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Oklahoma City Public Schools Pacing Guide 2015-2016

Oklahoma City Public SchoolsMATH 4TH GRADE

Pacing Guide PurposeOklahoma City Public Schools pacing guide is intended to assist in pacing instruction and assist teachers in combining standards in meaningful ways to support student mastery.

✓ The length recommended for each unit is based on prioritization of standards leading to college and career readiness. A framework has been established to support teacher planning and provide more consistency from class to class across the district. This framework will minimize the effects of students’ mobility within Oklahoma City Public Schools.

Flex PeriodsThese days can be used for extending lessons, reviewing challenging concepts, projects, algorithms, differentiation and/or math games.

Sherri Smith: Cleveland Elementary

Shelley Stevenson: Cleveland Elementary

Standards for Mathematical Practice (SMP) for 4th Grade

Mathematically proficient students will aim to do ALL of the following:

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


2. Reason abstractly and quantitatively.3. Construct viable arguments and critique the reasoning of others.4. Model with mathematics.5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure.8. Look for and express regularity in repeated reasoning.

Required Math Fluency for 4th Grade

4.NBT.4 Add/subtract within 1,000,000


Common Core State Standards for 4th Grade

Operations and Algebraic Thinking- 4.OAUse the four operations with whole numbers to solve problems.4.OA.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 equations4.OA.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.4.OA.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.

Gain familiarity with factors and multiples.4.OA.4 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.

Generalize and analyze patterns.4.OA.5 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.

NUMBER AND OPERATIONS IN BASE TEN- 4.NBTGeneralize place value understanding for multi-digit whole numbers.4.NBT.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.

4.NBT.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.

4.NBT.3

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

Use place value understanding and properties of operations to perform multi-digit arithmetic.4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.4.NBT.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.

4.NBT.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.


NUMBER AND OPERATIONS- FRACTIONS- 4.NFExtend understanding of fraction equivalence and ordering.4.NF.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × 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.

4.NF.2 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 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.

Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.4.NF.3 Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

a. Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.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 decompositions, 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.

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.

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.

4.NF.4 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 × (1/4), recording the conclusion by the equation 5/4 = 5 × (1/4).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 × (2/5) as 6 × (1/5), recognizing this product as 6/5. (In general, n × (a/b) = (n × a)/b.)

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. For example, if each person at a party will eat 3/8 of a pound of roast beef, and there will be 5 people at the party, how many pounds of roast beef will be needed? Between what two whole numbers does your answer lie?

Understand decimal notation for fractions, and compare decimal fractions.4.NF.5 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 + 4/100 = 34/100.4.NF.6 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; locate0.62 on a number line diagram

4.NF.7 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.


MEASUREMENT AND DATA- 4.MDSolve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.4.MD.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), ...

4.MD.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.

4.MD.3

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.

Represent and interpret data.4.MD.4

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 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.

Geometric Measurement: Understand concepts of angle and measure angles.4.MD.5

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.4.MD.6

Measure angles in whole-number degrees using a protractor. Sketch angles of specified measure.

4.MD.7

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.


GEOMETRY- 4.G

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.4.G.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-

dimensional figures.4.G.2 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 right triangles.4.G.3 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.

4th Grade Every Day Math Terminology and Things to Know

Algorithm Projects- Found in the back of the TLG, these can be used after various instructional lessons to provide students with the “traditional approach” to the skill being taught. (ex. Algorithm 5 can be used to teach traditional multiplication AFTER students are taught how to multiply using partial-products and lattice method. Traditional methods are taught after these other methods because they do not teach conceptual understanding of the skill, but rather just how to find the answer.)

CCSS- Common Core State Standards

EDM- Everyday Math

Flex Days- These days can be used for extending lessons, reviewing challenging concepts, projects, algorithms, differentiation and/or math games.

Games- EDM Games provide essential practice of skills introduced during whole group lessons. Games are listed for each lesson in which they appear in the TLG. If possible, EDM Games should be used EVERYDAY. They do not have to be done during the math instructional block and can be incorporated into your daily routine (15 minutes at start of day, after recess, end of day, etc).


Lit- Some EDM lessons have Literature Connections. The title and author’s name for these books are found in the Games/Lit column of your pacing guide, as well as in the TLG.

MB- Math Box (Practice problems found in Student Math Journals)

MM- Math Masters

Projects- Found in the back of the TLG, these can be used after various instructional units.

RSA- Recognizing Student Achievement These tasks are found in most EDM lessons. They are indicated in the TLG in a yellow box with a checkmark and/or star. EDM suggests that RSA’s shown with a star be used for a grade. All of the 4th Grade RSA tasks are attached to your pacing guide as a separate document. It is recommended that the RSA be projected for students to copy and answer. Some RSAs will need to be printed (1 sheet per 2 students) due to the nature of the task. Please use your professional discretion.

SMJ- Student Math Journal

SMP- Standard for Mathematical Practice (CCSS Thinking/Reasoning Skills)

SRB- Student Reference Book

TLG- Teacher’s Lesson Guide (Teacher’s Edition)

Vocabulary- EDM vocabulary for each lesson is provided. Vocabulary cards are attached as a hyperlink.

Writing- Some EDM lessons include a writing component, usually asking students to explain how or why they determined their answers to a specific Math Box question. These writing prompts are a way for students to demonstrate their understanding of the concept. Justification of answers (process) is critical to deep understanding. All of the 4th Grade Writing Prompts are attached to your pacing guide as a hyperlink.


4th Grade Content Emphasis by Cluster

Not all content in a given grade is emphasized equally in the standards. Some clusters require greater emphasis than the others based on the depth of the ideas, the time that they take to master, and/or their importance to future mathematics or the demands of college and career readiness. In addition, an intense focus on the most critical material at each grade allows depth in learning, which is carried out through the Standards for Mathematical Practice.

To say that some things have greater emphasis is not to say than anything in the standards can safely be neglected in instruction. Neglecting material will leave gaps in student skill and understanding and may leave students unprepared for the challenges of a later grade. The following table identifies the Major Clusters, Additional Clusters, and Supporting Clusters for 4th Grade.

Key ● Major Clusters o Supporting Clusters ➢ Additional ClustersOperations and Algebraic Thinking

● Use the four operations with whole numbers to solve problems.o Gain familiarity with factors and multiples.➢ Generate and analyze patterns.

Number and Operations in Base Ten● Generalize place value understanding for multi-digit whole numbers.● Use place value understanding and properties of operations to perform multi-digit arithmetic.

Number and Operations- Fractions● Extend understanding of fraction equivalence and ordering.● Build fractions from unit fractions by applying and extending previous understandings of operations on whole numbers.● Understand decimal notation for fractions, and compare decimal fractions.

Measurement and Datao Solve problems involving measurement and conversion of measurements from a larger unit to a smaller unit.o Represent and interpret data➢ Geometric measurement: understand concepts of angle and measure angles.

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


4th Grade Content Note on Measurement

According to student performance on CRTs, measurement is (historically speaking) very challenging for students within OKCPS. Due to the sequence of EDM, measurement will not be adequately addressed before CRTs in April. While it may seem logical to bump up and teach the unit on measurement before CRTs, due to the design of EDM, this is not recommended. It is our suggestion that teachers implement 5-10 minutes of measurement instruction, practice, activities, and/or assessment each day. One resource available for this instruction is the “Ready Common Core- Instruction” book, specifically Unit 5. Additional resources have been attached to this pacing guide for use as well.


4th Grade Math Rubric

4 Exceeds Proficiency (This is “A” quality work)

My work shows that I have a thorough understanding of this math concept.

✓ I solved the problem correctly using an efficient strategy.✓ I have evidence of how I checked my answer.✓ My explanation is clear and organized. I included my work, what I did and why I chose the operation or strategy, and/or used extended strategies to

solve equivalent math concepts.✓ I effectively used math vocabulary that was specific to the task.

3 Meets Proficiency (This is “B” quality work)

My work shows that I have a good understanding of this math concept.

✓ I solved the problem correctly.✓ My explanation is clear. I included my work, what I did and why I chose the operation or strategy. ✓ I used some math vocabulary.

2 Approaching Proficiency (This is “C” quality work)

My work shows some understanding of this math concept.

✓ I solved part of the problem correctly or made some small errors.✓ My explanation is unclear or incomplete.✓ I used little math vocabulary or used math vocabulary incorrectly.

1 Developing Proficiency (This is “D” quality work)

My work shows that I need some help to understand this math concept.

✓ I could not solve the problem or my answer is incorrect.✓ I did not explain how I solved the problem.✓ I did not use math vocabulary.


Math Pacing GuideEveryday Math

4 TH GRADE

Instructional Dates: 8/3- 8/7 Learning Scales I canUnit: 1 Lessons: 1 – 4 R SA Downloadable powerpoints for each lesson other resources and more resources

LessonTitle / Objective

Focus

CCSS and OASStandards Writing Vocabulary

GamesLiteratureMaterialsPASS CCSS

1-1Introduction to the Student ReferenceIntroduces students to the structure of and material covered in their Student Reference Book.Send home Study Link 1.1 Family Letter

SMP3, SMP5,SMP6, SMP7-----------4.NBT.24.2.1.b.i, 4.PS2.1, 4.PS2.4,1.2

n/a n/a Relation –Symbol Top-It(MM p. 6)

Math Curse by John Scieszka

MM 384-387: + & - math triangles and envelopes for storage

1-2Points, Line Segments, Lines, and RaysTo introduce tools for geometry and to review points, lines segments, lines, and rays.

SMP1, SMP2, SMP4,SMP5, SMP6, SMP7-----------4.G.14.3.1, 4.4.2.b, 4.5.1.a, 4.PS2.1,4.PS2.4,

18% Additional pointline segmentendpointlineray

Addition Top-It(SRB p.263, MM p. 506)When a Line Be nds… A Shape Beginsby Rhonda GreeneandGregory and the Magic Line by Dawn Piggot

1-3Angles, Triangles, and QuadranglesTo guide students in the construction of angles, triangles, and quadrangles and in the classification of quadrangles

SMP2, SMP3, SMP5,SMP6, SMP7-----------4.G.1, 4.G.24.3.2,4.3.3, 4.PS3.2,4.PS3.3

18% Additional TLGp. 33 MB # 5b

angleright angletrianglequadrilateralquadranglesquarecontinued...

