fourth grade math curriculum map quarter 1 · round standard form expanded form period . 3...

Fourth Grade Math Curriculum Map

Quarter 1

Table of Contents

Quarter 1 ................................................................................................................................................................................................................................................. 1

MAFS4. NBT.1.1 ................................................................................................................................................................................................................................ 2

MAFS.4.NBT.1.2 ................................................................................................................................................................................................................................. 4

MASF.4.NBT.1.3 ................................................................................................................................................................................................................................. 6

MASF.4.NBT.2.4 ................................................................................................................................................................................................................................. 8

MASF.4.OA.1.1 ................................................................................................................................................................................................................................ 10

MASF.4.OA.1.2 ................................................................................................................................................................................................................................. 12

MAFS.4.OA.1.3 ................................................................................................................................................................................................................................. 14

MAFS.4.NBT.2.5 ............................................................................................................................................................................................................................... 16

MAFS.4.NBT.2.6 ............................................................................................................................................................................................................................... 18

2

Fourth Grade Math Curriculum Map Quarter: 1 Cognitive Complexity: DOK Level 1

Critical Area

Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends. Generalize place value understanding for multi-digit whole numbers.

Standard

MAFS.4.NBT.1.1 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. MP2 Reason abstractly and quantitatively MP6 Attend to precision

Learning Goal

Recognize that a digit in one place represents 10 times as much as the place to its right.

Misconceptions

Students use the place-value name of the digit with the greater value when comparing the values of two digits for example 3 hundreds is one hundred times as many as 3 tens. GO Math! Students may rename numbers incorrectly. GO Math! Students often assume that the first digit of a multi-digit number indicates the "greatness" of a number. Kansas Flipbook

Vocabulary

Content Vocabulary Vocabulary Resources

Round Standard form Expanded form Estimate Period

http://www.cpalms.org/Public/PreviewStandard/Preview/5386

3

Assessments

Formative Assessments

Other Assessment Options

Resources

Math Talk Questions Math Literature Spiraling Resources to Support

Differentiation and Stations

Reflection/ Notes

4


Quarter: 1

Cognitive Complexity: DOK Level 2

Basic Application of Skills and Concepts

Critical Area


Standard

MAFS.4.NBT1.2 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. MP 2: Reason abstractly and quantitatively MP 6: Attend to precision

Learning Goal

Read and write whole numbers to 1,000,000 using base-ten numerals.

Read and write whole numbers to 1,000,000 using number names.

Read and write whole numbers to 1,000,000 using expanded form.

Correctly use <, >, and = to record the comparison of two whole numbers.

Misconceptions

Students confuse the thousand and ten thousand places. GO Math! Students compare numbers by starting with the ones place. GO Math! Students often assume that the first digit of a multi-digit number indicates the "greatness" of a number. The assumption is made that 954 is greater than 1002 because students are focusing on the first digit instead of the number as a whole. Kansas Flipbook

Vocabulary


Expanded form Period Standard form Word form




5



Resources



Reflection/ Notes

6


Quarter: 1

Cognitive Complexity:

DOK Level 1 Recall

Critical Area


Standard

MAFS.4.NBT1.3 Use place value understanding to round multi-digit whole numbers to any place. MP 2: Reason abstractly and quantitatively MP 6: Attend to precision

Learning Goal Round whole numbers to any place.

Misconceptions

- Students use the wrong place to decide how to round numbers. GO Math!

Vocabulary


Estimate Round


7

Assessments



Resources



Reflection/ Notes

8


Critical Area

Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends. Use place value understanding and properties of operations to perform multi-digit arithmetic.

Standard MAFS.4.NBT.2.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm. MP2 Reason abstractly and quantitatively MP 6: Attend to precision

Learning Goal

Fluently add whole numbers.

Fluently subtract whole numbers.

Fluently add whole numbers using the standard algorithm.

Fluently subtract whole numbers using the standard algorithm.

Misconceptions

Students may forget to write and add the renamed digit when regrouping. GO Math! Students may subtract the lesser digit from the greater digit regardless of whether the digit is part of the number with the greater value. GO Math! Students do not label parts of a bar model correctly. GO Math!

