4th grade mathematics pacing guide and curriculum...

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

2011-2012 4th

Mathematics Grade

Pacing Guide and Curriculum Map

Scott County Public Schools

TO CREATE A COLLABORATIVE CULTURE WITH A FOCUS ON STUDENT LEARNING

Introduction Scott County Elementary Teachers, It is my hope that this new pacing guide and curriculum map for the Kentucky Core Academic Standards (KCAS)

will provide you with a wealth of instructional material to ensure at least one year’s worth of growth for every single

child that you come into contact with over the course of the school year. As you begin to look through the document, you

will first see that it is designed differently than what we have used before. Please allow me to describe each of the

different sections in detail.

Pacing Guide Each grade level and content area will begin with a one-page pacing guide overview for the year. This pacing guide is

designed with a few different purposes in mind: a) Provide continuity within all elementary schools in Scott County so

that students who transfer from school to school will not miss large chunks of instruction, b) Allow each school to have

the flexibility to group concepts within a specific 9 weeks in a sequence that is most appropriate for them. You will

notice that for each 9 weeks, the specific clusters (math) and strands/clusters (ELA) that the students need to learn are

listed. The strands and clusters are listed in a suggested order for each 9 weeks, however, as long as all concepts are

covered within that specific 9 week period, each school may determine a slightly different sequence within the 9 weeks.

This, hopefully, will allow schools to continue, as necessary, any specific scope and sequence within a strong

instructional program that has proven success in raising student achievement (Everyday Math, etc.). The pacing guide

provides a broad overview of when during the year, specific concepts should be taught.

Curriculum Map The curriculum map is a much more specific piece of the document. The curriculum map provides each standard

deconstructed into smaller learning targets. Each of these learning targets has then been rewritten in student friendly

language and, in some cases, has success criteria added. The purpose of having the specific learning targets in student

friendly language with success criteria is to communicate it to the students at the beginning of each lesson (verbally and by

posting on the board) in order to help them take more ownership and accountability for their own learning. Words and

phrases that show up in parentheses in the student friendly targets are teacher information and can be removed before

posting on the board.

You will notice that in some cases, a specific standard shows up in multiple 9 week blocks. When that happens, please

pay special attention as it may mean that the intent is to review previously learned content or it may mean that different

targets within that standard are being taught each time.

Within the curriculum map you will also see additional columns that have been intentionally left blank for the 2011-2012

school year. Please use the columns for assessments, resources, and differentiation to record what you do for each during

this school year. At the end of the year, we will begin to add them to the district document.

As always, please keep in mind that this is a living, breathing document and as such will never be “finished.” We will

continually work to improve it as we collaborate together for the benefit of our students.

- Matt Thompson, Director of Elementary Schools 6/24/11

This document would not have been possible without the tireless efforts of the following teachers and administrators: Thank you so much for all your work!!!

Anne Mason Eastern Garth Northern Southern Stamping Ground Western Ruthie Adams

Maria Bennett

Amy Brannock

Crissy Ellison

Elizabeth Gabehart

Jessica Grant

Missie Hickey

Christa Kelly

Robin Lowe

Ashlee McCullough

Carla Prather

Paula Richey

Leah Riney

Annie Starnes

Ashley Beckett

Dana Boggs

Andrea Caudill

Stephanie Chenault

Ed Denney

Amanda Ford

Meghan Hillman

Lori Beth Mays

Jaime Moore

Rebecca Sargent

Morganne Vance

Rusty Andes

Ginny Barnes

Lori Bergman

Donna Cox

Amanda Featherston

Lisa Hanson

Rachel Lukacsko

Melissa Mullins

Angela Perkins

Misty Portwood

Theresa Shoup

Mary Frances Watts

Lori Wise

Kelley Bush

Monica Campbell

Melissa Chandler

Stephanie Foley

Debra Hunley

Judi Hunter

Wanda Johnson

Micah Rumer

Brittany Thomas

Marcie Ward

Tracey Werkheiser

Olivia Winkle

Dana Young

Bryan Blankenship

Laura Brock

Brooke Donovan

Marsha Downey

Jennifer Fraley

Jean Gillespie

Lori Graves

Judy Halasek

Shannon Marshall

Tammy Moore

Angela Schmidt

Angie Wallace

Robyn Bays

Stacey Carpenter

Kim Duncan

Betsy Fredericks

Amy Fryman

Wendy Holbrook

Jill Ingram

Paul Krueger

Bettie Ann Monroe

Jessica Napier

Kendle Nicholson

Sarah Price

Debbie Walker

Amy Baker

Corbie Bennett

Tammy Bisotti

Cari Bradley

Shannon Christopher

Peggy Cullen

Dorothy Daley

Cathy Gaebler

Deborah Haddad

Laura Johnson

Jeanne Keller

Amy McGuire

Heidi Mullins

Janet Parker

Lerin Parker

Terri Sutton

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Domain Key CC OA NBT NF MD G

Counting and Cardinality Operations and Algebraic Thinking Number and Operations in Base Ten Number and Operations – Fractions Measurement and Data Geometry

Scott County Pacing Guide

Fourth Grade Mathematics

1Nine

Weeks

st 4.MD: Represent and interpret data

• 4.MD.4

4.NBT: Generalize place value understanding for multi-digit whole numbers

• 5.NBT.1

4.NF.6: Understand decimal notation for fractions, and compare decimal fractions

• 4.NF.6


• 4.NBT.2

4.NF: Understand decimal notation for fractions, and compare decimal fractions

• 4.NF.7


• 4.NBT.3

4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic

• 4.NBT.4

4.OA: Use the four operations with whole numbers to solve problems

• 4.OA.3 • 4.OA.2 • 4.OA.1

4.OA: Gain familiarity with factors and multiples

• 4.OA.4


• 4.NBT.5


• 4.OA.2 • 4.OA.3

2Nine

Weeks

nd 4.NBT: Use place value understanding and properties of operations to perform multi-digit arithmetic

