curriculum & grade 4: mathematics pacing · pdf filegrade 4 : mathematics ... an emphasis...

Grade 4: Mathematics

Curriculum & Pacing Guide

TVaughan

Curriculum & Pacing Guide

Martinsville City Public Schools

Revised Summer 2011

Updated Summer 2014 TJV

Grade 6: Pre-Algebra

Martinsville City Public Schools’ Instructional Plan of Action

The Martinsville City Public Schools Curriculum Guide was developed using the Standards of Learning for Virginia Public Schools and the State Curriculum Framework. Also, an emphasis was placed on the integration of 21st Century Skills into all areas of K-12 education. Martinsville City Public Schools believes that to compete in a global community, all children must develop lifelong independent skills that demonstrate initiative, self direction, and the ability to problem-solve, innovate and create, and communicate by writing and speaking effectively. To provide an avenue for students to develop these important qualifications and provide a more rigorous learning environment, Martinsville City Public Schools encourages problem-based learning in all classrooms. The collaboration between students in this type of learning environment develops skills in leadership, accountability, social, and cross-cultural understanding as they communicate and think critically to problem-solve real world applications of the curriculum. Martinsville City Public Schools’ Core curriculum prepares students to achieve these 21st Century skills through competent cross- curricular activities that apply knowledge of concepts learned in other areas of study and in the community. Standard benchmark assessments along with project-based assessments and end of year SOL tests are administered to ensure mastery of the concepts. PALS assessments are used to ensure proficiency in Reading for grades Pre-K through Eight. To further ensure that all students learn to the best of their

abilities, a Response to Intervention (RtI) system, using STAR Math and STAR Reading, is in place to guide classroom instruction, screen and progress monitor students so that intervention and enrichment activities are scheduled based on the students individual needs throughout the year. Curriculum Guide OVERVIEW

The Martinsville City Public Schools’ Curriculum Guide is designed to provide a reference document for each subject and grade level that indicates The Curriculum’s Big Ideas, Instructional Strategies, Model lessons, & Assessment Instruments and suggested time frames to be used as a Guide for classroom instruction. In addition, Learning Targets at a Glance contains an overview of the curriculum taught for each grading period for each subject and grade level. 21st Century Internet Safety procedures are listed, and for Grades Three through Twelve, an SOL Testing Blueprint Target is included to give insight to the strands that will receive the most focus on the SOL Assessments. Two symbols will be used to denote the 21st Century Focus:

This symbol is used through to denote a 21st Century skill.

This symbol is used throughout to denote a 21st Century Global Connection.

Curriculum Big Ideas Instructional Strategies & Model Lessons Assessment Items

The organizing topics, big ideas, or strands under which student learning is organized and the Essential Understandings, Knowledge and Skills students must develop in order to master these concepts (typically from the standards found in the VDOE curriculum framework). Essential Understandings—what we want students to understand about this idea, topic, or concept Essential Knowledge—What students must know in order to develop this understanding Essential Skills—What students must be able to do in order to demonstrate that understanding

Standards of Learning that meet the criteria for 21st

Century skills will be identified by this symbol

Standards of Learning that meet the 21st Century Learning of Global Connections will be designated with this symbol

Resources, strategies, and models for delivery of the curriculum. Includes suggested teaching strategies, links to model lesson plans links to frequently referenced online sites, and suggested teacher resources and where to find them (online and hard copy, such as texts, primary source documents, etc.)

Examples of formative and summative assessments for measuring student mastery of the curriculum. Includes essential questions, writing prompts, sample test items, benchmark test links, model performance-based assessments, and other assessment resources.

