoetry, in the grades 4–5text complexity bandproficiently, withscaffolding as needed atthe high end of the range.

Reading Standards ForInformational Text1. Refer to details andexamples in a text whenexplaining what the textsays explicitly and whendrawing inferences fromthe text.2. Determine the mainidea of a text and explainhow it is supported by keydetails; summarize thetext.3. Explain events,procedures, ideas, orconcepts ina historical, scientific, ortechnical text, includingwhat happened and why,

based on specificinformation in the text.4. Determine the meaningof general academicand domain-specific wordsor phrases in a textrelevant to a grade 4 topicor subject area.5. Describe the overallstructure (e.g.,chronology,comparison, cause/effect,problem/solution) ofevents, ideas, concepts, orinformation in a textor part of a text.6. Compare and contrast afirsthand andsecondhand account ofthe same event or topic;describe the differences infocus and theinformation provided.7. Interpret informationpresented visually, orally,or quantitatively (e.g., in

Reading Standards ForInformational Text6. Students are stillestablishing basiccomprehensive & readingskills, students areworking towards this.7. Quantitative elementswon’t be used very often.Insufficient resources forinteractive (web pages)based exercises.8. Students areincorporating this, alongwith developing theircomprehensive skills.9. Students areincorporating this, alongwith developing theircomprehensive skills.

charts, graphs, diagrams,time lines, animations, orinteractive elements onWeb pages) and explainhow the informationcontributes to anunderstanding of the textin which it appears.8. Explain how an authoruses reasons and evidenceto support particularpoints in a text.9. Integrate informationfrom two texts on thesame topic in order towrite or speak about thesubject knowledgeably.10. By the end of year,read and comprehendinformational texts,including history/socialstudies, science, andtechnical texts, in thegrades 4–5 text complexityband proficiently,with scaffolding as needed

at the high end ofthe range.

Reading Standards ForFoundational Skills3. Know and applygrade-level phonics andword analysis skills indecoding words.a. Use combinedknowledge of allletter-soundcorrespondences,syllabication patterns, andmorphology (e.g., rootsand affixes) to readaccurately unfamiliarmultisyllabic words incontext and out ofcontext.4. Read with sufficientaccuracy and fluency tosupport comprehension.a. Read on-level text withpurpose andunderstanding.

b. Read on-level prose andpoetry orally withaccuracy, appropriate rate,and expression onsuccessive readings.c. Use context to confirmor self-correct wordrecognition andunderstanding, rereadingas necessary.

Writing Standards1.Write opinion pieces ontopics or texts,supporting a point of viewwith reasons andinformation.a. Introduce a topic or textclearly, state anopinion, and create anorganizationalstructure in which relatedideas are grouped tosupport the writer’spurpose.

Writing Standards1.B,C, & D: Students aredeveloping these skills incomprehension. Studentsare forming their writingskills, explaining thingsclearly within their writtenwork.Students are stillfamiliarizing themselveswith conjunctions andwhere/how they are used

b. Provide reasons that aresupported by factsand details.c. Link opinion andreasons using words andphrases (e.g., for instance,in order to, inaddition).d. Provide a concludingstatement or sectionrelated to the opinionpresented.2.Writeinformative/explanatorytexts to examine a topicand convey ideas andinformation clearly.a. Introduce a topic clearlyand group relatedinformation in paragraphsand sections; includeformatting (e.g.,headings), illustrations,and multimedia whenuseful to aidingcomprehension.

in a sentence.Students are still workingon writing their opinion,showing theirunderstanding.

Writing Standards2. B, D, & E: Students arestill developing theirvocabulary (definitions),need more resources(various texts), to provideother information.Students are stilldeveloping writing opinionpieces coherently.

b. Develop the topic withfacts, definitions, concretedetails, quotations, orother information andexamples related to thetopic.c. Link ideas withincategories of informationusing words and phrases(e.g., another, forexample, also, because).d. Use precise languageand domain-specificvocabulary to informabout or explain the topic.e. Provide a concludingstatement or sectionrelated to the informationor explanation presented.3.Write narratives todevelop real or imaginedexperiences or eventsusing effective technique,descriptive details, andclear event sequences.a. Orient the reader by

Writing Standards3. a-e: Drama elementswill be used to enhanceEnglish lessons only.Students are working onresearch projects, theywon’t be covered for everyEnglish topic.Not enough resources tocreate a list of sources.

