TRENTON PUBLIC SCHOOLS
Grade 4 Math
Curriculum Framework
CURRICULUM OFFICES – TRENTON BOARD OF EDUCATION
108 N. Clinton Avenue
3rd Floor ~ Room 301
Lucy Feria, Interim Superintendent of Schools
Dr. Josue Falaise, Interim Chief Academic Officer
Michael Tofte, STEM Supervisor
Adopted August 29, 2016
TRENTON PUBLIC SCHOOLS SCIENCE, TECHNOLOGY, ENGINEERING, AND
MATHEMATICS (STEM)
MISSION AND GUIDING PRINCIPLES OF STEM OFFICE
The mission of the Trenton Public Schools STEM Office is to increase the number of students who are college
and career ready. The STEM Office seeks to meet this goal by:
providing students with courses and strategies that will improve student achievement on standardized
tests required for high school graduation and college entrance exams
providing students with the opportunity to earn college credit by via dual credit STEM courses
exposing students to STEM careers via guest speakers, field trips, career fairs and the development of
partnerships
providing teachers with professional development on strategies on increasing student achievement and
helping students develop the skills they need to graduate and prepare for life after high school
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 1
TRENTON PUBLIC SCHOOLS MATH CURRICULUM
GRADE 4 UNIT 1 SUGGESTED PACING 2016-2017
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 2
Dates STUDENT LEARNING OBJECTIVE CORRESPONDING NJSLS
Suggested Pacing
Suggested Resources Assessments
Week 1
September 7, 8, 9
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
3 Days See Curriculum Framework
Touchpoint and OCR
Week 2
September 12, 13
4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to
one million (presented as base ten numerals, number names, or expanded
form).
NJSLS.MATH.CONTENT 4.NBT.A.2
Read and write multi-digit whole numbers using base-
ten numerals, number names, and expanded form.
Compare two multi-digit numbers based on meanings
of the digits in each place, using >, =, and < symbols to
record the results of comparisons.
[Grade 4 expectations in this
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 3
domain are limited to whole numbers less than or equal
to 1,000,000.]
September 14, 15, 16
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
3 Days See Curriculum Framework
Touchpoint and OCR
Week 3
September 19
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
4.NBT.A.2 SLO-Compare numbers using >, =, and < for two multi-digit whole numbers up to
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.2
Read and write multi-digit
1 Day See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 4
one million (presented as base ten numerals, number names, or expanded
form).
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
whole numbers using base-ten numerals, number
names, and expanded form. Compare two multi-digit
numbers based on meanings of the digits in each place,
using >, =, and < symbols to record the results of
comparisons. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 5
September 20, 21, 22, 23
4.OA.A.1 SLO-Write multiplication equations from
multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7
times as many as 5) and describe a multiplication equation in words.
4.OA.A.2 SLO-Multiply or divide to solve word
problems involving multiplicative comparisons.
SLO-Write an equation to identify the arithmetic operation written in a word
problem (without solving).
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
NJSLS.MATH.CONTENT 4.OA.A.1
Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
NJSLS.MATH.CONTENT
4.OA.A.2 Multiply or divide to solve word problems involving
multiplicative comparison, e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from additive
comparison.
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
4 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 6
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
Week 4
September 26, 27
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
4.OA.C.5
SLO- Generate number or shape patterns by using rules including words, models, or
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
NJSLS.MATH.CONTENT
4.OA.C.5 Generate a number or shape
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 7
graphs, and identify apparent features of the pattern that were not explicit in
pattern that follows a given rule. Identify apparent
features of the pattern that were not explicit in the rule
itself. For example, given the rule
“Add 3” and the starting number 1, generate terms in the resulting sequence and
observe that the terms appear to alternate between
odd and even numbers. Explain informally why the numbers will continue to
alternate in this way.
September 28, 29
4.OA.A.1 SLO-Write multiplication equations from
multiplicative comparisons given in words (example, 35 is 5 times as many as 7 and 7
times as many as 5) and describe a multiplication equation in words.
4.OA.A.2
SLO-Multiply or divide to solve word problems involving multiplicative
comparisons.
NJSLS.MATH.CONTENT 4.OA.A.1
Interpret a multiplication equation as a comparison,
e.g., interpret 35 = 5 × 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative
comparisons as multiplication equations.
NJSLS.MATH.CONTENT
4.OA.A.2 Multiply or divide to solve word problems involving
multiplicative comparison,
2 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 8
SLO-Write an equation to identify the arithmetic operation written in a word
problem (without solving).
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
e.g., by using drawings and equations with a symbol for
the unknown number to represent the problem,
distinguishing multiplicative comparison from additive
comparison.
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
September 30 4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
1 Day See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 9
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
Week 5
October 3, 4, 5, 6, 7
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
5 Days See Curriculum Framework
Touchpoint and OCR
Week 6
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 10
October 10, 11, 13, 14
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
4 Days See Curriculum Framework
Touchpoint and OCR
Week 7
October 17, 18, 19
4.NBT.A.1 SLO-Explain the quantitative relationship
between places of a multi-digit whole number up to one million when moving
from right to left.
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in
the place to its right. For example, recognize that
700 ÷ 70 = 10 by applying concepts of place value and
division. [Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
5 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 11
4.OA.B.4
SLO-Determine if a number between 1 and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole
number up to 100 and determine whether it is a multiple of a given 1-digit whole
number.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range
1–100. Recognize that a whole number is a multiple
of each of its factors. Determine whether a given whole number in the range
1–100 is a multiple of a given one-digit number.
Determine whether a given whole number in the range
1–100 is prime or composite.
October 20, 21
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 12
Week 8
October 24, 25, 26, 27, 28
4.NBT.A.3 SLO-Round multi-digit whole numbers up
to one million to any place.
NJSLS.MATH.CONTENT 4.NBT.A.3
Use place value understanding to round
multi-digit whole numbers to any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal
to 1,000,000.]
5 Days See Curriculum Framework
Touchpoint and OCR
Week 9
October 31, November 1,
2, 3, 4
4.OA.B.4 SLO-Determine if a number between 1
and 100 is a prime or composite number.
SLO-Find all factor pairs for a whole number up to 100 and determine whether
it is a multiple of a given 1-digit whole number.
4.MD.A.1 SLO- Express measurement comparisons
NJSLS.MATH.CONTENT 4.OA.B.4
Find all factor pairs for a whole number in the range 1–100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1–100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1–100 is prime or composite.
NJSLS.MATH.CONTENT 4.MD.A.1
Know relative sizes of
5 Days See Curriculum Framework
Touchpoint and OCR
TRENTON PUBLIC SCHOOLS
NOTE: This is meant as a guide. Students may take shorter or longer to master the objectives. NJSLS are meant for deep understanding, so strict pacing is not recommended. Page 13
within a single system of measurement and record in a two-column chart within a single system of measurement; e.g., know
that 1 ft. is 12 times as long as 1 in.
measurement units within one system of units
including km, m, cm, mm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller
unit. Record measurement equivalents in a two-column
table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a
conversion table for feet and inches listing the number
pairs (1, 12), (2, 24), (3, 36).
Week 10
November 7, 8, 9
3 Days Testing Day 1, Testing Day 2, Reteaching Day
1
Week 11
November 14 1 Day Reteaching Day 2
Total Days 46 Days
CAR © 2009
Unit Title: 4th Grade Math Unit 1 Grade Level: 4
Timeframe: Marking Period 1
Unit Focus and Essential Questions
Gain familiarity with factors and multiples
Generate and analyze patterns
Solve problems involving measurement and conversion of measurements
Use the four operations with whole numbers to solve problems
Generalize place value understanding for multi-digit whole numbers
How does place value help represent the value of numbers?
How are multiplication and division related?
How can I communicate multiplication?
How can I multiply by a two digit number?
Why do we convert measurements?
How can conversion of measurements help me solve real-world problems?
How can different fractions name the same amount?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
4.NBT.A.1
4.NBT.A.2
4.NBT.A.3
4.OA.A.1
4.OA.A.2
4.OA.B.4
4.OA.C.5
4.MD.A.1
*(benchmarked)
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT
4.NBT.A.1
Recognize that in a multi-digit whole
number, a digit in one place
represents ten times what it
represents in the place to its right.
For example, recognize that 700 ÷ 70
= 10 by applying concepts of place
value and division.
[Grade 4 expectations in this domain
are limited to whole numbers less
than or equal to 1,000,000.]
SLO-Explain the quantitative
relationship between places of a
multi-digit whole number up to one
million when moving from right to
left.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Materials and Manipulatives: Base-Ten Blocks Lesson Presentation: Problem of the Day: (With time permitting as an extension of the number talk activity)-Round 3,252 to the nearest ten and to the nearest hundred. Which number is greater? MP2-Ask students to explain how they used place value to
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-
5cctask.ncdpi.wikispaces.net
/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 1 Topic A
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nbt.1
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/multiplication-
division-relationship/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/17/160/160
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets http://www.commoncoresheets.
com/SortedByGrade.php?Sorted
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.1 - Touchpoint 4.NBT.1 - OCR
CAR © 2009
determine whether 3,250 or 3,300 was greater. Common Core Quick Check: Online version or presentation slides with questions related to the previous lesson and/or prerequisites for the addressed standards. Investigate the Math: Draw a place-value chart on the board as seen on page 11 (or from My Math online slide). Point out to students the value of each number on a place-value chart. Discuss each number and its place value. Tell students that place value can be modeled using base-ten blocks. Show the students a hundred flat and ask the question, “How many hundred flats do I need to represent 1,000? Next show students a 1,000 cube and let students know that the cube is another way to represent 1,000. Teach the Lesson: Read examples 1 aloud and write 184,800 on the board pointing out example 1 to show students how place-value charts show the value of each digit in a number. “What number is in the ones place? What is the value of this number? What number is in the tens place? What is its value? Continue through the hundred thousands and discuss how the place-value chart helped name the value of each digit in the number? Next read Example 2 aloud. Work through the problem together with students as they write in their books emphasizing that each time a number moves one place to the left in the place value chart its value becomes ten times greater than when it was in its position to the right. Work together with
=4nbt1
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-
6, 2-7,
2-8, 2-9, 5-5
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4t
h-grade-math/multiplication-
division-relationship/
click on ‘lab’
Motion Math Blog
http://motionmathgames.com/h
ow-to-understand-place-value-3-
fun-family-math-activities/
Link to Motion Math Blog
website with place value games.