Learning Overview The Sixth Grade student will be provided many opportunities to engage in experiences involving problem solving, data collection and analysis, and algebraic thinking. The Virginia Standards of Learning provide the foundation for sixth grade mathematics. The standards are organized into 6 strands: Number/Number Sense: The focus of instruction allows students to master rational numbers, develop an understanding of integers and rational numbers, develop an understanding of the properties of operations on real numbers, and use a variety of representations to develop proportional reasoning. Computation and Estimation: The focus of instruction allows students to develop conceptual and algorithmic understanding of operations with integers and rational numbers, develop and refine estimation strategies, learn to make sense of the mathematical tools they use, and reinforce skills with operations through problem solving and application. Measurement: The focus of instruction allows students to develop measurement skills that provide a natural context and connection among mathematics concepts, measure objects physically and develop understanding of the concepts and processes of measurement, and use concrete materials and practical situations to examine perimeter, area and volume. Geometry: The focus of instruction allows students to expand informal elementary geometrical experiences, learn geometric relationships, apply their understanding of perimeter and area to build conceptual understanding, and explore and develop an understanding of the Pythagorean Theorem. Probability and Statistics: The focus of instructions allows students to develop and awareness of the power of data analysis and probability, explore methods of data collection and use of technology, and explore experimental and theoretical probability. Patterns, Functions, and Algebra: The focus of instruction allows students to extend their knowledge of patterns, learn to use algebraic concepts and terms appropriately, learn to solve equations by using concrete materials, and learn to represent relations by using ordered pairs, tables, rules, and graphs.

Learning Targets at a Glance – 6th Grade Math

First Quarter 8/13-10/15

Second Quarter 10/16-12/21

Third Quarter 1/8-3/13

Fourth Quarter 3/14-5/22

6.1 Ratios 6.2 Rational Numbers 6.3 Integers 6.4 Mult./Divide fractions 6.5 Positive Exponents/perfect square 6.6 Mult./Divide fractions & mixed numbers

6.7 Solve single-step & multi-step problems 6.8 Order of Operations 6.9 Measurement-ballpark comparisons 6.10 Circles/area & perimeter/volume and Surface 6.11 Ordered pairs

6.12 Congruency 6.13 Properties of quadrilaterals 6.14 Circle graphs 6.15 Mean as a balance point

6.16 Dependent & Independent events in Probability 6.17 Sequences 6.18 Linear equations 6.19 Properties of operations 6.20 Inequalities

Grade 6 Mathematics Test Blueprint Summary Table

50 question test

Number/Number Sense Computation/Estimation Measurement/Geometry Probability, Statistics, Patterns, Functions and Algebra

10 9 12 19

5 Minutes

10 Minutes 25 Minutes

20 Minutes

Suggested Time Allocation for a 60 Minute Math Block

Bellringer

Calendar Activity

Skill Lesson

Practice/Small Group Instruction

21st Century Internet Safety Procedures

1. Teachers should review all internet sites and links prior to using them in the classroom. During this review, teachers need to ensure the appropriateness of the content on the site. Checking for broken links and paying attention to inappropriate pop-ups or solicitations of information. 2. Teachers should circulate throughout the classroom while students are on the internet to make sure the students are on the appropriate site and are not minimizing other inappropriate sites. 3. Teachers should periodically check and update any web addresses that they have on their MCPS webpage. 4. Teachers should assure that the use of these websites correlate with the objectives of the lesson and provide students with the appropriate challenges.

Content: Mathematics Grade Level: 6

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Instructional Strategies & Model Lessons

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Essential Vocabulary

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1st Grading period

SOL 6.1 The student will describe and compare data, using rations, and will use appropriate notations such as a/b, a to b, and a:b The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Describe a relationship within a set by comparing part of the set to the entire set

Describe a relationship between two sets by comparing part of one set to a corresponding part of the other set

Describe a relationship between two sets by comparing all of the one set to all of the other set.

Describe a relationship within a set by comparing one part of the set to another part of the same set.

Represent a relationship in words that makes a comparison by using the notations a/b, a:b, and a to b.

Create a relationship in words for a given ratio expressed symbolically.

