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MATHEMATICS
CURRICULUM MAP
2012 - 2013
VOLUSIA COUNTY SCHOOLS
Next Generation Sunshine State Standards
Mathematics Department ii Fourth Grade Curriculum Map
Volusia County Schools 6/2012
Standards for Mathematical Practice
1. Make sense of problems and persevere in solving them.
(MACC.K12.MP.1)
2. Reason abstractly and quantitatively.
(MACC.K12.MP.2)
3. Construct viable arguments and critique the reasoning of others.
(MACC.K12.MP.3)
4. Model with mathematics.
(MACC.K12.MP.4)
5. Use appropriate tools strategically.
(MACC.K12.MP.5)
6. Attend to precision.
(MACC.K12.MP.6)
7. Look for and make use of structure.
(MACC.K12.MP.7)
8. Look for and express regularity in repeated reasoning.
(MACC.K12.MP.8)
Mathematics Department iii Fourth Grade Curriculum Map
Volusia County Schools 6/2012
COMPONENTS OF THE CURRICULUM MAP
Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map
Pacing: the recommended time period within the year for instruction related to the essential questions to occur
Essential Questions: the overarching question(s) that will serve to guide instruction and push students to higher levels of thinking; essential questions should guide students to the heart of the content and should be in student -friendly language.
Measurement Topics: an organized grouping of learning targets – these will be evident as headings in Pinnacle Gradebook
Learning Targets/Skills: the content knowledge, processes and enabling skills that will ensure successful mastery of the essential questions (tied to Common Core State Standards and/or Next Generation Sunshine State Standards)
Benchmarks: Benchmarks for the Next Generation Sunshine State Standards until the Common Core State Standards are implemented
Academic Language: the content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets/skills and essential questions
Activities and Resources: a listing of available, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction
Assessment: a list of required assessments as well as suggested assessments that are available to use as formative or summative assessments
Mathematics Department iv Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ACKNOWLEDGEMENTS
This version of the Kindergarten through Grade Five Mathematics Curriculum Map reflects the combined talent
and hard work of many Volusia County teachers. We would like to take this opportunity to acknowledge their
support, time and recommendations.
Jessica Aivazis Enterprise Andrea Hall Indian River Nancy Morris DeBary
Shirley Anderson Westside Katrina Hall Enterprise Julie Murray Blue Lake
Essie Austin ESE Department Linnette Hernandez Sunrise Shelly Osterman Ortona
Anna Barsanti Timbercrest Jane Howe Discovery Tamara Powell Palm Terrace
Laura Bechard Pierson Cassy Jurgensen Read-Pattillo Kourtini Rackard Orange City
Linda Berner Citrus Grove Janna Kilgore Chisholm Laura Ramp Discovery
Elizabeth Brinkerhoff Starke Teal Krall Indian River Heather Robinson Longstreet
Elizabeth Burns Sweetwater Jeanine Langford Turie T Small Jacqueline Sadler Sugar Mill
Tarell Butler Read-Pattillo Sonia Larrabee McInnis Stacy Sampson Pathways
Diane Casella Sugar Mill Karen Lassiter Manatee Cove Melissa Shaw Ortona
Shannon Churms Osteen Diane LeJeune Pine Trail Leslie Sparks Cypress Creek
Cyndy Collins Blue Lake Bob Levings Starke Sandy Streitberger Spirit
Cindy Crandall Read-Pattillo Terri Lubas South Daytona Sharon Tary Pride
Barbara Doherty Champion Monica Luedecke Forest lake Kristie Taylor South Daytona
Nicole Duchesneau Starke Kelly McCabe Holly Hill Kym Taylor Pine Trail
Kim Fischer Osceola Michele McCoy Manatee Cove Feryl Tyner Cypress Creek
Sherry Flaherty Sugar Mill Carol McKisson Forest Lake Pam Westmoreland Freedom
Nancy Fruits Holly Hill Nicole Maynard Palm Terrace Sheri Wiggins Citrus Grove
Joe Griffin DeBary Heather Mooney Deltona Lakes Dayna Williams Spruce Creek
Mathematics Department v Fourth Grade Curriculum Map
Volusia County Schools 6/2012
Teachers are required to administer Form A of the District Interim Assessments. The assessments are available through the Copy Center; the Scantron answer sheets are available through Scantron Achievement Series. Following the administration of the District Interim Assessments and the scanning of the Scantron answer sheets data will be immediately available through Scantron Achievement Series.
