2012 - 2013 ffoouurrtthh ggrraaddee - volusia county schools

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MATHEMATICS

CURRICULUM MAP

2012 - 2013

VOLUSIA COUNTY SCHOOLS

Next Generation Sunshine State Standards

Mathematics Department ii Fourth Grade Curriculum Map

Volusia County Schools 6/2012

Standards for Mathematical Practice

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

(MACC.K12.MP.1)

2. Reason abstractly and quantitatively.

(MACC.K12.MP.2)

3. Construct viable arguments and critique the reasoning of others.

(MACC.K12.MP.3)

4. Model with mathematics.

(MACC.K12.MP.4)

5. Use appropriate tools strategically.

(MACC.K12.MP.5)

6. Attend to precision.

(MACC.K12.MP.6)

7. Look for and make use of structure.

(MACC.K12.MP.7)

8. Look for and express regularity in repeated reasoning.

(MACC.K12.MP.8)

Mathematics Department iii Fourth Grade Curriculum Map


COMPONENTS OF THE CURRICULUM MAP

Unit/Organizing Principle: the overarching organizational structure used to group content and concepts within the curriculum map

Pacing: the recommended time period within the year for instruction related to the essential questions to occur

Essential Questions: the overarching question(s) that will serve to guide instruction and push students to higher levels of thinking; essential questions should guide students to the heart of the content and should be in student -friendly language.

Measurement Topics: an organized grouping of learning targets – these will be evident as headings in Pinnacle Gradebook

Learning Targets/Skills: the content knowledge, processes and enabling skills that will ensure successful mastery of the essential questions (tied to Common Core State Standards and/or Next Generation Sunshine State Standards)

Benchmarks: Benchmarks for the Next Generation Sunshine State Standards until the Common Core State Standards are implemented

Academic Language: the content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets/skills and essential questions

Activities and Resources: a listing of available, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions; developed to save teachers time when planning for instruction

Assessment: a list of required assessments as well as suggested assessments that are available to use as formative or summative assessments

Mathematics Department iv Fourth Grade Curriculum Map


ACKNOWLEDGEMENTS

This version of the Kindergarten through Grade Five Mathematics Curriculum Map reflects the combined talent

and hard work of many Volusia County teachers. We would like to take this opportunity to acknowledge their

support, time and recommendations.

Jessica Aivazis Enterprise Andrea Hall Indian River Nancy Morris DeBary

Shirley Anderson Westside Katrina Hall Enterprise Julie Murray Blue Lake

Essie Austin ESE Department Linnette Hernandez Sunrise Shelly Osterman Ortona

Anna Barsanti Timbercrest Jane Howe Discovery Tamara Powell Palm Terrace

Laura Bechard Pierson Cassy Jurgensen Read-Pattillo Kourtini Rackard Orange City

Linda Berner Citrus Grove Janna Kilgore Chisholm Laura Ramp Discovery

Elizabeth Brinkerhoff Starke Teal Krall Indian River Heather Robinson Longstreet

Elizabeth Burns Sweetwater Jeanine Langford Turie T Small Jacqueline Sadler Sugar Mill

Tarell Butler Read-Pattillo Sonia Larrabee McInnis Stacy Sampson Pathways

Diane Casella Sugar Mill Karen Lassiter Manatee Cove Melissa Shaw Ortona

Shannon Churms Osteen Diane LeJeune Pine Trail Leslie Sparks Cypress Creek

Cyndy Collins Blue Lake Bob Levings Starke Sandy Streitberger Spirit

Cindy Crandall Read-Pattillo Terri Lubas South Daytona Sharon Tary Pride

Barbara Doherty Champion Monica Luedecke Forest lake Kristie Taylor South Daytona

Nicole Duchesneau Starke Kelly McCabe Holly Hill Kym Taylor Pine Trail

Kim Fischer Osceola Michele McCoy Manatee Cove Feryl Tyner Cypress Creek

Sherry Flaherty Sugar Mill Carol McKisson Forest Lake Pam Westmoreland Freedom

Nancy Fruits Holly Hill Nicole Maynard Palm Terrace Sheri Wiggins Citrus Grove

Joe Griffin DeBary Heather Mooney Deltona Lakes Dayna Williams Spruce Creek

Mathematics Department v Fourth Grade Curriculum Map


Teachers are required to administer Form A of the District Interim Assessments. The assessments are available through the Copy Center; the Scantron answer sheets are available through Scantron Achievement Series. Following the administration of the District Interim Assessments and the scanning of the Scantron answer sheets data will be immediately available through Scantron Achievement Series.

