4th Grade Curriculum Map 2017-2018

4th Grade Curriculum Map 2017-2018

Structure of Math Block

Number of the Day (10-15 minutes)

Problem of the Day Focus (45 minutes) Upside-Down Teaching

Connecting words and equations (make a model, draw a picture, make an equation)

Geometry Day

One Day- Fluency of add/subtraction to one million

Four Days-Application of the months skills

You Do- S: solve independently T: questioning

We DO- S: work as a team or with a partner to explain, clarify, question

I Do- T: clarify or extend based on students level of understanding.

One day a week

Multiplication and Division Overview

August October

Standards and DOK

FSA Test Specifications

MAFS.4.OA.2.4: DOK 2

Find all factor pairs for a whole number in the range 1100. Recognize that a whole number is a multiple of each of its factors. Determine whether a given whole number in the range 1100 is a multiple of a given one-digit number. Determine whether a given whole number in the range 1100 is prime or composite.

MAFS.4.OA.3.5: DOK 2

Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself.

For example, given the rule Add 3 and the starting number 1, Generate terms in the resulting sequence and observe that the terms appear to alternate between odd and even numbers. Explain informally why the numbers will continue to alternate in this way.

MAFS.4.MD.1.1: DOK 1

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 of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table. For example, know that 1 ft. is 12 times as long as 1 in.

Express the length of a 4 ft. snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36)

MAFS.4.OA.1.1: DOK 1

Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.

MAFS.4.OA.1.2: DOK 2

Multiply or divide to solve word problems involving multiplicative comparison, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison.

MAFS.4.OA.1.3: DOK 2

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.

MAFS.4.MD.1.3: DOK 2

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.

MAFS.4.NBT.2.5: DOK 2

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.

MAFS.4.NBT.2.6: DOK 2

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.

MAFS.4.MD.1.2: DOK 2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Know, Understand, Do

Factors and Multiples

Prime and composite

Multiplicative comparison and word problems (estimate first)

Understand and distinguish the difference between additive comparisons (how much/many more) and multiplicative comparisons (times as many)

Solve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown.

Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)

Create two column tables starting with the largest unit and finding the number of smaller units within a single system (km, m, cm, or mm; liters, ml; kilograms, g or mg; miles, yd, ft, or in; gallons, qt, pt, c, or fluid oz; tons, lb, oz)

Generate a number or shape pattern with a given rule and recognize patterns.

Solve word problems with conversions.

Multiplication (4 x 1 and 2 x 2 digits) and division (4 digit dividends and 1 digit divisors and interpreting remainders) with strategies-Partial products, partial quotients, rectangular array and area model

Use strategies based on place value and properties of operations.

Students are building conceptual understandingdo not reinforce standard algorithm.

Area and Perimeter of rectangles and composite figures made of rectangles

Introduced in 3rd grade

Apply formulas to find area (L x W or base x height) and perimeter (2L + 2W) to calculate and find unknowns.

Use real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems.

August

Number of The Day Examples

Problem of the Day Focus

Teacher Notes

Geometry

One Day a Week

Resources

Three-Digit Addition and Subtraction

Factors and Multiples

Prime and composite

Multiplication or division equations with unknowns

List factors of a number, whats the number?

Find common multiples or factors of two different numbers

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing.

Pints

Cups

1

2

2

4

3

_____

Factors, Multiples, Multiplicative Comparison, Area and Perimeter (over three months)

Multiplicative comparison and word problems (estimate first)

Understand and distinguish the difference between additive comparisons (how much/many more) and multiplicative comparisons (times as many)

Solve word problems with unknowns by using drawings, bar models, and writing an equation with a symbol for the unknown

Area and Perimeter of rectangles and composite figures made of rectangles (taught over all three months)

Introduced in 3rd grade

Apply formulas to find area (L x W or base x height) and perimeter (2L + 2W) to calculate and find unknowns.

Use real-world scenarios, multiplicative comparison (my width is 2 times my height), and multi-step word problems

Start with smaller numbers first for area and perimeter

Geometry Vocabulary Exploration

Use rulers to:

Draw lines, line segments, rays, and angles (right, obtuse, acute)

Make perpendicular and parallel lines

Identify and draw angles as right, obtuse and acute

NOD Flipchart (Aug-Oct)

Geometry Aug-Oct Flipchart

Go-Math! and Teacher Toolbox

Chapter 2 (multiplicative comparison), 5 (prime, composite, factors, multiples), 13 (area and perimeter), chapter 12 (relative size of measurement)

Geometry- Chapter 10

TT: Unit 2 Lesson 5 10 (multiplication/division/factors/patterns/problems) / Unit 5 Lesson 23 (convert), 26 (area and Perimeter) / Unit 6 Lesson 31 (vocab geometry

September

Number of The Day Examples

Problem of the Day Focus

Teacher Notes

Geometry

One Day a Week

Resources

Three-Digit Addition and Subtraction

Show a multiplication problem with a missing partial product.

Show a rectangle or composite rectangle and ask for the area and/or perimeter.

Show a rectangle or composite rectangle with a missing length or width and given area/perimeter

Show a two-column table starting with a larger unit of measure to a smaller unit of measure with a number missing.

Km

M

1

1,000

2

______

3

3,000

Gal

Cup

1

16

2

32

3

_____

Multi-Digit Multiplication, Patterns, Area and Perimeter

Multiplication (4 x 1 and 2 x 2 digits) with strategies-Partial products, rectangular array and area model

Use strategies based on place value and properties of operations.

Students are building conceptual understandingdo not reinforce standard algorithm.

Number and Shape Patterns with tables and converting from a larger unit to a smaller unit (record in a 2-column table)