• 4.NBT.6


• 4.OA.1 • 4.OA.3


• 4.NBT.6


• 4.OA.2 • 4.OA.3

4.OA: Generate and analyze patterns

• 4.OA.5

4.G: Draw and identify lines and angles, and classify shapes by properties of their lines and angles

• 4.G.1

4.MD: Geometric measurement: understand concepts of angle and measure angles

• 4.MD.5ab


• 4.G.1


• 4.MD.5ab


• 4.MD.6 • 4.MD.7


• 4.G.2 • 4.G.3

3Nine

Weeks

rd 4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

• 4.NF.4a • 4.NF.3a • 4.NF.3b

4.NF: Extend understanding of fraction equivalence and ordering

• 4.NF.1

4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

• 4.NF.3c • 4.NF.3d

4.NF: Extend understanding of fraction equivalence and ordering

• 4.NF.2

4.NF: Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers

• 4.NF.4a • 4.NF.4b • 4.NF.4c

4.NF: Understand decimal notation for fractions, and compare decimal fractions

• 4.NF.5 • 4.NF.6 • 4.NF.7

4Nine

Weeks

th 4.MD: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

• 4.MD.1 • 4.MD.3 • 4.MD.2

4.MD: Represent and interpret data • 4.MD.4

4.MD: Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit

• 4.MD.2 • 4.MD.3


• 4.MD.5ab • 4.MD.6 • 4.MD.7

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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.

Scott County Schools 4th Grade Mathematics

9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NBT.4 K R S P

Domain Standard Number and Operations in Base Ten Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Cluster Use place value understanding and properties of operations to perform multi-digit arithmetic.

Assessments Vocabulary Resources Differentiation Target

# Target Type

State Target Student Friendly Target Success Criteria (If Appropriate)

Bold = First time ever Plain = previously introduced

Printed Resources

Technology Manipulatives Strategies Remediation Extension ESL

1 K Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.

I can add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.

Standard algorithm Commutative property Distributive property Associative property Identity property Zero property Sum Difference Inverse Operation

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them.



of others.




reasoning.



Domain Standard Number and Operations in Base Ten2 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.

Cluster Generalize place value understanding for multi-digit whole numbers.


# Target Type



Printed Resources


1 K 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.

I can understand that in a multi-digit whole number, each digit is ten times the digit to the right.

This means I know the hundreds place is ten times greater than the tens place.

Digit Place Value

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reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.6 K R S P

Domain Standard Number and Operations – Fractions Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.

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.

Cluster Understand decimal notation for fractions, and compare decimal fractions.


# Target Type



Printed Resources


1 K Explain the values of digits in the decimal places.

I can explain the values of digits in the decimal places.

Decimal Notation Hundredths Tenths Multiple Representation

2 K Read and write decimals through hundredths.

I can read and write decimals through hundredths.

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them.



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reasoning.




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.



# Target Type



Printed Resources


1 K Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

I can read and write multi-digit whole numbers using standard form (base-ten numerals), word form (number names), and expanded form.

Expanded form Number Names (standard) Base ten numerals Greater than Less than Equal to Compare

2 R Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

I can compare two-digit numbers using >,<, and = symbols.

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them.



of others.




reasoning.




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.



# Target Type


Bold = First time ever Plain = previously introduced * = defined in glossary

Printed Resources


1 K Recognize that comparisons are valid only when the two decimals refer to the same whole.

I can compare two decimals that are part of the same whole.

2 R Compare two decimals to hundredths by reasoning about their size.

I can compare two decimals to hundredths using place value knowledge.

3 R Record the results of comparisons with the symbols >, =, or <.

I can compare two decimals to hundredths by using >, =, and <.

4 R Justify the conclusions using visual models and other methods,

I can prove my comparisons using words, pictures, or manipulatives.

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them.



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reasoning.




Use place value understanding to round multi-digit whole numbers to any place.



# Target Type



Printed Resources


1 K Round multi-digit whole numbers to any place using place value.

I can round multi-digit whole numbers less than or equal to 1,000,000 to any place value.

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them.



of others.




reasoning.




Fluently add and subtract multi-digit whole numbers using the standard algorithm.



# Target Type



Printed Resources


1 K Fluently add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.

I can add and subtract multi-digit whole numbers less than or equal to 1,000,000 using the standard algorithm.

Standard algorithm Commutative property Distributive property Associative property Identity property Zero property Sum Difference Inverse Operation

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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.


9 Weeks Grade.Content.Standard Overall Standard Type

1st 2

nd 3

rd 4

th 4.OA.3 K R S P

Domain Standard

Operations and Algebraic Thinking 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.

Cluster

Use the four operations with whole numbers to solve problems.

Assessments Vocabulary Resources Differentiation

Target

#

Target

Type

State Target Student Friendly Target Success Criteria

(If Appropriate)

Bold = First time ever Plain = previously

introduced

Printed Resources


1 K Divide whole numbers

including division with

remainders.

I can define a variable. Remainder

Quotient

Mental

Computation

Estimation

Rounding

Divisible

Divisor

Dividend

Multi-Step

2 R Represent multi-step word

problems using equations

with a letter standing for

the unknown quantity.

I can show a multi-step

word problem using

equations with a variable

(unknown quantity).

This means I can state what

the problem is asking,

decide the appropriate

operation, and correctly

solve for the unknown

quantity.

3 R Assess the reasonableness

of an answer in solving a

multistep word problem

using mental math and

estimation strategies

(including rounding).