Pacing Unit/Assessment

Weeks 1 – 2 Number Sense

Weeks 3 – 4 Multiplication and Division

Weeks 5 - 7 Multiplication by 1-Digit Numbers

Weeks 8 – 11 Multi-Digit Multiplication

Weeks 12 – 14 Fractions

Weeks 15 – 16 Decimals

Weeks 17 Transformations and Symmetry

Weeks 18 Angles

Weeks 19 – 22 Relating Decimals and Fractions

Weeks 23 – 27 Algebraic Thinking

Weeks 28 – 30 Area of 2-Dimensional Shapes

Weeks 31 2- and 3-Dimensional Shapes

Weeks 32 – 33 Extension of Multiplication

Weeks 34 – 35 Extension of Fractions

Week 36 Extension of Decimals

Week 37 Extension of Algebraic Thinking

Week 38 Extension of Area of 2-Dimensional Shapes

Mathematics Department 1 Fourth Grade Curriculum Map


UNIT/ORGANIZING PRINCIPLE: NUMBER SENSE PACING: Weeks 1 – 2

ESSENTIAL QUESTIONS: How does place value help you compare and order numbers?

MEASUREMENT

TOPICS LEARNING TARGETS/SKILLS BENCHMARKS ACADEMIC LANGUAGE

Number Sense (T01) Interpret the value of a given digit in a number through millions (e.g. 127,520

has 127 thousands)

MA.4.A.6.1

compare digit equal (=) equivalent estimate expanded form greater than (>)

greater than or equal () less than (<)

less than or equal () millions

not equal () period round standard form thousand word form

Number Sense (T01) Read, write, identify, compare (using the symbols , , , , =, ) and order

whole numbers through millions MA.4.A.6.1

Number Sense (T01) Estimate whole numbers through millions MA.4.A.6.1

Number Sense (T01) Add and subtract numbers through millions MA.4.A.6.1

*Model: the student applies the math they have learned to solve problems.

Make sense of problems and persevere in solving them.

Reason abstractly and quantitatively.

Construct viable arguments and critique the reasoning of others.

Model with mathematics.

Use appropriate tools strategically.

Attend to precision. Look for and make use of structure.

Look for and express regularity in repeated reasoning.

MACC.K12.MP.1 MACC.K12.MP.2 MACC.K12.MP.3 MACC.K12.MP.4 MACC.K12.MP.5 MACC.K12.MP.6 MACC.K12.MP.7 MACC.K12.MP.8



ESSENTIAL QUESTIONS: How does place value help you compare and order numbers?

Activities and Resources Assessment

Suggested Resources

Student Edition

Topic 1: Lessons 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7 Reteaching Sets: A-F p 26

Daily Assessment and Reteaching workbook

Lessons: 1-1, 1-2, 1-3, 1-4, 1-5, 1-6, 1-7

Everglades K-12: Grade 4

Chapter 6

Internet Resources

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx

http://firefly/ (no login is required)

A Million Fish More or Less by Patricia C. McKissack

Counting on Frank by Rod Clement

One Hundred Hungry Ants by Elinor J.Pinczes

Anno’s Mysterious Multiplying Jar by Masaichiro and Mitsumasa Anno

Math Appeal by Greg Tang

Math for All Seasons by Greg Tang

Amanda Bean’s Amazing Dream by Cindy Neuschwander

The Grapes of Math by Greg Tang

A Remainder of One by Elinor J. Pinczes

Bats on Parade by Kathi Appelt

Bat Jamboree by Kathi Applet One Grain of Rice: A Mathematical Folktale by Demi

The King's Chessboard, by David Birch

Twelve Plump Cookies by Larry Dane Brimner

Divide and Ride: Dividing by Stuart Murphy

http://www.prometheanplanet.com/en/resources/subjects/math/ (Common Factors,” by unknown author) http://studyjams.scholastic.com/studyjams/jams/math/index.htm (number sense) www.khanacademy.org

Required Assessment

Number Sense Form A

Suggested Assessments

Topic 1 Florida Test Topic 1 Free-Response Test

Topic 1 Performance Assessment

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

http://firefly/

http://www.prometheanplanet.com/en/resources/subjects/math/

http://studyjams.scholastic.com/studyjams/jams/math/index.htm

http://www.khanacademy.org/



UNIT/ORGANIZING PRINCIPLE: MULTIPLICATION AND DIVISION PACING: Weeks 3 – 4

ESSENTIAL QUESTIONS: What strategies can you use to multiply and divide? How is division related to multiplication?