Howard County Public School
System
The following website list center
CAR © 2009
students on Guided Practice problems 1-4 on page 12. My Homework: Pages 15-16, Problems 1-16. Formative Assessment: Assessment Masters pages 13-14, 15-16 Centers Teacher Center – The teacher works in a
small group with 1-4 students. Continuing
with group lesson, teacher will move into
Talk Math: Collaborative Conversations-
Attending to Precision (MP6) Have students
use precise mathematical language to
explain how the value of a digit in the
thousands place compares to its value if it
is in the hundreds place. The value of a
digit in the thousands place is ten times
greater than if it were in the hundreds
place.
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
activities for grade 4 students:
https://hcpss.instructure.com/co
urses/107/pages/4-dot-nbt-dot-
1-centers-and-independent-
practice
Grade 4 Formative Assessments
and Instructional Tasks:
http://3-
5cctask.ncdpi.wikispaces.net/Fou
rth+Grade+Tasks
Standards based tasks for PARCC
practice:
https://www.illustrativemathema
tics.org/content-
standards/4/NBT/A/1/tasks
Learnzillion Lesson Plans
https://learnzillion.com/resou
rces/62520-4th-grade-math
CAR © 2009
https://www.illustrativemathematics.org/4
.NBT
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 5-8 My
Math-RoboWorks Place Value computer
center.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library: Math and Social Studies-Rivers
and Mountains of the United States.
CAR © 2009
Review Classwork: Review selected independent practice problems for student understanding. Exit Ticket: Use the digits 5, 7, 1, 9, 2, 6 to write the greatest 6-digit number possible without repeating any digit. Then explain your reasoning.
NJSLS.MATH.CONTENT
4.NBT.A.2
Read and write multi-digit whole
numbers using base-ten numerals,
number names, and expanded form.
Compare two multi-digit numbers
based on meanings of the digits in
each place, using >, =, and < symbols
to record the results of comparisons.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.]
SLO-Compare numbers using >, =,
and < for two multi-digit whole
numbers up to one million
(presented as base ten numerals,
number names, or expanded
form).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic B
Option 2 – SMART Presentation
Option 3 – My Math
Lesson 2 website from Eureka Math
http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 1 Topic B
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nbt.2
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/
Achieve the Core Coherence
Map http://achievethecore.org/coher
ence-map/#4/17/162/162
PARCC Released Items https://prc.parcconline.org/asses
sments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.2 - Touchpoint 4.NBT.2 - OCR
CAR © 2009
replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers: Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4
.NBT
Problem set from Eureka Math (Engage
NY):
http://greatminds.net/maps/images/math
_documents/g4_m1_a_02_problem_set_v
1_3_1.pdf
Individual Center – Students work on the
Common Core Sheets
http://www.commoncoresheets
.com/SortedByGrade.php?Sort
ed=4nbt2
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-
3, 4-4,
4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11,
5-1, 5-2,
5-3, 5-4, 5-5, 5-6
www.mhmymath.com
Homepage for My Math
Math Labs
https://njctl.org/courses/math/4t
h-grade-math/number-sense-
algebraic-concepts/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 5-8 My
Math-RoboWorks Place Value computer
center.
Good Times Roll (Multiplication, Factor
practice)
http://www.raftbayarea.org/readpdf?isid=
86
Fit Together Factors (Multiplication, Factor
practice)
http://www.raftbayarea.org/readpdf?isid=
633
Technology Center – Students working on
i-Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
CAR © 2009
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Math and Social Studies-Rivers
and Mountains of the United States.
Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket
From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_01_exit_ticket_v1_3_1.pdf
NJSLS.MATH.CONTENT
4.NBT.A.3
Use place value understanding to
round multi-digit whole numbers to
any place.
[Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.] SLO-Round multi-digit whole
numbers up to one million to any
place.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Making Landmark or Friendly Numbers Multiplication. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 1
Topic C
Option 2 – SMART Presentation
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Page 3, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 1 Topic C
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nbt.3
Math SMART Presentation
https://njctl.org/courses/math/4t
h-grade-math/number-sense-
algebraic-concepts/
Achieve the Core Coherence
Map http://achievethecore.org/coher
ence-map/#4/17/163/163
PARCC Released Items https://prc.parcconline.org/asses
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.3 - Touchpoint 4.NBT.3 - OCR
CAR © 2009
Option 3 – My Math
Lesson 2 website from Eureka Math
http://greatminds.net/maps/math/grade-4/module-1/topic-a/lesson-2/ Lesson 2 pdf from Eureka Math: Timeframe for this lesson is 60 minutes and includes a 12 minute fluency practice. This can be replaced with a number talk depending on your schedule. http://greatminds.net/maps/images/math_documents/g4_m1_a_02_full_lesson_v1_3_1.pdf Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4
.NBT
sments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets http://www.commoncoresheets.co
m/SortedByGrade.php?Sorted=4n
bt3
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 3-1, 3-2, 6-1, 6-2,
6-3, 6-4, 6-5, 6-6,
6-7, 6-8, 6-9,
6-10
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4t
h-grade-math/number-sense-
algebraic-concepts/
CAR © 2009
Problem set from Eureka Math (Engage
NY):
http://greatminds.net/maps/images/math
_documents/g4_m1_a_02_problem_set_v
1_3_1.pdf
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 5-8 My
Math-RoboWorks Place Value computer
center.
Good Times Roll (Multiplication, Factor
practice)
http://www.raftbayarea.org/readpdf?isid=
86
Fit Together Factors (Multiplication, Factor
practice)
http://www.raftbayarea.org/readpdf?isid=
633
Technology Center – Students working on
i-Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
click on ‘lab’
Learnzillion Lesson Plans https://learnzillion.com/resou
rces/62520-4th-grade-math
CAR © 2009
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Math and Social Studies-Rivers
and Mountains of the United States.
Review Classwork and Homework http://greatminds.net/maps/images/math_documents/g4_m1_a_02_homework_v1_3_1.pdf Exit Ticket
From Eureka Math (Engage NY) http://greatminds.net/maps/images/math_documents/g4_m1_a_02_exit_ticket_v1_3_1.pdf
NJSLS.MATH.CONTENT
4.OA.A.1
Interpret a multiplication equation as
a comparison, e.g., interpret 35 = 5 ×
7 as a statement that 35 is 5 times as
many as 7 and 7 times as many as 5.
Represent verbal statements of
multiplicative comparisons as
multiplication equations.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5.
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16
Eureka Math Grade 4 Module 3 Topic A
http://greatminds.org
http://greatminds.net/maps/math/standards/4.oa.1
Math SMART Presentation https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
Achieve the Core Coherence
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.1 - Touchpoint 4.OA.1 - OCR
CAR © 2009
SLO-Write multiplication equations
from multiplicative comparisons
given in words (example, 35 is 5
times as many as 7 and 7 times as
many as 5) and describe a
multiplication equation in words.
(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 3
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/OA/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Map http://achievethecore.org/coher
ence-map/#4/19/193/193
PARCC Released Items https://prc.parcconline.org/asses
sments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets http://www.commoncoresheets.co
m/SortedByGrade.php?Sorted=4o
a1
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 2-5, 2-6, 2-9, 4-8,
5-5, 6-11, 7-7,
7-9
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4th-
grade-math/multiplication-
CAR © 2009
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 129-132,
My Math-RoboWorks Place Value
computer center. My Math: Scrambled Egg
City: Fact Families.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center. My Math: Scrambled Egg
City: Fact Families.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library Math and Social Studies: Class
Project
Review Classwork
division-relationship/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
Smart Presentations website classwork and homework: https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket “Explain how you would evaluate the expression 33-(5 x 4).” Answer: 5 x 4 = 20, 33-20 =13. “How could you change this expression so that it is correct to subtract before multiplying?” Sample answer: You could place the parentheses around 33-5 rather than 5 x 4.
NJSLS.MATH.CONTENT
4.OA.A.2
Multiply or divide to solve word
problems involving multiplicative
comparison, e.g., by using drawings
and equations with a symbol for the
unknown number to represent the
problem, distinguishing multiplicative
comparison from additive
comparison.
SLO-Multiply or divide to solve
word problems involving
multiplicative comparisons.
SLO-Write an equation to identify
the arithmetic operation written in
a word problem (without solving).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 3
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 127, Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 3 Topic A
http://greatminds.org
http://greatminds.net/maps/math/standards/4.oa.2
Math SMART Presentation
https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/19/194/194
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released
Items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.2 - Touchpoint 4.OA.2 - OCR
CAR © 2009
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/OA/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 129-132,
My Math-RoboWorks Place Value
computer center. My Math: Scrambled Egg
City: Fact Families.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
https://prc.parcconline.org/assessments/parcc-released-
items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets
http://www.commoncoresheets
.com/SortedByGrade.php?Sort
ed=4oa2
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 8-3, 8-4, 8-5
www.mhmymath.com
Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
computer center. My Math: Scrambled Egg
City: Fact Families.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library Math and Social Studies: Class
Project
Review Classwork Smart Presentations website classwork and homework:
https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-concepts/attachments/unit-1-number-sense-and-algebraic-concepts-cw-hw/ Exit Ticket Write the equation (4 + x) x 2 = y on the board. Tell students to create a table and input the following values for x: 1, 2, 3, and
CAR © 2009
4. Have students find the output numbers. (answers: 10, 12, 14, 16).
NJSLS.MATH.CONTENT
4.OA.B.4
Find all factor pairs for a whole
number in the range 1–100.