I can use mental math and

estimation to decide if my

answer is reasonable.






word problem using


(unknown quantity).






quantity.

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them.



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reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.OA.2 K R S P

Domain Standard Operations and Algebraic Thinking 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.

Cluster Use the four operations with whole numbers to solve problems.


# Target Type



Printed Resources


1 K Describe multiplicative comparison.

I can describe multiplicative comparisons.

This means I understand that 18 is the same as 3 times as many as 6.

Additive Comparison Multiplicative Comparison Unknown Quantity (variable)

2 K Describe additive comparison.

I can describe additive comparison.

This means I can use repeated addition.

3 K Multiply or divide to solve word problems.

I can multiply to solve word problems.

4 R Distinguish between multiplicative comparison and additive comparison (repeated addition).

I can explain the difference between multiplicative comparison and additive comparison.

This means I understand that 35 = 5 x 7 as a statement meaning 35 is 5 times as many as 7 or 35 = 7 + 7 + 7 + 7 + 7.

5 R Determine and use a variety of representations to model a problem involving multiplicative comparison.

I can show how to solve a multiplication problem using illustrations, models, etc.

6 R Determine appropriate operation and solve word problems involving multiplicative comparison.

I can choose the correct operation to solve a word problem.

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them.


quantitatively.



of others.


strategically.


structure.



reasoning.



1st 2

nd 3

rd 4

th 4.OA.1 K R S P

Domain Standard

Operation and Algebraic Thinking Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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. Cluster



Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K Know multiplication

strategies.

I can use different

multiplication strategies,

arrays, partial products,

skip counting, repeated

addition, standard

algorithm, etc.

Equation

Array

Factors

Products

2 K GAP SKILLS I can multiply single digit

numbers fluently.

3 R Interpret a multiplication

equation as a comparison

(eg.18 = 3 times as many

as 6).

I can describe a

multiplication equation as a

comparison.

This means I understand

that 12 is the same as twice

as many as 6.

4 R Represent verbal

statements of

multiplicative comparisons

as multiplication equations.

I can show and explain a

multiplication comparison

as an equation.

This means I can show that

12 = 2 times as many as 6

or 12 = 2 x 6.

5 K GAP SKILLS I can understand what the

numbers in a division

problem represent.

6 K GAP SKILLS I can identify the

multiplication problem

related to the division

problem.

7 R GAP SKILLS I can use multiplication to

solve division problems.

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them.


quantitatively.



of others.


strategically.


structure.



reasoning.


8 R GAP SKILLS I can explain what division

means and how it relates to

equal shares.

9 R GAP SKILLS I can interpret quotients as

the number of shares or the

number of groups when a

set of objects is divided

equally.

10 K GAP SKILLS I can multiply and divide

with 100.

11 R GAP SKILLS I can analyze a

multiplication or division

problem in order to choose

an appropriate strategy to

fluently multiply or divide

with 100.

12 R GAP SKILLS I can solve word problems

in situations involving

equal groups, arrays, and

measurement quantities.

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them.



of others.




reasoning.



Domain Standard Operations and Algebraic Thinking 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.

Cluster Gain familiarity and factors and multiples.


# Target Type



Printed Resources


1 K Define prime and composite numbers.

I can define prime and composite numbers.

Prime Composite Factor Pairs Multiple

2 K Know strategies to determine whether a whole number is prime or composite.

I can explain if a number is prime or composite.

This means I can prove if a number is prime or composite by using factor trees, factor rainbows or verbal reasoning.

3 K Identify all factor pairs for any given number 1 – 100.

I can identify all factor pairs for any given number 1 – 100.

4 K Recognize that a whole number is a multiple of each of its factors.

I can recognize that a whole number is a multiple of each of its factors.

5 R Determine if a given whole number (1-100) is a multiple of a given one-digit number.

I can decide if any whole number (1-100) is a multiple of any other one digit number.

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reasoning.




Multiply a whole number of 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.

Cluster Use place value understanding and properties to perform multi-digit arithmetic.


# Target Type



Printed Resources


1 K Multiply a whole number of up to four digits by a one-digit whole number.

I can multiply a whole number of up to four digits by a one-digit whole number.

Equation Rectangular array Area Model (grid)

2 K Multiply two two-digit numbers.

I can multiply two two-digit numbers,

3 R Use strategies based on place value and the properties of operations to multiply whole numbers.

I can use place value strategies and the properties of operations to multiply whole numbers.

This means I can use the associative, commutative, distributive, and multiplicative identity properties to solve multiplication problems.

4 R Illustrate and explain calculations by using written equations, rectangular arrays, and / or area models.

I can illustrate and explain my answers by writing equations, using arrays, and / or area models.

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them.



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reasoning.




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.



# Target Type



Printed Resources


1 K Find whole number quotients and remainders with up to four-digit dividends and one-digit divisors.

I can divide a four-digit dividend by a one-digit divisor to find a quotient with or without a remainder.

Quotients Remainders Divisor Dividend Fact Family Properties of Operations

1 R Use the strategies based on place value, the properties of operations, and / or the relationship between multiplication and division.

I can use place value strategies, the properties of operations, and the relationship between multiplication and division to solve division problems.

This means I can look at a division problem, choose and use the correct strategy, and solve it.

2 R Illustrate and explain the calculation by using written equations, rectangular arrays, and / or area models.

I can illustrate and explain my quotients by writing equations, using arrays, and / or area models.

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them.


quantitatively.



of others.


strategically.


structure.



reasoning.



1st 2

nd 3

rd 4

th 4.OA.1 K R S P

Domain Standard

Operation and Algebraic Thinking Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 x 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. Cluster



Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K Know multiplication

strategies.

I can use different

multiplication strategies,

arrays, partial products,

skip counting, repeated

addition, standard

algorithm, etc.

