Grade+4

"The learner will . . ." || **Standard(s)** || **No. of Days** || **Vocabulary Terms** || **Resources** || **Student Learning Activities** || **Assessment** || Lessons 1-6 || Identify the place value of digits in multi-digit numbers Read, write, compare, and order numbers Estimate by rounding || * 4.1.1a Read and write numbers through the millions (e.g., 2,347,589 is the same as 2 million three hundred forty seven thousand five hundred eighty nine) || 12 days || digit, place value expanded form period standard form word form is equal to is greater than is less than number line || Text book base ten blocks index cards || Students will work with place value charts, base ten blocks Check My Progess Reteach sheets || Chapter Test || Lessons 1-9 || Use addition properties and addition rules to add and subtract Use patterns to solve addition and subtraction problems Use mental math to add and subtract Estimate sums and differences of multi- digit numbers || * 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil) days || Commutative Property of Addition, Associative Property of Addition, Identity Property of Addition, Unknown || Connecting cubes, Index cards, Place-value charts Number cubes || Add multi-digit whole numbers. Subtract multi- digit whole numbers. Subtract across zeros Draw diagrams Solve multi-step word problems Check My Progress X-Tra worksheets on subtraction || Chapter Test || Lessons 1-8 || Understand how multiplication and division are related, Relate division and multiplication, Recognize the comparison of two groups as another strategy to use when multiplying Use comparison to solve problems Use multiplication properties and division rules. Use associative property of multiplication to solve problems, Find factors and multiples of whole numbers. Check answers for reasonableness. || * 4.1.3.a Compute whole number division facts 0 – 10 fluently days || dividend, fact family, product, divisor, factor, quotient, repeated subtraction, Commutative property, Identity Property, Zero Property, Associative Property of multiplication, decompose, multiple || Empty egg cartons, beans, counters, cubes || Draw arrays to represent multiplication and division Show division by repeated subtraction Solve comparison problems Use properties of multiplication to solve problems Find factors and multiples Multiply by repeated addition Check My Progress X-Tra worksheets Multiplication cards || Chapter Test || Lessons 1-11 || Multiply multiples of 10, 100, 1,000, using facts and patterns Estimate patterns by rounding Explore multiplication using models and partial products and regrouping Use the Distributive Property to multiply a one or two-digit number Determine if a problem needs and estimate or an exact answer Multiply multi-digit numbers with zeros by a one-digit number || * 4.1.3.c Multiply two-digit whole numbers days || partial products regroup Distributive Property || paper markers or highlighters base-ten blocks graph paper crayons or colored pencils grid paper scissors sticky note || Practice multiplication using models and partial products. Practice the concept of multiplying by multiples of 10, 100, and 1,000. Use the Distributive Property to multiply a two-digit number by a one-digit number. Check My Progress Review worksheets || Chapter Test || Lessons 1-6 || Use properties and algorithms to multiply by tens Estimate products by rounding Explore multiplying by two-digit numbers Multiply two, two-digit numbers Use multiplication to solve multi-step word problems Solve problems by making a table || * 4.1.3.c Multiply two-digit whole numbers days || operation || connecting cubes masking tape index cards colored pencils grid paper base-ten blocks number cubes || Multiply by tens using previously studied properties Make a table to show multiplying Estimate answers before multiplying Check My Progress X-Tra practice with two-digit numbers || Chapter Test || 1-11 || Use basic facts and patterns to divide mentally Estimate quotients, using compatible numbers, basic facts, and place value Use place value and models to explore dividing by one-digit numbers Solve problems by making a model Divide and Interpret the remainders Use the Distributive Property and partial quotients to divide Solve division problems with greater numbers and zeros in the quotients Solve multi-step word problems using more that one operation || * 4.1.3.d Divide a three-digit number with one digit divisor with and without a remainder days || compatible numbers remainder partial quotients || multiplication and division cards base-ten blocks counters play coins index cards grid paper || Look for patterns when dividing mentally Practice using compatible number when estimating quotients Multiplication and division