Recognize that a whole number is a
multiple of each of its factors.
Determine whether a given whole
number in the range 1–100 is a
multiple of a given one-digit number.
Determine whether a given whole
number in the range 1–100 is prime
or composite.
SLO-Determine if a number
between 1 and 100 is a prime or
composite number.
SLO-Find all factor pairs for a
whole number up to 100 and
determine whether it is a multiple
of a given 1-digit whole number.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 3
Topic F
Option 2 – SMART Presentation
Option 3 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 191, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 3 Topic F
http://greatminds.org
http://greatminds.net/maps/math/standards/4.OA.4
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/addition-
subtraction-computation/
https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/19/197/197
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted
=4oa4
MyMath
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.4 - Touchpoint 4.OA.4 - OCR
CAR © 2009
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/OA/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 193-194,
My Math-RoboWorks Place Value
computer center.
Technology Center – Students work on i-
Ready, RoboWorks Place Value computer
center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc. My
Math: Materials: 0-5 and 5-10 number
cubes, index cards. As student rolls the
number cubes and makes a two-digit
number. If a 10 is rolled, make a three-digit
number. Write the number at the top of an
index card and one factor pair below. Pass
the card to the next student who writes
another Factor pair. Continue passing the
card until all factor pairs have been written.
Set the card aside and repeat with another
number.
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 8-6, 8-7, 8-8
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4t
h-grade-math/addition-
subtraction-computation/
https://njctl.org/courses/math/4th-
grade-math/multiplication-
division-relationship/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library Math and Social Studies: Class
Project
Review Classwork Exit Ticket List all the factor pairs of the numbers 42, 100, 21, 35, and 72.
NJSLS.MATH.CONTENT
4.OA.C.5
Generate a number or shape pattern
that follows a given rule. Identify
apparent features of the pattern that
were not explicit in the rule itself.
For example, given the rule “Add 3”
and the starting number 1, generate
terms in the resulting sequence and
observe that the terms appear to
alternate between odd and even
numbers. Explain informally why the
numbers will continue to alternate in
this way.
SLO- Generate number or shape
patterns by using rules including words, models, or graphs, and identify apparent features of the
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – SMART Presentation
Option 2 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math: Am I Ready? Pg. 273, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Math SMART Presentation https://njctl.org/courses/math/4t
h-grade-math/number-sense-algebraic-concepts/
Achieve the Core Coherence
Map http://achievethecore.org/coher
ence-map/#4/19/198/198
PARCC Released Items https://prc.parcconline.org/asses
sments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets http://www.commoncoresheets
.com/SortedByGrade.php?Sort
ed=4oa5
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.5 - Touchpoint 4.OA.5 - OCR
CAR © 2009
pattern that were not explicit in the rule of the original pattern. For example, given the rule “Add 3” and the starting number 1 generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers.
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/OA/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 275-276,
My Math-RoboWorks Place Value
computer center.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
The following website list center activities
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons 4.NF.3: 8-9, 8-10, 9-1,
9-2, 9-3, 9-4, 9-5,
9-6, 9-7
Lessons 4.NF.3a: 9-1, 9-2, 9-3, 9-4
Lessons 4.NF.3b: 8-9, 9-1, 9-2, 9-
6,
9-7
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/number-sense-
algebraic-concepts/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library Math and Social Studies: Class
Project
Review Classwork Exit Ticket-1 Grade 4: Unit 4.OA.C.5 Generate & Analyze Patterns
Exit Ticket-2
LaShonne represented the pattern above with the numbers 1, 4, 9. Explain what pattern LaShonne is seeing. What number would be 5th in the list given?…what number will be 8th in the list that is given?
CAR © 2009
NJSLS.MATH.CONTENT
4.MD.A.1
Know relative sizes of measurement
units within one system of units
including km, m, cm, mm; kg, g; lb,
oz.; l, ml; hr, min, sec. Within a single
system of measurement, express
measurements in a larger unit in
terms of a smaller unit. Record
measurement equivalents in a two-
column table.
For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36). SLO-Express measurement
comparisons within a single
system of measurement and
record in a two-column chart within
a single system of measurement;
e.g., know that 1 ft. is 12 times as
long as 1 in.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotes (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Module 2
Topic A
Option 2 – SMART Presentation
Option 3 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students. My Math
Activity/Enrichment
Standards Based Problems Center –
Students work in a group to solve the style
of problems the assessments (Benchmark;
PARCC; etc.) will use to measure that
standard. Grade 4 PARCC Released
Items
https://prc.parcconline.org/assessments/p
arcc-released-
items?title=&field_subject_tid=Math&field
_grade_level_unlimited_tid=10
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready? Pg. 687 My Math-Am I Ready? Pg. 767, My Math: Assessment Masters pages 13-14, 15-16 Grade 4 Formative
Assessments and
Instructional Tasks:
http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Eureka Math Grade 4 Module 2 Topic A
http://greatminds.org
http://greatminds.net/maps/math/standards/4.MD.1
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/measurement-
data/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/16/149/149
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released
Items https://prc.parcconline.org/asses
sments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited
_tid=10
Common Core Sheets
http://www.commoncoresheets
.com/SortedByGrade.php?Sort
ed=4md1
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.1 - Touchpoint 4.MD.1 - OCR
CAR © 2009
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/c
ontent-standards/4/MD/clusters
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. My
Math-My Vocabulary Cards Page 689-694;
My Math-My Vocabulary Cards Page 769-
772, My Math-RoboWorks Place Value
computer center.
Technology Center – Students work on i-
Ready, My Math-RoboWorks Place Value
computer center.
Manipulative Center – Students work on
solving problems using manipulative, such
as base ten blocks; Rekenreks; etc.
Website has number of different task
please follow title of domain for this
standard (Measurement and Data):
http://3-
5cctask.ncdpi.wikispaces.net/Fourth+Grade
+Tasks
The following website list center activities
for grade 4 students:
https://hcpss.instructure.com/courses/107
/pages/4-dot-nbt-dot-1-centers-and-
independent-practice
Lessons: 13-1, 13-2, 13-3,
13-4, 13-5
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-
data/
click on ‘lab’
Learnzillion Lesson Plans
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. Real-World Problem Solving
Library-Math and Science: Ancient Giants
of the Forest.
Review Classwork Exit Ticket
Website below is the entire teachers edition for the grade level program, exit ticket appears on page 22: http://greatminds.net/maps/images/math_documents/G4.M2.v3.1.3.0w_Teacher_Edition.pdf
CAR © 2009
Summative Written Assessments
Quarterly Assessment 1 in EdConnect
Summative Performance Assessment
Quarterly OCR 1 in EdConnect
CAR © 2009
Unit Title: 4th Grade Math Unit 2 Grade Level: 4
Timeframe: Marking Period 2
Unit Focus and Essential Questions
Use place value understanding and properties of operations to perform multi-digit arithmetic
Use the four operations with whole numbers to solve problems
Solve problems involving measurement and conversion of measurements
Extend understanding of fraction equivalence and ordering.
Build fractions from unit fractions
What strategies can I use to add or subtract?
How can I multiply by a two digit number?
How are multiplication and division related?
How does division affect numbers?
How are patterns used in mathematics?
How can different fractions name the same amount?
How can I use operations to model real world fractions?
Why is it important to measure perimeter and area?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
4.NBT.B.4*
4.NBT.B.5
4.NBT.B.6
4.OA.A.3*
4.NF.A.1
4.NF.A.2
4.NF.B.3a-b
4.MD.A.3
*(benchmarked)
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract
multi-digit whole numbers
using the standard algorithm.
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal
to 1,000,000.]
*(benchmarked)
SLO-Fluently add and
subtract multi-digit whole
numbers using the standard
algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 – My Math
Eureka Math (Requires free registration for username and password Grade 4 Module 1 Place Value, Rounding, and Algorithms for Addition and Subtraction: Topic D Lessons 11 – 16
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Eureka Math Grade 4 Module 1 Topic C
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nbt.4
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/addition-subtraction-
computation/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/17/165/165
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets http://www.commoncoresheets.com/
SortedByGrade.php?Sorted=4nbt4
MyMath
www.connected.mcgraw-hill.com
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.4 - Touchpoint 4.NBT.4 - OCR
CAR © 2009
http://greatminds.net/maps/images/math_documents/g4_m1_teacher_edition_v1_3_1.pdf Lesson 11 Objective (Page 161): Use place value understanding to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagrams. Number Talk or Fluency Practice (10 minutes) Application Problem (7 minutes) “Meredith kept track of the calories she consumed for three weeks. The first week, she consumed 12,490 calories, the second week 14,295 calories, and the third week 11, 116 calories . About how many calories did Meredith consume altogether? Which of these estimates will produce a more accurate answer: rounding to the nearest thousand or rounding to the nearest ten thousand? Explain.” This problem reviews rounding. Concept Development (20 minutes) Materials: Teacher Millions place value chart (Template), students personal white board, students millions place value chart T: (Project vertically: 3,134 + 2,493) Say this problem with me. S: Three thousand, one hundred thirty-four plus two thousand, four hundred ninety-three. T: Draw a tape diagram to represent this problem. What are the two parts that make up the whole?
Teacher login page for all online resources available for My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6, 2-7,
2-8, 2-9, 5-5
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th
-grade-math/addition-subtraction-
computation/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 4, 8, 14]
https://learnzillion.com/resources/
62520-4th-grade-math
CAR © 2009
S: 3,134 and 2,493. T: Record that in the tape diagram. T: What is the unknown? S: In this case, the unknown is the whole. (Continue as per the pdf accessible on Eureka Math website) Student Debrief (10 minutes) Invite students to review their solutions for the Problems Set and the totality of the lesson experience. They should check work by comparing answers with a partner before going over answers as a class. Look for misconceptions or misunderstanding that can be addressed in the Student Debrief. Guide students in a conversation to debrief the Problem Set. (Continue on page 166 of Eureka Math Lesson 11) Centers Teacher Center – The teacher works in a
small group with 1-4 students. Grade 4
Module 1 Lesson 11 problem set
(extension with individual center
activity).