establishing a situationand introducing a narratorand/or characters;organize an eventsequence that unfoldsnaturally.b. Use dialogue anddescription to developexperiences and events orshow the responses ofcharacters to situations.c. Use a variety oftransitional words andphrases to manage thesequence of events.d. Use concrete words andphrases and sensorydetails to conveyexperiences and eventsprecisely.e. Provide a conclusionthat follows from thenarratedexperiences or events.4. Produce clear andcoherent writing

(includingmultiple-paragraph texts)in which the developmentand organization areappropriate to task,purpose, and audience.(Grade-specificexpectations forwriting types are definedin standards 1–3 above.)5.With guidance andsupport from peers andadults, develop andstrengthen writing asneeded by planning,revising, and editing.(Editing for conventionsshould demonstratecommand of Languagestandards 1–3up to and including grade4.)6.With some guidanceand support from adults,use technology, includingthe Internet, to produce

Writing Standards5. This is encouraged, butnot always be possible asthere can be a languagebarrier between student,peers & adults.6. There are not enoughresources to producewriting on the computer.7. Students areencouraged to carry outresearch based projectsfor certain topics.8. Not enough resourcesto create a list of sources.

and publish writing as wellas to interact andcollaborate with others;demonstrate sufficientcommand of keyboardingskills to type a minimumof one page in a singlesitting.7. Conduct short researchprojects that buildknowledge throughinvestigation of differentaspects of a topic.8. Recall relevantinformation fromexperiences orgather relevantinformation from printand digitalsources; take notes,paraphrase, andcategorize information,and provide a list ofsources. CA9. Draw evidence fromliterary or informational

texts to support analysis,reflection, and research.a. Apply grade 4 Readingstandards to literature(e.g., “Describe in depth acharacter, setting, orevent in a story or drama,drawing on specificdetails in the text [e.g., acharacter’s thoughts,words, or actions].”).b. Apply grade 4 Readingstandards to informationaltexts (e.g., “Explain howan author uses reasonsand evidence to supportparticular pointsin a text”).10.Write routinely overextended time frames(time for research,reflection, and revision)and shorter timeframes (a single sitting ora day or two) for a rangeof discipline-specific tasks,

9. The school needs awider range of Englishtexts.9a.Students still need todevelop basiccomprehension, grammar& punctuation, beforeadding more detail to theirwriting.9.b Students aredeveloping this in theirwriting.

purposes, and audiences.Speaking & ListeningStandards1. Engage effectively in arange of collaborativediscussions (one-on-one,in groups, andteacher-led) with diversepartners on grade 4topics and texts, buildingon others’ ideas andexpressing their ownclearly.a. Come to discussionsprepared, having reador studied requiredmaterial; explicitly drawon that preparation andother informationknown about the topic toexplore ideasunder discussion.b. Follow agreed-uponrules for discussionsand carry out assignedroles.

Speaking & ListeningStandards1.b: This enhancesstudents communicationskills, but not carried inevery lesson.

c. Pose and respond tospecific questionsto clarify or follow up oninformation, andmake comments thatcontribute to thediscussion and link to theremarks of others.d. Review the key ideasexpressed andexplain their own ideasand understandingin light of the discussion.2. Paraphrase portions ofa text read aloud orinformation presented indiverse informationpresented in diversemedia and presented indiverse media andformats, includingmedia and formats,including visually,quantitatively, and orally.3. Identify the reasons andevidence a speaker or

2. Lack of resources tocarry out media basedexercises.

3. Lack of resources tocarry out media basedexercises.

media source provides tosupport particular points.4. Report on a topic ortext, tell a story, orrecount an experience inan organized manner,using appropriate factsand relevant,descriptive details tosupport main ideas orthemes; speak clearly atan understandablepace.a. Plan and deliver anarrative presentationthat: relates ideas,observations, orrecollections; provides aclear context;and includes clear insightinto why theevent or experience ismemorable. CA5. Add audio recordingsand visual displays topresentations when

4. Students are developingtheir writing skills,organizing, and usingdescriptive details.

4.a Presentations will notbe used very often duringEnglish lessons.

5.Will rarely be used forEnglish lessons.

appropriate to enhancethe development of mainideas or themes.6. Differentiate betweencontexts that call forformal English (e.g.,presenting ideas) andsituations where informaldiscourse is appropriate(e.g., small-groupdiscussion);use formal English whenappropriate to taskand situation. (See grade 4Language standards 1 and3 for specificexpectations.)