Subtraction Top-It(SRB p. 263 & 264, MM p. 506)Shape Up! By David Adler

straws (cut in full, half, and three quarter-see TGp29 Advanced Prep), twist ties


rhombusrectangleparallelogramtrapezoidkitevertex

1-4ParallelogramsTo model the classification of quadrangles based on their properties

SMP2,SMP3, SMP4,SMP5, SMP6, SMP7, SMP8-----------4.G.1, 4.G.24.3.1,4.3.2,4.3.3,4PS3.2,4.PS3.3

18% Additional TLGp. 39 MB # 3

parallel lines,perpendicular lines,line, rays, line segments,intersect

MMp14 for lesson

Subtraction Top-it (extended facts version) MMp506 record sheetEMath Deck

Parallelogram Song

Performance Task orProject Based Learning RSA

Assessment


Instructional Dates: 8/10 - 8/18 Learning Scales I canUnit: 1 Lessons: 5-9 Screener-Dates 8/10-8/22 RSA Downloadable powerpoints for each lesson other resources and more resources

LessonTitle/Objective

Focus

CCSS and OAS Standards

OCCT Testing %Writing Vocabulary

MaterialsGames

LitPASS CCSS1-5PolygonsTo provide opportunities to identify properties of polygons and distinguish between convex and nonconvex (concave) polygons; and to explore geometric definitions and classification.

SMP1, SMP2, SMP3,SMP5, SMP6, SMP7, SMP8-----------4.G.24.3.3,4.PS3.2,4.PS3.3

18% Additional side, angle,pentagon,polygon,hexagon,vertices, convex, concave, heptagon, nonagon, octagon, regular polygon, equilateral triangle

The Greedy Triangle by Marilyn Burns

straws and twist ties (see TG41 Advanced Prep)

optional: geoboards and rubberbands to create polygons

Polygon song

1-6Drawing Circles with a CompassTo provide practice using a compass

OCCT Test Prep Supplemental Lesson: Growing Patterns with pictures: Use Study Island-View Lesson then use Interactive Flash Cards or materials of your choice

SMP1, SMP2, SMP5,SMP6, SMP7-----------4.G.1, 4.G.24.3.3,4PS2.1,4PS2.2

18% Additional TG p. 50 MB # 2

compass,circle,center (of a circle),inscribed square

Polygon Pair-Up(SRB p. 258, MM p. 496-497)see TG p47 Advanced PrepEd Emberley’s Picture Pie: A Cut and Paste Drawing Book by Ed Emberley

1-7 SMP1, SMP2, SMP3, 18% Additional TG P.55 circle, radius, Polygon Pair-Up


Circle ConstructionsTo guide students in defining a circle; and to provide opportunities to explore designs with circlesOCCT Test Prep Supplemental Lesson: Associative Property of Multiplication : Use Study Island on Smartboard -View Lesson then use Interactive Flash Cards or materials of your choice.

SMP4, SMP5, SMP6, SMP7-----------4.G.1, 4.G.24.3.3,4.4.1.c,4PS3.3

MB #1 congruent, concentric circle, intersect

(SRB p. 258, MM p. 496-497)compass

concentric circlesKandinskymandalas

1-8Hexagon and Triangle ConstructionsTo guide students in the construction of figures with a compass and straight edge

SMP2, SMP5, SMP6,SMP7-----------4.G.1, 4.G.24.3.3,4PS2.1,4PS2.2,4PS2.4

18% Additional compass

1-9Progress Check 1To assess students’ progress on mathematical content through the end of Unit 1Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking

4.G.1, 4.G.2, 4.NBT.1,4.NBT.4

Performance Task orProject Based Learning

Assessment Student Self AssessmentWritten Assessment Open Response4.G.1- Questions 1-6, 13 4.G.1/4.G.2 – Questions 1 -24.G.2- Questions 1-2, 7-9, 12, 14-16 Assessment Handbook p. 56 (0-4 Rubric)

4.NBT.1/4.NBT.4- Questions 10-11 http://www.bcsc.k12.in.us/Page/38


Instructional Dates: 8/19 - 8/24 Students will make a Place-Value Flip Book tool to use in Lesson 2-4 TG p. 105 MM49 and p. 399-402 (Collect to use again in Lesson 4.1) I canUnit: 2 Lessons: 1-4 RSA Downloadable powerpoints for each lesson other resources and more resources Learning Scales


Focus



MaterialsGames

LitPASS CCSS

2 -1A Visit to Washington D.C.To review examples of the various ways in which numbers are used; and to introduce the World Tour Project

SMP2, SMP4, SMP5,SMP6,-----------4.OA.5, 4.MD.2,4.G.1, 4.G.24.1.1.,4.3.3,4.4.2.b,4.PS3.1,4.PS4.4

14% Supporting TLG p. 87 MB # 5

Polygon Pair-Up(SRB p. 258, MM p. 496 – 497)U.S. MapWorld Book OnlineHow Tall, How Short, How Far Away? by David AdlerMM p38 used for Math Message

2 - 2Many Names for NumbersTo review equivalent names for whole numbers and name-collection boxes.

SMP1, SMP2, SMP3---------4.OA.44.1.3,4.2.2.b.i, 4.PS2.2,4PS2.3,4PS2.4, 4PS4.1

36% Major TLG p. 92 MB #3

equivalent name, name collection box

Name That Number (SRB p. 254, MM p. 489) EM deck

12 Ways to Get 11 by Eve Merriam

2 - 3Place Value and Whole NumbersTo provide practice identifying values of digits in numbers up to one billion; and to provide practice reading and writing numbers to one billion.

SMP2, SMP6, SMP7,SMP8-----------4.NBT.1, 4.NBT.2,4.G.1, 4.G.24.1.1,4.2.1.a.i,4PS2.4,4PS3.1

36% Major TLG p. 98MB # 3

counting numberwhole numberdigitexpanded notation (form)place value

The History of Counting by Denise Schmandt-Besserat MMp46 great activity for place value

2 - 4Place Value with a CalculatorTo provide practice with place-value skills using a calculator routine; and to review reading and writing large numbers.

SMP2, SMP5,SMP8-----------4.NBT.1, 4.NBT.24.1.1,4.2.1.a.i,4PS3.1,4PS3.3

Fishing for Digits(SRB p. 242, MM p. 472)Use Place-Value Flip Book


Performance Task orProject Based Learning RSA http://okcpscurriculumteam.weebly.com/uploads/1/3/1/2/13121092/rsa_grade_4.docx

Assessment

Instructional Dates: 8/25 - 8/31 Learning Scales I canUnit: 2 Lessons: 5-8 RSA Downloadable powerpoints for each lesson other resources and more resources


Focus



GamesLit

MaterialsPASS CCSS2-5Organizing and Displaying DataTo provide practice organizing and displaying data with a tally chart and determining the maximum, minimum, range, and mode of a set of data

SMP1, SMP2,SMP4, SMP6,SMP7, SMP84.5.1.a,4.5.1.b,4.5.3, 4PS4.2,4PS4.3

14% n/a TLG p. 110 MB #4

guessestimatetally chartlandmarkmaximumminimumrangemode

Addition Top-it {Extended Facts Version}(SRB p. 263, MM p. 506)Advanced Prep: TG 106: half ounce box of raisins for each students

2-6The MedianTo review how to display a set of data with a line plot; and to review how to find the median of a set of data

TG 118: Use “Find the Median Number” MMp55 as a Math Game with EM deck.

SMP2, SMP4, SMP7,SMP8-----------4.5.1.a,4.5.1.b,4.5.3, 4PS4.2,4PS4.3,4PS5.2

14% n/a TLG p. 117 MB #2

line plotmedian

Subtraction Top-It {Extended-Facts Version}(SRB p. 263, MM p. 506)small sticky-notes used for constructing a line plot

2-7 SMP1, SMP2, 36% Major TLG p. 123 MB partial-sums High-Number Toss


Addition of Multi-digit NumbersTo review the partial-sums algorithm used to solve multi-digit addition problems; and to introduce a column-addition method similar to the traditional addition algorithm.Plan to spend two days on this lesson.

EM Algorithms algorithm video tutorialsWhy teach these algorithms?

SMP3,SMP5, SMP6, SMP7, SMP8-----------4.OA.3, 4.NBT.44.2.1.a.i, 4.2.1.b.i, 4PS1.4,4PS2.1, 4PS2.3,4PS2.4

#4 methodcolumn-addition methodballpark estimate

(SRF p. 252, MM p. 487)one six-sided die per partnershipbase-10 blocks *(Open in Internet Explorer)TutorialMMp405

2-8Displaying Data with GraphsTo provide practice measuring length to the nearest half-centimeter; and to guide the construction and use of graphs for a set of collected data

SMP1, SMP2, SMP4,SMP5, SMP6, SMP7-----------4.MD.4, 4.G.24.4.1.c,4.5.1.a,4.5.1.b,4.5.3,4PS1.2,4PS4.2,4PS4.3

14% Supporting TLG p. 130 MB #1

bar graph sticky notes for head sizes bar graphtape measure for each partnership

compass


RSA andAlgorithm Project 1: U.S. Traditional Addition, TLG p. A1- A4

AssessmentInstructional Dates: 9/1 - 9/3 Learning Scales I canUnit: 2 Lessons: 9-10 RSA Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS2-9Subtraction of Multi-digit NumbersTo review the trade-first and counting-up methods, and to introduce the partial-differences method of solving multi-digit subtraction problems; and to

SMP1, SMP2, SMP3,SMP5, SMP6, SMP7, SMP8-----------4.OA.3, 4.NBT.4

36% Major TLG p. 136 MB #6B &#6E

trade-first methodpartial-differences method

Subtraction Target PracticecalculatorEM deck(SRB p. 262,


provide practice estimating differences for multi-digit subtraction problems.Plan to spend two days on this lesson.EM Algorithms algorithm video tutorialsWhy teach these algorithms?