MEASUREMENT


Multiplication Fluency (T02) Understand and demonstrate multiples and factors of whole numbers MA.4.A.6.4

arrays decompose Distributive Property division dividend divisor equation expression fact family factor inverse operations multiple partitioning perfect square product quotient repeated addition successive subtraction

Multiplication Fluency (T02)

Recall, fluently, basic multiplication facts

Fluently means fast and accurately. Suggested fluency guideline: answers correctly, the first time, within 5 seconds.

MA.4.A.1.1

Division (basic) (T03) Use models to represent division as successive (repeated) subtraction ,

inverse of multiplication and partitioning (the mental activity of slicing an object into equal-sized units) using manipulatives

MA.4.A.6.2


Use and describe various models for multiplication (e.g. repeated addition, arrays, etc.)

MA.4.A.1.1

Division (basic) (T03) Translate a word problem to a multiplication or division expression or

equation MA.4.A.6.2


Use models to identify square numbers to 100 MA.4.A.6.4


Understand and use the Distributive Property (multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products)

See important note on next page *Model: the student applies the math they have learned to solve problems.

MA.4.A.1.1











ESSENTIAL QUESTIONS: What strategies can you use to multiply and divide? How is division related to multiplication?


Suggested Resources

Student Edition:

Topic 2: Lessons 2-1, 2-2, 2-3, 2-4, 2-5, 2-6

Reteaching Sets: A-F p 44

Topic 3: Lessons 3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8 Reteaching Sets: A-E p 66

Topic 6: Going Digital p 119


Lessons: 2-1, 2-2, 2-3, 2-4, 2-5, 2-6

3-1, 3-2, 3-3, 3-4, 3-5, 3-6, 3-7, 3-8

Important! These lessons (2-2, 2-3) do not show a complete explanation of the Distributive Property. See the example . Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products.


Chapter 1

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & Division) http://www.321know.com/mul74bx2.htm students identify the property demonstrated in problems-interactive www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com

Required Assessment

Multiplication and Division Form A



Topic 2 Performance Assessment Topic 3 Florida Test Topic 3 Free-Response Test



http://www.studyjams.scholastic/

http://www.321know.com/mul74bx2.htm

http://www.sumdog.com/


http://www.mathdrills.com/

http://www.multiplication.com/

http://www.mathfactcafe.com/



UNIT/ORGANIZING PRINCIPLE: MULTIPLICATION BY ONE DIGIT NUMBERS PACING: Weeks 5 – 7

ESSENTIAL QUESTIONS: How does your knowledge of basic multiplication help you multiply multi-digit whole numbers? How can estimation help when you are multiplying multi-digit whole numbers?

MEASUREMENT


Multiplication by One Digit Numbers (T04)

Recall, fluently, basic multiplication facts Fluently means fast and accurately. Suggested fluency guideline: answers correctly, the first time, within 5 seconds.

MA.4.A.1.1

Associative Property arrays Commutative Property Distributive Property factor hundreds Identity Property Inverse Property multiples ones partial product product rounding tens thousands Zero Product Property


Use and describe various models for multiplication (e.g. repeated addition, arrays, etc)

MA.4.A.1.1


Use and apply the standard algorithm for multiplication to solve real-world problems up to 4-digits by 1-digit (examples: 4-digit by 1 digit 1,253 x 5)

MA.4.A.1.2


Use estimation, including rounding, to solve a problem and justify using an estimate vs. an exact answer

Front-end estimation will not be an acceptable estimation strategy.

MA.4.A.6.6


Estimate and describe reasonableness of an answer MA.4.A.6.6


Use Commutative, Associative, Inverse, Identity, Distributive and Zero Properties as strategies for multiplying multi-digit numbers (Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products e.g. x(a+b) = ax + bx


MA.4.A.1.2











ESSENTIAL QUESTIONS: How does your knowledge of basic multiplication help you multiply multi-digit whole numbers? How can estimation help when you are multiplying multi-digit whole numbers?


Suggested Resources

Student Edition

Topic 4: Lessons 4-1, 4-2, 4-3, 4-5, 4-6 Reteaching Sets: A-F p 86 Topic 5: Lessons 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7 Reteaching Sets: A, B, D, E p 112


Lessons: 4-1, 4-2, 4-3, 4-5, 4-6 5-1, 5-2, 5-3, 5-4, 5-5, 5-6, 5-7


Chapter 1

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & division) www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com

Required Assessment

Multiplication by One-Digit Numbers Form A














UNIT/ORGANIZING PRINCIPLE: MULTI-DIGIT MULTIPLICATION PACING: Weeks 8 – 11

ESSENTIAL QUESTIONS: What strategies can be used to solve multi-digit multiplication and division problems?