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
CAR © 2009
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NBT
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
(Eureka math)-Lesson 11 problem set
and Lesson 10 problem set for review.
Technology Center – Students work on i-
Ready, Reflex Math, My Math Complete
the Sentence activity (Requires user
login)
https://connected.mcgraw-
hill.com/media/repository/protected_co
ntent/COMPOUND/50000594/1/21/inde
x.html?mghCourseID=E82KVT8HV7JQK1R
F6KN723WTRM
My Math Complete the Sentence: Place
Value (Requires user login)
https://connected.mcgraw-
hill.com/media/repository/protected_co
ntent/COMPOUND/50000594/1/4/index.
html?mghCourseID=E82KVT8HV7JQK1RF
6KN723WTRM
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Base ten blocks to be used as
manipulative center modeling multi-digit
CAR © 2009
number operations with place value
charts.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Science:
Oceans: Into the Deep
Review Classwork Exit Ticket Option 1 (Eureka Math): After the student debrief, instruct students to complete the Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem vertically on the board: 27,873 – 12,625 = 15,252 Ask students to identify the error and explain how to correct it.
NJSLS.MATH.CONTENT
4.NBT.B.5 Multiply a whole number of
Number Talk https://elementarynumbertalks.wordpress.com/
Teachers will agree on common classwork problems in their grade
Eureka Math – Grade 4 Module 3 Topics B, C, D
http://greatminds.org
The standards assessments below are in EdConnect. These are the
CAR © 2009
up to four digits by a one-
digit whole number, and
multiply two two-digit
numbers, using strategies
based on place value and the
properties of operations.
Illustrate and explain the
calculation by using
equations, rectangular arrays,
and/or area models.
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal to
1,000,000.]
SLO-Use strategies to multiply multi-digit numbers and explain the answer using equations, rectangular arrays, and area models (up to 4-digits by 1-digit or 2-digits by 2-digits).
(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plan
Option 4 – My Math
Eureka Math Grade 4, Module 3 Teacher
Edition: A Story of Units Topics B and C
lessons 4-11. Lesson 4 begins on page 62
of the following document (Free
registration required from Eureka Math
website for username and password):
http://greatminds.net/maps/images/mat
h_documents/G4.M3.v3.1.3.0w_Teacher
_Edition.pdf
Topic B Multiplication by 10, 100, and
1,000:
Objective: Interpret and represent
level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
http://greatminds.net/maps/math/sta
ndards/4.nbt.5
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-
digit-numbers/
https://njctl.org/courses/math/4th-grade-math/multiplication-division-
relationship/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/17/167/167
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nb
t5
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons: 3-1, 3-5, 3-6, 4-1, 4-2, 4-3, 4-4,
4-5, 4-6, 4-7, 4-8, 4-9, 4-10, 4-11, 5-1,
quizzes/tests for that standard. 4.NBT.5 - Touchpoint 4.NBT.5 - OCR
CAR © 2009
patterns when multiplying by 10, 100,
and 1,000 in arrays and numerically.
Fluency Practice (12 minutes): Activities
allowing practice for 4.NBT.1 and 4.MD.3
Application Problem (4 minutes):
Samantha received an allowance of $3
every week. By babysitting, she earned
an additional $30 every week. How
much money did Samantha have in four
weeks, combining her allowance and her
babysitting?
Concept Development (34 minutes):
Materials-(T) Thousands place value
chart (Template) (S) Personal white
board, thousands place value chart
(Template).
Problem 1: Draw place value disks to
represent products when multiplying by
a one-digit number.
(T): Draw 3 ones on the place value
chart.) How many do you see?
(S): 3 ones.
(T): How many groups of 3 ones do you
see?
(S): Just 1.
Refer to document link for remainder of
lesson plan and instructional activities.
http://greatminds.net/maps/images/mat
h_documents/G4.M3.v3.1.3.0w_Teacher
5-2,
5-3, 5-4, 5-5, 5-6
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-
digit-numbers/
click on ‘lab’
https://njctl.org/courses/math/4th-grade-math/multiplication-division-
relationship/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 4, 8, 14]
https://learnzillion.com/resources/
62520-4th-grade-math
CAR © 2009
_Edition.pdf
Student Debrief (10 minutes): Guide
students in a conversation to debrief the
problem set and process the lesson.
Centers Teacher Center – The teacher works in a
small group with 1-4 students. Lesson 4
problem set pages 70-75 (extension with
individual center activity).
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NBT
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation. .
Lesson 4 problem set pages 70-75.
Students will continue center work with
CAR © 2009
teacher during teacher center time.
Technology Center – Students work on i-
Ready, Reflex Math, My Math Complete
the Sentence activity (Requires user
login)
https://connected.mcgraw-
hill.com/media/repository/protected_co
ntent/COMPOUND/50000594/1/21/inde
x.html?mghCourseID=E82KVT8HV7JQK1R
F6KN723WTRM
My Math Complete the Sentence: Place
Value (Requires user login)
https://connected.mcgraw-
hill.com/media/repository/protected_co
ntent/COMPOUND/50000594/1/4/index.
html?mghCourseID=E82KVT8HV7JQK1RF
6KN723WTRM
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Base ten blocks to be used as
manipulative center modeling multi-digit
number operations with place value
charts.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Science:
CAR © 2009
Oceans: Into the Deep; My Math Real-
World Problem Solving Library: Math
and Social Studies: Class Project
Review Classwork Exit Ticket
Option 1 Eureka Math: After the Student Debrief, instruct students to complete the exit ticket. A review of their work will help with assessing students’ understanding of the concepts that were presented in today’s lesson and planning more effectively for future lessons. The questions may be read aloud to the students. Option 2: Write the following problem on the board: $43 x 50. Ask the students to write the steps you would take to solve the problem, and then solve. Check students’ responses for steps; $2,150.
NJSLS.MATH.CONTENT
4.NBT.B.6
Find whole-number
quotients and remainders
with up to four-digit
dividends and one-digit
divisors, using strategies
based on place value, the
properties of operations,
and/or the relationship
between multiplication and
division. Illustrate and
explain the calculation by
using equations, rectangular
arrays, and/or area models.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Partial Quotients. (Number Talks website created by Mollie Hall based on the book by Sherry
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number
Eureka Math – Grade 4 Module 3 Topics E and G
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nbt.6
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-
digit-numbers/
https://njctl.org/courses/math/4th-grade-math/multiplication-division-relationship/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.6 - Touchpoint 4.NBT.6 - OCR
CAR © 2009
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal to
1,000,000.]
SLO-Use strategies to divide multi-digit dividends by one-digit divisors and explain the answer using equations, rectangular arrays, and area models.
Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson
Plan
Option 4 – My Math
Centers Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NBT
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/17/168/168
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets http://www.commoncoresheets.com/
SortedByGrade.php?Sorted=4nbt6
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons: 3-1, 3-2, 6-1, 6-2,
6-3, 6-4, 6-5, 6-6,
6-7, 6-8, 6-9,
6-10
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/multiplication-of-multi-
digit-numbers/
click on ‘lab’
CAR © 2009
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Science: What
is Recycling?
Review Classwork Exit Ticket Have students write an answer for the following questions: “When modeling division with base-ten blocks, when do you regroup?” and “When does a remainder occur?”
https://njctl.org/courses/math/4th-grade-math/multiplication-division-relationship/
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
cs.org/content-standards/4/NBT/B/6/tasks/1774
Learnzillion Lesson Plans
[Units 2, 4, 8, 14] https://learnzillion.com/resources/
62520-4th-grade-math
NJSLS.MATH.CONTENT
4.OA.A.3
Solve multistep word
problems posed with whole
numbers and having whole-
number answers using the
four operations, including
problems in which
remainders must be
interpreted. Represent these
problems using equations
with a letter standing for the
unknown quantity. Assess the
reasonableness of answers
using mental computation
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topic B
Eureka Math Grade 4 Module 1 Topic F; Module 3 Topics A, D, E, G
http://greatminds.org
http://greatminds.net/maps/math/standards/4.OA.3
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-
concepts/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/19/196/196
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.3 - Touchpoint 4.OA.3 - OCR
CAR © 2009
and estimation strategies
including rounding.
*(benchmarked)
SLO-Compose equations
from information supplied in
word problems (with all 4
operations) using letters to
represent unknowns
(without solving).
Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.OA
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
Problem Solving with Measurement, Lesson 10 Solve multi-step measurement word problems. Page 127 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets http://www.commoncoresheets.com/
SortedByGrade.php?Sorted=4oa3
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons: 2-5, 2-6, 2-9, 4-8,
5-5, 6-11, 7-7,
7-9
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/number-sense-algebraic-
concepts/
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
cs.org/content-standards/4/OA/A/3/tasks/876
CAR © 2009
should be used to guide remediation.
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Science: My
Math Strange But True; My Math The
Olympic Games
Review Classwork Exit Ticket Ask students to solve this multi-step word problem. Make sure they complete all the steps. “Quinten’s family went to watch a movie. There are 4 people in his family. Each ticket costs $8. They also decide to each buy popcorn for $3 and a soda for $2. How much did Quinten’s family spend at the movie? (Answer is $52)
Learnzillion Lesson Plans [Units 2, 6, 7, 8, 11, 14]
https://learnzillion.com/resources/
62520-4th-grade-math
NJSLS.MATH.CONTENT
4.NF.A.1
Explain why a fraction a/b is
equivalent to a fraction (n ×
a)/(n × b) by using visual
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry
Teachers will agree on common classwork problems in their professional learning communities or grade level
Eureka Math Grade 4 Module 5 Topics A, B
http://greatminds.org
http://greatminds.net/maps/math/sta
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
CAR © 2009
fraction models, with
attention to how the number
and size of the parts differ
even though the two
fractions themselves are the
same size. Use this principle
to recognize and generate
equivalent fractions.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6,
8, 10, 12 and 100.]