Equation

Array

Factors

Products

2 K GAP SKILLS I can multiply single digit

numbers fluently.

3 R Interpret a multiplication

equation as a comparison

(eg.18 = 3 times as many

as 6).

I can describe a

multiplication equation as a

comparison.

This means I understand

that 12 is the same as twice

as many as 6.

4 R Represent verbal

statements of

multiplicative comparisons

as multiplication equations.

I can show and explain a

multiplication comparison

as an equation.

This means I can show that

12 = 2 times as many as 6

or 12 = 2 x 6.

5 K GAP SKILLS I can understand what the

numbers in a division

problem represent.

6 K GAP SKILLS I can identify the

multiplication problem

related to the division

problem.

7 R GAP SKILLS I can use multiplication to

solve division problems.

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them.


quantitatively.



of others.


strategically.


structure.



reasoning.


8 R GAP SKILLS I can explain what division

means and how it relates to

equal shares.

9 R GAP SKILLS I can interpret quotients as

the number of shares or the

number of groups when a

set of objects is divided

equally.

10 K GAP SKILLS I can multiply and divide

with 100.

11 R GAP SKILLS I can analyze a

multiplication or division

problem in order to choose

an appropriate strategy to

fluently multiply or divide

with 100.

12 R GAP SKILLS I can solve word problems

in situations involving

equal groups, arrays, and

measurement quantities.

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them.


quantitatively.



of others.


strategically.


structure.



reasoning.



1st 2

nd 3

rd 4

th 4.OA.3 K R S P

Domain Standard

Operations and Algebraic Thinking 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.

Cluster



Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K Divide whole numbers

including division with

remainders.

I can divide whole

numbers with and without

remainders.

This means I can divide

into equal groups or have

leftovers.

Remainder

Quotient

Divisible

Divisor

Dividend

Multi-Step

Mental Computation

Estimation

Rounding






word problem using


(unknown quantity).






quantity.

3 R Assess the reasonableness

of an answer in solving a

multistep word problem

using mental math and

estimation strategies

(including rounding).

I can use mental math and

estimation to decide if my

answer is reasonable.

4 R Interpret multistep word

problems (including

problems in which

remainders must be

interpreted) and determine

the appropriate

operation(s) to solve.

I can solve a multi-step

word problem and decide

how to use the remainder.





solve the problem.

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them.



of others.




reasoning.



Domain Standard Operations and Algebraic Thinking 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.

Cluster Use the four operations with whole numbers to solve problems.


# Target Type



Printed Resources


1 K Multiply or divide to solve word problems.

I can divide to solve word problems.

Multiplicative Comparison Additive Comparison Unknown Quantity (variable)

2 R Determine appropriate operation and solve word problems involving multiplicative comparison.

I can choose the correct operation to solve a word problem.

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them.



of others.




reasoning.



Domain Standard Operations and Algebraic Thinking 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 this way.

Cluster Generate and analyze patterns.


# Target Type



Printed Resources


1 K Identify a number or shape pattern.

I can identify a number or shape pattern.

Patterns Sequence Odd Even

2 R Generate a number or shape pattern that follows a given rule.

I can create a number or shape pattern that follows a rule.

3 R Analyze a pattern to determine features not apparent in the rule (always odd or even, alternates between odd and even, etc.)

I can look at a pattern, determine the rule, and identify other characteristics of the pattern (always odd or even, alternates between odd and even etc.).

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reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.G.1 K R S P

Domain Standard Geometry Draw points, lines, line segments, rays, angles (rights, acute, obtuse), and perpendicular and parallel lines.

Identify these in two-dimensional figures. Cluster Draw and identify lines and angles, and classify shapes by properties of their lines and angles.


# Target Type



Printed Resources


1 K Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines.

I can draw points. Points Lines Line Segments Rays Angles (right, obtuse, acute) Perpendicular Parallel Lines Quadrilateral

2 I can draw lines. 3 I can draw line segments. 4 I can draw rays. 5 I can draw angles (right,

acute, obtuse).

6 I can draw perpendicular and parallel lines.

7 R Analyze two-dimensional figures to identify points, lines, line segments, rays, angles, (right, acute, obtuse), and perpendicular and parallel lines.

I can analyze a two-dimensional figure to find points.

8 I can analyze a two-dimensional figure to find lines.

9 I can analyze a two-dimensional figure to find line segments.

10 I can analyze a two-dimensional figure to find rays.

11 I can analyze a two-dimensional figure to find angles.

12 I can analyze a two- This means I can look

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reasoning.


dimensional figure to find perpendicular and parallel lines.

closely and decompose a two-dimensional shape into these parts.

Parallelogram Rhombus Rectangle Square Trapezoid Kite

13 I can find parallel or perpendicular lines in two-dimensional figures.

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reasoning.


9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.5ab K R S P

Domain Standard Measurement and Data Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and

understand concepts of angle measurement: a. 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. b. an angle that turns through n one-degree angles is said to have an angle measure of n degrees.

Cluster Geometric measurement: understand concepts of angle and measure angles.


# Target Type



Printed Resources


1 K Define angle. I can define an angle. Angle Ray Endpoint Vertex Vertices Circle Circular Arc

2 K Recognize and identify an

angle as a geometric shape formed from 2 rays with a common endpoint.

I can recognize that an angle is formed by 2 rays with a common endpoint.

3 K Recognize a circle as a geometric figure that has 360 degrees.

I can recognize that a circle has 360 degrees.

4 K Recognize that an angle is a fraction of a 360 degree circle.

I can recognize that an angle is a fraction of a circle.

5 K Explain the angle measurement in terms of degrees.

I can explain angle measurement in degrees.

6 R Compare angles to circles with the angles point at the center of the circle to determine the measure of an angle.

I can compare an angle to a circle to find the angle’s measure.