MEASUREMENT


Multi-Digit multiplication (T05)

Multiply multi-digit whole numbers through 4-digits fluently (3-digit x 3-digit or 4-digit x 2-digit)

Fluently means fast and accurately.

MA.4.A.1.2

Associative Property Commutative Property compatible numbers Distributive Property equation factors Identity Property Inverse partial product product round Zero Product Property


Use Commutative, Associative, Inverse, Identity, Distributive and Zero Properties as strategies for multiplying multi-digit numbers (Distributive Property: multiplying a sum by a number is the same as multiplying each addend by the number and then adding the products e.g. x(a+b) = ax + bx)

MA.4.A.1.2


Use a variety of strategies (e.g. partial products, decomposition, box, etc.) to solve multiplication and division problems.

MA.4.A.1.1












ESSENTIAL QUESTIONS: What strategies can be used to solve multi-digit multiplication and division problems?


Suggested Resources

Student Edition

Topic 6: Lessons 6-1, 6-2, 6-3, 6-4, 6-5 Reteaching Sets: A-E p 130 Topic 7: Lessons 7-1, 7-2, 7-3, 7-4, 7-5 Reteaching Sets: A-D p 148 Topic 8: Lessons 8-1, 8-2, 8-3, 8-4, 8-5, 8-6 Reteaching Sets: A-C, E, F p 168 Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-6


Lessons: 6-1, 6-2, 6-3, 6-4, 6-5 7-1, 7-2, 7-3, 7-4, 7-5 8-1, 8-2, 8-3, 8-5, 8-6 9-1, 9-2, 9-3, 9-4, 9-6


Chapter 1

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (multiplication & division) www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com

Required Assessment

Multi-Digit Multiplication Form A
















UNIT/ORGANIZING PRINCIPLE: FRACTIONS PACING: Weeks 12 – 14

ESSENTIAL QUESTIONS: How can you use your knowledge of fractions to compare and estimate them?

MEASUREMENT


Fractions (T10) Estimate fraction amounts in real-world problems MA.4.A.2.4

benchmark fraction

(

,

,

,

,

)

denominator equal to (=) equivalence equivalent fractions estimate fractions

fraction greater than one (

)

formerly called improper fractions

generalization greater than (>)

greater than or equal to () hundredths less than (<)

less than or equal to () mixed numbers

not equal () number line numerator one hundred tenths word form

Fractions (T10) Locate whole numbers, fractions and mixed numbers on a number line MA.4.A.2.1

Fractions (T10) Identify or locate a fraction or mixed number between two whole numbers on a

number line MA.4.A.2.1

Fractions (T10) Compare and order fractions on a number line MA.4.A.2.4

Fractions (T10) Compare (using the symbols: <, , >, , =, ) and order fractions MA.4.A.2.4

Fractions (T10) Identify and generate equivalent fractions MA.4.A.6.3

Fractions (T10)

Determine factors and multiplies for specified whole numbers to find equivalent fractions

MA.4.A.6.4














Suggested Resources

Student Edition

Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 Reteaching Sets: A-F p 274


Lessons: 13-1, 13-2, 13-3, 13-4, 13-5, 13-7


Chapter 2

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (fractions) www.khanacademy.org www.mathfactcafe.com

Required Assessment

Fractions Form A










UNIT/ORGANIZING PRINCIPLE: DECIMALS PACING: Weeks 15 – 16

ESSENTIAL QUESTIONS: What is a decimal? How is ordering decimals the same as ordering whole numbers and how is it different?

MEASUREMENT


Decimals (T08) Compare and order decimals through the thousandths place on a number line MA.4.A.2.1 MA.4.A.2.4

decimal decimal point equal to (=) equivalence equivalent decimals estimate expanded form greater than (>)


less than or equal to ()

not equal () number line tenths thousandths

Decimals (T08) Identify or locate a decimal between two whole numbers on a number line MA.4.A.2.1

Decimals (T08) Read, write and identify decimals though thousandths MA.4.A.2.2

Decimals (T08) Compare (using the symbols: <, , >, , =, ) and order decimals, to hundredths MA.4.A.2.4

Decimals (T08) Estimate decimal amounts in real-world problems


MA.4.A.2.4

Decimals (T08) Use manipulatives to model decimals as an extension of the base-ten number

system MA.4.A.2.2

Decimals (T08) Recognize the relationship between the between decimal place values (e.g.

place values decrease by a factor of 10 as they move to the right) MA.4.A.2.2











ESSENTIAL QUESTIONS: What is a decimal? How is ordering decimals the same as ordering whole numbers and how is it different?