SLO-Recognize and generate
equivalent fractions and
explain why they are
equivalent using visual
fraction models.
Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
ndards/4.nf.1
Math SMART Presentation https://njctl.org/courses/math/4th-
grade-math/fraction-decimals-concepts/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/18/170/170
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-
items?title=&field_subject_tid=Math&field_grade_level_unlimited_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf
1
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons: 8-3, 8-4, 8-5
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-decimals-
concepts/
4.NF.1 - Touchpoint 4.NF.1 - OCR
CAR © 2009
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NF
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Social Studies:
Life in the United States
Review Classwork Exit Ticket Have students respond with pencil and paper to the following questions: What do you notice about the number of equivalent fractions a given fraction may have? (Sample answer: A given fraction has an unlimited number of equivalent
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
cs.org/content-standards/4/NF/A/1/tasks/743
https://www.illustrativemathemati
cs.org/content-standards/4/NF/A/1/tasks/881
Learnzillion Lesson Plans
[Unit 5] https://learnzillion.com/resources/
62520-4th-grade-math
CAR © 2009
fractions.) What do you notice about strategies that can be used to find equivalent fractions? (Sample answer: There is more than one way to find an equivalent fraction. Students may also tell you that one way is easier for them than another.
NJSLS.MATH.CONTENT
4.NF.A.2
Compare two fractions with
different numerators and
different denominators, e.g.,
by creating common
denominators or
numerators, or by comparing
to a benchmark fraction such
as 1/2. Recognize that
comparisons are valid only
when the two fractions refer
to the same whole. Record
the results of comparisons
with symbols >, =, or <, and
justify the conclusions, e.g.,
by using a visual fraction
model.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6,
8, 10, 12 and 100.]
SLO-Compare two
fractions with different
numerators and different
denominators using >, <,
and = and justify the
comparison by using visual
fraction models
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART Presentation
Option 3 – Learnzillion Lesson
Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Eureka Math Grade 4 Module 5 Topics A, B
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nf.2
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/fraction-decimals-
concepts/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/18/172/172
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets http://www.commoncoresheets.com/
SortedByGrade.php?Sorted=4nf2
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.2 - Touchpoint 4.NF.2 - OCR
CAR © 2009
(recognizing the
comparison is valid only
when two fractions refer
to the same whole).
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NF
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Social Studies:
Life in the United States
Lessons: 8-6, 8-7, 8-8
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-decimals-
concepts/
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
cs.org/content-standards/4/NF/A/2/tasks/2109
https://www.illustrativemathemati
cs.org/content-standards/4/NF/A/2/tasks/183
Learnzillion Lesson Plans
[Unit 5] https://learnzillion.com/resources/
62520-4th-grade-math
CAR © 2009
Review Classwork Exit Ticket Eureka Math Grade 4, Module 5 Teachers Edition Exit ticket, Lesson 12 Reason using benchmarks to compare two fractions on the number line. page 166 (Eureka Math requires a login, registration and resource is free). http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf
NJSLS.MATH.CONTENT
4.NF.B.3
Understand a fraction a/b
with a > 1 as a sum of
fractions 1/b.
4.NF.B.3a. Understand
addition and
subtraction of fractions
as joining and
separating parts
referring to the same
whole.
4.NF.B.3b.
Decompose a fraction
into a sum of fractions
with the same
denominator in more
than one way,
recording each
decomposition by an
equation. Justify
decompositions, e.g.,
by using a visual
fraction model.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 5 Teachers Edition A Story of Units Topic B Fraction Equivalence Using Multiplication and Division. Page 91. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Eureka Math Grade 4 Module 5 Topics A, D, E, F
http://greatminds.org
http://greatminds.net/maps/math/standards/4.nf.3
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/fraction-decimals-
concepts/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/18/174/174
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.3 - Touchpoint 4.NF.3 - OCR
CAR © 2009
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.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6,
8, 10, 12 and 100.]
SLO-Decompose a fraction
into a sum of fractions with
the same denominator in
more than one way; record
the decomposition as an
equation and justify with a
visual fraction model.
Centers Teacher Center – The teacher works in a
small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.NF
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf
3a http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf
3b
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons 4.NF.3: 8-9, 8-10, 9-1,
9-2, 9-3, 9-4, 9-5,
9-6, 9-7
Lessons 4.NF.3a: 9-1, 9-2, 9-3, 9-4
Lessons 4.NF.3b: 8-9, 9-1, 9-2, 9-6,
9-7
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-decimals-
concepts/
click on ‘lab’
Performance Based Tasks https://www.illustrativemathemati
cs.org/content-standards/4/NF/B/3/tasks/831
CAR © 2009
another subject. [Examples – Students
write their own word problems (called
number stories); Students listen to
music/sing songs that teaches them the
content. My Math Real-World Problem
Solving Library: Math and Social Studies:
Life in the United States
Review Classwork Exit Ticket After teaching addition of fractions ask the student to write two steps you learned for adding like fractions: (Sample answers: 1. Add the numerators. Keep the denominators the same. 2. Write the sum in simplest form.)
https://www.illustrativemathematics.org/content-
standards/4/NF/B/3/tasks/837
Learnzillion Lesson Plans [Units 3, 9, 11]
https://learnzillion.com/resources/62520-4th-grade-math
NJSLS.MATH.CONTENT
4.MD.A.3
Apply the area and perimeter
formulas for rectangles in
real world and mathematical
problems.
For example, find the width
of a rectangular room given
the area of the flooring and
the length, by viewing the
area formula as a
multiplication equation with
an unknown factor.
SLO-Apply area and
perimeter formulas for
rectangles in real world math
problems (whole numbers).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Partial Products Multiplicaton 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – SMART Presentation
Option 2 – Learnzillion Lesson
Plans
Option 3 – My Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math-Am I Ready page 3. Eureka Math-Grade 4, Module 7 Teachers Edition A Story of Units Topics A, B, C Exploring Measurement with Multiplication. Page 189. (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Math SMART Presentation https://njctl.org/courses/math/4th-
grade-math/measurement-data/
Achieve the Core Coherence Map http://achievethecore.org/coherence-
map/#4/16/152/152
PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assessmen
ts/parcc-released-items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4m
d3
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.3 - Touchpoint 4.MD.3 - OCR
CAR © 2009
Centers
Teacher Center – The teacher works in a small group with 1-4 students. Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Released Items
https://prc.parcconline.org/assessments/
parcc-released-
items?title=&field_subject_tid=Math&fie
ld_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.org
/4.MD
Individual Center – Students work on the
individual skill that they need based on
their data on iReady, EdConnect, and
PARCC. Achieve the Core Coherence Map
should be used to guide remediation.
Technology Center – Students work on i-
Ready, Reflex Math
Manipulative Center – Students work on
solving problems using manipulative,
such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work
on math problems that interconnect with
MyMath
www.connected.mcgraw-hill.com Teacher login page for all online resources available for My Math
Lessons: 13-1, 13-2, 13-3,
13-4, 13-5
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-data/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 6, 7, 8]
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
another subject. [Examples – Students
write their own word problems (called
number stories)]; Students listen to
music/sing songs that teaches them the
content.
Review Classwork Exit Ticket Write the formula for finding the perimeter of a rectangle. Then give an example. P = 2l + 2w; review students’ examples.
Summative Written Assessments
Quarterly Assessment 2 in EdConnect
Summative Performance Assessment
Quarterly OCR 2 in EdConnect
CAR © 2009
Unit Title: 4th Grade Math Unit 3 Grade Level: 4
Timeframe: Marking Period 3
Unit Focus and Essential Questions
Build fractions from unit fractions
Represent and interpret data
Understand decimal notation for fractions and compare decimal fractions.
Solve problems involving measurement and conversion of measurements
Use place value understanding and properties of operations to add and subtract
What strategies can I use to add or subtract?
How can I use operations to model real-world fractions?
How can different fractions name the same amount?
How are fractions and decimals related?
Why do we convert measurements?
How can conversion of measurements help me solve real-world problems?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
4.NBT.B.4*
4.NF.B.3c-d
4.NF.B.4a-c
4.NF.C.5
4.NF.C.6
4.NF.C.7
4.MD.A.2
4.MD.B.4
*(benchmarked)
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/SWBAT Student Strategies Based on Instructional Framework Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-
digit whole numbers using the
standard algorithm.
[Grade 4 expectations in this
domain are limited to whole
numbers less than or equal to
1,000,000.]
*(benchmarked)
SLO-Fluently add and subtract
multi-digit whole numbers using
the standard algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3- Learnzillion Lesson Plans
Option 4-My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. My Math Am I Ready Chapter 2 page 55, My Math Am I Ready Chapter 5 page 273. Eureka Math-Grade 4, Module 1 Teachers Edition A Story of Units Topic D Multi-Digit Whole Number Addition, Lesson 11 Use place value to fluently add multi-digit whole numbers using the standard addition algorithm, and apply the algorithm to solve word problems using tape diagram. Page 160 (Eureka Math requires a login, registration and resource is free). Additional Module Assessments and Rubrics available in Eureka lessons.
Eureka Math Grade 4 Module 1 Topic F
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nbt.4
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/addition-subtraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/17/165/165
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets http://www.commoncoresheets
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.4 - Touchpoint 4.NBT.4 - OCR
CAR © 2009
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NBT
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Complete the
Sentence: Add and Subtract Whole Numbers.