4.2.1.a.i,4.2.1.b.i, 4.4.2.b,4PS1.4,4PS2.1,4PS2.3,4PS2.4

MM p. 504base-10 blocks *(Open in Internet Explorer)Tutorial

Flex Day

2-10Progress Check 2To assess students’ progress on mathematical content through the end of Unit 2Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking

4.NBT.44.G.14.G.24.OA. 3*MD *OA


RSA andAlgorithm Project 3: U.S. Traditional Subtraction, TLG p. A10-14

Assessment

Student Self-Assessment

Written Assessment http://www.bcsc.k12.in.us/Page/384.NBT.4- Questions 1-6, 194.G.1- Question 74.G.2- Question 84.OA.3- Question 20*MD- Questions 9-15, 17-18 ***Questions 9-18 are Not Aligned with a specific 4 th Grade CCSS****OA- Question 16Open Response*MD ***Open Response Question is Not Aligned with a specific 4 th Grade CCSS***Assessment Handbook p. 64 (0 -4 Rubric)



LessonTitle/Objective CCSS and OAS

Standards OCCT Testing %

Writing VocabularyMaterials

GamesLitPASS CCSS

3-1“What’s My Rule?”To Review “What’s My Rule?” problems

SMP3, SMP5, SMP6, SMP7, SMP8-----------4.OA.54.1.1,4.2.2.b.i,4.PS.2.1,4.PS2.2,4PS.2.3,4PS3.1,4PS50.2

14% Additional TLGp. 161 MB #2

function machineinputoutputrule“What’s My Rule?”

calculator

3-2Multiplication FactsTo review strategies for solving multiplication facts; to help students maintain automaticity with multiplication facts; and to introduce prime and composite numbers.

SMP1, SMP2, SMP5, SMP6, SMP7, SMP8-----------4.OA.1, 4.OA.44.1.1,4.2.2.b.i,4PS3.1,4PS5.1,4PS5.2

36% Major factorsproductsfactor pairmultiplesmultiplication factssquare numbersturn-around factsprime numbercomposite number

Name That Number(SRB p. 254, MM p. 489)plastic bags for triangle storage2 paper clips per child

My Full Moon is Square by Elinor PinczesandSea Squares by Joy Hulmemultiplication triangles tests

3-3Multiplication Facts PracticeTo introduce the 50 facts test; and to provide practice with multiplication facts.

SMP1, SMP2, SMP4, SMP5, SMP6, SMP7-----------4.OA.1, 4.OA.4,

36% Major TLGp. 173MB #4A – 4D

Percent Playing Baseball Multiplication(SRB p. 231, MM p. 460)50-facts test MM410-413colored pencils


4.OA.54.1.1,4.2.2.b.i, 4PS2.3,4PS3.1,4PS5.1,4PS5.2

MM77,79

3-4More Multiplication Facts PracticeTo give a 50-facts test and record the results; and to provide practice with multiplication facts.

SMP1, SMP2, SMP4, SMP6-----------4.OA.1, 4.OA.4 (SL)4.1.1,4.2.2b.i,4.5.1.b,4.5.3,4PS3.1,4PS5.1,4PS5.2

36% Major TLGp. 178MB #3C

Math Message MM81Finding the Mean: Concrete Model MM83 (use books or centimeter cubes)


Assessment




Focus


OCCT Testing % Writing Vocabulary

MaterialsGames

LitPASS CCSS3.5Multiplication and DivisionTo guide exploration of the relationship between multiplication and division; and to provide practice with division facts

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7-----------4.OA.1, 4.NBT.5, 4.NBT.64.1.3,4.2.2.b.i,4PS2.4,4PS4.2,4PS4.3

36% Major dividenddivisorquotientremainderfact family

Beat the Calculator(SRB p. 233, MM p. 461)1 calculator per groupDivision Arrays(SRB 240, MM 470)

Safari Park by Stuart Murphy

3.6World Tour: Flying to AfricaTo provide practice interpreting data through the World Tour ProjectOCCT Test Prep LessonSolving Elapsed-Time ProblemsMJ p63A-63B TG190Z MethodT Chart MethodNumber Line Method

SMP1, SMP2, SMP3, SMP4, SMP6-----------4.MD.2, 4.NBT.4, 4.NBT.54.2.1.b.i,4.2.2.b.i,4.5.1.a,4PS2.3,4PS,2.4,4PS3.2,4PS3.3


Multiplication Top It(SRB p. 264, MM p. 506)World Mapatlas and almanacsWorld Book Online

Nine O’Clock Lullaby by Marilyn SingerandCount Your Way Through the Arab World by Jim HaskinsSeega SRB 309, MM 503

3.7Finding Air DistancesTo provide practice measuring length and using a map scale.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7-----------4.MD.2, 4.G.1, 4.G.2


Polygon Pair-Up(SRB p. 258, MM 496-497)Advanced Prep: obtain as many globes as possible


4.3.3,4.4.1.c,4PS1.2,4PS4.4

tape measures per groupWorld Map

3.8A Guide for Solving Number StoriesTo introduce a simplified approach to solving number stories; and to provide practice solving number stories.

SMP1, SMP2, SMP3, SMP4, SMP6-----------4.OA.3, 4.NBT.2, 4.NBT.4, 4.MD.24.2.1.b.i,4.4.2.a,4PS1.1,4PS1.3,4PS1.4,4PS1.5


High-Number Toss(SRB p. 252, MM p. 487)diceAdvanced Prep: SRB 175MM 93 Writing Number Stories


Assessment http://www.bcsc.k12.in.us/Page/38


Instructional Dates: 9/21 - 9/30 Learning Scales I canUnit: 3 Lessons: 9-12 Benchmark 1 - Dates 9/21-10/2 RSA Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS3-9True or False Number SentencesTo review the meanings of number sentences; and to provide practice determining whether number sentences are true or false.

SMP2, SMP3, SMP6-----------4.NBT.24.2.1.b.i,4.2.2.b.i,4PS2.1,4PS.24

14% Major number sentencetrue number sentencefalse number sentence

MM 95 reviewing greater than and less than symbols50-Facts test, colored pencil, line graph to record scores

3-10Parentheses in Number SentencesTo review the use of parentheses in number sentences

SMP1, SMP2, SMP3,SMP6, SMP84.1.3,4.2.1.b.i,4.3.2, 4PS2.1, 4PS2.3,4PS2.4

14% n/a TLG p. 212MB #3

parentheses

nested parentheses (MJ 71 Try This)

Name That Number(SRB p. 254, MM p. 489)

3-11Open SentencesTo introduce vocabulary and notation for open sentences; and to provide practice solving open sentencesBroken Calculator Game

SMP1, SMP2, SMP3,SMP5, SMP6-----------4.OA.1, 4.OA.3, 4.MD.24.1.2,4.3.2,4PS3.2,4PS3.3

14% Major TLG p. 218 MB #1B

variableopen sentencesolvesolutionGuess & Check Strategy

calculator

3-12Progress Check 3To assess students’ progress on mathematical content through the end of Unit 3Student Self Assessment: students reflect on their

4.OA.14.OA.34.OA.44.OA.54.NBT.2


learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking

4.NBT.4*OA*MD


Assessment

Student Self- Assessment

Written Assessment http://www.bcsc.k12.in.us/Page/384.OA.1- Questions 1-34.NBT.2- Questions 4-74.NBT.4- Questions 19-204.OA.5- Question 214.OA.4- Questions 22, 314.OA.3- Questions 23-28*OA- Questions 8-17 ***Questions 9-18 are Not Aligned with a specific 4 th Grade CCSS****MD- Question 18Open Response*OA ***Open Response Question is Not Aligned with a specific 4 th Grade CCSS***Assessment Handbook p. 72 (0 -4 Rubric)


Instructional Dates: 10/1 - 10/6 Learning Scales I canUnit: 4 Lessons: 1-4 Benchmark 1 - Dates 9/21-10/2 RSA Downloadable powerpoints for each lesson other resources **Must Do Activity


Focus



MaterialsGames

LitPASS CCSS4-1Decimal Place ValueTo extend the base-ten place-value system to decimals.

SMP2, SMP5, SMP6,SMP7, SMP8-----------4.NBT.1,4.G.1, 4.G.2 4.1.1,4.2.1. a.i,4.2.1.a.ii,4.2.1 .b.ii, 4PS3.1,4PS5.2

36% Major Polygon Pair-Up(SRB p. 258, MM p. 496 – 497)calculatorMM107Using Money to Explore Decimals MM109, 428money manipulativesUse Place Value flip book from 2.4 and adapt to decimals.

4-2Review of Basic Decimal ConceptsTo review basic concepts and notation for decimals through hundredths

**Adjusting the Activity, TG p. 247

SMP1, SMP2, SMP5,SMP6-----------4.NF.64.2.1.a.ii,4.2.1.b.iii, 4PS2.3,4PS4.1,4PS4.2,4PS4.3

36% Major TLG p. 248 MB #4D

ONEwholeunittenthhundredth

Baseball Multiplication(SRB p. 231, MM p. 460)base ten blocksflat, long, cube labels MM426**Playing Base-10 ExchangeTG 249, MM458

4-3Comparing and Ordering DecimalsTo guide students as they compare and order decimals in tenths and hundredths.

SMP2, SMP3, SMP5,SMP6-----------4.NF.7

36% Major TLG p. 252MB #4

decimal Product Pile Up(SRB p. 259)Coin Top It MM467 and 506Everything Kids’ Joke


Decimals All Around Museum TG254 4.2.1.a.ii,4.2.1.b.i, 4.2.1.b.ii,4PS2.1,4PS2.3,4PS2.3,4PS2.4, 4PS4.1,4PS5.1,4PS5.2

Book: Side-Splitting, Rib Tickling Fun by Michael DahlandKids’ Funniest Jokes by Sheila Anne Barry

4-4Estimating with DecimalsTo explain why decimals are useful; and to guide estimation of sums and differences of decimals.

SMP1, SMP2, SMP3,SMP4, SMP5, SMP6-----------4.NF.7, 4.MD.24.2.1.a.ii,4.2.1.b.i,4.2.1.b.iii, 4PS2.4, 4PS4.4

36% Major trip meterspeedometer

Number Top-It Decimals(SRB p. 256, MM p. 490)EM Deck


Assessment

Instructional Dates: 10/7 - 10/26 (Includes Fall Break) Learning Scales I canUnit: 4 Lessons: 5-8 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPAS

S CCSS

4-5Decimal Addition and SubtractionTo extend methods for whole-number addition and subtraction to decimals.For Part 1 Algorithm Practice use pgs A5 and A15 in students’ Math Journal.Analyze Circle Graphs TG263algorithm video tutorials

SMP1, SMP2, SMP3,SMP5, SMP6, SMP7-----------4.OA.2, 4.MD.24.2.1.a.ii, 4.2.1.b.ii,4.2.1.b.iii,4.4.3,4PS4.2,4PS5.1,4PS5.2

36% Supporting TLG p. 264 MB #4E

base ten blocksquarters, nickles, dimes, penniesMM118 for Math Message


Why teach these algorithms?4-6Decimals in MoneyTo provide practice adding and subtracting decimals to compute balances in a savings account.