Language Skills1. Demonstrate commandof the conventions ofstandard English grammarand usage when writingor speaking.a. Use interrogative,relative pronouns (who,

6. Too difficult for studentsto understand and apply,given their ability inEnglish.

whose, whom, which,that) and relativeadverbs (where, when,why). CAb. Form and use theprogressive (e.g., I waswalking; I am walking; Iwill be walking) verbtenses.c. Use modal auxiliaries(e.g., can, may, must)to convey variousconditions.d. Order adjectives withinsentences accordingto conventional patterns(e.g., a small red bagrather than a red smallbag).e. Form and useprepositional phrases.f. Produce completesentences, recognizingand correctinginappropriate fragmentsand

run-ons.*g. Correctly use frequentlyconfused words(e.g., to, too, two; there,their).*h.Write fluidly and legiblyin cursive or joineditalics. CA2. Demonstrate commandof the conventions ofstandard Englishcapitalization,punctuation, andspelling when writing.a. Use correctcapitalization.b. Use commas andquotation marks to markdirect speech andquotations from a text.c. Use a comma before acoordinatingconjunction in acompound sentence.d. Spell grade-appropriatewords correctly,

consulting references asneeded.3. Use knowledge oflanguage and itsconventionswhen writing, speaking,reading, or listening.a. Choose words andphrases to convey ideasprecisely.*b. Choose punctuation foreffect.*c. Differentiate betweencontexts that call forformal English (e.g.,presenting ideas) andsituations where informaldiscourse isappropriate (e.g.,small-group discussion).4. Determine or clarify themeaning of unknownand multiple-meaningwords and phrases basedon grade 4 reading andcontent, choosing

flexibly from a range ofstrategies.a. Use context (e.g.,definitions, examples, orrestatements in text) as aclue to the meaning of aword or phrase.b. Use common,grade-appropriate Greekand Latin affixes and rootsas clues to themeaning of a word (e.g.,telegraph,photograph, autograph).c. Consult referencematerials (e.g.,dictionaries, glossaries,thesauruses), bothprint and digital, to findthe pronunciationand determine or clarifythe precise meaning of keywords and phrases andto identify alternate wordchoices in allcontent areas. CA

4a, b & c. Students needto develop theirvocabulary-adjectives &synonyms.

5. Demonstrateunderstanding offigurativelanguage, wordrelationships, and nuancesin word meanings.a. Explain the meaning ofsimple similes andmetaphors (e.g., as prettyas a picture) incontext.b. Recognize and explainthe meaning ofcommon idioms, adages,and proverbs.c. Demonstrateunderstanding of words byrelating them to theiropposites (antonyms)and to words with similarbut not identicalmeanings (synonyms).

5a, b & c. Students showan understanding offigurative language,antonyms already-thisneeds to be reviewed.

6. Acquire and useaccuratelygrade-appropriategeneral academic anddomain-specific words andphrases, including thosethat signal preciseactions, emotions, orstates of being (e.g.,quizzed, whined,stammered) and that arebasic to aparticular topic (e.g.,wildlife, conservation, andendangered whendiscussing animalpreservation).

Language ProgressiveSkills By Grade:L.3.1f. Ensure subject-verband pronoun-antecedentagreement.L.3.3a. Choose words andphrases for effect.L.4.1f. Produce completesentences, recognizingand correctinginappropriate fragmentsand run-ons.L.4.1g. Correctly usefrequently confused words(e.g., to/too/two;there/their)L.4.3a. Choose words andphrases to convey ideasprecisely.*L.4.3b. Choosepunctuation for effect.

Prioritizing Matrix

Grade Four: Science

Standards & BenchmarksPhysical Sciences:1. Electricity andmagnetism are relatedeffects that have manyuseful applications ineveryday life. As a basisfor understanding thisconcept:a. Students know how todesign and build simpleseries and parallel circuitsbyusing components suchas wires, batteries, andbulbs.b. Students know how tobuild a simple compassand use it to detectmagnetic effects, includingEarth’s magnetic field.c. Students know electriccurrents produce

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Essential Observations & CommentsPhysical Sciences:1.A-G:Relevant equipment(materials), are needed todemonstrate and allowstudents to gain anunderstanding of howelectricity works.There are no materialsavailable for this subject.1b-Can be related togeography based subjectsalso. Students canrecognise the basicprinciples inelectricity-repel & attract,heat & light.

magnetic fields and knowhow to build asimple electromagnet.d. Students know the roleof electromagnets in theconstruction of electricmotors,electric generators, andsimple devices, such asdoorbells and earphones.e. Students knowelectrically chargedobjects attract or repeleach other.f. Students know thatmagnets have two poles(north and south) and thatlike polesrepel each other whileunlike poles attract eachother.g. Students know electricalenergy can be convertedto heat, light, and motion.