Pacing Unit/Assessment
Weeks 1 – 2 Number Sense
Weeks 3 – 4 Multiplication and Division
Weeks 5 - 7 Multiplication by 1-Digit Numbers
Weeks 8 – 11 Multi-Digit Multiplication
Weeks 12 – 14 Fractions
Weeks 15 – 16 Decimals
Weeks 17 Transformations and Symmetry
Weeks 18 Angles
Weeks 19 – 22 Relating Decimals and Fractions
Weeks 23 – 27 Algebraic Thinking
Weeks 28 – 30 Area of 2-Dimensional Shapes
Weeks 31 2- and 3-Dimensional Shapes
Weeks 32 – 33 Extension of Multiplication
Weeks 34 – 35 Extension of Fractions
Week 36 Extension of Decimals
Week 37 Extension of Algebraic Thinking
Week 38 Extension of Area of 2-Dimensional Shapes
Mathematics Department 1 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: NUMBER SENSE PACING: Weeks 1 – 2
ESSENTIAL QUESTIONS: How does place value help you compare and order numbers?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Number Sense (T01) Interpret the value of a given digit in a number through millions (e.g. 127,520
has 127 thousands)
MA.4.A.6.1
compare digit equal (=) equivalent estimate expanded form greater than (>)
greater than or equal () less than (<)
less than or equal () millions
not equal () period round standard form thousand word form
Number Sense (T01) Read, write, identify, compare (using the symbols , , , , =, ) and order
whole numbers through millions MA.4.A.6.1
Number Sense (T01) Estimate whole numbers through millions MA.4.A.6.1
Number Sense (T01) Add and subtract numbers through millions MA.4.A.6.1
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 2 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How does place value help you compare and order numbers?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 1: Lessons 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7 Reteaching Sets: A-F p 26
Daily Assessment and Reteaching workbook
Lessons: 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7
Everglades K-12: Grade 4
Chapter 6
Internet Resources
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx
http://firefly/ (no login is required)
A Million Fish More or Less by Patricia C. McKissack
Counting on Frank by Rod Clement
One Hundred Hungry Ants by Elinor J.Pinczes
Anno’s Mysterious Multiplying Jar by Masaichiro and Mitsumasa Anno
Math Appeal by Greg Tang
Math for All Seasons by Greg Tang
Amanda Bean’s Amazing Dream by Cindy Neuschwander
The Grapes of Math by Greg Tang
A Remainder of One by Elinor J. Pinczes
Bats on Parade by Kathi Appelt
Bat Jamboree by Kathi Applet One Grain of Rice: A Mathematical Folktale by Demi
The King's Chessboard, by David Birch
Twelve Plump Cookies by Larry Dane Brimner
Divide and Ride: Dividing by Stuart Murphy
http://www.prometheanplanet.com/en/resources/subjects/math/ (Common Factors,” by unknown author) http://studyjams.scholastic.com/studyjams/jams/math/index.htm (number sense) www.khanacademy.org
Required Assessment
Number Sense Form A
Suggested Assessments
Topic 1 Florida Test Topic 1 Free-Response Test
Topic 1 Performance Assessment
Mathematics Department 3 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: MULTIPLICATION AND DIVISION PACING: Weeks 3 – 4
ESSENTIAL QUESTIONS: What strategies can you use to multiply and divide? How is division related to multiplication?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Multiplication Fluency (T02) Understand and demonstrate multiples and factors of whole numbers MA.4.A.6.4
arrays decompose Distributive Property division dividend divisor equation expression fact family factor inverse operations multiple partitioning perfect square product quotient repeated addition successive subtraction
Multiplication Fluency (T02)
Recall, fluently, basic multiplication facts
Fluently means fast and accurately. Suggested fluency guideline: answers correctly, the first time, within 5 seconds.
MA.4.A.1.1
Division (basic) (T03) Use models to represent division as successive (repeated) subtraction ,
inverse of multiplication and partitioning (the mental activity of slicing an object into equal-sized units) using manipulatives
MA.4.A.6.2
Multiplication Fluency (T02)
Use and describe various models for multiplication (e.g. repeated addition, arrays, etc.)
MA.4.A.1.1
Division (basic) (T03) Translate a word problem to a multiplication or division expression or
equation MA.4.A.6.2
Multiplication Fluency (T02)
Use models to identify square numbers to 100 MA.4.A.6.4
Multiplication Fluency (T02)
Understand and use the Distributive Property (multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products)
See important note on next page *Model: the student applies the math they have learned to solve problems.
MA.4.A.1.1
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 4 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: What strategies can you use to multiply and divide? How is division related to multiplication?
Activities and Resources Assessment
Suggested Resources
Student Edition:
Topic 2: Lessons 2-1, 2-2, 2-3, 2-4, 2-5, 2-6
Reteaching Sets: A-F p 44
Topic 3: Lessons 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8 Reteaching Sets: A-E p 66
Topic 6: Going Digital p 119
Daily Assessment and Reteaching workbook
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6
3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8
Important! These lessons (2-2, 2-3) do not show a complete explanation of the Distributive Property. See the example . Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products.