SMP1, SMP2, SMP3,SMP4, SMP5, SMP6-----------4.MD.1, 4.MD.24.2.1.a.ii,4.2.1.b.iii, 4.4.3, 4PS2.1,4PS2.3,4PS.4.1, 4PS4.4

18% Supporting TLG p. 269 MB # 3

depositwithdrawalbalanceinterest

Name That Number (SRB p. 254, MM p. 489)Base ten blocks

4-7ThousandthsTo extend basic concepts and notation for decimals through thousandths.

SMP1, SMP2, SMP4,SMP6-----------4.NBT.1,4.NF.6, 4.NF.74.2.1.a.ii, 4.2.1.b.i,4.2.1.b.iii, 4PS2.1,4PS2.3, 4PS2.4,4PS4.1, 4PS5.1

36% n/a thousandths Count Your Way Through Africa by Jim HaskinsBase Ten blockslabels for : Big Cube, flat, long, cubeMM125 modeling with base 10 blocksBase-10 ExchangeMM459, TG276

4-8Metric Units of LengthTo review the relationships among metric units of length; and to guide students as they work with metric measurements

also include grams (weight) and liters (capacity)

SMP2, SMP4, SMP5,SMP6-----------4.NBT.1, 4.MD.14.1.1, 4.4.1.b,4.4.1.c,4PS2.4, 4PS3.1

18% Supporting TLG p. 281 MB #6A

centimeter (cm) meter (m) millimeter (mm) decimeter (dm)

Fishing for Digits (SRB p. 242, MM p. 472)meterstick, tape measure, cm ruler,objects to measureInchworm and a Half by Elinor Pinczes andMillions to Measure by David Schwartz


RSA andAlgorithm Project 2: US Traditional Addition (Decimals), TLG p. A5 – A9


Assessment


Instructional Dates: 10/27 - 10/30 Learning Scales I canUnit: 4 Lessons: 9-11 Downloadable powerpoints for each lesson other resources


Focus



MaterialsGames

LitPASS CCSS4-9Personal References for Metric LengthTo assist students as they establish personal references for metric units of length

also include grams (weight) and liters (capacity)

SMP2, SMP3, SMP4,SMP5, SMP6-----------4.NF.7, 4.MD.14.4.1.a, 4.4.1.b, 4.4.1.c, 4PS2.1, 4PS5.1, 4PS5.2

18% Supporting TLG p.287 MB#2

personal measurement reference

Number Top-It {Decimals}(SRB p.256, MM p. 491 & 506)tape measure, ruler, meter stickMM132 Matching Metric UnitsMeasurement Scavenger Hunt TG 288

4-10Measuring In MillimetersTo guide students as they measure lengths to the nearest millimeter; and to provide practice converting measurements between millimeters and centimeters

SMP1, SMP4, SMP5,SMP6-----------4.MD.14.2.1.a.ii, 4.4.1.b, 4.4.1.c, 4PS2.4, 4PS5.2

18% n/a If you Hopped Like a Frog by David M. Schwartzcentimeter ruler, highlighter50-Facts Test

Flex Day

4-11Progress Check 4To assess students’ progress on mathematical concepts through the end of Unit 4Student Self Assessment: students reflect on


their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking


RSA andAlgorithm Project 4: US Traditional Subtractions (Decimals), TLG p. A15 – A20

Assessment

Student Self AssessmentWritten Assessment4.NF.7- Questions 1-7, 4.MD.2*- Questions 3-4, 13-18, 4.OA.4- Questions 11-12, 4.OA.3- Questions 19-224.NF.6- Questions 23-244.MD.2- Question 284.NF.6 & 7- Question 29*MD- Questions 8-10, 26-27 ***Questions 8-10, 25-27 are Not Aligned with a specific 4 th Grade CCSS****NF- Questions 25Open Response4.MD.2- Questions 1-2Assessment Handbook p. 80 (0 -4 Rubric)


Instructional Dates: 11/2 - 11/6 Learning Scales I canUnit: 5 Lessons: 1-4 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS5-1Extended Multiplication FactsTo extend basic multiplication facts to products of ones and tens and products of tens and tens.

Find personal references for customary units of length, weight, and capacity.

SMP1, MP2, SMP3, MP4, SMP5, MP6, SMP7, SMP8-----------4.OA.1, 4.OA.2, 4.NBT.14.1.1,4.2.2.a,4.2.2.b.i, 4PS4.2, 4PS4.3

36% Major TLG p.318 MB #2a

extended multiplication facts

Beat the Calculator(SRB p.233, MM p.461)

Moira’s Birthday by Robert Munsch andTen Times Better by Richard Michelsoncalculatorbase ten blockstape measures, rulers, yard sticks

5-2Multiplication WrestlingTo provide practice with extended multiplication facts; to introduce the basic principles of multiplication with multi-digit numbers.EM Algorithmsalgorithm video tutorialsWhy teach these algorithms?

SMP1, MP2, SMP3, MP4, SMP6, MP7, SMP8-----------4.NBT.2, 4.NBT.54.MD.24.2.2.a, 4.2.2..b.i, 4PS4.2, 4PS4.3

36% Additional Multiplication Wrestling(SRB p.253, MM p.488)index cards for Adjusting the Activity on TG322Students will circulate the room “wrestling” each other with their two digit number using their index cards and MMp488

5-3Estimating SumsTo provide practice deciding whether estimation is appropriate in a given situation; and to provide practice

SMP1, MP3, SMP4, MP5, SMP6-----------4.OA.3, 4.NBT.3, 4.MD.2

36% Major TLG p.329 MB#5

estimationround

Product Pile-Up(SRB p.259)MMp143 for Math MessageExtra Practice with


estimating sums.Solving Elapsed-Time Problems (TG330)

4.2.2..b.i, 4.4.1.a,4.4.2.a.,4PS1.4,4PS2.1,4PS2.2

Rounding MM145

5-4Estimating ProductsTo provide practice estimating whether a product is in the tens, hundreds, thousands, or more.

SMP1,SMP3,SMP4, MP5, SMP6, SMP8-----------4.NBT.3, 4.NBT.5,4.MD.24.2.2.a, 4PS1.3,4PS1.4, 4PS1.5

36% Major TLG p.335 MB# 5

rough estimatemagnitude estimate

Multiplication Wrestling (SRB p.253, MM p.488)calculatorMM 147 for Math MessageA Curved Number Line MM149 (practice with rounding) TG


RSA

Assessment http://www.bcsc.k12.in.us/Page/38


Instructional Dates: 11/9 - 11/13 Learning Scales I canUnit: 5 Lesson 5 - 8 Downloadable powerpoints for each lesson other resources


Focus



GamesLit

MaterialsPASS CCSS5-5

Partial- Products Multiplication(Part 1)

To review and provide practice with the partial products algorithm for 1-digit multipliers.EM Algorithms algorithm video tutorials

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6,SMP8-----------4.NBT.54.2.1.a.i, 4.2.2.a, 4.4.1.a, 4PS2.1, 4PS2.2, 4PS5.2


Partial- products methodPartial product

tape measure, rulers, yardsticksMM 432-433 for concrete model of partial-productsbase ten blocks

5-6Partial- Products Multiplication(Part 2)

To introduce and provide practice with the partial products algorithm for 2-digit multipliers.EM Algorithms algorithm video tutorials

SMP1, SMP2, SMP4, SMP5, SMP6, SMP7, SMP8-----------4.NBT.54.2.1.a.i, 4.2.2.a, 4PS2.1, 4PS2.2, 4PS4.3, 4PS4.4

36% Major TLG p.346 MB# 4a

Name That Number(SRB p.254, MM p.489)MM 403 or 431 for Math MessageMM 432-433 for concrete model of partial productsbase ten blocksExit Slip TlG346

5-7Lattice Multiplication

To review and provide practice with the lattice method for Multiplication.EM Algorithms

SMP2, SMP5, SMP6, SMP7, SMP8-----------4.NBT.5, 4.MD.2

4.2.2.a, 4.2.2.b.i,


LatticeLattice method for multiplication

Multiplication Top-It(SRB p.264, MM p.506)dictionary (optional)index cards (optional) TLG 352TLG 354:Creating Visuals for Multiplication


4PS5.1, 4PS5.2 Algorithms5-8

Big NumbersTo provide practice reading, writing, andcomparing large numbers using patterns in the base-ten place-value system.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7----------- 4.OA.3, 4.NBT.1, 4.NBT.24.2.1.a.i, 4.2.1.a.ii, 4.2.1.b.i, 4PS5.1, 4PS5.2


MillionBillion

Play High Number Toss MM 487 SRB 252How Much Is A Million?TLG 360 and MM165 andOn Beyond a Million: An Amazing Math Journey By David SchwartzAdvance Preparation TLG 355 Make a Place Value Chartream of paper, 1 empty carton used to pack 10 reams of paperMM162


Assessment


Instructional Dates: 11/16 - 11/24 Learning Scales I canUnit: 5 Lessons: 9-12 Benchmark 2 - Dates 11/23-12/11 Downloadable powerpoints for each lesson other resources


Focus


OCCT Testing %


GamesLitPAS

S CCSS

5-9Powers of 10To introduce exponential notation for powers of10 as a way of naming the values of places in our base-ten system.

SMP2, SMP3, SMP4, SMP6, SMP7, SMP8-----------4.NBT.2, 4.G.1, 4.G.24.1.1, 4.2.1.a.i, 4.3.1, 4.3.2, 4PS2.4, 4PS3.1

36% Major TLG p. 365 MB # 3

Scientific notation (base 10 numerals)Powers of 10,exponentstrillion, quadrillion, quintillion, sextillion

Polygon Pair Up(SRB p. 258, MM p. 496 – 497)Place-Value Chart like on SJ 130/MM166calculator

5-10Rounding and ReportingLarge Numbers

To discuss sensible ways of reporting a countwhen a large number of items has been counted;and to practice rounding numbers

SMP1, SMP3, SMP4, SMP5, SMP6-----------4.NBT.34.2.1.a.i, 4.2.2.b.i, 4PS2.1, 4PS2.2, 4PS2.4

36% Major Rounding (to a certain place)

50-facts testTLG 371 MM 170 Number Lines

5-11Comparing Data

To guide students as they look up and comparenumerical data, including geographicalmeasurements.