Ratio

Corresponding

Notations

VDOE Word Wall Voc

Dinah Zikes Foldables

ESS Graphic Organizer

M&M Candies

Or Skittles

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math AA.1 – AA.9

VDOE ESS: 6.1 Field Goals, Balls, and Nets Glencoe Chapter 10-1 ARI Companion: 6.1 Ratio/Proportions Reteaching: VA. SOL Coach and Buckle Down

STAR Math ARDT (target date Jan. 2012) Benchmarks Teacher made assessments Flanagan Tests SOL 6.1

Content: Mathematics Grade 6

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1st Grading period

SOL 6.2 The student will

a) Investigate and describe fractions, decimals and percents as ratios

b) Identify a given fraction, decimal, or percent from a representation

c) Demonstrate equivalent relationships among fractions, decimals, and percents

d) Compare and order fractions, decimals, and percents

The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Identify the decimal and percent equivalents for numbers written in fraction form including repeating decimals

Represent fractions, decimals, and percents on a number line

Describe orally and in writing the equivalent relationships among decimals, percents, and fractions that have denominations that are factors of 100.

Represent, by shading a grid, a fraction, decimal, and percent

Represent in fraction, decimal, and percent form a given shaded region of a grid

Compare two decimals through thousandths using manipulatives, pictorial representations, number lines and symbols(see framework for symbols)

Compare two fractions with denominations of 12 or less using manipulatives, pictorial representations, numberlines, and symbols (see framework for symbols)

Compare two percents using pictorial representations and symbols

Fractions

Decimals

Percents

Equivalent

VDOE Word Wall Voc


Rational Number Cards Large Numberline Timer Converting Rational Numbers Chart Representing Rational Numbers Cards

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math AA.11 – AA.13

VDOE ESS: 6.2 Rational Speed Matching Glencoe Chapter 5-6, 5-7, 10-4, 10-6 ARI Companion: 6.2 Comparing and Ordering 6.2 Percents 6.2 Ratio/Proportion Reteaching: VA. SOL Coach and Buckle Down



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1st Grading period


a.) Identify and represent integers b.) Order and compare integers c.) Identify and describe absolute value of

integers The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Identify an integer represented by a point on a number line

Represent integers on a number line

Order and compare integers using a number line

Compare integers, using mathematical symbols (<,=,>).

Identify and describe the absolute value of an integer.

Integers

Positive Integers

Negative Integers

Absolute Value

Rational Number

Real Number

Whole Number

Natural Number

Counting Number

VDOE Word Wall Voc


Numberline Index cards or Cardstock Scissors Rational Number Flow Chart Number line clearly denoting zero Whiteboards Markers Erasers

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math C.1 – C.4

VDOE ESS: 6.3 Ground Zero Glencoe Course 1 Chapter 8-1 Course 2 Chapter 3-1 ARI Companion: 6.3 Integers Reteaching: VA. SOL Coach and Buckle Down



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1st Grading period

SOL 6.4 The student will demonstrate multiple representations of multiplication and division of fractions The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Demonstrate multiplication and division of fractions using multiple representations

Model algorithms for multiplying and dividing with fractions using appropriate representations

Fractions

Divisior

Dividend

Algorithms

Arrays

VDOE Word Wall Voc


Numberline

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math V.1 – V.13

VDOE ESS: 6.4 Modeling Division of Fractions 6.4 Modeling Multiplication of Fractions Glencoe ARI Companion: 6.4 Fractions Reteaching: VA. SOL Coach and Buckle Down



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1st Grading period

SOL 6.5 The student will investigate and describe concepts of positive exponents and perfect squares The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Recognize and describe patterns with exponents that are natural numbers, by using a calculator

Recognize and describe patterns of perfect squares not to exceed 20( to the power of 2), by using grid paper, square tiles, tables, and calculators

Recognize powers of ten by examining patterns in a place value chart: (see framework for examples)

Exponential Notations

Base

Exponent

Power

Perfect Square

Natural Numbers

VDOE Word Wall Voc


Perfect Square Charts Perfect Square Grids Multiplication Tables Square Tiles Calculators Cubes Grid Paper

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math E.1 – E.3 E.9 – E.10

VDOE ESS: 6.5 Perfecting Squares Glencoe Course 2 Chapter 11-1 ARI Companion: N/A Reteaching: VA. SOL Coach and Buckle Down



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1st Grading period


a.) Multiply and divide fractions and mixed numbers

b.) Estimate solutions and then solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division


Multiply and divide with fractions and mixed numbers. Answers are expressed in simplest form.