Vocabulary


Addend Addition Difference

9

Assessments



Resources



Reflection/ Notes

10


Critical Area

Developing understanding and fluency with multi-digit multiplication, and developing understanding of dividing to find quotients involving multi-digit dividends. Use the four operations with whole numbers to solve problems.

Standard

MAFS.4.OA.1.1 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. MP: 1 Make sense of problems and persevere in solving them MP: 4 Model with mathematics

Learning Goal Explain the multiplicative comparison of a multiplication equation.

Write an equation to match a verbal statement about a multiplicative comparison.

Misconceptions

Students may write incorrect equations. GO Math! When listing multiples of numbers, students may not list the number itself. Emphasize that the smallest multiple is the number itself. Kansas Flipbook Some students may think that larger numbers have more factors. Having students share all factor pairs and how they found them will clear up this misconception. Kansas Flipbook

Vocabulary


Taking from subtraction sentence taking apart subtract decompose compare difference more minus fewer


11

Assessments



Resources



Reflection/ Notes

12


Quarter: 1


Basic Application of Skills and Concepts

Critical Area


Standard

MAFS.4.OA.1.2 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. MP: 1 Make sense of problems and persevere in solving them MP: 4 Model with mathematics

Learning Goal

Solve multiplicative comparison problems by drawing a picture.

Solve multiplicative comparison problems by writing an equation.

Tell the difference between a multiplicative comparison and an additive comparison.

Misconceptions

When listing multiples of numbers, students may not list the number itself. Emphasize that the smallest multiple is the number itself. Kansas Flipbook Some students may think that larger numbers have more factors. Having students share all factor pairs and how they found them will clear up this misconception. Kansas Flipbook Students may identify an incorrect factor by which to multiply. GO Math!

Vocabulary



13

Assessments



Resources



Reflection/ Notes

14


Quarter: 1


Basic Application and Skill Concepts

Critical Area


Standard

MAFS.4.OA.1.3 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. MP: 1 Make sense of problems and persevere in solving them. MP: 4 Model with mathematics.

Learning Goal

Solve word problems suing the four operations.

Interpret the remainder in a division problem.

Write an equation to solve a word problem.

Decide if an answer is reasonable using estimation strategies.

Misconceptions

Students may not read the problem correctly. GO Math! Students do not follow the order of operations correctly. GO Math! Students may interpret the question incorrectly and not include the remainder in the answer. GO Math! Chap 4 lesson 3

Vocabulary



15

Assessments



Resources



Reflection/ Notes

16


Quarter: 1


Basic Application and Skill Concepts

Critical Area


Standard

MAFS.4.NBT.2.5 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. MP1- Make sense of problems and persevere in solving them MP4- Model with mathematics

Learning Goal Use strategies to multiply whole numbers.

Explain the calculation of a multiplication problem.

Misconceptions

Students may not include the correct number of zeros in the product. GO Math! Students may write incorrect number of zeros when they multiply multiples of ten. GO Math! Students may forget to multiply the 1-digit number by each added when using the Distributive Property. GO Math! Students may misalign the partial products. Go Math!

Vocabulary


Distributive Property Expanded form Estimate Round


17

Assessments



Resources



Reflection/ Notes

18


Quarter: 1


Recall

Critical Area


Standard

MAFS.4.NBT.2.6 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. MP2- Reason abstractly and quantitatively MP4 Model with mathematics

Learning Goal

Use strategies to divide whole numbers.

Show the relationship between multiplication and division.

Solve a division problem using an equation.

Show and explain division using a rectangular array.

Show and explain division using an area model.

Show and explain division using place value.

Misconceptions

Students may incorrectly list the multiples of a number. GO Math! Students have a remainder greater than the divisor. GO Math! Students may not use the correct place value when finding the quotient. GO Math! Students cannot identify compatible numbers because students do not understand basic facts are compatible numbers. Students may forget to add both quotients when using models and the Distributive Property to divide. GO Math! The products of the partial quotients and the divisor are not subtracted from the dividend correctly. GO Math! Students may not regroup leftover tens as ones. GO Math! Students do not place a zero in the quotient. GO Math!

Vocabulary


Multiple Quotient Remainder Compatible numbers Dividend Partial quotient Divisor


19

Assessments



Resources



Reflection/ Notes

fourth grade math curriculum map quarter 1 · round standard form expanded form period . 3...

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