Everglades K-12: Grade 4
Chapter 1
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & Division) http://www.321know.com/mul74bx2.htm students identify the property demonstrated in problems-interactive www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com
Required Assessment
Multiplication and Division Form A
Suggested Assessments
Topic 2 Florida Test Topic 2 Free-Response Test
Topic 2 Performance Assessment Topic 3 Florida Test Topic 3 Free-Response Test
Topic 3 Performance Assessment
Mathematics Department 5 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: MULTIPLICATION BY ONE DIGIT NUMBERS PACING: Weeks 5 – 7
ESSENTIAL QUESTIONS: How does your knowledge of basic multiplication help you multiply multi-digit whole numbers? How can estimation help when you are multiplying multi-digit whole numbers?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Multiplication by One Digit Numbers (T04)
Recall, fluently, basic multiplication facts Fluently means fast and accurately. Suggested fluency guideline: answers correctly, the first time, within 5 seconds.
MA.4.A.1.1
Associative Property arrays Commutative Property Distributive Property factor hundreds Identity Property Inverse Property multiples ones partial product product rounding tens thousands Zero Product Property
Multiplication by One Digit Numbers (T04)
Use and describe various models for multiplication (e.g. repeated addition, arrays, etc)
MA.4.A.1.1
Multiplication by One Digit Numbers (T04)
Use and apply the standard algorithm for multiplication to solve real-world problems up to 4-digits by 1-digit (examples: 4-digit by 1 digit 1,253 x 5)
MA.4.A.1.2
Multiplication by One Digit Numbers (T04)
Use estimation, including rounding, to solve a problem and justify using an estimate vs. an exact answer
Front-end estimation will not be an acceptable estimation strategy.
MA.4.A.6.6
Multiplication by One Digit Numbers (T04)
Estimate and describe reasonableness of an answer MA.4.A.6.6
Multiplication by One Digit Numbers (T04)
Use Commutative, Associative, Inverse, Identity, Distributive and Zero Properties as strategies for multiplying multi-digit numbers (Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products e.g. x(a+b) = ax + bx
*Model: the student applies the math they have learned to solve problems.
MA.4.A.1.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 6 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How does your knowledge of basic multiplication help you multiply multi-digit whole numbers? How can estimation help when you are multiplying multi-digit whole numbers?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 4: Lessons 4-1, 4-2, 4-3, 4-5, 4-6 Reteaching Sets: A-F p 86 Topic 5: Lessons 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7 Reteaching Sets: A, B, D, E p 112
Daily Assessment and Reteaching workbook
Lessons: 4-1, 4-2, 4-3, 4-5, 4-6 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7
Everglades K-12: Grade 4
Chapter 1
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & division) www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com
Required Assessment
Multiplication by One-Digit Numbers Form A
Suggested Assessments
Topic 4 Florida Test Topic 4 Free-Response Test
Topic 4 Performance Assessment Topic 5 Florida Test Topic 5 Free-Response Test
Topic 5 Performance Assessment
Mathematics Department 7 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: MULTI-DIGIT MULTIPLICATION PACING: Weeks 8 – 11
ESSENTIAL QUESTIONS: What strategies can be used to solve multi-digit multiplication and division problems?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Multi-Digit multiplication (T05)
Multiply multi-digit whole numbers through 4-digits fluently (3-digit x 3-digit or 4-digit x 2-digit)
Fluently means fast and accurately.
MA.4.A.1.2
Associative Property Commutative Property compatible numbers Distributive Property equation factors Identity Property Inverse partial product product round Zero Product Property
Multi-Digit multiplication (T05)
Use Commutative, Associative, Inverse, Identity, Distributive and Zero Properties as strategies for multiplying multi-digit numbers (Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products e.g. x(a+b) = ax + bx)
MA.4.A.1.2
Multi-Digit multiplication (T05)
Use a variety of strategies (e.g. partial products, decomposition, box, etc.) to solve multiplication and division problems.