Solve single-step and multistep practical problems that involve addition and subtraction with fractions and mixed numbers, with and without regrouping that include like and unlike denominators of 12 or less. Answers are expressed in simplest form.

Solve single-step and multistep practical problems that involve multiplication and division with fractions and mixed numbers that include denominators of 12 or less. Answers are expressed in simplest form.

Simplify

Simplest Form

Inverse Operations

VDOE Word Wall Voc


Plain paper for foldable-see Glencoe foldables Colored pencils Calculators

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math v.1 – v.12

VDOE ESS: 6.6 Modeling multiplication of Fractions 6.6 Modeling division of fractions Glencoe Course 1 Chapter 6-3 thru 6-6 7-2 thru 7-5 4-4 ARI Companion: 6.6 Fractions Reteaching: VA. SOL Coach and Buckle Down



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2nd Grading period

SOL 6.7 The student will solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division of decimals, The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Solve single-step and multistep practical problems involving addition, subtraction, multiplication, and division with decimals expressed to thousandths with no more than two operations.

Estimation VDOE Word Wall

Voc


Calculators Newspapers and/or ads from magazines Shopping List Chart Paper Markers Practical problems involving decimals (handout)

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math M.1 – M.5

VDOE ESS: 6.7 Practical problems involving Decimals Glencoe Course 1 Chapter 3-4, 6-2, 7-1 ARI Companion: N/A Reteaching: VA. SOL Coach and Buckle Down



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2nd Grading period

SOL 6.8 The student will evaluate whole number numerical expressions, using the order of operations. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Simplify expressions by using the order of operations in a demonstrated step-by-step approach. The expressions should be limited to positive values and not include braces {} or absolute value ||

Order of Operations

Evaluate

Exponential Expressions

Parentheses

Brackets

Braces

VDOE Word Wall Voc


Number Cubes Order of Operations Recording Sheet

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math N/A

VDOE ESS: 6.8 Order Up Glencoe Course 1 Chapter 1-5 Course 2 Chapter 1-3 ARI Companion: 6.8 Order of Operations and Properties Reteaching: VA. SOL Coach and Buckle Down



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2nd Grading period

SOL 6.9 The student will make ballpark comparisons between measurements in the U.S. Customary Systems of measurement and measurements in the metric system. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Estimate the conversion of units of length, weight/mass, volume, and temperature between the U.S. Customary system and the metric system by using ballpark comparisons.

Estimate measurements by comparing the object to measured against

Measure

Conversions

Length

Weight

Mass

Volume

Temperature

U.S. Customary

Metric

VDOE Word Wall Voc


Thermometer Ruler Scale Measuring devices

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math N/A

VDOE ESS: 6.9 Measuring Mania Glencoe Chapters 1.8 thru 1.9 2.1 thru 2.7 9.1 thru 9.7 ARI Companion: N/A Reteaching: VA. SOL Coach and Buckle Down



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2nd Grading period


a.) as the ratio of the circumference of a circle to its diameter

b.) Solve practical problems involving circumference and area of a circle, given the diameter or radius

c.) Solve practical problems involving area and perimeter

d.) Describe and determine the volume and surface area of a rectangular prism


Derive an approximation for pi (3.14 or

22/7) by gathering data and comparing the circumference to the diameter of various circles, using concrete materials or computer models.

Find the circumference of a circle by substituting a value for the diameter or the

Find the area of a circle by using the formula

Apply formulas to solve practical problems involving area and perimeter of triangles and rectangles.

Create and solve problems that involve finding the circumference and area of a circle when given the diameter or radius.

Solve problems that require finding the surface area of a rectangular prism, given a diagram of the prism.

Solve problems that require finding the volume of a rectangular prism given a diagram of the prism.