SMP2, SMP3, SMP4, SMP5, SMP6-----------4.OA.34.2.1.a.i, 4.2.1.b.i, 4.3.1, 4PS2.3,

14% n/a Number Top-It SRB 255, MM492, 493, 506High-Number TossSRB 252, MM487World Tour to Budapest,


4PS4.1, 4PS5.1 Hungary

5-12Checking Progress 5To assess students’ progress on mathematicalcontent through the end of Unit 5.Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking


RSA andProject 7: Numbers- Mayan Style, TLG p. 490 - 493

Assessment

Student Self AssessmentWritten Assessment4.OA.3 & 4.NBT.4- Questions 1-2, 4.NBT.5- Questions 3-6, 4.MD.2*- Questions 7-11, 4.OA.5- Questions 13-15, 4.OA.3 & 4.NBT.3 & 5- Questions 16-17, 4.NBT.5 & 4.OA.3- Questions 18-20, 4.MD.2- Question 21*MD- Question 12 Open Response 4.OA.3 Assessment Handbook p. 88 (0 -4 Rubric)

Instructional Dates: 11/30 - 12/1 Screener-Dates 11/30-12/11 Learning ScalesUnit: 6 Lessons: 1 - 2 Benchmark 2 - Dates 11/23-12/11 Downloadable powerpoints for each lesson other resources and more resources


Focus



GamesLit

MaterialsPASS CCSS6-1Multiplication and DivisionNumber Stories

To provide practice solving multiplication anddivision number stories by using diagrams toorganize information.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6-----------4.OA.24.1.2, 4.2.2.b.i, 4.2.2.b.ii, 4PS1.5, 4PS5.1,4PS5.2

36% Major TLG p. 404 MB # 2TLG p. 405Writing Multiplication/Division Number Stories

Multiplication / divisiondiagram

Division Arrays, SRB 240, MM470Adjusting the Activity, TLG 402, need a Multiplication/Division Facts table for each student - in front of Journal

6-2Strategies for Division

SMP1, SMP2, SMP3, SMP4,

36% Major Equal-groups notation

High Number Toss (SRB p. 252, MM p.


To guide the exploration of a variety of strategies to solve equal-grouping division number stories.

SMP5, SMP6, SMP7, SMP8-----------4.NBT.64.1.2, 4.2.1.b.ii, 4.2.2.b.i, 4.2.2.b. ii, 4.2.2.b.iii, 4PS1.1, 4PS1.3

Quotientremainder

487) -1 six-sided die per partnershipBase 10 BlocksMultiplication/Division Facts tableBuzz and Bizz-Buzz, SRB 234


Assessment


Instructional Dates: 12/2 - 12/8 Learning Scales I canUnit: 6 Lessons: 3-6 Benchmark 2 - Dates 11/23-12/11 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS6-3The Partial- QuotientsDivision Algorithm, Part 1

To introduce and provide practice with a “low stress” division algorithm for 1-digit divisors.EM Algorithmsalgorithm video tutorials

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7, SMP8-----------4.NBT.64.1.2, 4.2.2.b.i, 4.2.2.b.ii, 4.2.2.b.iii, 4PS1.5, 4PS2.1, 4PS2.4

36% Major TLGp. 417MB # 4A

dividenddivisorpartial quotient

Beat the Calculator, SRB 233, MM 461Division DashSRB p.241, MM p. 471Adjusting the Activity, TLG 414, MM438

6-4Expressing and Interpreting Remainders

To introduce the expression of remainders as fractions or decimals; and to provide practice interpreting remainders in division problems.

SMP1, SMP2, SMP3, SMP4, SMP6-----------4.OA.3, 4.NBT.64.2..1.b.ii, 4.2.2.b.i, 4.2.2.b.iii, 4PS2.3, 4PS4.2, 4PS4.3

36% Major mixed number Division Dash(SRB p.241, MM p. 471)

A Remainder of Oneby Elinor Pinczes13 sticks of gum5 minute Math

6-5Rotations and Angles

To review rotations; and to guide students

SMP1, SMP2, SMP3,SMP4, SMP5,

18% Additional

degreeright anglerotation

Drinking strawsdemonstration clockSolving Elapsed Time,


as they make and use a full-circle protractor.Solving Elapsed-Time Problems

SMP6,-----------4.MD.5a,4.MD.5b4.3.2,4.3.4,4.4.2.a, 4PS5.1, 4PS5.2

turnclockwise

TLG 429, demonstration clock, calculators, or time linesRobot, TLG430

6-6Using a Full-Circle Protractor

To provide practice using a full-circle protractor to measure and draw angles less than 360.

SMP2, SMP3, SMP5,SMP6-----------4.MD.64.2.2.b.i, 4.3..2, 4.3.4, 4PS5.1, 4PS5.2

18% Additional

TLGp. 435MB # 2

anglesides (of an angle)vertex (of an angle)rotationfull-circle protractor

Division Dash(SRB p. 241, MM p. 471)Advance Prep: Make copies of MM439Drinking straw for demonstration purposesAngle Tangle, SRB230 MM457


AssessmentInstructional Dates: 12/9 - 12/15 Learning ScalesUnit: 6 Lessons: 7-11 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS6-7The Half-Circle Protractor

To guide students as they classify angles as acute, right, obtuse, straight, and reflex; and to provide practice using a half-circle protractor to measure and draw angles.

SMP2, SMP3, SMP4,SMP5, SMP6----------4.MD.64.3.2, 4.3.4, 4PS2.3, 4PW5.2

18% Additional TLGp. 441MB # 6

acute angleobtuse anglereflex anglestraight anglehalf-circle protractorbase-line

Sir Cumference and the Great Knight of Anglelandby Cindy NeuschwanderHalf-circle protractorWorld Tour Option: Europe TLG441rope for angle activity


TLG 441

6-8Rectangular Coordinate Grids for Maps

To guide students in the use of letter-number pairs and ordered pairs of numbers to locate points on a grid; and to provide practice using a map scale.

SMP1, SMP2, SMP4,SMP5, SMP6-----------4.MD.5a, 4.MD.5b, 4.MD.6, 4.MD.74.1.2, 4.2.1.b. ii, 4.2.2.b.i, 4.4.1.a, 4.4.1.b, 4PS4.4, 4PS5.2

18% n/a TLGp. 447MB # 2

index of locationsletter number pairordered number pairmap scale

Angle Tangle(SRB p. 230, MM p. 457)road atlas (optional)protractorGrid Search SRB 250-251 MM486

6-9Global Coordinate Grid System

To introduce latitude and longitude; to provide practice finding the latitude and longitude of places on a globe and a map; and to identify places given the latitude and longitude.

SMP1, SMP4, SMP64.2.1.a.ii, 4.3.1, 4.4.2.a, 4PS4.4, 4PS5.2

18% n/a sphereLatitude (lines)Longitude (lines)North PoleSouth PoleAxisequatorPrime MeridianHemisphereparallelsmeridian bar

Over & Up Squares(SRB p. 257, MM p. 494)

globeSea Clocks: The Story of Longitudeby Louise Borden

6-10The Partial- QuotientsDivision Algorithm, Part 2

To provide practice with a “low-stress” division algorithm for 2-digit divisors.EM Algorithms

SMP1, SMP2, SMP4, SMP5, SMP6, SMP7, SMP8-----------4.OA.3, 4.NBT.64.1.2, 42.2.b.i, 4.2.2.b.ii, 42.2.b.iii,

36% Major TLG p. 459, MB 1

base ten blocksMM438 Easy Multiplies50-Facts testDivision Dash SRB 241, MM471


4PS5.1, 4PS5.2Performance Task or

Project Based LearningRSA andAlgorithm Project 7: US Traditional Long Division- Part 1, TLG p. A 31 – A36

Assessment


Learning Scales I canUnit: 6 Lesson: 11 Downloadable powerpoints for each lesson other resources


Focus

CCSS and OAS

Standards


MaterialsGames

LitPASS CCSS

6-11Progress Check 6

To assess students’ progress on mathematicalcontent through the end of Unit 6.Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking


Project 1: Making a Cutaway Globe, TLG p. 466 – 469Project 2: Using a Magnetic Compass, TLG p. 470 - 473

Assessment

Student Self AssessmentWritten Assessment4.OA.3 & 4.NBT.6- Questions 1-4, 54.G.1- Questions 6-74.NBT.3- Question 104.MD.6- Questions 11-134.NBT.6- Questions 14-15*MD- Question 8 ***Questions 8-9 are Not Aligned with a specific 4 th Grade CCSS****OA- Question 9Open Response4.OA.3Assessment Handbook p. 96 (0 -4 Rubric)


Instructional Dates:: 1/04 - 1/08 Learning ScalesUnit 7 Lesson 1- 4 Downloadable powerpoints for each lesson other resources and more resources


Focus

CCSS and OAS

Standards


MaterialsGames

LitPASS CCSS7-1Review of Basic Fraction Concepts

To review fractions as parts of a whole (ONE), fractions on number lines, and uses of fractions.

SMP2, SMP3, SMP4, SMP5, SMP6-----------4.NF.3b4.2.1.b.ii, 4.2.1.b.iii, 4.3.3, 4PS4.1, 4PS5.1


Whole (or ONE or unit)Mixed numberDenominatorNumeratorWhole box

Product Pile-Up (SRB p. 259)Pattern Blockscalculator

7-2Fractions of Sets

To provide practice finding fractional parts of sets.

SMP2, SMP3, SMP4, SMP5, SMP6-----------4.NF.4c4.2.1.b.iii, 4.2.2.b.i, 4.4.1.d, 4PS4.1, 4PS4.2,4PS5.1


20 pennies or counters for Math Message

World Tour to Brasilia, Brazil.

7-3Probabilities When Outcomes


14% n/a Equally likelyOutcomeEvent

Fraction Of (SRB p. 344-345, MM p. 477- 480)


Are Equally LikelyTo review basic vocabulary and concepts of probability; and to introduce finding probabilities for events when all the possible outcomes are equally likely.