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts. The
following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
http://greatminds.net/maps/images/math_documents/g4_m1_teacher_edition_v1_3_1.pdf
.com/SortedByGrade.php?Sorte
d=4nbt4
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5,
2-6, 2-7,
2-8, 2-9, 5-5
www.mhmymath.com
Homepage for My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5,
2-6, 2-7,
2-8, 2-9, 5-5
Math Labs
https://njctl.org/courses/mat
h/4th-grade-math/addition-
subtraction-computation/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 4, 8, 14]
https://learnzillion.com/reso
urces/62520-4th-grade-math
CAR © 2009
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content. My Math Real-World Problem Solving
Library: Math and Science: Oceans: Into the
Deep
Review Classwork Exit Ticket Is there a greater difference between the populations of Salem and Gresham, or of Eugene and Hillsboro? Justify your solution.
Rank City Population
1 Portland 609,456
2 Salem 160,614
3 Eugene 159,190
4 Gresham 109,397
5 Hillsboro 97,368
https://learnzillion.com/lesson_plans/3095-14-multi-digit-addition-and-subtraction-word-problems-a Grade 4 Unit 4 Lesson 14 exit ticket (Free account needed to access above website).
NJSLS.MATH.CONTENT
4.NF.B.3c-d
4.NF.3: Understand a fraction a/b with a > 1 as a sum of fractions 1/b
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math Grade 4 Module 5 Topic A
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.3
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
CAR © 2009
4.NF.B.3c: Add and subtract mixed numbers with like denominators, e.g., by replacing each mixed number with an equivalent fraction, and/or by using properties of operations and the relationship between addition and subtraction. SLO-Add and subtract mixed numbers with like denominators by replacing each mixed number with an equivalent fraction. 4.NF.B.3d: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem. SLO- Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.
Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction Number Talks-Subtraction adding Up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/174/174
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?
Sorted=4nf3c http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4nf3d
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math Lessons 4.NF.3: 8-9, 8-10, 9-1,
9-2, 9-3, 9-4, 9-5,
4.NF.3 4.NF.3 - Touchpoint 4.NF.3 - OCR 4.NF.3c 4.NF.3c - Touchpoint 4.NF.3c - OCR 4.NF.3d 4.NF.3d - Touchpoint 4.NF.3d - OCR
CAR © 2009
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts. The
following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content. My Math Real-World Problem Solving
Library: Math and Social Studies: Life in the
United States
Review Classwork Exit Ticket Have students write the following problem and
9-6, 9-7
Lessons 4.NF.3c: 9-5, 9-6, 9-7
Lessons 4.NF.3d: 9-1, 9-2, 9-3, 9-
4,
9-5, 9-6, 9-7
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-
computation/
click on ‘lab’
Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]
https://learnzillion.com/reso
urces/62520-4th-grade-math
CAR © 2009
find the solution:
Nick was at a party and saw a pizza divided into eight equal parts (slices). By the time he got to the food table, only 7 slices of pizza were there. If Nick ate 2 of those slices, then what part of the pizza was left for other guests to eat?
NJSLS.MATH.CONTENT
4.NF.B.4a-c
4.NF.B.4:
Apply and extend previous
understandings of multiplication
to multiply a fraction by a whole
number.
4.NF.B.4a: Understand a fraction a/b as a
multiple of 1/b.
For example, use a visual
fraction model to represent
5/4 as the product 5 ×
(1/4), recording the
conclusion by the equation
5/4 = 5 × (1/4).
SLO- Multiply a fraction by a whole number using visual fraction models and equations, demonstrating a fraction a/b as a multiple of 1/b. 4.NF.B.4b: Understand a multiple of a/b as a
multiple of 1/b, and use this
understanding to multiply a
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Breaking Factors into Smaller Factors. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 9 page 555.
Eureka Math Grade 4 Module 5 Topic G
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.4
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/186/186
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorte
d=4nf4a
http://www.commoncoresheets
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.4 4.NF.4 – Touchpoint 4.NF.4 - OCR 4.NF.4a 4.NF.4a - Touchpoint 4.NF.4a - OCR 4.NF.4b 4.NF.4b - Touchpoint 4.NF.4b - OCR 4.NF.4c 4.NF.4c - Touchpoint 4.NF.4c - OCR
CAR © 2009
fraction by a whole number.
For example, use a visual
fraction model to express 3
× (2/5) as 6 × (1/5),
recognizing this product as
6/5. (In general, n × (a/b)
= (n × a)/b.)
SLO- Multiply a fraction by a whole number using visual fraction models and equations, demonstrating a fraction a/b as a multiple of 1/b. 4.NF.B.4c:
4.NF.4.B.4c. Solve word
problems involving
multiplication of a fraction
by a whole number, e.g.,
by using visual fraction
models and equations to
represent the problem.
For example, if each
person at a party will eat
3/8 of a pound of roast
beef, and there will be 5
people at the party, how
many pounds of roast beef
will be needed? Between
what two whole numbers
does your answer lie?
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100.]
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts. The
following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
.com/SortedByGrade.php?Sorted=4nf4b
http://www.commoncoresheets.com/SortedByGrade.php?Sorte
d=4nf4c
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math Lessons 4.NF.4: 9-8, 9-9
Lessons 4.NF.4a: 9-8, 9-9
Lessons 4.NF.4b: 9-8, 9-9
Lessons 4.NF.4c: 9-8, 9-9
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-
computation/
click on ‘lab’
Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]
https://learnzillion.com/reso
urces/62520-4th-grade-math
CAR © 2009
SLO- Solve 1-step word problems involving multiplication of a fraction by a whole number. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content. My Math Real-World Problem Solving
Library: Math and Social Studies: Life in the
United States
Review Classwork Exit Ticket Tyrone had a chocolate bar, of which he gave one-half to his friend Nora. Nora gave one-half of her piece to her friend Eduardo. What fractional part of the original chocolate bar did Eduardo get?
NJSLS.MATH.CONTENT
4.NF.C.5
Express a fraction with
denominator 10 as an equivalent
fraction with denominator 100,
and use this technique to add two
fractions with respective
denominators 10 and 100.
For example, express 3/10 as
30/100, and add 3/10 + 4/100
= 34/100.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100.]
SLO- Add two fractions with
respective denominators of 10
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Addition Number Talks-Making Ten Addition 3-5 (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready
Eureka Math Grade 4 Module 6 Topic D
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.5
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-computation/
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/190/190
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.5 - Touchpoint 4.NF.5 - OCR
CAR © 2009
and 100 by writing each
fraction as a fraction with
denominator 100.
Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts. The
following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
Chapter 8 page 477, My Math Am I Ready Chapter 10 page 625.
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorte
d=4nf5
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 8-4, 10-4, 10-5,
10-6, 10-8
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/fraction-
computation/
click on ‘lab’
Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content. My Math Real-World Problem Solving
Library: Math and Social Studies: Life in the
United States, My Math Real-World Problem
Solving Library: Math and Social Studies:
Growing Goods in a Growing Country.
Review Classwork Exit Ticket Write a fraction addition number sentence where one addend has a denominator of 10 and the other addend has a denominator of 100 and the sum of 90/100. Is there another possibility?
NJSLS.MATH.CONTENT
4.NF.C.6
Use decimal notation for fractions
with denominators 10 or 100.
For example, rewrite 0.62 as
62/100; describe a length as 0.62
meters; locate 0.62 on a number
line diagram.
[Grade 4 expectations in this
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: Mid Module
Eureka Math Grade 4 Module 6 Topic A
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.6
Math SMART Presentation https://njctl.org/courses/math/
4th-grade-math/fraction-decimals-concepts/
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NF.6 - Touchpoint 4.NF.6 - OCR
CAR © 2009
domain are limited to
denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100.]
SLO- Use decimal notation to
write fractions with
denominators of 10 or 100 by
writing each fraction as a
fraction with denominator
100.
(Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
Assessment page 127 and End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.
Achieve the Core Coherence
Map http://achievethecore.org/cohe
rence-map/#4/18/191/191
PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?
Sorted=4nf6
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 10-1, 10-2, 10-3, 10-4, 10-5, 10-6,
10-7, 10-8
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/
4th-grade-math/fraction-decimals-concepts/
CAR © 2009
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts.
The following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content.
Review Classwork Exit Ticket Write 2 89/100 as a decimal. Write 1 19/100 as a decimal.
click on ‘lab’
Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]
https://learnzillion.com/resources/62520-4th-grade-math
NJSLS.MATH.CONTENT
4.NF.C.7
Compare two decimals to
hundredths by reasoning about
their size. Recognize that
comparisons are valid only when
the two decimals refer to the
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most
Eureka Math Grade 4 Module 6 Topic C
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.nf.7
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard.
CAR © 2009
same whole. Record the results of
comparisons with the symbols >,
=, or <, and justify the
conclusions, e.g., by using a visual
model.
[Grade 4 expectations in this
domain are limited to
denominators of 2, 3, 4, 5, 6, 8,
10, 12 and 100.]
SLO- Compare two decimals to
hundredths by reasoning
about their size. Recognize
that comparisons are valid
only when the two decimals
refer to the same whole.
Record the results of
comparisons with the symbols
>, =, or <, and justify the
conclusions, e.g., by using a
visual model.
Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Division Proportional Reasoning (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Multiplication
Modules
Option 2 – Multiplication SMART
Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.NF
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 10 page 625.
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/fraction-
decimals-concepts/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/18/192/192
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorte
d=4nf7
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 10-1, 10-7
www.mhmymath.com
Homepage for My Math
4.NF.7 - Touchpoint 4.NF.7 - OCR
CAR © 2009
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Operations with Fractions.
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts.
The following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content.
Review Classwork Exit Ticket Five swimmers are entered into a competition. Four of the swimmers have had their turns. Their scores are 9.8 s, 9.75 s, 9.79 s, and 9.81 s.
Math Labs https://njctl.org/courses/math/
4th-grade-math/fraction-decimals-concepts/
click on ‘lab’
Learnzillion Lesson Plans [Units 3, 5, 9, 11, 12]
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
What score must the last swimmer get in order to win the competition?