cards Check My Progress Practice determining where to place the first digit when dividing || Chapter Test || Lessons 1-9 || Generate a number or shape pattern that follows a given rule Identify features of the pattern that were not given in the rule Solve multistep word problems using mental computation and estimation strategies || *  4.3.1.a Describe, extend, and apply rules about numeric patterns operations, unknown, algebraic operations input/output numeric patterns nonnumeric patterns sequence patterns terms || pattern blocks input charts output charts || Make tables of patterns Make models of patterns Practice making patterns, both numeric and nonnumeric, and having other students solve them Practice input/output charts || Chapter Test || Lessons 1-10 || Find factors and multiples of whole numbers Determine if a number is prime or composite Find equivalent fractions Compare and order fractions Understand mixed numbers and improper fractions || * 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set days || factor pairs prime numbers composite numbers numerator denominator equivalent fractions simplest form greatest common factor mixed numbers || fraction tiles fraction circles ruler scissors paper plates || Use a number chart to find prime or composite numbers Practice making equivalent factions on the chalk board Play "memory" with index cards showing equivalent fractions Roll a number cube to choose a numerator. Pick a denominator of 6,8,10, or 12. Check to see if number is in lowest form. If not, reduce it. Check My Progress || Chapter Test || Lessons 1-9 || Add or subtract like fractions Replace mixed numbers with equivalent improper fractions Use an equation to write a fraction as a multiple of a unit fraction Multiply a fraction by a whole number || * 4.1.1.e Represent a fraction as parts of a whole and/or parts of a set days || like fractions || fraction models fraction tiles fraction circles play money || Use fraction tiles to model the sum of fractions Add or subtract like fractions on the board and paper Practice and replace mixed numbers with equivalent fractions Check My Progress || Chapter Test || Lessons 1-8 || Explore place-value charts and grids to model decimals Model and describe tenths and hundreds as part of the base-ten system Model relationship between decimals and fractions Identify, read, and write tenths and hundredths as decimals and fractions || * 4.1.3.b Add and subtract decimals to the hundredths place (e.g., money) || 13 days || decimal tenth hundredth || play money place-value charts tenths/hundredths grids fractions tiles || Use a spinner and make numbers with tens, ones, tenths, and hundredths, put them in order from smallest to greatest Compare decimals and fractions Add fractions with denominators of 10 and 100 Check My Progress || Chapter Test || Lessons 1-10 || Convert customary units of length Convert customary units of capacity Convert customary units of weight Convert customary units of time Use a line plot to represent measurement data involving fractions of units || * 4.2.5.a Select and use appropriate tools to measure perimeter of polygons days || customary system, foot, yard, convert, mile, capacity, cup, fluid ounce, gallon, pint, quart, ounce, pound, ton, weight,seconds, time plots || play money, measuring cups water, sand, or rice, measurement containers, (cups, pints, quart, gallon) bucket balance, 1pound weights, set of weights, stopwatches, rulers, construction paper, markers || Estimate and measure items, Figure out amounts needed for punch for all students first in cups the convert to gallons, estimate weights of items in room check with a scale or balance, Convert weight of ounces into pounds, etc. Check My Progress || Chapter Test || Lessons 1-6 || Estimate and measure lengths within the metric system, Estimate and measure metric capacities, Estimate and measure mass and learn the difference between weight and mass, Convert metric units || * 4.2.5.a Select and use appropriate tools to measure perimeter of polygons days || centimeter, kilometer, meter, metric system, millimeter, liter, milliliter, gram, kilogram, mass || classroom objects, base-ten units, centimeter ruler, meterstick, food coloring, containers for measuring, eyedropper, 1 liter container, packages with labels, objects that have a mass of 1 gram and 1 kilogram, base-ten blocks, construction paper and markers || Measure objects in the room with a meter stick, use liter, mL, containers to measure water, determine reasonable estimates for mass of a cat, etc. Check My Progress || Chapter Test || Lessons 1-5 || Use area and perimeter formulas when working with rectangles. Apply the area and perimeter formulas for rectangles in real world problems. || * 4.2.5.a Select and use appropriate tools to measure perimeter of polygons Lessons 1-11 || Draw lines, line segments, rays, angles (right, acute, obtuse) and perpendicular and parallel lines. Identify these in two-dimensional figures. Recognize lines of symmetry. || * 4.2.1.a Identify two- and three-dimensional shapes according to their sides and angle properties