Area

Perimeter

Circumference

Volume

Pi

Diameter

Radius

Rectangular Prism

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math Z.12 Z.22 – Z.23 Z.27 Z.33

VDOE ESS: 6.10 Going the Distance 6.10 Out of the Box Glencoe Chpt. 4-3, 4-5, 4-6 14-3, 14-5 ARI Companion: 6.10 a, b Circles 6.10 d 3-D Geometry Reteaching: VA. SOL Coach and Buckle Down



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2nd Grading period


a.) Identify the coordinates of a point in a coordinate plan

b.) Graph ordered pairs in a coordinate plane


Identify and label the axes of a coordinate plane

Identify and label the quadrants of a coordinate plane

Identify the quadrant or the axis on which a point is positioned by examining the coordinates (ordered pairs) of the point

Graph the ordered pairs represented by points in the four quadrants and on the axes of a coordinate plane.

Identify ordered pairs represented by points in the four quadrants and on the axes of the coordinate plane.

Relate the coordinate of a point to the distance from each axis and relate the coordinates of a single point to another point on the same horizontal or vertical line.

Coordinate Plane

Point

Ordered pairs

Axes

y-axis

x-axis

quadrants

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math Q.1 – Q.3

VDOE ESS: 6.11 What’s the point? Glencoe Chpt. 8-6 ARI Companion: 6.11a Patterns,Functions, Algebra Reteaching: VA. SOL Coach and Buckle Down



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3rd

Grading period

SOL 6.12 The student will determine congruence of segments, angles, and polygons. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Characterize polygons as congruent and noncongruent according to the measures of their sides and angles.

Determine the congruence of segments, angles, and polygons given their attributes

Draw polygons in the coordinate plane given coordinates for the vertices; use coordinates to find the length of a side joining points with the same first coordinate or the same second coordinate. Apply these techniques in the context of solving practical and mathematical problems.

Coordinate

Segments

Angles

Polygons

Congruent

Noncongruent

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math Z.14 – Z.15

VDOE ESS: 6.12 Side to Side Glencoe Course 1 Chpt. 13-6 13-6b ARI Companion: 6.12 Polygons Reteaching: VA. SOL Coach and Buckle Down



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3rd

Grading period

SOL 6.13 The student will describe and identify properties of quadrilaterals. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Sort and classify polygons as quadrilaterals, parallelograms, rectangles, trapezoids, kites, rhombi, and squares based on their properties. Properties include number of parallel sides, angle measures and number of congruent sides.

Identify the sum of the measures of the

angles of a quadrilateral as 360º

Quadrilaterals

Parallelograms

Rectangles

Trapezoids

Kites

Rhombi

Squares

Congruent

Bases

Legs

VDOE Word Wall Voc


Protractor

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math Z.2, Z.9 – Z.11

VDOE ESS: 6.13 Exploring Quadrilaterals Glencoe Course 1 Chpt. 13-6 ARI Companion: 6.12 Polygons Reteaching: VA. SOL Coach and Buckle Down



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3rd

Grading period

SOL 6.14 The student given a problem situation, will

a.) Construct circle graphs b.) Draw conclusions and make

predictions, using circle graphs c.) Compare and contrast graphs that

present information from the same data set.


Collect, organize, and display data in circle graphs by depicting information as fractional

Draw conclusions and make predictions about the data presented in a circle graph

Compare and contrast data presented in a circle graph with the same data represented in other graphical forms.

Circle graph

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math Z.14 – Z.15 R.12 , R.18

VDOE ESS: 6.14 May I have fries with that? Glencoe N/A ARI Companion: 6.14 a,b Statistics Reteaching: VA. SOL Coach and Buckle Down Lessons 25 -27



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3rd

Grading period


a.) Describe the mean as balance point b.) Decide which measure of center is

appropriate for a given purpose The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Find the mean for a set of data

Describe the three measures of center and a situation in which each would best represent a set of data

Identify and draw a number line that demonstrates the concept of mean as balance point for a set of data.