NJSLS.MATH.CONTENT
4.MD.A.2
Use the four operations to solve
word problems involving
distances, intervals of time, liquid
volumes, masses of objects, and
money, including problems
involving simple fractions or
decimals, and problems that
require expressing measurements
given in a larger unit in terms of a
smaller unit. Represent
measurement quantities using
diagrams such as number line
diagrams that feature a
measurement scale.
SLO-Solve word problems involving simple fractions or decimals that incorporate measurement comparisons of like units (including problems that require measurements given in a larger unit in terms of a smaller unit).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Division Number Talks-Multiplying Up Division. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 6: End Of Module Assessment page 246. http://greatminds.net/maps/images/math_documents/G4.M6.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687, My Math Am I Ready Chapter 12 page 625.
Eureka Math Grade 4 Module 6 Topic C
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.md.2
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-
data/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/16/151/151
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?
Sorted=4md2
My Math
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.2 - Touchpoint 4.MD.2 - OCR
CAR © 2009
Standards based tasks for PARCC practice:
https://www.illustrativemathematics.org/4.MD
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Metric Measurement
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts.
The following activities may be used to build and
strengthen students understanding of fractions:
http://www.weareteachers.com/blogs/post/201
5/02/24/fun-with-fractions-7-tactile-and-
kinesthetic-games
The following website provides practice for
measurement and data using rulers:
https://hcpss.instructure.com/courses/107/page
s/4-dot-md-dot-4-centers-and-independent-
practice select “Finding Rory” and/or “Create
Your Own Line Plot”.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
My Math
Lessons: 11-1, 11-2, 11-3,
11-4, 11-5, 11-6,
11-7, 11-9,
11-10, 12-4,
12-5, 12-6
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-
data/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 6, 7, 8, 9, 10, 13]
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
listen to music/sing songs that teaches them the
content.
Review Classwork Exit Ticket When Lucca started soccer practice, his watch read 3:25 PM. When practice was over, his watch read 5:15 PM. Lucca claims that he has been practicing for 2 hours and 10 minutes. Is he correct? Why or why not? Justify your answer with words and a visual model.
CAR © 2009
NJSLS.MATH.CONTENT
4.MD.B.4
Make a line plot to display a data
set of measurements in fractions
of a unit (1/2, 1/4, 1/8). Solve
problems involving addition and
subtraction of fractions by using
information presented in line
plots. For example, from a line
plot find and interpret the
difference in length between the
longest and shortest specimens in
an insect collection.
SLO-Make a line plot to display a data set in measurements in fractions of a unit (1/2, 1/4, 1/8) and use it to solve problems involving addition and subtraction of fractions with like denominators.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks PowerPoint slides which directly match the Number Talks book. Suggested selection: Multiplication Number Talks-Partial Products Multiplication 3-5. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math Modules
Option 2 – SMART Presentation
Option 3 – Learnzillion Lesson Plans
Option 4 - My Math
Centers Teacher Center – The teacher works in a small
group with 1-4 students.
Standards Based Problems Center – Students
work in a group to solve the style of problems
the assessments (Benchmark; PARCC; etc.) will
use to measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessments/parcc-
released-
items?title=&field_subject_tid=Math&field_grad
e_level_unlimited_tid=10
Standards based tasks for PARCC practice:
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5. Eureka math Grade 4 Module 5: End Of Module Assessment page 543. http://greatminds.net/maps/images/math_documents/G4.M5.v3.1.3.0w_Teacher_Edition.pdf My Math Am I Ready Chapter 11 page 687.
Eureka Math Grade 4 Module 7 Topic B
http://greatminds.net/maps/math/module-pdfs
http://greatminds.net/maps/ma
th/standards/4.md.4
Math SMART Presentation https://njctl.org/courses/math/4th-grade-math/measurement-
data/
Achieve the Core Coherence Map
http://achievethecore.org/coherence-map/#4/16/154/154
PARCC Released Items
https://prc.parcconline.org/assessments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/asse
ssments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimit
ed_tid=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?
Sorted=4md4
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.4 - Touchpoint 4.MD.4 - OCR
CAR © 2009
https://www.illustrativemathematics.org/4.MD
Individual Center – Students work on the
individual skill that they need based on their data
on iReady, EdConnect, and PARCC. Achieve the
Core Coherence Map should be used to guide
remediation.
Technology Center – Students work on i-Ready,
Reflex Math, My Math Activity Match the Pairs:
Metric Measurement
Manipulative Center – Students work on solving
problems using manipulative, such as base ten
blocks; Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling multi-digit
number operations with place value charts.
Interdisciplinary Center – Students work on
math problems that interconnect with another
subject. [Examples – Students write their own
word problems (called number stories); Students
listen to music/sing songs that teaches them the
content.
Review Classwork Exit Ticket How do you create a line plot displaying the correct number of answers 7 girls in a class got on a quiz with 8 questions?
Student Name
Correct Answers
Amy 4
Carmen 8
Emily 7
Danielle 8
Lucy 6
Elizabeth 2
Olivia 8
Lessons: 11-8
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-
data/
click on ‘lab’
Learnzillion Lesson Plans [Units 2, 6, 7, 8, 9, 10, 13]
https://learnzillion.com/resources/62520-4th-grade-math
CAR © 2009
Summative Written Assessments
Quarterly Assessment in EdConnect
Summative Performance Assessment
Quarterly Constructed Response in EdConnect
CAR © 2009
Unit Title: 4th Grade Math Unit 4 Grade Level: 4
Timeframe: Marking Period 4
Unit Focus and Essential Questions
Draw and identify lines and angles, and classify shapes by properties of their lines and angles
Understand concepts of angle and measure angles (Geometric measurement)
Use the four operations with whole numbers to solve problems
Use place value understanding and properties of operations to perform multi-digit arithmetic
What strategies can I use to add or subtract?
How can I multiply by a two digit number?
How can I communicate multiplication?
How are patterns used in mathematics?
How are different ideas about geometry connected?
New Jersey Student Learning Standards Standards/Cumulative Progress Indicators (Taught and Assessed):
4.NBT.B.4*
4.OA.A.3*
4.MD.C.5
4.MD.C.6
4.MD.C.7
4.G.A.1
4.G.A.2
4.G.A.3
*(benchmarked)
Key: Green = Major Clusters; Blue = Supporting; Yellow = Additional Clusters
CAR © 2009
Standard/SWBAT Student Strategies Based on Instructional Framework
Formative Assessment Activities and Resources Standards Based Assessment
NJSLS.MATH.CONTENT 4.NBT.B.4 Fluently add and subtract multi-digit
whole numbers using the standard
algorithm.
[Grade 4 expectations in this domain are
limited to whole numbers less than or
equal to 1,000,000.]
*(benchmarked)
SLO-Fluently add and subtract multi-digit
whole numbers using the standard
algorithm.
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Subtraction adding up. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 – SMART
Presentation
Option 3- Learnzillion Lesson
Plans
Option 4-My Math
Centers Teacher Center – The teacher works in
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.nbt.4
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/addition-
subtraction-computation/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/17/165/165
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets http://www.commoncoresheets.c
om/SortedByGrade.php?Sorted=4
nbt4
MyMath
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.NBT.4 - Touchpoint 4.NBT.4 - OCR
CAR © 2009
a small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard.
Grade 4 PARCC Released Items
https://prc.parcconline.org/assessmen
ts/parcc-released-
items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.o
rg/4.NBT
Individual Center – Students work on
the individual skill that they need
based on their data on iReady,
EdConnect, and PARCC. Achieve the
Core Coherence Map should be used
to guide remediation.
Technology Center – Students work on
i-Ready, Reflex Math, My Math Activity
Complete the Sentence: Add and
Subtract Whole Numbers.
Manipulative Center – Students work
on solving problems using
manipulative, such as base ten blocks;
Rekenreks; etc. Base ten blocks to be
used as manipulative center modeling
multi-digit number operations with
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6,
2-7,
2-8, 2-9, 5-5
www.mhmymath.com
Homepage for My Math
Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6,
2-7,
2-8, 2-9, 5-5
Math Labs
https://njctl.org/courses/math/
4th-grade-math/addition-
subtraction-computation/
click on ‘lab’
CAR © 2009
place value charts. The following
activities may be used to build and
strengthen students understanding of
fractions:
http://www.weareteachers.com/blogs
/post/2015/02/24/fun-with-fractions-
7-tactile-and-kinesthetic-games
The following website provides
practice for measurement and data
using rulers:
https://hcpss.instructure.com/courses
/107/pages/4-dot-md-dot-4-centers-
and-independent-practice select
“Finding Rory” and/or “Create Your
Own Line Plot”.
Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
My Math Real-World Problem Solving
Library: Math and Science: Oceans:
Into the Deep
Review Classwork Exit Ticket Tasha, her mom, and aunt are all rock collectors. Tasha has 278 rocks, her mother has 1,375 rocks, and her aunt has 723 rocks. Which numbers can you combine together to get a number less than 1,500? Show your work for
CAR © 2009
the solution and show how you can check your solution.
NJSLS.MATH.CONTENT 4.OA.A.3
Solve multistep word problems posed
with whole numbers and having whole-
number answers using the four operations,
including problems in which remainders
must be interpreted. Represent these
problems using equations with a letter
standing for the unknown quantity. Assess
the reasonableness of answers using
mental computation and estimation
strategies including rounding.
*(benchmarked)
SLO-Compose equations from
information supplied in word problems
(with all 4 operations) using letters to
represent unknowns (without solving).
Number Talk https://elementarynumbertalks.wordpress.com/ (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). https://elementarynumbertalks.wordpress.com/3rd-4th-and-5th-grade-number-talks/ Link to Number Talk website with Multiplication number talks powerpoint slides which directly match the Number Talks book. Suggested selection: Division Proportional Reasoning. (Number Talks website created by Mollie Hall based on the book by Sherry Parrish). Direct Instruction
Option 1 – Eureka Math
Modules
Option 2 –SMART
Presentation
Option 3 – Learnzillion
Lesson Plans
Option 4 - MyMath
Centers
Teacher Center – The teacher works in
a small group with 1-4 students.