This means I can place the angles point at the center of the circle to find its measure.

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7 R Calculate angle measurement using the 360 degrees of a circle.

I can calculate the measurement of an angle using a circle.

Point Intersect Protractor Baseline Calculate Acute Angles Obtuse Angles Right Angles Straight Angles

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.6 K R S P

Domain Standard Measurement and Data Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Cluster Geometric Measurement: understood concepts of angles and measure angles.


# Target Type



Printed Resources


1 K Recognize that angles are measured in degrees.

I can recognize that angles are measured in degrees.

Degree Scale Protractor

2 K Read a protractor. I can read and use a protractor.

3. R Determine which scale on the protractor to use, based on the direction the angle is open.

I can decide which scale to use based on the size of the angle.

This means I can line up the baseline ray pointing to the 0 degree mark.

4 R Determine the kind of angle based on the specified measure to decide reasonableness of the sketch.

I can decide the kind of angle based on its size.

This means I can tell if an angle is straight, obtuse, acute, or right.

5 P Measure angles in whole-number degrees using a protractor.

I can measure angles using a protractor

6 P Sketch angles of specified measure.

I can draw angles when given a specific measurement.

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Domain Standard Measurement and Data 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.



# Target Type



Printed Resources


1 K Recognize that an angle can be divided into smaller angles.

I can recognize t that an angle can be divided into smaller angles.

Diagram

2 R Solve addition and subtraction equations to find unknown angle measurements on a diagram.

I can solve addition and subtraction equations to find unknown angle measurements.

This means I can use a variable to represent the measure of the missing part, write a number sentence, and solve for the variable using addition and subtraction.

3 R Find an angle measure by adding the measurements of the smaller angles that make up the larger angle.

I can add small angles to find the measure of a larger angle.

This means when the measure of the unknown angle is found the two small angles added together should equal the large angle.

4 R Find an angle measure by subtracting the measurements of the smaller angle from the larger angle.

I can subtract a smaller angle from a larger angle to find the missing angle’s measurement.

This means if the measure of one of the smaller angles is unknown, the measure of the large angle and the known small angle can be subtracted to find it. For example, if the large angle is 90 and one small angle is

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50, we know that 90-50=40, so the other small angle is 40.

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1st 2

nd 3

rd 4

th 4.G.2 K R S P

Domain Standard

Geometry 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

triangles. Cluster

Draw and identify lines and angles, and classify shapes by properties of their lines and

angles.


Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K Recognize acute, obtuse,

and right angles.

I can identify acute, obtuse,

and right angles.

Parallel lines

Perpendicular lines

Two-dimensional

figure

Right triangle

Classify

Attribute (of a shape)

Plane figure

Polygons

Triangle

Square

Pentagon

Hexagon

Heptagon

Octagon

2 K GAP SKILLS I can identify that a triangle

measures 180 degrees.

3 K Identify right triangles. I can identify right

triangles.

4 K GAP SKILLS I can identify regular

polygons based on number

of sides.

5 R Classify triangles as right

triangles or not right.

I can classify triangles as

right triangles or not right.

6 K GAP SKILLS I can identify types of

triangles based on sides

and measure of angles.

This means I can classify

triangles as acute, obtuse,

right and equilateral,

scalene, or isosceles.

7 K Identify parallel or

perpendicular lines in two-

dimensional figures.

I can find parallel or

perpendicular lines in two-

dimensional figures.

8 R Classify two-dimensional

figures based on parallel or

perpendicular lines and

size of angles.

I can classify polygons

based on parallel or

perpendicular lines and

size of angles.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.G.3 K R S P

Domain Standard Geometry 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.

Cluster Draw and identify lines and angles, and classify shapes by properties of their lines and angles.


# Target Type



Printed Resources


1 K Recognize lines of symmetry for a two-dimensional figure.

I can recognize lines of symmetry in a two-dimensional figure.

Symmetry Symmetric Line symmetric figure

2 K Recognize a line of symmetry as a line across a figure that when folded along creates matching parts.

I can recognize a line of symmetry formed by folding a shape into two matching parts.

3 K Draw lines of symmetry for two-dimensional figures.

I can draw lines symmetry.

4 K Identify line-symmetric figures.

I can identify figures that have lines of symmetry.

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1st 2

nd 3

rd 4

th 4.NF.4a K R S P

Domain Standard

Number and Operations – Fractions

Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6,

8, 10, 12, and 100.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

a. 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 x ¼, recording the conclusion by equation 5/4 = 5 x (1/4)

Cluster

Build fractions from unit fractions by applying and extending previous understandings of

operations on whole numbers.


Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K GAP SKILLS I can define a unit fraction.

2 K Represent a fraction a/b as

a multiple of 1/b (unit

fractions). For example,

represent 5/4 as an

accumulation of five ¼’s.

I can show a fraction as a

multiple of unit fractions.

This means 5/4 = ¼ + ¼ +

¼ + ¼ + ¼ or 5/4 = 5 x

(1/4).

3 K From the introduction:

Students extend previous

understandings about how

fractions are built from unit

fractions, using the

meaning of fractions and

the meaning of

multiplication to multiply a

fraction by a whole

number.

I can multiply fractions by

a whole number.

4 R Apply multiplication of

whole numbers to

multiplication of a fraction

by a whole number using

visual fraction models.

I can show the

multiplication of a fraction

by a whole number using

fraction models.

This means 2/3 = 2 x (1/3).

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(For example, just as

students know that four 3’s

can be represented by 4 x

3, students know that five

¼’s is 5 x ¼ which is 5/4.)

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3a K R S P


Understand a fraction a/b with a>1as a sum of fractions 1/b. a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Cluster Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.