Life Sciences:2.a. Students know plantsare the primary source ofmatter and energyentering mostfood chains.b. Students knowproducers and consumers(herbivores, carnivores,omnivores, anddecomposers) are relatedin food chains and foodwebs and may competewitheach other for resources inan ecosystem.c. Students knowdecomposers, includingmany fungi, insects, andmicroorganisms,recycle matter from deadplants and animals.3.a. Students knowecosystems can be

Life Sciences:2c: Students need a basicunderstanding on this,associating this with thetopic-decomposers.3d: Students are gaining abasic understanding oflife-cycles, animalclassifications. Studyingmicroorganisms requiresmore in-depth research.

characterized by theirliving and nonlivingcomponents.b. Students know that inany particularenvironment, some kindsof plants and animalssurvive well, some surviveless well, and some cannotsurvive at all.c. Students know manyplants depend on animalsfor pollination and seeddispersal, and animalsdepend on plants for foodand shelter.d. Students know thatmost microorganisms donot cause disease and thatmany are beneficial.

Earth Sciences:4.The properties of rocksand minerals reflect theprocesses that formedthem. As abasis for understandingthis concept:Important-having a basicunderstanding of theEarth’s formation andprocess involved of theEarth’s surface changing,through natural disasters,weathering & glaciers.

Earth Sciences:4.a. Students know how todifferentiate amongigneous, sedimentary, andmetamorphic rocks byreferring to theirproperties and methods offormation (the rockcycle).b.Students know how toidentify commonrock-forming minerals(including quartz,calcite, feldspar, mica, andhornblende) and oreminerals by using a tableof diagnostic properties.5.a.Students know somechanges in the earth aredue to slow processes,such as erosion, and somechanges are due to rapidprocesses, such aslandslides, volcanic

5 a,b & c.Waves, wind,water, and ice shape andreshape Earth’s landsurface. It isrelevant-weather affectsevery individual. Studentsstudy the ever changingconditions to gain a betterunderstanding of this.Students have a goodunderstanding of thisprocess-this topic isreview purposes.

eruptions, andearthquakes.b. Students know naturalprocesses, includingfreezing and thawing andthe growthof roots, cause rocks tobreak down into smallerpieces.c. Students know movingwater erodes landforms,reshaping the land bytaking itaway from someplaces and depositing it aspebbles, sand, silt, andmud in otherplaces (weathering,transport, and deposition).Investigation &Experimentation:6. Scientific progress ismade by askingmeaningful questions andconducting carefulinvestigations. As a basisfor understanding this

Investigation &Experimentation:6. Scientific progress ismade by askingmeaningful questions andconducting carefulinvestigations. As a basisfor understanding thisconcept and addressingthe contentin the other three strands,students should developtheir own questions andperforminvestigations. Important:By recognizing the ‘causeand effect’ of anexperiment may help tocarry out an experimentmore accurately. Studentswill be able to explain theprocess clearer through‘cause & effect.’Most standards arecompact because,experiments will be varied

concept and addressingthe contentin the other three strands,students should developtheir own questions andperforminvestigations. Studentswill:a.Differentiate observationfrom inference(interpretation) and knowscientists’explanations come partlyfrom what they observeand partly from howthey interpret theirobservations.b.Measure and estimatethe weight, length, orvolume of objects.c. Formulate and justifypredictions based oncause-and-effectrelationships.d. Conduct multiple trialsto test a prediction and

and sporadic (dependingon the topic), as there arenot enough resources tocarry out experiments ona regular basis.

draw conclusions abouttherelationships betweenpredictions and results.e. Construct and interpretgraphs frommeasurements.f. Follow a set of writteninstructions for a scientificinvestigation.

Prioritizing Matrix

Grade Four: Math

Standards & BenchmarksOperations and AlgebraicThinking 4.OA:1. Interpret amultiplication equation asa comparison, e.g.,interpret 35 = 5 × 7 as astatement that 35 is 5times as many as7 and 7 times as many asmultiplication equations.2.Multiply or divide tosolve word problemsinvolving multiplicativecomparison, e.g., by usingdrawings and equationswith a symbol for theunknown number torepresent the problem,distinguishingmultiplicative comparisonfrom additive comparison.