MA.4.A.1.1
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 8 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: What strategies can be used to solve multi-digit multiplication and division problems?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 6: Lessons 6-1, 6-2, 6-3, 6-4, 6-5 Reteaching Sets: A-E p 130 Topic 7: Lessons 7-1, 7-2, 7-3, 7-4, 7-5 Reteaching Sets: A-D p 148 Topic 8: Lessons 8-1, 8-2, 8-3, 8-4, 8-5, 8-6 Reteaching Sets: A-C, E, F p 168 Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-6
Daily Assessment and Reteaching workbook
Lessons: 6-1, 6-2, 6-3, 6-4, 6-5 7-1, 7-2, 7-3, 7-4, 7-5 8-1, 8-2, 8-3, 8-5, 8-6 9-1, 9-2, 9-3, 9-4, 9-6
Everglades K-12: Grade 4
Chapter 1
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & division) www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com
Required Assessment
Multi-Digit Multiplication Form A
Suggested Assessments
Topic 6 Florida Test Topic 6 Free-Response Test
Topic 6 Performance Assessment Topic 7 Florida Test Topic 7 Free-Response Test
Topic 7 Performance Assessment Topic 8 Florida Test Topic 8 Free-Response Test
Topic 8 Performance Assessment Topic 9 Florida Test Topic 9 Free-Response Test
Topic 9 Performance Assessment
Mathematics Department 9 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: FRACTIONS PACING: Weeks 12 – 14
ESSENTIAL QUESTIONS: How can you use your knowledge of fractions to compare and estimate them?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Fractions (T10) Estimate fraction amounts in real-world problems MA.4.A.2.4
benchmark fraction
(
,
,
,
,
)
denominator equal to (=) equivalence equivalent fractions estimate fractions
fraction greater than one (
)
formerly called improper fractions
generalization greater than (>)
greater than or equal to () hundredths less than (<)
less than or equal to () mixed numbers
not equal () number line numerator one hundred tenths word form
Fractions (T10) Locate whole numbers, fractions and mixed numbers on a number line MA.4.A.2.1
Fractions (T10) Identify or locate a fraction or mixed number between two whole numbers on a
number line MA.4.A.2.1
Fractions (T10) Compare and order fractions on a number line MA.4.A.2.4
Fractions (T10) Compare (using the symbols: <, , >, , =, ) and order fractions MA.4.A.2.4
Fractions (T10) Identify and generate equivalent fractions MA.4.A.6.3
Fractions (T10)
Determine factors and multiplies for specified whole numbers to find equivalent fractions
MA.4.A.6.4
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 10 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can you use your knowledge of fractions to compare and estimate them?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 Reteaching Sets: A-F p 274
Daily Assessment and Reteaching workbook
Lessons: 13-1, 13-2, 13-3, 13-4, 13-5, 13-7
Everglades K-12: Grade 4
Chapter 2
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (fractions) www.khanacademy.org www.mathfactcafe.com
Required Assessment
Fractions Form A
Suggested Assessments
Topic 13 Florida Test Topic 13 Free-Response Test
Topic 13 Performance Assessment
Mathematics Department 11 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: DECIMALS PACING: Weeks 15 – 16
ESSENTIAL QUESTIONS: What is a decimal? How is ordering decimals the same as ordering whole numbers and how is it different?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Decimals (T08) Compare and order decimals through the thousandths place on a number line MA.4.A.2.1 MA.4.A.2.4
decimal decimal point equal to (=) equivalence equivalent decimals estimate expanded form greater than (>)
greater than or equal to () hundredths less than (<)
less than or equal to ()
not equal () number line tenths thousandths
Decimals (T08) Identify or locate a decimal between two whole numbers on a number line MA.4.A.2.1
Decimals (T08) Read, write and identify decimals though thousandths MA.4.A.2.2
Decimals (T08) Compare (using the symbols: <, , >, , =, ) and order decimals, to hundredths MA.4.A.2.4
Decimals (T08) Estimate decimal amounts in real-world problems
Front-end estimation will not be an acceptable estimation strategy.
MA.4.A.2.4
Decimals (T08) Use manipulatives to model decimals as an extension of the base-ten number
system MA.4.A.2.2
Decimals (T08) Recognize the relationship between the between decimal place values (e.g.
place values decrease by a factor of 10 as they move to the right) MA.4.A.2.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 12 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: What is a decimal? How is ordering decimals the same as ordering whole numbers and how is it different?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 12: Lessons 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8 Reteaching Sets: A-F p 252
Daily Assessment and Reteaching workbook
Lessons: 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8
Everglades K-12: Grade 4
Chapter 2
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (decimals) www.khanacademy.org
Required Assessment