Suggested Resources

Student Edition

Topic 12: Lessons 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8 Reteaching Sets: A-F p 252


Lessons: 12-1, 12-2, 12-3, 12-4, 12-5, 12-6, 12-7, 12-8


Chapter 2

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (decimals) www.khanacademy.org

Required Assessment

Decimals Form A









UNIT/ORGANIZING PRINCIPLE: TRANSFORMATIONS AND SYMMETRY PACING: Week 17

ESSENTIAL QUESTIONS: How can you tell if rotations, reflections or translations have occurred? What are some ways to determine if shapes have symmetry?

MEASUREMENT


Transformations and Symmetry (T13)

Identify and demonstrate 45º, 90º, 180º, 270º and 360º rotations

MA.4.G.5.2

acute angle angle clockwise degree line line symmetry obtuse angle reflection right angle rotation rotational symmetry transformation translation vertices/vertex


Identify, describe and perform transformations given degree and direction


Identify and describe the result of multi-step transformations (reflection-a mirror image on the opposite side of a line, translation-slide, rotation-a figure is turned a certain angle and direction around a point)


Identify and describe line (folding a figure so it has two parts that match exactly)

and rotational symmetry (turning a figure less than 360 about a point and the figure fits exactly – a square has rotational symmetry)












ESSENTIAL QUESTIONS: How can you tell if rotations, reflections or translations have occurred? What are some ways to determine if shapes have symmetry?


Suggested Resources

Student Edition

Topic 16: Lessons 16-3, 16-4, 16-5, 16-6, 16-7 Reteaching Sets: C-E p 360


Lessons: 16-3, 16-4, 16-5, 16-6, 16-7


Chapter 5

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ksbitesize/maths/shape_space (matching 3-D shapes to correct “containers” based on characteristics)

Required Assessment

Transformations and Symmetry Form A


*Topic 16 Florida Test (only questions 1-4, 7, 10) *Topic 16 Free-Response Test (only questions 6-8, 11-14, 20)



http://www.bbc.co.uk/schools/ksbitesize/maths/shape_space



UNIT/ORGANIZING PRINCIPLE: ANGLES PACING: Week 18

ESSENTIAL QUESTIONS: How are angles classified and measured?

MEASUREMENT


Angles (T12) Classify angles of 2-dimensional figures as acute, obtuse, right or straight

MA.4.G.5.1

acute angle

angle ()

degree () line obtuse angle perpendicular lines protractor ray right angle straight angle vertices/vertex

Angles (T12) Classify angles of 2-dimensional figures using the benchmark angles 45º, 90º,

180º and 360º

Angles (T12) Use a protractor to draw and measure benchmark angles (45º, 90º, 180º and

360º)

Angles (T12) Know and use the geometric notation for angle () and degree ()












ESSENTIAL QUESTIONS: How are angles classified and measured?


Suggested Resources

Student Edition

Topic 16: Lessons 16-1, 16-2 Reteaching Sets: A-B p 360


Lessons: 16-1, 16-2


Chapter 5

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ksbitesize/maths/shape_space

Required Assessment

Angles Form A


*Topic 16 Florida Test (only questions 5 & 6)

*Topic 16 Free-Response Test (only questions 1-5)



http://www.bbc.co.uk/schools/ksbitesize/maths/shape_space



UNIT/ORGANIZING PRINCIPLE: RELATING FRACTIONS AND DECIMALS PACING: Weeks 19 – 22

ESSENTIAL QUESTIONS: How are fractions, decimals and percents alike and different?

MEASUREMENT


Decimal and Fraction Equivalents (T09)

Show the relationship between fractions and decimals using a number line MA.4.A.2.3

benchmark fraction

(

,

,

,

,

)

decimal decimal point denominator equal to (=) equivalence equivalent decimals equivalent fractions estimate expanded form fractions


)

formerly called improper fractions

generalization greater than (>)


less than or equal to () mixed numbers

not equal () number line numerator one hundred percent standard form tenths thousandths word form


Estimate fraction and decimal amounts in real-world problems MA.4.A.2.4


Locate whole numbers, fractions, decimals (to thousandths) and mixed numbers on a number line

MA.4.A.2.1


Relate equivalent fractions and decimals including locations on a number line

(e.g.

= 0.25)

MA.4.A.2.3


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


Convert percent to fractions or decimals (for

,

,

, all 10

ths and all 100

ths) MA.4.A. 6.5


Convert fractions or decimals to percent (e.g.