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13. Solve multistep wordproblems posed withwhole numbers andhaving whole-numberanswers using the fouroperations,including problems inwhich remainders must beinterpreted. Representthese problems usingequations with a letterstanding for the unknownquantity. Assess thereasonableness of answersusing mental computationand estimationstrategies includingrounding.Gain familiarity withfactors and multiples.4. Find all factor pairs for awhole number in therange 1–100. Recognizethat a whole number is amultiple of each of its

factors. Determinewhether a given wholenumber in the range1–100 is a multiple of agiven one-digit number.Determinewhether a given wholenumber in the range1–100 is prime orcomposite.Generate and analyzepatterns.5. Generate a number orshape pattern that followsa given rule. Identifyapparent features of thepattern that were notexplicit in the rule itself.For example, given therule “Add 3” and thestarting number 1,generate terms in theresulting sequenceand observe that theterms appear to alternatebetween odd and even

numbers. Explaininformally why thenumbers willcontinue to alternate inthis way.4.NBT:Generalize placevalue understanding formulti-digit wholenumbers.1. Recognize that in amulti-digit whole number,a digit in one placerepresents ten times whatit represents in the placeto itsright. For example,recognize that 700 ÷ 70 =10 by applying concepts ofplace value and division.2. Read and writemulti-digit whole numbersusing base-ten numerals,number names, andexpanded form. Comparetwo multi-digit numbers based onmeanings of the digits in

each place, using >, =, and< symbols to record theresults of comparisons.3. Use place valueunderstanding to roundmulti-digit whole numbersto any place.Use place valueunderstanding andproperties of operationsto perform multi-digitarithmetic.4. Fluently add andsubtract multi-digit wholenumbers using thestandard algorithm.5.Multiply a wholenumber of up to fourdigits by a one-digit wholenumber, and multiply twotwo-digit numbers, usingstrategies based on placevalue and the propertiesof operations. Illustrateand explain the calculationby using equations,

rectangular arrays, and/orarea models.6. Find whole-numberquotients and remainderswith up to four-digitdividends and one-digitdivisors, using strategiesbasedon place value, theproperties of operations,and/or the relationshipbetween multiplicationand division. Illustrate andexplain the calculation byusing equations,rectangular arrays, and/orarea models. 2

4.NF:1. Explain why a fractiona/b is equivalent to afraction (n × a)/(n × b) byusing visual fractionmodels, with attention tohowthe number and sizeof the parts differ even

though the two fractionsthemselves are the samesize. Use this principle torecognize and generateequivalent fractions.2. Compare two fractionswith different numeratorsand differentdenominators, e.g., bycreating commondenominators ornumerators, or bycomparing to a benchmarkfraction such as 1/2.Recognize thatcomparisons are valid onlywhen the twofractions refer to the samewhole. Record the resultsof comparisons withsymbols >, =, or <, andjustify the conclusions,e.g., by using a visualfraction model.Build fractions from unitfractions by applying and

extending previousunderstandings ofoperations on wholenumbers.3. Understand a fractiona/b with a > 1 as a sum offractions 1/b.a. Understand additionand subtraction offractions as joining andseparating parts referringto the same whole.b. Decompose a fractioninto a sum of fractionswith the samedenominator in more thanone way, recording eachdecomposition by anequation. Justifydecompositions, e.g., byusing a visual fractionmodel. 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 likedenominators, e.g., byreplacing each mixednumber with anequivalentfraction, and/or by usingproperties of operationsand the relationshipbetween addition andsubtraction.d. Solve word problemsinvolving addition andsubtraction of fractionsreferring to the samewhole and having likedenominators, e.g., byusing visual fractionmodels and equations torepresent the problem.4. Apply and extendprevious understandingsof multiplication tomultiply a fraction by awhole number.a. Understand a fractiona/b as a multiple of 1/b.

For example, use a visualfraction model torepresent 5/4 as theproduct 5 × (1/4),recording the conclusionby the equation 5/4 = 5 ×(1/4).b. Understand a multipleof a/b as a multiple of 1/b,and use thisunderstanding to multiplya fraction by a wholenumber. For example, usea visual fraction model toexpress 3 × (2/5) as 6 ×(1/5), recognizing thisproduct as 6/5.(In general, n × (a/b) = (n ×a)/b.)c. Solve word problemsinvolving multiplication ofa fraction by a wholenumber, e.g., by usingvisual fraction models andequations to represent theproblem. For example, if

each person at a party willeat 3/8 of a pound of roastbeef, andthere will be 5 people atthe party, how manypounds of roast beef willbe needed? Between whattwo whole numbersdoes your answer lie?Understand decimalnotation for fractions, andcompare decimalfractions.5. Express a fraction withdenominator 10 as anequivalent fraction withdenominator 100, and usethis technique to add twofractions with respectivedenominators 10 and 100.4 For example, express3/10 as 30/100, and add3/10 + 4/100 = 34/100. 26. Use decimal notationfor fractions withdenominators 10 or 100.