SMP8-----------4.NF.4c4.2.1.b.iii, 45.1.b, 4.5.2, 4PS2.1, 4PS3.3

ProbabilityFavorable outcome

regular deck of cards per partnershipMM210/211large grocery bag

7-4Pattern- Block Fractions

To guide students as they find fractional parts of polygonal regions.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6-----------4.NF.3a, 4.NF.3b,4.MD.24.2.1.b.iii, 4.3.3, 4PS5.1, 4PS5.2

36% Major TLG p. 590MB # 3B

each partnership needs: 2 yellow, 4 red, 4 blue, and 6 greenpattern blocks


Assessment


Instructional Dates: 1/ - 1/15 Learning ScalesUnit: 7 Lessons: 5-8 Downloadable powerpoints for each lesson other resources and more resources


Focus


OCCT Testing %

Writing Vocabulary MaterialsGames

LitPASS CCSS

7-5Fraction Addition and Subtraction

To guide students in the use of pattern blocks to add and subtract fractions and mixed numbers.

SMP1, SMP2, SMP5, SMP6-----------4.NF.3a,4.NF.3b, 4.NF.3c,4.NF.3d4.2.1.b.iii, 4.3.3,4PS5.1,4PS5.2

36% Major Angle Tangle(SRB p. 230, MMp. 457)Full House : an Invitation to Fractions by Dayle Ann DoddsGator Pie by Louise Matthewspattern blocks, calculator

7-6Many Names for Fractions

To provide practice identifying equivalent fractions.

SMP2, SMP5, SMP6, SMP7-----------4.NF.1, 4.NF.2,4.NF.3a, 4.NF.3c,4.NF.3d4.1.1, 4.2.1.b.iii,4.4.1.a, 4PS2.4,4PS5.1

36% Major Grab Bag(SRB p. 249, MM p. 483 – 485)Advance Prep TLG 598 cut out fraction cards from MJpattern blocks for MJ 200A

7-7Equivalent Fractions

To guide the development and use of a rule for generating equivalent fractions.

SMP2, SMP3, SMP5, SMP6, SMP7, SMP8-----------4.NF.1, 4.NF.2,4.NF.3a, 4.NF.3c,

36% Major TLGp. 606MB # 1

Equivalent fractionsEquivalent fractions rule

Fraction Match SRB 243, MM389, 473-476calculatorpattern blocks


4.NF.3d4.1.1, 4.2.b,iii, 4PS5.2,4PS5.2

Fraction Name-collection boxes MM223

7-8Fractions and Decimals

To provide experience renaming fractions as decimals and decimals as fractions; and to develop an understanding of the relationship between fractions and division.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6-----------4.NF.1, 4.NF.5, 4.NF.64.2.1.a.ii, 4.2.1.b.iii, 4PS2.3, 4PS4.1, 4PS4.3

36% Major TLGp. 613 MB # 2

base ten blockscalculator MM426fraction, decimal, and percent grids MM22750 facts test


Assessment

Instructional Dates: 1/19 - 1/22Unit: 7 Lessons: 9-12 Downloadable powerpoints for each lesson other resources and more resources


Focus


OCCT Testing % Writing Vocabulary Materials

GamesLitPASS CCSS

7-9Comparing Fractions

To provide practice ordering sets of fractions

SMP2, SMP3, SMP4, SMP6-----------4.NF.1, 4.NF.2,4.NF.5*4.2.1.b.ii, 4.2.1.b.iii, 4PS2.4, 4PS5.2


Over & Up Squares (SRB p. 297, MM p. 494)fraction cardscalculatorpattern blocksSorting Fractions MM229

7-10The ONE for Fractions

To guide students as they find the whole, or the ONE, for given fractions.

SMP2, SMP4, SMP5, SMP6-----------4.NF.1, 4.NF.2, 4.NF.3a, 4.NF.3c,


Fraction Top It(SRB p. 247, MM p. 506)pattern blocks,counters


4.NF.3d4.1.1, 4.2.1.b.iii, 4.3.3, 4PS1.1, 4PS3.3

7-11Probability, Fractions, andSpinners

To review basic ideas of probability, including fairness and expected results; and to guide the application of fractions to spinners.

SMP2, SMP3, SMP4, SMP5, SMP64.2.1.b.iii, 4.5.1.b, 4.5.2, 4PS3.2, 4PS3.3

14% n/a Fair (die or spinner)Equal chanceExpectEqually (more, less) likely

Chances Are(SRB p. 236 – 237, MM p. 462-466)

Do You Wanna Bet? Your Chance to Find Out about Probability by Jean Cushmancolored pencils, paperclips,

7-12The Cube-Drop Experiment

To guide students in comparing predicted and actual results from an experiment with equally likely outcomes.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6-----------4.NF.3b, 4.NF.64.5.1.a, 4.5.1.b, 4.5.2, 4PS2.3, 4PS3.2, 4PS3.3, 4PS5.2

14% n/a TLG p. 636 MB #2E

Count Your Way Through Brazil by Kathleen Benson and Jim Haskinscm cube, colored pencils, shoe boxMM397 decomposing fractions TLG 635Renaming Fractions as Percents MM 240


Assessment


Instructional Dates: 1/25 - 1/29 Learning ScalesUnit: 7/8 Lessons: 12a-13, 1-2 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS7-12a *Consider spending 2 days on this lesson*Multiplying Fractions by Whole

To apply and extend previous understandings of multiplication to multiply a fraction by a wholenumber.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7, SMP8-----------4.NF.4a, 4.NF.4b,4.NF.4c

36% Major MultipleEquation

Number Lines


To assess students’ progress on mathematical content through the end of Unit 7.Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking

8-1Kitchen Layouts and Perimeters

To provide experience measuring and adding distances; finding the median and other landmarks of a set of measurements; and finding the perimeters of triangles.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP7-----------4.MD.34.4.1.c, 4.5.3, 4PS1.1, 4PS1.2, 4PS4.4, 4PS5.2

18% n/a TLG p. 662 MB # 4

Time – and – motion studyWork triangleperimeter

Fraction Match(SRB p. 243, MM p. 389, 473 – 476)scissors, tapeyardstick

See Planning Ahead TLG p663 make unit squares


8-2Scale Drawings

To provide practice measuring distance to the nearest foot; and to provide experience creatinga scale drawing on a grid using measurements and a given scale.

SMP1, SMP2, SMP4, SMP5, SMP6, SMP8-----------4.NF.4a, 4.NF.4b,4.NF.4c4.4.1.b, 4.4.1.c, 4.5.3, 4PS4.4, 4PS5.1, 4PS5.2

18% n/a Rough floor planScale drawingscale

Actual Sizeby Steve Jenkins50-facts testtape measureFor classrooms larger than 25X30 feet, see Advance Prep, TLG664.foot-long foot MM 251 for practice measuring TLG 669


RSAProject 3 A Carnival Game, TLG p. 956

Assessment

Student Self AssessmentWritten Assessment4.NF.1- Questions 1-3 , 4.NF.2- Questions 4-8, 18, 4.NF.3a & 4.NF.3b- Questions 9-11, 4.NBT.5- Questions 14-154.NBT.6- Questions 16-174.NF.2- Question 184.NF.3c- Questions 20-234.NF.3d- Question 24*MD- Questions 12, 19 ***Questions 12-13, 19 are Not Aligned with a specific 4 th Grade CCSS****G- Question 13Open Response4.NF.1, 4.NF.3a, 4.NF.3dAssessment Handbook p. 106 (0 -4 Rubric)


Instructional Dates: 2/1 - 2/4 Learning ScalesUnit: 8 Lessons: 3-6 Downloadable powerpoints for each lesson other resources and more resources


Focus


OCCT Testing %Writing Vocabulary Games

LitPASS CCSS8-3Area

To review basic area concepts; to provide practice estimating the area of a polygon by counting unit squares and using a scale drawing to find area.

SMP3, SMP4, SMP6, SMP7----------- 4.MD.34.3.3, 4.4.1.d, 4PS2.1, 4PS2.4

18% Additional TLG p. 673 MB # 2C

areasquare units

Fraction Top Itfraction cards(SRB p. 247, MMp. 506)

Advance Prep TLG 670 make metricaand customary unit squares

8-4What Is the Area of My Skin?

To demonstrate how to estimate the area of a surface having a curved boundary; and to provide practice converting from one square unitto another.

SMP1, SMP2, SMP4, SMP6-----------4.MD.1,4.MD.24.4.1.a, 4.4.1.d, 4PS1.2, 4PS1.3, 4PS5.1, 4PS5.2

18% n/a TLG p. 679 MB # 6

3 copies of MM444 per studnetscalculatorscissors, tape

8-5Formula for the Area of a Rectangle

To guide the development and use of a formula for the area of a rectangle.

SMP2, SMP5, SMP6, SMP7, SMP8-----------4.MD.34.1.2, 4.4.1.d, 4PS2.1, 4PS2.3,

18% Supporting lengthwidthheightareaformulavariablebase

Advanced Prep 681 make a table TLG 681calculatorCastleby David Macaulay


4PS2.48-6Formula for the Area of aParallelogram

To review the properties of parallelograms; and to guide the development and use of a formula for the area of a parallelogram.

SMP2, SMP3, SMP5, SMP6, SMP7, SMP8-----------4.NF.4c, 4.MD.74.1.2, 4.3.1, 4.3.3, 4.4.1.d, 4PS2.3, 4PS2.4, 4PS3.1

18% n/a baseheightperpendicular

Advance Prep: 2 short straws, 2 long straws and 4 twist-tiesscissors, tape, index cardsPlaying Fraction Of SRB 244Fraction Of cards MM477,478,480Angle Add Up MM507-509EM deck


AssessmentInstructional Dates: 2/8 - 2/11 Learning ScalesUnit: 8 Lessons: 7-9 Downloadable powerpoints for each lesson other resources and more resources


Focus


OCCT Testing % Writing Vocabulary Games

LitPASS CCSS

8-7Formula for the Area of aTriangle

To guide the development and use of a formula for the area of a triangle.

SMP2, SMP4, SMP5, SMP6, SMP7, SMP8-----------4.G.1, 4.G.24.3.3, 4.4.1.d, 4PS2.3, 4PS3.1

18% n/a TLG p. 697MB # 4

equilateral triangleisosceles trianglescalene triangleright trianglebaseheight

centimeter ruler, scissors, tape, index cardsAdvance PrepRugs and Fences MM498-501

8-8 SMP2, SMP4, SMP5, 18% n/a TLG p. 702 world map or


Geographical Area MeasurementTo discuss how geographical areas are measured; and to provide practice using division to compare two quantities with like units.