Decimals Form A
Suggested Assessments
Topic 12 Florida Test Topic 12 Free-Response Test
Topic 12 Performance Assessment
Mathematics Department 13 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: TRANSFORMATIONS AND SYMMETRY PACING: Week 17
ESSENTIAL QUESTIONS: How can you tell if rotations, reflections or translations have occurred? What are some ways to determine if shapes have symmetry?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Transformations and Symmetry (T13)
Identify and demonstrate 45º, 90º, 180º, 270º and 360º rotations
MA.4.G.5.2
acute angle angle clockwise degree line line symmetry obtuse angle reflection right angle rotation rotational symmetry transformation translation vertices/vertex
Transformations and Symmetry (T13)
Identify, describe and perform transformations given degree and direction
Transformations and Symmetry (T13)
Identify and describe the result of multi-step transformations (reflection-a mirror image on the opposite side of a line, translation-slide, rotation-a figure is turned a certain angle and direction around a point)
Transformations and Symmetry (T13)
Identify and describe line (folding a figure so it has two parts that match exactly)
and rotational symmetry (turning a figure less than 360 about a point and the figure fits exactly – a square has rotational symmetry)
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 14 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can you tell if rotations, reflections or translations have occurred? What are some ways to determine if shapes have symmetry?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 16: Lessons 16-3, 16-4, 16-5, 16-6, 16-7 Reteaching Sets: C-E p 360
Daily Assessment and Reteaching workbook
Lessons: 16-3, 16-4, 16-5, 16-6, 16-7
Everglades K-12: Grade 4
Chapter 5
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ksbitesize/maths/shape_space (matching 3-D shapes to correct “containers” based on characteristics)
Required Assessment
Transformations and Symmetry Form A
Suggested Assessments
*Topic 16 Florida Test (only questions 1-4, 7, 10) *Topic 16 Free-Response Test (only questions 6-8, 11-14, 20)
Mathematics Department 15 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: ANGLES PACING: Week 18
ESSENTIAL QUESTIONS: How are angles classified and measured?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Angles (T12) Classify angles of 2-dimensional figures as acute, obtuse, right or straight
MA.4.G.5.1
acute angle
angle ()
degree () line obtuse angle perpendicular lines protractor ray right angle straight angle vertices/vertex
Angles (T12) Classify angles of 2-dimensional figures using the benchmark angles 45º, 90º,
180º and 360º
Angles (T12) Use a protractor to draw and measure benchmark angles (45º, 90º, 180º and
360º)
Angles (T12) Know and use the geometric notation for angle () and degree ()
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 16 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How are angles classified and measured?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 16: Lessons 16-1, 16-2 Reteaching Sets: A-B p 360
Daily Assessment and Reteaching workbook
Lessons: 16-1, 16-2
Everglades K-12: Grade 4
Chapter 5
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ksbitesize/maths/shape_space
Required Assessment
Angles Form A
Suggested Assessments
*Topic 16 Florida Test (only questions 5 & 6)
*Topic 16 Free-Response Test (only questions 1-5)
Mathematics Department 17 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: RELATING FRACTIONS AND DECIMALS PACING: Weeks 19 – 22
ESSENTIAL QUESTIONS: How are fractions, decimals and percents alike and different?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Decimal and Fraction Equivalents (T09)
Show the relationship between fractions and decimals using a number line MA.4.A.2.3
benchmark fraction
(
,
,
,
,
)
decimal decimal point denominator equal to (=) equivalence equivalent decimals equivalent fractions estimate expanded form fractions
fraction greater than one (
)
formerly called improper fractions
generalization greater than (>)
greater than or equal to () hundredths less than (<)
less than or equal to () mixed numbers
not equal () number line numerator one hundred percent standard form tenths thousandths word form
Decimal and Fraction Equivalents (T09)
Estimate fraction and decimal amounts in real-world problems MA.4.A.2.4
Decimal and Fraction Equivalents (T09)
Locate whole numbers, fractions, decimals (to thousandths) and mixed numbers on a number line
MA.4.A.2.1
Decimal and Fraction Equivalents (T09)
Relate equivalent fractions and decimals including locations on a number line
(e.g.
= 0.25)
MA.4.A.2.3
Decimal and Fraction Equivalents (T09)
Relate halves, fourths, tenths, and hundredths to decimals and percents MA.4.A.6.5
Decimal and Fraction Equivalents (T09)
Convert percent to fractions or decimals (for
,
,
, all 10
ths and all 100
ths) MA.4.A. 6.5
Decimal and Fraction Equivalents (T09)
Convert fractions or decimals to percent (e.g.