For example, rewrite 0.62as 62/100; describe alength as0.62 meters; locate 0.62on a number line diagram.Measurement and Data4.MD:Solve problems involvingmeasurement andconversion ofmeasurements from alarger unit to a smallerunit.1. Know relative sizes ofmeasurement units withinone system of unitsincluding km, m, cm; kg, g;lb, oz.; l, ml; hr, min, sec.Within a single system ofmeasurement, expressmeasurements in a largerunit in terms of a smallerunit. Record measurementequivalents in atwo-column table. Forexample, know that 1 ft is

12 times as long as 1 in.Express the length of a 4 ftsnake as 48 in. Generate aconversion table for feetand inches listing thenumber pairs (1, 12), (2,24), (3, 36), . . .2. Use the four operationsto solve word problemsinvolving distances,intervals of time, liquidvolumes, masses ofobjects,and money, includingproblems involving simplefractions or decimals, andproblems that requireexpressing measurementsgiven in a larger unit interms of a smaller unit.Represent measurementquantities using diagramssuch as number linediagrams that feature ameasurement scale.3. Apply the area and

perimeter formulas forrectangles in real-worldand mathematicalproblems. For example,find the widthof a rectangular roomgiven the area of theflooring and the length, byviewing the area formulaas a multiplicationequationwith an unknown factor.Represent and interpretdata.4.Make a line plot todisplay a data set ofmeasurements in fractionsof a unit (1/2, 1/4, 1/8).Solve problems involvingaddition and subtractionof fractions by usinginformation presented inline plots. For example,from a line plot find andinterpret the difference inlength between the

3. Important: Measuringwill primarily be used ingeometry, rather thanother topics in math.Applying area & perimeterhelps students to reviewhow to multiply.

4. Students are able toreview fraction throughhandling data. Datacollection/presenting willnot be used for every topicin math.

longest and shortestspecimens in an insectcollection.Geometric measurement:understand concepts ofangle and measure angles.5. Recognize angles asgeometric shapes that areformed wherever two raysshare a commonendpoint, and understandconcepts of anglemeasurement:a. An angle is measuredwith reference to a circlewith its center at thecommon endpoint of therays, by consideringthe fraction of the circulararc between the pointswhere the two raysintersect the circle. Anangle that turns through1/360 of a circle is called a“one-degree angle,” andcan be used to measure

5. Recognising shapes willmainly be specific togeometry.5a. This will allow studentsto review their fractions.5b. Studying angles will beonly specific to geometry.

angles.b. An angle that turnsthrough n one-degreeangles is said to have anangle measure of ndegrees.6.Measure angles inwhole-number degreesusing a protractor. Sketchangles of specifiedmeasure.7. Recognize anglemeasure as additive.When an angle isdecomposed intonon-overlapping parts, theangle measure of thewhole is the sum of theangle measures of theparts. Solve addition andsubtraction problems tofind unknown angles on adiagram in real-world andmathematical problems,e.g., by using an equationwith a symbol for the

6. Students have theopportunity to reviewrounding numbersthrough fractions.7. Allows the students topractice their ‘problemsolving’ skills, and alsopractice adding &subtracting.

unknown angle measure.Geometry 4.G:Draw and identify linesand angles, and classifyshapes by properties oftheir lines and angles.1. Draw points, lines, linesegments, rays, angles(right, acute, obtuse), andperpendicular and parallellines. Identify these intwo-dimensional figures.2. Classifytwo-dimensional figuresbased on the presence orabsence of parallel orperpendicular lines, or thepresence orabsence of angles of aspecified size. Recognizeright triangles as acategory, and identify righttriangles.(Two-dimensionalshapes should includespecial triangles, e.g.,

4G.1. Differentiatingangles, drawing linesegments, rays and angleswill mainly be specific togeometry.4G.2.Will be specific togeometry only.

equilateral, isosceles,scalene, and specialquadrilaterals, e.g.,rhombus,square, rectangle,parallelogram, trapezoid.)CA3. Recognize a line ofsymmetry for atwo-dimensional figure asa line across the figuresuch that the figure can befoldedalong the line intomatching parts. Identifyline-symmetric figures anddraw lines of symmetry.

4G.3. Few lessons will bededicated to this topic.