= 25% , 75% = 0.75) MA.4.A. 6.5














Suggested Resources

Student Edition

Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14.7 Reteaching Sets: A-E p 300


Lessons: 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14.7


Chapter 2

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (decimals, fractions and percents)

Required Assessment

Relating Fractions and Decimals Form A








UNIT/ORGANIZING PRINCIPLE: ALGEBRAIC THINKING PACING: Weeks 23 – 27

ESSENTIAL QUESTIONS: How can you identify and describe patterns and relationships? Why do we use variables?

MEASUREMENT


Patterns (T06) Predict, extend and generalize numeric and non-numeric patterns to solve

problems MA.4.A.4.1

algebraic expression difference equal (=) equations expressions factors multiples

not equal () operations patterns products quotient rules solution variables

Equations and Expressions (T07)

Create expressions and equations involving a variable from verbal or written problem situations

MA.4.A.4.2

Patterns (T06) Analyze number patterns and state rules for relationships involving all four

operations MA.4.A.4.1


Recognize and write algebraic expressions for functions with two operations

including the use of the symbols =, MA.4.A.4.3














Suggested Resources

Student Edition

Topic 10: Lessons 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7 Reteaching Sets: A-E p 212 Topic 11: Lessons 11-1, 11-2, 11-3, 11-4, 11-5 Reteaching Sets: A-E p 228


Lessons: 10-1, 10-2, 10-3, 10-4, 10-5, 10-6, 10-7 11-1, 11-2, 11-3, 11-4, 11-5


Chapter 4

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (algebra)

Required Assessment

Algebraic Thinking Form A









UNIT/ORGANIZING PRINCIPLE: AREA OF 2-DIMENSIONAL SHAPES PACING: Weeks 28 – 30

ESSENTIAL QUESTIONS: What is area and how is it measured? How do you find the area of a rectangle?

MEASUREMENT


Area (T11) Use models, manipulatives and diagrams to measure area (graph paper,

geoboards, etc.) MA.4.G.3.1

area centimeter composite shape feet height inches irregular shape kilometer meter mile millimeter perimeter regular shape square units

Area (T11) Recognize that a unit square is the standard unit for measuring area MA.4.G.3.1

Area (T11) Recognize that area is found using same size units MA.4.G.3.1

Area (T11) Justify the formula for the area of a rectangle (a = b x h) MA.4.G.3.2

Area (T11) Estimate and solve real-world problems to find area including irregular shapes MA.4.G.3.1 MA.4.G.3.3

Area (T11) Select and use the appropriate tool and unit (customary and metric) for measuring area

MA.4.G.3.3

Area (T11) Use a ruler to determine the dimensions of a figure MA.4.G.3.3

Area (T11) Find the area of composite shapes with adjacent rectangles (e.g. L- or E-shaped figures)

MA.4.G.3.3














Suggested Resources

Student Edition:

Topic 15: Lessons 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8 Reteaching Sets: A, D, F p 324


Lessons: 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8


Chapter 3

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (measurement)

Required Assessment

Area of 2-Dimensional Shapes Form A








UNIT/ORGANIZING PRINCIPLE: 2-AND 3-DIMENSIONAL SHAPES PACING: Week 31

ESSENTIAL QUESTIONS: How can I identify and describe 2- and 3-dimensional shapes?

MEASUREMENT


2- and 3-Dimensional Shapes (T14)

Use appropriate geometric vocabulary to describe properties and attributes of 2- and 3-dimensional objects

MA.4.G.5.3

cone cube cylinder edge face net perspective (view) prism pyramid quadrilateral rectangular pyramid rhombus sphere square pyramid triangle triangular prism triangular pyramid vertices/vertex


Draw and classify 2- and 3-dimensional objects MA.4.G.5.3


Identify one or more 2-dimensional views (top, sides, front or base) of a 3-dimensional object (not nets)

www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html - “Building houses with side views” a great interactive site on perspective.

MA.4.G.5.3


Use nets (a 2-dimensional shape that can be folded into a 3-dimensional figure) to compose and decompose figures

MA.4.G.5.3









http://www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html



ESSENTIAL QUESTIONS: How can I identify and describe 2- and 3-dimensional shapes?