# Target Type



Printed Resources


1 K Accumulating unit fractions (1/b) results in a fraction (a/b), where a is greater than 1.

I can show that the sum of two unit fractions with the same denominator will create a fraction with the same denominator.

Accumulating fractions Composing fractions Decomposing fractions Fraction models

2 K From the introduction: Students extend previous understandings about how fractions are built from unit fractions, composing (joining) fractions from unit fractions, and decomposing (separating) fractions into unit fractions…

I can compose and decompose fractions with line denominators.

This means I can add and subtract fractions with like denominators.

3 R Using fraction models, reason that addition of fractions is joining parts that are referring to the same whole.

I can use fraction models to show that adding fractions with the same denominator means joining parts of the same whole together.

This means that when I add two fractions with the same denominator that they come from the same whole.

4 R Using fraction models, I can use fractions models This means that when I

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reason that subtraction of fractions is separating parts that are referring to the same whole.

to show that subtracting fractions with the same denominator means separating parts of the same whole.

subtract two fractions with the same denominator that they come from the same whole.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3b K R S P


Understand a fraction a/b with a>1 as a sum of fractions 1/b. b. Decompose a fraction into a sum of fractions with the same denominator in more than one way, recording each decomposition by an equation. Justify decomposition, e.g., by using a visual fraction model. 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. Cluster

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.


# Target Type



Printed Resources


1 K Add and subtract fractions with like denominators.

I can add and subtract fractions with like denominators.

2 K Recognize multiple representations of one whole using fractions with the same denominator.

I can identify at least two ways to show one whole using fractions with the same denominator.

This means I understand that 3/3 = 1/3 + 1/3 + 1/3 or 2/3 + 1/3 = 3/3.

3 R Using visual fraction models, decompose a fraction into the sum of fractions with the same denominator in more than one way.

I can decompose or separate one whole using fraction model manipulatives.

4 R Record decompositions of fractions as an equation and explain the equation using visual fraction models.

I can explain the decomposition or separation of a fraction by using fraction models.

This means I can make fraction models (pictures of fractions) to prove a fraction equation.

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Explain why a fraction a/b is equivalent to a fraction (n x a ) / ( n x b ) by using visual 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.

Cluster Extend understanding of fraction equivalence and ordering.


# Target Type



Printed Resources


1 K Recognize and identify equivalent fractions with unlike denominators.

I can recognize and identify equivalent fractions with unlike denominators.

Equivalent Visual fraction model Numerator Denominator Fraction Model

2 R Explain why a/b is equal to (n x a) / (n x b) by using fraction models with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. (ex. Use fraction strips to show why ½ = 2/4 = 3/6 = 4/8)

I can explain how to find equivalent fractions by multiplying / dividing the numerator and denominator by the same number.

3 R Use visual fraction models to show why fractions are equivalent (ex. ¾ = 6/8)

I can draw a picture to show that two fractions are equivalent.

4 R Generate equivalent fractions using visual fraction models and explain why they can be called “equivalent”.

I can create equivalent fractions using picture models and explain why they are equal.

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1st 2

nd 3

rd 4

th 4.NF.3c K R S P

Domain Standard



8, 10, 12, and 100.

Understand a fraction a/b with a>1as a sum of fractions 1/b.

c. 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. Cluster




Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 R GAP SKILLS I can explain and visually

represent a mixed number.

Mixed Number

Equivalent

Fraction

Properties of

Operations

Improper

Fractions

2 K Replace mixed numbers

with equivalent fractions,

using visual fraction

models. Replace improper

fractions with a mixed

number, using visual

fraction models.

I can rename a mixed

number as an improper

fraction and an improper

fraction as a mixed

number.

3 K Add and subtract mixed

numbers with like

denominators by using

properties of operations

and the relationship

between addition and

subtraction.

I can add and subtract

mixed numbers

denominators using the

properties of operations.

4 R Add and subtract mixed

numbers by replacing each

mixed number with an

equivalent fraction.

I can add and subtract

mixed numbers by

replacing each mixed

number with an equivalent

fraction.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.3d K R S P


Understand a fraction a/b with a a>1 as the sum of fractions 1/b. d. 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.



# Target Type



Printed Resources


1 K Add and subtract fractions with like denominators.

I can add and subtract fractions with like denominators.

2 R Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, by using visual fraction models and equations to represent the problem.

I can solve addition and subtraction fraction word problems with like denominators using pictures and equations.

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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 ½. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols <, >, =, and justify the conclusion, e.g. by using a visual fraction model.

Cluster Extend understanding of fraction equivalence and ordering.


# Target Type



Printed Resources


1 K Recognize fractions as being greater than, less than, or equal to other fractions. Record comparison results with symbols: <, >, =

I can compare fractions using <, >, or = symbols.

Common Denominators Benchmark Fractions Unit Fractions Greatest Common Factor

2 K Use benchmark fractions such as ½ for comparison purposes.

I can use benchmark fractions such as ½ to compare two fractions.

3 K Make comparisons based on parts of the same whole.

I can make comparisons based on parts of the same whole.

This means I can compare fractions with the same denominator.

4 R Compare two fractions with different numerators, e.g. by comparing to a benchmark fraction such as ½.

I can compare two fractions with different numerators.

5 R Compare two fractions with different denominators, e.g., by creating common denominators, or by

I can compare two fractions with different denominators.

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comparing to a benchmark fraction such as ½.

6 R Justify the results of a comparison of two fractions, e.g. by using a visual model.

I can explain the comparison of two fractions using common denominators, comparing benchmark fractions, or using illustrations.

This means when I compare two fractions that have common denominators I will look at the numerators to determine which is greater. This means when I compare using benchmark fractions I will determine if my fraction is greater than, less than, or equal to ½. This means I will draw pictures to compare two fractions.