Prioritizing Matrix

Grade Four: Social Studies

Standards & BenchmarksAREO STANDARDSHost CountryStandard 1:1.5.b Describe changes insociety (e.g., political,social, cultural).1.5.c Identify cause andeffect relationships inhistory.Standard 2:2.5.b Explain variedcauses and effects ofconflict and cooperationamong individuals, groups,societies and nations in thefollowing categories:politics, economics,geography,ethnicity/race, gender and

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1.5.C-Gives studentscontext, to relate topresent day social &political changes withinsociety.

culture.Standard 3:3.5.cApply concepts suchas location, distance,direction, scale, movementand region.3.5.d Describe ways thatthe earth’s physical andhuman- made featureshave changed over time.Standard 4:4.5.d Describe howcultural contributions fromvarious groups haveformed a national identity.Standard 5:5.5.e Identify and describeways that ethnicity andcultures influence people'sdaily lives.Standard 6:6.5.d Identify the elementsof major political systems(e.g., monarchy,democracy, constitutionalmonarchy, dictatorship).

6.5.D-Topic may be toochallenging, particularlypolitical systems. Anoutline lesson(s) may bemore suited to this grade.6.5.E. An outline of this

6.5.e Describe theorganization and majorresponsibilities of thevarious levels ofgovernments.6.5.f Explain whatcitizenship is.6.5.g Identify and describemeans by which citizenscan monitor, evaluate andinfluence actions of theirgovernment.6.5. Describe the roles oflaws, courts of law, andjudges.Standard 7:7.5.c Describe howchanges in transportationand communication haveaffected trade andeconomic activities.7.5.d Explain and compareways in which peoplesatisfy their basic needsand wants through theproduction of goods and

topic would be moresuitable for this grade’slevel/ability.

6.5.G-Relates to the SLO’S,can place an emphasis oncitizen’s responsibilities.6.5-An outline of the lawsystem is more suitable forthis grade, an in depthlesson would be toochallenging.

7.5.c-Students have agood understanding oftransportation and it’s rolein society. Some reviewingon the topic is required.

services.Standard 8:8.5.d Describe changes inscientific knowledge andtechnology that haveaffected your host country.California Standards4.11. Explain and use thecoordinate grid system oflatitude and longitude todetermine theabsolute locations ofplaces in California and onEarth.2. Distinguish between theNorth and South Poles; theequator and the primemeridian;the tropics; and thehemispheres, usingcoordinates to plotlocations.3. Identify the state capitaland describe the variousregions of California,

8.5.d-Students need todevelop their knowledgein this subject, studentshave demonstratedcompetency & anawareness of howtechnology works.

including howtheir characteristics andphysical environments(e.g., water, landforms,vegetation,climate) affect humanactivity.4. Identify the locations ofthe Pacific Ocean, rivers,valleys, and mountainpasses andexplain their effects on thegrowth of towns.5. Use maps, charts, andpictures to describe howcommunities in California(host country), vary inland use, vegetation,wildlife, climate,population density,architecture, services, andtransportation.

4.21. Discuss the majornations of CaliforniaIndians, including theirgeographic distribution,economic activities,legends, and religiousbeliefs; and describe howthey depended on,adapted to, and modifiedthe physical environmentby cultivation of land anduse of searesources.2. Identify the early landand sea routes to, andEuropean settlements in,California with afocus on the exploration ofthe North Pacific (e.g., byCaptain James Cook, VitusBering, Juan Cabrillo),noting especially theimportance of mountains,deserts, ocean currents,and wind patterns.

4.2.1-Too specific to onelocation. This seemsirrelevant to the school’slocation & host country.4.2.2-As stated above.4.2.3- As stated above.

3. Describe the Spanishexploration andcolonization of California,including the relationshipsamong soldiers,missionaries, and Indians(e.g., Juan Crespi,Junipero Serra, Gaspar dePortola).4. Describe the mappingof, geographic basis of,and economic factors inthe placement andfunction of the Spanishmissions; and understandhow the mission systemexpanded theinfluence of Spain andCatholicism throughoutNew Spain and LatinAmerica.5. Describe the daily livesof the people, native andnonnative, who occupiedthe presidios, missions,ranchos, and pueblos.

4.2.4-Reviewsgeographical skills (readingmaps), it also givesstudents an understandingof foreign influences-cause& effect to the natives.

5.2.4-Students havealready displayed anunderstanding about this.This topic can be relatedon an internationallevel-life of anative/nomad.

6. Discuss the role of theFranciscans in changingthe economy of Californiafrom a hunter-gatherer economy to anagricultural economy.7. Describe the effects ofthe Mexican War forIndependence on AltaCalifornia, including itseffects on the territorialboundaries of NorthAmerica.8. Discuss the period ofMexican rule in Californiaand its attributes, includingland grants,secularization of themissions, and the rise ofthe rancho economy.4.31. Identify the locations ofMexican settlements inCalifornia and those ofother settlements,including Fort Ross and

6.2.4-Very specific to aparticular state-littlerelevance.