Suggested Resources

Student Edition

Topic 16: Lessons 16-9, 16-10, 16-11, 16-12 Reteaching Sets: F-I p 360-361


Lessons: 16-9, 16-10, 16-11, 16-12


Chapter 5

Internet

www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html - The Freudenthal Institute for Science and Mathematics Education (FIsme) is a research institute of Utrecht Universiteit, faculty of Science. “Building houses with side views” a great interactive site on perspective. CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (geometry) www.bbc.co.uk/schools/ks2bitesize/maths.shape_space (games)

Required Assessment

2-and 3-Dimensional Shapes Form A


*Topic 16 Florida Test (only questions 8, 11, 12, 13) *Topic 16 Free-Response Test (only questions 15-19)


http://www.fi.uu.nl/toepassingen/02015/toepassing_wisweb.en.html



http://www.bbc.co.uk/schools/ks2bitesize/maths.shape_space



UNIT/ORGANIZING PRINCIPLE: EXTENSION OF MULTIPLICATION PACING: Weeks 32 – 33

ESSENTIAL QUESTIONS: Why is place value important when multiplying multi-digit numbers? How does estimating an answer help justify the reasonableness of a product?

MEASUREMENT



Use estimation strategies, including rounding, benchmarking, and compatible numbers

MA.4.A.6.6

factors multiple product round Multiplication by One Digit

Numbers (T04) Determine a reasonable estimate in a real-world problem situation MA.4.A.6.6


Multiply multi-digit whole numbers through 4-digits fluently

Fluently means fast and accurately. MA.4.A.1.2


Model and apply the standard algorithm for multiplication to solve real-world problems

MA.4.A.1.2












ESSENTIAL QUESTIONS: Why is place value important when multiplying multi-digit numbers? How does estimating an answer help justify the reasonableness of a product?


Suggested Resources

Student Edition * These materials may have been used in earlier units. They should be used now, as needed, to help students reach mastery of these concepts.

Topic 4: Lessons 4-1, 4-2, 4-3, 4-4, 4-5, 4-6 Reteaching Sets: A-F p 86

Topic 5: Lessons 5-1, 5-2, 5-3, 5-5, 5-6, 5-7 Reteaching Sets: A, B, D, E p 112

Topic 6: Lessons 6-1, 6-2, 6-3, 6-4 Reteaching Sets: A-E p 130

Topic 7: Lessons 7-1, 7-2, 7-3, 7-4, 7-5 Reteaching Sets: A-D p 148

Topic 8: Lessons 8-1, 8-2, 8-3, 8-5, 8-6 Reteaching Sets: A-C, E, F p 168

Topic 9: Lessons 9-1, 9-2, 9-3, 9-4, 9-5, 9-6 Reteaching Sets: A-E p 188


Required Assessment


Form B of the District Interim Assessment on Multiplication

* These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.

Lessons: 4-1, 4-2, 4-3, 4-4, 4-5, 4-6 5-1, 5-2, 5-3, 5-5, 5-6, 5-7 6-1, 6-2, 6-3, 6-4 7-1, 7-2, 7-3, 7-4, 7-5 8-1, 8-2, 8-3, 8-5, 8-6 9-1, 9-2, 9-3, 9-4, 9-5, 9-6


Chapter 1

Internet

CPALMS is a state wide project to build information systems and tools to

support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx

www.studyjams.scholastic (multiplication & Division) http://www.321know.com/mul74bx2.htm students identify the property demonstrated in problems-interactive www.sumdog.com www.khanacademy.org www.mathdrills.com www.multiplication.com www.mathfactcafe.com

http://www.pearsonsuccessnet.com/



http://www.321know.com/mul74bx2.htm








UNIT/ORGANIZING PRINCIPLE: EXTENSION OF FRACTIONS PACING: Weeks 34 – 35


MEASUREMENT


Fractions (T10) Review estimating fraction amounts in real-world problems MA.4.A.2.4 benchmark fraction

(

,

,

,

,

)

common factors denominator equivalent fractions


)

formerly called improper fractions factors generalization

mixed numbers (1

)

multiples numerator

Fractions (T10) Locate whole numbers, fractions and mixed numbers on a number line MA.4.A.2.1

Fractions (T10) Identify or locate a fraction or mixed number between two whole numbers on a

number line MA.4.A.2.1

Fractions (T10) Compare (using the symbols: <, , >, , =, ) and order fractions MA.4.A.2.4

Fractions (T10) Identify and generate equivalent fractions MA.4.A.6.3

Fractions (T10)

Determine factors and multiplies for specified whole numbers to find equivalent fractions

MA.4.A.6.4














Suggested Resources


Topic 13: Lessons 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 Reteaching Sets: A-F p 274 Topic 14: Lessons 14-6 Reteaching Sets: E p 301

Daily Assessment and Reteaching workbook * These materials may have been consumed in earlier units. They should be used now, as needed, to help students reach mastery of these concepts. They can be accessed online at www.pearsonsuccessnet.com.