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1st 2

nd 3

rd 4

th 4.NF.4b K R S P

Domain Standard



8, 10, 12, and 100.

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

b. Understand a multiple of a/b as a multiple of 1/b, and use this understanding to multiply a fraction by a

whole number. For example, use a visual fraction model to express 3 x (2/5) as 6 x (1/5) recognizing this

product as (6/5). Cluster




Target

#

Target

Type


(If Appropriate)


introduced

Printed Resources


1 K From the introduction:

Extend previous

understandings about how

fractions are built from unit

fractions, composing

fractions from unit fractions,

decomposing fractions into

unit fractions and the

meaning of fractions and the

meaning of multiplication to

multiply a whole number.

I can add, subtract, and

multiply fractions by a whole

number.

2 R Explain that a multiple of a/b is

a multiple of 1/b (unit fraction)

using a visual fraction model.

I can explain that a/b is a

multiple of 1/b using visual

fraction models.

This means I can show with

pictures that 6 x (1/5) = 6/5.

3 R Multiply a fraction by a

whole number by using the

idea that a/b is a multiple of

1/b. For example, use a visual

fraction model to express 3 x

(2/5) as 6 x (1/5) recognizing

this product as (6/5).

I can multiply a fraction by a

whole number using a visual

fraction model.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.NF.4c K R S P


Apply and extend previous understandings of multiplication to multiply a fraction by a whole number. c. 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.



# Target Type



Printed Resources


1 K Multiply a fraction by a whole number.

I can multiply a fraction by a whole number.

2 K Use fraction models and equations to represent the problem.

I can use fraction models and equations to represent a problem.

3 R Solve word problems involving multiplication of a fraction by a whole number.

I can solve word problems by multiplying a fraction by a whole number.

This means I can read the problem, decide what the multiply, solve correctly, and check to see if my answer is reasonable.

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nd 3

rd 4

th 4.NF.5 K R S P

Domain Standard



8, 10, 12, and 100.

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 + 4/10 = 34/100.

Students who can generate equivalent fractions can develop strategies for adding fractions with unlike

denominators in general. But addition and subtraction with unlike denominators in general in not a

requirement at this grade.

Cluster

Understand decimal notation for fractions, and compare decimal fractions.


Target

#

Target

Type


(If Appropriate)

Bold = First time ever

Plain = previously introduced

Printed

Resources


1 K Rename and recognize a

fraction with a

denominator of 10 as a

fraction with a

denominator of 100.

I can rename and recognize

a fraction with a

denominator of 10 as a

fraction with a

denominator of 100.

2 K Recognize that two

fractions with unlike

denominators can be

equivalent.

I can recognize that two

fractions with unlike

denominators can be

equivalent.

3

R

Use knowledge of

renaming tenths to

hundredths to add two

fractions with

denominators 10 and 100.

I can rename a fraction

with a denominator of 10

to an equivalent fraction

with a denominator of 100.

4 I can add two fractions

with denominators of 10

and 100.

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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.



# Target Type



Printed Resources


1 K Rename fractions with 10 and 100 in the denominator as decimals.

I can rename fractions with 10 and 100 as the denominators as decimals.

Decimal Notation Hundredths Tenths Multiple Representation

2 K Recognize multiple representations of fractions with denominators 10 or 100.

I can represent fractions with denominators of 10 and 100 in at least two ways.

3 R Represent fractions with denominators 10 or 100 with multiple representations and decimal notation.

I can represent fractions as a decimal.

This means I can convert fractions to decimals.

4 R Explain how decimals and fractions relate.

I can explain how decimals and fractions relate.

5 K Explain the values of digits in the decimal places.

I can explain the values of digits in the decimal places.

6 K Read and write decimals through hundredths.

I can read and write decimals through hundredths.

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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.



# Target Type



Printed Resources


1 K Recognize that comparisons are valid only when the two decimals refer to the same whole.

I can compare two decimals that are part of the same whole.

2 R Compare two decimals to hundredths by reasoning about their size.

I can compare two decimals to hundredths using place value knowledge.

3 R Record the results of comparisons with the symbols >, =, or <.

I can compare two decimals to hundredths by using >, =, and <.

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Domain Standard Measurement and Data Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb. oz; l,

ml; hr, min, sec. Within a single system measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a 2-column table. For example, know that 1 ft is 12 times as long as 1 inch. Express the length of a 4 ft snake as 48 inches. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3,36), …

Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.


# Target Type



Printed Resources


1 K Know relative size of measurement units (km, m; kg, g; lb, oz; L, mL; hrs, min, sec)

I can understand the difference between the size of measurement units (km, m; kg, g; lb, oz; L, mL; hrs, min, sec).

Relative Size System of Units (metric / customary) Kilometer Meter Centimeter Kilogram Gram

2 R Compare the different units within the same system of measurement (e.g. 1 ft = 12 in; 1 lb = 16 oz)

I can compare different units with the same system of measurement.

3 R Convert larger units of measurement with the same system to smaller units and record conversions in a 2-column table.

I can convert units of measurement.

This means I can show how two units of measurement are equivalent using a 2-column table. For example, 1 foot = 12 inches.

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Pound Ounce Liter Milliliter Hour Minute Second Analogue Digital Convert

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Domain Standard Measurement and Data 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.

Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unitl


# Target Type



Printed Resources


1 K Know that the formula for the perimeter of a rectangle is 2L + 2W or L + L + W + W

I can identify the formula for the perimeter of a rectangle is 2L + 2W or L + L + W + W.

Area Perimeter Unknown Factor (variable)

2 K Know that the formula for the area of a rectangle as L x W.

I can identify the formula for the area of a rectangle as L x W.