= 25% , 75% = 0.75) MA.4.A. 6.5
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 18 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How are fractions, decimals and percents alike and different?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14.7 Reteaching Sets: A-E p 300
Daily Assessment and Reteaching workbook
Lessons: 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14.7
Everglades K-12: Grade 4
Chapter 2
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (decimals, fractions and percents)
Required Assessment
Relating Fractions and Decimals Form A
Suggested Assessments
Topic 14 Florida Test Topic 14 Free-Response Test
Topic 14 Performance Assessment
Mathematics Department 19 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: ALGEBRAIC THINKING PACING: Weeks 23 – 27
ESSENTIAL QUESTIONS: How can you identify and describe patterns and relationships? Why do we use variables?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Patterns (T06) Predict, extend and generalize numeric and non-numeric patterns to solve
problems MA.4.A.4.1
algebraic expression difference equal (=) equations expressions factors multiples
not equal () operations patterns products quotient rules solution variables
Equations and Expressions (T07)
Create expressions and equations involving a variable from verbal or written problem situations
MA.4.A.4.2
Patterns (T06) Analyze number patterns and state rules for relationships involving all four
operations MA.4.A.4.1
Equations and Expressions (T07)
Recognize and write algebraic expressions for functions with two operations
including the use of the symbols =, MA.4.A.4.3
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 20 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can you identify and describe patterns and relationships? Why do we use variables?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 10: Lessons 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7 Reteaching Sets: A-E p 212 Topic 11: Lessons 11-1, 11-2, 11-3, 11-4, 11-5 Reteaching Sets: A-E p 228
Daily Assessment and Reteaching workbook
Lessons: 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7 11-1, 11-2, 11-3, 11-4, 11-5
Everglades K-12: Grade 4
Chapter 4
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (algebra)
Required Assessment
Algebraic Thinking Form A
Suggested Assessments
Topic 10 Florida Test Topic 10 Free-Response Test
Topic 10 Performance Assessment Topic 11 Florida Test Topic 11 Free-Response Test
Topic 11 Performance Assessment
Mathematics Department 21 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: AREA OF 2-DIMENSIONAL SHAPES PACING: Weeks 28 – 30
ESSENTIAL QUESTIONS: What is area and how is it measured? How do you find the area of a rectangle?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Area (T11) Use models, manipulatives and diagrams to measure area (graph paper,
geoboards, etc.) MA.4.G.3.1
area centimeter composite shape feet height inches irregular shape kilometer meter mile millimeter perimeter regular shape square units
Area (T11) Recognize that a unit square is the standard unit for measuring area MA.4.G.3.1
Area (T11) Recognize that area is found using same size units MA.4.G.3.1
Area (T11) Justify the formula for the area of a rectangle (a = b x h) MA.4.G.3.2
Area (T11) Estimate and solve real-world problems to find area including irregular shapes MA.4.G.3.1 MA.4.G.3.3
Area (T11) Select and use the appropriate tool and unit (customary and metric) for measuring area
MA.4.G.3.3
Area (T11) Use a ruler to determine the dimensions of a figure MA.4.G.3.3
Area (T11) Find the area of composite shapes with adjacent rectangles (e.g. L- or E-shaped figures)
MA.4.G.3.3
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 22 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: What is area and how is it measured? How do you find the area of a rectangle?
Activities and Resources Assessment
Suggested Resources
Student Edition:
Topic 15: Lessons 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8 Reteaching Sets: A, D, F p 324
Daily Assessment and Reteaching workbook
Lessons: 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8
Everglades K-12: Grade 4
Chapter 3
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (measurement)
Required Assessment
Area of 2-Dimensional Shapes Form A
Suggested Assessments
Topic 15 Florida Test Topic 15 Free-Response Test
Topic 15 Performance Assessment
Mathematics Department 23 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: 2-AND 3-DIMENSIONAL SHAPES PACING: Week 31
ESSENTIAL QUESTIONS: How can I identify and describe 2- and 3-dimensional shapes?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
2- and 3-Dimensional Shapes (T14)
Use appropriate geometric vocabulary to describe properties and attributes of 2- and 3-dimensional objects
MA.4.G.5.3
cone cube cylinder edge face net perspective (view) prism pyramid quadrilateral rectangular pyramid rhombus sphere square pyramid triangle triangular prism triangular pyramid vertices/vertex
2- and 3-Dimensional Shapes (T14)
Draw and classify 2- and 3-dimensional objects MA.4.G.5.3
2- and 3-Dimensional Shapes (T14)
Identify one or more 2-dimensional views (top, sides, front or base) of a 3-dimensional object (not nets)
www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html - “Building houses with side views” a great interactive site on perspective.
MA.4.G.5.3
2- and 3-Dimensional Shapes (T14)
Use nets (a 2-dimensional shape that can be folded into a 3-dimensional figure) to compose and decompose figures
MA.4.G.5.3
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 24 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can I identify and describe 2- and 3-dimensional shapes?
Activities and Resources Assessment
Suggested Resources
Student Edition
Topic 16: Lessons 16-9, 16-10, 16-11, 16-12 Reteaching Sets: F-I p 360-361
Daily Assessment and Reteaching workbook
Lessons: 16-9, 16-10, 16-11, 16-12
Everglades K-12: Grade 4
Chapter 5
Internet
www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html - The Freudenthal Institute for Science and Mathematics Education (FIsme) is a research institute of Utrecht Universiteit, faculty of Science. “Building houses with side views” a great interactive site on perspective. CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ks2bitesize/maths.shape_space (games)
Required Assessment
2-and 3-Dimensional Shapes Form A
Suggested Assessments
*Topic 16 Florida Test (only questions 8, 11, 12, 13) *Topic 16 Free-Response Test (only questions 15-19)
Topic 16 Performance Assessment
Mathematics Department 25 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: EXTENSION OF MULTIPLICATION PACING: Weeks 32 – 33
ESSENTIAL QUESTIONS: Why is place value important when multiplying multi-digit numbers? How does estimating an answer help justify the reasonableness of a product?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Multiplication by One Digit Numbers (T04)
Use estimation strategies, including rounding, benchmarking, and compatible numbers
MA.4.A.6.6
factors multiple product round Multiplication by One Digit
Numbers (T04) Determine a reasonable estimate in a real-world problem situation MA.4.A.6.6
Multi-Digit multiplication (T05)
Multiply multi-digit whole numbers through 4-digits fluently
Fluently means fast and accurately. MA.4.A.1.2
Multiplication by One Digit Numbers (T04)
Model and apply the standard algorithm for multiplication to solve real-world problems
MA.4.A.1.2
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 26 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: Why is place value important when multiplying multi-digit numbers? How does estimating an answer help justify the reasonableness of a product?