Mean

Balance Point

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math S.1 – S.3

VDOE ESS: 6.15 Balancing Act Glencoe Chpt. 2-6 ARI Companion: N/A Reteaching: VA. SOL Coach and Buckle Down Lesson 28



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4th

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a.) Compare and contrast dependent and independent events

b.) Determine probabilities for dependent and independent events


Determine whether two events are dependent or independent

Compare and contrast dependent and independent events

Determine the probability of two dependent events

Determine the probability of two independent events.

Dependent event

Independent event

Outcome

Probability

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math S.1 – S.3

VDOE ESS: 6.16 It Could Happen Glencoe Chpt. C.1 – C.2 ARI Companion: 6.16 a, b Probability Reteaching: VA. SOL Coach and Buckle Down



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4th

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SOL 6.17 The student will identify and extend geometric and arithmetic sequences. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Investigate and apply strategies to recognize and describe the change between terms in arithmetic patterns

Investigate and apply strategies t recognize and describe geometric patterns

Describe verbally and in writing the relationships between consecutive terms in an arithmetic or geometric sequence

Extend and apply arithmetic and geometric sequences to similar situations.

Extend arithmetic and geometric sequences in a table by using a given rule or mathematical relationship.

Compare and contrast arithmetic and geometric sequences.

Identify the common difference for a given arithmetic sequence

Identify the common ratio for a given geometric sequence.

Pattern

VDOE Word Wall Voc


Compass Learning Study Island Smartboard Powerpoints JLab IXL Math T.1 – T.5

VDOE ESS: 6.17 Growing patterns and sequences Glencoe Course 1 Chpt. 7-6 ARI Companion: 6.17 Patterns, Function and Algebra Reteaching: VA. SOL Coach and Buckle Down Lesson 30



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4th

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SOL 6.18 The student will solve one-step linear equations in one variable involving whole number coefficients and positive solutions. The student will use problem solving, mathematical communication, mathematical reasoning, connections, and representation to

Represent and solve one-step equation, using a variety of concrete materials such as colored chips, algebra tiles, or weights on a balance scale.

Solve a one-step equation by demonstrating the steps algebraically.

Identify and use the following algebraic terms appropriately: equations, variable, expression, term, and coefficient.

Equations

Variable

Expression

Term

Coefficient

VDOE Word Wall Voc


Colored chips Algeblocks Balance scale

Compass Learning Study Island Smartboard Powerpoints JLab IXL Math P.5

VDOE ESS: 6.18 Equations Vocabulary 6.18 Balanced Glencoe Course 1 Chpt. 1-6 thru 1-7 9-2 thru 9-5 ARI Companion: 6.18 Patterns, Funtion, Algebra Reteaching: VA. SOL Coach and Buckle Down



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4th

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SOL 6.19 The student will investigate and recognize

a.) The identity properties for addition and multiplication

b.) The multiplicative property of zero c.) The inverse property for multiplication


Identify a real number equation that represents each property of operations with real numbers, when given several real number equations

Test the validity of properties by using examples of the properties of operations on real numbers

Identify the property of operations with real numbers that is illustrated by real number equations

Commutative Property

Distributive Property

Associative Property

Property of zero

VDOE Word Wall Voc



Compass Learning Study Island Smartboard Powerpoints JLab IXL Math I.3 K.9

VDOE ESS: 6.19 Pick and Choose Glencoe Course 1 Chpt. 9-1 ARI Companion: 6.19 a,b,c Patterns, Function, Algebra Reteaching: VA. SOL Coach and Buckle Down Lesson 32



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4th

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SOL 6.20 The student will graph inequalities on a numberline.


Given a simple inequality with integers, graph the relationship on a numberline

Given the graph of a simple inequality with integers, represent the inequality two different ways using symbols

(≤, ≥, >, <)

Inequalities

Variable

VDOE Word Wall Voc



Compass Learning Study Island Smartboard Powerpoints JLab IXL Math A.8 (4

th grade)

VDOE ESS: 6.20 Give or Take a Few Glencoe Course 2 N/A ARI Companion N/A Reteaching: VA. SOL Coach and Buckle Down Lesson 32


curriculum & grade 4: mathematics pacing · pdf filegrade 4 : mathematics ... an emphasis...

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