 * Teachers **** : ** (Janell Heath)
 * Textbook: ** (My Math, McGraw-Hill, 2013)
 * ~ (1) ||~ (2) ||~ (3) ||~ (4) ||~ (5) ||~ (6) ||~ (7) ||~ (8) ||~ (9) ||
 * **Obj #** || **Unit** || **Objective:**
 * 1 || Ch. 1
 * 2 || Ch. 2
 * 2 || Ch. 2
 * 4.3.1.a.d extend and apply rules about numeric patterns
 * 4.3.1.d Select appropriate operational and relational symbols to make a number sentence true || 13
 * 3 || Ch. 3
 * 3 || Ch. 3
 * 4.1.3.c Multiply two-digit whole numbers
 * 4.1.3.d Divide a three-digit number with one digit divisor with and without a remainder
 * 4.1.3.e Mentally compute multiplication and division involving powers of 10
 * 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil)
 * 4.1.4.a Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness || 13
 * 4 || Ch. 4
 * 4 || Ch. 4
 * 4.1.3.e Mentally compute multiplication and division involving powers of 10
 * 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental computation, paper-pencil) || 13
 * 5 || Ch. 5
 * 4.1.3.e Mentally compute multiplication and division involving powers of 10
 * 4.1.3.f Select and apply the appropriate method of computation when problem solving (e.g., models, mental or, paper-pencil)
 * 4.1.4.a Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness || 10
 * 6 || Ch. 6 Lesson
 * 6 || Ch. 6 Lesson
 * 4.1.4.a Estimate the three-digit product and the two-digit quotient of whole number multiplication and division and check the reasonableness || 13
 * 7 || Ch. 7
 *  4.3.1.b Represent and analyze a variety of patterns using words, tables, and graphs || 12 days || equation,
 * 8 || Ch. 8
 * 4.1.1.f Use visual models to find equivalent fractions (e.g.,2/4= 1/2,2/8= 1/4,1=2/2=5/5,3/3
 * 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?)
 * 4.1.1.h Locate fractions on a number line || 15
 * 9 || Ch. 9
 * 9 || Ch. 9
 * 4.1.1.f Use visual models to find equivalent fractions (e.g.,2/4= 1/2,2/8= 1/4,1=2/2=5/5,3/3
 * 4.1.1.g Determine the size of a fraction relative to one half using equivalent forms (e.g., Is 3/8 more or less than one half?) || 14
 * 10 || Ch. 10
 * 10 || Ch. 10
 * 11 || Ch. 11
 * 11 || Ch. 11
 * 4.2.5.b Identify time to the minute on an analog clock
 * 4.2.5.c Solve problems involving elapsed time
 * 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)
 * 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units
 * 4.2.5.f Measure weight and temperature using customary units
 * 4.2.5.g Compute simple unit conversions for length within a system of measurement || 14
 * 12 || Ch. 12
 * 12 || Ch. 12
 * 4.2.5.b Identify time to the minute on an analog clock
 * 4.2.5.c Solve problems involving elapsed time
 * 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)
 * 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) units
 * 4.2.5.f Measure weight and temperature using customary units
 * 4.2.5.g Compute simple unit conversions for length within a system of measurement || 10
 * 13 || Ch. 13
 * 13 || Ch. 13
 * 4.2.5.d Identify the appropriate metric unit for measuring length, weight, and capacity/volume (e.g., cm, m, Km; g, Kg; mL, L)
 * 4.2.5.e Estimate and measure length using customary (nearest ½ inch) and metric (nearest centimeter) unit || 8 days || area, perimeter, square unit, unit square || rulers, yardsticks, colored paper, scissors || Figure area and perimeter of the top of their desks. Figure the area and perimeter of our room (to the nearest standard unit). Cut square papers with different perimeters for other classmates to measure. Check My Progress || Chapter Test ||
 * 14 || Ch. 14
 * 14 || Ch. 14
 * 4.2.1.b Classify an angle as acute, obtuse, and right
 * 4.2.1.c Identify parallel, perpendicular, and intersecting lines
 * 4.2.1.d Identify the property of congruency when dealing with plane geometric shapes
 * 4.2.4.a Given a geometric model, use it to solve a problem (e.g., what shapes make a cylinder; streets run parallel and perpendicular) || 14 days || square, rectangle, rhombus, quadrilateral, angle, acute angle, acute triangle, degree, endpoint, line intersecting, line of symmetry, line segment, line symmetry, obtuse angle, obtuse triangle, one-degree angle, parallel, parallelogram, perpendicular, point, ray, rectangle, rhombus, right angle, right triangle, square, trapezoid || paper, protractor, compass, ruler || Draw angles using a protractor, use cards to review the four kinds of quadrilaterals. || Chapter Test ||