Activities and Resources Assessment
Suggested Resources
Student Edition * These materials may have been used in earlier units. They should be used now, as needed, to help students reach mastery of these concepts.
Topic 4: Lessons 4-1, 4-2, 4-3, 4-4, 4-5, 4-6 Reteaching Sets: A-F p 86
Topic 5: Lessons 5-1, 5-2, 5-3, 5-5, 5-6, 5-7 Reteaching Sets: A, B, D, E p 112
Topic 6: Lessons 6-1, 6-2, 6-3, 6-4 Reteaching Sets: A-E p 130
Topic 7: Lessons 7-1, 7-2, 7-3, 7-4, 7-5 Reteaching Sets: A-D p 148
Topic 8: Lessons 8-1, 8-2, 8-3, 8-5, 8-6 Reteaching Sets: A-C, E, F p 168
Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-5, 9-6 Reteaching Sets: A-E p 188
Daily Assessment and Reteaching workbook
Required Assessment
Suggested Assessments
Form B of the District Interim Assessment on Multiplication
* These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.
Lessons: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6 5-1, 5-2, 5-3, 5-5, 5-6, 5-7 6-1, 6-2, 6-3, 6-4 7-1, 7-2, 7-3, 7-4, 7-5 8-1, 8-2, 8-3, 8-5, 8-6 9-1, 9-2, 9-3, 9-4, 9-5, 9-6
Everglades K-12: Grade 4
Chapter 1
Internet
CPALMS is a state wide project to build information systems and tools to
support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx
www.studyjams.scholastic (multiplication & Division) http://www.321know.com/mul74bx2.htm students identify the property demonstrated in problems-interactive www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com
Mathematics Department 27 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: EXTENSION OF FRACTIONS PACING: Weeks 34 – 35
ESSENTIAL QUESTIONS: How can you use your knowledge of fractions to compare and estimate them?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Fractions (T10) Review estimating fraction amounts in real-world problems MA.4.A.2.4 benchmark fraction
(
,
,
,
,
)
common factors denominator equivalent fractions
fraction greater than one (
)
formerly called improper fractions factors generalization
mixed numbers (1
)
multiples numerator
Fractions (T10) Locate whole numbers, fractions and mixed numbers on a number line MA.4.A.2.1
Fractions (T10) Identify or locate a fraction or mixed number between two whole numbers on a
number line MA.4.A.2.1
Fractions (T10) Compare (using the symbols: <, , >, , =, ) and order fractions MA.4.A.2.4
Fractions (T10) Identify and generate equivalent fractions MA.4.A.6.3
Fractions (T10)
Determine factors and multiplies for specified whole numbers to find equivalent fractions
MA.4.A.6.4
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 28 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can you use your knowledge of fractions to compare and estimate them?
Activities and Resources Assessment
Suggested Resources
Student Edition * These materials may have been used in earlier units. They should be used now, as needed, to help students reach mastery of these concepts.
Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 Reteaching Sets: A-F p 274 Topic 14: Lessons 14-6 Reteaching Sets: E p 301
Daily Assessment and Reteaching workbook * These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.
Lessons: 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 14-6
Everglades K-12: Grade 4
Chapter 2
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (fractions) www.khanacademy.org www.mathfactcafe.com
Required Assessment
Suggested Assessments
Form B of the District Interim Assessment
on Fractions
Mathematics Department 29 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: EXTENSION OF DECIMALS PACING: Week 36
ESSENTIAL QUESTIONS: How are fractions, decimals and percents alike and different?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS
BENCHMARK
S ACADEMIC LANGUAGE
Decimals (T08) Compare (using the symbols: <, , >, , =, ) and order decimals, to hundredths MA.4.A.2.4 benchmark fraction
(
,
,
,
,
)
decimal decimal point denominator equivalence equivalent decimals equivalent fractions estimate expanded form fractions
fraction greater than one (
)
formerly called improper fractions generalization greater than hundredths less than
mixed numbers (1
)
number line number line numerator one hundred percent standard form tenths thousandths word form
Decimals (T08) Estimate decimal amounts in real-world problems
Front-end estimation will not be an acceptable estimation strategy.