Standards Based Problems Center –
Students work in a group to solve the
style of problems the assessments
(Benchmark; PARCC; etc.) will use to
measure that standard. Grade 4 PARCC
Teachers will agree on common classwork problems in their grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.OA.3
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/number-sense-
algebraic-concepts/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/19/196/196
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4
oa3
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.OA.3 - Touchpoint 4.OA.3 - OCR
CAR © 2009
Released Items
https://prc.parcconline.org/assessmen
ts/parcc-released-
items?title=&field_subject_tid=Math&f
ield_grade_level_unlimited_tid=10
Standards based tasks for PARCC
practice:
https://www.illustrativemathematics.o
rg/4.OA
Individual Center – Students work on
the individual skill that they need
based on their data on iReady,
EdConnect, and PARCC. Achieve the
Core Coherence Map should be used
to guide remediation.
Technology Center – Students work on
i-Ready, Reflex Math
Manipulative Center – Students work
on solving problems using
manipulative, such as base ten blocks;
Rekenreks; etc.
Interdisciplinary Center – Students
work on math problems that
interconnect with another subject.
[Examples – Students write their own
word problems (called number
stories); Students listen to music/sing
songs that teaches them the content.
My Math Real-World Problem Solving
Library: Math and Science: My Math
Strange But True; My Math The
Lessons: 2-5, 2-6, 2-9, 4-8,
5-5, 6-11, 7-7,
7-9
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/number-sense-
algebraic-concepts/
click on ‘lab’
CAR © 2009
Olympic Games
Review Classwork Exit Ticket Superman was feeling hungry one night. He bought 3 pizzas and 4 large apples. Each pizza was $6.00 and each apple was $0.50. How much more did Superman spend on pizza than apples? Write the equation and show your work.
NJSLS.MATH.CONTENT 4.MD.C.5
4.MD.C.5
Recognize angles as geometric shapes
that are formed wherever two rays share
a common endpoint, and understand
concepts of angle measurement.
SLO-Determine the measure of an
angle in degrees. The two rays of an
angle share a common endpoint. If
that endpoint is located at the center
of a circle, the fraction of the circular
arc (between the points where the
rays intersect the circle) measures
the angle in degrees. A “degree” is
defined as 1/360 (one degree angle)
of the entire circle; and an angle that
turns n one degree angles is said to
measure n degrees.
4.MD.C.5a
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.md.5
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/measurement-data/ Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/16/155/155
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets http://www.commoncoresheets.c
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.5 4.MD.5 - Touchpoint 4.MD.5 - OCR 4.MD.5a 4.MD.5a - Touchpoint 4.MD.5a - OCR 4.MD.5b 4.MD.5b - Touchpoint 4.MD.5b - OCR
CAR © 2009
An angle is measured with reference to a
circle with its center at the common
endpoint of the rays, by considering the
fraction of the circular arc between the
points where the two rays intersect the
circle. An angle that turns through 1/360
of a circle is called a “one-degree angle,”
and can be used to measure angles.
SLO-Determine the measure of an
angle in degrees. The two rays of an
angle share a common endpoint. If
that endpoint is located at the center
of a circle, the fraction of the circular
arc (between the points where the
rays intersect the circle) measures
the angle in degrees. A “degree” is
defined as 1/360 (one degree angle)
of the entire circle; and an angle that
turns n one degree angles is said to
measure n degrees.
4.MD.C.5b
An angle that turns through n one-degree
angles is said to have an angle measure of
n degrees.
SLO-Determine the measure of an angle in degrees. The two rays of an angle share a common endpoint. If that endpoint is located at the center of a circle, the fraction of the circular arc (between the points where the rays intersect the circle) measures the angle in degrees. A “degree” is defined as 1/360 (one degree angle) of the entire circle; and an angle that turns n one degree angles is said to
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
Review Classwork Exit Ticket
om/SortedByGrade.php?Sorted=4md5a
http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4
md5b
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math Lessons 4.MD.5: 14-3, 14-4, 14-5
Lessons 4.MD.5a: 14-3, 14-4
Lessons 4.MD.5b: 14-4
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-data/
click on ‘lab’
CAR © 2009
measure n degrees.
NJSLS.MATH.CONTENT 4.MD.C.6
4.MD.C.6
Measure angles in whole-number
degrees using a protractor. Sketch angles
of specified measure.
SLO-Use a protractor to measure
angles in whole number degrees and
sketch angles of specific measures.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories);
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.md.6
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/measurement-data/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/16/158/158
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4
md6
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.6 - Touchpoint 4.MD.6 - OCR
CAR © 2009
Students listen to music/sing songs that teaches them the content.
Review Classwork Exit Ticket
Lessons: 14-5, 14-6
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/measurement-data/
click on ‘lab’
NJSLS.MATH.CONTENT 4.MD.C.7
4.MD.C.7
Recognize angle measure as additive.
When an angle is decomposed into non-
overlapping parts, the angle measure of
the whole is the sum of the angle
measures of the parts. Solve addition and
subtraction problems to find unknown
angles on a diagram in real world and
mathematical problems, e.g., by using an
equation with a symbol for the unknown
angle measure.
SLO-Solve addition and subtraction
problems to find unknown angles on
a diagram in real world and
mathematical problems using a
symbol for an unknown angle
measure.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs http://greatminds.net/maps/math
/standards/4.md.7
Math SMART Presentation https://njctl.org/courses/math/4t
h-grade-math/measurement-data/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/16/159/159
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sort
ed=4md7
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.MD.7 - Touchpoint 4.MD.7 - OCR
CAR © 2009
problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
Review Classwork Exit Ticket
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 14-7
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4t
h-grade-math/measurement-data/
click on ‘lab’
NJSLS.MATH.CONTENT 4.G.A.1
4.G.A.1. Draw points, lines, line
segments, rays, angles (right, acute,
obtuse), and perpendicular and parallel
lines. Identify these in two-dimensional
figures.
SLO-Draw points, lines, line segments,
rays, angles (right, acute, obtuse),
and perpendicular and parallel lines
and identify these in two-dimensional
figures.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.g.1
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/15/144/144
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.G.1 - Touchpoint 4.G.1 - OCR
CAR © 2009
that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the content.
Review Classwork Exit Ticket
https://prc.parcconline.org/assessments/parcc-released-
items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets http://www.commoncoresheets.com/SortedByGrade.php?Sorted=4
g1
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 14-1, 14-2, 14-3,
14-4, 14-5, 14-6,
14-7, 14-8, 14-9,
14-11
www.mhmymath.com
Homepage for My Math
Math Labs https://njctl.org/courses/math/4t
h-grade-math/geometry-geometric-measurement/
click on ‘lab’
CAR © 2009
NJSLS.MATH.CONTENT 4.G.A.2
4.G.A.2
Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category,
and identify right triangles.
SLO-Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specific size. Recognize right angles as a category, and identify right triangles.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.g.2
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/15/147/147
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sort
ed=4g2
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.G.2 - Touchpoint 4.G.2 - OCR
CAR © 2009
content.
Review Classwork Exit Ticket
Lessons: 14-8, 14-9, 14-11
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/
click on ‘lab’
CAR © 2009
NJSLS.MATH.CONTENT 4.G.A.3
4.G.A.3. Recognize a line of symmetry
for a two-dimensional figure as a line
across the figure such that the figure can
be folded along the line into matching
parts. Identify line-symmetric figures and
draw lines of symmetry.
SLO-Draw lines of symmetry and identify line-symmetric figures.
Number Talk Direct Instruction
Option 1 – Eureka Math
Multiplication Modules
Option 2 – Multiplication
SMART Presentation
Option 3 - MyMath
Centers
Teacher Center – The teacher works in a small group with 1-4 students.
Standards Based Problems Center – Students work in a group to solve the style of problems the assessments (Benchmark; PARCC; etc.) will use to measure that standard.
Individual Center – Students work on the individual skill that they need based on their data on iReady, EdConnect, and PARCC. Achieve the Core Coherence Map should be used to guide remediation.
Technology Center – Students work on Reflex Math
Manipulative Center – Students work on solving problems using manipulative, such as base ten blocks; Rekenreks; etc.
Interdisciplinary Center – Students work on math problems that interconnect with another subject. [Examples – Students write their own word problems (called number stories); Students listen to music/sing songs that teaches them the
Teachers will agree on common classwork problems in their professional learning communities or grade level meetings. Problems should be selected that most closely match the assessments in column 5.
Eureka Math http://greatminds.net/maps/math
/module-pdfs
http://greatminds.net/maps/math/standards/4.g.3
Math SMART Presentation
https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/
Achieve the Core Coherence Map http://achievethecore.org/cohere
nce-map/#4/15/148/148
PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items
Grade 4 PARCC Released Items https://prc.parcconline.org/assess
ments/parcc-released-items?title=&field_subject_tid=Math&field_grade_level_unlimited_ti
d=10
Common Core Sheets
http://www.commoncoresheets.com/SortedByGrade.php?Sort
ed=4g3
MyMath
www.connected.mcgraw-hill.com
Teacher login page for all online resources available for
My Math
Lessons: 14-10
The standards assessments below are in EdConnect. These are the quizzes/tests for that standard. 4.G.3 - Touchpoint 4.G.3 - OCR
CAR © 2009
content.
Review Classwork Exit Ticket
www.mhmymath.com Homepage for My Math
Math Labs
https://njctl.org/courses/math/4th-grade-math/geometry-geometric-measurement/
click on ‘lab’
CAR © 2009
Summative Written Assessments
Quarterly Assessment in EdConnect
Summative Performance Assessment
Quarterly Constructed Response in EdConnect
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