SMP6, SMP7-----------4.2.2.b.ii, 4.2.2b.iii, 4.4.1.a, 4PS1.3, 4PS2.4

MB # 4D globe acalculaordiceGrab Bag(SRB p. 249, MM 483 – 495)

8-9Progress Check 8

To assess students’ progress on mathematicalcontent through the end of Unit 8.Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking


Assessment

Student Self AssessmentWritten Assessment4.MD.3- Questions 1-2, 5-7, 14, 4.NF.3d- Questions 8-11, *MD- Question 3-4, 12-13, 15-18Open Response*MDAssessment Handbook p. 114 (0 -4 Rubric)

Instructional Dates: 2/12 - 2/19 Learning ScalesUnit: 9 Lessons: 1-4 Benchmark 3 - 2/16-2/27 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS9-1Fractions, Decimals, and Percents

SMP1, SMP2,SMP4, SMP6-----------


percent100% box

Create a Percents All Around Museum TLG 727


To guide the use of percents in describing real life situations; and to reinforce namingequivalencies among fractions, decimals, andpercents.

4.NF.64.2.1.a.i, 4.2.1.a.ii, 4PS4.2, 4PS4.3

Fraction Math(SRB p. 243, MM 278,473 – 476)

9-2Converting “Easy” Fractions to Decimals and Percents

To reinforce renaming fourths, fifths, and tenths as decimals and percents; and to introduce solving percent problems by using equivalentfractions.

SMP1, SMP2, SMP4, SMP6-----------4.NF.1, 4.NF.5, 4.NF.6, 4.MD.34.2.1.a.i, 4.2.1.a.ii, 4.2.1.b.ii, 4.2.1.b.iv, 4PS4.2, 4PS4.3


Rugs & Fences(SRB p. 260 – 261, MM p. 498 – 502) TLG 731Adding Tenths and Hundredths TLG 733 MM 283A/B

9-3Using a Calculator to Convert Fractions to Decimals

To introduce renaming any fraction as a decimal by using a calculator; and to reinforce fraction/percent equivalencies for fourths, fifths, and tenths.

SMP1, SMP5, SMP6, SMP7, SMP8-----------4.NF.64.1.1, 4.2.1.a.i, 4.2.1.a.ii, 4.2.1.b.ii, 4PS2.1, 4PS2.2

Foundation TLGp. 737MB # 5

Terminating decimalRepeating decimal

Advance Prep MM481-482calculatorMemorizing “Easy” Equivalents MM446Fraction Percent Concentration(SRB p. 246, MM p. 481 – 482)

9-4Using a Calculator to Rename Fractions as PercentsRenaming fractions as percents using a calculator; introducing solving number stories involving discounts expressed as percents.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP7, SMP8-----------4.MD.1, 4.MD.24.2.1.a.i, 4.2.1.a.ii, 4.2.2.b.iii,

Foundation TLGp. 742MB # 3

List priceDiscount% of discountFraction of discountSales price

calculator


4.5.1.a, 4.5.1.b, 4PS2.1, 4PS2.4


Assessment

Instructional Dates: 2/22 - 2/29 Learning ScalesUnit: 9 Lessons: 5-8 Benchmark 3 - 2/16-2/27 Downloadable powerpoints for each lesson other resources and more resources


Focus

CCSS and OAS

Standards

OCCT Testing %


GamesLitPAS

S CCSS

9-5Conversions among Fractions,Decimals, and Percents

To reinforce the use of a data table; and to reinforce renaming fractions as percents using a calculator and renaming decimals as percents.

SMP2, SMP4, SMP5, SMP7, SMP8-----------4.MD.74.2.1.a.i, 4.2.1.a.ii, 4.2.1.b.ii, 4.2.2.b.iii, 4PS2.4, 4PS5.1

36% Major world mapcalculatorWorld Tour to Beijing, ChinaPiece = Part = Portion: Fractions – Decimals = Percent by Scott GiffordandCount Your Way Through China by Jim Haskins

9-6Comparing the Results of a Survey

To guide the organization and tabulation of survey data; and to introduce the use of percents to compare quantities expressed as fractions withunlike denominators.

SMP1, SMP2, SMP3, SMP4, SMP6, SMP7-----------4.MD.24.5.1.a, 4.5.1.b, 4.5.2,

14% n/a pattern blocks50-facts testcalculatorMM290 to record survey resultsMM403 student made bar graph TLG 755


4PS2.2, 4PS3.3

9-7Comparing Population Data

To provide practice ranking and comparing data that are reported as percents and displaying ranked data by coloring maps.

SMP1, SMP2, SMP3, SMP4, SMP5, SMP6, SMP74.3.4, 4.5.1.a, 4.5.1.b, 4PS2.1, 4PS5.1

14% n/a urban, rural, life expectancy, rank

colored pencils,index cards,MM 293 2 copies

9-8Multiplication of Decimals

To introduce multiplication of decimals by whole numbers; and to reinforce the partial-products and lattice methods for multiplication.EM AlgorithmsOCCT Test Prep: Calculating Change from $20

SMP1, SMP2, SMP4, SMP6, SMP7-----------4.MD.24.2.1.a.ii, 4.2.2.a, 4.4.3, 4PS2.4, 4PS5.1

36% Major TLG p. 766MB #2B

Over & Up Squares (SRB p. 257, MM p. 494)note Adjusting the Activity TLG 765Soving Number Stories TLG 767 and MM114 extend to practice calculating change from $20 (OCCT skill)


RSA andAlgorithm 6: U.S. Traditional Multiplication- Decimals, TLG p. A26 – A30

AssessmentInstructional Dates: 3/1 - 4 Learning ScalesUnit: 9/10 Lessons: 9-10 Downloadable powerpoints for each lesson other resources and more resources


Focus

CCSS and OAS

Standards

OCCT Testing % Writing Vocabulary Materials

GamesLitPASS CCSS


9-9Division of Decimals

To introduce division of decimals by whole numbers; and to reinforce the partial-quotients division algorithm.EM Algorithms

SMP1, SMP2, SMP4, SMP6, SMP7, SMP8----------4.NBT.6, 4.MD.2, 4.G.1, 4.G.24.2.1.a.ii, 4.2.2.b.ii, 4.2.2.b.ii, 4PS2.1, 4PS2.4


Polygon Pair-Up (SRB p. 258, MM p. 496 – 497)



Performance Task orProject Based Learning Algorithm 8: US Traditional Long Division- Part 2, TLG p. A37 – A42

Assessment Student Self AssessmentWritten Assessment4.NF.6- Questions 2, 64.MD.3- Question 74.MD.2- Questions 11- 16*NF- Questions 1, 3-5 ***Questions 1, 3-5, 8-10 are Not Aligned with a specific 4 th Grade CCSS****MD- Questions 8-9*OA- Question 10


Open Response*OA & NF ***Open Response is Not Aligned with a specific 4 th Grade CCSS***Assessment Handbook p. 122 (0 -4 Rubric)


Instructional Dates: 3/21 - 25 Learning ScalesUnit: 10 Lessons: 1 - 4 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS10-1Explorations with a TransparentMirror

To guide the exploration of reflections of 2- dimensional figures.

SMP2, SMP5, SMP6-----------4.NF.54.3.4, 4PS2.1, 4PS2.3, 4PS2.4, 4PS5.1

18% n/a TLG p. 797 MB #4C

Transparent mirrorRecessedPreimageImagecongruent

Over & Up Squares(SRB p. 257, MM p. 494) - 2 six-sided dice and 2 different-colored pencils per partnershipMM p. 304, 305transparent mirrorsheets of paperscissorsShadows & Reflectionsby Tana Hoban

10-2Finding Lines of Reflection

To guide the exploration of reflections; and to provide practice identifying lines of reflection.

SMP4, SMP5, SMP6-----------4.3.1, 4.3.4, 4PS2.1, 4PS2.3, 4PS2.4, 4PS5.1

18% n/a reflectionline of reflection

Angle Tangle(SRB p. 230, MM p. 457) - protractortransparent mirrorruler

10-3Properties of Reflections

To guide the discovery of basic properties of reflections.

SMP2, SMP4, SMP5, SMP6, SMP7-----------4.OA.5

18% n/a TLG p. 808 MB #5

line of reflection

transparent mirrorrulerMM p. 309Count Your Way Through Japan / Indian / Russia /


4.3.4, 4.4.1.c, 4PS2.3, 4PS2.4, 4PS5.1

Israel by Jim HaskinsReflections and Ann Jonas

10-4 *Consider spending 2 days on this lesson*Line Symmetry

To guide exploration of the connection betweenreflections and line symmetry

SMP2, SMP4, SMP5, SMP6, SMP7-----------4.NF.4a,

4.NF.4b, 4.NF.4c,4.NF.5,4.G.34.3.3, 4.3.4, 4PS2.1, 4PS2.3, 4PS2.4

18% Additional Line of symmetrySymmetricRotation (turn)symmetry

MM p. 311-314; 389transparent mirrorruler


Assessment


Instructional Dates: 3/28 - 31 Learning ScalesUnit: 10 Lessons: 3-6 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS

10-5Frieze Patterns

To guide the application of reflections, rotations, and translations.