7.2.4- Very specific to aparticular state-littlerelevance to the studentsin their current setting.8.2.4- Very specific to aparticular state-littlerelevance to the studentsin their current setting.

Sutter’s Fort.2. Compare how and whypeople traveled toCalifornia and the routesthey traveled(e.g., James Beckwourth,John Bidwell, John C.Fremont, Pio Pico).3.Analyze the effects ofthe Gold Rush onsettlements, daily life,politics, and the physi-cal environment (e.g.,using biographies of JohnSutter, Mariano GuadalupeVallejo,Louise Clapp).4. Study the lives ofwomen who helped buildearly California (e.g.,Biddy Mason).5. Discuss how Californiabecame a state and how itsnew government differedfrom those during theSpanish and Mexican

4.3.4- Very specific to aparticular state-littlerelevance to the studentsin their current setting.

4.3.2, 4.3.2, 4.4.2, 4.5.2-Very specific to aparticular state-littlerelevance to the studentsin their current setting.

periods.4.41. Understand the storyand lasting influence of thePony Express, OverlandMail Service, WesternUnion, and the building ofthe transcontinentalrailroad, including thecontributions of Chineseworkers to its construction.2. Explain how the GoldRush transformed theeconomy of California,including the types ofproducts produced andconsumed, changes intowns (e.g., Sacramento,San Francisco), andeconomic conflictsbetween diverse groups ofpeople.3. Discuss immigrationand migration toCalifornia between 1850and 1900, including the

4.4.1-Relevant as a worldtopic, but does not needto be covered over a verylong period of time.Relates to the student’shost country.

4.4.2, 4.4.3-Very specificto a particular state-littlerelevance to the studentsin their current setting.

diverse composition ofthose who came; thecountries of origin andtheir relativelocations; and conflictsand accords among thediverse groups (e.g., the1882 ChineseExclusion Act).4. Describe rapidAmerican immigration,internal migration,settlement, and the growthof towns and cities (e.g.,Los Angeles).5. Discuss the effects ofthe Great Depression, theDust Bowl, and World WarII on California.6. Describe thedevelopment and locationsof new industries since theturn of the century, such asthe aerospace industry,electronics industry,large-scale commercial

4.4.3-Topic is relevant tostudents-where they arelocated, students havebasic understanding ofimmigration & migration.

4.4.4-This can be relatedto an international topicfor the students.4.4.5-Very specific toCalifornia, this can berelated to global orinternational financialcrisis.

4.4.6-Some topics maybetoo complex for thisgrade-aerospace,electronics industry,irrigation projects.

agriculture and irrigationprojects, the oil andautomobile industries,communicationsand defense industries, andimportant trade links withthe Pacific Basin.7. Trace the evolution ofCalifornia’s water systeminto a network of dams,aqueducts,and reservoirs.8. Describe the history anddevelopment ofCalifornia’s publiceducation system,including universities andcommunity colleges.9. Analyze the impact oftwentieth-centuryCalifornians on thenation’s artistic andcultural development,including the rise of theentertainment industry(e.g., Louis B.

4.4.7, 4.4.8,& 4.4.9- Veryspecific to a particularstate-little relevance tothe students in theircurrent setting.

Meyer, Walt Disney, JohnSteinbeck, Ansel Adams,Dorothea Lange, JohnWayne).4.51. Discuss what the U.S.Constitution is and why itis important (i.e., a writtendocument that defines thestructure and purpose ofthe U.S. government anddescribes the sharedpowers of federal, state,and local governments).2. Understand the purposeof the CaliforniaConstitution, its keyprinciples, and its relation-ship to the U.S.Constitution.3. Describe the similarities(e.g., written documents,rule of law, consent of thegoverned,three separate branches)and differences (e.g.,

4.5.1-Students would findthis topic difficult to relateto.4.5.2- Very specific to aparticular state-littlerelevance to the studentsin their current setting.4.5.3- Very specific to aparticular state-littlerelevance to the studentsin their current setting.4.5.4-A brief outline ofgovernment roles is moresuitable for this grade’slevel/ability.4.5.5- Very specific to aparticular state-littlerelevance to the studentsin their current setting.

scope of jurisdiction,limits on governmentpowers, use of themilitary) among federal,state, and localgovernments.4. Explain the structuresand functions of stategovernments, includingthe roles andresponsibilities of theirelected officials.5. Describe thecomponents of California’sgovernance structure (e.g.,cities and towns,Indian rancherias andreservations, counties,school districts).