MA.4.A.2.4
Decimals (T08) Use manipulatives to model decimals as an extension of the base-ten number
system
MA.4.A.2.2
Decimals (T08) Recognize the relationship between the place values (e.g. place values increase
by a factor of 10 as they move to the left)
MA.4.A.2.2
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 30 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How are fractions, decimals and percents alike and different?
Activities and Resources Assessment
Suggested Resources
Student Edition * These materials may have been used in earlier units. They should be used now, as needed, to help students reach mastery of these concepts.
Topic 12: Lessons 12-1, 12-2, 12-4, 12-5, 12-6, 12-7, 12-8 Reteaching Sets: A, C-F p 252
Topic 13: Lessons 13-1 Reteaching Sets: A p 274
Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14-7 Reteaching Sets: A-E p 300
Topic 16: Lessons 16-12 Reteaching Sets: I p 363
Daily Assessment and Reteaching workbook * These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.
Lessons: 12-1, 12-2, 12-4, 12-5, 12-6, 12-7, 12-8 13-1 14-1, 14-2, 14-3, 14-4, 14-5, 14-6 16-12
Everglades K-12: Grade 4
Chapter 2
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic www.khanacademy.org
Required Assessment
Suggested Assessments
Form B of the District Interim Assessment
on Decimals
Mathematics Department 31 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: EXTENSION OF ALGEBRAIC THINKING PACING: Week 37
ESSENTIAL QUESTIONS: How can you identify and describe patterns and relationships? Why do we use variables?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Patterns (T06) Predict, extend and generalize numeric and non-numeric patterns to solve
problems MA.4.A.4.1
algebraic expression difference equations expressions factors multiples operations patterns products protractor quotient rules solution variables
Equations and Expressions (T07)
Create expressions and equations involving a variable from verbal or written problem situations
MA.4.A.4.2
Patterns (T06) Analyze number patterns and state rules for relationships involving all four
operations MA.4.A.4.1
Equations and Expressions (T07)
Recognize and write algebraic expressions for functions with two operations
including the use of the symbols =, MA.4.A.4.3
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 32 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: How can you identify and describe patterns and relationships? Why do we use variables?
Activities and Resources Assessment
Suggested Resources
Student Edition * These materials may have been used in earlier units. They should be used now, as needed, to help students reach mastery of these concepts.
Topic 10: Lessons 10-1, 102, 10-3, 10-4 Reteaching Sets: A-C p 212 Topic 11: Lessons 11-4
Daily Assessment and Reteaching workbook * These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.
Lessons: 10-1, 102, 10-3, 10-4 11-4
Everglades K-12: Grade 4
Chapter 4
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (algebra)
Required Assessment
Suggested Assessments
Form B of the District Interim Assessment
on Algebraic Thinking
Mathematics Department 33 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
UNIT/ORGANIZING PRINCIPLE: EXTENSION OF AREA OF 2-DIMENSIONAL SHAPES PACING: Week 38
ESSENTIAL QUESTIONS: What is area and how is it measured? How do you find the area of a rectangle?
MEASUREMENT
TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE
Area (T11) Recognize that a unit square is the standard unit for measuring area MA.4.G.3.1
area centimeter composite shape feet height inches irregular shape kilometer meter mile millimeter perimeter regular shape square units
Area (T11) Recognize that area is found using same size units MA.4.G.3.1
Area (T11) Justify the formula for the area of a rectangle (a = b x h) MA.4.G.3.2
Area (T11) Estimate and solve real-world problems to find area including irregular shapes MA.4.G.3.1 MA.4.G.3.3
Area (T11) Use a ruler to determine the dimensions of a figure MA.4.G.3.3
Area (T11) Find the area of composite shapes with adjacent rectangles (e.g. L- or E-shaped figures) MA.4.G.3.3
*Model: the student applies the math they have learned to solve problems.
Make sense of problems and persevere in solving them.
Reason abstractly and quantitatively.
Construct viable arguments and critique the reasoning of others.
Model with mathematics.
Use appropriate tools strategically.
Attend to precision. Look for and make use of structure.
Look for and express regularity in repeated reasoning.
MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8
Mathematics Department 34 Fourth Grade Curriculum Map
Volusia County Schools 6/2012
ESSENTIAL QUESTIONS: What is area and how is it measured? How do you find the area of a rectangle?
Activities and Resources Assessment
Suggested Resources
Student Edition:
Topic 15: Lessons 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8 Reteaching Sets: A, D, F p 324
Daily Assessment and Reteaching workbook
Lessons: 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8
Everglades K-12: Grade 4
Chapter 3
Internet
CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (measurement)
Required Assessment
Suggested Assessments
Form B of the District Interim Assessment on Area of 2-Dimensional Shapes
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