Lessons: 13-1, 13-2, 13-3, 13-4, 13-5, 13-7 14-6


Chapter 2

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (fractions) www.khanacademy.org www.mathfactcafe.com

Required Assessment


Form B of the District Interim Assessment

on Fractions








UNIT/ORGANIZING PRINCIPLE: EXTENSION OF DECIMALS PACING: Week 36


MEASUREMENT

TOPICS LEARNING TARGETS/SKILLS

BENCHMARK

S ACADEMIC LANGUAGE

Decimals (T08) Compare (using the symbols: <, , >, , =, ) and order decimals, to hundredths MA.4.A.2.4 benchmark fraction

(

,

,

,

,

)

decimal decimal point denominator equivalence equivalent decimals equivalent fractions estimate expanded form fractions


)

formerly called improper fractions generalization greater than hundredths less than

mixed numbers (1

)

number line number line numerator one hundred percent standard form tenths thousandths word form

Decimals (T08) Estimate decimal amounts in real-world problems


MA.4.A.2.4

Decimals (T08) Use manipulatives to model decimals as an extension of the base-ten number

system

MA.4.A.2.2

Decimals (T08) Recognize the relationship between the place values (e.g. place values increase

by a factor of 10 as they move to the left)

MA.4.A.2.2













Suggested Resources


Topic 12: Lessons 12-1, 12-2, 12-4, 12-5, 12-6, 12-7, 12-8 Reteaching Sets: A, C-F p 252

Topic 13: Lessons 13-1 Reteaching Sets: A p 274

Topic 14: Lessons 14-1, 14-2, 14-3, 14-4, 14-5, 14-6, 14-7 Reteaching Sets: A-E p 300

Topic 16: Lessons 16-12 Reteaching Sets: I p 363


Lessons: 12-1, 12-2, 12-4, 12-5, 12-6, 12-7, 12-8 13-1 14-1, 14-2, 14-3, 14-4, 14-5, 14-6 16-12


Chapter 2

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic www.khanacademy.org

Required Assessment



on Decimals







UNIT/ORGANIZING PRINCIPLE: EXTENSION OF ALGEBRAIC THINKING PACING: Week 37


MEASUREMENT


Patterns (T06) Predict, extend and generalize numeric and non-numeric patterns to solve

problems MA.4.A.4.1

algebraic expression difference equations expressions factors multiples operations patterns products protractor quotient rules solution variables


Create expressions and equations involving a variable from verbal or written problem situations

MA.4.A.4.2

Patterns (T06) Analyze number patterns and state rules for relationships involving all four

operations MA.4.A.4.1


Recognize and write algebraic expressions for functions with two operations

including the use of the symbols =, MA.4.A.4.3













Suggested Resources


Topic 10: Lessons 10-1, 102, 10-3, 10-4 Reteaching Sets: A-C p 212 Topic 11: Lessons 11-4


Lessons: 10-1, 102, 10-3, 10-4 11-4


Chapter 4

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (algebra)

Required Assessment



on Algebraic Thinking






UNIT/ORGANIZING PRINCIPLE: EXTENSION OF AREA OF 2-DIMENSIONAL SHAPES PACING: Week 38


MEASUREMENT


Area (T11) Recognize that a unit square is the standard unit for measuring area MA.4.G.3.1

area centimeter composite shape feet height inches irregular shape kilometer meter mile millimeter perimeter regular shape square units

Area (T11) Recognize that area is found using same size units MA.4.G.3.1

Area (T11) Justify the formula for the area of a rectangle (a = b x h) MA.4.G.3.2

Area (T11) Estimate and solve real-world problems to find area including irregular shapes MA.4.G.3.1 MA.4.G.3.3

Area (T11) Use a ruler to determine the dimensions of a figure MA.4.G.3.3

Area (T11) Find the area of composite shapes with adjacent rectangles (e.g. L- or E-shaped figures) MA.4.G.3.3














Suggested Resources

Student Edition:

Topic 15: Lessons 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8 Reteaching Sets: A, D, F p 324


Lessons: 15-1, 15-2, 15-3, 15-4, 15-5, 15-6, 15-7, 15-8


Chapter 3

Internet

CPALMS is a state wide project to build information systems and tools to support the implementation of the Next Generation Sunshine State Standards (NGSSS). http://www.floridastandards.org/homepage/index.aspx www.studyjams.scholastic (measurement)

Required Assessment


Form B of the District Interim Assessment on Area of 2-Dimensional Shapes



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