3 R Apply the formula for perimeter of a rectangle to solve real world and mathematical problems.

I can use the formula for the perimeter of a rectangle to solve problems.

4 R Apply the formula for area of a rectangle to solve real world and mathematical problems.

I can use the formula for the area of a rectangle to solve problems.

5 R Solve area and perimeter problems in which there is an unknown factor (n).

I can solve area and perimeter problems with a missing measurement using a variable (unknown factor).

This means I can find the area of a rectangular room given the measurement of only one side.

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Domain Standard Measurement and Data Use 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.

Cluster Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.


# Target Type



Printed Resources


1 K Express measurements given in a larger unit in terms of a smaller unit.

I can show how a larger unit of measurements is equivalent to smaller units of measurement.

This means I understand 1 foot = 12 inches.

Distance Intervals of Time (elapsed time) Liquid Volume (capacity) Masses of Objects (weight) Money Measurement Quantities Number Line

2 R Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

I can show measurement amounts using tools that contain a number line.

This means I can use a thermometer, spring scale, graduated cylinder, ruler, yard stick, measuring tape, pan balance, etc.

3 K Add, subtract, multiply, and divide fractions and decimals.

I can add fractions and decimals.

4 K I can subtract fractions and decimals.

5 K I can multiply decimals and fractions (by a whole number).

6 K I can divide decimals. 7 R Solve word problems

involving measurement that include simple fractions or decimals.

I can solve measurement word problems that include fractions and decimals.

8 R Solve word problems involving distances, intervals of time, liquid

I can solve word problems about distances.

9 K I can solve word problems

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volumes, masses of objects, and money.

about time. Conversion Measurement Scale Decimal

10 K I can solve word problems about liquid capacity.

11 K I can solve word problems about weight.

12 K I can solve word problems about money.

13 R Solve word problems that require expressing measurements given in a larger unit in terms of a smaller unit.

I can solve measurement word problems by converting a larger unit into a smaller unit.

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Domain Standard Measurement and Data Make a line plot to display a data set of measurements in fractions of a unit (1/2, ¼. 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.

Cluster Represent and interpret data.


# Target Type



Printed Resources


1 K Add and subtract fractions I can add and subtract fractions.

Line Plot

2 R Analyze and interpret a line plot to solve problems involving addition and subtraction of fractions.

I can analyze and use a line plot to solve addition and subtraction problems with fractions.

3 P Create a line plot to display a data set of measurements given in fractions of a unit.

I can create a line plot to show fractions of a unit.

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9 Weeks Grade.Content.Standard Overall Standard Type 1st 2nd 3rd 4th 4.MD.5ab K R S P

Domain Standard Measurement and Data Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and

understand concepts of angle measurement: a. 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. b. an angle that turns through n one-degree angles is said to have an angle measure of n degrees.



# Target Type



Printed Resources


1 K Define an angle. I can define an angle. Angle Ray Endpoint Vertex Vertices Circle Circular Arc

2 K Recognize a circle as a

geometric figure that has 360 degrees.

I can recognize that a circle has 360 degrees.

3 K Recognize and identify an angle as a geometric shape formed from 2 rays with a common endpoint.

I can recognize that an angle is formed by 2 rays with a common endpoint.

4 K Recognize that an angle is a fraction of a 360 degree circle.

I can recognize that an angle is a fraction of a circle.

5 K Explain the angle measurement in terms of degrees.

I can explain angle measurement in degrees.

6 R Compare angles to circles with the angles point at the center of the circle to determine the measure of the angle.

I can compare an angle to a circle to find the angle’s measure.

This means I can place the angles point at the center of the circle to find its measure.

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7 R Calculate angle measurement using the 360 degrees of a circle.

I can calculate the measurement of an angle using a circle.

Point Intersect Protractor Baseline Calculate Acute Angles Obtuse Angles Right Angles Straight Angles

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Domain Standard Measurement and Data Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

Cluster Geometric Measurement: understood concepts of angles and measure angles.


# Target Type



Printed Resources


1 K Recognize that angles are measured in degrees.

I can recognize that angles are measured in degrees.

Degree Scale Protractor

2 K Read a protractor. I can read and use a protractor.

3. R Determine which scale on the protractor to use, based on the direction the angle is open.

I can decide which scale to use based on the size of the angle.

This means I can line up the baseline ray pointing to the 0 degree mark.

4 R Determine the kind of angle based on the specified measure to decide reasonableness of the sketch.

I can decide the kind of angle based on its size.

This means I can tell if an angle is straight, obtuse, acute, or right.

5 P Measure angles in whole-number degrees using a protractor.

I can measure angles using a protractor

6 P Sketch angles of specified measure.

I can draw angles when given a specific measurement.

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Domain Standard Measurement and Data 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.



# Target Type



Printed Resources


1 K Recognize that an angle can be divided into smaller angles.

I can recognize t that an angle can be divided into smaller angles.

Diagram

2 R Solve addition and subtraction equations to find unknown angle measurements on a diagram.

I can solve addition and subtraction equations to find unknown angle measurements.

This means I can use a variable to represent the measure of the missing part, write a number sentence, and solve for the variable using addition and subtraction.

3 R Find an angle measure by adding the measurements of the smaller angles that make up the larger angle.

I can add small angles to find the measure of a larger angle.

This means when the measure of the unknown angle is found the two small angles added together should equal the large angle.

4 R Find an angle measure by subtracting the measurements of the smaller angle from the larger angle.

I can subtract a smaller angle from a larger angle to find the missing angle’s measurement.

This means if the measure of one of the smaller angles is unknown, the measure of the large angle and the known small angle can be subtracted to find it. For example, if the large angle is 90 and one small angle is

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50, we know that 90-50=40, so the other small angle is 40.

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4th grade mathematics pacing guide and curriculum...

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