SMP2, SMP4, SMP5, SMP6, SMP7-----------4.1.1, 4.3.4, 4PS2.3, 4PS2.4, 4PS3.1, 4PS5.1

18% n/a TLG p.819 MB# 3

frieze patternreflection (flip)translation (slide)rotation (turn)

Pattern Blockstransparent mirrorPolygon Pair-Up(SRB p.258, MM p.496-497)

10-6Positive and NegativeNumbers

To introduce addition involving negative integers.TLG 827OCCT test prep: tempurature problem solving

SMP2, SMP4, SMP5, SMP6, SMP7-----------4.NF.6, 4.MD.24.2.1.b.iv, 4.3.4, 4PS4.2, 4PS4.3, 4PS5.1

36% n/a TLG p.826 MB# 5

opposite (of a number)creditdebit

Credits/Debits(SRB p.238, MM p.468)MM p. 320, 321transparent mirrorHow the Second Grade Got $8205.50 to Visit the Statue of Liberty by Nathan Zimelman


To assess students’ progress on mathematical content through the end of Unit 10Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking

Readiness: After test, use masking tape to create a life-size number line (-10 to 10) on the floor. TLG p. 827


Performance Task orProject Based Learning Project 4: Making a Quilt, TLG p.959-963

Assessment

Student Self AssessmentWritten Assessment4.G.3- Questions 1-4,4.NF.6*- Question 9, 4.NF.2 & 4.NF.3d- Question 10, 4.MD.6 & 4.G.1- Question 13*G- Questions 5-8*OA- Questions 11-12, 14Open ResponseAssessment Handbook p. 130 (0 -4 Rubric)


Instructional Dates 4/1 - 6 Learning ScalesUnit: 11 Lessons: 1-2 (11.7) **State Testing Window** Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialsGames

LitPASS CCSS11-1Weight

To review grams and ounces as units of mass and weight; and to guide the estimation and measurement of weight in grams and ounces.BEFORE 11.2:***** SKIP TO 11.7 IN ORDER TO TEACH THIS LESSON BEFORE TESTING

SMP2, SMP4, SMP5, SMP6-----------4.MD.1, 4.MD.24.4.1.a, 4.4.1.b, 4.4.1.c, 4PS2.1, 4PS2.2

18% Supporting gramounce

balance or scaleitems with massindex cardsnickels, pennies, quartersliter bottles of waterchart paperMM p. 448Is a Blue Whale the Biggest Thing There Is?by Robert WellsandCount Your Way Through Mexico by Jim HaskinsMexico City, MexicoPlanning Ahead: Have examples of geometric solids available for Lesson 11.2. Gather examples from everyday objects or make them from MM 449-451 TLG p. 853

11-2Geometric Solids

To review the properties of common geometric solids.

SMP2, SMP5, SMP6, SMP7-----------4.3.1, 4.3.3,

18% n/a TLG p.858 MB# 6

geometric solidrectangular prismtriangular prismcone

Mummy Math: An Adventure in Geometryby Cindy NeuschwanderModels of geometric solids


4.4.1.a, 4.4.1.c, 4PS2.4, 4PS5.1

spheresquare pyramidcylinderirregular prismfacecongruentcurved surfaceedgevertex (vertices)cubeflat surface

(see Planning Ahead 11.1)Advance Prep: Enough straws, twist-ties for each partnership and teacher to have 12 straws and 16 twist-ties.Extra=Practice TLG p.859:Comparing Geometric Solids, MM 390


Assessment


Instructional Dates: 4/7 - 29 (including dates for State Testing) Learning ScalesUnit: 11 Lessons: 3-8 **State Testing Window** Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialGames

LitPASS CCSS11-3Constructing Geometric Solids

To provide practice identifying geometric solids given their properties; and to guide the construction of polyhedrons.

SMP2, SMP4, SMP5, SMP6, SMP7,-----------4.NF.3d, 4.MD.44.3.1, 4.3.3, 4.3.4, 4PS2.4, 4PS5,1

18% n/a pyramidprismpolyhedronregular polyhedrontriangular pyramidtetrahedrondodecahedron

Geometric solids from 11.2 plus a triangular pyramid and a cube.Use everyday objects or make them from MM 452, 453straws, twist-ties (see Lesson 11.1)blank paper, tape

11-4A Volume Exploration

To review concepts and units of volume.

SMP2, SMP4, SMP5, SMP6, SMP7-----------4.MD.14.2.1.b.iv, 4.3.4, 4.4.1.c, 4.4.1.d, 4PS2.3, 4PS2.4, 4PS5.1

18% Supporting TLG p.870MB# 5

cubic unitsvolumedimensionssurface area

Credits/Debits(SRB p.238, MM p.468)MM p. 403base-10 blockscentimeter cubestapemetersticks, scissors4 meter sticks4 traffic-cones (or like item)string

11-5A Formula for the Volume ofRectangular Prisms

To guide the development and use of a formula for finding the

SMP2, SMP6, SMP7, SMP8-----------4.MD.34.4.1.c, 4.4.1.d,

18% Supporting TLG p.876 MB# 3

rectangular prismvolumeformula

Chances Are(SRB p.236-237, MM p.462-466)centimeter cubes, centimeter ruler


volume of a rectangular prism. 4PS5.1, 4PS5.2Performance Task or

Project Based Learning RSA

Assessment


Instructional Dates: 4/7 - 29 (including the dates for State Testing) Learning ScalesUnit: 11 Lessons: 3 - 8 Downloadable powerpoints for each lesson other resources and more resources


Focus



MaterialGames

LitPASS CCSS11-6Subtraction of PositiveAnd Negative Numbers

To review addition of positive and negative integers; and to introduce subtraction of positive and negative integers.

TLG 882-883

SMP2, SMP5, SMP6, SMP8-----------4.2.1.b.iv, 4.4.1.c, 4PS2.1, 4PS4.4

36% n/a Credits/Debits{Advanced Version}(SRB p.239, MM p.469)Advance Prep: make life-size number line with masking tape TLG 8781 penny and deck of EM cards for each partnershipGram and Ounce Museum

11-7Capacity and Weight

To review units of capacity

SMP2, SMP4, SMP5, SMP6-----------4.MD.1, 4.MD.24.2.2.b.iii, 4.4.1.a, 4.4.1.c, 4PS1.1, 4PS1.3

18% Supporting cuppintquartgalloncapacitylitermilliliter

A Grain of Rice by Helena Pittman andFannie in the Kitchen: The Whole Story from Soup to Buts by Deborah Hopkinson andOne Grain of Rice: A Mathematical Folktaleby Demi andThe King’s Chessboard by David BirchAdvance Prep: Create Liter and Milliliter Museum TLG884measuring cups, empty


milk cartons (pint, quart, ½ gallon, gallon) …

eyedropper, liter pitcher, 1 graduated beaker, 2 liters of water, containers of various capacties, index cards


To assess students’ progress on mathematical content through the end of Unit 11.Student Self Assessment: students reflect on their learning; Part A: summative; Part B: formative; Open Response: whole group/critical thinking12-1Introducing Rates

To introduce rates; and to provide practice collecting and comparing rate data.OCCT: Identifying Fractions and Decimals on Number Lines TLG 912

SMP2, SMP4, SMP6, SMP7-----------4.MD.2, 4.NF.2, 4.NF.74.2.1.b.ii, 4.5.1.b, 4.5.3, 4PS2.2, 4PS3.3

14% Major rateper

Advance Prep: read eye blinking experiment before class TLG 908timer/clock with second handindex cards, calculatorCreate a Rates All Around Museum TLG 913

Performance Task orProject Based Learning Project 6: Building and Viewing Structures, TLG p.967-971

Assessment Student Self AssessmentWritten Assessment4.MD.2- Questions 7-10


4.MD.1- Question 114.MD.1 & 4.NBT.5- Questions 13-14*G- Questions 1-6 ***Questions 1-6, 12, 15-26 are Not Aligned with a specific 4 th Grade CCSS****MD- Question 12*OA- Questions 15-26Open Response4.MD.2Assessment Handbook p. 138 (0 -4 Rubric)


Instructional Dates: 5/2 - 9 Learning ScalesUnit: 12 Lessons: 1 – 5 Downloadable powerpoints for each lesson other resources and more resources


Focus

CCSS and OAS

Standards

OCCT Testing %


GamesLitPASS CCSS

12-2Solving Rate Problems

To provide practice using a rate table to recordrate information; and to provide practice solvingrate problems.

SMP1, SMP2, SMP3, SMP4, SMP6, SMP84.OA.4, 4.OA.5,4.MD.24.1.1, 4.2.1.b.iv, 4.2.2.a, 4PS1.3, 4PS3.1


rate tableunit rate

Credits/Debits(SRB p.239, MM p.469)Each Orange Had Eight Slices by Paul Giganti orIf Dogs Were Dinosaurs by David SchwartzAdvance Prep: draw several rate tables or MM454

12-3Converting Between Rates

To provide practice checking the validity of databy converting the data to more accessible rates.

SMP1, SMP2, SMP3, SMP4, SMP6, SMP84.OA.3, 4.MD.14.1.1, 4.2.2.a, 4.2.2.b.iii, 4PS1.1, 4PS1.3, 4PS2.2

14% Major TLG p. 924 MB# 5

The Compass in Your Nose and Other Astonishing Facts about Humans by MarcMcCutcheoncalculator

12-4 Comparison Shopping: Part 1


36% Major consumerproducts

Name That Number


To introduce calculating the unit price for a product; and to provide practice comparing unit prices and identifying information needed for comparison shopping.

SMP6, SMP84.MD.1, 4.MD.24.1.1, 4.1.2, 4.2.1.b.iv, 4.2.2.b.iii, 4PS1.1, 4PS1.3, 4PS1.5

servicescomparison shoppingunit price

(SRB p.354, MM p.489)calculator

12-5Comparison Shopping: Part 2

To provide practice calculating and comparing unit prices that involve fractions of cents.

SMP1, SMP2, SMP4, SMP5, SMP6, SMP74.MD.1, 4.MD.24.1.1, 4.2.2.b.iii, 4PS1.1, 4PS1.3

36% Major TLG p. 934 MB# 2b

Fraction Top-It(SRB p.247, MM p.506)beakersCreate a Liter and Milliliter Museum


Assessment


Instructional Dates: 5/10 - 13 Learning ScalesUnit: 12 Lessons: 6 – 7 Downloadable powerpoints for each lesson other resources and more resources


Focus

CCSS and OAS

Standards


MaterialsGames

LitPASS CCSS12-6World Tour Wrap-Up

To reflect on this year’s World Tour experiences

SMP2, SMP4, SMP64.OA.3, 4.NBT.6, 4.MD.24.2.2.b.i, 4.2.2.b.iii, 4.5.1.b, 4PS2.1, 4PS3.3

n/a n/a The Grapes of Mathby Greg Tangcalculator50 facts test MM412, 414-417Around the World



Performance Task orProject Based Learning Project 5: Which Soft Drink Is the Best Buy?, TLG p.964-966

Assessment Student Self AssessmentWritten Assessment4.OA.4- Questions 1-2, 4-54.MD.2- Question 3, 9, 12-144.MD.1- Question 8


4.NF.2- Questions 11*OA- Questions 6-7, 10Open Response4.MD.2Assessment Handbook p. 146 (0 -4 Rubric)

pacing guide purpose - inspi web viewmultiply or divide to solve word problems involving ... games...

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